diff --git "a/100_test_docs_persist/docstore.json" "b/100_test_docs_persist/docstore.json"
new file mode 100644--- /dev/null
+++ "b/100_test_docs_persist/docstore.json"
@@ -0,0 +1 @@
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"excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f5c30235-f29e-4fc3-96a9-c65e2247199a", "node_type": null, "metadata": {}, "hash": "7ae48fe5f3a1b1b0bc3dc0b5f959f442a1548804840e44942d8ec0735b2b0867"}, "3": {"node_id": "b7ea5d4a-d3c5-4666-a4da-75ac5653a2eb", "node_type": null, "metadata": {}, "hash": "778c31480f5b3f5713f4f5cbc4ef75fa9573a0f1cdc6c3fc79bbaa0899144002"}}, "hash": "1b638eb465e4e1f1340de60cfbfe4275e82069665347aec827af0948b7ec4e4b", "text": "Saxon Math\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for alignment. The materials do not spend the majority of time on the major clusters in the grade and assess math content from standards in grades above grade 4. The materials do not foster coherence within the clusters of the grade and do not support the full intent and connections that naturally occur between the standards. In the instances where more than one cluster was identified in a lesson, they were generally addressed separately. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for Gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for alignment to focus on major work of the grade and coherence. The instructional materials do not meet expectations for each of the two focus criterions because they assess above grade-level standards and allocate too large of a percentage of lessons to clusters of standards that are either from prior grade levels or grade levels above Grade 4.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for assessment. For this indicator, the review team examined all components of the cumulative tests, which included the power-up tests, the cumulative tests, 10 extension tests, and the performance tasks. The team was unable to review the benchmark tests as they were not included in the materials. There are two reasons why these materials do not meet the expectations for this indicator. First, a significant number of the questions on the Cumulative and Power Up tests align to standards that are below grade 4, and second, of the remaining questions, there are several instances of questions aligning to standards above grade 4. With the significant number of questions that align to either above or below grade-level standards, omission or modification of the questions would result in a significant impact on the underlying structure of the grade 4 materials. The following list of cumulative tests outlines the questions that are aligned to above grade-level standards and the standards or clusters to which the questions are aligned.\n\nCumulative Test 10, after lesson 55, questions 3, 5, and 10 assess working with numerals larger than 1,000,000, which is above expectations for 4.NBT.A, \u201cGeneralize place value understanding for multi-digit whole numbers\u201d, and 4.NBT.B, \u201cUse place value understanding and properties of operations to perform multi-digit arithmetic,\u201d where the expectation is to work with numerals less than or equal to 1,000,000.\nCumulative Test 11, after lesson 60, question 7 assesses writing a number larger than 1,000,000, which is above expectations for 4.NBT.A.2, \u201cRead and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons\u201d, where the expectation is to work with numerals less than or equal to 1,000,000.\nCumulative Test 14, after lesson 75, question 7 assesses locating negative numbers on a number line, which aligns to NS.C.6, \u201cUnderstand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.\u201d\nCumulative Test 16, after lesson 85, question 6 assesses fractions with a denominator of 13, which is above expectations for 4.NF, \u201cGrade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.\u201d\nCumulative Test 19, after lesson 100, question 5 assesses median, which aligns to 6.SP.B, \u201cSummarize and describe distributions.\u201d\nCumulative Test 21, after lesson 110, question 2 assesses rounding to the nearest 100,000,000, which is above expectations for 4.NBT.A, \u201cGeneralize place value understanding for multi-digit whole numbers,\u201d where the expectation is to work with numerals less than or equal to 1,000,000.\nCumulative Test 22, after lesson 115, assesses the interpretation of a circle graph, which is a type of graph that is beyond expectations for the Common Core State Standards for Mathematics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b7ea5d4a-d3c5-4666-a4da-75ac5653a2eb": {"__data__": {"id_": "b7ea5d4a-d3c5-4666-a4da-75ac5653a2eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f5c30235-f29e-4fc3-96a9-c65e2247199a", "node_type": null, "metadata": {}, "hash": "7ae48fe5f3a1b1b0bc3dc0b5f959f442a1548804840e44942d8ec0735b2b0867"}, "2": {"node_id": "882fe156-18b5-4e25-89e3-64f319c71eab", "node_type": null, "metadata": {}, "hash": "1b638eb465e4e1f1340de60cfbfe4275e82069665347aec827af0948b7ec4e4b"}, "3": {"node_id": "c6459016-97af-4c5f-be70-8e0e329485db", "node_type": null, "metadata": {}, "hash": "89b8921316f37bd158ba515942b3ea368179f8a96550f8fd8bb38ff36db77fca"}}, "hash": "778c31480f5b3f5713f4f5cbc4ef75fa9573a0f1cdc6c3fc79bbaa0899144002", "text": "Cumulative Test 23, after lesson 120, question 2 assesses finding the area of a triangle, which aligns to 6.G.A.1, \u201cFind the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems,\u201d and questions 3 and 8 assess the use of rates and percentages, which aligns to 6.RP.A, \u201cUnderstand ratio concepts and use ratio reasoning to solve problems.\u201d\n\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for focus. The materials suggest a 60-minute class period consisting of a 30-minute block in which students complete written practice problems (distributed practice which does not particularly focus on or extend the new concept taught that day) and a 15-minute power up block. Because of this and the wide range of concepts address in the practice which changes daily, it is difficult to trace the amount of time spent on each concept through this and the power up practice. This leaves one to focus primarily on the new concept lessons as the tool in which to base the review alignment to the major work of the grade level. The materials allot a mere 15 minutes for the new concept lesson. An in-depth look at the major work of the grade in 4.OA, 4.NBT and 4.NF lead the review team to the following.\n4.OA.A:\n\nOf the 11 lessons designated as major work in the text, only two, lesson extension activity 3 (multiplicative comparisons) and lesson 94 (two-step word problems) are actually major work.\n\n\nLesson 94 is only partially aligned since much of the lesson does not deal with the word problems, but rather 2-step equations set up to solve in an algebraic fashion. The other nine lessons are mostly single-step word problems, not multi-step as the standard indicates, and therefore more a review.\n\n\n\n4.NBT:\n\nFor 4.NBT.A, nine lessons involve the major work of generalizing place value for multi-digit numbers.\nFor 4.NBT.B, the addition and subtraction computation lessons up to lesson 25 are mostly review. Roughly 15 lessons can be considered major work. Multi-digit multiplication doesn't begin until lesson 44; prior to that, the lessons involve multiplication facts (five lessons). The multi-digit multiplication or division lessons cannot be considered to be part of the major work as they all involve teaching procedures that should not be addressed until Grades 5 and 6.\n\n4.NF:\n\nFor 4.NF.A and 4.NF.B, approximately 18 lessons could be considered in the realm of major work, however too many of the lessons are reviewed which does build throughout the year. Unfortunately, it takes far too long to actually get to the meat of the major fraction work and the few lessons (104, 107, 109, 115 and 116) which directly reflect the major work come at the end of the year. This reflects only one lesson multiplying fractions by a whole number (lesson extension activity 6) and one lesson adding and subtracting fractions with a common denominator (lesson 107).\nFor 4.NF.C, four lessons address this standard and within two of these lessons, decimals to the thousandths are addressed which is above the scope of Grade 4. In summary, approximately 48 of the 132 lessons (120 lessons and 12 investigations) align to the major work of the grade level. This amounts to roughly 36% of the lessons addressing the major work of Grade 4.\n\nIn addition, specific misalignments were found in the following:\n\nIn lesson 91, new concept exceeds standards by going to 1000th place with decimals.\nIn lesson 96, is labeled as aligned to 4.OA.A, however the new concept is focused on finding averages in data. This is not reflective of the major work of this grade level.\nIn lesson 97, within the lessons' written practice, a percent question (question 3) and writing a mixed number as a decimal to the thousandths place (question 4) is found.\nLesson 99 asks for the square root of 25 and to write a number from Roman numerals in the power up portion.\nLesson 111 focuses on volume, which is a Grade 5 standard.\nLessons 112 and 115 focus on reducing fractions to the simplest form but asks to reduce fractions that have a 9 and a 7 as the denominator.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6459016-97af-4c5f-be70-8e0e329485db": {"__data__": {"id_": "c6459016-97af-4c5f-be70-8e0e329485db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f5c30235-f29e-4fc3-96a9-c65e2247199a", "node_type": null, "metadata": {}, "hash": "7ae48fe5f3a1b1b0bc3dc0b5f959f442a1548804840e44942d8ec0735b2b0867"}, "2": {"node_id": "b7ea5d4a-d3c5-4666-a4da-75ac5653a2eb", "node_type": null, "metadata": {}, "hash": "778c31480f5b3f5713f4f5cbc4ef75fa9573a0f1cdc6c3fc79bbaa0899144002"}, "3": {"node_id": "042db15a-2ec4-4b6a-a3d5-657c96815ec9", "node_type": null, "metadata": {}, "hash": "68c27c4e11628562282ba59edea419582d88be1583f84cf6e844aed7c1391742"}}, "hash": "89b8921316f37bd158ba515942b3ea368179f8a96550f8fd8bb38ff36db77fca", "text": "The expectations in Grade 4 are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100.\nLesson 117 focuses on rounding whole numbers through hundred millions. Expectations are limited to whole numbers less than or equal to 1 million.\nLesson 119 focuses on fractions with different denominators. It is not aligned because Grade 4 standards are adding and subtracting with like denominators. This is more appropriate for Grade 5.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for supporting content enhancing focus and coherence simultaneously. A lack of coherence between the major and supporting work is evident in the following examples:\n\nIn lesson 40, capacity is taught in isolation and therefore does not support the major work of the grade. In section 10, one of the 11 lessons reference alignment to additional standards.\nIn lesson 92, classifying quadrilaterals and angles is taught in isolation.\nIn lesson 55 about prime and composite numbers, students find multiples of numbers by multiplying, on a multiplication table and find the factors of a number by drawing arrays, identify numbers as prime or composite, and work only with finding factors of numbers to 12. There is no real connection or support to multi-digit multiplication (4.NBT.B) because in actuality, multiplying multi-digit numbers is introduced in Lesson 44, which is prior to the lesson in which factors and multiples are explored. Multi-digit multiplication is presented only using procedure.\nThe work in this standard cluster requires students to use a line plot to display fractional measurement data and solve problems which link to addition and subtraction of fractions (4.NF.A). However, lessons identified in this standard cluster mostly involve pictographs, line graphs, bar graphs and circle graphs (investigation 6). Only extension lesson 7 addresses the line plot with fractional measurement data.\n\nThe following examples serve as lessons where connections were made, but it was concluded that there are an extremely limited amount of examples or even questions that had support or an additional cluster that supported the major work of the grade level. In lesson 68, question 30 supports 4.NBT.A; lesson 95, question 30B supports 4.OA.A.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for viability of materials for one year in order to foster coherence between the grades. The curriculum consists of 120 lessons, 12 investigations and 23 cumulative assessment days for a total of 155 days needed to complete the curriculum. Although this is a manageable number of days for a school year, only 48 of the 132 lessons identified as aligned to the major work of the grade level can actually be considered major work. Most lessons are either a review of previous content or address work above grade level. None of the lessons dealing with multiplication and division can be considered major work as the strategies taught align with Grade 5 and Grade 6 work respectively. Additionally, 23 lessons (approximately 17% of the lessons) are aligned to the MP, but not also aligned to Grade 4 content standards. For these reasons and the evidence cited in 1b, this grade does not cover the major work with enough depth for students to be ready for the work of the next grade level.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for consistency with the progressions in the standards. This is evident through examples below which were based on materials around the progression of grade-by-grade content, the access in materials to grade-level problems and the connections to concepts from prior grades. The materials address a great deal of off-grade level content which is not clearly identified as such, other than identifying the CCSSM focus of the lesson as a MP rather than a content standard. Additionally, above grade level content is inaccurately aligned to either a Grade 4 standard or MP.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "042db15a-2ec4-4b6a-a3d5-657c96815ec9": {"__data__": {"id_": "042db15a-2ec4-4b6a-a3d5-657c96815ec9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f5c30235-f29e-4fc3-96a9-c65e2247199a", "node_type": null, "metadata": {}, "hash": "7ae48fe5f3a1b1b0bc3dc0b5f959f442a1548804840e44942d8ec0735b2b0867"}, "2": {"node_id": "c6459016-97af-4c5f-be70-8e0e329485db", "node_type": null, "metadata": {}, "hash": "89b8921316f37bd158ba515942b3ea368179f8a96550f8fd8bb38ff36db77fca"}, "3": {"node_id": "1b47f06e-9a14-4740-a3e2-5d65745207d3", "node_type": null, "metadata": {}, "hash": "351fb4e38cef9126f5f25fb7b1d5ed159f1d76dd13f3f85afaedfe2653c8ce92"}}, "hash": "68c27c4e11628562282ba59edea419582d88be1583f84cf6e844aed7c1391742", "text": "Additionally, above grade level content is inaccurately aligned to either a Grade 4 standard or MP. Examples of work that are not consistent with the progressions are:\n\nAlthough one method cited in multiplying 2-digit numbers in lesson 44 (4.NBT.B) is a partial product strategy, the multiplication procedure is taught as method 2. This is more appropriately presented in Grade 5.\nLesson 50 involves adding decimal numbers (a Grade 5 standard). While the major work in division is to be presented using strategies and the relationship between multiplication and division, instead the division work is presented by teaching the procedural skill of long division, which shouldn't be presented until Grade 6.\nLesson 35 concerns naming a mixed number, which is a Grade 5 standard. This displaces grade level content.\nLesson 62 teaches exponents, which is future material that is not identified.\nThe new concept in lesson 73 is geometric transformations which is a standard in Grade 8.\nIn lesson 11, students review addition. There is no grade level correlation provided based on problems in the lesson. This is reviewing content that should be mastered in Grade 1 and Grade 2.\nIn lesson 6, students review subtraction based on the problems given. This also focused on Grade 1 and Grade 2 content without identifying it as such.\nIn lesson 41, the new concept is subtracting across zeros with three-digit problems. This is expected to be mastered in Grade 3.\n\nThe majority of the major work focus in 4.NF doesn't occur until after Lesson 102 and therefore not much time is allotted for grade-appropriate work in this cluster. Additionally, due to the structure of the curriculum, the amount of time spent in new concept lessons is only a small fraction of the entire lesson time, thus preventing work from being extensive. A majority of the lessons are either below grade level review or extend above grade level expectations. Lessons 22, 26, 36, 37 and 74 review previous grade level concepts. Lessons 85 and 91 go beyond the scope of Grade 4 by introducing thousandths.\nAdditionally, connections between concepts are not clearly articulated to teachers. The curriculum materials do not connect between grade levels explicitly identified, so teachers are not made aware of how what they are currently teaching relates to what students learned in Grade 3, although sections do list pre-requisite skills needed for the lesson. For example, in Grade 3, fractions are identified and explored using models, but in the Grade 4 materials these concepts are taught again as new concepts (e.g., lessons 22, 26, 103), with no mention that this is a review from Grade 3 to teacher or student.\nIn no instances did the review team find evidence of explicit connections made to prior knowledge. Additionally, due to the structure of the curriculum, the amount of time spent in new concept lessons on these concepts is only a small fraction of the entire lesson time, thus preventing work from being extensive.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe materials reviewed for Grade 4 do not meet expectations for coherence through connections at the grade level. This was evidenced through the absence of CCSSM-aligned learning objectives as found in the following:\n\nThe identified objective in lesson 15 is to use money amounts to represent subtraction of two-digit numbers with regrouping (Grade 2 content).\nThe identified objective in lesson 20 is to use a number line to round a number to the nearest ten (Grades 2 and 3); and to round money amounts to the nearest dollar and to the nearest 25 cents (Grade 4 rounds to any place).\nLesson 22 objectives deal with naming fractions and adding money which is not aligned to 4.NF.A.\nLesson 26 objectives state drawing pictures representing halves, thirds and fourths, which is not aligned to 4.NF.A.\nLesson 36 objectives reference naming and comparing fractions of a dollar which is not aligned to 4.NF.A.\nObjectives in lessons 112 and 114 reference writing a reduced form of a fraction and simplifying which is not aligned to 4.NF.A.\nThe objectives in Lessons 70, 74, 89, 116, 119 and 120 do not align to the 4.NF.B cluster.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1b47f06e-9a14-4740-a3e2-5d65745207d3": {"__data__": {"id_": "1b47f06e-9a14-4740-a3e2-5d65745207d3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f5c30235-f29e-4fc3-96a9-c65e2247199a", "node_type": null, "metadata": {}, "hash": "7ae48fe5f3a1b1b0bc3dc0b5f959f442a1548804840e44942d8ec0735b2b0867"}, "2": {"node_id": "042db15a-2ec4-4b6a-a3d5-657c96815ec9", "node_type": null, "metadata": {}, "hash": "68c27c4e11628562282ba59edea419582d88be1583f84cf6e844aed7c1391742"}, "3": {"node_id": "f4375e71-2bf7-41c0-a7e5-f0601f4a3602", "node_type": null, "metadata": {}, "hash": "d80d713da29cd48924895efe08c053c89577fb294901050ea432cbd88360c65e"}}, "hash": "351fb4e38cef9126f5f25fb7b1d5ed159f1d76dd13f3f85afaedfe2653c8ce92", "text": "Additionally, a lack of connections in math problems made between and among clusters in a domain and domains in a grade informed the evaluation of instructional materials for this criteria. Materials do not connect domains where they are natural and important. The series is set up as individual lessons focusing on a specific skill. These skills are randomly reinforced throughout the year within the written practice portion of the lesson but the questions/skills are always in isolation. There is no evidence of purposeful domain connection. Examples where connections were missed include:\n\nLesson 45 focus is on parentheses and the associative property as well as naming line segments. These concepts are not connected mathematically in this lesson.\nIn lesson 49, students solve equal grouping problems and solve comparison problems. These concepts are addressed separately yet could be connected.\nStudent work with conversion of measurements (4.MD.1 and 4.MD.2) does not relate to multiplicative comparisons of 4.OA.A, specifically:\nLesson 40 work with converting capacities does not specifically illustrate the multiplication connection but lesson 77 work with converting weight/mass does involve connecting the \"times as many\" work as they use multiplication to convert from one unit to the other. Unfortunately, those are the only two lessons involving this part of 4.MD.A. The other lessons designated as 4.MD.A do not pertain to this.\n\nA few connections are made, but not enough to meet or partially meet expectations.\n\nLessons 109, 115 and 116 are the only lessons in which the objectives do indicate alignment to 4.NF.A\nIn Lesson 75, there is some attempt at connecting angle measurement to a fraction of the full 360-degree measure of a circle, connecting 4.MD.C to 4.NF.3, but it isn't followed through in subsequent lessons 81, lesson extension activity 4 or in lesson 92, lesson extension activity 5.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f4375e71-2bf7-41c0-a7e5-f0601f4a3602": {"__data__": {"id_": "f4375e71-2bf7-41c0-a7e5-f0601f4a3602", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f5c30235-f29e-4fc3-96a9-c65e2247199a", "node_type": null, "metadata": {}, "hash": "7ae48fe5f3a1b1b0bc3dc0b5f959f442a1548804840e44942d8ec0735b2b0867"}, "2": {"node_id": "1b47f06e-9a14-4740-a3e2-5d65745207d3", "node_type": null, "metadata": {}, "hash": "351fb4e38cef9126f5f25fb7b1d5ed159f1d76dd13f3f85afaedfe2653c8ce92"}}, "hash": "d80d713da29cd48924895efe08c053c89577fb294901050ea432cbd88360c65e", "text": "Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "71442250-a601-4d63-bf0b-608e97c2b789": {"__data__": {"id_": "71442250-a601-4d63-bf0b-608e97c2b789", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "3": {"node_id": "765708b2-438d-4b36-b93a-4c0c4b88a6b7", "node_type": null, "metadata": {}, "hash": "cb6f36e244593680707b1db307ffdb9c6b34fc7da44bce8a52f1ed7740b683b8"}}, "hash": "882a3eecbb127677c1ff8aac7cbd6b023c7db60b3d8fda6cb89b3dab2a16827e", "text": "StoryTown\n\nThe materials reviewed for Grade 1 do not meet the criteria for alignment. While texts partially meet some expectations, the majority of work done in reading, writing, speaking, and listening do not meet the expectations of the indicators. The materials do not include support for building students' knowledge and academic vocabulary.\n\nText Quality & Complexity and Alignment to Standards Components\n\nGrade 1 instructional materials partially meet the expectations for text quality for complexity, and do not meet the criteria for alignment to the standards. Most tasks and questions are not text based and are not grounded in evidence. The instructional materials include texts that are worthy of students' time and attention and provide many opportunities for rich and rigorous, evidence-based discussions and writing about texts to build strong literacy skills. Materials address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading. Materials provide opportunities to increase oral and silent reading fluency across the grade level.\n\nText Complexity & Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 1 meet the criteria that anchor texts (including read aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.\n\n\n    Texts are high quality, including rich language and engaging content. Accompanying illustrations are high quality as well, supporting students' understanding and comprehension of the associated text.\n\n\n    Examples of central texts that are worthy of careful reading include, but are not limited to:\n\n\nIn Theme 1, Get Up Rick by Isabel Campoy contains engaging vocabulary and multiple sentence types.\n    \nIn Theme 2, Jobs by Anne Mansk is of high interest and is an engaging text with which students can identify.\n    \nIn Theme 3, Land of Ice by Norman Wu is an engaging text with high interest content and vibrant photographs.\n    \nIn Theme 4, Tomas Rivera by Jane Medina is an engaging text with vibrant photographs.\n    \nIn Theme 5, Mystery of the Nightsong by Eloise Greenfield is a multicultural text that is engaging and suspenseful.\n    \nIn Theme 6, What Brad Found by Linda Barr is a suspenseful, modern story that contains brilliant photographs.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 1 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.\n\n\n    \u2028\u2028Anchor and paired texts include a mix of informational and literary texts. Each of the six Themes for the year integrates various genres to support student\u2019s understanding of the Theme. Additional self-selected reading selections are suggested as part of the classroom library to support the Themes. Text types include: fantasy, nonfiction, realistic fiction, travel journal, informational narrative, science fiction, fairy tale, play, historical fiction, folktale, interview, advice column, photo essay, mystery, biography, and news script.\n\n\n    The following are examples of literary texts found within the instructional materials:\n\n\nTheme 1: Tag by Nancy Furstinger\n    \nTheme 1: Trailer Truck by Bobbi Katz\n    \nTheme 2: Get Up Rick by F. Isabel Campoy\n    \nTheme 2: Roads by Elizabeth Spires\n    \nTheme 3: Little Red Hen Gets Help by Kenneth Spengler\n    \nTheme 3: King Midas and his Gold by Josee Masse\n    \nTheme 4: Caterpillars by Aileen Fischer\n    \nTheme 4: Snow Surprise by Lisa Campbell Ernst\n    \nTheme 5: Little Rabbit\u2019s Tale by Wong Herbert Yee\n    \nTheme 5: Flake, the Missing Hamster by Stephen Krensky\n    \nTheme 6: The Little Turtle by Vachel Lindsay\n    \nTheme 6: Ebb and Flo and the Baby Seal by Jane Simmons\n    \n\n\n    The following are examples of informational text found within the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "765708b2-438d-4b36-b93a-4c0c4b88a6b7": {"__data__": {"id_": "765708b2-438d-4b36-b93a-4c0c4b88a6b7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "71442250-a601-4d63-bf0b-608e97c2b789", "node_type": null, "metadata": {}, "hash": "882a3eecbb127677c1ff8aac7cbd6b023c7db60b3d8fda6cb89b3dab2a16827e"}, "3": {"node_id": "fd2c6def-f875-48ce-8a22-80c4da6c4d1b", "node_type": null, "metadata": {}, "hash": "fbb50ad12ca4a34e960a2e824b3556a6f7f47f984377eb225490605fd198382f"}}, "hash": "cb6f36e244593680707b1db307ffdb9c6b34fc7da44bce8a52f1ed7740b683b8", "text": "The following are examples of informational text found within the instructional materials:\n\n\nTheme 1: Let\u2019s Tap by Alex Moran\n    \nTheme 1: Big Rigs by Paulette R. Novak\n    \nTheme 2: All on the Map by Lucy Floyd\n    \nTheme 3: Let\u2019s Make Tortillas\n\nTheme 3: \u201cGold and Money\u201d\n    \nTheme 4: A Butterfly Grows by Stephen Swinburne\n    \nTheme 4: \u201cThe Snowflake Man\u201d\n    \nTheme 5: Ways People Live by Emily Neye\n    \nTheme 5: Three Reasons Why Pets are Great\n\nTheme 6: Amazing Animals by Gwendolyn Brooks\n    \nTheme 6: \u201cFellini the Fur Seal\u201d\n\nTexts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\nThe instructional materials reviewed for Grade 1 meet the criteria for texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\n\n    The majority of texts are at the appropriate quantitative level. Qualitatively, the texts present complex ideas, vocabulary, and themes that allow students to acquire knowledge and conduct analysis of complex texts and how they relate to each thematic unit. Books identified for small group instruction are noted as below level, on level, advanced, and intended for ELL students. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\n\n    Texts that are above or below grade level quantitative bands have qualitative features and/or tasks that bring it to the appropriate level for students to access the text. Examples of text that are at appropriate level of complexity according to quantitative analysis, qualitative analysis, and a relationship to their associated student task include:\n\n\nTheme 1: Bear at Home by Stella Blackstone with a quantitative measure of NC 420L\n    \nTheme 2: There\u2019s a Billy Goat in the Garden by Laurel De Gugler\n    \nTheme 3: \u201cMy Father\u2019s Feet\u201d by Judy Sierra\n    \nTheme 4: Tomas Rivera by Jane Medina with a quantitative measure of 300L\n    \nTheme 5: Bear Wants More by Karma Wilson with a quantitative measure of AD 500L\n    \nTheme 6: Sand Castle by Brenda S. Yee with a quantitative measure of 440L\n\nMaterials support students' literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 1 partially meet the expectations for materials supporting students\u2019 literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fd2c6def-f875-48ce-8a22-80c4da6c4d1b": {"__data__": {"id_": "fd2c6def-f875-48ce-8a22-80c4da6c4d1b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "765708b2-438d-4b36-b93a-4c0c4b88a6b7", "node_type": null, "metadata": {}, "hash": "cb6f36e244593680707b1db307ffdb9c6b34fc7da44bce8a52f1ed7740b683b8"}, "3": {"node_id": "580c3c8a-bc10-4638-b012-615e0d3d05c6", "node_type": null, "metadata": {}, "hash": "34cc88e37a7941e5b6c7ef06851d37f5ff5164c2699c949d412bad52c03bd50d"}}, "hash": "fbb50ad12ca4a34e960a2e824b3556a6f7f47f984377eb225490605fd198382f", "text": "Each theme has a separate skills focus. In Theme 1 the text complexity of student texts are appropriate for the beginning of the school year. Students focus on the skills of making predictions, classifying, and story elements. Students hear a Read Aloud connected to the theme, read and discuss the main selection, and then read and discuss a paired selection. In each selection the focus skills of the theme are discussed. In Theme 3, the text complexity is appropriate for Grade 1 mid-year. Students focus on the skills of details, compare and contrast, plot, and setting. Students hear a Read Aloud connected to the theme, read and discuss the main selection, and then read and discuss a paired selection. In each selection the focus skills of the theme are discussed. In Theme 6 the text complexity of student texts are appropriate for the end of Grade 1. Students focus on the skills of alphabetizing, story elements, and details. Students hear a Read Aloud connected to the theme, read and discuss the main selection, and then read and discuss a paired selection. In each selection the focus skills of the theme are discussed. Focus skills are not revisited during the year. Though questions and practice become more complex through each individual theme, there is not a clear progression of the focus skills as they become more complex over the course of the school year\n\n\n    The materials partially support students' ability to read increasingly complex texts across the school year with appropriate support from the teacher according to the quantitative and qualitative measures. However, two days of guidance and scaffolded support from the teacher is suggested regardless of the complexity of the main selection text. Although scaffolded activities are provided throughout the materials, every text is allocated the same amount of time for reading and analysis. More complex texts may not get more instructional time focused on understanding and analyzing them since there are fixed routines in place every week for close reading and rereading.\n\nAnchor texts (including read-aloud texts in K-2) and series of texts connected to them are accompanied by a text complexity analysis.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\n\n    Anchor texts and series of texts connected to them are not accompanied by a text complexity analysis or a rationale for educational purpose and placement in Grade 1. The publisher identifies anchor text by genre and leveled readers are suggested by Below-Level, On-Level, and Advanced. Texts are identified as Below-Level, On-Level, and Advanced no specific complexity level or rationale is provided.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 1 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.\n\n\n    In each lesson, students interact with a getting started story, a read-aloud, a whole-group vocabulary selection, an anchor text, paired text read, big books, decodable books, and a self-selected text read during center work. Leveled readers are provided for small-group, differentiated work.\n\n\n    There are opportunities for students to read a range and volume of texts. The materials provide some experiences with independent reading. Teacher materials lack explicit directions to help students build their skills to read on grade level independently by the end of the year, and weekly lessons have minimal time dedicated to students reading independently.\n\n\n    Reading Adventure Magazine is used for supplemental lessons to extend the Common Core. Additional texts related to the themes are provided as leveled reading selections. These selections are suggested in the Resources section of the Teacher Edition.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 1 meet the criteria that most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "580c3c8a-bc10-4638-b012-615e0d3d05c6": {"__data__": {"id_": "580c3c8a-bc10-4638-b012-615e0d3d05c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "fd2c6def-f875-48ce-8a22-80c4da6c4d1b", "node_type": null, "metadata": {}, "hash": "fbb50ad12ca4a34e960a2e824b3556a6f7f47f984377eb225490605fd198382f"}, "3": {"node_id": "c074d529-cc45-4898-af34-19d7162c15e7", "node_type": null, "metadata": {}, "hash": "89556440cb8c0ab2e7f75c8f2f1e7c914bb6d21aba3a465eb7ed1c26c012b657"}}, "hash": "34cc88e37a7941e5b6c7ef06851d37f5ff5164c2699c949d412bad52c03bd50d", "text": "The materials reviewed contain questions and tasks in multiple locations that require students to engage with the text directly and to draw on textual evidence to support answers. Questions asked include those which require both explicit answers and inferences from the text. Materials include questions requiring students to engage with the text in multiple sections including practice books and student editions. Students must engage with the text to answer questions and complete activities. Examples of text dependent/specific questions, tasks and assignments include, but are not limited to:\n\n\nThroughout the grade level materials, \u2018Think Critically\u201d questions are available to the reader following the end of each reading selection.\n    \nIn the Teacher Edition, Theme 2, Lesson 4, the children retell \u201cPick a Sack.\u201d Students name characters in the story and retell the story. The class identifies the events as the beginning, middle, or ending of the story.\n    \nIn the Teacher Edition, Theme 3, Lesson 7, students listen responsively to a text before answering both explicit and implicit questions such as: \u201cHow do the characters answer each time the Little Red Hen asks for help? How do the characters change?\u201d Students use specific details from the text to provide evidence that the story is a folktale.\n    \nIn the Teacher Edition, Theme 3, Lesson 8, students provide details from the text to provide information about \u201cBeth\u2019s Job.\u201d The teacher and students use a completed graphic organizer to determine what happens in the beginning, middle, and end of the story.\n    \nIn the Teacher Edition Theme 5, Lesson 21, students use a text to identify problems and solutions present in the story. Students identify problems and solutions from \u201cFlake, the Missing Hamster.\u201d Children apply their knowledge of identifying problem/solution structures by completing page 20 of the Practice Book.\n    \nIn the Teacher Edition, Theme 5, Lesson 22, Day 1, Making Inferences, students are asked implicit questions, such as \u201cWhat clue tells us that Spike and Mike will not hike?\u201d\n\nMaterials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria for materials containing sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).\n\n\n    The themed volumes provide opportunities for the students that prompt thinking, speaking, or writing tasks, but do not always focus on the central ideas. While text based questions and activities are evident, the two do not appear to be cohesive nor do they build toward a culminating task. There is a lack of evidence of high-quality sequences of text-based questions to support the building of a body of knowledge. Although each theme has a labeled culminating task of a wrap up and review along with a reading\u2013writing connection, the general theme of the unit does not consistently present itself in a manner that can build up to a culminating task. The writing connection is frequently disconnected from the theme and focuses on the task.\n\n\n    Text based questions are included but these questions are isolated to the story and do not build toward a culminating task. Examples include, but are not limited to, the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c074d529-cc45-4898-af34-19d7162c15e7": {"__data__": {"id_": "c074d529-cc45-4898-af34-19d7162c15e7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "580c3c8a-bc10-4638-b012-615e0d3d05c6", "node_type": null, "metadata": {}, "hash": "34cc88e37a7941e5b6c7ef06851d37f5ff5164c2699c949d412bad52c03bd50d"}, "3": {"node_id": "2fa6bd10-952d-4b94-b11c-ced03ee2fadb", "node_type": null, "metadata": {}, "hash": "b7229c4bff51812860cd4424a4fd0f2507bee62e043c199a1b4019f6f4f92da9"}}, "hash": "89556440cb8c0ab2e7f75c8f2f1e7c914bb6d21aba3a465eb7ed1c26c012b657", "text": "In the Teacher Edition, Theme 2, Theme Wrap Up and Review, students are to choose one of their favorite illustrations from this theme and write a caption sentence.\n    \nIn the Teacher Edition, Theme 3, Lesson 10, For Monitoring Comprehension, the teacher says, \u201cFrog looks worried. Let\u2019s read to find out what Ming is saying and what Frog is doing.\u201d The students answer the following questions: What body part does Ming ask if frogs have? What is happening in the middle of the story? How do you think Frog feels now? How do you know?\u201d\n    \nIn the Teacher Edition, Theme 4, Lesson 14, Monitor Comprehension, students answer questions about note details, make comparisons, and draw conclusions. Students look back at the illustrations to help them recall the important story events.\n    \nIn the Teacher Edition, Theme 6, Lesson 28, students identify details in a selection and inform the teacher of those details.\n    \nIn the Teacher Edition, Theme 6, Lesson 29, Details, the teacher and students recall the story \u201cThe Ugly Vegetables\u201d from the Read-Aloud Anthology. The students identify important details from that story. They answer who, what, when, and where questions. For independent practice, they apply their knowledge of details by completing page 34 in Practice Book.\n\nMaterials provide frequent opportunities and protocols for evidence-based discussions (small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 1 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    Materials provide opportunities for students to engage in discussions but not all are rich and rigorous. The opportunities provide limited protocols to support vocabulary and syntax throughout each unit or within lessons. Materials include practices to build robust vocabulary and application of content words, but not academic vocabulary and syntax. Themes provide limited information on how teachers can provide support and scaffolds with collaborative conversations. Most discussions are whole group with limited opportunities for small group or peer-to-peer discussion. Although speaking and listening tasks are included in various spots throughout the year, there is limited instruction to support students\u2019 mastery of listening and speaking skills. The opportunities do not adequately address the mastery of grade-level speaking and listening standards. Examples include, but are not limited to, the following:\n\n\nIn Theme 1, Lesson 1, Page T54, students make predictions and generalizations about the text prior to the read aloud. Students talk about what is happening in the pictures. Then, students identify personal experiences and picture clues to help them make predictions.\n    \nIn Theme 3, Lesson 8, Page T167, students review Robust Vocabulary. The teacher reminds students of the Student-Friendly Explanations of \u201capplauded,\u201d \u201cchatty,\u201d and \u201cgather.\u201d They discuss each word using the following example:\n        \nApplauded - When was the last time you applauded? When have you applauded at school? How would Beth feel if her class applauded for her?\n            \n\n\nIn Theme 3, Lesson 9, Page T267, For guided practice, the teacher asks the students the following questions:\n        \nIf you classify animals into two small groups, Pets and Wild Animals, what are animals in the Pets group? In the Wild Animals group?\n            \nWhat is the function of a bed?\n            \nIf you could have a nutritious food now, what would you eat?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2fa6bd10-952d-4b94-b11c-ced03ee2fadb": {"__data__": {"id_": "2fa6bd10-952d-4b94-b11c-ced03ee2fadb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "c074d529-cc45-4898-af34-19d7162c15e7", "node_type": null, "metadata": {}, "hash": "89556440cb8c0ab2e7f75c8f2f1e7c914bb6d21aba3a465eb7ed1c26c012b657"}, "3": {"node_id": "fbb0ca75-b927-4f42-8dad-513366a85d1b", "node_type": null, "metadata": {}, "hash": "1087c9a40e065086b92c299c9fe7656d0ac0ffbe9249619b6ff3902005b656f5"}}, "hash": "b7229c4bff51812860cd4424a4fd0f2507bee62e043c199a1b4019f6f4f92da9", "text": "In Theme 5, Lesson 24, Page 520, students prepare for retelling and drawing conclusions. The teacher tells students that they can use clues in the story to figure out things that the author does not tell them. They revisit the graphic organizer. The teacher displays the completed Transparency GO1 and guides the students to use the chart to make inferences about the story.\n    \nIn Theme 5, Lesson 19, S8, the teacher uses Routine Card 15 to reintroduce all six words. The class reviews the Student-Friendly Explanations until students are familiar with the words. Then, the teacher asks questions the following questions to check for understanding:\n        \nWould you be courteous if you held the door for your teacher?\n            \nIs a devious person honest and truthful or sneaky and sly?\n            \nIf I told you that it is going to snow tomorrow, would you be gullible if you believed me?\n            \nIf you do something very slowly and carefully, are you doing it hastily?\n            \nWould you be more likely to walk rapidly or slowly if you were late for school?\n            \nWould it be unreasonable for your teacher to give you 100 hours of homework?\n\nMaterials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.\n\n\n    Grade-appropriate speaking and listening opportunities are provided frequently over the course of the year. Students have opportunities to ask classmates and their teacher questions and answer questions about ideas presented. Anchor text for each lesson are read by students with the teacher asking whole-group discussion questions throughout the reading to monitor comprehension. Teachers are provided some direction or protocols for these discussions. Each Theme has a Reader\u2019s Theatre that provides some opportunity for students to read and share. Students are asked with each In Theme project to share what they like about the project. However, this evidence is limited in relating follow-up questions with weekly text. Although speaking and listening tasks are included in various spots throughout the year, there is limited instruction to support students\u2019 mastering of listening and speaking skills. Many discussions do not require students to return to the text or provide evidence for their thinking.\n\n\n    Opportunities are provided for students to speak about the text, but limited or no opportunities are provided for follow-up discussions or questions.Throughout additional opportunities to speak and listen, referencing of text is often not required. The discussion could occur without the students experiencing the text. The following examples provide opportunities to answer questions orally and to listen, but do not provide follow-up questioning opportunities:\n\n\nIn Theme 3, Lesson 7, students speak about the text while making comparisons from the story. Students also make connections with home activities.\n    \nIn Theme 1, Speaking and Listening, the teacher is directed to ask students to \u201cshare their sentences with the class. Discuss with students a few of their sentences that are complete and the reasons why they are complete.\u201d The discussion is not focused on a text but on sentence structure.\n    \nThere are few identified Speaking and Listening activities for the entire first grade year in the Teacher Support Book.\n    \nIn Theme 1 and 2, Lesson 2, Practice/Apply: Guided Practice, partners take turns reading aloud, partners listen for accuracy. During Independent Practice, students use character cutouts as they read to act story out.\n    \nIn Theme 4, Lesson 16, students engage in repeated reading and reading with a partner through multiple practices. Practices provide an opportunity to speak when they read aloud but not to discuss. In other instances, students are directed to practice listening skills but not to discuss the text.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 1 partially meet the criteria for materials including a mix of on-demand and process writing grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fbb0ca75-b927-4f42-8dad-513366a85d1b": {"__data__": {"id_": "fbb0ca75-b927-4f42-8dad-513366a85d1b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "2fa6bd10-952d-4b94-b11c-ced03ee2fadb", "node_type": null, "metadata": {}, "hash": "b7229c4bff51812860cd4424a4fd0f2507bee62e043c199a1b4019f6f4f92da9"}, "3": {"node_id": "5a7fad26-f942-4946-a15a-61cfe5160930", "node_type": null, "metadata": {}, "hash": "5f2a9ca144a9ffd7de7620de27d65cbf638f045ce2a9c06d958548ddc09d77c1"}}, "hash": "1087c9a40e065086b92c299c9fe7656d0ac0ffbe9249619b6ff3902005b656f5", "text": "Each Theme includes a Reading-Writing Connection that spans the five week Theme incorporating the stages of the writing process, prewrite, draft, revise, proofread, and publish. The theme writing assignment appears at the beginning of each Theme with no guidance or pacing suggestions. Theme writings are not included in suggested pacing documents.\n\n\n    Each week students participate in writing lessons. On Day 1 students participate in a modeled writing, on Days 2 and 3 students work on shared writings. Then on Days 4 and 5 students work on independent writings. Each of these writing prompts are connected by writing form and trait that students are studying. These writing lessons do not connect to theme texts.\n\n\n    At the end of each anchor text students answer the final question in an on-demand writing prompt.\n\n\nIn Theme 5, Lesson 19, Day 1, Teacher's Edition page T49, students draw a web, and the teacher guides them to use their web diagram to plan their web to plan their description plan.\n    \nIn Theme 5, Lesson 19, Day 2, Teacher's Edition page T73, students dictate sentences as the teacher writes them on chart paper using Step by Step Writing Instruction as a guide.\n    \nIn Theme 5, Lesson 19, Day 3, Teacher's Edition page T85, the teacher reads the finished description that the students dictated on Day 2, and students draw pictures to accompany the description.\n    \nIn Theme 5, Lesson 19, Day 4, Teacher's Edition page T95, students use the word web to write a descriptive sentence.\n    \nIn Theme 5, Lesson 19, Day 5, Teacher's Edition page T105, students read with a partner, revise, and share their writings.\n    \nIn Theme 1, Lesson 5, Day 1, Modeled Writing, Practice/Apply, p. T421, teachers are directed to \u201cHave children draw a picture of the thing they have chosen. Ask them to use tablet paper or their notebook to write their sentence about it. Save children\u2019s pictures to use on Days 2-5.\u201d\n    \nIn Theme 4, Reading Writing Connection, Page T114, students prewrite and generate ideas related to the text selection \u201cLand of Ice.\u201d\n    \nIn Theme 6, Reading Writing Connection, Page T111, students complete a personal narrative within the Reading Writing Connection.\n    \nIn Theme 3, Lesson 9, Page T269, the students and teacher write together for shared writing. The students and the teacher create a list of plants after drawing pictures of the plants during the previous day.\n    \nIn Theme 5, Lesson 19, Page T105, students add sensory details to descriptions that they have previously written.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards.\n\n\n    Throughout the grade and unit, students are primarily exposed to personal narrative writing. There is little evidence of students engaging in expository or opinion writing. Texts and materials do not provide opportunities for students to address different text types of writing throughout the academic year. For example, the teacher and student editions lack engagement in students informing or explaining the subject to the reader, stating an opinion and influencing the reader, and using their five senses to paint a picture and incorporate imagery and specific details. Writing does not rise to the level required by the standards.\n\n\n    Materials lack instructional writing support for students and teachers. Examples include, but are not limited to, the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a7fad26-f942-4946-a15a-61cfe5160930": {"__data__": {"id_": "5a7fad26-f942-4946-a15a-61cfe5160930", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "fbb0ca75-b927-4f42-8dad-513366a85d1b", "node_type": null, "metadata": {}, "hash": "1087c9a40e065086b92c299c9fe7656d0ac0ffbe9249619b6ff3902005b656f5"}, "3": {"node_id": "2cb0a991-09d7-42e0-be34-63c712e6c751", "node_type": null, "metadata": {}, "hash": "71a44e71018f992f4b09359c9fd643315c42d902b94f564e003fa33bbcd29ca4"}}, "hash": "5f2a9ca144a9ffd7de7620de27d65cbf638f045ce2a9c06d958548ddc09d77c1", "text": "In Theme 3, Reading-Writing Connection, Page XI, Develop Writing Forms through the Writing Process, students focus on sentences about us (shared writing), describing an event (shared writing), respond to a selection (shared writing), description (independent writing), and personal narrative (independent writing).\n    \nIn Theme 3, Lesson 7, Teacher\u2019s Edition page T413, students are guided how to write sentences about events.\n    \nIn Theme 5, Lesson 23, students learn about and write a descriptive poem.\n    \nIn Theme 1, Lesson 5, Day 1, Modeled Writing, Teach/Model, p. T421, teachers are direct to \u201cdevelop a list of characteristics of well-written sentences about things\u201d in collaboration with the students.\n    \nIn Theme 5, Lesson 22, Day 1, Modeled Writing, P. T323, teachers are directed to \u201cDisplay transparency LA44, and explain that these sentences describe an experience someone had.\u201d\n    \nIn Theme 5, Lesson 22, Day 4, Independent Writing, P. T371, teachers are directed to \u201cAsk children to use their web to write several sentences to describe a memory.\u201d\n    \nIn Theme 4, Teacher Edition, Lesson 13, Page T103, students sequence the story from Day 4 during Independent Writing.\n\nMaterials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria for materials including regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\n\n    Each Theme includes a Reading-Writing Connection that spans the five week Theme incorporating the stages of the writing process, prewrite, draft, revise, proofread, and publish. These theme writings are not evidence-based, are not included in unit planning and pacing, and do no require students return to a text. These writing prompts do not support the recall of information, opinions with reasons or relevant information.\n\n\n    Each week students participate in writing lessons. On Day 1 students participate in a modeled writing, on Days 2 and 3 students work on shared writings. Then on Days 4 and 5 students work on independent writings. Each of these writing prompts are connected by writing form and trait that students are studying. These writing lessons do not connect to theme texts and are not evidence-based writings.\n\n\n    During Small Group Literacy Centers students are prompted to write during Literacy Writing Center. These writing prompts are not connected to texts, nor do they require evidence.\n\n\n    At the end of each anchor text students answer one on-demand writing prompt that asks students to use details from the text to support their answer. Extending the Common Core State Standards Reading Adventure Magazines provide some text-dependent writing prompts. However, this does not support providing regular opportunities for evidence-based writing.\n\n\nIn Theme 3, Lesson 7, Modeled Writing, Writing Prompt, p. T49, the prompt states, \u201cHave children draw and write about a favorite place they have visited.\u201d This does not require students to have read a text.\n    \nIn Theme 1, Lesson 4, Writing Prompt, Page T335, students write a sentence that recalls something that their family has fun doing together.\n    \nIn Theme 4, Reading Writing Connection, Apply to Writing, Page T115, students dictate sentences to the teacher based on their ideas of what they know about animals.\n    \nIn Theme 6, Teacher\u2019s Edition, Lesson 29, page T433, students brainstorm and create a story with characters, setting, and a plot.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with limited opportunities for application both in and out of context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2cb0a991-09d7-42e0-be34-63c712e6c751": {"__data__": {"id_": "2cb0a991-09d7-42e0-be34-63c712e6c751", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "5a7fad26-f942-4946-a15a-61cfe5160930", "node_type": null, "metadata": {}, "hash": "5f2a9ca144a9ffd7de7620de27d65cbf638f045ce2a9c06d958548ddc09d77c1"}, "3": {"node_id": "0a62a210-3a04-4cec-8179-15de4699efb0", "node_type": null, "metadata": {}, "hash": "4911a3fbf237d12623bc7c4ab2634db257ab573b381376a29766e3fabe7bb609"}}, "hash": "71a44e71018f992f4b09359c9fd643315c42d902b94f564e003fa33bbcd29ca4", "text": "Teacher Edition materials include a 5-day phonics, grammar, and writing sequence for each lesson within each theme. Lessons provide limited explicit instruction in grammar and conventions with modeling, guided practice, and opportunities for independent practice. Students engage in activities that support the grammar and convention standards; however, not all language standards are covered. Opportunities are missed for students to engage in learning about conjunctions, determiners, frequently occurring prepositions, and commas in dates and to separate single words in a series. In addition, the grammar and convention standards that are covered miss opportunities to meet the rigor of the Grade 1 standards and even includes days of instruction and practice for language standards from previous grade levels. Many of the grammar and convention lessons use sentence frames and dictated sentences that the teacher writes and students copy. Over the course of the year, students have limited opportunity to receive instruction for the letter formation of uppercase and lowercase letters. This is covered in the 20 inventory lessons at the beginning of the year. Materials also miss opportunities for students to review prior learning and to apply skills out-of-context. The lessons lack opportunities for students to practice the grammar/convention skills to mastery.\n\n\n    Materials include some instruction of most grammar and conventions standards for the grade level. For example:\n\n\nStudents have the opportunity to practice printing capital and lowercase letters. For example:\n        \nIn the Inventory Unit, Lessons 1-20, students review the \u201cLetter Talk\u201d for each uppercase and lowercase letter of the alphabet. The teacher models the letter formation. Then students practice the letter formation independently on a sheet of paper.\n            \nIn the Inventory Unit, Lessons 1-20, students practice writing uppercase letters and lowercase letters. For example, in Lesson 9, students write letter Dd in the Practice Book, p.19.\n            \n\n\nStudents have the opportunity to use common, proper, and possessive nouns. For example:\n        \nIn Theme 3, Lesson 11, Day 1, the students are introduced to proper nouns through introduction to special names and titles for people. Students are to understand how to capitalize and punctuate special names and titles.\n            \nIn Theme 4, Lesson 17, Day 1, the teacher introduces possessive proper nouns and explains their purpose, students participate in a guided practice activity where they identify the possessive proper nouns within the context of sentence and then practice applying their knowledge of possessive proper nouns when writing sentences.\n            \n\n\nStudents have the opportunity to use singular and plural nouns with matching verbs in basic sentences. For example:\n        \nIn Theme 3, Lesson 10, Day 1, students learn that nouns name more than one. Students use classroom objects to name plural nouns. The focus of grammar in Lesson 10 is naming plural nouns. Opportunities to use plural nouns in sentences are limited.\n            \nIn Theme 3, Lesson 10, Day 4, students practice adding words to phrases to generate complete sentences using nouns that name more than one.\n            \n\n\n\n\nStudents have the opportunity to use personal, possessive and indefinite pronouns. For example:\n        \nIn Theme 4, Lesson 15, Lesson 1, students learn how to use I and me. \u201cExplain that I is used in the naming part of the sentence, and me is used in the telling--or action--part of the sentence.\u201d Students share sentences using I or me.\n            \nIn Theme 4, Lesson 16, Day 1, students participate in a lesson where they are taught to recognize that he, she, it and they can take the place of names of people, animals, places, and things. They are expected to use he, she, it and they correctly.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0a62a210-3a04-4cec-8179-15de4699efb0": {"__data__": {"id_": "0a62a210-3a04-4cec-8179-15de4699efb0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "2cb0a991-09d7-42e0-be34-63c712e6c751", "node_type": null, "metadata": {}, "hash": "71a44e71018f992f4b09359c9fd643315c42d902b94f564e003fa33bbcd29ca4"}, "3": {"node_id": "6bf6429c-f9e7-46c4-a707-acee6ae07737", "node_type": null, "metadata": {}, "hash": "9d5793f8e20cc329455025c98df023a0fa4dca8af5167920a1567ced60b1b50f"}}, "hash": "4911a3fbf237d12623bc7c4ab2634db257ab573b381376a29766e3fabe7bb609", "text": "Students have the opportunity to use frequently occurring adjectives. For example:\n        \nIn Theme 5, Lesson 19, Day 5, students learn describing words: color, size, and shape. The teacher reads aloud a poem and has students touch their ears if they hear a word that describes sounds, touch their nose for smell, and hold up their hands for touch. In Practice/Apply, students complete sentence frames such as \u201cThere\u2019s a ___ smell in ___.\u201d\n            \nIn Theme 5, Lesson 20, Day 1, students identify and use describing words that tell about taste, smell, sound, and feel. Students practice by dictating sentences about objects on a transparency with words that describe an object\u2019s taste, smell, sound, or feel.\n            \n\n\n\n\nStudents have the opportunity to capitalize dates and names of people. For example:\n        \nIn Theme 4, Lesson 13, Day 3, students learn to capitalize the names of days and months. \u201cThe word Friday is the name of the day of the week. We always capitalize the first letter of the names of days and months.\u201d In Theme 4, Lesson 14, Day 3, students learn to capitalize the names of holidays. \u201cHave children write another sentence that could be added to the sentences about holidays\u2026.Remind them to check that the name of the holiday is written correctly.\u201d\n            \n\n\nStudents have the opportunity to use end punctuation for sentences. For example:\n        \nIn Theme 1, Lesson 1, Day 5, the teacher models writing a sentence and points out that a sentence includes a capital letter and period. During Guided Practice, students decide if a line is a complete sentence: \u201cI like to ride my bike.\u201d During Independent Practice, students write \u201cMy Best Day\u201d sentences. The teacher is to encourage students to include details.\n            \nIn Theme 6, Lesson 26, students identify the initial capital letter at the beginning of each sentence in the model and other children find the period at the end of each sentence\n            \n\n\n\nStudents have the opportunity to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. For example:\n    \n\n\n\n\nIn Theme 2, Lesson 5, students participate in a word building activity. Students build and read new words. Students use t-o-p and decode the word. Students change t to h and decode the word hop.\n            \nIn Theme 5, Lesson 3, students participate in a word building activity. Students build and read new words. Students use p-i-n-e and decode the word. Students change i to a and decode the word pane.\n            \n\n\n\n\nStudents have the opportunity to use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). For example:\n        \nIn Theme 3, Lesson 10, Day 3, students learn to respond to the shared writing text \u201cSoccer Song.\u201d\n            \n\n\n\n\n    Materials include limited opportunities for students to demonstrate application of skills both in- and out-of-context. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6bf6429c-f9e7-46c4-a707-acee6ae07737": {"__data__": {"id_": "6bf6429c-f9e7-46c4-a707-acee6ae07737", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "0a62a210-3a04-4cec-8179-15de4699efb0", "node_type": null, "metadata": {}, "hash": "4911a3fbf237d12623bc7c4ab2634db257ab573b381376a29766e3fabe7bb609"}, "3": {"node_id": "f45ef645-8342-44e4-aa3b-24f2390e4d12", "node_type": null, "metadata": {}, "hash": "cdecabca6d98b0386463d87c2d54e36d35aca249bdc1a027ab2d0c07ed9345e9"}}, "hash": "9d5793f8e20cc329455025c98df023a0fa4dca8af5167920a1567ced60b1b50f", "text": "In Theme 4, Lesson 13, Day 5, students revise their independent writing. Students check for basic capitalization skills, such as capitalizing the first word in a sentence, the pronoun I, and proper nouns such as the names of days and months. In the 5-day Grammar Sequence in Lesson 13, students have been learning and applying the knowledge of capitalizing days and months.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relations, phonemic awareness, phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression for application both in and out of context.\n\n\n    Over the course of a year, each lesson includes word work focused on a phonics skill that includes a connected phonemic awareness activity. These lessons provide students the opportunity to practice reading and spelling words that include the phonics skill. The lessons engage students in explicit phonics instruction by having students read and repeat vowels, consonant blends, and inflectional endings. Students use manipulatives to make word parts that blend the individual phonemes to make one-syllable words. However, Kindergarten Common Core foundational skills standards are reviewed in Theme 1, 2, and 3 (short vowels) out of the six themes. Additionally, long vowels are only addressed in Theme 5. Opportunities are missed for students to receive explicit instruction in how to read one-syllable words. Materials include one lesson on determining the number of syllables in a word. The teacher support book, Extending the Common Core State Standards, provides one lesson per standard not addressed in the main materials. This one lesson does not allow for students to have opportunities to reach mastery of the foundational skill.\n\n\n    Students have opportunities to learn and understand phonemes (e.g., distinguish long and short vowels, blend sounds, pronounce vowels in single-syllable words, and segment single-syllable words). For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f45ef645-8342-44e4-aa3b-24f2390e4d12": {"__data__": {"id_": "f45ef645-8342-44e4-aa3b-24f2390e4d12", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "6bf6429c-f9e7-46c4-a707-acee6ae07737", "node_type": null, "metadata": {}, "hash": "9d5793f8e20cc329455025c98df023a0fa4dca8af5167920a1567ced60b1b50f"}, "3": {"node_id": "2cd8ed9a-e5d8-48b2-a471-bd1a9be1397d", "node_type": null, "metadata": {}, "hash": "b8ae743aaebb511c83432c4e0da85babb93961cb60f5e668fecd8cd1ba89fc76"}}, "hash": "cdecabca6d98b0386463d87c2d54e36d35aca249bdc1a027ab2d0c07ed9345e9", "text": "In Theme 1, Lesson 2, Day 1, Warm-Up Routines, students blend syllables. Students say run, me, look, frog and listen for one syllable. Students say silly, before, chicken, simple and listen for two syllables. The teacher models putting syllables together with: \u201cThe syllables are fun...ny. When I put the syllables together, I make the word funny.\u201d\n    \nIn Theme 2, Lesson 4, Day 1, Warm-Up Routines, students isolate the first sound they hear in words read aloud by the teacher such as mine, sad, window, and farmer.\n    \nIn Theme 2, Lesson 4, Day 2, Warm-Up Routines, students isolate the last sound they hear in words read aloud by the teacher such as run, pack, cape, and girl.\n    \nIn Theme 2, Lesson 4, Day 3, Warm-Up Routines, students isolate the middle sound they hear in words read aloud by the teacher such as mash, lick, and bone.\n    \nIn Theme 3, Lesson 7, Day 1, Warm-Up Routines, students blend phonemes into words. The teacher states words very slowly and students blend the phonemes to make words. Examples include: /b/ /e/ /t/ bet, /p/ /e/ /n/ pen, and /w/ /i/ /n/ /d/.\n    \nIn Theme 3, Lesson 9, Day 1, Warm-Up Routines, students segment words. The teacher models segmenting the word jet and holds up a finger per sound. Students say the sounds and hold up a finger for each sound of words such as tap, mugs, pass, and jump.\n    \nIn Theme 5, Lesson 22, Day 1, Word Work, students listen to the teacher say words with the long i and words with the short i. The teacher states, \u201cWhen I say a word that has the long i sound, you hold up both cards and say long /i/. When I say a word that has the short i sound, you hold up the i Letter Card only.\u201d Students discriminate between rid, ride, rip, ripe, twin, twine.\n    \n\n\n    Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words (e.g., spelling-sound correspondences of digraphs, decode one-syllable words, know final-e and long vowels, syllable and vowel relationship). However, students do not receive explicit instruction in decoding one syllable words based on vowel sounds. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2cd8ed9a-e5d8-48b2-a471-bd1a9be1397d": {"__data__": {"id_": "2cd8ed9a-e5d8-48b2-a471-bd1a9be1397d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "f45ef645-8342-44e4-aa3b-24f2390e4d12", "node_type": null, "metadata": {}, "hash": "cdecabca6d98b0386463d87c2d54e36d35aca249bdc1a027ab2d0c07ed9345e9"}, "3": {"node_id": "445a57e1-de4a-4ae2-b2fc-7f3e6ab1c841", "node_type": null, "metadata": {}, "hash": "fd2f9685d5d2bf0e85aaa24c7525f76bb8ce7e8a953db73c9fd4b6718b42c82b"}}, "hash": "b8ae743aaebb511c83432c4e0da85babb93961cb60f5e668fecd8cd1ba89fc76", "text": "In Theme 1, Lesson 1, Day 1, students participate in a word building activity. Students build and read new words. Students begin with -am change the m to t, add c to -at, change t to n and change c to r and identify the word for each change.\n    \nIn Theme 1, Lesson 1, Day 4, Word Work, students learn inflection -s. During Teach/Model, the teacher has students read CVC words with and without -s. During Practice/Apply, students choose a sentence that contains inflection -s to draw and illustrate. Then students copy the sentence onto a strip.\n    \nIn Theme 3, Lesson 7, Day 1, students blend words using Word Builder Cards. Students blend m-e-t to make met. Students also blend hen, bed and pen.\n    \nIn Theme 4, Lesson 13, students learn ch, tch for /ch/. In Day 1, the teacher starts with developing phonemic awareness of /ch/ in words such as cherry and check. The teacher displays the Sound/Spelling Card ch and tch states the letter names in each spelling. The teacher explains that c and h stand for /ch/. The students say /ch/ several times as the teacher points to the digraph. The teacher also explains that tch says /ch/. Students say /ch/ several times as the teacher points to tch. To practice discriminating the sound, students hold up a c and h when the teacher states a word that begins with /ch/.\n    \nIn Theme 5, students learn long vowel sounds with final e and common vowel team conventions. In Day 1 of the lessons, the teacher shows the Sound/Spelling Card and instructs students about the vowel sound being made by the specific letters. Students discriminate sounds and blending words. In Days 2-3, students participate in word building.\n        \nIn Lesson 19, students learn long /e/ with e, ee, ea.\n            \nIn Lesson 20, students learn long /a/ with ai and ay.\n            \nIn Lesson 21, students learn long /a/ with final e.\n            \nIn Lesson 22, students learn long /i/ with final e.\n            \nIn Lesson 23, students learn long /o/ with final e.\n            \n\n\nIn Extending the Common Core State Standards, Theme 5, there is one lesson on syllabication. During Teach/Model, the teacher reviews syllables. The teacher draws a window on the whiteboard and writes window beneath the picture. \u201cPoint to the word, and read it aloud. Have children join you in reading the word again and clapping the two syllables.\u201d The teacher breaks down understanding how vowels and syllables work together. During Practice/Apply, students read two-syllable words with a partner.\n    \n\n\n    Materials have a limited cohesive sequence of phonemic awareness instruction to build toward application. Materials spend three of six themes reviewing prior grade level standards. For example:\n\n\nIn Theme 1, Lessons 1-3, phonemic awareness lessons include word segmentation, syllable blending and segmentation and onset-rime blending and segmentation.\n    \nIn Theme 2, Lessons 4-6, phonemic awareness lessons include phoneme isolation (all positions), phoneme categorization (all positions) and phoneme isolation, identification and categorization.\n    \nIn Theme 3, Lessons 7-12, phonemic awareness lessons include phoneme blending and phoneme segmentation, phoneme blending and review of both.\n    \nIn Theme 4, Lessons 13-18, phonemic awareness lessons include phoneme deletion, and a review of blending, deletion and segmentation, a review of blending segmentation, deletion, phoneme substitution and a review of blending and substitution.\n    \nIn Theme 5, Lessons 19-24, phonemic awareness lessons include review of segmentation, substitution, deletion, blending, phoneme addition and a review of addition.\n    \nIn Theme 6, Lessons 25-30, phonemic awareness lessons include phoneme deletion, addition, substitution, and a review of blending, segmentation, deletion, substitution and addition.\n    \n\n\n    Materials have a limited cohesive sequence of phonics instruction to build toward application. Materials spend three of six themes reviewing prior grade level standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "445a57e1-de4a-4ae2-b2fc-7f3e6ab1c841": {"__data__": {"id_": "445a57e1-de4a-4ae2-b2fc-7f3e6ab1c841", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "2cd8ed9a-e5d8-48b2-a471-bd1a9be1397d", "node_type": null, "metadata": {}, "hash": "b8ae743aaebb511c83432c4e0da85babb93961cb60f5e668fecd8cd1ba89fc76"}, "3": {"node_id": "8fd73ced-75cd-4916-9480-d55ad361015f", "node_type": null, "metadata": {}, "hash": "deb4f7a98b7796158193e78088f7ec17f1a0c2d720d4929248240ecb7c9e04b1"}}, "hash": "fd2f9685d5d2bf0e85aaa24c7525f76bb8ce7e8a953db73c9fd4b6718b42c82b", "text": "In Theme 1, Lessons 1-3, phonics instruction includes relating a and i to short vowel sounds, words with inflection -s, and word building with -ap, -at, -ag, -and.\n    \nIn Theme 2, Lessons 4-6, phonics instruction includes digraph ck /k/, short vowel o, variant vowel /o/a, inflection -ed and -ing, and contractions with n\u2019t, \u2018s.\n    \nIn Theme 3, Lessons 7-12, phonics instruction includes diphthong /ng/ ng, r-controlled vowel /or/or, ore, digraph /sh/ sh, and initial blends with l, s, r.\n    \nIn Theme 4, Lessons 13-18, phonics instruction includes digraph /ch/ch, tch, r-controlled vowel /ar/ar, digraph /kw/qu, /wh/wh, r-controlled vowel /ur/er,ir,ur, syllable /el/ -le, and long vowel /o/ ow,oa.\n    \nIn Theme 5, Lessons 19-24, phonics instruction includes long vowel /e/e, ee, ea, long vowel /a/, ai, ay, long vowel /a/a-e, long vowel /i/i-e, long /o/o-e, consonants /s/c, /j/g, dge, and long vowel /a/a-e, /i/i-e.\n    \nIn Theme 6, Lessons 25-30, phonics instruction includes long vowel /(y)oo/u-e, long /i/y, ie, igh, vowel diphthong /ou/ow, ou, long vowel /e/y, ie, vowel diphthong /oo/o, ew, and long vowel /i/i; /o/o.\n\nMaterials, questions, and tasks provide explicit instruction for and regular practice to address the acqusition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\nThe instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge and directionality(K-1), structures and features of text (1-2).\n\n\n    Grade 1 print concepts is primarily addressed through the writing and grammar portion of the instructional materials. In the 5-Day Writing sequence in each lesson, students have frequent opportunities to identify and apply knowledge of the features of varied types of sentences. At the start of a new text, the title, author, and illustrator are usually pointed out. In the 5-Day Comprehension sequence, students express understanding of the stories through the study of story structure using story maps (character, setting, plot). In addition, the Focus Skill includes skills such as: main idea, details, compare and contrast, cause and effect, and sequence. Instructional materials miss opportunities for students to learn about text features.\n\n\n    Materials include frequent, adequate lessons and tasks/questions about the organization of print concepts (e.g., recognize features of a sentence). For example:\n\n\nIn Theme 1, Lesson 2, Day 1, Modeled Writing, the teacher models conventions of a sentence and print concepts during the Modeled Writing lesson on Day 1: \u2018Discuss whether the sentence is written correctly. Have volunteers point to the capital letter at the beginning and the period at the end.\u2019 \u2018Point out the spaces between the words. Demonstrate their importance by rewriting the sentence without space: Dancanbat.\u2019\n    \n\n\nIn Theme 1, Lesson 3, Day 3, the teacher models sentences based on the text, \u201cBig Rigs.\u201d Students write their own sentence on a sentence strip and check their sentences for capitalization and end marks.\n    \nIn Theme 2, Lesson 4, Day1, Warm-Up Routines, the teacher reads aloud There\u2019s a Billy Goat in the Garden. The teacher is to emphasize print concepts. Therefore, students point to letters, words, and spaces between the words in the title.\n    \nIn Theme 2, Lesson 6, Day 2, the teacher models writing sentences from \u201cThe Trial of the Stone. \u201d Students copy a question and then identify the capital letter and question mark.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8fd73ced-75cd-4916-9480-d55ad361015f": {"__data__": {"id_": "8fd73ced-75cd-4916-9480-d55ad361015f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "445a57e1-de4a-4ae2-b2fc-7f3e6ab1c841", "node_type": null, "metadata": {}, "hash": "fd2f9685d5d2bf0e85aaa24c7525f76bb8ce7e8a953db73c9fd4b6718b42c82b"}, "3": {"node_id": "26c90b12-01e0-423d-b2fb-71d142484cba", "node_type": null, "metadata": {}, "hash": "3b64ed0043b74e78759dcf5f2bf13bbe08ff5b4ba74970c7414a1c7c34a78cc0"}}, "hash": "deb4f7a98b7796158193e78088f7ec17f1a0c2d720d4929248240ecb7c9e04b1", "text": "Students have frequent and adequate opportunities to identify text structures (e.g., main idea and details, sequence of events, problem and solution, compare and contrast, cause and effect). For example:\n\n\nIn Theme 1, Lesson 4, Days 1-5, students learn that stories have beginning, middle, and end. In Day 2, the teacher explains that a story has three parts. The teacher models beginning, middle, and end in \u201cBook! Book! Book!.\u201d In Practice/Apply, students use pictures from the Student Edition p. 124 to identify beginning, middle, and end.\n    \nIn Theme 3, Lesson 7, Day 1, the teacher works with students to fill in a flowchart that details the order in which things happen in the story.\n    \nIn Theme 3, Lesson 11, Day 2, The teacher models comparing and contrasting from excerpts of \u201cWild Horse Winter.\u201d Students compare and contrast cats and dogs to increase understanding of compare/contrast, but students do not use a text to do the comparing and contrasting.\n    \nIn Theme 4, Lesson 16, Day 2, the teacher introduces the Focus Skill- Main Idea and tells students that what a story is mostly about is the main idea. Students independently work to tell the main idea of a picture.\n    \nIn Theme 5, Lesson 19, Day 2, the teacher introduces the Focus Skill- Cause and Effect and explains to students that learning about cause and effect will help them to answer two questions as they read: \u201cWhat happened? Why did it happen?\u201d\n    \nIn Theme 6, Lesson 26, Days 1-5, student learn to identify story elements. On Day 1, the teacher reviews story elements based on \u201cBillywise.\u201d In Day 2, the teacher guides students through the graphic organizer about story elements for the text, Blast Off!\n\n\n\n    Materials include limited lessons and activities about text features (e.g., title, byline, headings, table of contents, glossary, pictures, illustrations). For example:\n\n\nIn Theme 1, Lesson 2, Day 1, Warm-Up Routines, the teacher is to discuss the cover: \u201cRead the cover information and talk about the art. Elicit that an author writes a story and an illustrator creates pictures.\u201d\n    \nIn Theme 3, Lesson 7, Day 1, the teacher displays Counting on the Woods. The teacher reads the title and the name of the poet and photographer. \u201cAsk children what each did to help create the book. Explain the information found on the cover and title page.\u201d\n    \n\n\n    In Theme 3, Lesson 7, Day 1, students point to the names of the author and illustrator of Ten Eggs by Nancy Furstinger and illustrated by Lori Lohstoeter.\n\nInstructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\nThe instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid Grade 1 and through Grade 2.\n\n\n    Instructional materials contain sufficient opportunities for students to learn different aspects of fluency such as expression and accuracy. Every lesson in every theme has a Decodable book that includes words with sounds that the students have learned in the 5-day phonics sequence. Each of the Decodable books gives a purpose for reading the book. Each week, there are explicit lessons in high-frequency words. While the instructional materials provide students with opportunities to read grade level and decodable texts, there are minimal opportunities for students to learn to use context to confirm or self-correct word recognition.\n\n\n    Multiple opportunities are provided over the course of the year in core materials for students to purposefully read on-level text. For example:\n\n\nIn Theme 2, Lesson 6, Day 2, the teacher sets the purpose for reading All on the Map. \u201cRemind children that nonfiction selections give information. Ask children to set a purpose for reading this selection--for example, to learn about maps.\u201d\n    \nIn Theme 4, Lesson 13, Day 3, the teacher asks student to set the purpose for reading Caterpillars. \u201cGuide children to use prior knowledge and set a purpose for listening.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "26c90b12-01e0-423d-b2fb-71d142484cba": {"__data__": {"id_": "26c90b12-01e0-423d-b2fb-71d142484cba", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "8fd73ced-75cd-4916-9480-d55ad361015f", "node_type": null, "metadata": {}, "hash": "deb4f7a98b7796158193e78088f7ec17f1a0c2d720d4929248240ecb7c9e04b1"}, "3": {"node_id": "15cce820-dbc8-41a2-ae7a-2e14177fcf27", "node_type": null, "metadata": {}, "hash": "7de011dd03af455a54c981eff5c77706ea45c343b01998951d3ab4a218134051"}}, "hash": "3b64ed0043b74e78759dcf5f2bf13bbe08ff5b4ba74970c7414a1c7c34a78cc0", "text": "Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy, rate, and expression in oral reading with on-level text and decodable words. For example:\n\n\nIn Theme 1, Lesson 1, students read On-Level Reader: Let\u2019s Help with a partner. Students take turns reading alternate pages of the story several times with accuracy and expression.\n    \nIn Theme 4, Lesson 13, Day 5, students practice reading \u201cA Butterfly Grows\u201d with intonation. Students perform \u201cA Butterfly Grows\u201d as Readers\u2019 Theater. The teacher models reading with appropriate intonation. Partners read the selection together and then select a part (caterpillar or butterfly) and practice reading with intonation. Partner read the selection to classmates.\n    \nIn Theme 5, Lesson 19, Day 5, students practice reading \u201cLittle Rabbit\u2019s Tale\u201d with phrasing. Students perform \u201cLittle Rabbit\u2019s Tale\u201d as Readers\u2019 Theater. The teacher models reading in phrases. The teacher assigns parts to students to read aloud. The teacher listens to the students and provides feedback. Students are invited to perform the text for others, and the teacher reminds students to read with proper phrasing.\n    \nIn Theme 6, Lesson 29, students perform \u201cSand Castle\u201d as a Readers\u2019 Theater. The teacher models reading the text with appropriate reading rate as students follow along. The teacher coaches children to read at just the right speed. The teacher reminds the students to focus on reading at an appropriate rate when they work in small groups to participate in Reader\u2019s Theater with the text.\n    \n\n\n    Materials provide limited support in reading of texts with attention to reading strategies such as rereading, self-correction, and the use of context clues. For example:\n\n\nIn Theme 2, Lesson 6, Day 2, the teacher suggests students adjust reading rate as a comprehension strategy. \u201cWhen I read a selection that tells facts, I read carefully to make sure I understand the information. Sometimes I read more slowly than usual and take extra time to look at the illustrations.\u201d Students do not have the opportunity to practice that strategy.\n    \nIn Theme 4, Lesson 17, the teacher discusses the Focus Strategy with students. The teacher tells students that as they read they should think about whether what they are reading makes sense. The teacher goes on to tell students that if any section of the text seems difficult or confusing, they should go back and reread that part.\n    \n\n\n    Students have opportunities to practice and read irregularly spelled words. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15cce820-dbc8-41a2-ae7a-2e14177fcf27": {"__data__": {"id_": "15cce820-dbc8-41a2-ae7a-2e14177fcf27", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "26c90b12-01e0-423d-b2fb-71d142484cba", "node_type": null, "metadata": {}, "hash": "3b64ed0043b74e78759dcf5f2bf13bbe08ff5b4ba74970c7414a1c7c34a78cc0"}, "3": {"node_id": "23cd8ae7-e11d-4f8a-9a1c-119408ea4048", "node_type": null, "metadata": {}, "hash": "faadb2094bce1b0716b11484dfc79d403b601398314e81b71bfb1aee0349fb04"}}, "hash": "7de011dd03af455a54c981eff5c77706ea45c343b01998951d3ab4a218134051", "text": "Students have opportunities to practice and read irregularly spelled words. For example:\n\n\nIn Theme 2, Lesson 5, Day 2, the teacher introduces find, much, thank. The teacher points to find on the board and reads it. Students say find with the teacher. The teacher spells the word and then students spell the word. The teacher repeats the routine with much and thanks. In Guided Practice, students read aloud each word from a list on page 162. Students read sentences from page 163. Then students point to and reread highlighted words in the sentences.\n    \nIn Theme 4, Lesson 14, Day 3, Warm-Up Routines, students practice eight high-frequency words: again, feel, house, know, loud, Mrs. put, say. The teacher states each word, a student points to the word, and children read the word aloud. The teacher then points to words at random and students reread the words.\n    \nIn Theme 5, Lesson 20, Day 3, the teacher displays high-frequency words: cool, dry, four, holes, moves, place, warm. A student reads one word, the teacher erases the word, and students spell the word. During Guided Practice, students spread word cards out, and students pantomime actions for the words. During Independent Practice, students word with a partner to give clues about high-frequency words. The teacher models: \u201cThis word has four letters. It rhymes with pool. What is the word?\u201d\n    \nIn Theme 6, Lesson 26, Day 2, students learn the following high-frequency words: climbed, earth, fooling, thought, table. The teacher writes the words on the board and reads the words. Students repeat and spell each word. During Guided Practice, students point to and read aloud the highlighted words. Volunteers read the sentences aloud.\n\nMaterials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\nThe instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials, questions, and tasks providing systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\n\n    Instructional materials provide students with opportunities to practice word recognition and word analysis in connected texts and tasks. Every lesson in every theme includes a Decodable book that incorporates words with sounds that the students have learned in the 5-day phonics sequence. Students have opportunities to read leveled readers to practice high-frequency words and digraphs in context. While there are opportunities for students to apply the phonics skills and read/recognize high-frequency from the lessons, there are minimal opportunities for students to encode in connected tasks.\n\n\n    Materials support students\u2019 development learn grade-level word recognition and analysis skills (e.g., spelling-sound correspondences of digraphs, decode one-syllable words, syllable and vowel relationship, decode two-syllable words, read words with inflectional endings) in connected text and tasks. For example:\n\n\nIn Theme 1, Lesson 1, Day 4, the teacher writes four sentences on the board. Each sentence contains words with inflected endings of -s. Students select a sentence, draw a picture of the sentence, and write the sentence on a sentence strip.\n    \nIn Theme 2, Lesson 5, students read Decodable Book 5. The phonics focus for the book is inflection -ed. Students decode: lifted, tilted, wanted, acted, handed, landed and sifted.\n    \nIn Theme 4, Lesson 15, Leveled Readers, students read texts with qu and wh digraphs. Students reading below-level read Susan L. Roth. Students reading on-level read Amy Hest. Students reading advanced read Joseph Bruchac.\n\nIn Extending the Common Core State Standards, students practice reading two-syllable words from Copying Master CC5. When students finish the page, students trade papers and read each other\u2019s sentences.\n    \nIn Theme 5, Lesson 20, students read long vowels of a (ai, ay), in sentences that are on the board. An example of a sentence includes: We must wait for the rain to stop.\n    \n\n\n    Materials provide frequent opportunities to read irregularly spelled words in connected text and tasks. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "23cd8ae7-e11d-4f8a-9a1c-119408ea4048": {"__data__": {"id_": "23cd8ae7-e11d-4f8a-9a1c-119408ea4048", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "15cce820-dbc8-41a2-ae7a-2e14177fcf27", "node_type": null, "metadata": {}, "hash": "7de011dd03af455a54c981eff5c77706ea45c343b01998951d3ab4a218134051"}, "3": {"node_id": "4944de6b-2318-4c00-84c9-5e44f1fe80a6", "node_type": null, "metadata": {}, "hash": "8dbd8bdb9a15bcb0276acb8770776e468f3deb2172e4bd74415975ce976ed56e"}}, "hash": "faadb2094bce1b0716b11484dfc79d403b601398314e81b71bfb1aee0349fb04", "text": "In Theme 1, Lesson 1, Day 1, students practice reading high-frequency words (help, let\u2019s, now) in the Cut-Out/Fold-Up Book \u201cPam and Cat.\u201d\n    \nIn Theme 4, Lesson 16, students read high-frequency words (always, by, Cow\u2019s join, nice, please, room) in the Leveled Readers.\n    \nIn Theme 5, Lesson 19, Day 4, students read story strip sentences and write the missing words in the blanks: \u201cOh, ___! The ___ is falling!\u201d he yells. Students read the high-frequency words (dear, door, hurry, mother, should, sky, told) in the Cut-Out/Fold-Up Book \u201cCan I Keep Him?\u201d\n    \n\n\n    Lessons and activities provide students opportunities to learn grade-level word recognition and analysis skills while decoding words (reading) in connected text and tasks. However, opportunities are missed for students to learn grade-level word recognition and analysis skills while encoding (writing) in context. For example:\n\n\nIn Theme 2, Lesson 4, Day 4 students dictate words from sentences which contain the digraph ck. For example, students write: Do not pick up the sick cat.\n    \nIn Theme 4, Lesson 14, the 5-day phonics focus is r-controlled vowel /ar/ar and inflections -s, -ed, -ing. In the Decodable Book, \u201cCharming Carmel\u201d students decode words, such as: charming, started and artists.\n    \nIn Theme 4, Lesson 15, Day 5, students complete the following sentence frames which contain the qu and wh digraph: I am a whiz at _____. We had a quick quiz on _____.\n\nMaterials support ongoing and frequent assessment to determine student mastery and inform meantingful differentiantion of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\nThe materials reviewed for Grade 1 partially meet the criteria for materials supporting ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\n\n    In Grade 1, there are Benchmark Assessments that are administered three times a year. Theme tests are available at the end of each theme to assess students\u2019 mastery of the standards they have been taught. Weekly Lesson Tests are used to check understanding of each lesson before moving on. Weekly Tests assess phonics/spelling, high-frequency words, and grammar focus from that lesson. There are reteach lessons contained in the Small Group Instruction section of the Teacher\u2019s Manual that give instructional options for students Below-Level, On-Level and Advanced. Theme Tests assess phonics/spelling, high-frequency words, and grammar (fluency begins in Theme 4). There are specific resources that teachers are directed to use based on students results on these assessments that are in addition to the core instruction. The resources are for students that perform in the Below-Level, On-Level and Advanced category based on the Theme Test. Materials provide teachers and students with information of students\u2019 current skills/level of understanding.\n\n\n    Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills.\n\n\nEach Theme contains Tested Skills. In Theme 1, phonics/spelling and high-frequency words are assessed. In Theme 2, phonics/spelling and high-frequency words are assessed.\n    \nIn Theme 2, page A1 under the assessment tab, it explains that there are benchmark assessments that are administered 3 times a year. Theme tests are administered at the end of each them and assess students\u2019 mastery of the standards that have been taught. Weekly lesson tests check the understanding the students have of each lesson (or parts of it) before the teacher moves on to the next lesson. Monitor Progress notes are available on a daily basis to help the teacher check for understanding and reteach or extend instruction.\n    \nIn Theme 2, page A5 under the assessment tab, the Weekly Test for Lesson 4 includes:\n        \nPhonics/Spelling- digraph /k/ck\n            \nHigh-Frequency Words\n            \nGrammar- Telling Parts of Sentences", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4944de6b-2318-4c00-84c9-5e44f1fe80a6": {"__data__": {"id_": "4944de6b-2318-4c00-84c9-5e44f1fe80a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "23cd8ae7-e11d-4f8a-9a1c-119408ea4048", "node_type": null, "metadata": {}, "hash": "faadb2094bce1b0716b11484dfc79d403b601398314e81b71bfb1aee0349fb04"}, "3": {"node_id": "0360002d-37a7-4169-87d8-617712aff777", "node_type": null, "metadata": {}, "hash": "fc7f7b6903dc2a7d8845e9746f9fc9788de46cba21e226a9e120dd6557f2fe4f"}}, "hash": "8dbd8bdb9a15bcb0276acb8770776e468f3deb2172e4bd74415975ce976ed56e", "text": "In Theme 1 and 2, page A8 under the assessment tab, Theme 1 and 2 Test includes items that assess: Phonics/Spelling, High-Frequency Words, and Grammar (Fluency is assessed beginning in Theme 4).\n    \n\n\n    Assessment materials provide teachers and students with information of students\u2019 current skills/level of understanding. The materials contain the following sentence: \u201cTo determine whether children need even more support, use your district-approved diagnostic and screening assessments.\u201d The materials do not contain complete diagnostic and screening assessments to help teacher know students\u2019 current levels.\n\n\n    Materials support teachers with instructional adjustments to help students make progress toward mastery in foundational skills.\n\n\nIn Theme 3, Lesson 7 in the Small-Group Instruction section (follow up lessons based on student performance on the Theme Test), page S2, students practice and apply knowledge of short vowel e. Below Level students are reintroduced to short /e/e and practice word blending with e and are guided through Decodable Book 7, \u201cHelp! Help\u201d On-Level students build one syllable words that include short e and read aloud Decodable Book 7, \u201cHelp! Help!\u201d Advanced level students brainstorm a list of words with short vowel e. The group of students then create a story using as many short e words as they can.\n    \nIn Theme 4, Lesson 17 in the Small-Group Instruction section (follow up lessons based on student performance on the Theme Test), page S43 students read high-frequency words. Below-Level students are reintroduced to the lesson\u2019s high-frequency words. Students match the words from two different sets. Students then read the words as they are displayed. On-Level students read the high-frequency words and then write each word on the board, on chart paper, or in their notebook. Advanced students play \u201cSpeed\u201d. The teacher randomly holds up cards and children name each word. Students try to quicken the pace each time the cards are displayed. Students then work in partners to play the game and try to increase their speed. Students may time their friend.\n    \nBased on Theme Tests, the teacher is directed to prescriptives to help students gain more instruction for phonemic awareness, phonics, and high-frequency words. For example, in Theme 2, Lesson 5 for digraph /k/ ck, if a student does not do well, the prescriptive is Reteach, p. S32.\n    \nIn Theme 4, Lesson 14, Day 5: \u201cAssessment Monitoring Progress Periodically, take a timed sample of children\u2019s oral reading and measure the number of words read correctly per minute. Children should be accurately reading approximately 60 words per minute by the end of Grade 1.\u201d Guidance is not provided to the teacher as to how to help students gain fluency to 60 words per minute.\n\nMaterials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.\n\nThe materials reviewed for Grade 1 meet the criteria for materials, questions, and tasks providing high-quality lessons and activities that allow for differentiation of foundational skills, so all students achieve mastery of foundational skills.\n\n\n    Each week contains multiple opportunities for students to learn and practice foundational skills. Guidance and suggestions are provided in lessons in order for teachers to differentiate learning opportunities for students below-level, student on-level, and for students who are advanced. There are Small-Group learning opportunities for students to learn phonics, phonemic awareness, and high-frequency words. Each lesson includes a 5-day sequence of instruction for phonemic awareness, phonics/spelling, high-frequency words, fluency and grammar. Within these 5 days of instruction, teachers are provided with activities that provide opportunities for reteach, reinforcement or extension of the skill. Each lesson includes Leveled Readers and Leveled Practice to reinforce skills and strategies. The Leveled Readers include a Below Level, On Level, Advanced and ELL option for students. The Leveled Readers include words with the phonics focus and high-frequency words from the week. The Classroom Library for Self-Selected Reading includes an Easy, Average and Challenge level book. Many of the lessons include Below-Level differentiation options for students, and there is an ELL Teacher Guide that provides direction with scaffolding lessons.\n\n\n    Materials provide high-quality learning lessons and activities for every student to reach mastery of foundational skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0360002d-37a7-4169-87d8-617712aff777": {"__data__": {"id_": "0360002d-37a7-4169-87d8-617712aff777", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "4944de6b-2318-4c00-84c9-5e44f1fe80a6", "node_type": null, "metadata": {}, "hash": "8dbd8bdb9a15bcb0276acb8770776e468f3deb2172e4bd74415975ce976ed56e"}, "3": {"node_id": "9b53675b-9d4b-4925-852f-b10ba204d912", "node_type": null, "metadata": {}, "hash": "1ad6e261a92d5fe7428aeb4bc76f65fc50e288197243aeb84fefeddfe1f2a2a0"}}, "hash": "fc7f7b6903dc2a7d8845e9746f9fc9788de46cba21e226a9e120dd6557f2fe4f", "text": "In Theme 1, Lesson 3, Day 3, during fluency learning of accuracy, there is guidance provided to the teacher about helping the students who are not reaching mastery. \u201cBelow-Level Fluency Practice Have children reread for fluency, using \u201cCome In!\u201d in the Strategic Intervention Interactive Reader, \u201cPat Can Help\u201d in Decodable Book 2, or the appropriate Leveled Reader (pages T196-T199). Guide them to select a small portion of a story and practice reading it several times.\u201d\n    \nIn Theme 3, Lesson 8, the Below-Level, On-Level and Advanced Leveled readers include words with digraph /th/th and the high frequency words don\u2019t, her, line, Mr., new, says, water. All students reread their Leveled Reader to practice reading with expression.\n    \nIn Theme 4, Lesson 14, Day 1, Word Work, students are learning r-controlled vowels. The lesson contains Word Building. Students use their Word Builder Cards and Word Builders. Students build far. Then students add an m to the end. Students remove the f and read arm. For learners Below-Level, the materials contain: \u201cBuild Spelling Words Have children use Word Builder Cards a and t to build the word at in their Word Builders. Then have them add an r between the a and the t. Lead them in reading aloud the word art as they track the letters. Repeat with am to build arm and pat to build part.\u201d\n    \nIn Theme 5, Lesson 21, the Below-Level, On-Level and Advanced Leveled readers include words with long vowel /a/a_e and the high frequency words around, found, near, tired, might, open, gone, hears. All students reread their Leveled Reader with expression.\n    \nIn Theme 6, Lesson 28, Day 4, Word Work, students are learning high-frequency words (able, almost, blue, great, poured, took, traveled). The teacher reviews the high-frequency words using a strip story from the Teacher Resource Book. Students Practice/Apply students read the story strip sentences and write the missing words in the blanks. During Independent Practice, students read the words in context in the Cut-Out/Fold-Up Book \u201cMike in the Sky.\u201d For learners Below-Level, the materials contain: \u201cRead and Write Words Read aloud the sentences as children track the print; when you come to a blank, say blank. Reread, but this time when you come to a blank, pause for children to say the word that makes sense. Point to the displayed word and have children write it. Have children echo-read the sentences to check their work.\u201d\n    \n\n\n    Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support each student\u2019s needs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9b53675b-9d4b-4925-852f-b10ba204d912": {"__data__": {"id_": "9b53675b-9d4b-4925-852f-b10ba204d912", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "0360002d-37a7-4169-87d8-617712aff777", "node_type": null, "metadata": {}, "hash": "fc7f7b6903dc2a7d8845e9746f9fc9788de46cba21e226a9e120dd6557f2fe4f"}, "3": {"node_id": "a878b546-5f36-424d-a719-d1cc84e341e2", "node_type": null, "metadata": {}, "hash": "2286153e1a3e767311815fcb5fac8ea33d7fdecccc3e3093c6a51679c0846bf9"}}, "hash": "1ad6e261a92d5fe7428aeb4bc76f65fc50e288197243aeb84fefeddfe1f2a2a0", "text": "In Theme 1, Lesson 3, Day 3, during fluency learning of punctuation, there is guidance provided to the teacher about helping the students. \u201cMonitor Progress Fluency IF children have difficulty understanding how to use punctuation marks, THEN have them echo-read a familiar story. Small-Group Instruction, p. S24: Below-level: Reteach On-Level: Reinforce Advanced: Extend\u201d\n    \nIn Theme 3, Lesson 9, Day 3, students read high-frequency words. The teacher is provided a modification for ELL students. The teacher explains to students the difference between the word be and bee. The teacher is also directed to the ELL Teacher Guide, Lesson 9, for support in scaffolding instruction.\n    \nIn Theme 4, Lesson 15, Day 1, during digraph instruction, there is guidance provided to the teacher about helping the students. \u201cMonitor Progress Phonics: Digraphs /kw/ qu, /hw/ wh IF children have difficulty spelling words with digraphs /kw/ qu and /hw/ wh, THEN have them slide a finger under each word, read and spelling it aloud. Small-Group Instruction, p. S22: Below-Level: Reteach On-Level: Reinforce Advanced: Extend\u201d\n    \nIn Theme 5, Lesson 21, students read words with phonograms -ane and -ade. Students are grouped according to their academic levels and assigned a practice page. Students Below-Level completes a page from the Extra Support workbook. Students On-Level complete a page from the Practice Book workbook and the Advanced students complete a page from the Challenge workbook. The teacher is directed to use the ELL Teacher Guide, Lesson 21, for support in scaffolding instruction for ELLs.\n    \nIn Theme 6, Lesson 28, Day 2, during high-frequency instruction, there is guidance provided to the teacher about helping the students. \u201cMonitor Progress High-Frequency Words IF children have difficulty reading and spelling the words, THEN display a second set of word cards, and have them match the words. Small-Group Instruction, p. S33 Below-Level: Reteach On-Level: Reinforce Advanced: Extend\u201d\n    \n\n\n    Students have multiple practice opportunities with each grade level foundational skill component in order to reach mastery.\n\n\nIn Theme 1, Lesson 3, include:\n        \nPhonological Awareness: Rhyme Recognition and Production\n            \nPhonics: short vowel /i/i, contractions \u2018s\n            \nSpelling: in, pin, big, dig, did, had, sat, no, too\n            \nHigh-Frequency Words: get, hold, home, so, soon\n            \nFluency: Punctuation\n            \nGrammar: Naming Parts of Sentences\n            \nIn this lesson, there is a 5-day sequence of instruction for each of these areas of foundational skills. The Below-Level, On-Level and Advanced Leveled Readers include words that have short vowel i and high-frequency words so, hold, get, home, soon. Students fluency focus for rereading is reading with exclamation. There are small-group instructions for each of the areas for Below-Level, On-Level and Advanced level students for reteaching, reinforcing and extending the skill.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a878b546-5f36-424d-a719-d1cc84e341e2": {"__data__": {"id_": "a878b546-5f36-424d-a719-d1cc84e341e2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "9b53675b-9d4b-4925-852f-b10ba204d912", "node_type": null, "metadata": {}, "hash": "1ad6e261a92d5fe7428aeb4bc76f65fc50e288197243aeb84fefeddfe1f2a2a0"}, "3": {"node_id": "f5546310-baf0-4312-9d13-66cac289adcd", "node_type": null, "metadata": {}, "hash": "7d73cc989b81a9e3e75a4874f39993d69e95484df4cf85f6db63ac81a426d4fa"}}, "hash": "2286153e1a3e767311815fcb5fac8ea33d7fdecccc3e3093c6a51679c0846bf9", "text": "In Theme 2, Lesson 6, Days 2-5, students learn the high-frequency words of how, make, of, some. In Day 2, the teacher introduces how, make, of, some. Students read each highlighted word. In Day 3, the teacher displays each high-frequency word and has a volunteer read the word, and then students spell the word. In Day 4, students read sentences that contain missing high-frequency words such as \u201cThe town has lots ___ land.\u201d In Day 5, the teacher leads a review of high-frequency words which include the current week\u2019s high-frequency words.\n    \nIn Theme 3, Lesson 8, Days 1-4, students have three days to learn the consonant /th/ th. In Day 1, students learn /th/ and th through seeing the Sound/Spelling Card for th. Students learn to discriminate /th/ at the beginning of words and at the end of words. On Day 2, students learn /th/ th. Students learn the sound of /th/ and read words with /th/ th in them such as then, them, and this. In Day 3, students build words with th by changing out a single letter such as than to then to thin. In Day 4, the teacher reviews /th/ th with students.\n    \nIn Theme 6, Lesson 27, Days 1-5, students learn to read words with /ou/ ow, ou. In Day 1, students learn /ou/ ow, ou through seeing the Sound/Spelling Card. The image on the card is an owl. Students learn to discriminate /ou/ at the beginning, in the middle, and at the end of words. In Day 2, student build spelling words that have /ou/ ow, ou such as how, down, and found. In Day 3, students build words with ou and ow such as loud, proud, crowd.In Day 4, students learn phonograms -out, -ow. Students decide if -out words rhyme and if -ow words rhyme. In Day 5, students learn phonograms of -own and -ound. The teacher builds a chart of words with -own and -ound. Students help place words into the appropriate category.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nGrade 1 Storytown instructional materials do not meet the expectations for building students' knowledge and vocabulary to support and help grow students\u2019 ability to comprehend complex texts independently and proficiently.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that texts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students\u2019 ability to comprehend complex texts independently and proficiently.\n\n\n    Each unit is organized around a central theme with a theme introduction entitled Build Theme Connections provided at the beginning rather than around topics. This section introduces the big idea or theme, and includes a poem and brief discussion. Unit themes are broad and do not focus on specific vocabulary or knowledge across daily lessons. Students are not supported in accessing texts and build conceptual knowledge throughout the five-week theme. The series of texts in each lesson are sometimes cohesive and related to the central theme, but there are limited opportunities embedded for students to build expertise on specific topics so that they can increase their knowledge and vocabulary.\n\n\n    Materials do not provide teachers with guidance to help connect the texts to broader concepts. Sufficient time is not always allotted for students to refine their knowledge in order to access and comprehend future complex texts proficiently.\n\n\n    Each Teacher\u2019s Edition is divided into Themes, such as \u201cFollow Me,\u201d \u201cOne for All,\u201d \u201cTurning Corners,\u201d \u201cWild and Wonderful,\u201d \u201cWhere We Live,\u201d and \u201cNew Places, New Faces.\u201d\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f5546310-baf0-4312-9d13-66cac289adcd": {"__data__": {"id_": "f5546310-baf0-4312-9d13-66cac289adcd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "a878b546-5f36-424d-a719-d1cc84e341e2", "node_type": null, "metadata": {}, "hash": "2286153e1a3e767311815fcb5fac8ea33d7fdecccc3e3093c6a51679c0846bf9"}, "3": {"node_id": "a6d361f5-4b21-46e4-9a26-4053d1aa3ede", "node_type": null, "metadata": {}, "hash": "3f277c25a28948984fa0f5fced0b8a4b8315095f58eef83ba844ca0f207b9615"}}, "hash": "7d73cc989b81a9e3e75a4874f39993d69e95484df4cf85f6db63ac81a426d4fa", "text": "exts contain some questions requiring students to analyze key ideas and details, but do not provide students with frequent opportunity to study craft, structure and language. Students are asked questions during whole group instruction as the teacher monitors comprehension. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts. Grade 1 comprehension skills and strategies include, but are not limited to, cause and effect, story structure, using graphic organizers, problems and solutions, drawing conclusions, and making inferences. Though the questions are presented that ask students about language, key ideas, details, craft and structure, questions are not presented in a coherent sequence that would require students to analzye to make meaning and build understanding of texts and topics.\n\n\nIn Theme 1, page T9, teachers are directed to \u201cHave partners ask questions about other key details in the selections and work together to find the answers in the text\u201d during the after reading component of the Lesson.\n    \nIn Theme 3, Lesson 7, page T45, students retell \u201cTen Eggs.\u201d The students and teacher complete a graphic organizer by telling the order in which things occur within the story. The teacher works with the students to complete the flowchart.\n    \nIn Theme 3, Lesson 9, page T286, the teacher creates a chart with the following story titles as headings: \u201cA Nut Falls,\u201d \u201cWhose Garden Is it,\u201d \u201cPlants Can\u2019t Jump,\u201d and \u201cUgh! A Bug!\u201d The students write several details from each story under the correct heading.\n    \nIn Theme 5, Lesson 22, page T356, students recall the story \u201cCloudy With a Chance of Meatballs\u201d from the Read-Aloud Anthology. Students apply their knowledge of problem/solution by completing page 27 of the Practice Book.\n    \nIn Theme 5, Lesson 24, page T508, students make inferences. The teacher reads aloud the paragraph under Comprehension Strategy on page 232. The students work together to fill in the clues chart as they read \u201cMystery of the Night Song.\u201d\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\n\n    Although text based questions do appear in the materials throughout the themes and lessons, there is lack of evidence that supports text-dependent questions systematically guiding students in extracting key meanings or ideas in the texts. The sequence of questions is sporadic and does not build towards a more coherent understanding and analysis.\n\n\n    Questions do not require the students to interact with the text supporting the student\u2019s analysis of knowledge and ideas. Materials do not consistently guide teachers to support students\u2019 literacy skills through complex text and building knowledge. There is a lack of text dependent questions as the questions require generalizations, predictions, and checks for comprehension.\n\n\n    The following questions do not require an analysis of ideas to complete:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a6d361f5-4b21-46e4-9a26-4053d1aa3ede": {"__data__": {"id_": "a6d361f5-4b21-46e4-9a26-4053d1aa3ede", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "f5546310-baf0-4312-9d13-66cac289adcd", "node_type": null, "metadata": {}, "hash": "7d73cc989b81a9e3e75a4874f39993d69e95484df4cf85f6db63ac81a426d4fa"}, "3": {"node_id": "6175d9f9-264e-4bde-b223-1767f2f86184", "node_type": null, "metadata": {}, "hash": "81a42fa49b18d1a64e9ac3a0d3211b6e1188407a3558ead2f79c70b057307fa7"}}, "hash": "3f277c25a28948984fa0f5fced0b8a4b8315095f58eef83ba844ca0f207b9615", "text": "The following questions do not require an analysis of ideas to complete:\n\n\nIn Theme 3, Comprehension, Day 1, p. T142, the teacher is directed to \u201cAsk children how they think Squeak and Pepper helped the other animals.\u201d\n    \nIn Theme 5, Comprehension, Lesson 24, Day 1, p. T496, the teacher is directed to, \u201chave children draw a picture that illustrates the part of the story that shows how thankful the shoemaker and his wife were to the elves.\u201d\n    \nIn Theme 5, Comprehension, Lesson 24, Day 4, p. T542, the teacher is directed to \u201cGuide children to describe how the illustrations contribute to the text.\n    \nIn Theme 4, Lesson 15, Page T226: Monitor Comprehension questions, the students answer the following questions: \u201cWhat is the red bucket on? Do you have a quilt on your bed? What does it look like?\u201d\n    \nIn Theme 6, Lesson 30, Page T482: Read Aloud, the teacher is directed to invite pairs of students to try reciting their favorite page of the story and to encourage them to substitute their own words for words that they can\u2019t recall.\n    \nIn Theme 2, Lesson 6, Page T504, After Reading, The teacher talks about the humor in \u201cThe Trial of the Stone.\u201d Then, he or she asks students if they have heard similar stories.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\n\n    Each Theme has a big idea that aims to tie the unit together. Texts and discussions, directly or loosely, connect to the big idea. Each Theme also includes a Theme Project. Theme Projects do not consistently integrate reading, writing, speaking, and listening, nor do they require close reading and comprehension of the texts read. Question sets that accompany texts within the Theme do not support students in integrating skills required for the Theme Project. For example:\n\n\nIn Theme 3, Theme Wrap-up and Review, Page T558, students add facts such as, that fact that plants need water to grow. Students recall that a plant begins as a seed, and it must grow new parts such as leaves and stems to become a plant. This task does not require an integration or building of skills.\n    \nIn Theme 2, Teacher\u2019s Edition, Page T568, Theme Wrap Up and Review, students make connections by identifying characters and story events. The teacher leads a discussion on which story best shows characters that work together and in what way is that shown. Students share and compare ideas.\n    \nIn Theme 6, Teacher\u2019s Edition, Page T560, Theme Wrap Up and Review, students make connections by identifying characters and story events. The teacher leads a discussion on which character a student would want to meet in the story and why.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\n\n    Some vocabulary is repeated in various contexts (before texts, in texts, etc.) and across multiple texts. Some attention is paid to vocabulary essential to understanding the text and to high value academic words, but the teacher will need to rework some lessons to assure this happening over the school year. Materials do not provide teacher guidance outlining a cohesive, year-long vocabulary development component. Some examples of vocabulary work in the materials include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6175d9f9-264e-4bde-b223-1767f2f86184": {"__data__": {"id_": "6175d9f9-264e-4bde-b223-1767f2f86184", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "a6d361f5-4b21-46e4-9a26-4053d1aa3ede", "node_type": null, "metadata": {}, "hash": "3f277c25a28948984fa0f5fced0b8a4b8315095f58eef83ba844ca0f207b9615"}, "3": {"node_id": "89062960-7ee5-4057-9033-9742dd19c7e4", "node_type": null, "metadata": {}, "hash": "a8fa4bb06743e07d6b16b1328f39ca46ae35fea01fe3b4e527b651185018a58a"}}, "hash": "81a42fa49b18d1a64e9ac3a0d3211b6e1188407a3558ead2f79c70b057307fa7", "text": "In Theme 4, Lesson 14, page T213, the teacher monitors progress of Robust Vocabulary on pages 528 \u2013 529. The teacher is not provided with direct instructions on a task to build students\u2019 word development.\n    \nIn Theme 4, Lesson 17, Page T 393, teachers use photo cards to support word meanings.\n    \nIn Theme 6, Lesson 27, Page T257, teachers use the Robust Vocabulary words in student \u2013 friendly explanations, and the review the words through discussing ideas.\n    \nIn Theme 6, Lesson 28, Build Robust Vocabulary, Listening/Speaking, Review, Reinforce Meanings, the teacher is provided with the following questions to ask students: If you are properly coloring a picture of the sun, are you using vibrant colors or dull colors? If you arrived at school and found out that you had numerous tests to take, would you be excited? Why or why not? If a familiar movie star were planning a visit to your house, would you anticipate his or her arrival? Why?\u201d\n    \nIn Theme 6, Lesson 29, Page T431, Build Robust Vocabulary, Listening/Speaking: Words from the Read-Aloud, Review Robust Vocabulary, Use Vocabulary In Different Contexts, the teacher reminds students of the Student-Friendly Explanations of \u201cwriggle,\u201d \u201cprickly,\u201d and \u201cinterested.\u201d The teacher guides students to develop their vocabulary by discussing the meanings of these words. Then, the teacher asks students the following questions to engage them in these concrete experiences regarding the word \u201cwriggle\u201d: \u201cHow would you wriggle out of a shirt that is too small for you? Beside worms, what else might wriggle in the dirt? What animal might be able to wriggle out of your hand?\u201d\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 1 partially meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.\n\n\n    Writing instruction spans the whole school year, but materials do not always align to the standards for the grade level throughout the school year. This includes news (shared writing), poems (shared writing), story response (shared writing), and personal narrative (independent writing). There are language arts and shared writing connections that include listening, speaking, and words from the library books and interactive questions. Writing instruction does not support student growth in writing skills over the course of the school year and is disconnected from the context or theme within the lesson. Students utilize a combination of drawing, dictating, and writing that does not always narrate a single event or events. Examples include:\n\n\nIn Theme 5, Lesson 19, Suggested Lesson Planner, p. T26, a sequence of writing lessons including modeled writing, shared writing, and independent writing is listed under step 3.\n    \nIn Theme 2, Teacher\u2019s Edition, Lesson 6, Page T529, students record their reflections and tell what they like to do at their special place.\n    \nIn Theme 6, Teacher\u2019s Edition, Lesson 27, Page T271, students write a book review about the story that they just read. Students discuss the book review and track the print.\n    \nIn Themes 9 and 10, the \u201cAt a Glance\u201d Card includes the following examples:\n        \nLesson 25-26: Friendly Letter\n            \nLesson 27: Invitation\n            \nLesson 28: Thank You Note\n            \nLesson 29-30: Personal Narrative\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 1 partially meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "89062960-7ee5-4057-9033-9742dd19c7e4": {"__data__": {"id_": "89062960-7ee5-4057-9033-9742dd19c7e4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "6175d9f9-264e-4bde-b223-1767f2f86184", "node_type": null, "metadata": {}, "hash": "81a42fa49b18d1a64e9ac3a0d3211b6e1188407a3558ead2f79c70b057307fa7"}, "3": {"node_id": "86bfedc8-8b40-4933-9d1e-7b1e12da7e28", "node_type": null, "metadata": {}, "hash": "8b95f60bc0befef9b7413e59830f8013dfc3c1fb2b75ac5eea45a9204f43a880"}}, "hash": "a8fa4bb06743e07d6b16b1328f39ca46ae35fea01fe3b4e527b651185018a58a", "text": "There is evidence of students participating in shared research and writing projects. Projects support the topics of each theme in a sequenced way. The progression of research skills do not seem to build on each other and are disconnected. The only skills developed seem to be with speaking and listening as children are required to perform more difficult tasks in front of their peers. The projects represent a way for teachers to anchor the new theme and as an end cap for each unit to close the unit work out rather than capture skills mastered and knowledge learned. For example:\n\n\nIn Theme 1, Theme Project, Self-Portrait, p. T18, the objective is \u201cto create a collage that reflects each child\u2019s individuality.\u201d\n    \nIn Theme 3, Theme Project, Fact Forest, p. T18, the objective is \u201cTo research information and demonstrate learning through construction of a fact forest.\u201d\n    \nIn Theme 3, Theme Project, Theme Wrap-Up and Review, p. T558, the teacher is directed to \u201cReview the pictures children made and their facts with the class. Then encourage children to add new facts they have learned during this theme.\u201d\n    \nIn Theme 5, Theme Project, Community Map, P. T18, the objective is \u201cTo create a community map that shows what can be found in a community.\u201d\n    \nIn Theme 5, Theme Wrap-Up and Review, p. T562, the teacher is directed to \u201cReview the community maps with children. Have them assess their own work by describing what they learned\u2026\"\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 1 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    Opportunities for independent reading exist, but they are minimal and do not build students\u2019 reading abilities or their knowledge base and vocabulary. Throughout the lessons, there is evidence of students reading with recordings and reading and responding in literacy centers. Students are expected to develop fluency by listening to familiar stories and reading them aloud. Documentation of student reading is not evident.\n\n\nIn Theme 3, the At-a-Glance fold out in the front of the book for each week provides three books for each week: Get Started Story, Main Selection, and Paired Selection. These books align with the Theme. There is no specific instruction for students to interact with the texts independently.\n    \nThere is no plan for accountability for students\u2019 independent reading.\n    \nEach Theme contains suggested titles for additional related reading by \u201cEasy, Average, Challenge\u201d; however, teachers are not given suggestions on how to set up the classroom library or how to help students select an independent reading book in the teacher edition.\n    \nEach anchor text has \u201cOptions for Reading\u201d suggesting that below-level students read in small group, on-level students read in whole group or with a partner, and advanced students read independently.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well designed and take into account effective lesson structure and pacing.\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "86bfedc8-8b40-4933-9d1e-7b1e12da7e28": {"__data__": {"id_": "86bfedc8-8b40-4933-9d1e-7b1e12da7e28", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "28ba2f93-1501-467a-bf56-92a1635cd49b", "node_type": null, "metadata": {}, "hash": "7789556834aafc6a41c950cf5ea2ea886d3797dfe1bdadb5bdc167044cdd7383"}, "2": {"node_id": "89062960-7ee5-4057-9033-9742dd19c7e4", "node_type": null, "metadata": {}, "hash": "a8fa4bb06743e07d6b16b1328f39ca46ae35fea01fe3b4e527b651185018a58a"}}, "hash": "8b95f60bc0befef9b7413e59830f8013dfc3c1fb2b75ac5eea45a9204f43a880", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "648bb1e5-48aa-4e09-b2bd-56e218ab2cc6": {"__data__": {"id_": "648bb1e5-48aa-4e09-b2bd-56e218ab2cc6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "3": {"node_id": "7aeae68a-ef0b-476e-a568-b55bda022e1b", "node_type": null, "metadata": {}, "hash": "afe0360c39a907fe063a473e1e530825af4a483805e855dc0a182ac2f3d54215"}}, "hash": "27c11943b6f3e1b8325d7333aa0de1a3250d679f687767cafcc9263c52f3cf30", "text": "CME Traditional\n\nThe instructional materials reviewed for the CME Traditional series do not meet expectations for alignment to the CCSSM for high school. The materials do not meet the expectations for focus and coherence as they partially meet the expectations in the following areas: attending to the full intent of the modeling process, allowing students to spend the majority of their time on the content widely applicable as prerequisites, allowing students to fully learn each standard, requiring students to engage at a level of sophistication appropriate to high school, making meaningful connections in a single course and throughout the series, and identifying and building on knowledge from Grades 6-8 to the High School Standards. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\n\n    The alignment document provided by the publisher in the front matter of each textbook includes numerous alignment errors. The pacing guide is often inconsistent with the notes within the chapters and lessons. If a lesson is deemed \u201coptional\u201d in the notation in the chapter, that notation should be specified in both the pacing guide and any standards aligned to that section should be specified in the alignment document as optional, too.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials do not meet the expectation for attending to the full intent of the mathematical content contained in the high school standards for all students. Although many lessons included instruction that attended to the full intent of standards, there were many standards that were not fully addressed throughout the materials, and many standards were not addressed at all. It is also important to note that there were several discrepancies between the alignment the publisher provided in the front matter of the textbook and the alignment completed by the reviewers. Those instances are noted at the end of this section.\n\n\n    The following are standards whose full intent was not met:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7aeae68a-ef0b-476e-a568-b55bda022e1b": {"__data__": {"id_": "7aeae68a-ef0b-476e-a568-b55bda022e1b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "648bb1e5-48aa-4e09-b2bd-56e218ab2cc6", "node_type": null, "metadata": {}, "hash": "27c11943b6f3e1b8325d7333aa0de1a3250d679f687767cafcc9263c52f3cf30"}, "3": {"node_id": "bb7db25f-ae46-4ac9-bd66-b3bc52cc8c25", "node_type": null, "metadata": {}, "hash": "28dc601d090f6e25f8274975b6843fe73d46e916af3b4ddbdd89df2bf275c99c"}}, "hash": "afe0360c39a907fe063a473e1e530825af4a483805e855dc0a182ac2f3d54215", "text": "The following are standards whose full intent was not met:\n\n\nF-IF.7c: Graphing of polynomial functions is limited to linear, quadratic, and cubic functions (no other higher order polynomials). Materials are missing opportunities to identify zeros and end behavior for polynomial graphs.\n    \nF-IF.9: No opportunities are provided to compare functions represented in different ways. (The alignment of lessons from Algebra 1 in the publisher alignment is incorrect.)\n    \nF-TF.5 Modeling periodic phenomena with trigonometric functions is not addressed.\n    \nS-IC.1: There were no opportunities for students to make inferences about populations based on random samples.\n    \nS-IC.2: There were no opportunities for students to determine whether a model is consistent with a data-generating process.\n    \nS-IC.4: There were no opportunities for determining margin of error.\n    \nS-IC.6: There were no opportunities for evaluating reports based on data.\n    \nS-ID.2: Standard deviation is not included.\n    \nS-ID.4: There were no opportunities for students to address standard deviation and normal distributions.\n    \nS-ID.6a: Quadratic and exponential models are not used for fitting data.\n    \nS-ID.6b: There were no opportunities for assessing the fit of a function by plotting/identifying residuals.\n    \nS-CP.1-7: There were no opportunities for students to address S-CP.1-3,6,7. In Algebra 1, 3.09, S-CP.4 and S-CP.5 are partially addressed, but these standards are not aligned to any lessons in the publisher\u2019s correlation.\n    \nS-MD.1-7: not aligned to Algebra 1, Geometry or Algebra 2. (The textbook aligns some statistics and probability standards to the series' precalculus textbook, which is not part of the instructional package reviewed.)\n    \nG-GPE.3: There were no opportunities for students to address this standard.\n    \nG-GPE.7: There were no opportunities for students to use coordinates to compute perimeters and areas.\n    \nG-MG.2: There were no opportunities for students to address concepts of density based on area and volume.\n    \nG-C.5: There were no opportunities for students to derive the definitions for arc length and radian using similarity.\n    \n\n\n    The following are standards which are not aligned correctly:\n\n\nF-IF.4: Algebra 1 and Algebra 2 instructional materials do not teach end behavior. The publisher aligns Algebra 1 Lessons 5.06 and 5.07 and Algebra 2 Lessons 6.01-6.04, 8.06, 8.08 to the standard; however, these sections are misaligned. Although graphing is included in these sections, the interpretation of key features of the graphs is not the focus of these lessons. In Algebra 1, Lessons 8.06-8.08 address the key features of the functions such as increasing, decreasing, maximum, etc.\n    \nF-IF.9: Algebra 1 lessons identified by the publisher are misaligned. An example in Lesson 8.06 has students find the minimum using two representations (a table and a graph) and those representations are compared. However, the two representations are not of two different functions.\n    \nA-APR.6: Despite being identified by the publisher as aligned, Algebra 2 Lesson 2.10 does not ask students to write rational expressions in the given form (though it is a related topic, polynomial division, and does address remainders).\n    \n\n\n    The following are standards whose full intent was partially met:\n\n\nF-IF.2: Algebra 1 and Algebra 2 instructional materials do not consistently use function notation throughout the series. A combination of transformation notation (x -&gt; x+3), function notation (f(x)), and y= notation is used. However, examples of appropriate function notation are found in the instructional materials. For example, Algebra 1, Lesson 5.10, page 484, problem 6 provides a real world problem in the lesson that has students use function notation in a real-world context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb7db25f-ae46-4ac9-bd66-b3bc52cc8c25": {"__data__": {"id_": "bb7db25f-ae46-4ac9-bd66-b3bc52cc8c25", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "7aeae68a-ef0b-476e-a568-b55bda022e1b", "node_type": null, "metadata": {}, "hash": "afe0360c39a907fe063a473e1e530825af4a483805e855dc0a182ac2f3d54215"}, "3": {"node_id": "a88f57ed-3e39-41c4-aed2-b6153ad662d7", "node_type": null, "metadata": {}, "hash": "0b2d88b393e57bee907c5568e9499b8bc81ae029690af60bb94c0fc07b29f1a7"}}, "hash": "28dc601d090f6e25f8274975b6843fe73d46e916af3b4ddbdd89df2bf275c99c", "text": "Lesson 5.12 addresses real world application of this concept and offers rich context ranging from interest rates on a credit card (page 496) to the build up of antibiotics in the body (page 500).\n    \nF-IF.7e: Algebra 1, Lesson 6.14 and Algebra 2, Lesson 5.07 address graphing exponential functions; Algebra 2, Lesson 5.14 addresses graphing logarithmic functions. Instructional materials do not have students identify intercepts or end behavior of these graphs. Algebra 2, Lessons 8.07 and 8.08 address graphing sine, cosine, and tangent functions. The concept of periodicity is mentioned once, but the materials do not include amplitude and midline.\n    \nF-TF.5: Students graph sine, cosine, and tangent functions in Algebra 2 Lessons 8.07 and 8.08, but they do not need to use amplitude, frequency, or midline to model these functions.\n    \nA-REI.2: Instructional materials do not discuss extraneous solutions when solving rational or radical equations.\n    \nA-CED.1: Linear, quadratic, and exponential equations are all addressed. Rational functions are not addressed. In Algebra 1, Chapter 2, along with Lessons 4.13, 4.14, 5.10, and 5.11, has students create linear equations or inequalities to solve problems. Linear equations are also revisited in Algebra 2, Lesson 1.07. Algebra 1 Lesson 8.06 has students create quadratic equations. There are examples of exponential functions in Algebra 2 Lesson 5.09. Algebra 2, lessons 5.07-5.09 has students create exponential equations.\n    \nA-REI.4b: Algebra 1 Lessons 7.03, 7.11, and 8.04 include solving quadratic equations by factoring. Algebra 1, Lesson 7.12 includes solving quadratic equations by completing the square. Algebra 1 Lesson 8.02 includes solving quadratic equations by quadratic formula. Instructional materials do not address how to solve a quadratic function by taking the square root or through inspection.\n    \nG-GPE.6: Geometry Lesson 7.07 has students determine midpoint but no other partitions of a line segment.\n    \nG-GMD.4: In Geometry, Lessons 1.0, 6.10, 6.11, and 6.12 identify the shapes of two-dimensional cross-sections of three-dimensional objects. Evidence for the three-dimensional objects generated by rotating two-dimensional objects was not located.\n    \nS-IC.3: Algebra 2 Lesson 4.14 has students identify the need for randomization within the context of an experiment, yet it does not discuss randomization for sample surveys or observational studies. In Lesson 4.14 of Algebra 2, students compare theoretical probability with experimental results. They are asked to differentiate between the two.\n    \nA-REI.7: Algebra 1 Lesson 4.13 has students solve a simple system consisting of a linear equation and a quadratic equation. Students use a graph to determine solutions to the system. Students do not algebraically confirm their solutions, and no other related examples were found that would allow students to algebraically find solutions.\n    \nA-REI.11: Students determine that the intersection of two functions represents the solution for linear functions (Algebra 1 Lessons 3.15, 4.13), quadratic functions (Algebra 1 Lesson 8.10), polynomial functions (Algebra 2 Lesson 2.08), exponential functions (Algebra 2 Lesson 5.07), and logarithmic functions (Algebra 2 Lesson 5.14). The materials do not include rational functions and absolute value functions. Graphing is not used to solve rational and absolute value equations.\n    \nS-ID.2: Algebra 1 Lessons 3.06-3.08 use statistical measures to compare center of data, and Lesson 3.08 uses Inner-Quartile Range (IQR) to compare spread of data. Standard deviation is not addressed as an additional way to compare spread of data.\n    \nS-ID.3: Algebra 1 Lesson 3.08 does compare the shape, center, and spread of data sets. However, there is no explicit discussion of outliers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a88f57ed-3e39-41c4-aed2-b6153ad662d7": {"__data__": {"id_": "a88f57ed-3e39-41c4-aed2-b6153ad662d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "bb7db25f-ae46-4ac9-bd66-b3bc52cc8c25", "node_type": null, "metadata": {}, "hash": "28dc601d090f6e25f8274975b6843fe73d46e916af3b4ddbdd89df2bf275c99c"}, "3": {"node_id": "6b97d489-16fb-434a-aa60-75018c6568e3", "node_type": null, "metadata": {}, "hash": "7b7c861d98832d4d0d9a317351ce6b8e72432061dc89c541e619cf49a3cb69df"}}, "hash": "0b2d88b393e57bee907c5568e9499b8bc81ae029690af60bb94c0fc07b29f1a7", "text": "However, there is no explicit discussion of outliers.\n    \nS-ID.5: Algebra 1 Lesson 3.09 has students use two-way frequency tables to summarize categorical data and identify associations and trends in the data. Joint, marginal, and conditional relative frequencies are not used as a method to interpret relative frequencies.\n    \nS-ID.6a: Lessons in Algebra 1 and Algebra 2 have students fit a linear function to a data set, but the materials do not emphasize quadratic or exponential models.\n    \nG-CO.1: Precise definitions are provided for parallel lines (page 12) and line segments (page 12). No definition is provided in lessons for angles, circles or perpendicular lines (although these terms are in the glossary). A definition for perpendicular bisector is provided and uses \"perpendicular\" even though this term is not previously explicitly defined.\n    \nG-CO.3: Geometry Lesson 7.04 allows students multiple opportunities to describe transformations for a rectangle, parallelogram, and trapezoid (all found in table on page 574) as well as equilateral triangle, square, regular pentagon, and regular hexagon (all found in table on page 575). Rotations and reflections that carry a parallelogram or trapezoid onto itself are not addressed.\n    \nG-CO.4 The definitions of rotations, reflections, and translations in terms of circles are not addressed.\n    \nG-CO.9: A proof for \"when a transversal crosses parallel lines, corresponding angles are congruent\" was not found.\n    \nG-CO.13: Exercise 9 on page 32 of Geometry Lesson 1.06 has students construct an equilateral triangle. Materials are missing constructions for a square and regular hexagon. Constructing figures inscribed in a circle is not addressed.\n    \nG-GPE.1: Geometry Chapter 7 Project incorporates equations of circles on a coordinate plane; however, there is no derivation of the equation of the circle made with connection to the Pythagorean Theorem.\n    \nG-GPE.2: Geometry materials do not address deriving the equation of a parabola given a focus and directrix.\n    \n\n\n    The following are standards whose full intent was met:\n\n\nF-TF.8: Algebra 2, Lesson 8.04 on page 730 provides students three methods for proving the Pythagorean identity and asks students to choose one method to complete the proof.\n    \nG-SRT.2: Geometry instructional materials support student understanding of similarity with Lesson 4.04. Students are encouraged to determine whether triangles are scaled copies or not scaled copies of each other and asked to compare lengths of corresponding sides. Lessons 4.10, 4.14, and 4.15 establish the definition of similarity in terms of similarity transformations, and it is used to show that similar triangles have proportional sides.\n    \nS-ID.1: Dot plots are used on page 408 in Algebra 2 to represent the results of an experiment. Later on page 409, the data is compiled into a histogram. Algebra 1 Lesson 3.08 offers extensive practice with histograms, dot plots, and box and whisker plots\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed partially meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. While some components of the modeling process are frequently required of students, students are not required to go through all of the steps as outlined by the CCSSM.\n\n\n    Aspects of the modeling process that are frequently addressed throughout the series expect students to formulate, compute, interpret and validate in problems.\n\n\nIn many For You to Do problems and chapter projects, students are encouraged to develop their own solution strategy - formulate and compute. In the Algebra 2 Chapter 3 Project, students are asked to use their knowledge of factoring to factor polynomials of the form x^n-1, identify patterns, and formulate a conjecture relating the number of factors of x^n-1 to the number of factors of n.\n    \nIn many lesson discussions, students are interpreting and validating findings. Very often students have to critique the process that the fictional students in the materials use to solve problems. In Algebra 1, Lesson 4.02, students have to determine who correctly found the slope in a the problem given.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6b97d489-16fb-434a-aa60-75018c6568e3": {"__data__": {"id_": "6b97d489-16fb-434a-aa60-75018c6568e3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "a88f57ed-3e39-41c4-aed2-b6153ad662d7", "node_type": null, "metadata": {}, "hash": "0b2d88b393e57bee907c5568e9499b8bc81ae029690af60bb94c0fc07b29f1a7"}, "3": {"node_id": "fa91b6fa-c15b-4266-963c-0413d7da079c", "node_type": null, "metadata": {}, "hash": "b3e69dba6b790bd4adb3dd9c7aa5867cc4c0667b0b12f28873e5eafd3b2b4843"}}, "hash": "7b7c861d98832d4d0d9a317351ce6b8e72432061dc89c541e619cf49a3cb69df", "text": "Although the components of the modeling cycle are included, the entirety of the modeling cycle was not located throughout any of the materials.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe Instructional materials reviewed partially meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs). Overall, there are parts of the materials that address topics which are distracting from spending the majority of the instructional time on the WAPs.\n\n\n    Some examples of topics that are distractions from the WAPs are as follows:\n\n\nIn Algebra 1, Chapter 1 allots 16 instructional days (according to the publisher's pacing chart) to arithmetic rules for integers, decimals and fractions. This material does not align to the high school CCSSM, so it is distracting from the WAPs.\n    \nIn Algebra 1, Chapter 2 allots 17 instructional days (according to the publisher's pacing chart) on simplifying expressions and solving equations. The majority of the questions in this chapter utilize linear expressions and equations which more closely align to standards from grades 6-8.\n    \nIn Geometry, lessons 3.01-3.08 address cutting/rearranging figures to compose new figures and use this as a lead-in to area. Thirteen instructional days (according to the publisher's pacing chart) are dedicated to these lessons, but these lessons align more closely with standards from grades 6-8.\n    \nIn Algebra 2, lesson 4.03 solves systems of equations using matrices, and lessons 4.04-4.13 address algebra with matrices and applications of matrices. The materials allot 11 instructional days (according to the publisher's pacing chart) to these lessons which align to plus standards.\n    \nIn Algebra 2, lessons 6.05-6.10 address affine transformations which are beyond what is required by the standards. The materials allot six instructional days (according to the publisher's pacing chart) to these lessons, and they are distracting from the WAPs as the transformations explored are beyond the requirements of the CCSSM.\n    \n\n\n    In addition to including topics that are distracting from the WAPs, the instructional materials, when used as designed, include insufficient opportunities for students to engage with the WAPs as the number of instructional days allocated to each course varies greatly.\n\n\nIn Algebra 1, the instructional materials reviewed are designed to be completed in 119 days.\n    \nIn Geometry, the instructional materials reviewed are designed to be completed in 157 days.\n    \nIn Algebra 2, the instructional materials reviewed are designed to be completed in 114 days.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed partially meet the expectation for, when used as designed, allowing students to learn each standard. Overall, the instructional materials provide limited opportunities to practice several standards.\n\n\n    In the instructional materials, examples of standards with limited opportunities for practice include, but are not limited to, the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fa91b6fa-c15b-4266-963c-0413d7da079c": {"__data__": {"id_": "fa91b6fa-c15b-4266-963c-0413d7da079c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "6b97d489-16fb-434a-aa60-75018c6568e3", "node_type": null, "metadata": {}, "hash": "7b7c861d98832d4d0d9a317351ce6b8e72432061dc89c541e619cf49a3cb69df"}, "3": {"node_id": "a1353218-86f2-4684-91bb-4c4df5ec4b71", "node_type": null, "metadata": {}, "hash": "9edfb51bf4678cadf97bd65528125959e476ce7950e70f1e04fed0da0d33f934"}}, "hash": "b3e69dba6b790bd4adb3dd9c7aa5867cc4c0667b0b12f28873e5eafd3b2b4843", "text": "F-IF.3: The lessons this standard is aligned to by the publisher address recursive functions, but sequences are not the emphasis nor were they defined. The fact that the domain is the subset of the integers was not made explicit, either. It is not aligned to Algebra 1, lessons 5.07 and 5.08 as denoted in the teacher edition. It is aligned to lesson 5.09.\n    \nF-IF.4: Instructional materials provide several opportunities to graph different types of functions; however, students are not always asked to identify key features. In Algebra 1, lessons 8.06-8.08, students are asked to determine where a function is increasing/decreasing, find maximums and minimums, find the line of symmetry, and determine zeros of a quadratic function. In Algebra 2, lessons 5.07 and 5.14, students are asked to determine whether a logarithmic or exponential graph is increasing or decreasing as well as determine the domain of these two types of functions when graphed. No other functions are interpreted for increasing/decreasing intervals, end behavior, maximums/minimums, symmetries, or end behavior.\n    \nF-IF.5: Algebra 2, lesson 2.02 has students graph a function, find the domain, and reverse the process by finding the domain of a function and then graphing. Algebra 1, lesson 8.06 is misaligned (no examples in which students relate domain to a graph). Throughout the series, no examples were identified in which students need to interpret domain of a function provided within a context.\n    \nF-IF.7b: Although instructional materials show students how to graph square root functions and absolute value functions, there is limited practice provided and may not be sufficient for every student to master the content of the standard.\n    \nF-BF.1b: Although Algebra 2 lesson 2.08 has students combine functions using arithmetic operations, this section provides limited practice that may not be sufficient for every student to master the content of the standard.\n    \nF-BF.3: The publisher aligns Algebra 1 lessons 3.16 and 3.17 to this standard. In these two sections, selected problems in the \"Maintain Your Skills\" portion of the materials (lesson 3.16, problems 17 and 18; lesson 3.17, problem 16) have students graph functions that have been translated or stretched from a parent function. However, there is no instruction on generalizing these effects until lesson 3.18. Students are expected to use a graphing calculator to complete these problems and don't rely on their knowledge of the \"rule\" for translating and/or stretching graphs. These skills are later addressed in Algebra 2 lessons 6.01, 6.03 and 6.04.\n    \nF-LE.5 Interpreting parameters in an exponential function in terms of a context is mainly limited to compound interest.\n    \nA-APR.4: There are limited opportunities to prove polynomial identities (correlation guide lists Algebra 1 lesson 7.01, problem 14 and Algebra 2 lessons 2.11, 2.13, 2.14, but also found in Algebra 1 lesson 7.02 pages 614-615).\n    \nN-Q.1: There is evidence of using units appropriately in all three textbooks; however, using units is not emphasized as a guide to solving multi-step problems throughout lessons.\n    \nN-Q.2: Defining appropriate quantities for descriptive modeling is limited to rates of change (Algebra 1 lesson 4.03). [Algebra 2 lessons 1.07 and 1.11 are specified by the publisher correlation to be aligned to this standards but evidence of this standard was not found in the lesson.]\n    \nN-CN.7: Limited opportunities are provided for students to solve quadratic equations with complex solutions. Algebra 2 lesson 3.03 first introduces solving quadratic equations that have complex solutions. Subsequent lessons in Chapter 3 have students practice these skills in the On Your Own exercises and Maintain Your Skills exercises. Algebra 2 lesson 3.04, problem 15 and 3.07, problems 10 and 11.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a1353218-86f2-4684-91bb-4c4df5ec4b71": {"__data__": {"id_": "a1353218-86f2-4684-91bb-4c4df5ec4b71", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "fa91b6fa-c15b-4266-963c-0413d7da079c", "node_type": null, "metadata": {}, "hash": "b3e69dba6b790bd4adb3dd9c7aa5867cc4c0667b0b12f28873e5eafd3b2b4843"}, "3": {"node_id": "e361f8fe-9850-4c78-8f4b-4f5c512406c6", "node_type": null, "metadata": {}, "hash": "cb4f13441b9f2d0e7f9968772e86c5fded3d5a17222f50e4f810a70065fc2f0a"}}, "hash": "9edfb51bf4678cadf97bd65528125959e476ce7950e70f1e04fed0da0d33f934", "text": "A lack of consistency with how lessons are labeled in the teacher materials could also impede students from fully learning each standard because lessons that allow for the full depth of the standard to be realized are identified as optional. This type of inconsistency occurred several times throughout the courses. For example, in Algebra 1, Chapter 4 Investigation 4D (lessons 13-15) is noted as optional in the materials with the lessons (page 394). However, the lessons are not noted as optional in the pacing guide at the beginning of the chapter or book, and the standards for these lessons in the alignment guide are identified as met (not optional).\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed partially meet the expectations for engaging students in mathematics at a level of sophistication appropriate to high school. In general, the Algebra 1 materials tend to spend excessive time reviewing the grade 6-8 standards while Algebra 2 tends to do the opposite, including many of the plus standards and extending the instruction beyond what is expected for the high school mathematics standards.\n\n\nThere are a significant number of lessons and problems aligned to middle school content and/or considered prerequisite skills. In Algebra 1, lesson 1.08, for example, students are asked to convert decimals to fractions. They are also asked to plot numbers on a number line. Neither of these tasks align to a high school standard. Most lessons that align to middle school content are included in the Algebra 1 course; the lessons in the Geometry and Algebra 2 courses do not have a significant amount of content that aligns to middle school standards.\n    \nThe end-of-chapter project in Algebra 2, Chapter 7 goes beyond the scope of the high school mathematics standards and contains notation and formulas that extend past the appropriate level of mathematics for a high school course. The project contains tasks that lead to a proof of \"for any set of data, the line of best fit contains the balance point.\" The line of best fit is appropriate to high school. Then the students are asked to find the centroid and the error for each point. From there, the materials go on to find the sum of squares which, with the notation and equations, addresses plus-standards and beyond.\n    \nThe units and lessons aligned to the non-plus high school standards generally feature a range of activities that address procedural knowledge, conceptual understanding, and problem solving. For example, Algebra 1 Unit 2, titled \u201cExpressions and Equations,\u201d has lessons that address A-CED.1 and A-REI.1, two standards that deal with solving equations. Lesson 2.09 includes some number puzzles that introduce the topic. Lesson 2.10 gives models intended to help conceptually understand the logic of equation solving, while lessons 2.11 and 2.12 focus more on the procedures involved in solving equations and lessons 2.15 an 2.16 address solving word problems by solving equations that model the word problems. The context, numbers used, and habits of mind addressed engage students in mathematics at a level of sophistication appropriate to high school.\n    \nThe diversity of numbers, representations, and equations in the materials is appropriate for high school. Expressions and equations used throughout the series incorporate integers, decimals and fractions.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed partially meet the expectations for fostering coherence through meaningful mathematical connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\n\n    In some cases, the lessons do provide mathematical coherence between and within courses. Some examples include:\n\n\nAlgebra 2, lesson 4.01, begins with a link back to Algebra 1. The lesson addresses solving systems of equations, and then the chapter moves into an emphasis on using matrices to solve similar problems.\n    \nAlgebra 2, lesson 5.12, connections are made between the properties of logarithms and the connection to the properties of exponents that were addressed earlier in the chapter showing that connections are made within the course.\n    \nAlgebra 1, Chapter 8 has students solve quadratic equations, and Algebra 2 extends to including solving quadratic equations with complex solutions.\n    \nAnother example that shows coherence but lacks explicit connections is in an introduction to exponential expressions and functions in Algebra 1 and 2. Algebra 1, Chapter 6 provides the framework for a more deeper understanding of exponential functions in Algebra 2, Chapter 5.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e361f8fe-9850-4c78-8f4b-4f5c512406c6": {"__data__": {"id_": "e361f8fe-9850-4c78-8f4b-4f5c512406c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "a1353218-86f2-4684-91bb-4c4df5ec4b71", "node_type": null, "metadata": {}, "hash": "9edfb51bf4678cadf97bd65528125959e476ce7950e70f1e04fed0da0d33f934"}, "3": {"node_id": "ce51eeca-b200-4798-8e62-ffcc2308c6ac", "node_type": null, "metadata": {}, "hash": "78f0357c37a318985c34dfb01335e01ae985977f2f09c8df783821e1d1ad6ec5"}}, "hash": "cb4f13441b9f2d0e7f9968772e86c5fded3d5a17222f50e4f810a70065fc2f0a", "text": "However, connections to prior course and series learning is not always explicit for teachers and students. For example, lessons on scatterplots and positive versus negative associations of data are introduced before lessons on slope and graphing lines in Algebra 1. This builds the foundation for learning about best fit lines in lessons 1.06-1.09 in Algebra 2; however, these connections are not explicit for teachers or students.\n\n\n    Some examples that demonstrate that the lessons are not always coherent include:\n\n\nGeometry lessons 2.15 - 2.19 addressing quadrilateral properties do not continue the coherence of the lessons in the beginning part of the chapter on congruence and proof.\n    \nConceptual understanding of area builds in the Geometry materials as students learn about area formulas in lessons 3.06-3.08, then coordinate geometry in lessons 7.06-7.10, and applying this knowledge in optimization examples related to area in lessons 8.04-8.06. Although the concept of area is part of each of these lessons, the lessons do not build on one another nor provide teachers or students prompts for recalling information about area from previous lessons.\n    \nNot all Statistics and Probability topics fit coherently throughout the courses. Interpret Linear Models (S-ID.7-9) fits naturally into the Graphs and Lines units, but Summarize, represent, and interpret data (S-ID.1-6), which includes mean, median, and two-way frequency tables, is not as natural a fit in those units.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed partially meet the expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards.\n\n\n    For example, Algebra 1, Chapter 1: Arithmetic to Algebra addresses basic arithmetic of integers, fractions, and decimals. The pacing guide in the teacher edition of the materials indicates that these lessons build upon grades 6-8 standards in order to prepare for a high school content standard. For example, Lesson 1.05: The Basic Rules of Arithmetic \"builds on 6.EE.3, 7.NS.1, and 7.NS.2 to prepare for A-SSE.2 and A-APR.1.\" Furthermore, the instructional materials sometimes, but not always, indicate when lessons review grades 6-8 content. For example, Algebra 1 lessons 4.01 and 4.02 review 8.EE.6. In Algebra 1, the pacing guide aligns the entire first chapter as \"builds on\" standards for grades 6, 7 and 8. There is not notation in the chapter or individual lessons that reiterates that the content is review or preparation for later lessons.\n\n\n    Not all connections from content taught in grades 6-8 and high school are clearly and explicitly articulated. For example, Investigation 3C in Geometry has students build upon their knowledge of the Pythagorean theorem developed in Grade 8 by investigating several different proofs of the theorem. However, no connections are explicitly made between the Grade 8 cluster \"Understand and apply the Pythagorean Theorem\" and the high school domain G-SRT: Similarity, Right Triangles, and Trigonometry.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards, when included, are not always explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\n\n    In the Algebra 1 and Geometry courses, there are a limited number of plus standards, and therefore the inclusion of those standards does not distract from the work on the non-plus standards. The Algebra 2 materials, however, have a greater number of lessons that include plus standards which is distracting from focus on non-plus standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ce51eeca-b200-4798-8e62-ffcc2308c6ac": {"__data__": {"id_": "ce51eeca-b200-4798-8e62-ffcc2308c6ac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "e361f8fe-9850-4c78-8f4b-4f5c512406c6", "node_type": null, "metadata": {}, "hash": "cb4f13441b9f2d0e7f9968772e86c5fded3d5a17222f50e4f810a70065fc2f0a"}, "3": {"node_id": "922c7f43-aff2-4c6e-9ec3-2e5d49cddb9d", "node_type": null, "metadata": {}, "hash": "55397321ad924c5a01887c095e8c11078dd4e114ed1672d52e32adb4050bad6b"}}, "hash": "78f0357c37a318985c34dfb01335e01ae985977f2f09c8df783821e1d1ad6ec5", "text": "The lesson or chapter overviews do not note that plus standards are included within or are the focus of a lesson. The lessons that include plus standards are not usually noted as optional and are included in the pacing guide for the course (but are not noted as such on that pacing guide). The plus standards often distract from the standards or add extra lessons in the center of a unit. Because they are intertwined with standards that must be taught, the lessons cannot always be skipped. For example, in Algebra 2, lesson 8.4, three standards are aligned to this lesson. Two are plus standards and one is not. The three previous lessons include plus standards. So, it is challenging for a teacher/student to only separate out the part of the lesson that aligns to proving the Pythagorean Identity (non-plus standard) without also using the unit circle and trigonometric functions.\n\n\n    Alignment of the materials to the plus standards is as follows:\n\n\nMet:\n\n\n    N-CN.3, N-CN.4, N-CN.5, N-CN.6, N-CN.8, N-CN.10, N-VM.2, N-VM.4b, N-VM.4c, N-VM.5a,N-VM.5b, N-VM.6, N-VM.7, N-VM.8, N-VM.9, N-VM.11\n\n\n    A-APR.5, A-REI.8, A-REI.9\n\n\n    F-BF.1c, F-BF.4b, F-BF.4c, F-BF.4d, F-BF.5, F-TF.9, F-TF.3\n\n\n    G-SRT.9,G-SRT.10, G-SRT-11, G-C.4, G-GMD.2,\n\n\nPartially Met:\n\n\n    N-VM.1: Algebra 2 lesson 3.09 (only magnitude and direction of vector); Geometry lesson 7.12 and 7.13\n\n\n    N-VM.4a: Geometry lesson 7.12 teaches component-wise addition and parallelogram rule for addition, but not end-to-end addition of vectors; Algebra 2 lesson 3.08 teaches parallelogram rule for addition\n\n\n    N-VM.10: Identity matrix included in lessons 4.08 and 4.09, but lacking proof of the determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.\n\n\n    N-VM.12: 2 x 2 matrix transformations included in lesson 4.11, but lacking proof of the absolute value of the determinant as a representation of area.\n\n\n    A-APR.7: Algebra 2 lesson 2.10 provides opportunities for students to add, subtract, and simplify rational expressions; no evidence found for students multiplying and dividing rational expressions\n\n\n    F-IF.7d: Algebra 2 lesson 6.01 \"On Your Own\" part of lesson has students graph rational functions, however, there is no explicit instruction. They are not asked to identify zeros and asymptotes.\n\n\nNot Met:\n\n\n    N-VM.3,F-TF.4, F-TF.6, F-TF.7, G-GPE.3,\n\n\n    None of the Statistics and Probability Standards are met.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "922c7f43-aff2-4c6e-9ec3-2e5d49cddb9d": {"__data__": {"id_": "922c7f43-aff2-4c6e-9ec3-2e5d49cddb9d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "ce51eeca-b200-4798-8e62-ffcc2308c6ac", "node_type": null, "metadata": {}, "hash": "78f0357c37a318985c34dfb01335e01ae985977f2f09c8df783821e1d1ad6ec5"}, "3": {"node_id": "c5f9c907-5f73-4300-b409-aa9f98eb6a5d", "node_type": null, "metadata": {}, "hash": "f6e310a64b0475bafabd9ce2aeda58c2eaa2273b5309de7e2b981de152538740"}}, "hash": "55397321ad924c5a01887c095e8c11078dd4e114ed1672d52e32adb4050bad6b", "text": "The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c5f9c907-5f73-4300-b409-aa9f98eb6a5d": {"__data__": {"id_": "c5f9c907-5f73-4300-b409-aa9f98eb6a5d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af5d19d0-1755-4ecf-b712-cc989dd6fbef", "node_type": null, "metadata": {}, "hash": "6f84d78869c244716f1d23f579043c46257024a5aab27fa08dba55e10f4210a8"}, "2": {"node_id": "922c7f43-aff2-4c6e-9ec3-2e5d49cddb9d", "node_type": null, "metadata": {}, "hash": "55397321ad924c5a01887c095e8c11078dd4e114ed1672d52e32adb4050bad6b"}}, "hash": "f6e310a64b0475bafabd9ce2aeda58c2eaa2273b5309de7e2b981de152538740", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6751a87-127f-45b1-bc6a-3d6da7b730c5": {"__data__": {"id_": "c6751a87-127f-45b1-bc6a-3d6da7b730c5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "3": {"node_id": "3614a060-f483-4741-95eb-72fc3734c345", "node_type": null, "metadata": {}, "hash": "105d3f98e10076ab6e2cac6c8ef856864d32da2632fe96483f63e9a7d82c45f5"}}, "hash": "c2ebd6e4684b56151b26c31c78b925f5d51b0409364bf5c70ef298c5c7737d46", "text": "Saxon Algebra I, Geometry, Algebra II\n\nThe instructional materials reviewed for the Saxon Traditional Series do not meet expectations for alignment to the CCSSM for high school. Since the copyright for this\u00a0series is 2009, these materials were created before the release of the CCSS.\u00a0The instructional materials spend a majority of time on the widely applicable prerequisites from the CCSSM and engage students in mathematics at a level of sophistication appropriate to high school. However, the instructional materials partially attend to allowing students to fully learn each non-plus standard, making connections within courses and across the series, and explicitly identifying standards from Grades 6-8 and building on them to the High School Standards. Since the materials do not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Saxon Traditional Series do not meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. The instructional materials include many instances where all aspects of the non-plus standards are not addressed and omit many non-plus standards across the series.\n\n\n    The standards where at least one aspect of the standard is not addressed across the series include:\n\n\nN-Q.1: In Algebra 1, Lesson 8, students convert a variety of units. In Problem 21 students convert from feet to square inches; however, there is no evidence of choosing and interpreting units.\n    \nA-APR.1: Students apply operations to polynomials in Algebra 1, Lessons 53 and 58 and in Algebra 2, Lesson 19. However, there is no evidence for building understanding that polynomials form a system closed under addition, subtraction, and multiplication.\n    \nA-REI.3: In Algebra 1, Lessons 19, 21, and 26 include solving linear equations. Algebra 1, Lesson 77 includes solving inequalities. However, there is no evidence of solving linear equations or inequalities where coefficients are represented by letters.\n    \nA-REI.6: In Algebra 1, Lesson 63, students use elimination to solve systems of linear equations. In Lesson 55, students solve systems of equations by graphing; however, there is no evidence for approximating a solution. Graphing calculators are utilized to determine the exact point of intersection.\n    \nA-REI.11: In Algebra 1, Lesson 55, students explain why the intersection of two linear functions is the solution for a system of linear equations. In Lesson 112, students graph and solve systems of linear and quadratic equations and are directed to approximate first, then utilize the graphing calculator to confirm their solution. In Algebra 2, Lesson 117, students show how to solve nonlinear systems of equations. However, there is no evidence for solving systems of equations using absolute value, exponential, and logarithmic equations.\n    \nF-IF.4: In Algebra 1, Investigation 11, students learn to find exponential growth and decay by graphing data and creating data tables. They determine increasing and decreasing values, initial amounts, intercepts, and whether or not a graph opens upward or downward. No evidence was found for determining symmetries, end behavior, and periodicity given in a verbal description of the relationship.\n    \nF-IF.8a: In Algebra 2, Lessons 35 and 78, students factor quadratic equations to determine the roots. Students also solve quadratic equations by factoring. In Algebra 1, Lesson 98 and in Algebra 2, Lesson 58, students complete the square and solve, finding the roots. Included in this lesson is also an extension where students approximate the maximum. There is no evidence found to determine the symmetry.\n    \nF-BF.3: In Algebra 1, Investigation 6, students use technology to recognize transformations of linear functions. Likewise, in Algebra 1, Investigation 10, students use technology to investigate transformations of quadratic functions. However, there is no evidence for recognizing even and odd functions from graphs or algebraic expressions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3614a060-f483-4741-95eb-72fc3734c345": {"__data__": {"id_": "3614a060-f483-4741-95eb-72fc3734c345", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "c6751a87-127f-45b1-bc6a-3d6da7b730c5", "node_type": null, "metadata": {}, "hash": "c2ebd6e4684b56151b26c31c78b925f5d51b0409364bf5c70ef298c5c7737d46"}, "3": {"node_id": "17f7c33d-f3e8-4e7c-addc-d9344a4dd06b", "node_type": null, "metadata": {}, "hash": "4fe434409e5f499b0db347a0cfd281c700d23ad1d2671cafe7e20fd28abdb2a7"}}, "hash": "105d3f98e10076ab6e2cac6c8ef856864d32da2632fe96483f63e9a7d82c45f5", "text": "F-LE.1a: In Algebra 1, Lesson 119, students compare linear, quadratic, and exponential functions. From a table, students determine and prove a function is linear by proving there is an equal difference over equal intervals; however, there are no opportunities for proving exponential functions grow by equal factors over equal intervals.\n    \nF-LE.5: In Algebra 2, Lessons 20 and 93, students use linear and exponential functions. In example 5 on page 139, students find the profit from a given function, and in example 4 on page 655, students use exponential functions as they study compound interest. However, there is no evidence for interpreting the parameters of these types of functions.\n    \nF-TF.8: On page 594 in Geometry, students are shown the proof of the Pythagorean identity; however, there is no evidence for using the proof to find sine, cosine, or tangent of an angle given sine, cosine, or tangent and the quadrant of the angle.\n    \nG-CO.4: In Geometry, Lesson 67, students measure along the perpendicular line to locate the corresponding points of a reflected image. In Lesson 74, students reflect utilizing the perpendicular line as seen in Example 3. In Lesson 78, students learn more about rotations in terms of angles. There is no evidence for defining translations in terms of parallel lines or line segments.\n    \nG-CO.5: In Geometry, Lessons 74 and 78, students draw reflections and rotations. There is no evidence for specifying a sequence of transformations that will carry a given figure onto another. In Lesson 67, Problem 14, students identify the transformation but not a sequence of transformations.\n    \nG-CO.6: In Geometry, Lesson 90, students perform transformations on a rectangle; however, congruence in terms of rigid motions is not found.\n    \nG-CO.13: Geometry Lab 9 demonstrates how to construct a regular hexagon. Students explore the relationship between circles and inscribed regular polygons. There is no evidence for constructing an equilateral triangle and a square.\n    \nG-GPE.5: In Geometry, Lesson 37, students find the equation of a line passing through a point parallel to a given line. However, there is no evidence for proving the slope criteria for parallel and perpendicular lines.\n    \nG-GMD.1: In Geometry, Lesson 62 provides a brief, informal argument for finding the volume of a cylinder. However, informal arguments for the formulas for the circumference of a circle, area of a circle, or volume of a pyramid and cone were not found.\n    \nS-ID.2: In Algebra 2, Lesson 80, students use statistics as they work with mean and standard deviation of a normal distribution. However, there is no evidence for comparing the statistical findings of two or more different sets of data.\n    \nS-ID.5: In Algebra 2, Lesson 80, students use a sample space to find the probability of two dependent events both occurring. Data from a table is used to find conditional probabilities. However, there is no evidence for recognizing possible associations and trends in the data or interpreting marginal frequencies in the context of the problem.\n    \nS-IC.3: In Algebra 1, Investigation 3, students determine what makes a survey question biased and write their own biased and unbiased questions. In Algebra 2, Investigation 7, students investigate how data is collected, displayed, and described. There is no evidence for recognizing the difference between sample surveys, experiments, and observational studies.\n    \n\n\n    In looking through the entire set of instructional materials, there was no evidence found of several non-plus standards. The standards that are omitted across the materials include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17f7c33d-f3e8-4e7c-addc-d9344a4dd06b": {"__data__": {"id_": "17f7c33d-f3e8-4e7c-addc-d9344a4dd06b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "3614a060-f483-4741-95eb-72fc3734c345", "node_type": null, "metadata": {}, "hash": "105d3f98e10076ab6e2cac6c8ef856864d32da2632fe96483f63e9a7d82c45f5"}, "3": {"node_id": "ed1ca825-d782-46a7-b204-622e648cc4f2", "node_type": null, "metadata": {}, "hash": "72cf62a1e7821b36e549613c7dca7961152585dff6a111b360acf3a0a7a8b58c"}}, "hash": "4fe434409e5f499b0db347a0cfd281c700d23ad1d2671cafe7e20fd28abdb2a7", "text": "A-SSE.1b\n    \nA-SSE.3b\n    \nA-SSE.3c\n    \nA-APR.4\n    \nF-IF.6\n    \nF-IF.9\n    \nF-LE.3\n    \nG-CO.3\n    \nG-CO.7\n    \nG-CO.8\n    \nG-C.1\n    \nG-SRT.2\n    \nG-SRT.3\n    \nG-SRT.6\n    \nG-GPE.2\n    \nG-GPE.6\n    \nG-MG.2\n    \nG-MG.3\n    \nN-RN.3\n    \nN-Q.2\n    \nS-ID.6b\n    \nS-ID.9\n    \nS-IC.4\n    \nS-IC.5\n    \nS-CP.5\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Saxon Traditional Series do not meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. The instructional materials do not include all aspects of the modeling process and do not allow students to engage in parts of the modeling process.\n\n\n    Lessons are scaffolded to such an extent that students do not have an opportunity to work through the entire cycle of the modeling process independently. Students are not given the opportunity to develop their own solution strategies, select the best tools for solving a problem, revise their answers, and report their work. Students are not given an opportunity to question how precise they need to be or what aspects they need to control or optimize.\n\n\n    While aspects of the modeling process are attended to, there are components of the modeling process that are altogether missing from the series. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ed1ca825-d782-46a7-b204-622e648cc4f2": {"__data__": {"id_": "ed1ca825-d782-46a7-b204-622e648cc4f2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "17f7c33d-f3e8-4e7c-addc-d9344a4dd06b", "node_type": null, "metadata": {}, "hash": "4fe434409e5f499b0db347a0cfd281c700d23ad1d2671cafe7e20fd28abdb2a7"}, "3": {"node_id": "3a994b5a-c7e0-4e9d-9eb8-078d13f99679", "node_type": null, "metadata": {}, "hash": "73e72ab90af3fece71ea7eeb7af3901f16b35e9e05dfca97f12c341726bc47fc"}}, "hash": "72cf62a1e7821b36e549613c7dca7961152585dff6a111b360acf3a0a7a8b58c", "text": "Algebra 1, Lab 8 and Lesson 8 (F-IF.4 and F-IF.7): Students find the highest point a golf ball reaches and how long it takes to reach it. The lesson provides explicit support, including the function, the height of the platform, and the variables to use, so students do not make sense of the problem or formulate a solution process.\n    \nAlgebra 1, Lesson 119 (F-LE.2): Students identify the appropriate model for various situations, such as the height of a balloon, the cost of a tank of gas, and the number of bacterial cells in a laboratory, in Example 4. In each scenario, students are not given the opportunity to validate their answers.\n    \nGeometry, Lesson 57 (G-GPE.7): Students find perimeter and area with coordinates. In Example 5, students use estimation to determine the amount of seed needed to buy. The example does not have a defined area, but it gives the students a scale of measurement. Students are not given the opportunity to determine their own tools, scaling, or ways to find the dimensions.\n    \nGeometry, Lesson 73 (G-SRT.8): Students apply trigonometric ratios along with angles of elevation and depression to solve problems. The students are given dimensions and detailed drawings which removes the aspect of formulating and validating their own findings.\n    \nAlgebra 2, Investigation 2, page 143 (A-SSE.1, A-CED.1): Students are given a context about painting a house. However, there is no problem presented to students for a context that lends itself to the modeling process. The students are given equations, instructed to complete a partially filled-out table, and told to graph the equations. The students do not have the opportunity to formulate a solution strategy or make decisions about which models might be useful. They are asked to use the given equations to compute some values and to interpret the meaning of a point on the graph. They are not asked to validate any of their answers or to report on any conclusions.\n    \nAlgebra 2, Lesson 35, practice g (A-SSE.3a): Students are given an equation for the height of a free-falling object. They substitute given numbers into the equation and solve the resulting equation to answer the question of when the object will hit the ground. The parts of the modeling process that are evident in this problem are compute and interpret, but students do not make sense of the problem or formulate a solution process.\n    \nAlgebra 2, Lesson 113, practice f (F-BF.1): Students are given a salary structure that increases exponentially each year and are to find the total amount the employee would earn over 20 years of work. This problem refers students back to an example in the lesson that shows them exactly how to formulate the problem. There is no student choice in the method of problem solving, in the way the model could be formulated, or in what students must compute. They don\u2019t have to validate their result or adjust their original model to make it more precise. Students follow the exact steps that were shown to them in the example on that same page.\n    \nAlgebra 2, Lesson 116 (S-ID.6): Students determine curves of best fit for different data sets. In each case, students are told exactly which regression curve to use. In Example 5, an applications example, every step in the process is completed for the students. The exercises in the lesson practice state which functions to use and how choices can be based on the R2 values. Students do not make sense of the problem or formulate a solution process.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Saxon Traditional Series meet expectations for, when used as designed, spending the majority of time on the CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\n\n    The instructional materials for the series spend a majority of time on the content widely applicable as prerequisites (WAPs) and other non-plus standards. There is little evidence of topics that distract from the non-plus standards in the materials. Some examples of how the materials spend a majority of time on the WAPs and other non-plus standards include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a994b5a-c7e0-4e9d-9eb8-078d13f99679": {"__data__": {"id_": "3a994b5a-c7e0-4e9d-9eb8-078d13f99679", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "ed1ca825-d782-46a7-b204-622e648cc4f2", "node_type": null, "metadata": {}, "hash": "72cf62a1e7821b36e549613c7dca7961152585dff6a111b360acf3a0a7a8b58c"}, "3": {"node_id": "69bdd2d6-d07a-47a5-8234-2414097f1c08", "node_type": null, "metadata": {}, "hash": "837ca326524eb3b381e0024126302f5861d397808effa6238c22518b1a10ea86"}}, "hash": "73e72ab90af3fece71ea7eeb7af3901f16b35e9e05dfca97f12c341726bc47fc", "text": "In Algebra 1, the majority of the materials addressed non-plus standards from the Algebra, Functions, and Number and Quantity conceptual categories, and this included WAPs from the same three categories. The remainder of the Algebra 1 materials address standards from Grades 6-8 (including integers, distributive property, finding slope, solving percent problems, etc.). There are no plus standards in the Algebra 1 course.\n    \nIn Geometry, the majority of the materials addressed non-plus standards from the Geometry conceptual category, and this included the WAPs from Geometry. The remainder of the Geometry materials address standards from Grades 6-8 (volume and surface area of prisms and solving problems involving similar figures) and plus standards (vectors and matrices).\n    \nIn Algebra 2, the majority of the materials addressed non-plus standards from the Algebra, Functions, and Number and Quantity conceptual categories, and this included WAPs from the same three categories. The remainder of the Algebra 2 materials address standards from Grades 6-8 (properties of real numbers, like terms, rules of exponents, solving two-step equations, converting units of measure, and understanding and applying the Pythagorean theorem) and plus standards (matrices, polar coordinates, vectors, and graphing rational functions).\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Saxon Traditional Series partially meet expectations, when used as designed, for letting students fully learn each non-plus standard.\n\n\n    The instructional materials for the series, when used as designed, do not enable students to fully learn some of the non-plus standards. The non-plus standards that would not be fully learned by students include:\n\n\nG-SRT.4: In Lessons 46 and 60, students use theorems about proportional relationships of triangles. Students prove parallel lines and the Triangle Proportionality Theorem. They are not asked to prove the converse; however, the proof is shown as an example. Students apply the Pythagorean Theorem in Lessons 33 and 53, but there are no opportunities for students to prove the Pythagorean Theorem using triangle similarity.\n    \nA-APR.3: Students factor and find zeros of polynomials. However, only a few examples were found for students to graph the quadratic function after finding the zeros. For example, in Algebra 2, Lesson 35, Example 3, Lesson Practice 35, Problems D and E and in Algebra 2, Lesson 65, Example 3. There are limited opportunities for students to use the zeros to construct a rough graph of the function defined by the polynomial.\n    \nA-CED.1: The series provides many opportunities to practice creating and solving linear, quadratic, and exponential equations. However, only a few examples were found where students write a rational function (for example, in Algebra 1, Lesson 90, Example 5 and Practice Problem G and in Algebra 1, Lesson 99, Example 5 and Problem 27).\n    \nA-CED.2: Students create equations to represent relationships between quantities; however, students have limited opportunities to graph equations on the coordinate axes with labels and scales. For example, in Algebra 1, Lesson 49, Example 4, Practice Problem G and Algebra 2, Lesson 34, Example 6, students create an equation and graph the equation they created.\n    \nA-REI.4a: Students practice completing the square. However, the materials show the derivation of the quadratic formula in Algebra 1, Lesson 110 and do not provide students an opportunity to practice this.\n    \nF-IF.2: In Algebra 2, Lesson 4, students identify domain and range and are introduced to function notation. In this lesson, Example 3, students use function notation, but this is the one opportunity for students to demonstrate the concept on their own. In Algebra 1, Lesson 25, students are introduced to the concept of relations and functions, but function notation is not used consistently for students to fully learn the standard.\n    \nF-BF.4a: In Algebra 1, Lesson 4, students solve equations in the form f(x) = c, and in Algebra 2, Lesson 50, students find inverse functions, mainly for equations of lines and mostly without using function notation. There are limited opportunities for students to solve nonlinear equations of the form f(x) = c that have an inverse and to write an expression for the inverse function.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "69bdd2d6-d07a-47a5-8234-2414097f1c08": {"__data__": {"id_": "69bdd2d6-d07a-47a5-8234-2414097f1c08", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "3a994b5a-c7e0-4e9d-9eb8-078d13f99679", "node_type": null, "metadata": {}, "hash": "73e72ab90af3fece71ea7eeb7af3901f16b35e9e05dfca97f12c341726bc47fc"}, "3": {"node_id": "bdaf89ed-d7fc-4ffc-8874-2e29743c87a5", "node_type": null, "metadata": {}, "hash": "29061eea026213071367479642f8f0c920d40eed4e31854f415373d51dd6f9e5"}}, "hash": "837ca326524eb3b381e0024126302f5861d397808effa6238c22518b1a10ea86", "text": "N-CN.1,2: There are limited opportunities for students to know and understand complex numbers. There are two lessons (Algebra 2, Lessons 62 and 69) in the materials that address what a complex number is and operations on complex numbers.\n    \nN-RN.2: There were six lessons across the series (Algebra 1, Lessons 46 and 61; Geometry Lesson 29; Algebra 2, Lessons 40, 59, and 70) that address rewriting radical and exponential expressions; one of the six involved rational exponents. There are limited opportunities for students to rewrite expressions involving rational exponents using the Properties of Exponents.\n    \nS-IC.6: In Algebra 2, Lesson 18, students evaluate some reports with a histogram to determine if the graph is misleading. This is an opportunity for students to read a report; however, students do not evaluate reports based on data.\n    \nS-ID.1: In Algebra 1, Lesson 54, students make box-and-whisker plots and interpret them. In Lesson 62, students display data with histograms and stem and leaf plots. However, students do not have the opportunity to represent data using dot plots.\n    \nS-ID.3: In Algebra 2, Lesson 25 addresses outliers and their effect on a distribution. In Algebra 2, Lesson 80, students examine a normal distribution and how the mean and standard deviation relate to the normal distribution, but students are not given opportunities to interpret differences in shape, center, and spread in the context of data sets.\n    \nS-ID.4: In Algebra 2, Lesson 80, Lab 12, students calculate the area under the normal curve using z-scores and the graphing calculator. However, there is no evidence where students utilize spreadsheets.\n    \nS-ID.6a: There are limited opportunities for students to fit a function to data and use functions fitted to data to solve problems in the context of the data. There is one lesson (Algebra 2, Lesson 116) that addresses fitting a nonlinear function to a set of data, and that function was not used to solve problems.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Saxon Traditional Series meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials regularly use age-appropriate contexts, use various types of real numbers, and provide opportunities for students to apply key takeaways from Grades 6-8.\n\n\n    In every lesson throughout the series, there is one application problem. These problems use contexts relevant for high school students. For example:\n\n\nIn Algebra 1, Lesson 78, students graph rational functions in the context of a soccer tournament.\n    \nIn Geometry, Lesson 73, students use the tangent function to find a missing length in a surveying problem.\n    \nIn Algebra 2, Lesson 55, students use probability in the context of meteorology.\n    \n\n\n    Examples where the materials use various types of real numbers include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdaf89ed-d7fc-4ffc-8874-2e29743c87a5": {"__data__": {"id_": "bdaf89ed-d7fc-4ffc-8874-2e29743c87a5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "69bdd2d6-d07a-47a5-8234-2414097f1c08", "node_type": null, "metadata": {}, "hash": "837ca326524eb3b381e0024126302f5861d397808effa6238c22518b1a10ea86"}, "3": {"node_id": "d9ca350f-b24c-4fbb-ba97-6c1dade7208c", "node_type": null, "metadata": {}, "hash": "1615fb0993466df6a1cc88fe7728a03d4259afa334a43b8c080511fdd50c5251"}}, "hash": "29061eea026213071367479642f8f0c920d40eed4e31854f415373d51dd6f9e5", "text": "Examples where the materials use various types of real numbers include:\n\n\nIn Algebra 1, Lessons 26, 27, and 28 address solving equations, and practice problems integrate rational coefficients and decimal solutions. In Algebra 2, Lesson 7 has many problems that utilize rational coefficients and solutions. In Algebra 2, Lesson 34, students graph linear equations where the slope and y-intercepts are rational values.\n    \nIn Algebra 1, Lesson 75, Problems 5 and 6 involve radicals. In Problem 14, a steel bar increases or decreases in size as the temperature changes; the given change is 0.12%, which students convert into a decimal. In Problem 22, the times for swimming laps are given in minutes, but the solution to the problem is less than a minute. Students may decide to convert the minutes into seconds in order to give an answer that is easier to understand in the context of the situation. Problem 28 includes rainfall amounts recorded to hundredths.\n    \nIn Geometry, Lesson 46, 2 of the 30 practice problems contain decimals, and the rest use whole numbers. In Lesson 95, there is one problem that uses a fraction and no problems that use decimals. There are some problems that have decimal answers even though the given numbers are all integers. In Lessons 9 and 11, students practice with rational values and solutions using the distance formula and finding midpoints.\n    \nIn Algebra 2, Lesson 19, many practice problems have decimals or fractions. In Problem 11, students identify direct or inverse variation from tables. One table has a mix of integers and decimals, and the other two tables are a mix of integers and fractions. Also, in Problem 22 students write an absolute value equation using realistic information about the temperature of helium, correct to the ten-thousandths place. In Problems 29 and 30, students find the slope of a line given two coordinates whose values are fractions.\n    \n\n\n    Examples where the materials provide opportunities for students to apply key takeaways from Grades 6-8 include:\n\n\nIn Algebra 1, Lesson 8, students apply 6.RP.3d by converting units to solve problems involving currencies, units of volume, and units of area. In Algebra 1, Lesson 31, students apply unit rates (6.RP.2) to diving speeds and scaling on a map.\n    \nIn Geometry, Lesson 87, students use areas of polygons (6.G.1) to find relationships between the scale factor, perimeter, and areas of similar figures.\n    \nIn Algebra 2, Lesson 4, students apply their understanding of functions (8.F.1) by identifying functions based on inspecting the domain and range.\n    \nIn Algebra 2, Lesson 45, students apply modeling relationships with a straight line (8.SP.2) as they find the line of best fit given a set of data and use the data to calculate the correlation coefficient, r.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Saxon Traditional Series partially meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. The instructional materials partially foster coherence through some meaningful mathematical connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\n\n    There are natural connections throughout the materials, as evidenced in instructional activities, practice problems, and assessments. The materials are designed where groups of lessons for different concepts are separated and placed in different units across the series. For example, in Algebra 1, Unit 4, the lessons are as follows:\n\n\nLesson 31-Using Rates, Ratios, and Proportions\n    \nLesson 32-Simplifying and Evaluating Expressions with Integer and Zero Exponents\n    \nLesson 33-Finding the Probability of Independent and Dependent Events\n    \nLesson 34-Recognizing and Extending Arithmetic Sequences\n    \nLesson 35-Locating and Using Intercepts\n    \nLesson 36-Writing and Solving Proportions\n    \nLesson 37-Using Scientific Notation\n    \nLesson 38-Simplifying Expressions Using the GCF\n    \nLesson 39-Using the Distributive Property to Simplify Rational Expressions\n    \nLesson 40-Simplifying and Evaluating Expressions Using the Power Rule for Exponents", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d9ca350f-b24c-4fbb-ba97-6c1dade7208c": {"__data__": {"id_": "d9ca350f-b24c-4fbb-ba97-6c1dade7208c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "bdaf89ed-d7fc-4ffc-8874-2e29743c87a5", "node_type": null, "metadata": {}, "hash": "29061eea026213071367479642f8f0c920d40eed4e31854f415373d51dd6f9e5"}, "3": {"node_id": "10d75d53-12b6-48f7-a94c-eeae03ab9d63", "node_type": null, "metadata": {}, "hash": "078baef3eb61402884c75a18b98610fb3260b854facebfea25042fa62473a58a"}}, "hash": "1615fb0993466df6a1cc88fe7728a03d4259afa334a43b8c080511fdd50c5251", "text": "As seen by the lesson titles in this unit, ratios and proportions are introduced in Lesson 31 and revisited in Lesson 36. The Algebra 1 materials further build upon this concept in Lesson 42, solving percent problems, and in Lesson 44, finding slope using the slope formula.\n\n\n    These natural connections occur in each course. For example, in Algebra 2, Lesson 38, students practice long division of polynomials, and in Lesson 51, students practice synthetic division and the remainder theorem. Then in Lesson 76, students use long division and the remainder theorem to factor and find roots of polynomials.\n\n\n    Examples of where the materials do not foster coherence by omitting appropriate and required connections include:\n\n\nA-REI.4b and F-IF.8a: The Algebra 1 materials address all the different methods of solving quadratic equations; however, the methods are taught in isolation from each other. Factoring is taught in Lesson 98, then graphing in Lesson 100. In Lesson 102, students solve by finding square roots, and in Lesson 110, they learn the quadratic formula. There is no evidence of connecting the different methods of solving quadratic equations, graphing to see that a quadratic equation yields the same answers as factoring, and factoring to help see the x-intercepts of a parabola which yields the same results as the quadratic formula.\n    \nA-REI.6: The Algebra 1 materials address three different methods for solving systems of equations: graphing (Lesson 55), substitution (Lesson 59), and elimination (Lesson 63). These different methods are taught in separate lessons, and students are not given the opportunity to make connections between the different methods.\n    \nGeometry: When trigonometric ratios are introduced in Lesson 68, there are no connections made between the definitions of trigonometric ratios and similar triangles.\n    \n\n\n    Much of the mathematics in Algebra 1 is repeated in Algebra 2 without any connections across courses to the way the mathematics was developed in the materials. The following examples highlight where there is no coherence between content taught in one course to content within that course or to other courses in the series. Examples of where the materials do not foster coherence by omitting appropriate and required connections across the courses include:\n\n\nIn Algebra 1, Lesson 26, students solve multi-step linear equations. They continue work with linear equations in Algebra 1, Lessons 28, 29, and 31. In Algebra 2, Lesson 7, students again work with multi-step linear equations. The materials do not make connections to this work on multi-step linear equations within the Algebra 1 lessons or between the Algebra 1 and 2 courses.\n    \nIn Algebra 1, Lesson 79, students factor trinomials using greatest common factors. This concept is introduced again in Algebra 2, Lesson 23, without any connections to Algebra 1.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Saxon Traditional Series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. The instructional materials do not explicitly identify content from Grades 6-8. Additionally, the instructional materials make some connections between Grades 6-8 and high school concepts, but the connections do not allow students to extend their previous knowledge.\n\n\n    In each lesson throughout the series, a \u201cWarm Up\u201d is provided to review previously-learned mathematics. In the teacher\u2019s edition, there is a \u201cMath Background\u201d which references skills and concepts previously addressed, but the materials do not explicitly identify the standards from Grades 6-8 which are being referenced. There are no clear connections between standards from Grades 6-8 and high school standards. Some examples of where the materials do not fully build on knowledge from previous understandings include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "10d75d53-12b6-48f7-a94c-eeae03ab9d63": {"__data__": {"id_": "10d75d53-12b6-48f7-a94c-eeae03ab9d63", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "d9ca350f-b24c-4fbb-ba97-6c1dade7208c", "node_type": null, "metadata": {}, "hash": "1615fb0993466df6a1cc88fe7728a03d4259afa334a43b8c080511fdd50c5251"}, "3": {"node_id": "daff642b-6752-443b-9d5f-bc189d9b9193", "node_type": null, "metadata": {}, "hash": "f9b300f43a8451e05c8449f3536ff1b4a882154cf0f195139f498c82a2e0b207"}}, "hash": "078baef3eb61402884c75a18b98610fb3260b854facebfea25042fa62473a58a", "text": "There is no connection made between N-RN.1 and 8.EE.1. When N-RN.1 is addressed in Algebra 2, Lesson 59, the materials present the definition of rational exponents without any explanation of how it connects to the definition and properties of integer exponents.\n    \nIn Algebra 1, Lesson 23, students solve linear equations (A-REI.3), but the lesson does not refer to standards from Grades 6-8 or to the skills required for solving equations building toward this high school standard.\n    \nIn Geometry, Lesson 35, the formulas for arc length and area of a sector (G-C.5) are introduced but are not connected to the formulas for area and circumference of circles (7.G.4).\n    \nIn Geometry, Lesson 12, students use supplementary, complementary, vertical, and adjacent angles (7.G.5) to prove theorems about lines (G-CO.9). The ideas are presented as a new concept, making no connection to previously-learned standards.\n    \nIn Geometry, Lessons 22 and 62 address 7.G.6. Lessons 12, 29, and 33 address 8.G.5, 8.G.7, and 8.G.6, respectively. There is no acknowledgement that middle school standards are being used or built upon. In addition, the teacher\u2019s materials state that future lessons will address these same skills, but there is no identification where these concepts or skills are being developed to a greater degree.\n    \n\n\n    No connections are contained for Statistics and Probability across the series. Examples include:\n\n\nIn Algebra 1, 13 lessons, three labs, and two investigations address standards from Statistics and Probability (S-ID.1,5 and S-CP.2), but there are no connections between these activities and standards from Grades 6-8 (6.SP.B, 8.SP.4, and 7.SP.C).\n    \nGeometry has one lesson and lab that addresses S-ID.6a (Use a function fitted to data to solve problems.). This standard is not connected to any Functions or Statistics and Probability standards from Grade 8.\n    \nAlgebra 2 has 10 lessons, four labs, and two investigations that deal with standards from Statistics and Probability (S-ID.2,4 and S-CP.2). Of these 16 activities, three deal with middle school content (6.SP.B, 7.SP.B, and 7.SP.C), but there were no connections made between the standards from Grades 6-8 and the high school standards.\n    \n\n\n    Although no explicit references are made to middle school standards, there are some locations where connections between standards from Grades 6-8 and high school standards are made. Examples include:\n\n\nIn Algebra 1, Lesson 41 defines the slope of a line as the rate of change of that line (8.EE.5). In later lessons, the materials develop the slope formula, writing linear equations, and graphing linear equations (F-IF.7a). The middle school standard is a focus of these lessons as they build on slope and rate of change in connection to the Functions standards.\n    \nIn Algebra 2, Lesson 2 addresses 6.EE.2c, and Lessons 7 and 8 address 8.EE.7b. The \u201cMath Background\u201d makes connections to the middle school standards of solving equations in one variable. The lesson itself focuses on linear equations making connections to A-CED.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the Saxon Traditional Series do not explicitly identify the plus standards and do not use the plus standards to coherently support the mathematics which all students should study in order to to be college and career ready.\n\n\n    The plus standards are not explicitly identified in the teacher or student editions of the materials. Where plus standards are present, they are not connected in a coherent manner to support the mathematics students need to be college and career ready. There is no evidence of the plus standards enhancing the work of the lessons or courses, and often the inclusion of plus standards in a lesson are a distraction to the work of the course because of the lack of connections to surrounding lessons and what the students are learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "daff642b-6752-443b-9d5f-bc189d9b9193": {"__data__": {"id_": "daff642b-6752-443b-9d5f-bc189d9b9193", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "10d75d53-12b6-48f7-a94c-eeae03ab9d63", "node_type": null, "metadata": {}, "hash": "078baef3eb61402884c75a18b98610fb3260b854facebfea25042fa62473a58a"}, "3": {"node_id": "a539db0a-ffc7-459e-aaf2-3678ad5aa5aa", "node_type": null, "metadata": {}, "hash": "f27c672b7a79511986d7b49db3660bbfabb3d98a6b280fbb8940b277f3b81708"}}, "hash": "f9b300f43a8451e05c8449f3536ff1b4a882154cf0f195139f498c82a2e0b207", "text": "Omitting a plus standard does not diminish a student's\u2019 opportunity to learn the non-plus standards in the lesson/unit. An example of a plus standard that serves as a purposeful extension is G-SRT.11, which is addressed in Geometry, Lessons 94 and 98. The formulas for Laws of Sines and Cosines are not proven nor derived, but they are used to solve problems. This connects to students' work with solving right triangles using trigonometric functions.\n\n\n    There is no evidence where the following plus standards connect to, build, or support any of the non-plus standards:\n\n\nA.REI.8 and A.REI.9 are addressed in Algebra 2, Lesson 32.\n    \nA-APR.5 is addressed in Algebra 2, Lesson 49.\n    \nN-CN.3 and the first part of N-CN.4 (represent complex numbers on the complex plane in rectangular and polar form) are addressed in Algebra 2, Lesson 69.\n    \nG-C.4 is addressed in Geometry, Lab 8.\n    \nN-CN.9 is addressed in Algebra 2, Lesson 106.\n    \nN-VM: In Algebra 2, Lessons 5, 9, 14, 16, 32, and 99 address this domain, but these are not connected to any non-plus standards.\n    \n\n\n    Teachers who omit instructing a plus standard in the materials need to adjust homework assignments, because practice problems in the series incorporate the plus standards.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a539db0a-ffc7-459e-aaf2-3678ad5aa5aa": {"__data__": {"id_": "a539db0a-ffc7-459e-aaf2-3678ad5aa5aa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6a670a58-3fa6-41ec-a766-dac926653ffd", "node_type": null, "metadata": {}, "hash": "25c17526e4242d9a699e3f1f07a0f1e1725f94eff90126a9a7ebe61911cd1a1d"}, "2": {"node_id": "daff642b-6752-443b-9d5f-bc189d9b9193", "node_type": null, "metadata": {}, "hash": "f9b300f43a8451e05c8449f3536ff1b4a882154cf0f195139f498c82a2e0b207"}}, "hash": "f27c672b7a79511986d7b49db3660bbfabb3d98a6b280fbb8940b277f3b81708", "text": "Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d13b0c82-8908-4c22-a725-8f026939fb3e": {"__data__": {"id_": "d13b0c82-8908-4c22-a725-8f026939fb3e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "3": {"node_id": "3c6f42f6-9bce-4043-83a7-d24e53833375", "node_type": null, "metadata": {}, "hash": "8435f89fa5a65981bfd04f9d9746fa3cab625b42c12041adf5c1a6fdcce33b18"}}, "hash": "7a0bf6eb40357e3c3916e086c26cf22cd1c49d3c7ab9f57d3ab5222408e17ffe", "text": "StoryTown\n\nThe materials reviewed for Grade 6 do not meet the criteria for alignment. The materials do not meet grade level expectations for work with texts in reading, writing, speaking, listening, and language.\n\nText Quality & Complexity and Alignment to Standards Components\n\nGrade 6 StoryTown materials do not meet the expectations for text quality and complexity and alignment to the standards.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\n    Anchor texts in the majority of lessons and across the year-long curriculum are of publishable quality. Anchor texts are well-crafted, content rich, often award winning titles, and include a range of student interests, engaging students at the grade level for which they are placed. However, many texts include excerpts that may be missing information needed for students to understand the text. In some texts, much background knowledge is needed for students to engage with the materials. For example:\n\n\nIn Theme 1, Lesson 2, students read an excerpt from \u201cThe Color of My Words\u201d by Lynn Joseph. This is an age/grade appropriate text which contains thought-provoking material and vibrant illustrations.\n    \nIn Theme 2, Lesson 7, students read an excerpt from \u201cS.O.R. Losers\u201d by Avi. This is a modern, thought-provoking, age/grade appropriate text.\n    \nIn Theme 3, Lesson 11, students read \u201cLife Under Ice\u201d by Mary M. Cerullo. This award-winning nonfiction is an age/grade appropriate text containing vibrant photographs and strong content and academic vocabulary worthy of multiple reads.\n    \nIn Theme 4, Lesson 17, students read an excerpt from \u201cManiac Magee\u201d by Jerry Spinelli. This Newberry Medal winning text is age/grade appropriate text and worthy of multiple reads.\n    \nIn Theme 5, Lesson 23, students read \u201cThe Sons of the Dragon King: A Chinese Legend\u201d by Ed Young. This text contains strong academic vocabulary and vibrant illustrations.\n    \nIn Theme 6, Lesson 29, students read an excerpt from \u201cThe Phantom Tollbooth\u201d by Norton Juster. This age/grade appropriate adaptation on a classic play contains strong academic vocabulary worthy of multiple reads.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 6 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.\n\n\n    Anchor and paired texts include a mix of informational and literary texts. Each of the six Themes integrates various genres to support student\u2019s understanding of the Theme. Additional self-selected reading selections are suggested as part of the classroom library to support the Themes. Text types include realistic fiction, personal narrative, historical fiction, poetry, biography, magazine article, almanac, persuasive article, expository nonfiction, short story, how-to article, myth, fable, legend, folktale, advertisement, website, science fiction, and play.\n\n\n    The following examples of literature found within the instructional materials include:\n\n\nTheme 1: \"Maxx Comedy: The Funniest Kid in America\" by Michael Witzer as told to Laura Daily\n    \nTheme 2: \"Focus\u201d and \u201cFlying Solo\" by Charles R. Smith, Jr.\n    \nTheme 3: \"The Long Bike Ride\" by Melina Mangal\n    \nTheme 4: \"How Athens Was Named\" retold by Pat Betteley\n    \nTheme 5: \"A Time to Dance\" by Helen Ward\n    \nTheme 6: \"Eager\" by Helen Fox\n    \n\n\n    The following examples of informational text found within the instructional materials include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c6f42f6-9bce-4043-83a7-d24e53833375": {"__data__": {"id_": "3c6f42f6-9bce-4043-83a7-d24e53833375", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "d13b0c82-8908-4c22-a725-8f026939fb3e", "node_type": null, "metadata": {}, "hash": "7a0bf6eb40357e3c3916e086c26cf22cd1c49d3c7ab9f57d3ab5222408e17ffe"}, "3": {"node_id": "8867c5e9-8ee7-46e9-ac19-aa40337641d7", "node_type": null, "metadata": {}, "hash": "d44fbe868feb0eedab6359af85f224bd0a86c4ac68d2c7b6e8e768beea643acb"}}, "hash": "8435f89fa5a65981bfd04f9d9746fa3cab625b42c12041adf5c1a6fdcce33b18", "text": "The following examples of informational text found within the instructional materials include:\n\n\nTheme 1: \"The Wright Brothers: A Flying Start\" by Elizabeth MacLeod\n    \nTheme 2: \"Get in Gear With Safety\" by Tracy Early\n    \nTheme 3: \"Life Under Ice\" by Mary M. Cerullo\n    \nTheme 4: \"Calder\u201d by Doug Stewart\n    \nTheme 5: \"A Hidden City in the Andes\u201d by Claire Llewellyn\n    \nTheme 6: \"What Goes Up Doesn\u2019t Always Come Down\" from NASA website\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 6 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    The majority of texts are at the appropriate quantitative level. Texts that are above or below grade level quantitative bands have qualitative features and/or tasks that bring it to the appropriate level for students to access the text. Within the series, quantitative texts levels range from 620L-1170L, with some text above and some below, the current grade level Lexile band. Books identified for small group instruction are noted as below level, on level, advanced, and Intended for ELL students.\n\n\n    Examples of text that is above the quantitative measure, but is at the appropriate level based on qualitative analysis and associated task:\n\n\n\"Life Under the Ice\" by Mary M. Cerullo, Lexile 1170. The text structure (descriptive, cause and effect) help students navigate the information. Photos and other text features also support understanding. Application of the comprehension strategy of adjusting reading rate, taught during the reading of the text, would also be very helpful in comprehending the text. Finally, there are figurative comparisons made on several occasions, which help students visualize the concepts being described.\n    \n\n\n    Example of text that is below the quantitative measure, but is at the appropriate level based on qualitative analysis and associated task:\n\n\n\"S.O.R. Losers\" by Avi has a quantitative score of 520L. It is realistic fiction with characters and problems that students can relate to. Students will be highly engaged in the text and the associated tasks make this text appropriate.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\n\n    As the year progresses, students read texts at a variety of complexity levels. For each text, the routine for reading and analyzing the text is similar and does not change based on text complexity. Scaffolding remains the same with no gradual release of responsibility and very little increase in expectations. Expectations from beginning to ending units don't seem to increase significantly. Most comprehension skills or strategies so not spiral back during the year, and don't necessarily increase in rigor or increase students' skill development. Culminating tasks do not require an increase of skills across the year and do not lead to proficiency in reading independently at grade level at the end of the school year.\n\n\n    While there is a variety of text complexities across the year, and most texts increase in difficulty throughout the year quantitatively, scaffolding remains the same with no gradual release of responsibility and very little increase in expectations. For example, in the beginning of the year, Theme 2 includes direct instruction with summarizing. Students are told to \"use only the main ideas and combine them into a description of the whole passage\", and \"you must use your own words to summarize.\" That is the extent of the instruction. In Theme 6, when summarize is taught again, students are told \"to write a summary, identify the main idea and the series of events that it includes. Identify details necessary to report the important events. Write one or two sentences, putting the main idea and details in your own words. Put events in the correct order.\" Paraphrasing isn't mentioned or modeled. There is no increase in student independence or ability to complete a summary without teacher assistance.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8867c5e9-8ee7-46e9-ac19-aa40337641d7": {"__data__": {"id_": "8867c5e9-8ee7-46e9-ac19-aa40337641d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "3c6f42f6-9bce-4043-83a7-d24e53833375", "node_type": null, "metadata": {}, "hash": "8435f89fa5a65981bfd04f9d9746fa3cab625b42c12041adf5c1a6fdcce33b18"}, "3": {"node_id": "86088a3b-8a81-4b0d-82ab-5f08a7dccbb2", "node_type": null, "metadata": {}, "hash": "b2d44a338657946b29ba56aa37e3151dff84e768b4e5ce8af3fc009f7cfc3a2d"}}, "hash": "d44fbe868feb0eedab6359af85f224bd0a86c4ac68d2c7b6e8e768beea643acb", "text": "Anchor texts and series of texts connected to them are not accompanied by a text complexity analysis or a rationale for educational purpose and placement in Grade 6. The publisher identifies anchor text by genre and leveled readers are suggested by Below-Level, On-Level, and Advanced. Texts are identified as Below-Level, On-Level, and Advanced; no specific complexity level or rationale is provided.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency. There are opportunities for students to read a range and volume of texts. The materials provide some experiences with independent reading. Teacher materials lack explicit directions to help students build their skills to read on grade level independently by the end of the year, and weekly lessons have minimal time dedicated to students reading independently.\n\n\n    In each lesson, students interact with a getting started story, a read-aloud, a whole-group vocabulary selection, anchor text, paired text read, and a self-selected text read during center work. Leveled readers are provided for small-group, differentiated work. Resources are provided to offer students a variety of texts of different lengths and genres. There are longer main selections, which often are excerpts from complete literary or informational books for children. There are paired selections, shorter in length, provided as a companion text, so students can compare and contrast characters, genre elements, text features, content, and other aspects of the texts.\n\n\n    There are opportunities for students to read a range and volume of texts. The materials provide some experiences with independent reading. Teacher materials lack explicit directions to help students build their skills to read on grade level independently by the end of the year, and weekly lessons have minimal time dedicated to students reading independently.\n\n\n    A Reading Adventure: Student Magazine is used for supplemental lessons to extend the Common Core. Additional texts related to the Themes are provided as leveled reading selections. These selections are suggested in the Resources section of the Teacher Edition on pg. R9.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\n\n    The materials reviewed contain questions and tasks that require students to engage with the text directly and to draw on textual evidence to support answers. However, the questions and tasks do not meet the expectations of the Grade 6 standards. There are some quality examples provided in the Extending the Common Core State Standards Teacher Support Book, but only a few examples are included for each theme. The teacher will need to supplement throughout the year's worth of material to ensure students have support to master Grade 6 standards.\n\n\n    Questions asked include those which require explicit answers and some inferences from the text. Materials include questions requiring students to engage with the text in multiple sections including Check Comprehension, Monitor Comprehension, and Making Predictions. Students must engage with the text to answer questions and complete activities. Examples of text dependent/specific questions, tasks, and assignments include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "86088a3b-8a81-4b0d-82ab-5f08a7dccbb2": {"__data__": {"id_": "86088a3b-8a81-4b0d-82ab-5f08a7dccbb2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "8867c5e9-8ee7-46e9-ac19-aa40337641d7", "node_type": null, "metadata": {}, "hash": "d44fbe868feb0eedab6359af85f224bd0a86c4ac68d2c7b6e8e768beea643acb"}, "3": {"node_id": "1004f2cb-eb13-4d79-98e2-da61b1359d80", "node_type": null, "metadata": {}, "hash": "5c088816793140ed76e1747c0be1f1a3e4d7ed84c6c5a9a61ac731f5e50b75a8"}}, "hash": "b2d44a338657946b29ba56aa37e3151dff84e768b4e5ce8af3fc009f7cfc3a2d", "text": "In Theme 2, Lesson 7, students are asked to find answers to the questions in the section titled \u201cPaired Selection.\u201d Students are required to use the story from the Anthology text, \u201cGet in Gear with Safety.\u201d Students are asked the question, \u201cHow does the article try to persuade you to wear a helmet?\u201d Students will need to use the text to find evidence that support their answer.\n    \nIn Theme 3, Lesson 12, after reading the core text for the lesson, \u201cThe Long Bike Ride,\u201d students answer the following Think Critically questions: \u201cWhy doesn\u2019t Antoine know what to do when he finds the stranded sea lion? How can you tell that Antoine always wants to do the right thing? Use details from the selection to support your answer.\u201d\n    \nIn Theme 4, Lesson 17, students read \u201cManiac Magee\u201d by Jerry Spinell. Questions that follow after the first two pages are, \u201cHow is Maniac Magee like a normal boy? How is he different?\u201d Comprehension is monitored every two pages with both explicit and inferential questions.\n    \nIn Theme 5, Lesson 23, Day 2, the teacher is provided formative questions to monitor student comprehension. Students are asked, \u201cWhy does the Dragon King disguise himself as a common peasant?\" Then, after reading the selection, students are asked to respond to the question, \u201cWhat does the way the Dragon King treats the unsettling rumors about his sons tell you about his personality? Use details from the text to support your answer.\u201d\n    \nIn Theme 6, Lesson 26, in Respond to the Website Text section, students are asked to reread the selection to identify main idea and details, and answer the following: \u201cWhy do scientists track larger pieces of debris carefully but not the smallest ones? How does the problem of \u201cspace junk\u201d connect to what you know about problems with trash on Earth? How is orbital debris like a planet? How is it different?\u201d\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\n\n    At the end of each lesson, students answer questions which can be either personal response or text-dependent as they read each text selection. Reading selections are directly or loosely tied to the unit\u2019s overarching theme. At the end of each main selection, students discuss or write responses to five Think Critically questions about their reading, but these questions do not build to a culminating task that integrates skills.\n\n\n    The Reading-Writing Connection, identified as Theme Writing, takes students through the steps of the writing process leading to a final written product and ending with an on-demand piece of the same genre. While the process piece is not dependent upon questioning from the lessons\u2019 anchor texts, there is a text used to teach the writing genre or analyze a specific writing trait. Daily, weekly, and theme planning do not provide teachers with time allotment or suggestions for how and when the Theme Project and Reading-Writing Connection are to be completed.\n\n\n    Materials are divided into Themes. Each of the six Themes includes a culminating Theme Project related to the Theme but not necessarily to the Theme\u2019s text. These projects follow the same routine of Building Background and Following Project Steps leading to a final project. The final project may include a writing component. The Theme Projects can be completed without reading or understanding the text selections within the Themes. The projects do not integrate skills developed during instruction throughout the unit. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1004f2cb-eb13-4d79-98e2-da61b1359d80": {"__data__": {"id_": "1004f2cb-eb13-4d79-98e2-da61b1359d80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "86088a3b-8a81-4b0d-82ab-5f08a7dccbb2", "node_type": null, "metadata": {}, "hash": "b2d44a338657946b29ba56aa37e3151dff84e768b4e5ce8af3fc009f7cfc3a2d"}, "3": {"node_id": "d6dde53c-4bc7-4e06-82fa-61e5f7528ff0", "node_type": null, "metadata": {}, "hash": "e22f9625d8cbc071351335871fb20976054d05cf59657528962308177b53fbf9"}}, "hash": "5c088816793140ed76e1747c0be1f1a3e4d7ed84c6c5a9a61ac731f5e50b75a8", "text": "In Theme 2, \u201cJoining Forces,\u201d the Theme Project is to develop a proposal to meet a specific community need. Students brainstorm ideas for a community project, research different projects that may already exist, work in small groups to write a proposal for a project, and present. While all anchor texts are related to the theme, this project could be completed without reading or responding to the texts in any of the lessons from the Theme.\n    \nIn Theme 6, the Reading-Writing Connection is a persuasive composition. Students read, and with the teacher\u2019s direction, analyze a passage from \u201cNext Stop Neptune\u201d by Alvin Jenkins, the anchor text from lesson one, and discuss organization and word choice. With the teacher\u2019s direction, students analyze a student model of persuasive writing and proceed to choose their own topic for a persuasive composition. The completion of this Theme-long piece is not dependent upon the reading of the anchor text or deep understanding of the Theme.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    The curriculum provides opportunities for students to engage in evidence-based discussions but not all are rich and rigorous. The opportunities provide limited protocols to support vocabulary and syntax throughout each unit or within lessons. Materials include practices to build robust vocabulary and application of content words, but not academic vocabulary and syntax. Themes provide limited information on how teachers can provide support and scaffolds with collaborative conversations. Most discussions are whole group with limited opportunities for small group or peer-to-peer discussion.\n\n\n    Each Theme has a Speaking and Listening page that provides minimal scaffolding of instruction for students to prepare and share their writing. Although speaking and listening tasks are included in various spots throughout the year, there is limited instruction to support students\u2019 mastering of listening and speaking skills. The opportunities do not adequately address the mastery of grade-level speaking and listening standards. Examples include, but are not limited to:\n\n\nIn each lesson, the Warm-Up Routines include objectives such as \u201clisten attentively and respond appropriately to oral communication; and to write and speak in complete sentences.\" There are some basic directions about communicating with words and without words. Two discussion questions are included after each warm-up read aloud.\n    \nIn Theme 2, Lesson 8, following the reading of \u201cThe Great Serum Race,\u201d students are to complete the Think Critically section in their book. The teacher has the option to assign students to either discuss or write their responses to the questions. This pattern is followed after the reading of each anchor text for each lesson. Some of the evidence-based questions include: \u201cHow did the author show that the sled dogs were brave and loyal? What is the main idea of the selection? How do you know that dogsleds were a common form of transportation in Alaska at the time the events in this story took place?\u201d However, there are no directions reminding students to return to the text or use evidence from the text in their discussion. Other questions do not require students to reference the text to answer the questions. For example, in the Suggested Lesson Planner before each lesson, there is a Question of the Day. One example from Theme 2, Lesson 6, Day 3 is \u201cImagine that you are helping someone prepare for an important performance. Give your best advice for overcoming nervousness or stage fright.\u201d The questions do not require that students utilize text, are not addressed at any other point during the lessons.\n    \nOn Day 4 of each lesson, there is a Speaking and Listening mini-lesson. For example, in Theme 4, Lesson 19, Day 4, students are asked to tell a folktale they know or the one they are writing. Students are provided with Speaking and Listening Strategies. However, there is not a protocol to support evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax in the Leveled Reader routine pages.\n    \nIn Theme 4, Lesson, Day 4, Speaking and Listening, students are asked to discuss and listen to each other\u2019s review of an artist\u2019s masterpieces A rubric is provided for students to follow as they present their persuasive speech. However, the teacher\u2019s guide does not provide scaffolded instructions to support students speaking and listening skills.\n    \nIn the supplementary students magazine, Reading Adventures, Theme 2, pg.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d6dde53c-4bc7-4e06-82fa-61e5f7528ff0": {"__data__": {"id_": "d6dde53c-4bc7-4e06-82fa-61e5f7528ff0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "1004f2cb-eb13-4d79-98e2-da61b1359d80", "node_type": null, "metadata": {}, "hash": "5c088816793140ed76e1747c0be1f1a3e4d7ed84c6c5a9a61ac731f5e50b75a8"}, "3": {"node_id": "a33ab11d-f3b2-40a5-bcde-5f3c47d96001", "node_type": null, "metadata": {}, "hash": "ef0e1da453ba779517a3f9f85e62f51f6bb065272578a6f3e06f5afbcc288d44"}}, "hash": "e22f9625d8cbc071351335871fb20976054d05cf59657528962308177b53fbf9", "text": "In the supplementary students magazine, Reading Adventures, Theme 2, pg. 18-19, after reading the selection, \u201cThe Pole,\u201d students are assigned to small groups and asked to read the statement, \u201cExploring new territories is one of the bravest and most important things a person can do\u201d and determine if they agree or disagree with it. They are to then \u201cassign discussion roles and share their opinions, remembering to use evidence from the selection to support their ideas, to ask and answer questions, and to reflect on and paraphrase each other\u2019s thoughts to show understanding.\u201d This is the only example of using this protocol for discussion.\n    \nIn Theme 3, Lesson 11, in the Speaking and Listening section, students prepare and deliver an oral presentation that describes a setting. The teacher shares strategies for listening (focus attention on the speaker, create a picture in your mind of what you hear, save questions until the end). After listening to peers\u2019 presentations, students are asked to share any sensory details the speaker used that were effective and are encouraged to ask questions about details that could use elaboration.\n    \nIn Theme 5 of the \u201cTeacher Support Book: Extending the Common Core State Standards,\u201d in the Speaking and Listening section, the teacher discusses the importance of listening carefully during group discussions so that the listener can draw conclusions about the topic. In small groups, students deliver a persuasive speech while each group member listens then asks clarifying questions then summarizes the speech. Students then draw conclusions on the opinions presented in each group member\u2019s speech.\n    \nIn Theme 6, Lesson 29, Speaking and Listening section, the teacher shares the following organizational and speaking strategies with students to support them as they present aloud a persuasive composition written from writing prompts: \u201cPlan your presentation beforehand. Make sure you introduce the topic and your position on the topic. Support your opinions with detailed evidence presented in a logical sequence. End with a strong conclusion in which you restate your position. Be prepared to further defend your argument and answer any questions. Use a tone, volume, and rate that are appropriate to your audience. If you need to look at written notes, look up before starting to speak. Use occasional hand or body gestures to clarify information or to make a point.\u201d Further instruction is provided on listening strategies including: \u201cListen for the speaker\u2019s topic and identify the speaker\u2019s position or point of view on the topic. Listen for the evidence and reasons that the speaker uses to support his or her point of view. Write down questions that you will later use to clarify information or challenge the speaker\u2019s point of view.\u201d Students then evaluate the content of each speech and if they thought the speaker used compelling evidence or reasoning to support the argument.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\n\n    Some grade appropriate speaking and listening opportunities are provided frequently over the course of the year. The curriculum includes minimal protocols and graphic organizers to support academic discussions. Anchor text for each lesson are read by students with the teacher asking whole-group discussion questions throughout the reading to monitor comprehension. Teachers are not provided direction or protocols for these discussions. Each theme has a \u201cSpeaking and Listening\u201d page that provides very little scaffolding of instruction for students to prepare and share their writing or how to gather evidence from text to include in discussions. Although speaking and listening tasks are included in various spots throughout the year, there is limited instruction to support students\u2019 mastering of listening and speaking skills. Many discussions do not require students to return to the text or provide evidence for their thinking. Students will often be asked to speak about something they have written, but do not have many opportunities to speak about what they have read.\n\n\n    The materials contain some activities for students to engage in speaking and listening activities but do not provide many opportunities for follow up questions, supports, or appropriate feedback. Questioning opportunities are provided but do not provide frequent opportunities for students to engage in peer conversations to develop answers.Many discussions do not require students to return to the text or provide evidence for their thinking. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a33ab11d-f3b2-40a5-bcde-5f3c47d96001": {"__data__": {"id_": "a33ab11d-f3b2-40a5-bcde-5f3c47d96001", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "d6dde53c-4bc7-4e06-82fa-61e5f7528ff0", "node_type": null, "metadata": {}, "hash": "e22f9625d8cbc071351335871fb20976054d05cf59657528962308177b53fbf9"}, "3": {"node_id": "60c32c01-5c78-4390-9868-4576a277be9a", "node_type": null, "metadata": {}, "hash": "a51d90060e1e2ceec64fb06bf473d8a7c3efe2976216d07398664bf0c593eb94"}}, "hash": "ef0e1da453ba779517a3f9f85e62f51f6bb065272578a6f3e06f5afbcc288d44", "text": "In Theme 1, Lesson 3, in the Speaking and Listening section, students present a casual speech based on a personal letter written about an idea they have for an invention. The teacher gives presenters the following speaking tips: \u201cMake eye contact with more than one person in the audience. Speak in your natural voice, as if you were just talking about your viewpoints and feelings. Vary your speed and the volume of your voice when appropriate.\u201d Listeners were provided the following tips: \u201cTry to understand the viewpoints and feelings that the speaker is expressing. Ask yourself if the speaker\u2019s nonverbal message matches what he or she is saying. Evaluate the speaker\u2019s word choice and tone.\u201d Students do not ask follow-up questions of the speakers.\n    \nIn Theme 3, Lesson 11, in the Speaking and Listening section, students prepare and deliver an oral presentation that describes a setting. The teacher shares strategies for listening (focus attention on the speaker, create a picture in your mind of what you hear, save questions until the end). After listening to peers\u2019 presentations, students are asked to share any sensory details that the speaker used which were effective and are encouraged to ask questions about details that could use elaboration.\n    \nIn Theme 6, Lesson 27, in the Speaking and Listening section, students give an oral book report based on a written book review completed on a book read recently. Students are reminded to: \u201cPractice delivering the presentation, using a reasonable rate and varying the pitch and tone of their voice. Practice using little note cards. Maintain eye contact with audience.\u201d Listeners are reminded to: \u201cListen to details the create a vivid impression. Listen for examples that support the speaker\u2019s opinion. Think about how the speaker\u2019s point of view and interests differ from yours.\u201d Students are then encouraged to give feedback about what they found most interesting and if they were convinced to read the book. This is one of the few examples where students are speaking about something they have read. However, there is little opportunity for discussion requiring follow-up questions.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    Within each lesson, students read paired texts. Following these readings, a writing prompt requires students to use their knowledge of the texts to complete an on-demand writing task. As part of the daily, small group instruction, students have a short writing assignment aligned with the whole-class writing activity for that lesson. In each Lesson, students are asked to work through the writing process to produce a short piece of writing. Day 1: Introduce, Day 2: Pre-write, Day 3: Draft, Day 4: Revise/Edit, and Day 5: Revise/Share.\n\n\n    Each Theme includes a Reading-Writing Connection that spans the entire five week Theme incorporating the stages of the writing process, prewrite, draft, revise, proofread, and publish. Materials include both on-demand and process writing with opportunities for students to edit and publish pieces. Each process writing is completed within one week. While there are many opportunities for writing, there are few opportunities for students to use technology to produce and publish writing as required by standard W.6.6. Additionally, thematic projects are only partially aligned to the grade-level standards, and there is little evidence to suggest students write routinely over an extended time frame as required by the writing standard, W.6.10.\n\n\n    Writing opportunities exist for on-demand writing at the end of each selection with a timed writing. Writing prompts include some guidance for students but lack pacing guidance. Student writing opportunities frequently do not require textual evidence. There is no provision for utilizing digital resources in writing. On-demand writing opportunities include prompts such as:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "60c32c01-5c78-4390-9868-4576a277be9a": {"__data__": {"id_": "60c32c01-5c78-4390-9868-4576a277be9a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "a33ab11d-f3b2-40a5-bcde-5f3c47d96001", "node_type": null, "metadata": {}, "hash": "ef0e1da453ba779517a3f9f85e62f51f6bb065272578a6f3e06f5afbcc288d44"}, "3": {"node_id": "8453f26a-cf4e-4a4c-b68e-25e1c7202382", "node_type": null, "metadata": {}, "hash": "727b95841e3afcbb724a272b6882c916df49eaf7b87c9601c61ccf279814b3d9"}}, "hash": "a51d90060e1e2ceec64fb06bf473d8a7c3efe2976216d07398664bf0c593eb94", "text": "In the margin on page T91, titled \u201cTechnology\u201d, the Teacher Edition states, \u201cStudents who are proficient on a computer may want to create a graphic presentation, using presentation software. Allow students enough time to prepare the presentations.\u201d\n    \nThink Critically: There is a text-dependent on-demand writing task included with the question set following each main reading selection. For example, in Theme 1, Lesson 1, following Maxx Comedy: The Funniest Kid in America, question 5 asks, \u201cHow do Maxx\u2019s feelings toward his stepfather change? Use details and information from the story to support your answer.\u201d\n    \nIn Theme 3, Lesson 14, after reading \u201cBrian\u2019s Winter\u201d by Gary Paulsen and \u201cFind Your Way Anywhere Using Only the Sun and Your Wristwatch\u201d by Merry Vaughan, students respond to the following: \"Imagine that a new season is approaching. How are you feeling? What you doing to prepare? Create a piece of writing that expresses your concerns or excitement about the change in season.\"\n    \nOnce during each Theme, students are asked to complete one 45-minute on-demand piece of writing in response to a prompt. Students prewrite, organize ideas using a graphic organizer, draft, revise and proofread.\n    \n\n\n    Writing opportunities also exist for process writing during each five week Theme. Writing prompts include guidance for students but lack pacing guidance. Literary selections are utilized as mentor texts but writings do not require textual evidence. There is no provision for utilizing digital resources in process writing. Process writing opportunities include prompts such as:\n\n\nIn Theme 2, Lesson 16, students write a summary of what they read then form an opinion and support their opinion with details from the text. A side note in the teacher's edition states: \"Students may want to use a word processing program to record their questions and answers.\" Students have the opportunity to write a more extended process piece during the 5-week Theme. Each Theme focuses on one or more traits. For example, the focus traits in Theme 3 are Sentence Fluency and Organization. A literature model is provided, and students self-select their topic within the form being taught. For example, in Theme 3, students write an expository nonfiction piece for a topic of their choice. Students plan, draft, revise for specific craft elements, edit, and publish. Pacing or time allocations for this process piece is not clear.\n    \nThe Reading-Writing Connection in Theme 3, following Lesson 1, pages T78-T93, indicates students will analyze an expository nonfiction literature model, narrow a topic, learn and apply note-taking skills, draft their expository composition, elaborate on the initial draft, revise by adding transitions, and publish and present the final version. In the margin on page T91, titled \u201cTechnology,\u201d teachers are told, \u201cStudents who are proficient on a computer may want to create a graphic presentation, using presentation software. Allow students enough time to prepare the presentations.\"\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    The Reading-Writing Connection ties a process writing task to the anchor text in Lesson 1 of each Theme. The writing genres for each of the six Reading-Writing Connections are: Narrative, Response to Literature, Expository Essay, Autobiographical Narrative, Research Report, and Persuasive Essay. The writing prompts are balanced between informative, persuasive, and narrative. Weekly lessons partially support students\u2019 skill development to complete the Reading-Writing Connection. Genres for the weekly lessons include: personal letter, news story, summary, problem/solution essay, journal entry, compare/contrast essay, how-to essay. While materials provide sufficient opportunities for a year\u2019s worth of writing, materials lack the rigor to support students in meeting the standards for writing.\n\n\n    Materials lack instructional writing support for students and teachers. Examples include, but are not limited to, the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8453f26a-cf4e-4a4c-b68e-25e1c7202382": {"__data__": {"id_": "8453f26a-cf4e-4a4c-b68e-25e1c7202382", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "60c32c01-5c78-4390-9868-4576a277be9a", "node_type": null, "metadata": {}, "hash": "a51d90060e1e2ceec64fb06bf473d8a7c3efe2976216d07398664bf0c593eb94"}, "3": {"node_id": "a993b798-3db3-4d47-bdf1-da506173e300", "node_type": null, "metadata": {}, "hash": "e71d916369a33a6738ca63ff30e33a540d88dc205157b146cfb79b67492e5ab3"}}, "hash": "727b95841e3afcbb724a272b6882c916df49eaf7b87c9601c61ccf279814b3d9", "text": "In Theme 3, Lesson 12, all daily writing prompts are descriptive composition prompts. On Day 1, students begin a descriptive composition after analyzing the mentor text, \u201cLife Under Ice\u201d by Mary Cerullo, and a student model for sentence fluency. They address the prompt: \u201cThink of the setting of the story you have read or a movie you have seen. Write a descriptive composition that creates a clear picture of this place. Use sensory details and a variety of sentence types in your composition.\u201d Students are instructed to: 1. Introduce the topic, 2. Use a variety of sentence types, 3. Use vivid language, and 4. Conclude with a satisfying statement that sums up the composition. The rubric teachers can provide for students to use during their follow-up peer conference does not address grade level requirements from the standards.\n    \nIn Theme 2, Lesson 9, Day 3, the teacher instructions are insufficient to provide support or effectively monitor student progress writing a summary. The directions state, \u201cHave students use a sequence chart like the one below to help them plan their summary paragraphs.\u201d Some additional guided statements are offered to help support the writer. The directions state,\u201dTell students to check their organizer to make sure all the important events are listed in the correct order.\" However, students are not explicitly taught what this would look like and sounds like other than the Day 1 model.\n    \n\n\n    There does exist a balance of types of writing, but writing tasks do not build in rigor throughout the year as shown by:\n\n\nTheme 1 \u2013 Reading Writing Connection: Fictional Narrative; On Demand Writing \u2013 Fictional Narrative\n    \nTheme 2 \u2013 Reading Writing Connection: Response to Literature; On Demand Writing \u2013 Response to Literature\n    \nTheme 3 \u2013Reading Writing Connection: Autobiographical Narratives; On Demand Writing \u2013 Autobiographical Narratives\n    \nTheme 4 \u2013 Reading Writing Connection: Story; On Demand Writing \u2013 Story about getting lost\n    \nTheme 5 \u2013 Reading Writing Connection: Research Report; On Demand Writing \u2013 Expository Composition\n    \nTheme 6 \u2013 Reading Writing Connection: Persuasive Composition; On Demand Writing \u2013 Persuasive Composition\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.\n\n\n    Writing prompts do not frequently provide opportunities for students to produce evidence-based writing. The materials sometimes address evidenced-supported writing in one question at the end of each main selection. When students are required to return to the text to answer a writing prompt, there are no clear teacher directions for how to support students in this exercise. While reading the main selection, questions are included for discussion, but no support or scaffolding is provided to infuse writing into daily routines.\n\n\n    The first 4 lessons in each of the 6 Themes contain a paired text in which students compare the anchor text in that lesson with an additional, shorter text, often of a different genre but on the same topic or a related topic. Questions follow each pairing, but there is no clear direction requiring students to respond to these questions in writing. The questions are Text to Self, Text to Text, and Text to World connections that do not require careful analyses, and many can be answered without returning to the text. Each paired text includes a written response, but these responses often do not require analysis of how the texts approach similar themes. There are times when students are directed to reread a section or paragraph of a text, but the questioning following this is frequently class discussion with no written component and no careful analyses or well-defended claims. Lessons do not routinely require writing after a close reading of text. Daily writing prompts, Reading-Writing Connection extended writing, on-demand writing, and most paired-selection writing tasks do not require students to engage in text-dependent analysis. There are very few opportunities for students to write opinion pieces supported with reasons. Examples of writing tasks showing a lack of consistent evidence based writing include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a993b798-3db3-4d47-bdf1-da506173e300": {"__data__": {"id_": "a993b798-3db3-4d47-bdf1-da506173e300", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "8453f26a-cf4e-4a4c-b68e-25e1c7202382", "node_type": null, "metadata": {}, "hash": "727b95841e3afcbb724a272b6882c916df49eaf7b87c9601c61ccf279814b3d9"}, "3": {"node_id": "49e44e32-4174-4c8e-aae4-5f53dd33c99b", "node_type": null, "metadata": {}, "hash": "ebc12df27e6f0870b99247771f8838d3f7eecf945057e6d02dd4b4d9e142b1e6"}}, "hash": "e71d916369a33a6738ca63ff30e33a540d88dc205157b146cfb79b67492e5ab3", "text": "In Theme 2, Lesson 6, students are asked to write a focused realistic fiction story. In Theme 2, Lesson 8, students are asked to write a skit. In Theme 2, Lesson 6, students are asked to write a news story. These forms of writing do not provide an opportunity for evidence-based writing.\n    \nIn Theme 4 , students are asked to write an extended autobiographical narrative, not a more developed analysis or a piece with a well-defended claim.\n    \nIn Theme 1, Lesson 3, students read \u201dThe Wright Brothers, A Flying Start\u201d by Elizabeth MacLeod and \u201cFrom Inspiration to Invention\u201d by Cate Baily and respond to the following questions: \u201cWhich inventor are you more like, Wilber or Orville Wright? Explain. How are the inventors in \u201cFrom Inspiration to Invention\u201d like the Wright Brothers? How are they different? Why do you think the Wright brothers are two of the best known inventors in history?\u201d Students then complete a writing assignment to write a narrative about items they use every day that could break, and what happens when it does. These questions do not require drawing evidence from the text to support analysis or reflection in how these texts approach similar themes.\n    \nIn Theme 5, Lesson 24, students read an \u201cEgyptian News Advertisement\u201d and discuss the language and images used to persuade the reader to buy the product. Students then choose the advertisement they feel is the least successful, discuss why they chose it, and work in pairs to rewrite and redesign the ad. They then discuss why the new advertisement is more successful than the original. While this assignment engages students in discussion of argument claims, the writing task does not require students to draw evidence from texts.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe materials reviewed for Story Town Grade 6 partially meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\n\n    The Teacher Edition materials include a five-day lesson sequence for spelling, grammar, and writing for every lesson in each of the six themes. In each theme, the final lesson includes a five-day sequence lesson that reviews the skills taught in spelling, grammar, and writing. Grammar and convention lessons provide opportunities for students to practice skills both in- and out-of-context. Lessons increase in complexity; however, some lessons include a grammar focus that overlaps with previous grade level language standards. For example, in Grade 6, Theme 1, the grammar focus includes subjects and predicates, compound subjects and predicates, simple and compound sentences, which are introduced in the Grade 3 Language standards. While the majority of the language standards are covered in the materials, several of the standards are not covered in the main materials of the program, but rather in the Extending the Common Core State Standards. In this supplement, students do have the opportunity to learn the skill through modeling, guided practice, and independent practice; however, these are single lessons and do not follow the five-day sequence of the lessons contained in the main materials.\n\n\n    Materials include instruction of grammar and conventions standards for the grade level. Opportunities are missed for students to learn how to recognize and correct vague pronouns, recognize variations from standard English in their own and others\u2019 writing and speaking, and identify and use strategies to improve expression in conventional language, use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements, vary sentence patterns for meaning, reader/listener interest, and style, and maintain consistency in style and tone. For example:\n\n\nStudents have opportunities to ensure that pronouns are in the proper case (subjective, objective, possessive). For example:\n        \nIn Theme 3, Lesson 14, students identify the possessive pronouns in sentences and tell whether they are singular or plural.\n            \nIn Theme 3, Lesson 13, the teacher explains that a pronoun takes the place of one or more nouns, a subject pronoun replaces the subject of a sentence and that the noun or nouns that a pronoun replaces is called an antecedent. The students identify the subject pronouns and their antecedents in given sentences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "49e44e32-4174-4c8e-aae4-5f53dd33c99b": {"__data__": {"id_": "49e44e32-4174-4c8e-aae4-5f53dd33c99b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "a993b798-3db3-4d47-bdf1-da506173e300", "node_type": null, "metadata": {}, "hash": "e71d916369a33a6738ca63ff30e33a540d88dc205157b146cfb79b67492e5ab3"}, "3": {"node_id": "681397ab-5f4e-4282-8c79-8099344dd260", "node_type": null, "metadata": {}, "hash": "064580b2be9520286034b1d858304c73608e257b92910a6bf137cb890cc97d6b"}}, "hash": "ebc12df27e6f0870b99247771f8838d3f7eecf945057e6d02dd4b4d9e142b1e6", "text": "Students have the opportunities to use intensive pronouns (e.g., myself, ourselves). For example:\n        \nIn Theme 3, Lesson 14, students work in pairs to discuss their compositions and check to see that the author used possessive, reflexive, and indefinite pronouns correctly.\n            \n\n\nStudents have opportunities to recognize and correct inappropriate shifts in pronoun number and person. For example:\n        \nIn Theme 4, Lesson 17, the teacher reviews pronouns with students. The teacher points out the first person pronouns and tells students that if they see these pronouns in a story, the story is written in the first-person point of view.\n            \n\n\nStudents have opportunities to spell correctly. For example:\n        \nIn Theme 4, Lesson 17, over the five-day spelling sequence students take a pretest, participate in a word sort based on the prefix that is used in each word, participate in an activity where they must fill in the missing part of the spelling word, and use reference sources to confirm correct spelling. On day five, students take the post test.\n            \n\n\n\n\n    Materials include limited opportunities for students to demonstrate application of skills both in- and out-of-context. For example:\n\n\nIn Theme 2, Lesson 9, students are instructed to write an expository paragraph that has a main idea and supporting details. Students are encouraged to vary the structure of their sentences to make their paragraphs more interesting to the reader.\n    \nIn Theme 2, Lesson 10, students revise their writing for appropriate conventions and students then switch papers to make sure all errors are identified and corrected. This includes using punctuation correctly to assure meaning is understood.\n    \nIn Theme 5, Lesson 25, students proofread their writing to ensure pronouns are in proper case and agree with antecedents.\n    \nIn Theme 3, Lesson 13, instruction includes daily lessons to teach subject and object pronouns. On Day 1, the class discusses the definition of pronoun, subject pronoun, and antecedent. On Day 2, students complete Grammar Practice Book page 45 by writing the correct pronouns. On Day 3, students identify if the underlined word on page 46 of the Grammar Practice Book is a subject pronoun or object pronoun. On Day 4, students look at their own writing and find five sentences that they can replace the noun with a pronoun. On day five, students copy three sentences by including the correct pronoun.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria for texts being organized around a topic or theme to build students\u2019 ability to read and comprehend complex texts independently and proficiently.\n\n\n    Each unit is organized around a central theme with a theme introduction entitled Build Theme Connections provided at the beginning. This section introduces the big idea or theme, and includes a poem and brief discussion. Unit themes are broad and do not focus on specific vocabulary or knowledge across daily lessons. Students are not supported in accessing texts and building conceptual knowledge throughout the five-week Theme. The series of texts in each lesson are sometimes cohesive and related to the central theme, but there are limited opportunities embedded for students to build expertise on specific topics so that they can increase their knowledge and vocabulary.\n\n\n    Materials do not provide teachers with guidance to help connect the texts to broader concepts. Sufficient time is not always allotted for students to refine their knowledge in order to access and comprehend future complex texts proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "681397ab-5f4e-4282-8c79-8099344dd260": {"__data__": {"id_": "681397ab-5f4e-4282-8c79-8099344dd260", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "49e44e32-4174-4c8e-aae4-5f53dd33c99b", "node_type": null, "metadata": {}, "hash": "ebc12df27e6f0870b99247771f8838d3f7eecf945057e6d02dd4b4d9e142b1e6"}, "3": {"node_id": "a2be463e-1b4e-4478-a8bd-ec17045af697", "node_type": null, "metadata": {}, "hash": "867f517d4ed27a5e657c142e4dfa1c3f104089defbedcfc5ae2f126ab1d90796"}}, "hash": "064580b2be9520286034b1d858304c73608e257b92910a6bf137cb890cc97d6b", "text": "In Theme 1, the overarching idea is Personal Triumphs, which revolves around people on their journeys to self-discovery. Personal Triumphs is directly or loosely connected to texts in this lesson. There is no line of inquiry to connect texts back to the central theme. In Lesson 1, students read or listen to the following texts:\n        \nDay 1: Question of the Day \u2013 Think about a time when you were crestfallen. What cheered you up? Why do you think it worked? Texts: \u201cLaughing Matters\u201d (read aloud during the Listening Comprehension) and \u201cCougar\u2019s Win, Eggs Lose\u201d (Build Robust Vocabulary)\n            \nDay 2: Question of the Day \u2013 Do you think it is possible to be too prepared for a special event, such as a race or a competition? Explain. Text: \u201cMaxx Comedy: The Funniest Kid in America\u201d (main selection)\n            \nDay 3: Question of the Day \u2013 How might performing onstage help someone to gain confidence? Text: \u201cAre You Laughing At Me?\u201d (paired selection)\n            \nDay 4: Question of the Day \u2013 If Max had won the Funniest Kid in America contest, do you think the message of Gordon Korman\u2019s story would have been different? Explain.\n            \nDay 5: Question of the Day \u2013 \u201cLaughter is the best medicine\u201d is a popular saying. Do you agree that laughter can be therapeutic? Why or why not?\n            \n\n\nIn Theme 5, all texts are organized around exploring and learning from the past. There are three literary pieces and seven informational pieces centered around the theme. Though centered around a topic, texts do not build knowledge about the topic. There are few vocabulary terms shared between texts and students do not bring knowledge gained from one text to access another. In Theme 5, Lesson 24, the anchor text is \u201cSecrets of the Sphinx\u201d by James Cross Giblin, an expository nonfiction piece about Egyptian monuments. The paired selection, \u201cAdvertisements from the Egyptian News\u201d by Scott Steedman, is a fictional Egyptian advertisement. The leveled texts used in small group instruction for Lesson 24 include: \u201cThe Colossus of Rhodes\u201d by Meish Golden, the story of a mysterious, ancient statue that was toppled and no longer exists; \u201cThe World\u2019s Greatest Lighthouse\u201d by Meish Golden, the story of an ancient lighthouse built in Alexandria; and \u201cThe Statue of Zeus\u201d by Meish Golden, the story of a famous Greek sculpture.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\n\n    After reading the core text for a lesson, students either discuss or write responses to the Think Critically questions. However, there are very few examples of questions requiring students to determine author\u2019s purpose for the use of specific language or craft, and these were found in the separate Teacher Support Book. Questions often ask about key ideas and details, but rarely addresses language, craft, or structure of texts.\n\n\n    Additionally, the sequence of questions lacks coherence. Teachers could select any of the six themes to start with and see the same approach is used in every lesson, which does not provide sufficient growth of rigor. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts. Lessons also teach these skills discretely and they are not embedded within the lessons. Students are asked questions during whole group instruction as the teacher monitors comprehension. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2be463e-1b4e-4478-a8bd-ec17045af697": {"__data__": {"id_": "a2be463e-1b4e-4478-a8bd-ec17045af697", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "681397ab-5f4e-4282-8c79-8099344dd260", "node_type": null, "metadata": {}, "hash": "064580b2be9520286034b1d858304c73608e257b92910a6bf137cb890cc97d6b"}, "3": {"node_id": "55b17a7d-aed0-478b-9d4f-7205e9a652c4", "node_type": null, "metadata": {}, "hash": "3701c7cf5480ba5125aff757b1c54a5226de89daf75143919655a095cc686e0e"}}, "hash": "867f517d4ed27a5e657c142e4dfa1c3f104089defbedcfc5ae2f126ab1d90796", "text": "In Theme 1, Lesson 2, the teacher asks the following questions during the whole group instruction to monitor comprehension: \u201cHow do you think the writer of the poem feels while sitting in the gri gri tree? Why doesn\u2019t anyone around Ana Rosa agree with how she spends her time? What does Ana Rosa want to do in the future? What conflict does she face?\n    \nIn Theme 3, Lesson 13, the teacher asks the following questions during the whole group instruction to monitor comprehension: \u201cIs Daren refusing to admit that he was afraid consistent with what you know about his character? Explain. Why do you think Kyle invited Daren to stand in line with him and BeeBee? What does this show about him?\n    \nIn Theme 2, Lesson 7 in the text S.O.R. Losers, author\u2019s craft is addressed in the question, \u201cWhy do you think the author put this paragraph in parentheses?\u201d\n    \nIn Theme 2 Lesson 8, the Listening Comprehension read-aloud The Pony Express includes a brief genre study on narrative nonfiction. Students are then advised to listen to the read aloud for the author\u2019s main ideas.\n    \nIn Theme 4, Lesson 18, before reading The Kid Who Named Pluto, students learn about the elements of expository nonfiction, and are taught to use a detail and main idea chart.\n    \nIn Theme 4, Lesson 18, before reading How Athens Was Named, students preview and discuss that the selection is a myth and also a play. Students compare and contrast myths and other forms of fiction.\n    \nIn Theme 5, Lesson 23, the teacher asks the following questions during the whole group instruction to monitor comprehension: \u201cWhat do the tutor\u2019s words reveal about his attitude toward the son of the king? What character trait does Chi Wen symbolize? Why? Why are scales a good symbol for justice? What is the irony in Tao-Tieh\u2019s love of fussing in the kitchen?\u201d\n    \nIn Theme 6, Lesson 29, while reading the play of The Phantom Tollbooth, students are asked to to analyze tone and idioms.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nMaterials reviewed for Grade 6 do not meet the expectations that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\n\n    The units are organized into six Themes that span the school year. Each theme includes an overarching idea, with text selections that directly or loosely connect to that concept. Each weekly lesson has a new topic connected to the unit theme, but it does not build knowledge or ideas. Some questions and tasks support students\u2019 analysis of ideas, but most are intent on building students\u2019 literal comprehension of text.\n\n\n    As a Theme progresses, students may come to understand more about the Theme\u2019s big idea, but the overarching concept is broad. Deep comprehension or integration of ideas would often be incidental, not intentional. Tasks and/or culminating tasks are often disconnected from a thematic study. The amount of class time allotted to each text and question set may not be sufficient to provide the time needed for students to analyze texts and gain knowledge and ideas. The teacher\u2019s edition contains little direction for how teachers support students' engaging in a deep analysis of and across texts.\n\n\n    Within each weekly lesson, text-specific questions appear in the Think Critically section. There are typically 5 questions following each selection. Examples of questions and tasks that meet the expectations are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "55b17a7d-aed0-478b-9d4f-7205e9a652c4": {"__data__": {"id_": "55b17a7d-aed0-478b-9d4f-7205e9a652c4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "a2be463e-1b4e-4478-a8bd-ec17045af697", "node_type": null, "metadata": {}, "hash": "867f517d4ed27a5e657c142e4dfa1c3f104089defbedcfc5ae2f126ab1d90796"}, "3": {"node_id": "6668a75c-6bd0-461c-b123-70c4d72f0bcb", "node_type": null, "metadata": {}, "hash": "dbbff543380fc347f81d187d49408fd02ed015ef43e11adae8ffb54917a58458"}}, "hash": "3701c7cf5480ba5125aff757b1c54a5226de89daf75143919655a095cc686e0e", "text": "In Theme 1, Lesson 4, after reading the anchor text, \u201c\u201dWilma Unlimited\u201d by Kathleen Krull, students orally respond to the question, \u201cWhy was participating in the Tennessee state basketball championship an important event in Wilma Rudolph\u2019s life, even though her team lost?\u201d Students complete an on-demand writing task, \u201cIn your opinion, why did Wilma Rudolph become a great athlete? Use specific details from the selection to support your ideas?\u201d After completing the paired text, \u201c\u201dThe World\u2019s Fastest\u201d from Scholastic book of World Records 2005, students respond orally to, \u201cHow is \u201cWilma Unlimited\u201d similar to \u201cThe World\u2019s Fastest\u201d? How is it different?\u201d There are no instructional directions for teachers to support students\u2019 engagement.\n    \nIn Theme 3, lesson 12, after reading the anchor text, \u201cThe Long Bike Ride\u201d by Melina Mangal, students orally respond to the question, \u201cWhat happens when Antoine sees the newspaper headline about the sea lion?\u201d Students complete an on-demand writing task, \u201cHow can you tell that Antoine always wants to do the right thing? Use details from the selection to support your answer.\u201d After completing the paired text, \u201cWater Music\u201d by Jane Yolen, students orally respond to the following: \u201cThe poems and \u201cThe Long Bike Ride\u201d give the author's\u2019 unique descriptions of scenes in nature. Which do you think is most effective? Compare the descriptions of water in the poem \u201cEmbroidery\u201d and on page 314 of \u201cThe Long Bike Ride.\u201d Students are not directed to use text evidence to respond.\n    \nIn Theme 5, Lesson 23, after reading the anchor text, \u201cThe Sons of the Dragon King\u201d by Ed Young, students orally respond to the question, \u201cWhat is the Dragon King\u2019s main reason for visiting each of his nine sons?\u201d Students complete an on-demand writing task, \u201cImagine that the Dragon King discovers a long-lost tenth son. Describe the tenth son\u2019s talent and the position the Dragon King gives to this son.\u201d After completing the paired text, \u201cFire, Water, Truth, and Falsehood\u201d by Heather Forest, students respond orally to the following: \u201cCompare the theme in \u201cThe Sons of the dragon King\u201d with the theme in \u201cFire, Water, Truth, and Falsehood.\u201d Students are not directed to use text evidence to respond.\n    \n\n\n    Each Theme is followed by a Theme Wrap-up in which teachers guide students in making connections across the texts in the Theme by asking whole-group questions. These questions do not require an analysis of ideas across texts to complete.\n\n\nIn Theme 1, the question is, \u201cIn what way are the selections in this theme similar?\u201d\n    \nIn Theme 3, the question is, \u201cIn what way do the selections in this theme tell about the relationship between people and nature?\u201d\n    \nIn Theme 5, the question is, \u201cWhat do the selections in this theme have in common?\u201d\n    \n\n\n    Students return to the graphic organizer started at the beginning of the Theme to include information about all the selections read. Most of the graphic organizers do not support students in a deep analysis of multiple texts.\n\n\nIn Theme 1, the graphic organizer is a chart that students complete with a character\u2019s name and their triumph.\n    \nIn Theme 3, the graphic organizer is a web to list things that cause the planet to change.\n    \nIn Theme 5, the graphic organizer is a KWL chart that students complete with information from the selections read.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a theme through integrated skills (e.g. combination of reading, writing, speaking, listening).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6668a75c-6bd0-461c-b123-70c4d72f0bcb": {"__data__": {"id_": "6668a75c-6bd0-461c-b123-70c4d72f0bcb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "55b17a7d-aed0-478b-9d4f-7205e9a652c4", "node_type": null, "metadata": {}, "hash": "3701c7cf5480ba5125aff757b1c54a5226de89daf75143919655a095cc686e0e"}, "3": {"node_id": "d5b5485a-0a82-4b14-b852-ac9f08f17b99", "node_type": null, "metadata": {}, "hash": "b2f78a034270c21aea748602332ebdbeeb7b9d43988dc5614936eab7f9f12441"}}, "hash": "dbbff543380fc347f81d187d49408fd02ed015ef43e11adae8ffb54917a58458", "text": "Each Theme has a big idea that aims to tie the unit together. Texts and discussions, directly or loosely, connect to the big idea. Each Theme also includes a Theme Project. Theme Projects do not consistently integrate reading, writing, speaking, and listening, nor do they require close reading and comprehension of the texts read. Question sets that accompany texts within the Theme do not support students in integrating skills required for the Theme Project. For example:\n\n\nIn Theme 1, the teacher introduces the theme, \"Personal Triumphs,\" and students are asked use pencil, paper, markers, scissors, glue, poster board, maps of modern or ancient Europe, books about Greek mythology, and the Internet to research Greek mythology and understand the role the heroes played. Students present their findings in a poster. Students can complete this task without reading any of the selections during the week.\n    \nIn Theme 2, the teacher introduces the theme, \"Joining Forces,\" and students research and write a proposal for implementing a community service project as the Theme Project (pages T12-T13). The teacher leads a discussion on community service projects to help people have a better life to build background knowledge. Students follow the project steps: Brainstorm topics for community service projects, research community service projects already in place in their community, work in small groups and write a proposal for a project that can be implemented in their community, and present their findings and tell why it is important. Completion of this project can be achieved without reading or analysis of the anchor text, and it fails to demonstrate comprehension and knowledge of the Theme.\n    \nIn Theme 3, pages T78-T91, the teacher introduces the theme, \"A Changing Planet,\" and the Reading-Writing Connection task is an autobiographical narrative about an event that happened to students. The writing lessons across the Theme are: Lesson 1-Journal Entry, Lesson 2-Autobiographical Narrative, Lesson 3-Letter of Request, Lesson 4-Essay of Explanation, Lesson 5-Student Choice: Revise and Publish. The students used a student writing model of an autobiographical narrative to analyze for organization and voice. While some of the daily writing supports students in completing the culminating task of an autobiographical narrative, they do not build the student\u2019s knowledge of the theme.\n    \nIn Theme 5, the teacher introduces the theme, \"Ancient Wisdom,\" and students are asked use a computer, paper, art supplies, and books about community to create an advertisement to \u201csell\u201d their community. Students can complete this task without reading any of the selections during the week.\n    \nIn Theme 6, pages T14-T15, the teacher introduces the theme, \u201cThe Outer Limits,\u201d and helps students access prior knowledge by leading a discussion about places the students would like to explore. Students develop the theme by beginning a web of different kinds of exploration. Students will add to this chart as they read the Theme selections. At the end of the five week Theme, page T344, the teacher leads discussion of the Theme Wrap-up asking the following questions: \u201cWhy do you think \u201cEager\u201d was included in this theme? How does \u201cThe Road Not Taken\u201d relate to the work of Robert Ballard? Which selection from this theme do you think Milo from \u201cThe Phantom Tollbooth\u201d might find most interesting?\u201d Students review and revise the chart started at the beginning of the Theme and respond by reflecting on and writing about what they learned about different environments. These tasks are not multifaceted, nor do they require students to demonstrate mastery of several different standards for sixth grade.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\n\n    The materials do not include a cohesive, year-long plan that allows for repeated exposure and use of different types of vocabulary or for students to interact with and build key academic vocabulary words across texts throughout the year. Some vocabulary is repeated before texts and within the anchor texts but not across multiple texts.Attention is paid to vocabulary essential to understanding the text and, although key academic vocabulary is used in discussion, it is not taught directly. Students are provided minimal opportunities to accelerate vocabulary learning by using vocabulary in their speaking and writing tasks. Opportunities are present for students to learn, practice, apply, and transfer words into familiar and new contexts such as centers, discussions, and partner work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d5b5485a-0a82-4b14-b852-ac9f08f17b99": {"__data__": {"id_": "d5b5485a-0a82-4b14-b852-ac9f08f17b99", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "6668a75c-6bd0-461c-b123-70c4d72f0bcb", "node_type": null, "metadata": {}, "hash": "dbbff543380fc347f81d187d49408fd02ed015ef43e11adae8ffb54917a58458"}, "3": {"node_id": "cb44bf7a-26ef-400a-b9e7-b2c66369a0f4", "node_type": null, "metadata": {}, "hash": "5bf6e258cf9b9d4be212d1558d248f668b8337c84ae943a16342bb47ac02095c"}}, "hash": "b2f78a034270c21aea748602332ebdbeeb7b9d43988dc5614936eab7f9f12441", "text": "Within each weekly lesson, students have the opportunity to interact with 8 target words. Words are introduced in context. On Day 1, the 6-8 words are introduced in a contextual setting. On Day 2, students review the words in the Connections: Comparing Texts section. This section follows the paired selection. On Day 3, words from the week are revisited by answering a question about each word. On Day 4, students extend word meanings answering critical thinking questions related to each word. On Day 5, there is a Cumulative Review of words from the current and previous week. Words are encountered in two of the reading selections for that week, a passage specifically written to introduce the words, and the main selection. The words are not found in the paired selection or Leveled Readers. For example in Theme 6, Lesson 26:\n\n\nOn Day 1, the teacher introduces the 8 vocabulary words for the week using student-friendly explanations: scale, impact, barren, warped, mottled, chasm, prominent, and distinctive. The teacher then asks questions: \u201cWhy would a mottled surface be hard to describe? What are some distinctive features of Earth?\u201d Students read the Vocabulary selection, \u201cComet Crash,\u201d and respond to questions: \u201cWhat is lacking in a barren surface? Would you expect this impact to create a chasm? Why or why not?\u201d In the Word Scribe section, students are encouraged to use the vocabulary words in their writing and share their writing with a classmate.\n    \nOn Day 2, after reading the anchor and paired texts, students sort the vocabulary words into categories (Noun, Adjective, Verb, and Multiple Meaning Words) and compare to their group members' sorted lists.\n    \nOn Day 3, students reinforce word meanings by responding to questions about the anchor text, \u201cNext Stop Neptune\u201d by Alvin Jenkins, such as: \u201cWhy must we use a scale to represent the solar system? On which planets would your view be warped by the atmosphere?\u201d\n    \nOn Day 4, students extend word meanings by answer questions that include vocabulary words: \u201cWhat makes each person distinctive? How can prominent features of the landscape be used to give directions to a place?\u201d\n    \nOn Day 5, students complete a cumulative review from Lessons 25 and 26 by answering vocabulary-related questions in a group discussion.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year.\n\n\n    The materials reviewed offer prompts and performance tasks, and students practice writing in each lesson; however, materials do not increase the student\u2019s writing skills over the course of the school year. Students write to address multiple topics and genres across the year with limited cohesiveness in placement throughout Themes. Rubrics are provided to help students self-assess their writing, but are general in nature and do not address specifics required by the standards. The teacher edition has limited development in well-designed models, protocols and support for teachers in helping students meet the writing standards for sixth grade.\n\n\n    There are options for daily prompts provided each day in the Suggested Lesson Planner, but no instruction is provided for these. A weekly writing task is built into the instruction; these writing forms are not connected to the overall Theme writing mode. The teacher\u2019s edition includes several lesson plans for the Reading-Writing Connection process piece in each Theme, but no pacing time frames are suggested. A 45-minute on-demand writing task connects to the extended writing mode. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cb44bf7a-26ef-400a-b9e7-b2c66369a0f4": {"__data__": {"id_": "cb44bf7a-26ef-400a-b9e7-b2c66369a0f4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "d5b5485a-0a82-4b14-b852-ac9f08f17b99", "node_type": null, "metadata": {}, "hash": "b2f78a034270c21aea748602332ebdbeeb7b9d43988dc5614936eab7f9f12441"}, "3": {"node_id": "2e3b04e7-5b74-4aef-880f-3243254ae8b6", "node_type": null, "metadata": {}, "hash": "a3328035018971eeaf579c46585a6554c27704baa8759418fd50662582fab91e"}}, "hash": "5bf6e258cf9b9d4be212d1558d248f668b8337c84ae943a16342bb47ac02095c", "text": "In Theme 1, Lesson 2, Literacy Center \u201cWriting,\u201d students and teachers are not provided with a well-designed protocol for teachers to implement and students to progress monitor. Students are asked to write a Scene. Student directions say, \u201cWrite a scene from Ana Rosa\u2019s story. You may choose to write about the underwater fiesta or another scene.\u201d A graphic organizer \u201cmodel\u201d is provided, but further examples and opportunities for reflections and feedback are not offered.\n    \nIn Theme 2, Lesson 7, students write a persuasive article about a topic that interests them. The instructions the teacher gives read: \u201cFirst, have students plan their writing by stating their main points in two sentences or less. Then, have them list evidence that supports their points of view.\u201d In Theme 6, the unit long Reading-Writing Connection process writing task is a persuasive composition in which teachers directly instruct students in analyzing the mentor text and a student writing model, writing an opinion statement, selecting reasons and support, building an argument, writing a good beginning, revision, and proofreading for errors. Students then use peer conferencing and the provided rubric to self-assess. While students are instructed to include a focused, clear opinion statement, there is no instruction on using relevant evidence, clarifying the relationships among claims, or providing a concluding statement that follows from the argument as required by the standards.\n    \nIn Theme 2 the Reading-Writing Connection writing mode is Response to Literature, the on-demand writing task is a timed response to a book, story, or other piece of literature. The weekly writing lessons include Lesson 6: Realistic Story, Lesson 7: Response to Literature, Lesson 8: Skit, Lesson 9: News Story, and Lesson 10: Revise and Publish choice piece. Daily prompts for Theme 2, Lesson 6 include:\n        \nThink about someone who has taught you something. What did you learn, and how did this person teach you? Write a paragraph telling about a time when someone taught you something.\n            \n\n\nThink about a time when you had to speak in front of a group. What did you speak about and how did you feel? Write a paragraph describing the experience.\n            \n\n\nImagine a situation in which a boy or girl must face a realistic fear and overcome it. Think about a setting that could be a real place and characters with feelings that real people have. Write a story about what happens to that boy or girl.\n            \n\n\nImagine you are going on a family trip. Where would you go and what would you do? Write a story about your trip.\n            \n\n\nImagine you are asked to write a story for your school newspaper about the sixth grade talent show. What realistic details would you include to help readers picture the events? Write a two paragraph story for the newspaper.\n            \n\n\nIn Theme 5, Lesson 25, Day 3 students and teachers are not provided with a well-designed protocol for teachers to implement and students to progress monitor their work. Students are asked to proofread their \u201cResearch Report.\u201d Next a series of tips are bulleted that may be helpful for students. The directions say, \u201cRemind students that good writers follow the conventions of written English. They check their spelling, grammar, punctuation, and capitalization. When revising students should:...\u201d Next a series of tips are suggested for students but no examples of what this would look like or sound like in a completed Research Report. The scoring rubric provided is on a 6-point scale measuring conventions, support, organization, and focus. The rubric is generalized for any paragraph and does not provide the support students would need to effectively offer feedback for a their selection.\n    \n\n\n    Teacher guidance for weekly writing lessons lack specificity and do not include direction or questions to support individual or small group writing conferences. All instruction is intended for whole-class delivery. For example, in Theme 2, Lesson 6, Day 1, students are briefly introduced to a realistic story. They look at a paragraph from the text, \u201cBefuddled\u201d and identify the characters, setting, conflict, and plot events in a graphic organizer.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2e3b04e7-5b74-4aef-880f-3243254ae8b6": {"__data__": {"id_": "2e3b04e7-5b74-4aef-880f-3243254ae8b6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "cb44bf7a-26ef-400a-b9e7-b2c66369a0f4", "node_type": null, "metadata": {}, "hash": "5bf6e258cf9b9d4be212d1558d248f668b8337c84ae943a16342bb47ac02095c"}, "3": {"node_id": "6a746235-0302-40e1-aae6-fb2ba70e6e5c", "node_type": null, "metadata": {}, "hash": "d4c5657151a6ed7272765df32db87e13a0de7df3feaf58920e461afa70c26af4"}}, "hash": "a3328035018971eeaf579c46585a6554c27704baa8759418fd50662582fab91e", "text": "The required time the weekly lesson would take, along with the amount of writing students are responsible for, is not indicated in the materials. Students do not have time to adequately refine and reflect on their writing before moving on to a new topic. Different forms and modes of writing are introduced throughout the year without in-depth instruction, and without spiraling back to build previously introduced skills. Students will not demonstrate proficiency by the end of the school year.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\n\n    Each unit includes a Theme Project. This is outlined at the beginning of each Theme, and teachers decide when and how to integrate it into the flow of the Theme. The materials do not include a progression of focused lessons, or engaging topics to research, nor do they provide students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. The research skills that are directly taught minimally build to student independence. Materials lack the direction and support for teachers to facilitate these projects. Research skills for Theme Projects do not follow a clear progression; it is unlikely that students develop deep knowledge on a given topic.\n\n\n    Theme Project research topics are often broad, may employ print or online resources, and almost always involve art supplies. In Theme 6, Research Report is the focus of the Reading-Writing Connection. This incorporates a purpose and audience for writing, more of a writing process progression, a checklist for elements of a research report, and a 4-point scoring rubric; however, the topic does not develop students\u2019 knowledge of multiple text or source materials or require investigation of different aspects of a topic. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a746235-0302-40e1-aae6-fb2ba70e6e5c": {"__data__": {"id_": "6a746235-0302-40e1-aae6-fb2ba70e6e5c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "2e3b04e7-5b74-4aef-880f-3243254ae8b6", "node_type": null, "metadata": {}, "hash": "a3328035018971eeaf579c46585a6554c27704baa8759418fd50662582fab91e"}, "3": {"node_id": "614755e3-c317-49cd-a68f-5c1ccfab7d42", "node_type": null, "metadata": {}, "hash": "c7d378667bb01d7446c31140673878dadaca74159f9219340b26dd7775a5b960"}}, "hash": "d4c5657151a6ed7272765df32db87e13a0de7df3feaf58920e461afa70c26af4", "text": "In the Theme 1 Project, students create a character profile of a hero in Greek mythology to answer the research question, \u201cWho were the Greek heroes and how did their characteristics affect their world?\u201d The teacher directs students to use classroom and library books and the internet to research heroes in Greek myths then select one hero and read at least two myths featuring that hero taking notes about their actions and traits. There is little direction for how teachers support students completing this project. This project loosely connects to the unit theme \u201cPersonal Triumphs\u201d where students read about characters on their journey to self-discovery, and it does not require students synthesize and analyze the texts and source materials within the Theme to complete the project.\n    \nIn the Theme 3 Project, students develop and deliver an informative presentation and answer the research question, \u201cHow would your life be different if the Southern and Northern Hemispheres switched places?\u201d The teacher directs students in pairs to use an encyclopedia or the Internet to complete their research, taking notes as they do. There is little direction for how teachers support students completing this project. There is a disconnect to the unit theme, \u201cA Changing Planet,\u201d where students read about how living things adapt to the ever-changing planet, and it does not require students synthesize and analyze the texts and source materials within the theme to complete the project.\n    \nIn the Theme 5 Project, students select one building from ancient Greece or Rome and compare it to modern-day architecture and answer the research question, \u201cHow do ancient architectural designs from Greek and Roman times affect how we live today?\u201d The teacher directs students to use classroom or library books and to search the Internet for the origins of useful and/or attractive architectural designs, taking notes, and listing sources. There is little direction for how teachers support students completing this project. The project loosely connects to the unit theme, \u201cAncient Wisdom,\u201d where students read about how modern communities are linked to the past; however, it does not require students synthesize and analyze the texts and source materials within the Theme to complete the project.\n    \nIn Theme 5, the Reading-Writing Connection is a research report on a topic of their choice. While there is instruction on skills, such as reference sources earlier in the school year, this is the first opportunity to write a report. Students are guided through the writing process of Pre-Write, Draft, Revise, Proofread, Evaluate/Publish. Within each of these lessons there is modeling, guided practice, and application to writing. Students are required to take notes, categorize information, and provide a list of sources as directly taught during whole group instruction.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 6 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    Students read a main selection and paired selection each week as part of the reading program. They also read a short passage with each week\u2019s Build Robust Vocabulary lesson. Additionally, a Leveled Reader is included each week as a way to differentiate instruction and reinforce skills introduced in whole group. However, the materials offer few ways to support students who struggle with grade level texts, nor do they provide instructional scaffolds that lead readers toward independence. A weekly independent reading objective is included with the suggested literacy centers at the beginning of each weekly lesson, but the routine provided is simplistic, with no suggested time allotments, accountability, or goal-setting components. The are no procedures for independent reading at home and/or while reading core texts, and there is no independent accountability system appropriate for in- and out-of-school independent reading. While opportunities for independent reading exist, they are minimal and do not build students\u2019 reading abilities or their knowledge base and vocabulary. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "614755e3-c317-49cd-a68f-5c1ccfab7d42": {"__data__": {"id_": "614755e3-c317-49cd-a68f-5c1ccfab7d42", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "6a746235-0302-40e1-aae6-fb2ba70e6e5c", "node_type": null, "metadata": {}, "hash": "d4c5657151a6ed7272765df32db87e13a0de7df3feaf58920e461afa70c26af4"}, "3": {"node_id": "ce55df98-a92f-43bd-9e73-9039eb9b5da2", "node_type": null, "metadata": {}, "hash": "ba40fb13f7ccc956bc52c9fa761451d490c95dada2e19c5e595337de2a89dfa3"}}, "hash": "c7d378667bb01d7446c31140673878dadaca74159f9219340b26dd7775a5b960", "text": "Each theme contains suggested titles for additional related reading by \u201cEasy, Average, Challenge\u201d; however, teachers are not given suggestions on how to set up the classroom library or how to help students select an independent reading book in the teacher edition.\n    \nEach anchor text has \u201cOptions for Reading\u201d suggesting that below-level students read in small group, on-level students read in whole group or with a partner, and advanced students read independently.\n        \nIn Theme 1, Lesson 1, prior to reading \u201cMax Comedy: The Funniest Kid in America\u201d by Gordon Korman, teachers are instructed to preview the selection with below-level students in a small group and model how to use the preview and genre to set a purpose for reading; to use the Monitor Comprehension questions as on-level students read the selection in whole-group or partner-read and complete Practice Book page 2; and have advanced students read the selection independently using the student Practice Book page 2 to monitor their own comprehension.\n            \nIn Theme 6, Lesson 29, by the end of the year, the suggestions given to the teacher in \u201cOptions for Reading\u201d are the same.\n            \n\n\nEach lesson includes fluency practice after reading the paired selection and during guided reading in which students work in pairs reading aloud sections of the anchor text or the leveled reader.\n    \nDuring \u201cAfter Reading\u201d whole-group comprehension instruction, students are often directed to reread specific sections to respond to questions.\n        \nIn Theme 3, Lesson 13, after reading \u201cEscaping the Giant Wave\u201d by Peg Kehret and \u201cA World in Motion\u201d from Scholastic Atlas of Oceans, students are reviewing theme. The teacher directs them to reread specific selections and answer questions.\n            \nIn Theme 5, Lesson 21, prior to reading the anchor text, the teacher is providing direct instruction on comparing and contrasting. Students are directed to read a paragraph then complete the provided graphic organizer\n            \n\n\nStudents work in 15-minute centers during guided reading when they are not meeting as a small group. Literacy Centers include a reading center instructing students to choose one of the additional theme books and use their reading log to keep track of their independent reading. Teachers are not provided direction on helping students select a book or how to record in their reading log. There is no direction for how teachers are to follow up with students on their independent reading log.\n    \nIn the Resources section of the Teacher\u2019s Edition, under Additional Reading, there is a list of additional theme- and topic-related books. Instructions include: \u201cYou may wish to use this list to provide students with opportunities to read at least thirty minutes a day outside of class,\u201d but there is no guidance for student accountability.\n    \nIn Theme 5, Lesson 21, the student objective during a literacy center rotation titled \u201cReading Log\u201d is to \u201cselect and read books independently.\" The Management support system states, \u201cWhile you provided direct instruction to individuals or small groups, other students can work on these activities.\u201d There is no evidence of a clear protocol or accountability system in place other than recording their reading in a reading log.\n    \nIn the Teacher Support Book, Extending the Common Core State Standards Companion, the instructions state, \u201cAfter completing each theme in StoryTown, The Teacher Support Book builds on and extends the instruction in that theme to meet the Common Core State Standards.\u201d However, there are no instructions and/or protocols that support and/or encourage independent reading.\n    \nAn Additional Resource section is included in each Theme unit. Additional resources do not provide any support or resources to encourage at home independent reading.\n    \nReading Literacy Center includes one objective: to select and read books independently. Reading Log routine:\n        \nLook for these books about working with others to solve a problem: Trial By Ice by K.M. Kostyal; Project Ultraswan by Elinor Osborne; Unwitting Wisdom: An Anthology of Aesop\u2019s Fables by Helen Ward.\n            \nSelect one that you find interesting.\n            \nKeep track of what you read each day in your Reading Log.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ce55df98-a92f-43bd-9e73-9039eb9b5da2": {"__data__": {"id_": "ce55df98-a92f-43bd-9e73-9039eb9b5da2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1e2e91cc-86de-4854-b2b3-2395646e90c4", "node_type": null, "metadata": {}, "hash": "806cf4cc912853cb34c4f92b5c2c57efe9a0446bd7a9d2aa99d8ba41378a3065"}, "2": {"node_id": "614755e3-c317-49cd-a68f-5c1ccfab7d42", "node_type": null, "metadata": {}, "hash": "c7d378667bb01d7446c31140673878dadaca74159f9219340b26dd7775a5b960"}}, "hash": "ba40fb13f7ccc956bc52c9fa761451d490c95dada2e19c5e595337de2a89dfa3", "text": "This simple routine and log is repeated with each weekly lesson, with the three book suggestions being the only difference. No time allocations for independent reading are included. Other than a reading log form, no guidance for goal-setting or accountability is included.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b35aa719-699c-4d84-a39c-b9769e24983f": {"__data__": {"id_": "b35aa719-699c-4d84-a39c-b9769e24983f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "3": {"node_id": "9bbafc0e-a09e-4947-ad63-c0fb7d6e0104", "node_type": null, "metadata": {}, "hash": "bfcffc285a59aa317960ea37bb700f20b0e659f7bc8a056bbf8faaf242876f87"}}, "hash": "39b0b8ce30bdbd744c6605fb25fe313d79d66a74d6e900f3391c4ba56973e393", "text": "Common Core Coach\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials partially meet the expectations for focus and coherence. The instructional materials meet the expectations for focus, but they do not meet the expectations for coherence. In Gateway 2, the instructional materials do not meet the expectations for rigor and the mathematical practices. The instructional materials partially meet the expectations for rigor and balance, and they partially meet the expectations for practice-content connections. Since the materials do not meet the expectations for alignment to the CCSSM, they were not reviewed for usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 partially meet the expectations for focus and coherence in Gateway 1. The instructional materials do not assess topics before the grade level in which the topic should be introduced, and the materials do spend at least 65% of instructional time on the major work of the grade. The instructional materials do not meet the expectations for being coherent and consistent with the Standards as they partially have: supporting content that enhances focus and coherence by engaging students in the major work of the grade; consistency with the progressions in the Standards; and coherence through connections at a single grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 meet expectations that they assess grade-level content. The Grade 8 suite includes one summative assessment that contains 50 multiple choice questions and five domain assessments, found in the Digital Assessment blade. Each assessment contains 20 to 25 questions. The suite also contains Performance Tasks for each domain, found in the Print-Only Assessment blade. The Common Core Support Coach component includes two end-of-year summative practice tests, and the Common Core Performance Coach component has summative Domain Reviews. Finally, the suite also includes separate summative assessments that are labeled as PARCC summative assessments.\n\n\n    There is one above grade-level assessment item present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials:\n\n\nPrint-Only Assessment, Common Core Coach Performance Task \u201cDescribing Functions\u201d Question #4: \u201cDetermine whether the function is linear or nonlinear, increasing or decreasing, quadratic, piecewise, and so on. Once the questions have been answered, compare the properties of the functions. Determine which function has the greatest rate of change and which function has the greatest y-intercept.\u201d This is beyond grade-level requirements (8.F.5). \u201cDescribe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.\u201d Students are introduced to quadratic and piecewise graphs in the high school standards.\n    \n\n\n    Examples of assessments aligned to grade-level standards include:\n\n\nDigital Assessment, Domain Assessment for The Number System, Question 5: Students identify the set of numbers that contains only irrational numbers (8.NS.1).\n    \nDigital Assessment, Domain Assessment for Expressions and Equations, Question 13: Students solve a linear equation in one variable with rational coefficients using the distributive property and collecting like terms (8.EE.7b). \u201cSolve for x: $$\u20133(2x +1) + 3x = 6x + 3$$\u201d\n    \nDigital Assessment, Common Core Coach Summative Assessment, Question 15: Students examine a table and a graph of two linear functions to determine a true statement from the multiple choice statements regarding their rates of change (8.F.2).\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 meet expectations for spending a majority of instructional time on major work of the grade. Overall, approximately 78 percent of instructional time is spent on major work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9bbafc0e-a09e-4947-ad63-c0fb7d6e0104": {"__data__": {"id_": "9bbafc0e-a09e-4947-ad63-c0fb7d6e0104", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "b35aa719-699c-4d84-a39c-b9769e24983f", "node_type": null, "metadata": {}, "hash": "39b0b8ce30bdbd744c6605fb25fe313d79d66a74d6e900f3391c4ba56973e393"}, "3": {"node_id": "d250d2b9-af61-4cdf-abf5-8ddc6729e961", "node_type": null, "metadata": {}, "hash": "106fbb5b15a39ce0a3784ff1da18591a4152d2aafec62ae0d1e38c0e3a510610"}}, "hash": "bfcffc285a59aa317960ea37bb700f20b0e659f7bc8a056bbf8faaf242876f87", "text": "Common Core Coach Suite contains three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. \u201cThe Coach products are designed to provide a flexible instructional pathway that fits your classroom needs.\u201d As such, the Implementation and Pacing Guide provides suggested activities and minutes for each day but leaves the decision to the teacher as to which students work with Common Core Support Coach and Common Core Performance Coach on any given day.\n\n\n    Calculations were based on the Implementation and Pacing Guide provided for the Common Core Coach Suite. Since all students work with the Common Core Coach but do not necessarily work with Common Core Support Coach and Common Core Performance Coach, the evaluation of major work in Common Core Coach, and supporting work connected to major work, is most representative of the instructional materials.\n\n\nCommon Core Coach contains approximately 25 of 32 lessons focused on major work or support the major work of the grade (78 percent).\n    \nLessons are allocated to last between three and six days, and are broken into 20-30 minutes of core instruction using Common Core Coach and 10-20 minutes of differentiation through Common Core Support Coach and Common Core Performance Coach. According to the Implementation and Pacing Guide, students could spend the following minutes on major work of the grade or work that supports the major work of the grade:\n        \nIn Common Core Coach, approximately 3165 minutes out of 3995 (roughly 79 percent of the time) is spent on major work or work that supports major work.\n            \nIn Common Core Support Coach, approximately 1545 minutes out of 1955 (roughly 79 percent of the time) is spent on major work or work that supports major work.\n            \nIn Common Core Performance Coach, approximately 1595 minutes out of 2005 (roughly 80 percent of the time) is spent on major work or work that supports major work.\n            \n\n\n\n\n    The amount of lessons focused on major work of the grade or work that supports the major work of the grade is the most appropriate calculation for these materials. The flexibility of the Common Core Support Coach and Common Core Performance Coach cannot be used to determine how much time or how many lessons any student would spend in these materials.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Throughout the Common Core Coach Suite of books, standards are taught in isolation from other standards. Connections between supporting work and major work of the grade are rare and unintentional in the materials.\n\n\n    Lessons are organized sequentially by domain and follow the organization of the standards. For example, all lessons aligned to the Ratios and Proportional Relationships domain are grouped and taught in the sequence reflected in the Common Core Standards. The Teacher\u2019s Manual does not provide explicit connections to major work; however, some natural connections are made.\n\n\n    There were some natural connections made between the supporting and the major work standards of the grade:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d250d2b9-af61-4cdf-abf5-8ddc6729e961": {"__data__": {"id_": "d250d2b9-af61-4cdf-abf5-8ddc6729e961", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "9bbafc0e-a09e-4947-ad63-c0fb7d6e0104", "node_type": null, "metadata": {}, "hash": "bfcffc285a59aa317960ea37bb700f20b0e659f7bc8a056bbf8faaf242876f87"}, "3": {"node_id": "6cfdfb58-e919-4e04-8340-2606fbef1d15", "node_type": null, "metadata": {}, "hash": "7e3a1e6434cc9bb7ddf8be9dea40f8d0d4c12d5b2bee10010cb38b3e37fec95a"}}, "hash": "106fbb5b15a39ce0a3784ff1da18591a4152d2aafec62ae0d1e38c0e3a510610", "text": "Common Core Coach Lesson 28 Problem Solving: Volume Question 3: \u201cA cone-shaped paper water cup has a radius of 4 centimeters and a volume of $$48\\pi$$ cubic centimeters. What is the height of the cup?\u201d In this problem, students have the opportunity to work with and solve problems using the formulas for the volumes of cones, cylinders, and spheres (8.G.9). Since the formulas for the volumes of cones, cylinders, and spheres involve squared and cubed terms, these problems also present opportunities to use and evaluate square and cube roots (8.EE.2).\n    \nCommon Core Coach Lesson 31 Using Linear Models to Interpret Data Question 4: The instructions state, \u201cIdentify slope and y-intercept for each model, then tell what each represents in the problem.\u201d A scatter plot shows the number of years since a new science initiative for girls was started and the number of girls enrolled in science classes at several high schools. \u201cThe data is modeled by the function. $$y = 25x +150$$.\u201d Students use a model of a bivariate relationship with a linear model and use the linear model to answer questions in the context of the bivariate data set (8.SP.2, 8.SP.3). Modeling a bivariate relationship with a linear model and using the model to answer questions in terms of a context enhances students' opportunities to construct a function to model a linear relationship between two variables and interpret the rate of change and initial value of the function in relationship to the situation being modeled (8.F.4).\n    \n\n\n    Examples of missed opportunities for connections within the materials:\n\n\nCommon Core Support Coach Lesson 17 Solving Problems with Volume and Lesson 26 Understanding Volume of Cylinders address 8.G.9 but do not provide opportunities to engage students where they involve problems using square root and cube root (8.EE.2). All problems in Lesson 17 are limited to substituting values into the volume formula and calculating the volume for cylinders, cones, and spheres and composite solids. Problems in Lesson 26 are limited to substituting values into the volume formula and calculating the volume for composite solids, parts of solids, and comparing two different solids.\n    \nCommon Core Performance Coach Lesson 4 misses a connection between the lesson learning objective, \u201cEstimate square roots and cube roots of irrational numbers,\u201d and the estimation of irrational numbers on the number line in Lesson 2.\n    \nCommon Core Support Coach Lesson 1 Irrational Numbers includes the estimation of non-perfect squares. Lesson 2 Square Roots and Cube Roots uses perfect square or cube roots in every problem. There is no connection made between 8.NS.2 and 8.EE.2.\n    \nIn Common Core Coach Lesson 25 Explaining the Pythagorean Theorem (8.G.6) and Lesson 26 Applying the Pythagorean Theorem in Two and Three Dimensions, students use the Pythagorean Theorem to solve problems (8.G.7). In Lesson 26 Example A students estimate the irrational number (18), but the materials miss the opportunity to make explicit the connection to 8.NS.2. Support Coach Lesson 16 also does not make any connections between these standards, even though students estimate the value of an irrational number with a solution that is not the completion of a perfect square when solving for a missing side of a right triangle.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nInstructional materials for Common Core Coach Grade 8 do not meet expectations that the amount of content designated for one grade level is viable for one year.\n\n\n    The Pacing and Implementation Guide for the Common Core Coach Suite states that the instructional materials can be completed in 163 days.\n\n\nThere are 40 minutes of instruction each day broken down as follows:\n        \n20-30 minutes using Common Core Coach\n            \n10-20 minutes using Common Core Support or Common Core Performance (differentiated for students as needed)\n            \n\n\nThere are 32 Lessons listed in the Pacing and Implementation Guide, the Teacher\u2019s Manual, and the Student Book. Lessons range from 3-6 instructional days including time to complete the fluency pages in the Appendix.\n    \nThere are two review days and two assessment days for each of the five domains and an additional two review days and two assessment days at the end of the year, for an additional 24 instructional days.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6cfdfb58-e919-4e04-8340-2606fbef1d15": {"__data__": {"id_": "6cfdfb58-e919-4e04-8340-2606fbef1d15", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "d250d2b9-af61-4cdf-abf5-8ddc6729e961", "node_type": null, "metadata": {}, "hash": "106fbb5b15a39ce0a3784ff1da18591a4152d2aafec62ae0d1e38c0e3a510610"}, "3": {"node_id": "32bde58e-c1e6-4429-a58e-ac81ae4c31f2", "node_type": null, "metadata": {}, "hash": "4463f6f64ce8f5c1c1ecaef1082c58eb4ecc5c1367d1fe222eb9036c85983759"}}, "hash": "7e3a1e6434cc9bb7ddf8be9dea40f8d0d4c12d5b2bee10010cb38b3e37fec95a", "text": "Common Core Coach Suite provides an insufficient number of problems to complete in the time allotted for lessons. Teachers would need to make significant supplementation and modifications for the program materials to be viable for one school year. For example:\n\n\nStandard 8.EE.8c is addressed in Domain 2: Expressions and Equations Lesson 12 Problem Solving Using Systems of Equations over four instructional days.\n        \nCommon Core Coach Lesson 12 consists of two guided problems and five practice problems over four days.\n            \nCommon Core Support Coach Lesson 7 includes 10 independent problems and two scaffolded problems over four days.\n            \nCommon Core Performance Coach Lesson 11 has eight problems over four days.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations for the materials being consistent with the progressions in the standards. In general, the materials develop according to the grade-by-grade progression of the standards, and the majority of the content from prior or future grades is identified in all three components of the material and is used to support the progressions of the grade-level standards. However, the materials do not provide students with extensive work with grade-level problems, and the materials do not meet the full intent of the standards.\n\n\n    Common Core Coach Suite materials typically identify content from prior and future grades although specific standards are not always indicated. Examples of ways that the materials identify these materials include:\n\n\nCommon Core Coach Mathematics 8 Teacher\u2019s Manual contains a \u201cLesson Progression Map\u201d at the start of each of the domains which \u201coffers a visual progression of lesson content across grades,\u201d showing the connections between prior and future lessons to the current grade-level standard being developed in each lesson.\n    \nEvery lesson in the Common Core Coach Mathematics 8 Teacher Edition has a section called, \u201cBefore the Lesson.\u201d This section often directs the teacher in a review of prerequisite skills needed for the lesson, thus providing the teacher with information about prerequisite knowledge. However, it does not state from which standards the skills are taken.\n    \nThe Common Core Coach Progressions Booklet found in the \u201cTools and Glossaries\u201d section of the online Student Edition states, \u201cDomain Progressions are displayed for each domain, providing a clear visual roadmap of how new content builds upon content from previous grade levels and domains, and connects to future domains.\u201d\n    \nSupport Coach Teacher Edition includes a \u201cFoundational Understanding\u201d section for each lesson which aligns both previous and current grade-level standards.\n    \n\n\n    Common Core Coach Suite does not attend to the full intent of the grade-level standards and does not provide students extensive work with grade-level problems. Examples that show how the materials do not attend to the full intent of the grade-level standards:\n\n\n8.G.6 Explain a proof of the Pythagorean Theorem and its converse.\n        \nCommon Core Coach Lesson 25 Explaining the Pythagorean Theorem: Questions 1-17 ask students to solve problems using the Pythagorean Theorem. Question 18 requires the use of the converse of the Pythagorean Theorem to show that a triangle is a right triangle. This is the only question in the Practice set that includes any proofs.\n            \nIn Common Core Performance Coach Lesson 24 Understanding the Pythagorean Theorem: In question 2, students are asked to explain how a diagram illustrates the Pythagorean Theorem. All other questions ask students to solve problems related to the Pythagorean Theorem.\n            \nCommon Core Support Coach does not include problems related to proving the Pythagorean Theorem.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "32bde58e-c1e6-4429-a58e-ac81ae4c31f2": {"__data__": {"id_": "32bde58e-c1e6-4429-a58e-ac81ae4c31f2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "6cfdfb58-e919-4e04-8340-2606fbef1d15", "node_type": null, "metadata": {}, "hash": "7e3a1e6434cc9bb7ddf8be9dea40f8d0d4c12d5b2bee10010cb38b3e37fec95a"}, "3": {"node_id": "7770b04c-3224-4650-8caa-a100e80f8cc3", "node_type": null, "metadata": {}, "hash": "826f9b2d12e0cd5323c446dba2a925e3eb9c5d6c2f0f3f9bc1a02684a3c8c008"}}, "hash": "4463f6f64ce8f5c1c1ecaef1082c58eb4ecc5c1367d1fe222eb9036c85983759", "text": "8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx + b for a vertical axis at b.\n\nCommon Core Coach Lesson 8 Relating Slope and y-intercept to Linear Equations includes problems that address part of the standard to \u201cderive the equation y = mx + b;\u201d however, there are no Example or Practice problems using similar triangles to explain why the slope is the same between any two distinct points on a non-vertical line in the coordinate plane.\n            \nCommon Core Performance Coach Lesson 8 Relating Slope and y-intercept to Linear Equations: Example 1 uses similar triangles to show why slopes are the same. None of the Practice problems address the use of similar triangles.\n            \nCommon Core Support Coach Lesson 5 Slope contains no problems or examples that use similar triangles to explain slope.\n            \n\n\n8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology.\n        \nIn Common Core Coach Lesson 6 Scientific Notation, students only perform operations that involve multiplication and division in scientific notation. There are no addition or subtraction problems in the Example or the Practice problems. Example: Practice problem 10: \u201cExpress each quotient in scientific notation. $$(8 x 10^2)/(5 x 10^5)$$.\u201c\n            \nCommon Core Performance Coach Lesson 6 Using Scientific Notation includes four problems where students use all operations. For example: Question 1. \"Does each expression have a value of $$5\\times10^{-3}$$? A) $$3.1\\times10^{-6}+1.9\\times10^{-3}$$, B) $$6\\times10^{-3}+1\\times10^{-3}$$, C) $$4\\times10^{-3}+1\\times10^{-3}$$, D) $$3.1\\times10^{-3}+1.9\\times10^{-3}$$?\"\n            \nIn Common Core Support Coach Lesson 3 Scientific Notation, students only perform multiplication or division in scientific notation. There are no addition or subtraction problems in the Example or the Practice problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7770b04c-3224-4650-8caa-a100e80f8cc3": {"__data__": {"id_": "7770b04c-3224-4650-8caa-a100e80f8cc3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "32bde58e-c1e6-4429-a58e-ac81ae4c31f2", "node_type": null, "metadata": {}, "hash": "4463f6f64ce8f5c1c1ecaef1082c58eb4ecc5c1367d1fe222eb9036c85983759"}, "3": {"node_id": "2ef440ee-8784-46c3-bb76-13364302b422", "node_type": null, "metadata": {}, "hash": "290777e5b253342620e98baeeacccf8436ca108b440ad4a149f1fc5383963b15"}}, "hash": "826f9b2d12e0cd5323c446dba2a925e3eb9c5d6c2f0f3f9bc1a02684a3c8c008", "text": "8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph. Sketch a graph that exhibits the qualitative features of a function that has been described verbally.\n        \nCommon Core Coach Lesson 17 Describing Functional Relationships from Graphs includes only one question where students sketch a graph. The graph is given with quantitative features (scale and measures), and students use the features of this verbal expression to graph. Students do not describe, analyze, or sketch with qualitative features. Question 5. \u201cSketch a graph based on this situation. Label the axes and justify your choices. A scuba diver jumps into the water and descends at a constant rate for 4 minutes to a depth of 18 meters. She spends 24 minutes at that depth. She then ascends at a constant rate for 4 minutes to a depth of 6 meters, where she takes a 4-minute safety stop. She then ascends at a constant rate for an additional 4 minutes to reach the surface of the water.\u201d Students are given labels for the axes. Students complete the sentence, \u201cI labeled the x-axis _______ because _________. I labeled the y-axis _______ because _________.\u201d\n            \nCommon Core Performance Coach Lesson 16 Describing Functional Relationships from Graphs includes three Practice problems that have students sketch a graph that exhibits the qualitative features of a function that has been described verbally.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards. Materials are clearly shaped by domain headings, but some important connections between two or more domains or clusters are missed.\n\n\n    Common Core Coach Suite contains three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. Lessons in Common Core Coach and Common Core Performance Coach are grouped by domain. CCSSM standards alignment can be found in the Table of Contents of the Teacher Edition for each component of the suite and also in a CCSS Correlation Chart that identifies which lessons address specific standards. Most lessons in the suite address one standard.\n\n\n    Examples of lessons in Common Core Coach shaped by domain headings include:\n\n\nDomain 1: The Number System: Lesson 1 Understanding Rational and Irrational Numbers (8.NS.1).\n    \nDomain 2: Expressions and Equations: Lesson 6 Using Scientific Notation (8.EE.4).\n    \nDomain 3: Functions: Lesson 15 Linear and Nonlinear Functions (8.F.3).\n    \n\n\n    In the teacher manual the Lesson Progression Maps describe how the domains from previous and future grades connect to domains within the current grade. The majority of the lessons address standards in isolation. Some lessons contain natural mathematical connections between standards. Review sections for each domain contain problems related to the respective domain and are not cumulative across domains.\n\n\n    Examples of how the materials make natural connections include:\n\n\nIn Common Core Coach Lesson 31 Using Linear Models to Interpret Data: 8.SP, 8.EE, and 8.F are connected as students work with scatter plots and linear models of association in bivariate measurement data (8.SP.1, 8.SP.2, 8.SP.3) by discussing proportional relationships, lines, linear equations, and linear functions (8.EE.5, 8.EE.6, 8.F.3, 8.F.4).\n    \nIn Common Core Coach Lesson 16 Using Functions to Model Relationships: 8.F and 8.EE are connected as students connect various representations of a function by writing equations, making graphs and tables, and interpreting values within these representations (8.F.3 and 8.EE.6).\n    \n\n\n    However, the materials miss important natural connections. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2ef440ee-8784-46c3-bb76-13364302b422": {"__data__": {"id_": "2ef440ee-8784-46c3-bb76-13364302b422", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "7770b04c-3224-4650-8caa-a100e80f8cc3", "node_type": null, "metadata": {}, "hash": "826f9b2d12e0cd5323c446dba2a925e3eb9c5d6c2f0f3f9bc1a02684a3c8c008"}, "3": {"node_id": "726906db-7960-4f7a-bcba-7a22aad80ae8", "node_type": null, "metadata": {}, "hash": "0361b98c081e4b1f05f5a9a5f3289cbc7a51511a4b55ddffeacd671b4d78de28"}}, "hash": "290777e5b253342620e98baeeacccf8436ca108b440ad4a149f1fc5383963b15", "text": "However, the materials miss important natural connections. For example:\n\n\nIn Common Core Coach Lesson 21 Dilations on the coordinate plane, students determine the effect of dilations on a two-dimensional shape using coordinates (8.G.4). Similar triangles and slope (8.EE.6) are not addressed in the lesson to connect the concept of similarity to work in defining slope. Equations and defining slope are addressed in a previous lesson (lesson 8).\n    \nIn Performance Coach Lesson 26 Understanding Volume of Cylinders, Cones, and Spheres, students use the formulas to find the volumes of cones, cylinders, and spheres when solving real-world and mathematical problems (8.G.9). Students are not asked to solve for the radius of the figures, which would require them to use square root and cube root symbols to represent solutions to equations of the form $$r^2 = p$$ and $$r^3 = p$$ and to evaluate square and cube roots (8.EE.2).\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 do not meet the expectations for rigor and mathematical practices. The instructional materials partially reflect the balances in the Standards and helping students meet the Standards\u2019 rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application, and they also partially meet the expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.\n\n\n    The materials develop conceptual understanding using concrete visual models during class instruction and present students with opportunities to explain their thinking through Discussion Questions and prompts. For example:\n\n\nCommon Core Coach Lesson 10 Solving Systems of Two Linear Equations Graphically addresses the understanding that the solutions to a system of two linear equations in two variables correspond to the point of intersection of their graphs, because points of intersection satisfy both equations simultaneously (8.EE.8a). Discussion Questions for Examples A and B prompt students to demonstrate conceptual understanding by explaining how they would test a conjecture and how they know whether or not the given system of equations has infinitely many solutions. Three of the 19 practice problems prompt the student to explain. Problems 17 and 18 state: \u201cWithout graphing, determine whether each system of equations will have no solution, one solution, or infinitely many solutions. Explain your answer.\u201d\n    \nCommon Core Coach Lesson 13 Introducing Function addresses the understanding that a function is a rule that assigns to each input exactly one output (8.F.1). Students see examples of functions represented in verbal descriptions, input-output tables, graphs, and mappings. Students are prompted to \u201cExplain how you can tell from a graph whether a relation is a function.\u201d Problem 11 states: \u201cYoshi draws a vertical line on the graph of a relation. His vertical line intersects only 1 point of the graph. He determines that the relation is also a function. Assess Yoshi\u2019s conclusion and explain why it is or is not necessarily correct.\u201d Students engage in conceptual understanding to explain the solutions to these prompts.\n    \n\n\n    However, students are given few opportunities to independently demonstrate conceptual understanding. During Independent practice, students solve problems similar to the examples from class instruction, with slight differences in the context and/or numbers. Students rarely create visual representations on their own. There are Practice questions with labels such as \u201cWrite Math,\u201d \u201cDescribe,\u201d or \u201cCompare\u201d where students explain mathematical concepts. The questions elicit students' ability to restate the mathematics ideas addressed during class instruction by the teacher. The materials address conceptual understanding standards in a proceduralized way and do not enhance the student's ability to form a conceptual understanding of major work within the grade. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "726906db-7960-4f7a-bcba-7a22aad80ae8": {"__data__": {"id_": "726906db-7960-4f7a-bcba-7a22aad80ae8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "2ef440ee-8784-46c3-bb76-13364302b422", "node_type": null, "metadata": {}, "hash": "290777e5b253342620e98baeeacccf8436ca108b440ad4a149f1fc5383963b15"}, "3": {"node_id": "e84256c4-0455-4c20-8097-f4ee8e5832ae", "node_type": null, "metadata": {}, "hash": "ca43ff709b85179f6d9883602ea1ba2e28f0d2478bca4c6e8f633ccd9d840dc3"}}, "hash": "0361b98c081e4b1f05f5a9a5f3289cbc7a51511a4b55ddffeacd671b4d78de28", "text": "In Common Core Coach Lesson 8 Relating Slope and Y-intercept to Linear Equations, the materials use similar triangles to explain why the slope is the same between points on a non-vertical line in the coordinate plane and the derivation of the equations y=mx and y=mx+b (8.EE.6). Students do not have an opportunity to develop a conceptual understanding of the relationship between similar triangles, slope, and equations in slope intercept form. In the Understand section students are given several examples:\n        \nIn Example 1, students are given two similar triangles on a line in the coordinate plane. Example 2 leads students through a derivation of the equation y = mx. In the final example, students are given a procedure for finding the equation of a line. \u201c1. Find ordered pairs from the graph; 2. Determine the slope, m, of the line; 3. Determine if y = 2x is the equation of the line. Compare the graph of y = 2x with the given graph; 4. The slope-intercept form for a linear equation is y = mx+b, where m is the slope of the line and b is the y-intercept. Adding 4 units to each point of y = 2x results in the equation y = 2x + 4, where the slope is 2 and the y-intercept is 4.\u201d All Practice problems are related to using the procedural steps outlined in the example and working with the equation of a line.\n            \n\n\nIn Common Core Coach Lesson 19 Understanding Congruence of Two Dimensional Figures (8.G.A) Understand and Connect sections, students are given the definition of congruence as well as examples of different ways to show that the figures are congruent. Students are prompted to \u201cIdentify the type of rigid motion that could be used to show in one step that each pair of triangles is congruent\u201d and have six practice problems to identify congruent figures. However, students do not explain why the figures are congruent, the underlying concept for the lesson.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.\n\n\n    Many lessons in the suite provide students with opportunities to use computation skills. Common Core Coach lessons conclude with two pages of practice problems, Common Core Support Coach lessons conclude with three practice problems, and Common Core Performance Coach lessons conclude with independent practice problems. Additional pages for practicing procedural skills are found in Appendix A of the Common Core Coach Teacher\u2019s Guide. For example:\n\n\nCommon Core Coach Lessons 3, 4, 5, and 6 address cluster 8.EE.A (Work with radicals and integer exponents). In Lesson 4 Cube Roots Practice Problems 13 through 24, students develop procedural skills as students solve problems in the form of $$x^2 = y$$. Problem 22 states, \u201cSolve the equation for x. $$x^2 = 2.25$$\u201d\n    \n\n\n    Throughout the Common Core Suite, students are given examples with step-by-step procedures at the beginning of each lesson. The majority of practice problems involve working with these procedures; however, students do not have opportunities to independently demonstrate the full intent of some standards that address procedural skills. For example, in Cluster 8.EE.C, students analyze and solve linear equations and pairs of simultaneous linear equations:\n\n\nIn Common Core Coach Lessons 10 and 11, students have opportunities to solve systems of equations both graphically and algebraically. However, within these lessons there are limited opportunities to develop procedural skills with solving systems of linear equations resulting in infinitely many or no solutions.\n    \nCommon Core Support Coach Lesson 6 Linear Equations with Rational Coefficients includes 10 problems where students solve linear equations with one variable. Problem 7 states, \u201cSolve for z. If there are infinitely many solutions, write infinitely many solutions. If there is no solution, write no solution. 0.5(10z + 20) - 5 = 0.1(50z + 50)\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e84256c4-0455-4c20-8097-f4ee8e5832ae": {"__data__": {"id_": "e84256c4-0455-4c20-8097-f4ee8e5832ae", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "726906db-7960-4f7a-bcba-7a22aad80ae8", "node_type": null, "metadata": {}, "hash": "0361b98c081e4b1f05f5a9a5f3289cbc7a51511a4b55ddffeacd671b4d78de28"}, "3": {"node_id": "db32d430-d99c-439b-8895-6e83a0daf2c6", "node_type": null, "metadata": {}, "hash": "1ca3305792cbb802968bd6882a84bba14e8c6560541f07c44578e6e66ce5f906"}}, "hash": "ca43ff709b85179f6d9883602ea1ba2e28f0d2478bca4c6e8f633ccd9d840dc3", "text": "In Grade 8, there are few lessons that specifically address procedural skills, so there are few opportunities for students to independently demonstrate procedural skills throughout the year. There are lessons in all three components of the suite that develop procedural skills, but students do not independently demonstrate those skills. Many procedural skills needed to solve problems are scaffolded so that students fill in spaces and do not demonstrate the skills on their own.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of the grade. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.\n\n\n    In the Common Core Coach Teacher\u2019s Edition, the Table of Contents denotes lessons that apply skills to real-world problems. Common Core Support Coach does not label specific lessons as application. In Common Core Performance Coach, there is one Performance Task at the end of each domain that applies concepts and skills to real-world problems. Non-routine problems are addressed in the Performance Tasks, and there are five Performance Tasks throughout the year.\n\n\n    Students have some opportunities to engage in routine application problems; however, they are often given a solution strategy. There are few opportunities for students to engage with non-routine problems, and those opportunities present in either Common Core Support Coach or Common Core Performance Coach are not assigned to all students.\n\n\n    Examples where students engage with routine application problems:\n\n\nIn Common Core Coach Lesson 12 Problem Solving: Using Systems of Equations, examples are presented for a four-step method for problem solving. Practice problems 3-5 are routine word problems that follow the given four-step method.\n    \nDigital Assessment, Domain Assessment: Expressions and Equations: Problems 24 and 29 prompt students to identify a system of equations for a word problem (24) and solve a system of equations using elimination (29). Both problems are similar to the examples provided in the lesson.\n    \nIn Common Core Performance Coach Lesson 15: Using Functions to Model Relationships, the Practice problems are routine applications of problems with questions asking for the initial value and rate of change. In Practice Problem 8, students are given a graph that shows the height of a balloon during the first 30 seconds it is released. Practice Problem 8 states, \u201cThe graph shows the height of a balloon during the first 30 seconds after it is released. Part A: Find the initial value and the rate of change of the function represented by the graph. The initial value is ___. The rate of change is ___. Part B: Write an equation in slope-intercept form that shows the relationship between the number of seconds, x, and the height in feet, y. Interpret the meaning of the initial value and the rate of change in terms of the situation.\u201d This context is similar to the lesson examples.\n    \n\n\n    Examples where students engage in non-routine application problems:\n\n\nCommon Core Performance Coach Lesson 11 Solving Systems of Two Linear Equations Algebraically Practice Problems 1, 5 and 6 provide students with an opportunity to solve non-routine mathematical problems involving systems. For example, Practice Problem 1 gives a point (2, -4) and prompts students to find the values of a and b in the system: ax + 2y = -2, ax + by = 10. However, not all students will be assigned these problems.\n    \nCommon Core Support Coach Lesson 7 Linear Equations in Two Variables provides examples for solving systems of equations through graphing and algebraically. Students solve seven word problems using systems of equations. Three of these problems are non-routine and do not identify the variables or equations for students.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for Common Core Coach Suite Grade 8 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the program; however, they are mostly treated separately, with an emphasis on procedural skill and fluency over the other aspects of rigor.\n\n\n    Common Core Coach designates lessons that are specifically identified as procedural skill, concept, or problem solving (application) lessons. However, the majority of the materials present the mathematics procedurally.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "db32d430-d99c-439b-8895-6e83a0daf2c6": {"__data__": {"id_": "db32d430-d99c-439b-8895-6e83a0daf2c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "e84256c4-0455-4c20-8097-f4ee8e5832ae", "node_type": null, "metadata": {}, "hash": "ca43ff709b85179f6d9883602ea1ba2e28f0d2478bca4c6e8f633ccd9d840dc3"}, "3": {"node_id": "bb40d59d-a8a7-42ea-9854-400031264600", "node_type": null, "metadata": {}, "hash": "b3a2ae11d6f48036cb1aed835085037218d6d376544a171957ec449b18988671"}}, "hash": "1ca3305792cbb802968bd6882a84bba14e8c6560541f07c44578e6e66ce5f906", "text": "The Common Core Coach Teacher\u2019s Manual states,\u201c1. Concept Lessons begin with an underlying concept that connects directly to the skill or skills taught in that lesson. 2. Skill Lessons start directly with a skill and work through many variants of its application. All skills are developed through Examples. 3. Problem-Solving Lessons apply skills to real-world problem situations. Students will use a four-step problem-solving process to approach mathematical problems.\u201d\n\n\n    Throughout the Common Core Coach suite, students engage with mathematics through scaffolding and problem-solving strategies that proceduralize lessons addressing conceptual understanding and application. For example, in Common Core Support Coach Lesson 16 Using Functions to Model Relationships, students identify the slope (rate of change) and y-intercept (initial value) in twelve routine practice problems based on the examples in the lesson.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.\n\n\n    The Standards for Mathematical Practice (MPs) are identified in the Teacher Editions of all three components of the suite. The MPs are identified in the \u201cteacher notes\u201d and are mostly found during the discussion portion of the lessons. Common Core Coach Teacher\u2019s Manual page 10 states, \u201cThe Standards for Mathematical Practice are connected to content throughout Common Core Coach. The Standards for Mathematical Practices are aligned to interactive questions, practice questions, and assessment items. Correlations to Standards for Mathematical Practices are indicated by tags.\u201d The following examples illustrate how the MPs are identified across the Common Core Suite:\n\n\nCommon Core Coach Lesson 20 Rigid Motion on the Coordinate Plane identifies MP1 and MP5: \u201cTRY MP1 MP5 Contrast the rule with the rule in the example. Have students predict the translation of the triangle from the rule.\u201d This is associated with the following prompt found in the student materials: \u201cNow use the following rule to translate $$\\triangleABC$$ to form $$\\triangleA\"B\"C\"$$:$$(x, y) \u2192 (x - 5, y + 6)$$.\u201d\n    \nCommon Core Support Coach Teacher Edition includes a \u201cSpotlight on Mathematical Practices\u201d section in each lesson, providing the teacher with more detail on where the MPs are woven into the lesson and \u201cnotes that support teachers at point-of-use to develop strong mathematical behaviors.\u201d\n    \nCommon Core Performance Coach Teacher\u2019s Manual, page xx, states, \u201cThe following Standards for Mathematical Practice are leveraged throughout Performance Coach.\u201d The MPs are listed, defined, and describe examples of use within a mathematical context.\n    \n\n\n    Although MPs are identified throughout the suite, they do not serve to enrich the mathematical content. Since they are identified primarily in discussion questions, the materials lack guidance for teachers on how the highlighted MPs connect to the mathematics in which students are engaged. Thus, the treatment of the MPs is fragmented across the suite and do not provide opportunities for students to make connections and interact with the MPs in a meaningful way. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb40d59d-a8a7-42ea-9854-400031264600": {"__data__": {"id_": "bb40d59d-a8a7-42ea-9854-400031264600", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "db32d430-d99c-439b-8895-6e83a0daf2c6", "node_type": null, "metadata": {}, "hash": "1ca3305792cbb802968bd6882a84bba14e8c6560541f07c44578e6e66ce5f906"}, "3": {"node_id": "6aa3b489-be6d-4b6c-b020-201d3bb01d9f", "node_type": null, "metadata": {}, "hash": "735324ec2eea4388d48fdf7377dd126ddcde1b26f83c8993e39a9a27bd834661"}}, "hash": "b3a2ae11d6f48036cb1aed835085037218d6d376544a171957ec449b18988671", "text": "In Common Core Coach, each lesson identifies the MP\u2019s within the \u201cUnderstand\u201d section with a heading \u201cDiscuss\u201d or \u201cTry,\u201d along with some example problems titled \u201cCheck, Discuss, or Model.\u201d However, there is no guidance on how to use the MPs to help enrich the mathematics within the lesson.\n    \nIn the Common Core Support Coach Teacher\u2019s Manual \u201cIntroduce Concepts and Vocabulary\u201d and the \u201cEnglish Language Learners\u201d sections, connections are made to MP6. While teachers are given suggestions on how to assist students with developing vocabulary (e.g., Lesson 1 vocabulary decimal states: \u201cHave students identify the root word, terminate, in the term and determine a definition for the word.\u201d), teachers are not provided with further direction within the lesson on how to carry out this lesson to ensure that students are developing MP6.\n    \nIn Common Core Performance Coach Lesson 12 Introducing Functions, the Teacher\u2019s Manual provides aligned discussion questions to MPs:\n        \nMP5 - \"Explain how a vertical line test can be used to decide if a graph shows a function or only a relation. Why won\u2019t a horizontal line test work?\u201d\n            \nMP2 - \"How can you change a relation into a function? a function into a relation?\u201d\n            \nMP6 - \"How are relations and functions alike? How are they different?\u201d\n            \n\n\n\n\n    While each practice is represented in this suite, there are a few instances where the MPs do not enrich the content. For example:\n\n\nIn Common Core Support Coach Lesson 3, the content is not enriched by MP4 when the teacher is prompted to, \u201cHave students discuss other examples of very large numbers.\u201d Students are given one example, \u201cThe mass of the sun is 1,988,920,000,000,000,000,000,000,000,000 kilograms.\u201d This is not the intent of MP4, as students do not model with mathematics.\n    \nIn Common Core Support Coach Lesson 18, the content is not enriched by MP5 when the teacher is prompted to, \u201cHave partners discuss briefly before group discussion. As needed, have students use graph paper to model the scale on a coordinate grid. How would changing the scale of the x-axis impact the look of the scatter plot?\u201d This is not the intent of MP5, as students are given a tool and do not have the opportunity to use tools strategically.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 do not meet expectations that the instructional materials carefully attend to the full meaning of each practice standard.\n\n\n    While there is some guidance for teachers on the MPs, the Common Core Coach Suite does not attend to the full meaning of many MPs, as students do not have opportunities to demonstrate use of the practices independently. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6aa3b489-be6d-4b6c-b020-201d3bb01d9f": {"__data__": {"id_": "6aa3b489-be6d-4b6c-b020-201d3bb01d9f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "bb40d59d-a8a7-42ea-9854-400031264600", "node_type": null, "metadata": {}, "hash": "b3a2ae11d6f48036cb1aed835085037218d6d376544a171957ec449b18988671"}, "3": {"node_id": "40364f25-2e5e-40b1-90e5-08675dab7e1f", "node_type": null, "metadata": {}, "hash": "873fd728ff0bce9f2ac444940ac5149caaef464a7801723df6e2b66982a40290"}}, "hash": "735324ec2eea4388d48fdf7377dd126ddcde1b26f83c8993e39a9a27bd834661", "text": "MP1: Common Core Performance Coach Lesson 9 Solving Linear Equations in One Variable: In the Discussion Questions, teachers are prompted to ask students the following question labeled as MP1: \u201cWhat do you think the graph of a linear equation with infinitely many solutions might look like? Explain your reasoning.\u201d While MP1 is noted in the Teacher\u2019s Manual, students do not need to make sense of problems or persevere in solving any problems.\n    \nMP2: In Common Core Support Coach Lesson 1 Irrational Numbers, the Teacher\u2019s Manual prompts teachers in Introduce and Model to \u201cSupport Discussion MP2, Have partners discuss briefly before group discussion. Ask students to identify what the bar over $$0.\\overline{24}$$ means.\u201d While MP2 is noted in the Teacher\u2019s Manual, students do not reason abstractly and quantitatively to solve a problem.\n    \nMP4: In Common Core Coach Lesson 9 Solving Linear Equations in One Variable, teacher guidance includes \u201cMODEL MP4 Encourage students to look back at the examples and compare the forms of the equations on each side when the equations are in the form of two-step equations.\u201d Students are prompted to \u201cWrite an equation that has infinitely many solutions and an equation that has no solution. What must be true about the variable terms on each side of the equations?\u201d Students are not modeling with math as they are told to use equations.\n    \nMP5: In Common Core Coach Lesson 18 Properties of Rotation, Reflections, and Translations, the Teacher\u2019s Manual instructs teachers to hand out tracing paper to help students verify congruent figures. While tracing paper is a mathematical tool, the students are not engaged with using appropriate tools strategically at this time as the tools for the activity are given to them.\n    \nMP6: In Common Core Coach Lesson 11 Solving Systems of Two LInear Equations Algebraically, the Teacher\u2019s Manual prompts teachers in Example C to \u201cCheck MP6: Review the importance of checking the solution in both equations in the system.\u201d While MP6 is noted in the Teacher\u2019s Manual, students do not attend to precision to solve a problem as they are told to check the solution.\n    \nMP8: Common Core Coach Lesson 1 Understanding Rational and Irrational Numbers, Understand and Connect includes the following problem: \u201cHow could you show that 4.95271 is a rational number using methods shown above?\u201d In the Teacher\u2019s Manual, the following guidance is given: \u201cDISCUSS MP6 MP8 Discuss with students how to use the given methods to verify that the number is rational.\u201d This problem does not meet the full intent of MP8, as student\u2019s are not looking for and expressing regularity in repeated reasoning.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    There are lessons throughout all three components of the suite that include opportunities for students to discuss problem solving and mathematics, and the materials provide opportunities for students to construct arguments using mathematics or to analyze the reasoning and mathematics in others\u2019 arguments. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40364f25-2e5e-40b1-90e5-08675dab7e1f": {"__data__": {"id_": "40364f25-2e5e-40b1-90e5-08675dab7e1f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "6aa3b489-be6d-4b6c-b020-201d3bb01d9f", "node_type": null, "metadata": {}, "hash": "735324ec2eea4388d48fdf7377dd126ddcde1b26f83c8993e39a9a27bd834661"}, "3": {"node_id": "e7b4910a-c705-44a9-bc1d-6b6c3b7f9f4a", "node_type": null, "metadata": {}, "hash": "89af7c814a316c18219b6c2a16fc9d34dd42d22fe99ea3e3736db1433d3a5f9a"}}, "hash": "873fd728ff0bce9f2ac444940ac5149caaef464a7801723df6e2b66982a40290", "text": "In Common Core Support Coach Lesson 6, students are prompted, \u201cKurt simplifies this equation and says it has no solution. What can you tell Kurt about his work?\u201d Students are presented with an incorrectly-solved equation where Kurt forgets to distribute the 2 to -7. In this problem, students critique the reasoning of others.\n    \nIn Common Core Support Coach Lesson 13, students are prompted to discuss if \u201cfigures on a coordinate grid with different numbers of sides can ever be dilations of each other,\u201d and if a given design will work given a specific scale factor. These discussion questions lead students to create and analyze mathematical arguments.\n    \nIn Common Core Coach Teacher\u2019s Manual Lesson 13 Understand and Connect states: \u201cHave students explain in their own words what a function is and how to recognize whether a relation is a function. Encourage them to provide a method for recognizing whether a relation is a function, both graphically and from a list of ordered pairs.\u201d The problem in the student materials has a discussion section that states: \u201cDiscuss: Explain how you can tell from a graph whether a function is a relation.\u201d Practice Problems provide students opportunities to use their explanation in relation to specific graphs. Students need to explain, justify, or make a conjecture in eleven of thirteen problems. In addition, two Practice problems require students to critique the work of a fictional student. For example, Question 11 states: \u201cJUDGE: Yoshi draws a vertical line on the graph of a relation. His vertical line intersects only 1 point of the graph. He determines that the relation is also a function. Assess Yoshi\u2019s conclusion and explain why it is or is not necessarily correct.\u201d\n    \nIn Common Core Performance Coach Lesson 6 Question 12, Miriam and Priya are subtracting numbers written in scientific notation: Miriam\u2019s expression, $$1.4\\times10^3- 2.83\\times10^4$$ and Priya\u2019s expression, $$0.14\\times10^4-2.83\\times10^4$$. Part A) Without completing the subtraction, how can you determine that Miriam and Priya\u2019s answers will have the same value? Explain. Part B) Which expression would you rather use to subtract? Why? Part C) Complete the subtraction. Show your work. Students analyze the work of others in order to explain in Part A.\n    \n\n\n    The following are examples of lessons that identify MP3, but they do not present opportunities for students to critique the work of other students or to construct an argument.\n\n\nCommon Core Coach Lesson 25 Explaining the Pythagorean Theorem presents students with a real-life problem that is solved using the Pythagorean Theorem. The teachers are prompted, \u201cPoint out that Rosa only changes the length of the longest pencil. The other two pencils stay the same length. Discuss why this means the Pythagorean theorem can be used to find the desired length of the longest pencil.\u201d Students do not need to construct an argument as to why the Pythagorean Theorem can be used, nor do they critique the reasoning of others.\n    \nCommon Core Performance Coach Lesson 7 Understanding Proportional Relationships presents students with the equation y = 1/4x and a table of values. Students analyze the equation and table, determine if the equation and table have the same slope, and then explain their reasoning. No prompts are given for the students to construct an argument or to compare or analyze the arguments of others.\n    \nIn Common Core Performance Coach Lesson 11 Solving a System of Two Linear Equations Algebraically, students are informed the set of equations x - y = 8 and y - x = c have infinitely many solutions. Students find the value of c and explain their reasoning.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 partially meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. There is little teacher guidance on how to lead discussions beyond the provided discussion questions, and there are missed opportunities to guide students in analyzing the arguments of others.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e7b4910a-c705-44a9-bc1d-6b6c3b7f9f4a": {"__data__": {"id_": "e7b4910a-c705-44a9-bc1d-6b6c3b7f9f4a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "40364f25-2e5e-40b1-90e5-08675dab7e1f", "node_type": null, "metadata": {}, "hash": "873fd728ff0bce9f2ac444940ac5149caaef464a7801723df6e2b66982a40290"}, "3": {"node_id": "e448bbd6-51b1-4d3a-ae92-064071781839", "node_type": null, "metadata": {}, "hash": "9324908efd52f3653ed74c5caec8a10c1b2d2a6c6a05fc5153ec0a4f7a417378"}}, "hash": "89af7c814a316c18219b6c2a16fc9d34dd42d22fe99ea3e3736db1433d3a5f9a", "text": "In Common Core Coach, items marked as addressing MP3 are often related to the teaching of the content with little or no assistance to teachers to engage students in both constructing viable arguments and analyzing the reasoning of others. Most often the materials prompt a discussion about \u201cthe topic\u201d to assist students, but there are limited questions or prompts for teachers to support students\u2019 development of arguments. Often suggestions for teachers regarding MP3 focus on students checking their work. Teachers are not provided with strategies for students to analyze the work of others in any of the lessons. For example:\n\n\nIn Lesson 11, in the paragraph labeled \u201cDiscuss,\u201d the teacher is prompted, \u201cHave students explain in their own words what elimination means. Discuss how to use the meaning of the word to understand the name of the method.\u201d This is shown as aligned to MP3. Questions that prompt students to understand mathematical terminology and methods do not assist teachers in helping students to construct viable arguments or analyze the arguments of others.\n    \nIn Lesson 13 Introducing Functions \"Understand-Connect,\" the teacher is prompted, \u201cHave students explain in their own words what a function is and how to recognize whether a relation is a function. Encourage them to provide a method for recognizing whether a relation is a function, both graphically and from a list of ordered pairs.\u201d This is shown as aligned to MP3. Questions that prompt students to explain in their own words the definition of a function do not assist teachers in helping students to construct viable arguments or to analyze the arguments of others.\n    \n\n\n    Common Core Support Coach provides limited assistance to teachers in engaging students in both constructing viable arguments and analyzing the arguments of others. Most often when MP3 is identified, teachers are directed to \u201cHave partners discuss briefly before group discussion.\u201d Some lessons contain a section titled \u201cSpotlight on Mathematics\u201d that offers additional support for teachers in developing critical thinking by offering probing questions to use with students. In addition, teachers are frequently provided a prompt and sentence starter to assist students. However, these probing questions and prompts do not allow for students to construct arguments or critique the reasoning of others.\n\n\nLesson 1 \u201cSpotlight on Mathematical Practices\u201d states, \u201cHelp students explain their reasoning by asking probing questions: How can you use a place-value chart to compare these numbers?\u201d The materials do not assist teachers in helping students construct their own argument or analyze the arguments of others as students are not asked a question that requires an argument. Instead it encourages students to explain how to use a place-value chart to help them compare numbers.\n    \nIn Lesson 15 \u201c Support Discussion,\" the following discussion question is given and aligned to MP3: \u201cHave partners discuss briefly before group discussion. Suggest that they consider the types of angles from the Plug In as well as the ones here.\u201d This discussion question does not assist the teacher in helping students to construct viable arguments or analyze the arguments of others.\n    \n\n\n    In Common Core Performance Coach, there are no directions to assist teachers in engaging students in constructing arguments or analyzing the arguments of others. Although discussion questions and journal prompts are provided, there are no prompts for teachers, or example student answers to guide the teacher. MP3 is addressed within the discussion questions at the beginning of lessons and within the journal prompt that accompany most lessons. Additional support for the teacher related to MP3 is not present within the lessons.\n\n\nIn Lesson 2, a Discussion question is presented: \u201cHow could you check two approximations of a square root to see which one is more accurate?\u201d This question potentially assists students with constructing their own arguments related to estimating a square root. However, there is little guidance for the teacher as to how and when to present the question, and no guidance to the teacher on having the students analyze the arguments of others.\n    \nIn Lesson 8, a Journal Prompt labeled as MP3 states, \u201cWhy do you think that the ratios of the triangles\u2019 corresponding side lengths and the slope of the line are equal? Explain.\u201d There is no guidance to the teacher on having students construct arguments or analyze the reasoning of others to provide an answer.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Common Core Coach Suite Grade 8 meet expectations that materials use accurate mathematical terminology. Overall, the materials appropriately use the specialized language of mathematics and expect students and teachers to use it appropriately as well. When students are introduced to new mathematical vocabulary, it is explained, and teachers are encouraged to tell students to use the new terms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e448bbd6-51b1-4d3a-ae92-064071781839": {"__data__": {"id_": "e448bbd6-51b1-4d3a-ae92-064071781839", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "e7b4910a-c705-44a9-bc1d-6b6c3b7f9f4a", "node_type": null, "metadata": {}, "hash": "89af7c814a316c18219b6c2a16fc9d34dd42d22fe99ea3e3736db1433d3a5f9a"}, "3": {"node_id": "694bb21c-a4e7-4dcc-88c0-b3bf85de7d75", "node_type": null, "metadata": {}, "hash": "d80d713da29cd48924895efe08c053c89577fb294901050ea432cbd88360c65e"}}, "hash": "9324908efd52f3653ed74c5caec8a10c1b2d2a6c6a05fc5153ec0a4f7a417378", "text": "Examples of where the instructional materials provide explicit instruction on how to communicate mathematical thinking using words, diagrams, and symbols; where the materials use precise and accurate terminology and definitions when describing mathematics; and how the materials support students to use precise mathematical language include:\n\n\nIn Common Core Coach, when a lesson introduces new vocabulary, there is a vocabulary box with a list of words and definitions. The teacher materials then guide the teacher on how to help students understand the vocabulary and how to use it when talking through the examples.\n    \nOften the teacher notes in the \u201cBefore the Lesson\u201d or in the \u201cUnderstand Connect\u201d sections give suggestions for using vocabulary in a lesson. For example, Common Core Coach Teacher\u2019s Manual Lesson 1 Understand Connect (page 18): \u201cReview the definition of a rational number as a number that can be written as the ratio of two integers. Discuss why this definition is the same as a number with a decimal expansion that ends in 0s or in repeating decimal digits. Connect the definitions by considering 1/3, whose decimal expansion is $$0$$. Point out that all terminating decimals and all repeating decimals are rational. Check that students understand why all terminating decimals are rational and end in zeros. Extend the discussion to include irrational numbers. Point out that the square root of a non-perfect square number is always irrational.\u201d Lesson 7 (page 33): \u201cReview the definition of the slope. Use the rise over the run to demonstrate how to move from one point on the graph to another. Remind students that the rise over the run form of the slope is equivalent to the change in y over the change in x.\u201d\n    \nCommon Core Support Coach Teacher\u2019s Manual page xi describes the Spotlight on Mathematical Language as a \u201cseries of prompts using appropriate mathematical language and terms that are designed to elicit similar mathematical language from students.\u201d The Spotlight on Mathematical Language section appears in some of the lessons. When it appears, it provides teachers with explicit instruction on how to assist students with communicating mathematical thinking. For example, in Lesson 3, Spotlight on Mathematical Language states, \u201cMP6 Support students in using mathematical language as they work: What is the coefficient in a number written in scientific notation? What is the base in a number written in scientific notation?\u201d\n    \nNew terms are emboldened and defined in the student pages. For example, in Common Core Support Coach Lesson 15 Words to Know: \u201cComplementary angles have measures that add up to $$90\\degree$$; supplementary angles have measures that add up to $$180\\degree$$.\u201d\n    \nNew terms are used in context during the Examples, Problems, and Discussion questions in all three parts of the suite. For example, in Common Core Performance Coach Lesson 10, \u201cpoint of intersection\u201d and \u201csystem of linear equations\u201d are defined in the \u201cGetting the Idea\u201d section. Example 1 then includes the terms in its description of the solution steps: \u201cGraph each equation, and identify the coordinates of the point of intersection.\u201d Problem 5: \u201cThe first equation in a system of two linear equations is 4x + 2y = 10. The graph of the second equation passes through (0, -3). If the system of equations has no solution, what is the second equation? Write your answer in slope-intercept form. Explain your reasoning.\u201d\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "694bb21c-a4e7-4dcc-88c0-b3bf85de7d75": {"__data__": {"id_": "694bb21c-a4e7-4dcc-88c0-b3bf85de7d75", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76aea385-776f-444d-a28b-d4b4737e0cac", "node_type": null, "metadata": {}, "hash": "7b477286e915ebbf8d160ea1f4755e671e073144c9a983050df01c84be6b550d"}, "2": {"node_id": "e448bbd6-51b1-4d3a-ae92-064071781839", "node_type": null, "metadata": {}, "hash": "9324908efd52f3653ed74c5caec8a10c1b2d2a6c6a05fc5153ec0a4f7a417378"}}, "hash": "d80d713da29cd48924895efe08c053c89577fb294901050ea432cbd88360c65e", "text": "Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0e1cb6e1-5fdb-4da5-9d24-aceb0e295869": {"__data__": {"id_": "0e1cb6e1-5fdb-4da5-9d24-aceb0e295869", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d32405da-1002-4a1f-9b00-bf65546d1075", "node_type": null, "metadata": {}, "hash": "28aafe674112471e67ef883eaa58654600cc242fca178dd6f7ef96f25bfedcbb"}, "3": {"node_id": "fc9ccccd-db7e-4937-9421-96ad72d565fb", "node_type": null, "metadata": {}, "hash": "d4fc2ac7ef03c8a5cdf277ef16e2859bc1da6c8fc908b2270ae5ead9cc11bade"}}, "hash": "b99f851a7735aa24b4897cd7dd9536cf302d694d024ddd8837f259b3d34cae3f", "text": "Holt McDougal Mathematics\n\nCourse 3 minimally addresses major coursework of the Grade 8, and future grade level work is taught and assessed. Chapter 3 covers work with graphs and functions. Chapter 4 works with exponents and roots is completely aligned with Grade 8 standards. \u00a0Chapter 11 has work that covers multi-step equations and inequalities. Chapter 12 covers major coursework on graphing but also contains standards that are above Grade 8.\n\u00a0Much of this material focuses on standards below Grade 8. Since these materials do not meet the expectation for alignment to the CCSSM in focus or coherence, they were not reviewed for rigor and the mathematics practices.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 8 do not meet the expectations for Gateway 1. While there are lessons in which the supporting work enhances the understanding of the major work of Grade 8, approximately 12% of time is dedicated to major work for Grade 8. This number was found by dividing the number of instructional days dedicated to major work (22 days) by the total number of days to complete the entire course (180 days). Too many assessment questions were on standards from above Grade 8.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials for Grade 8 do not meet the expectations for assessing materials at the Grade 8 level. Overall, there are too many items that align most closely to standards above Grade 8 whose inclusion is not mathematically reasonable and whose alteration or omission would significantly impact the underlying structure of the materials.\n\nIn Chapter 12, there are assessment items involving linear inequalities in two variables, which most closely aligns to A.REI.D.12. Although this is only a slight extension of the Grade 8 standards involving linear equations in two variables, this inclusion introduces confusion for students as they are initially creating and manipulating equations in two variables. This confusion makes the inclusion of inequalities in two variables mathematically unreasonable.\nIn Chapter 13, there are assessment items involving arithmetic and geometric sequences, which align most closely to standards from F.LE. There are also assessment items involving quadratic and exponential functions, which align most closely to standards from F.IF. The inclusion of these topics is not mathematically reasonable as they expect students to identify discrete and specific non-linear situations when Grade 8 grade standards expect students to identify linear or non-linear situations in general.\nThe majority of Chapter 14 includes assessment items involving operations with polynomials, which most closely aligns to A.APR.A.1. The inclusion of these topics is not mathematically reasonable as some involve expressions with more than two variables and operations builds upon understandings of the number system which are not fully examined until the end of Grade 8.\n\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 8 do not meet the expectations for spending the majority of time on the major work of Grade 8.\n\nThe major work of Grade 8 is to work with radicals and integer exponents (8.EE.A); understand the connections between proportional relationships, lines and linear equations (8.EE.B); analyze and solve linear equations and pairs of simultaneous linear equations (8.EE.C); define, evaluate and compare functions (8.F.A); use functions to model relationships between quantities (8.F.B); understand congruence and similarity using physical models, transparencies, or geometry software (8.G.A); and understand and apply the Pythagorean Theorem (8.G.B).\nCourse 3 of the Holt McDougal series has approximately 20% of its content focused on the major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 8 do not meet the expectations for the supporting content enhancing the major work.\n\nThe only lesson that uses a supporting cluster to enhance major work is chapter 4, lesson 7. Students have to know that there are numbers that are not rational, and approximate them by rational numbers (8.NS.A) to support working with radicals and integer exponents (8.EE.A).\nThe rest of the supporting clusters for Grade 8 are taught in isolation from the major work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fc9ccccd-db7e-4937-9421-96ad72d565fb": {"__data__": {"id_": "fc9ccccd-db7e-4937-9421-96ad72d565fb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d32405da-1002-4a1f-9b00-bf65546d1075", "node_type": null, "metadata": {}, "hash": "28aafe674112471e67ef883eaa58654600cc242fca178dd6f7ef96f25bfedcbb"}, "2": {"node_id": "0e1cb6e1-5fdb-4da5-9d24-aceb0e295869", "node_type": null, "metadata": {}, "hash": "b99f851a7735aa24b4897cd7dd9536cf302d694d024ddd8837f259b3d34cae3f"}, "3": {"node_id": "4328a18e-dab6-4f89-81f9-c0e39f872955", "node_type": null, "metadata": {}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710"}}, "hash": "d4fc2ac7ef03c8a5cdf277ef16e2859bc1da6c8fc908b2270ae5ead9cc11bade", "text": "The rest of the supporting clusters for Grade 8 are taught in isolation from the major work.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 8 do not meet the expectations for being able to complete Course 3 in a school year.\n\nUsing the 45-minute lesson planning guide, the course would take more than 190 days to complete. There is minimal time spent on Grade 8 CCSSM.\nThe majority of the lessons are on material well below Grade 8 or are Grade 9 CCSSM.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Grade 8 do not meet expectations for being consistent with the progression in the standards.\n\nThe mathematics progression for course 3 is based on the National Council of Teachers of Mathematics Curriculum Focal Points instead of the CCSSM, thus the grade-by-grade progression of the CCSSM is not reflected in these materials.\nThe materials have a reaching all learners section at the beginning of each chapter but it does not give specific support for teachers on how to differentiate in each lesson. There are pretests for each chapter but in order to use the data to make instructional decisions a teacher would need to have the supplemental materials.\nThe materials don't explicitly relate grade level material to prior knowledge from earlier grades. The same exact lesson is in each of the Grade 6 through Grade 8 texts. This implies that it may be an attempt to link to prior knowledge but without a teacher looking at the other grades this would not be known.\nThere is a math background section for each chapter for the teacher. It gives some general ideas of connections.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Grade 8 do not meet expectations for fostering coherence.\n\nThe mathematics progression is based on the National Council of Teachers of Mathematics Curriculum Focal Points instead of the CCSSM, thus the learning objectives are not visibly shaped by the CCSSM cluster headings.\nThe mathematics taught in this series is done in isolation without connections between clusters.\nThere is also a lot of repetitive work across the grade levels.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4328a18e-dab6-4f89-81f9-c0e39f872955": {"__data__": {"id_": "4328a18e-dab6-4f89-81f9-c0e39f872955", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d32405da-1002-4a1f-9b00-bf65546d1075", "node_type": null, "metadata": {}, "hash": "28aafe674112471e67ef883eaa58654600cc242fca178dd6f7ef96f25bfedcbb"}, "2": {"node_id": "fc9ccccd-db7e-4937-9421-96ad72d565fb", "node_type": null, "metadata": {}, "hash": "d4fc2ac7ef03c8a5cdf277ef16e2859bc1da6c8fc908b2270ae5ead9cc11bade"}, "3": {"node_id": "06bf8696-fef3-4d49-8465-ae8c3a291c48", "node_type": null, "metadata": {}, "hash": "746d437930962e93b10a24d5b73e422cbdda882859b4d416f603e429b0e54361"}}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710", "text": "Materials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06bf8696-fef3-4d49-8465-ae8c3a291c48": {"__data__": {"id_": "06bf8696-fef3-4d49-8465-ae8c3a291c48", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d32405da-1002-4a1f-9b00-bf65546d1075", "node_type": null, "metadata": {}, "hash": "28aafe674112471e67ef883eaa58654600cc242fca178dd6f7ef96f25bfedcbb"}, "2": {"node_id": "4328a18e-dab6-4f89-81f9-c0e39f872955", "node_type": null, "metadata": {}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710"}}, "hash": "746d437930962e93b10a24d5b73e422cbdda882859b4d416f603e429b0e54361", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c64d6b95-9ed6-47bd-9ac1-10da447f92a2": {"__data__": {"id_": "c64d6b95-9ed6-47bd-9ac1-10da447f92a2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27212bee-f35e-4c17-96b6-712ceb4ae3f2", "node_type": null, "metadata": {}, "hash": "3d65f9344cbd3fe5eaa11f3d65dcc55a7d8fc2e7eefed0678a523156f73bbafe"}, "3": {"node_id": "25e514f7-f0cf-438d-b198-dffc63686528", "node_type": null, "metadata": {}, "hash": "e09678fdfe967a8aacd86f809cb560fb4bc26deaae4c4ac710baa3109f445cec"}}, "hash": "32f7eeeb26227234c8e777ba575e92d01fee097e191bdcf114147df7de90c933", "text": "Carnegie Learning Math Series\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus on major work\u00a0due to\u00a0devoting an insufficient amount of time to the major work of the grade. The materials also do not meet the expectations for coherence. They partially meet the expectations for each of the following indicators within coherence: supporting content enhances focus and coherence simultaneously; being consistent with the progressions in the Standards; and fostering coherence through connections at a single grade. The materials do not meet expectations for having an amount of content that is viable for one school year. Since the materials do not meet expectations for focus and coherence in Gateway 1, they were not reviewed for evidence of rigor and the mathematical practices in Gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Course 2 do not meet the expectations for focus and coherence with the CCSSM. For focus, the instructional materials do not meet the criteria for the time devoted to the major work of the grade with only 56.0 percent of the days allocated in the timeline aligning to the major work. For coherence, supporting work is sometimes connected to the focus of the grade with some missed opportunities for natural connections to be made. The amount of content for one grade level is not viable for one school year and this team does not believe it will foster coherence between the grades. Content from prior or future grades is clearly identified, but materials that relate grade level concepts to prior knowledge from earlier grades is not explicit. Overall, the materials are shaped by the CCSSM and do incorporate some natural connections, but not enough to prepare a student for upcoming grades. The material also lacks some consistency for grade-to-grade progressions, and content that is not on grade-level or supports on grade-level learning is not explicit.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe post, chapter, and standardized assessments that are included in the Teacher's Resources and Assessments were reviewed for Course 2 and found to meet the expectations for instructional material that assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades is sometimes introduced, but students should not be held accountable on assessments for those future expectations. If the future grade content was removed, it would not change the underlying structure of the assessments. Overall, the instructional material in the summative assessment items reviewed in Course 2 addressed the grade-level content with most units having little or no above grade-level standards addressed.\nQuality on grade-level examples are:\n\nChapter 2, End of Chapter Test. Question 6 uses a real-world scenario to assess 7.RP.A.2.C by representing proportional relationships by equations and asking a student to explain their reasoning.\nChapter 10, End of Chapter Test. Question 9 asks students to evaluate some claims made about triangles and if the claims are false, to give examples that disprove the claim. This on grade-level example fits 7.G.A.2 very well and allows for a student to work with the MPs as well.\n\nThe following items are above grade and should not be assessed, but they can be removed without drastically changing the materials:\n\nChapter 6, End of Chapter Test, Question 17b. The question asks the students to graph two expressions to see if they are equivalent. It has the students using a graphing calculator when the Grade 7standards expect students to apply the properties of operations to determine equivalence between expressions.\nChapter 9, Post Test, Question 11. Students are asked to construct a perpendicular line through a given point not on the line. This is a high school geometry standard.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Course 2 do not meet the expectations for spending the majority of class time on the major cluster of each grade. A chapter overview was found at the beginning of each chapter. This included the standards being taught in the lesson and a suggested pacing guide. Overall the instructional materials do not meet the criteria outlined in the CCSS publisher guidelines for the majority of class time on the major clusters of each grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "25e514f7-f0cf-438d-b198-dffc63686528": {"__data__": {"id_": "25e514f7-f0cf-438d-b198-dffc63686528", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27212bee-f35e-4c17-96b6-712ceb4ae3f2", "node_type": null, "metadata": {}, "hash": "3d65f9344cbd3fe5eaa11f3d65dcc55a7d8fc2e7eefed0678a523156f73bbafe"}, "2": {"node_id": "c64d6b95-9ed6-47bd-9ac1-10da447f92a2", "node_type": null, "metadata": {}, "hash": "32f7eeeb26227234c8e777ba575e92d01fee097e191bdcf114147df7de90c933"}, "3": {"node_id": "6a07e452-ca01-4d95-b918-cd2001e15550", "node_type": null, "metadata": {}, "hash": "5e7b56c7a210d98c53d1c3e97c479d243ba5ff2029c8159532381d86eed4cefa"}}, "hash": "e09678fdfe967a8aacd86f809cb560fb4bc26deaae4c4ac710baa3109f445cec", "text": "To determine the three perspectives we evaluated: 1) the number of chapters devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. It was decided that the number of days devoted to major work is the most reflective for this indicator because it specifically addresses the amount of class time spent on concepts and our conclusion was drawn through this data.\nEvidence was determined from the Contents Pages FM-6 through FM-56 and the number of days suggested in each chapter overview found in the the Teacher Implementation Guide written by the publisher.\n\nChapters \u2013 10 out of 17 chapters, or approximately 58.8 percent of time is spent on major work.\nLessons \u2013 47 out of 81 lessons, approximately 58.0 percent of time is spent on major work.\nDays \u2013 51 out of 91 days, or approximately 56.0 percent of time is spent on major work.\n\nThe major work of the grade is:\n\n7.RP.A- Analyze proportional relationships and use them to solve real-world and mathematical problems.\n7.NS.A- Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.\n7.EE.A- Use properties of operations to generate equivalent expressions.\n7.EE.B- Solve real-life and mathematical problems using numerical and algebraic expressions and equations.\n\nAll numbers are based on number of days on major work listed above.\nModules and Chapters that contain these Standards are:\n\nModule 1 (Focus on Ratios and Proportional Reasoning): Chapter 1- 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 (6 days); Chapter 2- 2.1, 2.2, 2.3, 2.4,2.5, 2.6, 2.7 (9 days).\nModule 2 (Focus on Ratio work with Percents and Integer Operations): Chapter 3- 3.1, 3.2, 3.3, 3.4, 3.5 (5 days); Chapter 4- 4.1, 4.2, 4.3, 4.4, 4.5 (5 days): Chapter 5- 5.1, 5.2, 5.3, 5.4, 5.5 (5 days).\nModule 3 (Focus on Expressions and Equations): Chapter 6-6.1, 6.2, 6.3, 6.4, 6.5 (5 days); Chapter 7- 7.1, 7.2, 7.3, 7.4, 7.5 (6 days); Chapter 8- 8.1, 8.2, 8.3, 8.4, 8.5, 8.6 (7 days).\nModule 4 (Focus on Expressions and Equations through Geometry): Chapter 10- 10.1 (1 day).\nModule 5 (Focus on Expressions and Equations through Geometry): Chapter 12- 12.3, 12.4 (2 days).\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Course 2 partially meet the expectations for the non-major content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. In some cases, the non-major work enhances the major work of the grade level, while other areas could be stronger.\nNon-major Clusters of the Grade 7 are:\n\n7.SP.A - Use random sampling to draw inferences about a population.\n7.SP.C - Investigate chance processes and develop, use, and evaluate probability models.\n7.G.A - Draw, construct and describe geometrical figures and describe the relationships between them.\n7.G.B - Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.\n7.SP.B - Draw informal comparative inferences about two populations.\n\nEvidence of non-major content enhancing focus and coherence and supporting a partially meets score are:\n\n7.RP.2 is supported by 7.G.1 in lesson 2, lesson 3 and lesson 4 of Chapter 11 and on pages 553-580 in the Teacher's Implementation Guide, volume 2.\n\n\nRatios and proportions are also used with scale drawings in Chapter 11's pre-test, post-test, end of the chapter test and standardized test practice. Tests are found on pages 1205-1220 in the Teacher's Resources and Assessment book, volume 2.\n\n\n7.G.2 and 7.G.5 support 7.EE.B in:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a07e452-ca01-4d95-b918-cd2001e15550": {"__data__": {"id_": "6a07e452-ca01-4d95-b918-cd2001e15550", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27212bee-f35e-4c17-96b6-712ceb4ae3f2", "node_type": null, "metadata": {}, "hash": "3d65f9344cbd3fe5eaa11f3d65dcc55a7d8fc2e7eefed0678a523156f73bbafe"}, "2": {"node_id": "25e514f7-f0cf-438d-b198-dffc63686528", "node_type": null, "metadata": {}, "hash": "e09678fdfe967a8aacd86f809cb560fb4bc26deaae4c4ac710baa3109f445cec"}, "3": {"node_id": "c2d68acc-6930-48fe-ad87-035704b83736", "node_type": null, "metadata": {}, "hash": "88e0607a5a1021a4f5b8cd1f89cb79d6d80dc977aff13387f5ff135d50387f18"}}, "hash": "5e7b56c7a210d98c53d1c3e97c479d243ba5ff2029c8159532381d86eed4cefa", "text": "Chapter 9, lesson 9.3, has students solve equations that are created by using the concepts of complements, supplements, midpoints, perpendiculars, and perpendicular bisectors (Teacher Implementation Guide, page 485).\n\n\n\nExamples of missed opportunities:\n\nChapter 16, lesson 3, there are proportions used to answer questions about the data. Students could have been asked to make inferences using ratios and proportions in more of the lessons and questions.\nChapters 15, 16 and 17 on statistics and probability are treated separately without connecting the standards to the major work of the grade.\n\nThough there are some connections to major work, the majority of non-major clusters are taught in isolation and are only very loosely, if at all, support the major work of this grade level. Several times, Course 2 misses important opportunities to engage students in the major work of Grade 7, even at spots that offer a natural opportunity to do so such as in lesson 3 of Chapter 16.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Course 2 do not meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. Without including any assessment days, there are approximately 91 days of lessons in the materials. There needs to be additional material, other than assessment days, to ensure a students' grasp of all major work at this grade level. Overall, the amount of content that is designated for this grade level is short of the amount of material needed to make it truly viable for one school year.\n\nAccording to the pacing guide, each period is 50 minutes in length and there is a suggested 91 days of lessons.\nWhen pre-tests, mid-chapter tests and post-test assessments are also included in the pacing, this would add an additional 51 days. If all assessments are given during the course of the year, one extra day per assessment, the total would be 142 days.\n\nThe guiding focus taken for this indicator for our team was, \"Will the non-major and major work of this material be enough to prepare a student for the next grade level?\" With the amount of days, many of those days not focusing on major work, and the non-major work days not often supporting the major work of the grade, it will require the teacher to make significant modifications to prepare the student for the next grade level and supports this indicator receiving a 'does not meet' rating.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Course 2 partially meet the expectations for the material to be consistent with the progressions in the standards. Content from prior grade standards is clearly identified, however above grade level standards are not clearly marked as such. There is ample practice for students to engage deeply with with the problems related to the Grade 7 standards; however there are no connections explicitly made to prior or future content in the Teacher Implementation Guide or the student text.\nSome examples of areas where identification of standards from lower grades is beneficial and supports a partially meets rating:\n\nLower grade level material is clearly identified in the grade level outline found in the Teacher Implementation Guide on page FM-28. They are also identified and explained in the same resource at the beginning of each lesson.\nChapter 6, pages 293-338, titled \"Numerical and Algebraic Expressions and Equations\" starts with standard 6.EE.6 (page 295A) before moving into Grade 7 standards.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.\nSome examples of giving all students extensive work with grade-level problems, but not of varying abilities, and supports a partially meets rating:\n\nThere is ample practice for each standard. Every lesson has guided practice with a script for the teacher to follow. This portion has the students conceptually developing the skill being taught and are given practice problems as well. Along with the guided practice are assignments. The number of assignments and number of problems varies per lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c2d68acc-6930-48fe-ad87-035704b83736": {"__data__": {"id_": "c2d68acc-6930-48fe-ad87-035704b83736", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27212bee-f35e-4c17-96b6-712ceb4ae3f2", "node_type": null, "metadata": {}, "hash": "3d65f9344cbd3fe5eaa11f3d65dcc55a7d8fc2e7eefed0678a523156f73bbafe"}, "2": {"node_id": "6a07e452-ca01-4d95-b918-cd2001e15550", "node_type": null, "metadata": {}, "hash": "5e7b56c7a210d98c53d1c3e97c479d243ba5ff2029c8159532381d86eed4cefa"}, "3": {"node_id": "575bf02c-efcc-4ea1-a23d-b90f7da526a1", "node_type": null, "metadata": {}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710"}}, "hash": "88e0607a5a1021a4f5b8cd1f89cb79d6d80dc977aff13387f5ff135d50387f18", "text": "The number of assignments and number of problems varies per lesson. In addition there are skill practice pages to accompany each lesson as well. The number of skill pages also varies with each lesson.\nThe Teacher Implementation Guide does not list any lessons or ideas for differentiated instruction except when it talks about the Mathia Software product. No differentiated or extension lessons in the Student Text, Students Skills Practice book, or the Student Assignment book were found by the reviewers.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation of relating grade-level concepts explicitly to prior knowledge from earlier grades. Overall, no support materials were found that relate grade-level concepts explicitly to prior knowledge from earlier grades.\n\nThe Teacher Implementation Guide is a wrap around of the student text. In the margins of the Teacher Implementation Guide, the authors have reworded the question asked in the student text but do not seem to add anything to the instruction. The margins also have steps for the teachers to follow, ways to groups students (i.e., have students complete questions 2 and 3 with a partner. Then share the responses with a class, page 5) and guiding questions to ask students. However, it does not clearly make connections between previous knowledge and new concepts. There are not any indicators that knowledge is being extended.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Course 2 partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n\nThe Chapter titles are clearly labeled and aligned to the standards without a need for much interpretation.\n\n\nChapter 1 - Ratios and Proportions (7.RP.A)\nChapter 2 - Proportional Reasoning (7.RP.A)\nChapter 7 - Solving Linear Equations and Inequalities (7.EE)\nChapter 8 - The Power of Algebraic Reasoning (7.EE)\n\n\n\nThe instructional materials do include some problems and activities that serve to connect two or more clusters in a domain. They include a few problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. However, overall the materials only partially foster coherence through connections in Course 2.\n\nFor the majority of the work, most standards were taught and covered within one unit out of the entire series and not aligned with any other concept throughout the year.\nThere are no connections identified by publisher. However, there are connections within the Grade 7 standards they are just not noted or stated by the publisher.\n\nAn example of where connections were made and supports a partially meets rating is:\n\nChapter 6, \"Numerical and Algebraic Expressions and Equations\" lesson 2 connects 7.NS and 7.EE.A by having students use the Distributive Property of Multiplication and Division over Addition and Subtraction to simplify algebraic expressions. They use the property to also develop an understanding of combining coefficients of like terms and calculating the product of two numbers.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "575bf02c-efcc-4ea1-a23d-b90f7da526a1": {"__data__": {"id_": "575bf02c-efcc-4ea1-a23d-b90f7da526a1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27212bee-f35e-4c17-96b6-712ceb4ae3f2", "node_type": null, "metadata": {}, "hash": "3d65f9344cbd3fe5eaa11f3d65dcc55a7d8fc2e7eefed0678a523156f73bbafe"}, "2": {"node_id": "c2d68acc-6930-48fe-ad87-035704b83736", "node_type": null, "metadata": {}, "hash": "88e0607a5a1021a4f5b8cd1f89cb79d6d80dc977aff13387f5ff135d50387f18"}, "3": {"node_id": "30c1dbc3-96c3-4461-8500-3c849890b1d9", "node_type": null, "metadata": {}, "hash": "746d437930962e93b10a24d5b73e422cbdda882859b4d416f603e429b0e54361"}}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710", "text": "Materials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "30c1dbc3-96c3-4461-8500-3c849890b1d9": {"__data__": {"id_": "30c1dbc3-96c3-4461-8500-3c849890b1d9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27212bee-f35e-4c17-96b6-712ceb4ae3f2", "node_type": null, "metadata": {}, "hash": "3d65f9344cbd3fe5eaa11f3d65dcc55a7d8fc2e7eefed0678a523156f73bbafe"}, "2": {"node_id": "575bf02c-efcc-4ea1-a23d-b90f7da526a1", "node_type": null, "metadata": {}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710"}}, "hash": "746d437930962e93b10a24d5b73e422cbdda882859b4d416f603e429b0e54361", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5189d737-00b6-452b-b190-e1954ca73fe6": {"__data__": {"id_": "5189d737-00b6-452b-b190-e1954ca73fe6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9b925958-22d2-4f8b-91a7-f18b06a5fb22", "node_type": null, "metadata": {}, "hash": "8d7863ff2e4b5cd9c1e21ba6b7eca641815c46d1dd85395876f094490d36d3cb"}, "3": {"node_id": "c8eb72aa-0447-46c6-977e-aabe4e2db83b", "node_type": null, "metadata": {}, "hash": "2a2dfc883de70fd0a086ab7dcd3f7b4af2a9112a9f302c47f7ee2b40692a6086"}}, "hash": "ab02214e1c91073546d2c215c80cf1775473e8c506421e0c44c7d5d758998820", "text": "Creative Core Curriculum for Mathematics with STEM, Literacy and Art\n\nThe instructional materials reviewed for Grade 1 do not meet the expectations for alignment. The amount of time spent on major work is not consistent with the expectations for focus and the materials including assessment questions above grade-level content is Mathematically reasonable. The instructional materials do not attend to Mathematical progressions and, therefore, do not meet the expectations for coherence. All three teacher editions (traditional, STEM, literacy/arts) do not meet the expectations for coherence at Grade 1. The materials do not meet the expectations for focus and coherence in gateway 1 and were not reviewed for gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 1 do not meet the expectations for Focus and Coherence. The amount of time spent on major work is not consistent with the expectations for focus, and even though the materials include assessment questions above grade-level content, it is Mathematically reasonable. The instructional materials do not attend to Mathematical progressions and, therefore, do not meet the expectations for coherence. All three teacher editions (traditional, STEM and literacy/arts) do not meet the expectations for coherence or focus in Grade 1.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nMaterials considered for review for this indicator were STEM projects. The instructional materials reviewed for Grade 1 meet the expectations for this indicator. The review team found that the instructional materials assess grade level content beyond the scope of the grade; however, the items are Mathematically reasonable. \n\u00a0\nSTEM Materials that assess grade level content beyond Grade 1.\n\nThe Toothpicks and Marshmallows STEM Project on pages 75 \u2013 88 of the teacher STEM project edition:\n\nThis project indicates that it addresses 1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as \u201cright rectangular prism.\u201d) However, the shapes students are asked to identify and create go beyond this grade level. Students are asked to identify and create pentagons, hexagons, heptagons, and octagons. \n\n\n\n\nTeddy Bear Airplane STEM project on pages 1 \u2013 38 of the teacher STEM project edition:\n\nThis project asks students to measure using meter sticks. This is not to be addressed until Grade 2 according the 2.MD.A.1.\nMeasure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, and measuring tapes\n\n\n\nReview Team Note: A separate supplemental digital assessment database is available for an additional purchase cost. The review team did not analyze this supplemental digital assessment database as evidence for indicator 1a because this additional component is not provided as part of the core materials.\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 1 do not meet expectations for spending the majority of class time on the major clusters of the grade. A total of 61 activities/lessons are provided, and some may be repeated or take additional class periods. However, of the 61 lessons, 46 of them are aligned to major work of the grade according to the table of contents in the three resources reviewed. This would mean that if the 46 lessons were fully aligned, 75% of the time is spent on the major work of the grade. If you look more closely, the percent of time spent on major work would be below 75% considering that lessons are labeled as aligned to major work of the grade, but the activities in the lessons do not actually align. Here are a few examples of the misalignment:\n\nSTEM \"Harvest Time\" is labeled as aligning with standard 1.NBT.B.3, but there is no mention of students or teachers using symbols (<,>, =) to compare numbers.\nART lesson page 26, is labeled as aligning with standard 1.OA.C.6, but it does not correctly demonstrate the strategies for decomposing a number leading to ten or making ten to find a sum larger than ten.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c8eb72aa-0447-46c6-977e-aabe4e2db83b": {"__data__": {"id_": "c8eb72aa-0447-46c6-977e-aabe4e2db83b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9b925958-22d2-4f8b-91a7-f18b06a5fb22", "node_type": null, "metadata": {}, "hash": "8d7863ff2e4b5cd9c1e21ba6b7eca641815c46d1dd85395876f094490d36d3cb"}, "2": {"node_id": "5189d737-00b6-452b-b190-e1954ca73fe6", "node_type": null, "metadata": {}, "hash": "ab02214e1c91073546d2c215c80cf1775473e8c506421e0c44c7d5d758998820"}, "3": {"node_id": "76c292bd-15e2-4e9f-b0af-47edbddb8f54", "node_type": null, "metadata": {}, "hash": "9b895bb71abfd570d7792b9252ebdcbb704997290c5f1db37e6217dbf3ade51f"}}, "hash": "2a2dfc883de70fd0a086ab7dcd3f7b4af2a9112a9f302c47f7ee2b40692a6086", "text": "ART lesson page 72, is labeled as aligning with standard 1.NBT.C.4, but it does not require students to relate the strategy used to a written method and explain their reasoning.\nIt is not clear how the one hundred target board assists with place value or addition.\nTeacher edition pages 1-12 is labeled as aligning with standard 1.OA.A.1 but there are no word problems used for addition and subtraction. There are computation problems for the problem types of \"add to take from,\" \"put together\" and \"take apart,\" but they are not used in word problems.\nTeacher edition page 263, is labeled as aligning with standards 1.NBT.C, but does not fully support the use of place value.\nStudent exercise page 169 does not follow the standard for determining if equations involving addition and subtraction are true or false and simply asks students to make up equations and to solve a story problem.\nTeacher edition page 177 is labeled as aligning with standard 1.NBT.A.1 but it uses symbols to compare numbers, which does not fit the rest of the lesson.\n\nThe following are examples of work beyond the grade level:\n\nSTEM \"Teddy Bear Airline\" is labeled as aligning with standard 1.OA.A.1 but students are asked to add three-digit numbers when the standard only asks for addition and subtraction within 20.\nART Lesson page 89 is labeled as aligning with standard 1.MD.A.1 but asks students to measure objects using a ruler and to make a ruler by dividing ribbon into inches.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 1 do not meet expectations for content supporting focus and coherence. The review team identified several examples of missed opportunities for coherence below:\n\nThe lesson for 1.MD in the teacher edition, page 452, has multiple line plots and data points and a few opportunities to connect with \"how many more or less\" with addition and subtraction work, but the majority of the work is \"most popular/least popular\" type situations that do not connect back to 1.OA.\nART lesson page 127 does not support the work of partitioning and explaining halves, fourths and quarters. A pie cut in to 8 slices asks a student to know 1/4 = 2/8 which is not the CCSSM for Grade 1. It also asks students to divide 48 into quarters, which is above grade level work.\nART book page 101 does not connect with major work of 1.MD.B.3.\nSTEM \"Toothpicks and Marshmallows\" is labeled as 1.G.A but does not ask students to connect shape reasoning and attributes to 1.OA or 1.NBT.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 1 do not meet expectations because the amount of content is not viable for one school year.\n\nThere are eight major clusters in Grade 1 and one of them is 1.MD.A. There are three lessons in the resources on MD.A and one STEM project (which does not fully address the standards of 1.MD.A). This is not an adequate amount of instructional time, or material, for that cluster. This means that teachers would need to find additional materials in order to cover the standards.\nIn addition, the addition and subtraction situations of the CCSSM for Grade 1, as addressed by 1.OA.1, are not covered with the necessary depth. There would need to be a heavy reliance on teacher preparation to stretch the instruction.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Grade 1 do not meet the expectations for consistency with the progressions in the standards.\n\nThere is no mention of a grade-by-grade progression in the materials.\nFluency standard 1.OA.C.6 is not fully developed in any aligned lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "76c292bd-15e2-4e9f-b0af-47edbddb8f54": {"__data__": {"id_": "76c292bd-15e2-4e9f-b0af-47edbddb8f54", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9b925958-22d2-4f8b-91a7-f18b06a5fb22", "node_type": null, "metadata": {}, "hash": "8d7863ff2e4b5cd9c1e21ba6b7eca641815c46d1dd85395876f094490d36d3cb"}, "2": {"node_id": "c8eb72aa-0447-46c6-977e-aabe4e2db83b", "node_type": null, "metadata": {}, "hash": "2a2dfc883de70fd0a086ab7dcd3f7b4af2a9112a9f302c47f7ee2b40692a6086"}, "3": {"node_id": "32c29a03-90e5-495c-87e8-3b9205019acd", "node_type": null, "metadata": {}, "hash": "3a44a3b2073072cd096ab418de5a432fb5f4288e1055d21c5b6c025880983482"}}, "hash": "9b895bb71abfd570d7792b9252ebdcbb704997290c5f1db37e6217dbf3ade51f", "text": "Problem situations are not consistent with the progression of story problem formats in context throughout the grade band and the progressions.\nMaterials do not give students extensive work on grade level problems. All 12 problem situations for addition and subtraction should be worked on extensively.\nThere is unlabeled off-grade level content on page 300 of the teacher edition. Students are expected to compute differences of numbers outside the grade level expectation of multiples of 10. For example, with numbers 59-48.\n\nAbove grade-level content is found on the following pages:\n\nTeacher edition lesson page 208 is not aligned to Grade 1 and does not build from Kindergarten. This is beyond the scope of the work for the grade.\nAbove grade-level content is found on teacher edition pages 208, 272, 283, 309 and 344.\n\nMPs are not aligned throughout lessons and instead are provided their own set of activities at the end of the book, pages 508-526. This practice is not consistent with a progression of content and a consideration of practices connected to content.\nThe materials contain vague language around student understanding and how learning should progress. For example, in teacher edition on page 376 it says, \"Students should have some understanding that some objects are larger than others.\" It is unclear what is meant by \"some understanding.\" There is more vague language on teacher edition page 59: \"Students will understand the processes of addition and subtraction.\" The process of addition and subtraction could be interpreted as the act of computation.\nFor the aforementioned reasons and the evidence cited, the materials did not meet the expectations for consistency with the progressions in the standards for reviewed materials in Grade 1.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe Grade 1 instructional materials reviewed for coherence grade level do not meet the expectations. Learning objectives are written and either address learning at the individual standard level, simply restate the cluster statement, or are written as activities focusing on what the students will be doing, not what they will learn. Examples of this can be found in the teacher edition on page 44; in the ART book on pages 10, 44 and 115; and \"Harvest Time\" on STEM page 40.\nEach lesson is taught in isolation as a standard or a cluster of standards within the same domain. There are times when clusters and standards are placed sequentially, however there is little evidence of coherence at the cluster level to \"understand and apply properties of operations and the relationship between addition and subtraction\" (1.OA.B) and \"use place value understanding and properties of operations to add and subtract are not connected at an appropriate level\" (1.NBT.C).\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "32c29a03-90e5-495c-87e8-3b9205019acd": {"__data__": {"id_": "32c29a03-90e5-495c-87e8-3b9205019acd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9b925958-22d2-4f8b-91a7-f18b06a5fb22", "node_type": null, "metadata": {}, "hash": "8d7863ff2e4b5cd9c1e21ba6b7eca641815c46d1dd85395876f094490d36d3cb"}, "2": {"node_id": "76c292bd-15e2-4e9f-b0af-47edbddb8f54", "node_type": null, "metadata": {}, "hash": "9b895bb71abfd570d7792b9252ebdcbb704997290c5f1db37e6217dbf3ade51f"}, "3": {"node_id": "58ba8a87-fe4e-4f91-a35f-c0460bf829d9", "node_type": null, "metadata": {}, "hash": "c6ad803dc904aed19bea4c7fb654b4c3e6ccd45d96c780b2e6be377b0101b9fe"}}, "hash": "3a44a3b2073072cd096ab418de5a432fb5f4288e1055d21c5b6c025880983482", "text": "Materials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "58ba8a87-fe4e-4f91-a35f-c0460bf829d9": {"__data__": {"id_": "58ba8a87-fe4e-4f91-a35f-c0460bf829d9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9b925958-22d2-4f8b-91a7-f18b06a5fb22", "node_type": null, "metadata": {}, "hash": "8d7863ff2e4b5cd9c1e21ba6b7eca641815c46d1dd85395876f094490d36d3cb"}, "2": {"node_id": "32c29a03-90e5-495c-87e8-3b9205019acd", "node_type": null, "metadata": {}, "hash": "3a44a3b2073072cd096ab418de5a432fb5f4288e1055d21c5b6c025880983482"}}, "hash": "c6ad803dc904aed19bea4c7fb654b4c3e6ccd45d96c780b2e6be377b0101b9fe", "text": "Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96c5c3a9-d626-402f-a2dc-c6a27a80e662": {"__data__": {"id_": "96c5c3a9-d626-402f-a2dc-c6a27a80e662", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "3": {"node_id": "4dcc1bd5-7647-4c91-8719-c6cecef50abb", "node_type": null, "metadata": {}, "hash": "667e13d52ccb1e980e31795e186642d1f922cdbc49b78a250065b066d59982d9"}}, "hash": "ed7bcdff337263835c4f0cf18efef8fd5d75567e20d693dd266d657d93f05a13", "text": "Carnegie Integrated\n\nThe instructional materials reviewed for the Integrated series from Carnegie partially meet expectations for alignment to the CCSSM for high school. The materials partially meet the expectations for focus and coherence as they: partially attend to the full intent of the mathematical content contained in the high school standards for all students, do not attend to the full intent of the modeling process when applied to the modeling standards, partially allow students to fully learn each standard, partially make meaningful connections in a single course and throughout the series, and partially identify and build on knowledge from Grades 6-8 to the High School Standards. The materials also partially meet the expectations for rigor and the MPs as they partially support the intentional development of conceptual understanding and do not meet the expectations for meaningfully connecting the MPs to the standards for mathematical content.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the series partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of all of the non-plus standards, but there were some instances where the full intent of non-plus standards was not met.\n\n\n    For G-MG.2, evidence was not found anywhere throughout the series, and the standard was not identified in the materials.\n\n\n    The following standards are examples identified as having been fully met in this series in the conceptual categories and domains listed:\n\n\nA-SSE.1: In instances where this standard is listed (Integrated Math I Chapters 2, 3, 5; Integrated Math II Chapters 12, 13; and Integrated Math III Chapters 3, 5, 8), the use of real world applications and varied types of expressions (linear, quadratic, power, exponential) that are used throughout the series clearly meets the standard.\n    \nG-MD.4: In instances where this standard is listed (Integrated Math II, Lessons 11.1-11.5, 11.7), the use of rotating and stacking two-dimensional figures to create three-dimensional solids, opportunities for informal argument of the derivation of formulas for volume of a cone, pyramid, and sphere, and opportunities to explore cross sections of solids clearly meets the standard.\n    \n\n\n    The following standards are identified as having been partially met in this series in the conceptual categories and domains listed. In general, many of the standards that are partially met earn that classification due to the lack of student opportunity to engage in certain aspects stated in the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4dcc1bd5-7647-4c91-8719-c6cecef50abb": {"__data__": {"id_": "4dcc1bd5-7647-4c91-8719-c6cecef50abb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "96c5c3a9-d626-402f-a2dc-c6a27a80e662", "node_type": null, "metadata": {}, "hash": "ed7bcdff337263835c4f0cf18efef8fd5d75567e20d693dd266d657d93f05a13"}, "3": {"node_id": "e8018835-21e9-41ba-9d22-83faa6303f12", "node_type": null, "metadata": {}, "hash": "9cded45e59c4e1522dce9ae4689abf19a3064d70f5d765fb1cab6fbb874c7467"}}, "hash": "667e13d52ccb1e980e31795e186642d1f922cdbc49b78a250065b066d59982d9", "text": "N-Q.2: In instances where this standard is listed in Integrated Math I (Lessons 1.1, 3.1, 5.6), students are not provided opportunities to independently identify quantities to represent the context; rather students are provided with pre-labeled tables or graphs with pre-determined numbers making the quantities that they represent obvious to the student.\n    \nF-BF.3: This standard appears in Integrated Math I, Lesson 5.3, Integrated Math II, Lesson 12.7 and Integrated Math III, Lessons 4.2-4.4, 5.3, 9.2-9.3, 11.3, 12.3, 12.5 and 14.6. When students are asked to identify the effect on the graph of replacing f(x) by f(kx) for specific values of k (both positive and negative) any problem that involves a negative uses k=-1. Students are not given graphs and asked to find the value of k.\n    \nG-CO.9: In four lessons where this standard was identified within Integrated Math II (Lessons 2.1, 2.2, 7.4 and 7.5), students were never asked to construct a proof about lines and angles.\n    \nG-CO.10: The proof of the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; or the medians of a triangle meet at a point was found in Integrated Math II, Lesson 4.3, Problem 6. However, this standard was not referenced for teachers and students.\n    \nG-CO.12: Geometric constructions largely rely on compass and straight-edge techniques, with a few references to patty paper. The other methods of strings, reflective devices, and dynamic geometric software, etc., are not present in the materials.\n    \nG-GMD.1: Application of Cavalieri's Principle was present in Integrated Math II, Lesson 11.3. Students did not have opportunities to use dissection arguments and informal limit arguments for the circumference of a circle, area of a circle and volume of a cone.\n    \nS-ID.4: This standard requires students to: \u201cuse mean and standard deviation to fit it to a normal distribution and to estimate population percentages. Recognize there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.\u201d Problems were not found that included data sets where the normal distribution did not apply.\n    \nS-IC.4 and S-IC.5: There was not evidence of the use of simulation as stated in the standards.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the series do not meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. Throughout the series, there are a number of lessons that contain a variety of components of the modeling process described in the CCSSM. Students are provided scaffolding questions to help guide them through the process of modeling an equation and reasoning from that model. However, throughout the series, students do not have an opportunity to authentically engage in the modeling process by gathering their own data, organizing it, creating multiple representations of it and interpreting the representations.\n\n\n    A few examples of when and how components of the modeling process are not fully attended to include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e8018835-21e9-41ba-9d22-83faa6303f12": {"__data__": {"id_": "e8018835-21e9-41ba-9d22-83faa6303f12", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "4dcc1bd5-7647-4c91-8719-c6cecef50abb", "node_type": null, "metadata": {}, "hash": "667e13d52ccb1e980e31795e186642d1f922cdbc49b78a250065b066d59982d9"}, "3": {"node_id": "26723037-ae55-4b7d-8a1d-fa45712bc75a", "node_type": null, "metadata": {}, "hash": "74918e5d9fdbd6da985023be4920251708c52b61e8ba78ec5bc63e3c468fadb8"}}, "hash": "9cded45e59c4e1522dce9ae4689abf19a3064d70f5d765fb1cab6fbb874c7467", "text": "Integrated Math I and Integrated Math II materials provide multiple opportunities to interpret features of graphs and tables, yet lack all the steps included in the modeling process to meet the full intent of the modeling standard which the standard F-IF.4 requires. Students do not have the opportunity to develop their own solution strategies due to the presence of scaffolded questions or identify variables and formulate a model by creating tabular models due to the presence of predetermined graphs with scales and some given equations.\n    \nIn Integrated Math I, Lesson 2.3: Modeling Linear Inequalities, students model the profit of selling popcorn. In this lesson, students are provided the inequality already graphed and shown how to solve the problem algebraically. In every case, students are provided pre-made graphs with the scale already selected, partially completed tables and step-by-step directions.\n    \nIn Integrated Math I, Lesson 4.3, the modeling standard A-SSE.1a is listed, however, the formulas are given and not interpreted through modeling. The modeling standards F-BF.1, F-BF.2 and F-LE.1,F-LE.2 are also listed, however, no opportunities are provided for students to build their understanding of the development of recursive and explicit formulas for sequences.\n    \nIn Integrated Math I Lesson 11.3, People, Tea, and Carbon Dioxide, all problems are intended to provide students with an opportunity to engage in modeling. Students are asked to compute, interpret and report their work through a series of scaffolded steps. However, not all six steps of the modeling process are included. For instance, students never chose a model to use \u2013 they are given a table to fill in and an equation to use to find the values.\n    \nIn Integrated Math II, Lessons 7.1 and 7.3 - 7.5, the modeling standard G-SRT.8 is listed. Students, however, are not provided any opportunities to attend to the modeling process using this standard.\n    \nIn Integrated Math II, Lesson 11.6, for G-GMD.3, problems provided within the teacher implementation guide and student materials allow for students to think more critically about the use of formulas for irregular shapes as well as how different formulas compare and making a decision based on that comparison. Examples include approximating the volume of a vase and finding about how many cubic feet of hot air a typical hot-air balloon holds, and the guiding questions, such as \"Is there more than one correct strategy to approximate the volume of the vase?\" and \"How do you decide which strategy will product a more accurate result?\" However, students are not provided opportunities to develop their own solution strategies and develop ways to analyze the results.\n    \n\n\n    Notably, the \u201cformulate\u201d part of the modeling provided in the CCSSM is consistently lacking in the lessons provided in the material(s). The CCSSM states that students should be \u201cformulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables. There was no evidence that students were ever required to formulate a process for solving any problems or work through the modeling process on their own.\n\n\n    A few examples of standards for which no part of the modeling process attended to:\n\n\nNo aspect of the modeling process is addressed within the Integrated Math II, Lesson 3.1, problem 4, for the standard G-MG.2.\n    \nIn Integrated Math I, Lessons 12.1, 12.2, 12.4, 14.1, 14.2, 14.3, 14. 4 and Integrated Math II, Lesson 4.3, the modeling standard G-GPE.7 is listed, however, students are not provided any opportunities to attend to the modeling process using this standard. Four of these lessons are duplicated within Integrated Math II and the modeling standard G-GPE.7 is not listed in these Lessons 1.2-1.4 and 17.1 as it was indicated within Integrated I.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials for this series, when used as designed, meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, post-secondary programs, and careers. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "26723037-ae55-4b7d-8a1d-fa45712bc75a": {"__data__": {"id_": "26723037-ae55-4b7d-8a1d-fa45712bc75a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "e8018835-21e9-41ba-9d22-83faa6303f12", "node_type": null, "metadata": {}, "hash": "9cded45e59c4e1522dce9ae4689abf19a3064d70f5d765fb1cab6fbb874c7467"}, "3": {"node_id": "56b9e519-a90f-4041-882b-adae0f08d0eb", "node_type": null, "metadata": {}, "hash": "c2ed90a7a98f412d56e7767df3c0c93656221ce65d05e270582488db0c03d105"}}, "hash": "74918e5d9fdbd6da985023be4920251708c52b61e8ba78ec5bc63e3c468fadb8", "text": "The Algebra standards are included throughout the series and are seen as a focus.\n\n\nA-SSE evidence is found in Integrated I Chapters 2-5, Integrated II Chapters 12 and 13; and Integrated III Chapters 3-6, 8-10.\n    \nA-CED evidence is found in Integrated I Chapters 1-3, 5 and 7; Integrated II Chapters 12-14 and 16; and Integrated III Chapters 3, 4, 6-10 and 14.\n    \nA-REI evidence is found in Integrated I Chapters 1-3, 5-7; Integrated II Chapters 13-15; and Integrated III Chapters 3, 6, 7, 9-11 and 14.\n    \n\n\n    The F-IF standards are included throughout the series and are seen as a focus.\n\n\nEvidence is found in Integrated I Chapters 1-5, 11 and 16; Integrated II Chapters 12, 14, and 16; and Integrated III Chapters 3-7, 9, 11, 12, 14 and 15.\n    \nA variety of functions are interpreted and analyzed. Integrated Math I focuses on linear, quadratic, and exponential, while Integrated Math III focuses on quadratic, polynomial, exponential, logarithmic, rational, and trigonometric.\n    \nWithin the series, students graph functions and identify/analyze key features of those functions.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for this series partially meet the expectation that the materials allow students to fully learn each standard. The materials for the series, when used as designed, would not enable students to fully learn some aspects of the non-plus standards.\n\n\n    All non-plus standards, other than G-MG.2, are referenced at least once.\n\n\n    There are several examples of when the materials would not enable students to fully learn some aspects of the non-plus standards:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "56b9e519-a90f-4041-882b-adae0f08d0eb": {"__data__": {"id_": "56b9e519-a90f-4041-882b-adae0f08d0eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "26723037-ae55-4b7d-8a1d-fa45712bc75a", "node_type": null, "metadata": {}, "hash": "74918e5d9fdbd6da985023be4920251708c52b61e8ba78ec5bc63e3c468fadb8"}, "3": {"node_id": "b7a1d2fe-8f6d-4bac-8e18-34ef16a9f274", "node_type": null, "metadata": {}, "hash": "74485f1f04e6f54714b91f3e67c267dc603284a4b93770ca155e0769f820a6ef"}}, "hash": "c2ed90a7a98f412d56e7767df3c0c93656221ce65d05e270582488db0c03d105", "text": "N-Q.1: In Integrated Math I, Lessons 2.1, 2.2 and 2.6, Student Assignments and Skills Practice both heavily favor identifying the independent and dependent quantities and their units with the use of a table and have very few problems identifying these with graphs. Students are not provided adequate opportunities to choose their own scales or origins in the student textbooks and assignment books. There is one blank graph made available in the student textbook for Lesson 2.6, page 139 and in the Skills Practice book, pages 302-304, problems 8-12, the grid given has no markings of scale or unit.\n    \nN-RN.1: In Integrated Math I, Lesson 5.5, students are not asked to explain how rational exponents are an extension of the properties of integer exponents. Students are provided one example where they are given an equation, given the substitution that results in the rule for the fractional notation of a radical number and asked to apply it.\n    \nN-RN.2: In Integrated Math I, Lessons 5.5 and 5.6, the majority of material content aligns with 8.EE, simplifying integer negative exponents, and the only high school appropriate work is provided on page 342, explaining and extending the properties of exponents to rational exponents. (Note, this lesson contains typographical errors.) In Integrated Math II, Lesson 13.6, this standard is listed, however, the student work involves rewriting radicals and does not provide opportunities to work with rational exponents. In Integrated Math II, Lesson 15.3, this standard is listed, however, students are provided one review problem within this lesson related to this standard. The rest of Lesson 15.3 addresses N-CN.1.\n    \nG-CO.2: In Integrated Math I, Chapter 12, the materials did not provide students opportunities to represent transformations in the plane using geometry software. Also, transformations were not described as functions that take points in the plane as inputs and give other points as outputs.\n    \nG-SRT.8: In Integrated Math II, Chapter 7, several lessons require the use of trigonometric ratios which have not yet been introduced to students. Introduction to trigonometry occurs in Chapter 8. Problems solved using trigonometric ratios are found in Lesson 7.1, Problem 3, Number 4; Lesson 7.4, Problem 4, Number 4; and Lesson 7.5, Problem 2, Number 10. In Integrated Math II, Chapter 7, Lessons 7.1, 7.3 - 7.5, this standard is listed, however, one problem (7.3 problem 5) is provided for students to use the Pythagorean Theorem. Furthermore, in the Chapter 7 Skills Practice for the same lessons, students are not provided opportunities to use trigonometric ratios and/or the Pythagorean Theorem to solve right triangles in applied problems.\n    \nF-IF.4,5 and 7; F-BF.1 and 4; F-LE.1 and 2: Integrated Math I includes Chapter 16 on logic. This chapter does not provide students with opportunities to learn any of the function standards identified. This additional material distracts student learning from the high school standards.\n    \nG-MG.3: In Integrated Math II, Lesson 10.4 when problems were provided for extension work, students are asked to solve problems for linear velocity and angular velocity. This additional material distracts student learning from the high school standards.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed in this series fully meet the expectation that students engage in mathematics at a level of sophistication appropriate to high school. Materials meet the depth of the non-plus standards. When used as designed, all students are given extensive work with non-plus standards. Following are several examples of when students are given extensive work with the non-plus standards:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b7a1d2fe-8f6d-4bac-8e18-34ef16a9f274": {"__data__": {"id_": "b7a1d2fe-8f6d-4bac-8e18-34ef16a9f274", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "56b9e519-a90f-4041-882b-adae0f08d0eb", "node_type": null, "metadata": {}, "hash": "c2ed90a7a98f412d56e7767df3c0c93656221ce65d05e270582488db0c03d105"}, "3": {"node_id": "d7ea482a-9191-447b-ba76-2b4726623fae", "node_type": null, "metadata": {}, "hash": "f2598f65a1fbfc49e489015b8fa42d9bc270f8318c34e6736b6f185f55b1252b"}}, "hash": "74485f1f04e6f54714b91f3e67c267dc603284a4b93770ca155e0769f820a6ef", "text": "In Integrated Math I, Lesson 8.4, for standard S-ID.2, students revisit data sets previously used and have the opportunity to use the formula and technology to compute the standard deviation of each data set. In the last activity, students compare measure of center (median and mean) and the measures of spread (IQR and standard deviation) with respect to their sensitivity to outliers.\n    \nIn Integrated Math II, Lesson 15.5, for standard N-CN.7, the lesson begins with quadratic functions having one, two or no x-intercepts graphed on a coordinate plane. Students list the key characteristics of each graph. Students rewrite a quadratic function with imaginary zeros written in standard form to factored form and then to vertex form.\n    \nIn Integrated Math III, Lesson 10.2, for standards A-SSE.2 and A-APR.7, students use the structure of an expression to identify ways to simplify rational expressions and list their restrictions for the variables.\n    \nThroughout the series, for standards A-REI.10, 11, and 12, students are provided extensive opportunities to represent and solve equations and inequalities both algebraically and graphically. Problems involve real world scenarios and students are instructed on how to use several graphing calculator strategies.\n    \n\n\n    The materials provide students with opportunities to engage in real-world problems throughout the courses. The students engage in problems that use number values that represent real-life values - fractions, decimals and integers. Solutions to problems also are typical of real-life situations, and the context of most of the scenarios are relevant to high school students.\n\n\n    Individual standards are given more instructional time than the whole clusters. There are only a few opportunities for non-plus standard work in the Number and Quantity category, but many opportunities on Algebra and Functions. N-RN is found within four chapters throughout the entire series in eight lessons. N-Q is found within four chapters within Integrated Math I in eight lessons. In contrast, F-BF.1 is found within eleven chapters throughout the entire series in over 20 lessons.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed partially meet the expectation that the materials are mathematically coherent through meaningful connections in a single course and throughout the series. There are two conceptual categories which are not coherently connected to other conceptual categories across the series.\n\n\nThe majority of the Geometry standards are isolated within Integrated Math II and are not connected to other conceptual categories such as Algebra and Functions. In Integrated Math I, Chapter 14 contains unique geometry material as Chapters 12 and 13 are duplicated content within the Integrated II series. Students do not have the opportunity to work with Geometry standards at all within Integrated Math III. For example, students are not given the opportunity to connect creating polynomial equations, A-APR.3, to volume formulas in G-GMD.3. The publishers missed the opportunity to purposefully connect Geometry standards to Algebra through the use of creating equations A.CED. There is no chapter within the series where geometric coordinates, G-GPE.7, is referenced along with equations, A-REI, as suggested on page 74 of the CCSSM. Integrated Math II, Lesson 17.3, is a missed opportunity for the problems to require students to connect these standards.\n    \nThe majority of the Statistics and Probability standards are isolated within Integrated Math I and III and are not connected to other conceptual categories such as Algebra and Functions. The publishers missed the opportunity to purposefully connect S-ID and S-IC with Algebra and Functions.\n    \n\n\n    Examples of connections between standards within a single course include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d7ea482a-9191-447b-ba76-2b4726623fae": {"__data__": {"id_": "d7ea482a-9191-447b-ba76-2b4726623fae", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "b7a1d2fe-8f6d-4bac-8e18-34ef16a9f274", "node_type": null, "metadata": {}, "hash": "74485f1f04e6f54714b91f3e67c267dc603284a4b93770ca155e0769f820a6ef"}, "3": {"node_id": "8624c4e4-4457-4875-8d19-93222184163a", "node_type": null, "metadata": {}, "hash": "7c84873ddedbd4fc689f09aefee3867b399add1f93f16c5c5f81b5efba583c76"}}, "hash": "f2598f65a1fbfc49e489015b8fa42d9bc270f8318c34e6736b6f185f55b1252b", "text": "Examples of connections between standards within a single course include:\n\n\nIntegrated Math I demonstrates strong connections between the conceptual categories of Algebra and Functions. The materials connect linear functions, exponential functions, arithmetic and geometric sequences, and recursive and explicit representations. Chapters 1 and 2 introduces students to the concepts of functions and linear functions. In Chapter 4 students begin to work with arithmetic and geometric sequences. The relationship between arithmetic sequences and linear functions and some geometric sequences and exponential functions is developed. Students use recursive and explicit formulas to connect these concepts.\n    \nIntegrated Math II Chapters 7 and 8 connect the idea of using trigonometric ratios, G-SRT.C, as a way of analyzing quadrilaterals and proving their properties, G-CO.B, to aid in problem solving.\n    \nIntegrated Math III, Lesson 3.4 connects the Algebra category to Geometry through modeling scenarios in an engineering-based problem. While Geometry standards from G-MG are not explicitly identified, students engage in problem solving and critical analysis of a figure modeled geometrically and define it algebraically through equations and functions to reason about and justify their solutions.\n    \n\n\n    Examples of connections within a single course that are not adequately developed include:\n\n\nIntegrated Math I, Lessons 9.1 - 9.5, addressing S-ID.6, 7, 8 and 9, has students use the calculator to produce a regression line, use this line to make some predictions, and then asked to find the equations of lines between pairs of points in a data set to determine which lines best \"matches\" the data. There are several missed opportunities to connect to the function standards in domains F-IF, F-BF and F-LE.\n    \nIntegrated Math I, Lesson 11.4, Choosing the Best Function to Model Data lists only the function standards. There are missed opportunities to connect to the statistics standards in S-ID.\n    \nIntegrated Math I, Chapter 13 addressing G-CO.6-8 missed opportunities within the Student Assignments and Skills Practice sections to identify which rigid motion created the pairs of triangles in problems where both triangles are given.\n    \nIntegrated Math II, Lesson 1.2 (duplicated from Integrated Math I, Lesson 12.1) addressing G-CO.2, translating line segments, is a missed opportunity to connect transformations to functions F-BF.3 covered in Lesson 5.3.\n    \nIntegrated Math II, Lesson 1.2 (duplicated from Integrated Math I, Lesson 12.1) addressing G-CO.4 is a missed opportunity to connect the rotation of a line segment around its endpoint to the creation of a circle (Problem 3), as a way of developing a definition for a circle, as called for in the standard.\n    \nIn Integrated Math II, Lesson 10.1 which addresses G-C.3, the Skills Practice has students determine one angle of a quadrilateral given its opposite angle (Quad-Opp angle theorem). There is a missed opportunity to connect to G-C.2 and G-CO.11.\n    \n\n\n    Additionally, lessons are renamed and nearly identical across the series but are not indicated as review or repeats to students or teachers. Lessons that are repeated with minor alterations, such as a few of the graphics changed and a few additional problems added, do not explicitly connect this repetition (nor do they point out this repetition) to the original lesson in which the content was developed. Those lessons include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8624c4e4-4457-4875-8d19-93222184163a": {"__data__": {"id_": "8624c4e4-4457-4875-8d19-93222184163a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "d7ea482a-9191-447b-ba76-2b4726623fae", "node_type": null, "metadata": {}, "hash": "f2598f65a1fbfc49e489015b8fa42d9bc270f8318c34e6736b6f185f55b1252b"}, "3": {"node_id": "daa99cd2-9a95-41cf-96b6-79496b374cf2", "node_type": null, "metadata": {}, "hash": "32c5da29e70f871fe1e870748b75d73c75cac827cf1d677d40118d850d046985"}}, "hash": "7c84873ddedbd4fc689f09aefee3867b399add1f93f16c5c5f81b5efba583c76", "text": "G-CO.A, B, D Integrated Math I, Lessons 12.1, 12.2, 12.3, and 12.5 and Integrated Math II, Lessons 1.2-1.5.\n    \nG-GPE.B Integrated Math I, Lesson 12.4 and Integrated Math II, Lesson 17.1.\n    \nG-CO.A, B, D Integrated Math I, Lessons 13.1 - 13.6 and Integrated Math II, Lessons 5.1-5.6; Lesson 5.7 is the only new lesson in Integrated Math II.\n    \nG-GPE.B Integrated Math I, Lessons 15.1-15.2 and Integrated Math II, Lessons 17.2-17.3.\n    \nG-GPE.B Integrated Math II, Lesson 15.4 and Integrated Math III, Lesson 4.6.\n    \nG-CO.9 Integrated Math I, Lesson 16.1 and Integrated Math II, Lesson 2.1.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nIn the instructional materials reviewed for this series, content from Grades 6 to 8 is present but not clearly identified and/or does not fully support the progressions of the high school standards. Connections between the non-plus standards and how those standards are built upon from Grades 6-8 is not clearly articulated for teachers.\n\n\n\n    In the teacher\u2019s or student's materials, there is no reference to 6-8 CCSSM throughout the series. Course Content Maps downloaded from online Integrated Math I (2012) and Integrated Math II, III (2013) sometimes have information in a column titled \u201cAccess Prior Knowledge\u201d that references middle school standards. Repeatedly, the series for high school introduces and/or develops a 6-8 standard, but instead of identifying it as such and clearly making the connection, the series introduces it as a high school standard.\n\n\n\n    Examples of how lessons connect to middle school content include:\n\n\nG-MD.4: Students in middle school calculate area and perimeter of two-dimensional shapes and calculate volume and surface area for three-dimensional shapes, 6.G.A. 7.G.B, 8.G.9. In high school, students use these skills in a more sophisticated fashion through the use of application problems. The connection between two-dimensional and three-dimensional figures culminates with the topics of cross sections and diagonals in three dimensions.\n    \nA-REI.5-7; A-REI.11-12: Students in middle school analyze and solve pairs of simultaneous linear equations, 8.EE.8. In high school, students connect this standard to solving a linear equation algebraically and graphically and extending this to solving and graphing systems of linear inequalities.\n    \n\n\n    Here are some examples where the materials do not correctly identify content from Grades 6-8 in an appropriate way for high school:\n\n\nIntegrated Math I, Lessons 2.1-2.2, 3.2 and 3.4: In the material with F-IF referenced, student problems found on pages 75, 84 (\"Talk the Talk\"), 174 and 186 are aligned with 8.F, using functions to model relationships between quantities.\n    \nIntegrated Math I, Lesson 5.5: In the material with N-RN.1 referenced, student problems found on pages 338-342, are aligned with 8.EE.A, radicals and integer exponents.\n    \nIntegrated Math II, Lesson 15.1: In the material with N-RN.3 referenced, problem 3 is aligned with 8.EE and 8.NS, translating between decimal and fraction notation, particularly when the decimals are repeating.\n    \n\n\n    Here are some examples where the materials fail to reference standards from Grades 6-8 for the purpose of building on students\u2019 previous knowledge:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "daa99cd2-9a95-41cf-96b6-79496b374cf2": {"__data__": {"id_": "daa99cd2-9a95-41cf-96b6-79496b374cf2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "8624c4e4-4457-4875-8d19-93222184163a", "node_type": null, "metadata": {}, "hash": "7c84873ddedbd4fc689f09aefee3867b399add1f93f16c5c5f81b5efba583c76"}, "3": {"node_id": "bef677b2-f545-4c99-b54c-380aac002277", "node_type": null, "metadata": {}, "hash": "de08af595a6f421c54e00b14a8c0e7f33be1ce77054e1edb83a936020d7b8b4c"}}, "hash": "32c5da29e70f871fe1e870748b75d73c75cac827cf1d677d40118d850d046985", "text": "Integrated Math II, Lessons 13.1-13.3: In the content on pages 952-956; 963; 972-973, the properties of real numbers (commutative, associative, distributive, etc.) are presented as applying the properties of operations to generate equivalent expressions without mention to build upon students\u2019 prior knowledge of 6.EE.3.\n    \nIntegrated Math II, Lessons 15.1 and 15.2, standard N-RN.3 is listed but the material covered in these lessons has students work with content below high school level, defining sets of numbers, determining which sets of equations can be solved and writing repeating decimals as fractions. Students are walked through a history of numbers and given definitions and rules all along the way. Students are told that an irrational number has an infinite, non-repeating decimal form but no explanation is given. On page 1088, students are asked to simplify expressions and identify the property. The expressions the students are to simplify contain whole number coefficients aligned with 6.EE.\n    \nIntegrated Math III, Lessons 2.1-2.2: In the lessons on \u201cSample Surveys, Observational Studies, and Experiments\u201d and \u201cSampling Methods and Randomization,\u201d students are introduced to sampling and making inferences without mention of the standard addressed in 7.SP.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nSome of the plus standards, when included, are clearly indicated in the Teacher Implementation Guides located in the Chapter overviews. The inclusion of the plus standards follows logically in progression with the material. Lessons including the plus standards could be omitted without interrupting meaning, or the understanding for the student.\n\n\n    Integrated Math II, Lesson 15.4, and Integrated Math III, Lesson 4.6, are in fact the same; however, both follow logical ordering in their respective materials. The lesson includes standards, N-CN.3 and N-CN.8, working with complex numbers as an extension of learning both quadratics and the real number system. Students are able to practice finding complex conjugates, N.CN.3, and rewriting/extending polynomial identities, N.CN.8, throughout student materials.\n\n\n\n    Integrated Math III, Chapter 9, walks students through identifying zeroes, asymptotes, end behavior and factorization in order to graph rational functions, F-IF.7d, which students practice throughout their materials. The teacher material which supports the students assignment in Lesson 9.5 suggests using a graphical approach to solve one of the problems, but the problem could be solved without needing to graph. Thus, it is not dependent on 9.1-9.4.\n\n\n    Integrated Math III, Chapter 13, could not be omitted in it's entirety, as it is the only location where students develop skills in F-LE.4, which has a natural connection with F-BF.5.\n\n\n    The series is inconsistent in differentiating between plus and non-plus standards through introduction or description of the lesson. There are several lessons within the series that are not clearly identified as plus standards:\n\n\nIntegrated Math II, G-SRT.9, G-SRT.10, and G-SRT.11 in Lesson 8.6\n    \nIntegrated Math II, G-GMD.2 in Lessons 11.3\n    \nIntegrated Math II, F-BF.4b in Lessons 16.3\n    \nIntegrated Math II, S-CP.8 in Lessons 19.3 and 19.5\n    \nIntegrated Math II, S-CP.9 in Lessons 20.3 and 20.4\n    \nIntegrated Math II, S-MD.6 and S-MD.7 in Lessons 20.5\n    \nIntegrated Math III, A-APR.5 in Lesson 6.7\n    \nIntegrated Math III, F-BF.1c and F-BF.4b in Lessons 14.1, F-IF.7d in Lessons 14.2 and 14.4\n    \n\n\n    The plus standards are never identified within the student materials.\n\n\n    The following plus standards identified as addressed within the materials did not reach the full depth of the standards due to the lack of student opportunity to engage in certain aspects stated in the standards:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bef677b2-f545-4c99-b54c-380aac002277": {"__data__": {"id_": "bef677b2-f545-4c99-b54c-380aac002277", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "daa99cd2-9a95-41cf-96b6-79496b374cf2", "node_type": null, "metadata": {}, "hash": "32c5da29e70f871fe1e870748b75d73c75cac827cf1d677d40118d850d046985"}, "3": {"node_id": "6bb40f2e-f3c6-44f9-879d-0f4712835e9c", "node_type": null, "metadata": {}, "hash": "13ce3c13fc64f3635385d0da1422735b914fd9acbe4e6d8dabe3e34348ceb748"}}, "hash": "de08af595a6f421c54e00b14a8c0e7f33be1ce77054e1edb83a936020d7b8b4c", "text": "Integrated Math II, G-SRT.9, G-SRT.10, and G-SRT.11 in Lesson 8.6: Proper depth is not accessible for students for any of these standards. These standards are condensed into one lesson and suggested to be covered in one day within the timeline.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe materials partially meet the expectation for supporting the intentional development of students\u2019 conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters. Although the materials generally allow students to build conceptual understanding of key mathematical concepts, there are missed opportunities. The lessons, practice, and assessments allow for students to develop and demonstrate their understanding through a variety of methods including models, constructions, and application problems. The materials often provide students with opportunities to justify, explain and critique the reasoning of others; however, sometimes steps for solving problems are scaffolded in a way that restricts alternate ways of approaching a problem and therefore diminishes the cognitive demand of the lesson (see N-RN.1 below). Students demonstrate their understanding individually, in pairs, in small groups, and as a class. The materials generally provide some opportunities for students to build their understanding from simpler problems and numbers to more complex situations and numbers.\nThe following are specific standards for which the materials partially met the expectation for developing conceptual understanding:\n\nN-RN.1: This standard states the following: \"Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.\" The relationship between rational exponents and radical notation is provided to students in Integrated Math I, Lesson 5.5, Integrated Math II, Lesson 15.3, and Integrated Math III, Lessons 11.4 and 11.5. Although there are several opportunities with equivalent and simplified expressions, students are shown the rules and are expected to use them. For example, there are no connections for the product property between the exponent and repeated multiplication that would allow students to deepen their understanding of the properties rather than just repeat a rote process. A cut and paste grouping activity (Integrated Math III, page 807) is utilized to group equivalent expressions that are written in non-simplified form. One question in this lesson (Integrated Math III, page 815) shows three examples of student work and has the student determine whose work is correct. A similar question (Integrated Math III, page 814) shows three different methods for simplifying an expression (all methods are correct; one uses radical notation while the other two use rational exponent notation), and students need to identify similarities and differences among the methods and explain in writing why all three are correct. Although the variety of activities are included, the activities only require students to apply rules that are given, not develop or explain the rationale for those rules.\nN-RN.3: This standard is addressed through Lessons 15.1 and 15.2, but conceptual understanding is partially developed as students are not given opportunities to explain \"that the sum of a rational number and an irrational number is irrational and that the product of a nonzero rational number and an irrational number is irrational.\"\nA-REI.A: This cluster is addressed in Integrated Math I Lesson 2.1, but not in a way such that students are required to justify the solution process. Students only have to solve problems and show work. The teacher notes suggest asking students about solution paths, but the justification or construction of a viable argument is not required by the prompts provided. Additionally, this lesson includes these problems as a portion of the lesson but not the emphasis of the lesson; therefore, this cluster is not fully developed in this lesson or in subsequent lessons in this course.\nA-REI.11: This standard is thoroughly addressed only for linear and quadratic equations, and rational functions are addressed in only one example. Polynomial, absolute value, exponential and logarithmic functions, which are specified in the standard, are not addressed in any of the courses.\n\nThe following are specific standards for which the materials met the expectation for developing conceptual understanding:\n\nF-IF.A: A sorting activity in Integrated Math III, Lesson 3.3 on pages 135-141, provides students with the opportunity to analyze relations (represented in an equation, table, graph, or scenario) and sort them into equivalent relations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6bb40f2e-f3c6-44f9-879d-0f4712835e9c": {"__data__": {"id_": "6bb40f2e-f3c6-44f9-879d-0f4712835e9c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "bef677b2-f545-4c99-b54c-380aac002277", "node_type": null, "metadata": {}, "hash": "de08af595a6f421c54e00b14a8c0e7f33be1ce77054e1edb83a936020d7b8b4c"}, "3": {"node_id": "828a82d4-f0a5-4a13-8ab6-6598310edbc1", "node_type": null, "metadata": {}, "hash": "398dfaf5aedfd47669558707eaf54e22d6cd04ca59f9ea8e1329bbd9b2efef5e"}}, "hash": "13ce3c13fc64f3635385d0da1422735b914fd9acbe4e6d8dabe3e34348ceb748", "text": "As a follow up, students are asked to determine which of the equivalent relations represent a function and which do not represent a function.\nG-SRT.6: In Integrated Math II, Lesson 8.1 features an exploration with ratios as an introduction to the trigonometric ratios of sine, cosine, and tangent. Students are expected to calculate ratios of sides in given triangles (concrete) and generalize these findings to overarching questions near the conclusion of the exploration (i.e., \u201cIs each ratio the same for any right triangle with a congruent reference angle? As a reference angle measure increases, what happens to each ratio?\"). This concept is extended in Lesson 8.2 on page 582.\nS-ID.7: Students have many opportunities to develop their conceptual understanding of slope and intercept in the context of the data. The material repeatedly uses charts to break down functions into their components that the student must interpret in context and then draw conclusions about. Some examples of this are included in Integrated Math I on pages 170 and 176. Slope and y-intercept are again interpreted in the context of a given scenario and data set in Integrated Math I on pages 524-525. In an example on page 531 of the Integrated Math I materials, the y-intercept must be obtained through extrapolation, and the materials ask students to determine whether the extrapolated y-intercept makes sense in terms of the context.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe materials meet the expectation for providing many intentional opportunities for students to develop procedural skills and fluency. The lessons begin with a \"Warm Up\" problem that often review the procedure from a previous lesson or lessons. Within the lessons, students are provided with opportunities to develop procedures for solving problems that begin to develop fluency. The lessons provide students with a variety of practice experiences - some problems are completed with the whole class, others with partners and some independent. Each classroom lesson ends with a \"Check for Students' Understanding\" that is often furthering the development of procedural skills learned in the lesson. The materials also include a Student Skills Practice workbook and a Student Assignments workbook. Both of these workbooks continue to develop procedural fluency by providing significant opportunities for students to practice independently. The Student Skills Practice that accompanies each course in the series primarily focuses on developing fluency of mathematical procedures.\nSome highlights of strong development of procedural skills and fluency include:\n\nA-APR.1 - Students are provided several opportunities to practice adding, subtracting, and multiplying polynomials within Integrated Math II, Lessons 13.1 and 13.2 to enhance student fluency in conducting this skill.\nA-SSE.2: The instructional materials provide multiple opportunities for building fluency with factoring (Integrated Math II, Lessons 13.4, 13.5; Integrated Math III, Lesson 6.2).\nF-BF.3 - Materials strongly emphasize transformations of functions, and this is evident in the amount of practice the materials provide. For several types of functions (quadratic, radical, rational, exponential, logarithmic), students practice graphing a transformed function, write in words how f(x) is transformed to g(x), write transformed functions in terms of other graphed functions (example problems in Integrated Math III, page 333 in the Student Skills Practice), and use a table to show how a reference point from a parent function is mapped to a new point as a result of a transformation.\nG-GPE.4 - Materials provide several opportunities to use the distance formula and slope formula to classify quadrilaterals on the coordinate plane. Multiple types of quadrilaterals are discussed in the materials.\nG-GPE.5 - Materials provide several opportunities in Integrated Math I, Lesson 12.4, to determine whether two lines are parallel or perpendicular given an equation or a graph with plotted points. Students also write an equation of a line passing through a given point that is parallel/perpendicular to a given line. Furthermore, in Integrated Math I, Lesson 15.2 uses information about the slope of parallel and perpendicular lines to classify quadrilaterals on the coordinate plane.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe materials meet the expectation of the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Students work with mathematical concepts within a real-world context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "828a82d4-f0a5-4a13-8ab6-6598310edbc1": {"__data__": {"id_": "828a82d4-f0a5-4a13-8ab6-6598310edbc1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "6bb40f2e-f3c6-44f9-879d-0f4712835e9c", "node_type": null, "metadata": {}, "hash": "13ce3c13fc64f3635385d0da1422735b914fd9acbe4e6d8dabe3e34348ceb748"}, "3": {"node_id": "e0b682b2-abee-42ba-833c-657e2121e7d7", "node_type": null, "metadata": {}, "hash": "bcdddd9f2325d3f6ef4cba6c9651300efe6cd0c6778a60104a4ee20b73fddce0"}}, "hash": "398dfaf5aedfd47669558707eaf54e22d6cd04ca59f9ea8e1329bbd9b2efef5e", "text": "Students work with mathematical concepts within a real-world context. Sometimes contextual situations are used to introduce a concept at the beginning of a lesson while other times contextual situations are used as an extension of conceptual understanding. Single-step and multi-step contextual problems are used throughout all series materials and are intended to be utilized in different class settings (individual, small group, whole group).\nAdditional considerations related to real-world applications:\n\nWhen students are given a mathematical object within a provided context, the materials have students decompose the object into its individual terms in which students need to identify the appropriate unit, contextual meaning, and mathematical meaning. For an example, see the table on page 78 in Integrated Math I.\nStatistical concepts are taught within contextual settings requiring students to interpret data and make sense of their conclusions. For example, measures of central tendency are compared when analyzing the dot plots for the heights of players on two basketball teams. Polls and voting are used to provide context to teaching how to make inferences from population samples.\n\nAs noted previously, these applications are often given with extensive scaffolding, which could detract from the full depth of the standard being met, especially in regards to the modeling standards (see indicator 1aii).\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe series materials meet the expectation of providing balance among conceptual understanding, procedural skill and fluency, and application. No one aspect of rigor dominates problems/questions in the materials. In many lessons throughout the series, students are required to use multiple representations and written explanations to support their work and justify their thinking in order to demonstrate their understanding of procedures, skills, and concepts. The lessons generally provide opportunities for students to develop conceptual understanding - often through an initial application of a real-world concept - and are followed by opportunities for students to develop fluency through the Student Skills Practice sections.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of overarching, mathematical practices (MP1 and MP6), in connection to the high school content standards, as required by the MPs. MPs are not explicitly identified throughout the series. Course/series scope and sequence charts do not include identification of MPs to chapters or lessons. A very brief overview of the MPs and how they are generally addressed throughout the series is included at the beginning of each course textbook (for example, Integrated Math II FM-24 to FM-32) as well as aligning the types of problems students will encounter to the MPs (for example, see Integrated Math II FM-44 to FM-47). Although the materials show an example of each MP, no notation/justification is given for why or how that particular example relates to the identified MP.\nFor MP1, the introductory Supporting the Practice section in the teacher materials states that a key component is for students to make sense of problems and develop strategies for solving problems. Student development of strategies is not evident in the majority of lessons other than students creating a pathway to a solution that follows the examples given or a scaffolded process that is provided for students. These support structures reduce the level of sense making required to fully address this practice standard. If the scaffolded and/or repetitive structure was abandoned, students would have the opportunity to make their own sense of problems and develop their own methods for solving them.\nMP6 is addressed throughout the materials even though it is not specifically identified in any lessons. Students are often asked to use or create definitions, students are expected to use units appropriately when necessary, and they are often expected to communicate understanding clearly in writing and/or orally.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of reasoning and explaining, MP2 and MP3, in connection to the high school content standards, as required by the MPs.\nFor MP2, the overview says that this standard is addressed throughout the lessons because lessons often begin with real-world application and transition to mathematical representations. Although this may be a part of attending to MP2, this is not the entirety of the standard. For MP3, students often do construct viable arguments and do critique the reasoning of others. However, no additional support for helping teachers or students develop this practice is evident. Although exemplar answers are provided, teachers are not given guidance on how to get students to provide those types of answers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e0b682b2-abee-42ba-833c-657e2121e7d7": {"__data__": {"id_": "e0b682b2-abee-42ba-833c-657e2121e7d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "828a82d4-f0a5-4a13-8ab6-6598310edbc1", "node_type": null, "metadata": {}, "hash": "398dfaf5aedfd47669558707eaf54e22d6cd04ca59f9ea8e1329bbd9b2efef5e"}, "3": {"node_id": "ca6e5f9c-0039-4da1-97f8-44504fc00089", "node_type": null, "metadata": {}, "hash": "3368bd47fdc2795efa1d2603485e5f3517a17e2f1323314fcd9eb225b9eb44f9"}}, "hash": "bcdddd9f2325d3f6ef4cba6c9651300efe6cd0c6778a60104a4ee20b73fddce0", "text": "Some examples of how the materials align to components of MP2 and MP3 include:\n\n\"Thumbs Up\" problems embedded throughout series materials provide opportunities for students to examine a correct solution pathway and analyze the approach as they try to make sense of another student's work.\n\"Thumbs Down\" problems embedded throughout series materials provide opportunities for students to analyze an incorrect solution pathway and explain the flaw in the reasoning that was provided.\n\"Who's Correct\" problems embedded throughout the series provide opportunities for students to analyze several solution pathways and decide whether they make sense. If a solution pathway is incorrect, students are asked to explain the flaw in the reasoning that was provided.\nIn Integrated Math I and Integrated Math III materials, tables are utilized to consider the units involved in a problem (for example, Integrated Math I textbook page 89). These tables provide the opportunity for students to attend to the meaning of quantities in an attempt to relate the contextual meaning and mathematical meaning of the provided scenario.\n\nProblems frequently ask students to explain their reasoning. For example, Integrated Math I, Lesson 2.1 includes, \u201cWhat is the slope of this graph? Explain how you know,\" but extensive use of scaffolding for problems reduces the depth of explanations and critiques created by students.\nThe material encourages students to decontextualize problems, often requiring them to come up with a verbal model or a picture of the problem and then put the mathematical measurements back in to find the answer. The material consistently provides opportunities for students to define the variables in the context of the problem and also define the terms of more complicated expressions within the context of the problem (Integrated Math I, page 185).\nThe material consistently poses problems that require students to examine simulated student work, determine if they were correct or not, and defend their answers with solid mathematical reasoning.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of modeling and using tools, MP4 and MP5, in connection to the high school content standards, as required by the MPs.\nFor MP4, the information states that the materials provide opportunities for students to create and use multiple representations, and this is true in some instances. However, there are not often specific instructions for teachers on how to make connections or get the connections from the discussion or even which connections to emphasize. For instance, in Integrated Math II, Lesson 12.6 on page 904, students have a table, a graph and a set of characteristics to identify. The guiding questions only call out characteristics of the problem and of using a calculator and do not make connections between the representations. The connections between the ways the zeros are represented is critical \u2013 in a table and on a graph. One question is \"how do you use a graphing calculator to determine the x-intercepts?\" This question is presented with no answers in the teachers' materials, but it has many - students can look at the graph, the table, or calculate them all using the calculator. No connections are made for teachers or students about why this is, and therefore, MP4 is lacking in this lesson.\nAn example of where connections among multiple representations are made is in Integrated Math I on pages 348-349. In this example, the scenario of an exponential growth problem is represented in a table, graph, and equation. Questions in the textbook are included to identify relationships among the representations.\nAlso for MP4, many lessons include mathematical models of real-world situations, but models are typically provided so that students are not asked to develop models themselves. For example, Integrated Math I, Lesson 2.1 includes a situation modeling the change in altitude of a plane but gives tables for students to complete and tells them to use one of the tables to draw a graph.\nFor MP5, tools in the Integrated Math I and Integrated Math III materials are primarily limited to paper, pencil, calculator and/or graphing calculator. Students rarely have opportunities to choose an appropriate tool to use to solve a problem. Materials often include \"Use your calculator to\u2026\" within directions. Many lessons demonstrate the steps of using a graphing calculator and then provide students with opportunities to use the results to help find solutions to problems (Integrated Math I, pages 167 and 426). In the Integrated Math II materials, multiple tools are utilized to perform geometric constructions (i.e. compass, paper, pencil, rule, patty paper).\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca6e5f9c-0039-4da1-97f8-44504fc00089": {"__data__": {"id_": "ca6e5f9c-0039-4da1-97f8-44504fc00089", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "e0b682b2-abee-42ba-833c-657e2121e7d7", "node_type": null, "metadata": {}, "hash": "bcdddd9f2325d3f6ef4cba6c9651300efe6cd0c6778a60104a4ee20b73fddce0"}, "3": {"node_id": "d83ff456-5342-426c-8156-881e7d2122b7", "node_type": null, "metadata": {}, "hash": "3752b635440cdad028e9420835654a28570ebcc33c96a1549e45bf4fb61b0caa"}}, "hash": "3368bd47fdc2795efa1d2603485e5f3517a17e2f1323314fcd9eb225b9eb44f9", "text": "The materials partially meet the expectation of supporting the intentional development of seeing structure and generalizing, MP7 and MP8, in connection to the high school content standards, as required by the MPs.\nOpportunities to develop MP7 are missed in the instructional materials. For example, in the Integrated Math II materials, Lesson 8.1 has students draw in vertical lines inside an existing right triangle so that trigonometric ratios can be developed and defined. Due to the lack of descriptions and teacher guidance for the MPs within lessons, the connection of students drawing auxiliary lines in order to solve a problem (MP7) is not made with the content and activities present in the lesson. Also in the Integrated Math II materials, Lesson 8.6 uses the technique of drawing auxiliary lines to solve problems and derive formulas, but the absence of descriptions and guidance for teachers or students does not support the intentional development of seeing structure (MP7).\nSome lessons include a focus on seeing structure and generalizing (e.g., Integrated Math II, Lesson 12.4 \u201cFactored Form of a Quadratic Function\u201d). Instructional materials frequently summarize a lesson by having students compare several problems and identify similarities as on page 219 of Integrated Math I. However, most problems are scaffolded and provide students with a solution process which limits the students\u2019 need to use structure and generalize. Students might be using repeated reasoning and structure to solve problems, but this is a byproduct of scaffolded examples rather than an intentional outcome of student discussion or student calculations. An example of this can be found on pages 531-532 of Lesson 7.4 (problems 4 through 16) in the Integrated Math II materials where the problems represent scaffolded questions that lead students directly to the formula for the sum of the interior angles of an n-sided polygon. As students answer these questions, they are not given the opportunity to utilize MP7 or MP8 on their own.\nTeacher-guided questions used during some class discussions prompt students to look for structure and make generalizations. For example:\n\n\"How is the difference of two squares similar to the difference of two cubes? How is the difference of two squares different from the difference of two cubes\" is asked during a lesson on factoring (Integrated Math II Lesson 13.5).\n\"Why does this construction work?\" is frequently asked of students in Chapter 12 of the Integrated Math I textbook or Chapter 1 of the Integrated Math II textbook when students are making several constructions.\nThe guiding questions for teachers included in Integrated Math I, Lesson 1.2 are used to assist students in generalizing their findings after completing a sorting activity of graphs into a function group and a non-function group. Questions include: \"Did all the graphs fit into one of the two groups? Can a graph be neither?\" \"What do graphs of non-functions look like?\" \"What do graphs of functions look like?\" \"Are all curved graphs considered graphs of non functions?\" \"Are all linear graphs considered graphs of functions?\"\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d83ff456-5342-426c-8156-881e7d2122b7": {"__data__": {"id_": "d83ff456-5342-426c-8156-881e7d2122b7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d72da007-3349-48b6-9379-4468b5d340c0", "node_type": null, "metadata": {}, "hash": "37fecbce531a8864dbdb9de689a14ff31a4e085749e8228ceb9b4b07a0243696"}, "2": {"node_id": "ca6e5f9c-0039-4da1-97f8-44504fc00089", "node_type": null, "metadata": {}, "hash": "3368bd47fdc2795efa1d2603485e5f3517a17e2f1323314fcd9eb225b9eb44f9"}}, "hash": "3752b635440cdad028e9420835654a28570ebcc33c96a1549e45bf4fb61b0caa", "text": "Materials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "269504eb-837f-4a81-b36f-ac0711f0e881": {"__data__": {"id_": "269504eb-837f-4a81-b36f-ac0711f0e881", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "3": {"node_id": "f90aa6cb-d552-496d-adb8-03b925454dca", "node_type": null, "metadata": {}, "hash": "6cc1fe39bf7a00bf552116989b43bb142250ae1d7f862fcbf3604c43b91364cb"}}, "hash": "eea8c46e7478c83bda174db27933cd42112fe03f73a47f8d3b7bd3845f6fdf70", "text": "Glencoe Traditional\n\nThe instructional materials reviewed for Glencoe Traditional High School Mathematics Program do not meet the expectations for alignment to the CCSSM. In Gateway 1, the materials do not meet the expectations for focus and coherence. The materials do not meet the expectations for focus and coherence as they do not meet the expectations in the following areas: attending to the full intent of the modeling process when applied to the modeling standards, allowing students to fully learn each standard, and explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Glencoe Traditional series meets the expectation that materials attend to the full intent of the mathematical content contained in the high school standards for all students. Correlation documents for the materials in the series were provided to show where in the materials primary instruction of each standard is addressed. The lessons and subsequent lessons from the provided correlation documents for the materials were then examined for evidence of each standard and the extent to which the full depth was met. There was an additional Interactive Student Guide reviewed, as well, that did not provide any correlation document. Overall, there was no evidence found for some aspects of some standards. Those specific standards and aspects include:\n\n\nA-SSE.1.B: There was no evidence that students were required to interpret complicated expressions by viewing one or more of their parts as a single entity.\n    \nS-IC.6: This is the topic of Lab 11-1 of the Algebra 2 material; however, the report is not evaluated for for its data, as directed by the standard.\n    \nG-CO.4: Some of the definitions are given on pages 296 and 623 of the geometry textbook, but reflections, rotations and translations are not developed in terms of angles, circles, perpendicular lines, parallel lines and line segments as stated in the standard.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Glencoe Traditional series do not meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. All of the modeling standards were reviewed for evidence of the modeling process. While there are examples of the use of tangible models, real-world situations, tables, equations, expressions, and graphical representations, there is no evidence of students making sense of a real-world situation to (1) identify essential aspects, (2) interpret and represent the situation mathematically, (3) manipulate the model, and then (4) analyze the quantitative information in terms of the original situation. Students are told the modeling tool or representation to use for many of the situations. Although students do manipulate the model, they are not asked to analyze the results within the context of the situation represented to determine if the model is appropriate. Listed below are examples with components of the modeling process that are attended to and places where the modeling process fell short:\n\n\nG-SRT.8: There are application problems for this modeling standard, but there are limited opportunities for students to explore problems using multiple pathways or to think creatively or \"formulate\" their own strategy to solve. Also, problems frequently bypassed the modeling process by providing clearly drawn and labeled pictures or listing examples that students could reference. Section 8-3 in Geometry lists problem 3 on page 550 and problem 43 on page 553 as modeling for standard G-SRT.8, but these are not fully modeling because they are extensively scaffolded.\n    \nProblem 26 on page 563 is a modeling question, except the material directs the students to an example problem that directs them through the process. Problem 56 on page 575 could match the modeling standard G-MG.3 (though there is no CCSSM stated) and is close to the full modeling (involving units) process, but a picture is provided requiring no creative thinking.\n    \nLab 11-2 in Geometry for G-MG.2, regarding density, provides examples and asks students to repeat the shown process in an applied situation, but the lab does not attend to the full modeling process.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f90aa6cb-d552-496d-adb8-03b925454dca": {"__data__": {"id_": "f90aa6cb-d552-496d-adb8-03b925454dca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "269504eb-837f-4a81-b36f-ac0711f0e881", "node_type": null, "metadata": {}, "hash": "eea8c46e7478c83bda174db27933cd42112fe03f73a47f8d3b7bd3845f6fdf70"}, "3": {"node_id": "ab11fdeb-4bd6-4abc-bcff-08ea9b39aebe", "node_type": null, "metadata": {}, "hash": "8717d514c60d26d99f83034a33eb350ed52098a067ceb63263369cdf20c73185"}}, "hash": "6cc1fe39bf7a00bf552116989b43bb142250ae1d7f862fcbf3604c43b91364cb", "text": "Problem 3 on page 796 is another example for this standard, and does not engage students in the modeling process because the exact steps are given in activity two and leaves little room for students to find multiple approaches to solve the problem.\n    \nAlgebra 1 and 2 have data labs (Algebra 1: 2-6; Algebra 2: 4-8, 7-8) that have the potential to engage students in the modeling process. Students collect data using graphing calculators, but they do not solve any type of problem. They are looking at a pattern of data. They do have to answer some interpreting questions, but the students do not have to formulate anything as the book walks them through the data collection and equation-creating processes.\n    \nThe activity of finding the limit of a geometric sequence in Extend 10-4 for standard A-SSE.4 in the Algebra 2 book could be adapted for modeling, but the materials give too much information to allow students to fully engage in the modeling process.\n    \nFrequently, there are examples directly next to the student exercises that show students exactly how to work through the problem. One example is problem 9 on page 36 of Algebra 2, which is labeled as a CCSS modeling problem using writing and solving an inequality. Example 4 is listed next to the problem, directing students to follow the completed process made available in this example.\n    \nA-REI.11: There was no evidence of modeling found to support this modeling standard of the CCSSM.\n    \nThe \u201cformulate\u201d part of modeling is consistently lacking in the materials. The CCSSM states that students should be formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables. There was limited evidence found that students had to come up with a strategy to solve an open-ended problem with multiple solution paths or were required to formulate a process for solving any problems or work through the modeling process on their own.\n    \nThe Interactive Student Guide attempts to provide more modeling problems, but the problems do not attend to the full modeling process as they are either application problems or heavily scaffolded problems.\n        \nProblem 4 on page 367 of the Geometry Interactive Student Guide addresses standard G-MG.2, but it is an application problem rather than a modeling problem.\n            \nThe amusement park problem on page 396 of the Algebra 2 Interactive Student Guide gives the model, and though the model is a very complicated trigonometric function with lots of reading, the problem is scaffolded to provide information that doesn't allow the student to experience the modeling process.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Glencoe Traditional series partially meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs). For this Indicator, the Table of Contents and Chapter Planners throughout the series were reviewed along with their alignment to the CCSSM. The following were considered distracting and took away from time focused on the WAP's: Lessons explicitly marked as optional, direct teaching of Middle School standards that were not being developed specifically into High School standards, plus standards, lessons teaching specifically the practice standards, and standards not included in the WAPs. Overall, the materials do not spend the majority time on the WAPs and incorporate distracting topics. The Interactive Student Guide does offer extra time on the WAPs, but there is no accounting or pacing guide to help plan for what should be left out of the main materials and incorporated into from the Interactive Student Guide. It would also be very difficult to teach everything in the textbook and the Interactive Student Guide in one year making the intended design of these materials unclear and distracting. There were some prerequisites from Grades 6-8 that were seen as helpful and not distracting. For example, in Algebra 1, the Grade 8 standards on functions are included and are used to help develop the high school standards. However, there were many distracting topics and chapters including:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab11fdeb-4bd6-4abc-bcff-08ea9b39aebe": {"__data__": {"id_": "ab11fdeb-4bd6-4abc-bcff-08ea9b39aebe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "f90aa6cb-d552-496d-adb8-03b925454dca", "node_type": null, "metadata": {}, "hash": "6cc1fe39bf7a00bf552116989b43bb142250ae1d7f862fcbf3604c43b91364cb"}, "3": {"node_id": "eaef2264-8a97-4b63-b69d-37bc3df5656d", "node_type": null, "metadata": {}, "hash": "b2c53358e9e4ad9d311eb588fe942592857dc40f2279e7f3ee82a4fa29bb824e"}}, "hash": "8717d514c60d26d99f83034a33eb350ed52098a067ceb63263369cdf20c73185", "text": "However, there were many distracting topics and chapters including:\n\n\nArithmetic with rational functions found in both Algebra 1 (Chapter 11) and Algebra 2 (Chapter 9) is distracting because this is a plus standard in the CCSSM.\n    \nThe full development of conic sections in Chapter 9 of Algebra 2 is distracting because it is a plus standard.\n    \nThe formal development of sequences and series in Chapter 10 of Algebra 2 goes beyond the CCSSM. For example, section 10-7 proves limits of sequences using mathematical induction.\n    \nThe matrices sections in both Algebra 1 and Algebra 2 are distracting because they are plus standards.\n    \nAlgebra 1 includes several lessons that are specifically teaching middle school standards without tying them to high school standards. Chapters 0 (Preparing for Algebra); 1 (Expressions, Equations and Functions); 2 (Linear Equations); and parts of Chapter 3 (Linear Functions) are not high school standards, and they are not used to develop high school standards.\n    \nAll of Chapter 0 of Geometry is distracting material based on prerequisites and review of middle school content.\n    \nChapter 12 of Geometry has a mix of middle school standards relating to surface area and volume as well as topics that go beyond the CCSSM related to surface area. One example of the advanced topic in this chapter is spherical geometry.\n    \nChapters 7 and 8 of Geometry also have a mix of middle school standards and plus standards. For example, lessons 3, 6 and 7 as well as the extend of lesson 4 in Chapter 8 are plus standards. Lessons 1, 3 and 7 of Chapter 7 are middle school standards.\n    \nAlgebra 2 spends most of Chapters 0-4 on middle school standards and topics that were already taught in the Algebra 1 materials.\n    \nLessons 4, 5 and 9 of the Trigonometry chapter in Chapter 12 of Algebra 2 are plus standards that distract from the non-plus standards in F-TF.\n    \nAll of Chapter 13, Trigonometry, in Algebra 2 is either plus standards or content beyond the content of the CCSSM that detract from the essential F-TF standards of the CCSSM. For example, this chapter includes full sections on (1) Sum and Differences of Angles Identities; (2) Double-Angle and Half-Angle Identities; (3) Solving Trignometric Equations; and (4) Trigonometric Identities (verifying and using the identities to solve problems).\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Glencoe Traditional series do not meet the expectation that students are provided with opportunities to work with all non-plus standards and do not distract students with prerequisite or additional topics. Lessons were examined for evidence that, when used as designed, they would enable all students to fully learn each standard. There are many standards where students are not given an opportunity to fully learn all aspects of the standard. In addition, many standards are only taught in the Interactive Student Guide, which provides no guidance on its appropriate use. Listed below are standards that are not fully taught in the series and standards that are primarily found in the interactive student guide.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eaef2264-8a97-4b63-b69d-37bc3df5656d": {"__data__": {"id_": "eaef2264-8a97-4b63-b69d-37bc3df5656d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "ab11fdeb-4bd6-4abc-bcff-08ea9b39aebe", "node_type": null, "metadata": {}, "hash": "8717d514c60d26d99f83034a33eb350ed52098a067ceb63263369cdf20c73185"}, "3": {"node_id": "3b65bd48-5f91-41da-b584-0348602ed4bf", "node_type": null, "metadata": {}, "hash": "83e57032857161f11740cb7130488eaecad3a430ae68a53c5888fb0729c38dcf"}}, "hash": "b2c53358e9e4ad9d311eb588fe942592857dc40f2279e7f3ee82a4fa29bb824e", "text": "A-APR.4: There was one example of proving polynomial identities in Algebra 2 on page 350. There were a few examples using a calculator, but there is not enough practice for students to fully meet the depth of this standard.\n    \nN-Q.1: Choosing and interpreting units consistently in formulas is found in Section 2.7 of the Algebra 1 Interactive Student Guide.\n    \nG-CO.3: Example 3 on page 656 asks students to describe a single transformation that maps a figure onto itself after copying and reflecting the figure; however, there was no evidence found to describe the rotations and reflections that carry a polygon onto itself.\n    \nG-CO.12: When formal geometric constructions are addressed, the materials provide students with the opportunity to practice each construction at most two times. For instance, the Extend Lab 1-5 shows students the steps to construct perpendicular lines two different ways using a compass and straightedge, then has the students practice each construction once. Even though there are several sections within the Geometry material where students work with perpendicular lines (including Chapter 3 on parallel and perpendicular lines), the students are not required to construct perpendicular lines.\n    \nG-SRT.4: The proof on page 547 of the geometry material uses geometric mean instead of similar triangles to prove the Pythagorean theorem as referred to in the standard.\n    \nG-C.2: Angles, radii and chords are defined in the geometry materials, but there was no evidence found of describing the relationships among inscribed angles, radii and chords as the standard states.\n    \nG-GPE.6: There were some opportunities for students to develop an understanding of midpoint, but not of any other points on a directed line segment that partitions the segment in a given ratio that is not 1:1. Problem 69 on page 34 of the geometry material does offer some understanding of partitioning in thirds, but there was no other evidence of partitioning other than halfway.\n    \nG-GPE.7: Perimeters of triangles and squares are found, but are not generalized to polygons to go beyond the middle school standards.\n    \nG-GMD.1: Informal arguments of the area and volume formulas are not explicit for each aspect of this standard, especially with regard to informal limit arguments.\n    \nS-ID.7: There is brief reference to the the meaning of the slope in context, but there are no exercises that ask students to interpret the slope in terms of the context of the data.\n    \nS-ID.8: There is no evidence of interpreting the correlation coefficient.\n    \nS-CP.6: There was only one problem that fully met the \"interpret\" part of this standard, and that was problem 6 on page 955 in the Extend 13-5 of the Geometry text.\n    \nIn Algebra 1, many standards, including N-Q.2, N-Q.3, A-SSE.3c, A-REI.7, S-ID.5, and S-ID.9, are not addressed and only appear in the Extend lessons, which does not provide students with extensive opportunity to work with those non-plus standards. For example, the N-Q.2 standard appears in the Extend 2-6 for Algebra 1, which only contains four exercises, and only one of the exercises has students defining an appropriate quantity for a modeling purpose.\n    \n\n\n    Additionally, there are several standards for which evidence was found in the supplemental Interactive Student Guide, but either not in the student textbook or minimally in the student textbook. Using only the textbook would cause all of these standards to not be fully developed. There is no teacher guidance or correlation documents to help interpret and know how and when to use the Interactive Student Guide. Some of these standards include:\n\n\nA-APR.1: Understanding that polynomials are closed under multiplication was found in section 5.1 of the Interactive Student Guide of Algebra 2.\n    \nA-REI.4b: The Algebra 2 Interactive Student Guide, section 4.6, has exercises that asks students to recognize when the quadratic formula gives complex solutions and write them as a \u00b1 bi for real numbers a and b.\n    \nG-CO.2: Evidence of comparing transformations that preserve distances and angles to those that do not is not explicitly taught. The concept is there, but it is not explicit in the material but is addressed briefly in the Interactive Student Guide throughout Chapter 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b65bd48-5f91-41da-b584-0348602ed4bf": {"__data__": {"id_": "3b65bd48-5f91-41da-b584-0348602ed4bf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "eaef2264-8a97-4b63-b69d-37bc3df5656d", "node_type": null, "metadata": {}, "hash": "b2c53358e9e4ad9d311eb588fe942592857dc40f2279e7f3ee82a4fa29bb824e"}, "3": {"node_id": "13b927e1-caa7-4fa0-84ed-0b551e1ad59d", "node_type": null, "metadata": {}, "hash": "0b4ed3dc026fd84806707c9d7aa9d6ff2267f458ad2c36d83a09360c38d42c56"}}, "hash": "83e57032857161f11740cb7130488eaecad3a430ae68a53c5888fb0729c38dcf", "text": "G-C.5: The Geometry Interactive Student Guide includes this standard in lesson 9 - 2.\n    \nG-SRT.7: There are many examples that allow students to engage fully in using the relationship between the sine and cosine of complementary angles; however, problem 64 on page 576 of the materials was the only evidence of asking students to explain the relationship between the sine and cosine of complementary angles, and this one opportunity does not lead students to fully learn this standard. In the Interactive Student Guide, there was a multi-part investigation plus three exercises to further develop the idea.\n    \nG-MG.1: This was taught minimally in the materials and covered a little more in detail on pages 364-366 of the Geometry Interactive Student Guide.\n    \nS-ID.3: Interpreting is addressed in problem 10c of lesson 12-3 in the Algebra 1 material. Additionally there are a few problems in Chapter 12 of the Interactive Student Guide. The problems in the Interactive Student Guide use standard deviations to interpret the differences whereas the standard asks to use shape, center and spread.\n    \nS-ID.4: Recognizing that there are data sets for which such a procedure of fitting a data set to a normal distribution is not appropriate was found only in the Algebra 2 Interactive Student Guide in section 9.7 which states to use after section 11-5 in the textbook.\n    \nS-IC.2: There were a few problems in the Algebra 2 Interactive Student Guide on page 318 that allowed students to experience deciding if a specific model is consistent with results from a given data-generating process; however, more problems are needed to fully develop this standard.\n    \nS-IC.3: The Algebra 2 Interactive Student Guide provides evidence of the aspect of identifying the characteristics of different study types for this standard in section 9.1, which states to use after 11-1 in the textbook. Recognizing the purposes of each of these study types is not explicitly taught, nor is explaining how randomization relates to each of these study types.\n    \nS-IC.4: The Algebra 2 Interactive Student Guide has problems that use the maximum error of estimate to find a confidence interval to estimate a population parameter from a random sample and develops a margin of error in section 9.8 to be used after 11-6 in the textbook.\n    \nS-IC.5: The Algebra 2 Interactive Student Guide has two problems in section 9.1 that compare two treatments. This section states to use this lesson after 11-1 in the textbook.\n    \nS-ID.5: There were only a couple of problems in section 11-5 of the Algebra 2 Interactive Student Guide, and this standard needs more problems for students to master the standard from the aspect of possible associations in the data.\n    \nS-ID.9: There is one example and five total problems for this standard (correlation and causation) in an extend section (4.5 extend on page 254) in Algebra 1. In Algebra 2 there are seven questions in an Algebra lab on page 99. Both of these sections are at the end of the chapter tied to optional extend/lab/explore sections.\n    \nF-LE.3: There was only one problem in the Interactive Student Guide of Algebra 1 in section 10.7 that allowed students an opportunity to observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or as a polynomial function. Students need more practice to master this standard.\n    \nF-TF.8: The Algebra 2 Interactive Student Guide includes some conceptual development and the proof of the Pythagorean identify in Section 10.7, which is stated as being used after section 13.1 and 13.2 of the textbook.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Glencoe Traditional series partially meet the expectation that the materials require students to engage in mathematics at a level of sophistication appropriate to high school. The materials generally meet the depth of the non-plus standards; however, all students are not given extensive work with non-plus standards.\n\n\nThere are many additional practice worksheets available through the online component, for each lesson in the series. These include:\n        \nStudy Guide and Intervention\n            \nPractice", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "13b927e1-caa7-4fa0-84ed-0b551e1ad59d": {"__data__": {"id_": "13b927e1-caa7-4fa0-84ed-0b551e1ad59d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "3b65bd48-5f91-41da-b584-0348602ed4bf", "node_type": null, "metadata": {}, "hash": "83e57032857161f11740cb7130488eaecad3a430ae68a53c5888fb0729c38dcf"}, "3": {"node_id": "3eacaea5-c142-40d3-8132-1d69a0cc1dc0", "node_type": null, "metadata": {}, "hash": "eacf40a0f24a6af889856fb3c8a89b92d9047d2194ef2912a698864cec86dc22"}}, "hash": "0b4ed3dc026fd84806707c9d7aa9d6ff2267f458ad2c36d83a09360c38d42c56", "text": "Word Problem Practice\n            \nEnrichment\n            \nInteractive Student Guide. This guide also introduces new objectives in some lessons and is not referenced in the teachers resources, so there is not an indication of how to use it in lesson planning for differentiated instruction.\n            \n\n\nEach lesson has a differentiated homework option in the teacher edition that has recommended homework for students who are (1) approaching level, (2) on level or (3) beyond level. One example of this is in Lesson 2-6 of Algebra 1. There are 53 problems for students approaching grade level, 51 problems for students on grade level and 38 problems for students beyond grade level. The approaching-level homework skips most all of the word problems. The on-level homework mainly does odd problems. The beyond-level includes 3 optional skills review problems that are not included in either the approaching or on-level recommended homework. This is typical of most every lesson in the series.\n\nLower performing and advanced students are not getting the same opportunities to engage in non-plus standards experiences. Though advanced students are afforded the opportunity to engage in more word problems, those word problems do not necessarily engage students deeply in the non-plus standards.\n            \nIn Geometry, G-CO.9, G-CO.10, and G-CO.11 are addressed, but based on the suggested differentiated homework options, the approaching-grade-level students write out only a few actual proofs related to the lesson topic. For instance, lesson 2-5 on postulates and paragraph proofs suggests students approaching grade level do only proof problems 30 and 31. Then, in lesson 2-8 on proving angle relationships, it is suggested that students approaching grade level do only two proof problems (14-15). Students on level and beyond level are doing several more proof problems in each lesson, however the extra proof problems are not at a more advanced level.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Glencoe Traditional series partially meet the expectation that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the standards. Overall, materials partially foster coherence through meaningful connections in a single course and throughout the series. However, conceptual categories are not always used together to foster coherence.\n\n\nThe coherence between algebra and functions is disconnected in these instances:\n        \nTransforming equivalent expressions of quadratics among standard, vertex and factored form is taught as separate entities throughout different sections in Chapters 8 and 9 of Algebra. There is not an opportunity for students to gain experience in converting among the forms appropriate to the context. The materials teach these in isolation instead of seeing the structure in each expression and understanding which form is simplest to use in given various contexts.\n            \nThe development of polynomials in high school should parallel the development of integers from earlier grades. The domain of Arithmetic with Polynomials and Rational Expressions provides little coherence among the standards. For instance, polynomial division and the remainder theorem lacks coherence to linear factors and zeros. There is no evidence of this coherence. Synthetic division is taught as a process instead of a technique in understanding factors and zeros in Section 5-2 of Algebra 2.\n            \nCoherence across the conceptual categories of Functions and Modeling is weak. Functions and Modeling work together to allow a student to find a function that best fits an observed relationship between quantities. Since modeling is weak in the materials, students do not have the opportunity to develop coherence between the conceptual categories of functions and modeling.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3eacaea5-c142-40d3-8132-1d69a0cc1dc0": {"__data__": {"id_": "3eacaea5-c142-40d3-8132-1d69a0cc1dc0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "13b927e1-caa7-4fa0-84ed-0b551e1ad59d", "node_type": null, "metadata": {}, "hash": "0b4ed3dc026fd84806707c9d7aa9d6ff2267f458ad2c36d83a09360c38d42c56"}, "3": {"node_id": "075aac43-eac6-42a9-a3a6-002ef0bd03b5", "node_type": null, "metadata": {}, "hash": "9a23eebc6d10d6f10860c5237a85212aeda14f4e0b13f987c21261ee141acfce"}}, "hash": "eacf40a0f24a6af889856fb3c8a89b92d9047d2194ef2912a698864cec86dc22", "text": "The materials do not make connections to lessons and units that develop in a systematic way to meet the full depth of the high school standards. The Teacher Edition includes a vertical alignment section within the Focus on Mathematical Content at the beginning of each chapter; however, the alignment does not always develop in a way that meets the full depth of the CCSSM. Each lesson in both the Teacher Edition and Student Edition begins with a description of student's prior learning and what they will be learning in that lesson to explicitly make connections between prior and current learning.\n        \nOne example of where the connections across courses is weak is with regard to using function notation. Although students learn about functions and use function notation in Chapter 1 of the Algebra 1 materials, function notation is not carried through the material into Chapters 3 and 4 on linear functions or Chapter 7 on exponential functions. Function notation is used in lesson 4-7 only to explain finding the inverse of linear functions.\n            \nChapter 3 of Algebra 1 has a section regarding arithmetic sequences and how they connect to linear functions. Chapter 7 (Exponential Functions) has a section regarding geometric sequences and how they connect to exponential functions. While this section does ask students to determine if a sequence is arithmetic or geometric, the section does not provide students with questions and problems to draw connections (similarities and differences) between linear and exponential functions using sequences. The geometric sequences section makes no reference to linear functions of the related concept that was developed in Chapter 3.\n            \nIn Algebra 1, students are given a brief lab (between 10-5 and 10-6) to connect similarity with trigonometry, which is a connection for students to develop a conceptual understanding of trigonometry. The lab is designed to help students \"discover\" the connection between similar triangles and side length ratios, but it has three problems in which students are to discover this connection. Immediately following this lab in Section 10-6 titled \"Trigonometric Ratios,\" there are no exercises that require students to use the conceptual understanding that was discovered/developed in the lab. Instead, students spend their time finding angles and side lengths in right triangles which does not necessarily require students to use the connections developed in the lab. The Geometry section on trigonometry briefly mentions how similarity helps form the trigonometric ratios, but again, the exercises for students do not further promote this connection.\n            \nEach lesson in the materials contains a vertical alignment section in the teacher's portion of the text. This includes related topics before the chapter in the same course and in previous grades, related topics in the same chapter, and topics this chapter prepares students for in future lessons or courses. For example, in section 8-4 of Algebra 2 the vertical alignment states that students should be able to graph reciprocal functions before this lesson, will graph rational functions in this lesson, and will learn to solve rational equations by graphing in a future lesson.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Glencoe Traditional series do not meet the expectations that the materials explicitly identify and build on knowledge from Grades 6-8 to the High School Standards. Overall, the materials include Grade 6 - 8 standards; however, they are not identified as such.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "075aac43-eac6-42a9-a3a6-002ef0bd03b5": {"__data__": {"id_": "075aac43-eac6-42a9-a3a6-002ef0bd03b5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "3eacaea5-c142-40d3-8132-1d69a0cc1dc0", "node_type": null, "metadata": {}, "hash": "eacf40a0f24a6af889856fb3c8a89b92d9047d2194ef2912a698864cec86dc22"}, "3": {"node_id": "0f9629ea-0370-4bd5-9df0-ae903d42ae96", "node_type": null, "metadata": {}, "hash": "9043eacc18b4fc652f705b11482976a6b7b213d4a916ad512867d734e964dd9e"}}, "hash": "9a23eebc6d10d6f10860c5237a85212aeda14f4e0b13f987c21261ee141acfce", "text": "The online materials more clearly identify Grade 8 concepts than the print materials do. Although they indicate topics from Grade 8, they do not clearly identify the standards. There was no evidence of connections being made and/or articulated between the middle school and high school standards. The Grade 8 material is presented, but there is no evidence of how it is extended or built upon to develop high school standards.\n    \nThere is no building on knowledge of Geometry from the Grade 8 CCSSM for students and teachers. For example, the standard G-CO.7 is in the cluster \"Understand congruence in terms of rigid motions.\" There is evidence of the converse of this, but there was no evidence found of explicitly using rigid transformations. Students learn the definition of congruence through corresponding parts and not through rigid transformations.\n    \nOther than Chapter 0, any indication of teaching standards from Grades 6-8 is not labeled. All lessons indicate that they align to one or more non-plus standards even if the content in the lesson does not meet the standard indicated. While Chapter 0 in the materials is labeled clearly as containing topics from previous courses, the only standards indicated, if indicated at all, in the Chapter 0 lessons are the Mathematical Practice Standards and the plus standards.\n    \nIn Algebra 1 lessons 1.2 on order of operations, 1.4 on distributive property, 2.6 on ratios and proportions, and 7.4 on scientific notation all align to middle school standards; moreover, the problems are mostly routine and neither the rigor nor the depth approach high school standards.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the Glencoe Traditional series partially meet the expectations that the materials explicitly identify the plus standards and coherently support the mathematics which all students should study in order to be college and career ready. Overall, the materials include aspects of many plus standards which include: N-CN.3,N-CN.6, N-CN.9, N-VM.7, N-VM.8, N-VM.9, N-VM.10, N-VM.12, A-APR. 7, A-REI.9, F-IF.7d, F-BF.1c, F-BF.4b, F-BF.5, F-TF.7, F-TF.9, G-SRT.10, G-SRT.11, G-GPE.3, S-CP.9, S-MD.2. However, the plus standards are not always clearly labeled and sometimes distract from the full depth of the non-plus standards.\n\n\nThe only plus standards indicated in Geometry are in Chapter 0, Chapter 8, Chapter 10 and Chapter 13 in both the Teacher Edition and Student Edition. Connections between non-plus and plus standards are not always clearly articulated, i.e. it is explicit in lesson 8-6 but not in lesson 10-5 of Geometry.\n    \nThere is no reference to advanced courses in regard to the plus standards for teachers. The material does not identify the plus standards as plus standards. Section 8-6 (law of sines and cosines) in Geometry supports the learning of the chapter; however, section 10-5 (constructs tangents - G.C.4) does not support the learning of that chapter.\n    \nMatrices, rational expression operations and conic sections in Algebra 1 and Algebra 2 lessons do connect to the algebra and function standards; however, they distract from the overall learning of the non-plus standards. For example, in Algebra 2 chapters 8 and 9 are devoted to rational functions and conic sections, both of which are plus standards. Chapters 10 and 11 teach sequences and series as well as probability and statistics. Because there are two full chapters of plus standards before essential non-plus standards, it is distracting to these standards that follow them in the materials.\n    \nThe plus standards are identified in the correlation materials at the beginning of each teacher edition, but not within the materials or the on-line resources.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0f9629ea-0370-4bd5-9df0-ae903d42ae96": {"__data__": {"id_": "0f9629ea-0370-4bd5-9df0-ae903d42ae96", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "075aac43-eac6-42a9-a3a6-002ef0bd03b5", "node_type": null, "metadata": {}, "hash": "9a23eebc6d10d6f10860c5237a85212aeda14f4e0b13f987c21261ee141acfce"}, "3": {"node_id": "15ad3693-0023-40e2-bf59-143760d77ad5", "node_type": null, "metadata": {}, "hash": "4af49c2bae4e0026def8b4dd408d88f3c0547227879071295ab36c248e20a638"}}, "hash": "9043eacc18b4fc652f705b11482976a6b7b213d4a916ad512867d734e964dd9e", "text": "Attention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15ad3693-0023-40e2-bf59-143760d77ad5": {"__data__": {"id_": "15ad3693-0023-40e2-bf59-143760d77ad5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cde244ec-ed59-4bb3-a59d-249595b9c927", "node_type": null, "metadata": {}, "hash": "5c645d4cec36c00d2fc3d044f11e6f0f83be1084a692bb3481ddbb4c1e2649bd"}, "2": {"node_id": "0f9629ea-0370-4bd5-9df0-ae903d42ae96", "node_type": null, "metadata": {}, "hash": "9043eacc18b4fc652f705b11482976a6b7b213d4a916ad512867d734e964dd9e"}}, "hash": "4af49c2bae4e0026def8b4dd408d88f3c0547227879071295ab36c248e20a638", "text": "Materials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b78b98af-6446-46a4-8715-799c45e545db": {"__data__": {"id_": "b78b98af-6446-46a4-8715-799c45e545db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "3": {"node_id": "0bc100e3-acca-4413-955a-b959a2e3820f", "node_type": null, "metadata": {}, "hash": "51ec01ee48c7cb67e4d11383ddd3c815615525a0471faf94a3c7b146115cbb64"}}, "hash": "4326ae0f76eca6ea9fffb94e66397a383fa18e539711670b26aa49bff3d4f08c", "text": "Holt McDougal Larson Traditional Series\n\nThe instructional materials reviewed for the Larson Traditional Series do not meet expectations for alignment to the CCSSM for high school. The instructional materials attend to the full intent of the high school standards and spend a majority of time on the widely applicable prerequisites from the CCSSM. However, the instructional materials partially attend to engaging students in mathematics at a level of sophistication appropriate to high school and explicitly identifying standards from Grades 6-8 and building on them to the High School Standards. Since the materials do not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Larson Traditional series meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students.\nThe following are examples of standards that are fully addressed:\n\nA-APR.3: In Algebra I, Chapter 8, Lessons 4 and 5 and Chapter 9, Lesson 2, Extension Activity, students identify the zeros of polynomials using the zero-product property and use the x-intercepts to write the quadratic function in factored form to graph the function. In Algebra II, Chapter 2, Lessons 5, 6, and 8, students work with quadratics, find the zeros through factoring and from a graph, and extend their knowledge to finding rational zeros through the use of The Rational Zero Theorem, The Remainder Theorem, and The Factor Theorem. Each of these work to scaffold student learning so that they are able to analyze graphs of polynomial functions using those zeros.\nA-REI.4a: In Algebra I, Chapter 9, Lesson 5 and Algebra II, Chapter 1, Lesson 7, students solve quadratic equations by completing the square. In Algebra I, Derive the Quadratic Formula, page 619, students derive the quadratic formula.\nF-BF.3: In Algebra I, Chapter 4, Lesson 1, Graphing Calculator Activity, students investigate linear equations and draw conclusions as to how various slopes and y-intercepts affect a linear function. Students explain how they found the answers and describe a process for finding an equation of a line that has a particular slope and passes through a specific point on page 231, Problems 9 and 10. In Algebra I, Chapter 5, Lesson 5, Extension Activity \u201cGraph Absolute Value Functions,\u201d students apply transformations to compare various graphs with the graph of the parent function, $$f(x)=|x\\vert$$. In Algebra I, Chapter 9, Lessons 1 and 5, students apply transformations to compare various graphs with the graph of the parent function $$f(x)=x^2$$. In Algebra II, Chapter 3, Lesson 5, students apply transformations to compare various graphs with the graph of the parent function $$f(x)=\\sqrt{x}$$ and $$f(x)=\\sqrt[3]{x}$$. In Algebra II, Chapter 4, Lessons 1 and 2, students apply transformations to compare various graphs with the graph of the parent function $$f(x)=b^x$$. In each of these lessons, students are provided with a number of opportunities to engage in using graphing calculators to explore the mathematics.\nG-SRT.8: In Trigonometric Ratios of Complementary Angles, Apply the Law of Sines, and Apply the Law of Cosines and Chapter 7, page 474, problem 41, students make a conjecture about relationships, make a table, compare values, look for patterns, and explore whether their conjecture is true for triangles that are not special right triangles.\nS-ID.6a: In Algebra I, Chapter 4, Lessons 6 and 7, students use correlation coefficient values, data, and scatterplots to make a line of best fit using linear regression. In Algebra I, Chapter 4, page 284, Extension, students calculate and interpret residuals. In Algebra I, page 636, Graphing Calculator Activity, the students use the data sets to find linear, quadratic and exponential regressions. In Algebra II, Chapter 4, Lesson 7, students use exponential regression to find models.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0bc100e3-acca-4413-955a-b959a2e3820f": {"__data__": {"id_": "0bc100e3-acca-4413-955a-b959a2e3820f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "b78b98af-6446-46a4-8715-799c45e545db", "node_type": null, "metadata": {}, "hash": "4326ae0f76eca6ea9fffb94e66397a383fa18e539711670b26aa49bff3d4f08c"}, "3": {"node_id": "1f66c390-a5a4-44ec-a0df-3f6dcfff8ae1", "node_type": null, "metadata": {}, "hash": "4be8226b8fd28330c8b1dfdcdff8ea5d6036adfc728741f820c42c3a983e92de"}}, "hash": "51ec01ee48c7cb67e4d11383ddd3c815615525a0471faf94a3c7b146115cbb64", "text": "In Algebra I, page 282-283, in the Internet Activity and Extension, students model data and then plot and interpret the residuals to determine correlation. In Algebra I, Chapter 9, Lesson 8, students compare linear, exponential and quadratic models using ordered pairs and table of values and use that information to make predictions.\n\nThe following are standards where some aspect of the non-plus standard is not addressed in the instructional materials.\n\nA-REI.5: In Algebra I, Chapter 6, Lesson 4, students solve linear systems by elimination and use linear systems to solve problems on topics such as investments, farm products, and music. On page 398, problem 42, students explain what the answers mean in the context of the problem; however the students are not given the opportunity to \u201cprove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.\u201d\nG-CO.7: In Geometry, Chapter 4, Lesson 3, Challenge Problems 18 and 19, students determine whether a rigid motion can move one triangle onto the other and justify their answer. The materials do not use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.\nS-ID.4: In Algebra II, Chapter 6, Lessons 3-5, students use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages through the problems and activities. Students do not \"recognize there are data for which such a procedure is not appropriate,\" and students do not use spreadsheets to \u201cestimate areas under the normal curve.\u201d\n\nThe following standard was not addressed in the student or teacher materials.\n\nG-SRT.1a: In Geometry, Chapter 6, Lessons 5 and 6, students work with dilations; however, the activity does not address a parallel line or a line passing through the center as indicated by the standard.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Larson Traditional series do not meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. Most aspects of the modeling process are present in isolation or combinations, but students do not have to revise their process and/or solution after interpreting their solution in the context of the problem. Opportunities for students to engage in the complete modeling process are absent for the modeling standards throughout the instructional materials of the series.\nIn the series, many of the real-world problems provide students with all of the needed information, including variables. Some questions ask students to determine the relationship between the variables while others ask the students to find a solution. The materials do not provide the opportunity to make assumptions about the real-world problem as part of the modeling process. Occasionally, students draw conclusions, make interpretations, or justify how they arrived at a solution. Examples of how students do not engage in the full modeling process include:\n\nIn Algebra I, Chapter 7, Lesson 4, problem 41, students create a model which is based on the data given about two trees. All of the information needed to write the equation is provided in the problem or on the labeled diagram.\nIn Algebra I, Chapter 9, Lesson 9, Challenge problem 12, students are provided with an approximate population, the growth rate, and the defined variables. The directions in the materials state that the data be represented graphically and interpreted. Students do not analyze, validate, or report the results.\nIn Geometry, Chapter 7, Lesson 5, the materials provide real-world scenarios but do not allow for the complete modeling process. The majority of these problems ask the students to find a height or distance, and all the variables are provided for the students. Page 466, problem 36 uses the context of an eye chart, but the eye chart scenario isn\u2019t necessary to complete the problem. On page 466, problem 37, students are given the information about requirements for a wheelchair ramp.\nIn Geometry, Chapter 11, Lesson 7, problem 30, students find the volume of a small cone-shaped cup and a large cylindrical cup. Students also determine which container is a better buy based on their volume and the price. A diagram with the dimensions labeled is provided for the students, rather than allowing the students to create their own visual representation to support the modeling process. The volumes are computed based on given formulas without identifying the variables or drawing a model.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1f66c390-a5a4-44ec-a0df-3f6dcfff8ae1": {"__data__": {"id_": "1f66c390-a5a4-44ec-a0df-3f6dcfff8ae1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "0bc100e3-acca-4413-955a-b959a2e3820f", "node_type": null, "metadata": {}, "hash": "51ec01ee48c7cb67e4d11383ddd3c815615525a0471faf94a3c7b146115cbb64"}, "3": {"node_id": "2b5191f8-d1fa-400a-a0d0-0a5749b7486b", "node_type": null, "metadata": {}, "hash": "b43955ea84a0746de8cf78a899f86ddc36475bf12799a84e17b1ac970faed67a"}}, "hash": "4be8226b8fd28330c8b1dfdcdff8ea5d6036adfc728741f820c42c3a983e92de", "text": "The volumes are computed based on given formulas without identifying the variables or drawing a model.\nIn Algebra II, Chapter 1, Lesson 5, problem 41, students create an equation to find the radius of a circular lot, solve for the radius, and generalize and justify the answers algebraically. Since each portion of the problem contains scaffolded questions for defining variables and determining which plan to follow or direction to take, students do not independently engage in the full modeling process.\nIn Algebra II, Chapter 4, Lesson 7, students write and apply exponential and power functions. On page 287, problem 34, students examine the relationship between the boiling point of water and atmospheric pressure by creating a scatter plot from given data, determining an equation from the given variables, and making a prediction. Students do not make assumptions about the given problem or determine the variables to be used, and results are not interpreted. On page 287, problem 35, students draw scatter plots, analyze the scatter plot to determine a function that would fit best, and create an equation based on the given variables. Variables are given, assumptions are not tested, and the interpretation is limited to the type of function that models the graph.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Larson Traditional series meet expectations, when used as designed, for spending the majority of time on the CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs, and careers.\n\nThe materials allow students to spend the majority of their time on the WAPs except for those standards that were not adequately addressed as noted in indicator 1ai. There is time spent with standards and plus standards from Grades 6-8, but that time does not detract from the students spending the majority of their time on the WAPs.\nIn Algebra I, students spend the majority of their time working with WAPs from Number and Quantity, Algebra, and Functions. Some lessons from Chapters 1 and 2 address content that is aligned to 6.EE, 7.EE.1-3, and 8.EE.7, but the majority of the chapters in Algebra I do not include distracting or additional topics.\nIn Geometry, students spend the majority of instructional time on WAPs from the Geometry category. In Chapter 4, the materials address congruence (G-CO.A, B and G-CO.10) with a few references to rigid transformations in Lessons 4, 5, 6, and 9. In Chapter 5, Lessons 2, 4, 5, and 6, students prove theorems that address G-CO.9,10. In Chapter 6, the materials address some standards from G-SRT.A, and in Chapter 7, Lessons 3, 5, and 6 address standards from G-SRT.B, C.\nIn Geometry, Chapter 6, Lessons 1 and 2, students use the Pythagorean Theorem, and a proof of the Pythagorean Theorem is shown (8.G.B). In Geometry, Chapter 11, students solve volume problems involving 3-D figures (6.G.4, 7.G.3,6, and 8.G.9), but the inclusion of these topics from Grades 6-8 does not detract from the students spending the majority of their time on the WAPs.\nIn Algebra II, students spend the majority of their time working with WAPs from Number and Quantity, Algebra, and Functions. A-SSE is addressed multiple times in lessons from Chapters 1, 2, 4, and 7, and F-IF is addressed multiple times in lessons from Chapters 1, 2, 3, 4, 5, 7, 9, and 10. N-RN is addressed throughout Chapter 3.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Larson Traditional series do not meet expectations, when used as designed, for allowing students to learn each non-plus standard fully. Standards which students do not get to learn thoroughly include:\n\nA-APR.1: In Algebra 1, Additional Lessons 10 and 11 and Algebra II, Chapter 5, Lesson 5, Extension, students determine if a set is closed under an operation for integers and rational numbers. In Algebra I, Chapter 8, Lessons 1-3 and Algebra II, Chapter 2, Lesson 3, students practice operations on polynomials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b5191f8-d1fa-400a-a0d0-0a5749b7486b": {"__data__": {"id_": "2b5191f8-d1fa-400a-a0d0-0a5749b7486b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "1f66c390-a5a4-44ec-a0df-3f6dcfff8ae1", "node_type": null, "metadata": {}, "hash": "4be8226b8fd28330c8b1dfdcdff8ea5d6036adfc728741f820c42c3a983e92de"}, "3": {"node_id": "68d178ae-b943-4037-b489-bd450a70fb8d", "node_type": null, "metadata": {}, "hash": "de947f520a21f340067a59346021f54ae8deeacb3b78304cd5247fc3275448b1"}}, "hash": "b43955ea84a0746de8cf78a899f86ddc36475bf12799a84e17b1ac970faed67a", "text": "However, within these lessons, students do not determine that polynomials are closed under the operations of addition, subtraction, and multiplication.\nA-REI.6: In Algebra I, Chapter 6, Lessons 1-3, students solve systems of linear equations by graphing, substitution, and elimination. In each of the opportunities, students find exact solutions, but students do not have an opportunity to estimate a solution.\nA-REI.10: In Algebra I, Chapter 3, Lesson 2, students graph linear equations. Students plot a few points and notice that the points \u201cappear to lie on a line,\u201d but students do not have the opportunity to show understanding that the graph of the equation is the set of all its solutions plotted in the coordinate plane.\nF-IF.6: In Algebra I, Chapter 9, Lesson 9, Graphing Calculator Activity, page 645, students calculate the rate of change between two given points for a linear, quadratic, and exponential function, but there is no context to interpret this change. Students do not estimate the rate of change from a graph. In Algebra II, Chapter 5, Lesson 7, students find the average rate of change between several intervals for an exponential function and use that to determine whether the graph is increasing or decreasing, but students do not estimate from a graph.\nF-LE.1: In Algebra I, Chapters 5 and 7 and Algebra II, Chapter 4, students address linear and exponential functions; however students do not compare linear and exponential functions throughout these chapters. Students do not have opportunities to distinguish between situations that can be modeled with linear functions from those that can be modeled with exponential functions.\nF-LE.1a: In Algebra I, Chapter 4, Lessons 1 and 2, students write and use linear equations in slope-intercept form, but students do not prove that linear functions grow by equal differences over equal intervals. In Algebra I, Chapter 7, Lessons 4 and 5, students write and graph exponential functions, but students do not prove that exponential functions grow by equal factors over equal intervals.\nG-CO.2: In Geometry, Chapter 4, Problems 14, 15, and 16, students decide whether the transformation to move triangle MNP onto triangle PQM is a translation, reflection, or rotation. On the Chapter 6 Test, Problems 10 and 11, students determine whether the given dilation is a reduction or an enlargement and find its scale factor. On the Chapter 9 Test, students compare transformations by completing problems that involve translations, reflections, and rotations. However, students do not describe transformations as functions that take points in the plane as inputs and give other points as outputs.\nG-CO.4: In the Geometry materials, students do not get to develop their own definitions of translations as moving points of a figure along parallel lines, reflections as moving points along line segments that are perpendicular to the line of reflection, or rotations as moving points around circles by angles of given measures.\nG-CO.8: In Geometry, Chapter 4, there is an Investigation after Lesson 6 that addresses constructing congruent triangles using the SSS and SAS criteria. Students are shown how ASA, SSS, and SAS can follow from the definition of congruence in terms of rigid motions, but students do not explain independently how the criteria follow.\nG-SRT.1: In Geometry. Chapter 6 Investigation after Lesson 1, students explore the properties of dilations, but the students do not verify the properties of dilations given by a center and a scale factor.\nG-SRT.2: In Geometry, Chapter 6, Lesson 2, students use dilations to show figures are similar in Problems 13-16; however, students do not explain using similarity transformations, the meaning of similarity for triangles as the equality of all corresponding pairs of angles, and the proportionality of all corresponding pairs of sides.\nG-SRT.7: In Geometry, Chapter 7, Lesson 6, problem 41, students make a conjecture about the relationship between sine and cosine values by creating a table and recognizing patterns. In Additional Lessons 2 and 3, the term cofunction is introduced, and students find the trigonometric values for complementary angles. Students do not use the relationship between the sine and cosine of complementary angles to solve problems.\nG-GPE.7: In Geometry, Chapter 1, page 22, Problem 53 and page 50, Problem 8, students use coordinates to find the perimeter and area of a right triangle. There are no other opportunities for students to use coordinates to find perimeters of polygons and areas of triangles and rectangles.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "68d178ae-b943-4037-b489-bd450a70fb8d": {"__data__": {"id_": "68d178ae-b943-4037-b489-bd450a70fb8d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "2b5191f8-d1fa-400a-a0d0-0a5749b7486b", "node_type": null, "metadata": {}, "hash": "b43955ea84a0746de8cf78a899f86ddc36475bf12799a84e17b1ac970faed67a"}, "3": {"node_id": "2bc8d480-b572-4b7b-a0c2-05a07348c30f", "node_type": null, "metadata": {}, "hash": "cfd9235effecb9107b36146ac86732b7870f40e1eb90daf70346799ce19f7f7c"}}, "hash": "de947f520a21f340067a59346021f54ae8deeacb3b78304cd5247fc3275448b1", "text": "S-ID.2: In Algebra I, Chapter 10, Lesson 2, the Extension introduces variance and standard deviation; however, the problems and questions include the calculation of standard deviation with one data set. On page 671, Problem 3, students calculate the mean, median, and mode of two data sets, but the problem does not expect students to use the shape of the data to compare the two data sets.\nS-ID.5: In Algebra I, Chapter 10, Lesson 3, students create two-way frequency tables and interpret the data. Students do not analyze and recognize associations and trends within the data.\nS-IC.6: In Algebra II, Chapter 6, Lesson 4, Problem 29, students examine a report from an election between Kosta and Murdock, determine it is reasonable to assume that Kosta will win the election, and explain their answer. In Lesson 5, students use a report to determine if the study described is a randomized comparative experiment. Students do not evaluate reports based on data as indicated by the standard.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Larson Traditional series partially meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials, at times, use age-appropriate contexts. However, some key takeaways from Grades 6-8 are not applied, and the materials do not vary the types of real numbers being used.\nThe materials provide a variety of problems within real-world contexts that are appropriate for high school students such as amusement parks, skateboard ramps, DVD players, sports, money, baking, video games, nutrition, and various job skills. Examples include the following:\n\nIn Algebra I, Chapter 6, Lesson 4, Problem 39, students use data from a table to create a system of equations and determine how many apple pies and batches of applesauce can be made if every apple is used.\nIn Algebra I, Chapter 9, Lesson 2, Problem 43, students use the equation of a parabolic arch in an aircraft hangar to determine how wide the hangar is at its base.\nIn Geometry, Chapter 1, Lesson 1, Problem 46, students identify points, lines, and planes in the context of different numbers of streets intersecting in a town to determine how many traffic lights would be needed.\nIn Geometry, Chapter 7, Lesson 1, Problem 34, students imagine there is a field in their town in the shape of a right triangle, find the perimeter of the field, and plant dogwood seedlings in the field at specified distances.\nIn Algebra II, Chapter 9, Lesson 4, Problem 39, the materials present a bike race where the bike passes an observer at 30 MPH. Students find the angle that the observer turns their head to see the cyclist t seconds later.\nIn Algebra II, Chapter 6, Lesson 4, Problems 30, 31, and 32, the contexts are a poll where 23% of the students surveyed say that math is their favorite subject in school, the number of voters who voted for candidate A or candidate B, and the number of people surveyed who prefer cola Y versus cola X. In these problems, students use statistical models, calculate the margin of error, and determine intervals that contain exact percentages.\n\nThroughout the series, the majority of the problems utilize integers or simple rational numbers and do not vary the types of numbers being used. Students are provided few opportunities to practice with operations on a variety of rational and irrational numbers. Examples include the following:\n\nIn Algebra I, Chapter 2, Lessons 2-5 address solving equations, but the values within the equations are mostly whole numbers or simple rational numbers, such as $$\\frac{1}{2}$$ or $$\\frac{1}{4}$$.\nIn Algebra I, Chapter 6 addresses solving systems of linear equations. The majority of coefficients are either whole numbers, simple fractions, or decimals to the hundredths place.\nIn Geometry, the majority of problems use whole numbers or decimals to the tenths place. In Chapter 4, Lesson 1, students use the Triangle Sum Property, and the majority of the angle values are whole numbers.\nIn Geometry, Chapter 6, Lesson 4, the triangle side lengths are predominantly whole numbers.\nIn Algebra II, Chapter 2, Lesson 8, students analyze graphs of polynomial functions that include whole number values when using a graphing calculator to find minimum and maximum values.\nIn Algebra II, Chapter 9, Lesson 6, Problems 43-46 include whole number values when using trigonometric ratios.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2bc8d480-b572-4b7b-a0c2-05a07348c30f": {"__data__": {"id_": "2bc8d480-b572-4b7b-a0c2-05a07348c30f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "68d178ae-b943-4037-b489-bd450a70fb8d", "node_type": null, "metadata": {}, "hash": "de947f520a21f340067a59346021f54ae8deeacb3b78304cd5247fc3275448b1"}, "3": {"node_id": "4493298b-35ad-43b6-b300-3d08d72a1e57", "node_type": null, "metadata": {}, "hash": "95f179a12a01b073b22a1ab56659d435f4be25c61d3f0281920d94aa15c47023"}}, "hash": "cfd9235effecb9107b36146ac86732b7870f40e1eb90daf70346799ce19f7f7c", "text": "Some key takeaways from Grades 6-8 are not applied, and examples of this include the following:\n\nIn Algebra I, Chapter 2, Lessons 6 and 7 address ratios and proportional relationships, but the problems use cross products rather than applying the connections between ratios, proportional relationships, and linear functions from Grades 6-8.\nIn Algebra I, Chapter 3, students write and graph linear equations, but the examples and problems do not apply ratios or proportional relationships.\nIn Geometry, Chapter 6, Lesson 1, the materials address similarity through proportional relationships, ratios, and scale factors (7.G.1); however, the problems and examples do not apply key takeaways from either 7.G.1 or 8.G.A.\nIn Algebra II, Chapter 9 addresses trigonometric functions and does not make connections to ratios or apply key takeaways from 8.EE.B or 8.G.A.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Larson Traditional series do not meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. The instructional materials do not foster coherence through meaningful mathematical connections in a single course and throughout the series, where appropriate and where required by the Standards.\nThe Additional Lessons within each course address specific standards, but they are placed at the beginning of each course and not connected to any chapters or lessons within the course. There is also no clear indication of when or how the Additional Lessons are to be used within the series, which disrupts the coherence of the materials. Examples regarding the Additional Lessons are included in the evidence below.\nExamples where the materials do not foster coherence by omitting appropriate and required connections within courses include:\n\nThe Algebra I, Additional Lessons 2 and 3 (S-ID.7), Interpreting Linear Models are not connected to Algebra I, Chapter 3, Graphing Linear Equations and Functions.\nThe Algebra I, Additional Lessons 10 and 11 (A-APR.1), Investigate Polynomials and Closure are not connected to Algebra I Chapter 8, Polynomials and Factoring.\nThe Algebra I, Additional Lessons 14 and 15 (A-SSE.3), Write Quadratic Equations are not connected to Algebra I, Chapter 9, Quadratic Equations and Functions.\nThe Algebra I, Additional Lessons 16 and 17 address S-ID.3, but they are not connected to Chapter 10, Data Analysis.\nIn Geometry, the materials address transformations in Chapter 9, but there are no connections to the congruence of triangles in Chapter 4 or reasoning and proof throughout the course.\nThe Geometry, Additional Lessons 2 and 3 (G-SRT.7), Trigonometric Ratios of Complementary Angles are not connected to Chapter 7, Right Triangles and Trigonometry.\nThe Algebra II, Additional Lessons 2 and 3, which address N-CN.2 are not connected to Chapter 1, Lesson 6, Perform Operations with Complex Numbers.\nThe Algebra II, Additional Lessons 4 and 5 (A-APR.4), Use Polynomial Identities are not connected to Algebra II, Chapter 2, Polynomials and Polynomial Functions.\nIn Algebra II, Chapter 3, Lesson 5, students graph square root and cube root functions as transformations of parent functions, but there is no reference made to quadratic functions previously graphed as transformations of a parent function from Algebra II, Chapter 1, Graphing is addressed differently in both chapters, and connections are not made between the two chapters to increase coherence within the course.\n\nExamples where the materials do not foster coherence by omitting appropriate and required connections between courses include:\n\nIn Algebra I, Chapter 8, Lesson 6, students solve a quadratic equation by factoring. In Algebra II, Chapter 1, Lesson 3, students also solve quadratic equations by factoring, but there is no connection to prior learning from Algebra I. In Algebra II, Chapter 1, Lessons 6 and 8, students solve quadratic equations that involve complex numbers and use the discriminant to determine the number and type of solutions for a quadratic equation, respectively. However, the different forms of quadratic equations are not coherently connected across Algebra I and II or within the chapters of Algebra II.\nAlgebra I, Chapter 11 and Geometry, Chapter 12, both titled \u201cProbability,\u201d are identical. There is no connection between the chapters to build coherence between the courses.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4493298b-35ad-43b6-b300-3d08d72a1e57": {"__data__": {"id_": "4493298b-35ad-43b6-b300-3d08d72a1e57", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "2bc8d480-b572-4b7b-a0c2-05a07348c30f", "node_type": null, "metadata": {}, "hash": "cfd9235effecb9107b36146ac86732b7870f40e1eb90daf70346799ce19f7f7c"}, "3": {"node_id": "1646737e-c437-40d2-be30-5217871480da", "node_type": null, "metadata": {}, "hash": "a0737348fb279d3c7befefd1ca39376e53a65ac9d85c457e35f2cd86a8dfc6a1"}}, "hash": "95f179a12a01b073b22a1ab56659d435f4be25c61d3f0281920d94aa15c47023", "text": "There is no connection between the chapters to build coherence between the courses.\nThe Algebra I, Additional Lessons 6 and 7, Use Inverse Functions are not connected to Algebra II, Chapter 3, Rational Exponents and Rational Functions.\nThe Algebra I, Additional Lessons 12 and 13 (F-BF.2), Translate Between Recursive and Explicit Rules for Sequences are not connected to Algebra II Chapter 7, Sequences and Series.\nIn Algebra II, Chapter 1, students graph from standard form in Lesson 1 and from vertex form in Lesson 2. There is no connection to Algebra I, Chapter 9, Lesson 1 where students graph as transformations (with no b value) or Algebra I, Chapter 9, Lesson 2 where students graph from standard form.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Larson Traditional series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. The Plan and Prepare sections are included at the beginning of each chapter in order to assess, practice, and build on standards from previous grades, but in these sections, standards from Grades 6-8 are not explicitly identified.\nA 4-year scope and sequence is provided that identifies skills and concepts to be taught in a Pre-Algebra course, but these skills and concepts are also not identified as standards from Grades 6-8. Many of the skills and concepts from the Pre-Algebra course are designated as Reinforce and Maintain under the Algebra 1 column of the scope and sequence document. Examples of these skills include: evaluate expressions with integer exponents, solve problems with proportional relationships, order of operations, 1-step, 2-step, and multi-step equations, ordered pairs, origin, axes, and graphing in four quadrants. Multiplying and dividing decimals by whole numbers, decimals by decimals, fractions by whole numbers, and fractions by fractions are also included.\nExamples, where standards from Grades 6-8 are not identified, include:\n\nIn Algebra I, Chapter 1, Lessons 1 and 3, students evaluate and write expressions that align to 5.OA.1 and 6.EE.1,2, 6. For example, in Lesson 1, students evaluate \u201c15x when x = 4, w - 8 when w = 20, and 5 + m when m = 7\u201d. In Lesson 3, students write algebraic expressions given the following information: \u201c8 more than a number x, the product of 6 and a number y, and the difference of 7 and a number n\u201d.\nIn Algebra I, Chapter 1, Lesson 2, students apply order of operations that align to 6.EE.1 and 7.EE.1,2. For example, students evaluate \u201c13 - 8 + 3, 8 - 22 and $$3\\cdot6-4$$\u201d.\nIn Algebra I, Chapter 1, Lesson 4, students write equations and inequalities that align to 6.EE.9, and 7.EE.4. For example, \u201cThe sum of 42 and a number n is equal to 51; the difference of a number z and 11 is equal to 35; and the product of 4 and a number w is at most 51\u201d.\nIn Algebra I, Chapter 1, Lessons 7 and 8, students represent functions as rules, graphs, and tables that align to 8.F.1, 2.\nIn Algebra I, Chapter 2, Lesson 1, students find square roots and compare real numbers that align to 8.EE.2. A few of the problems include: \u201c$$\\sqrt{4}$$, $$-\\sqrt{49}$$ and multiple choice, If x = 36, the value of which expression is a perfect square? A. $$\\sqrt{x}+17$$ B. $$87-\\sqrt{x}$$ C. $$5\\cdot\\sqrt{x}$$ D. $$5\\cdot\\sqrt{x}+2$$ .\"\nIn Algebra I, Chapter 2, Lessons 2 and 3, students solve one-step and two-step equations that align to 6.EE.7 and 7.EE.4.\nIn Algebra I, Chapter 2, Lessons 4 and 5, students solve multi-step equations that align to 8.EE.7 and 7.RP.3.\nIn Geometry, Chapter 4, Investigating Geometry Activity before Lesson 1, students draw several triangles, tear off the corners of the triangles, and place the three angles from each triangle next to each other to form a straight angle (8.G.5).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1646737e-c437-40d2-be30-5217871480da": {"__data__": {"id_": "1646737e-c437-40d2-be30-5217871480da", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "4493298b-35ad-43b6-b300-3d08d72a1e57", "node_type": null, "metadata": {}, "hash": "95f179a12a01b073b22a1ab56659d435f4be25c61d3f0281920d94aa15c47023"}, "3": {"node_id": "9ff56cc5-f622-4207-8dcb-7bf57c0e7e77", "node_type": null, "metadata": {}, "hash": "c6a928764c4aa4ee12575b135673de2142231d13c9a80d5e68c63b45953eddcd"}}, "hash": "a0737348fb279d3c7befefd1ca39376e53a65ac9d85c457e35f2cd86a8dfc6a1", "text": "In Geometry, Chapter 7, Lesson 1, students use the Pythagorean Theorem, apply it in real-world situations, and use it to find the distance between two points, which aligns to 8.G.B.\n\nIn the student materials, prerequisite content for each lesson is identified with \u201cBefore,\u201d and content from within the lesson is identified with \u201cNow.\u201d Examples of the materials building on standards from Grades 6-8 through the \u201cBefore\u201d and \u201cNow\u201d sections, even though the standards are not explicitly identified, include:\n\nIn Algebra I, Chapter 1, Lesson 1, Before: \u201cYou used whole numbers, fractions, decimals.\u201d Now: \u201cYou will evaluate algebraic expressions and use exponents.\u201d\nIn Algebra I, Chapter 1, Lesson 4, Before: \u201cYou translated verbal phrases into expressions\u201d Now: \u201cYou will translate verbal sentences into equations or inequalities.\u201d\nIn Geometry, Chapter 4, Lesson 1, Before: \u201cYou classified angles and found their measures.\u201d Now: \u201cYou will classify triangles and find measures of their angles.\u201d\nIn Geometry, Chapter 7, Lesson 1 Before: \u201cYou learned about the relationships within triangles.\u201d Now: \u201cYou will find side lengths in right triangles.\u201d\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the Larson Traditional series explicitly identify the plus standards in the Correlation to Standards for Mathematical Content at the beginning of each course. In some instances, the plus standards are fully addressed and coherently support the mathematics which all students should study in order to to be college and career ready, but for others, the materials do not fully address the plus standards.\nThe plus standards that are addressed include.\n\nN-CN.8: In Algebra II, Chapter 2, Lesson 7, students are introduced to the Complex Conjugates Theorem and use it to write a polynomial function. Through error analysis problems and the assessment, students apply this standard in different situations.\nN-VM.6: In Geometry, Chapter 9, Lesson 2, students add, subtract, and multiply matrices. Students also use matrices to represent and manipulate data in multiple contexts such as softball, computers, swimming, agriculture, and art.\nN-VM.7: In Geometry, Chapter 9, Lesson 7, students use scalar multiplication to simplify a product. Students also use scale factors of 2, \u00bd, 3, 6 to represent dilations.\nN-VM.8: In Geometry, Chapter 9, Lesson 2, students add, subtract, and multiply matrices of appropriate dimensions.\nN-VM.9: In Geometry, Chapter 9, Lesson 2, students determine when matrices cannot be multiplied based on the dimensions of the matrices. Students explore the Commutative Property of Multiplication, the Associative Property of Multiplication, and the Distributive Property for matrix multiplication. The three properties are each addressed in one problem.\nA-APR.5: In Algebra II, Chapter 6, Lesson 1, students apply the Binomial Theorem and make connections to Pascal\u2019s Triangle.\nA-APR.7: In Algebra II, Chapter 5, Lessons 4 and 5, students add, subtract, multiply, and divide rational expressions.\nF-BF.5: In Algebra II, Chapter 4, students understand the inverse relationship between exponents and logarithms and solve a variety of problems involving logarithms and exponents.\nF-TF.7: In Algebra II, Chapter 10, Lesson 4, students evaluate and interpret trigonometric functions using technology in \u201cUsing Alternative Methods\u201d on pages 642-643. Students also write and use the trigonometric functions in the context of a buoy\u2019s displacement.\nG-SRT.9: In Algebra II, Chapter 9, Lesson 5, students use the formula for the area of a triangle that includes the sine function to solve problems. On page 591 challenge problem 42, students derive the formula for the area of a triangle that includes the sine function.\nG-SRT.11: In Algebra II, Chapter 9, Lessons 5 and 6, students apply the Law of Sines and Cosines to find unknown measures in both right and non-right triangles that are a part of various real-world situations.\nG-C.4: In Geometry, Chapter 10, Lesson 4, students construct tangent lines from a point outside a given circle to the circle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9ff56cc5-f622-4207-8dcb-7bf57c0e7e77": {"__data__": {"id_": "9ff56cc5-f622-4207-8dcb-7bf57c0e7e77", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "1646737e-c437-40d2-be30-5217871480da", "node_type": null, "metadata": {}, "hash": "a0737348fb279d3c7befefd1ca39376e53a65ac9d85c457e35f2cd86a8dfc6a1"}, "3": {"node_id": "e607b047-6a00-4f2f-b0b5-6917694751ed", "node_type": null, "metadata": {}, "hash": "ac2a4b4a4089cc89bf5afa4b889cd914c26d0dfdc685b13e6667d87d4fc47601"}}, "hash": "c6a928764c4aa4ee12575b135673de2142231d13c9a80d5e68c63b45953eddcd", "text": "G-GPE.3: In Algebra II, Chapter 8, Lesson 4, students write the equation of an ellipse using the foci in challenge problem 47. In Chapter 8, Lesson 5, students write the equation of a hyperbola in standard form using the distance formula, the foci, and the difference in the distance from a point on the hyperbola to the foci in challenge problem 37.\nS-CP.8, 9: In Algebra I, Chapter 11, Lesson 2, students use factorials and permutations to determine the number of ways letters can be arranged and how many different ways six friends can sit together in a row of six empty seats at a movie theater. In Lesson 3, students examine various scenarios to determine whether to use a permutation or a combination. In problem 26, a teacher is going to choose two students to represent a class, and students calculate the probabilities of you and your best friend being chosen and you being chosen first and your best friend being chosen second. In Lesson 5, students find probabilities of independent and dependent events and use conditional probability in a variety of ways. Students are provided two pieces of information and asked to find the missing probability if the events are independent. Students then complete a similar problem for dependent events.\n\nThe plus standards that are partially addressed include:\n\nN-CN.3: In Algebra II, Chapter 1, Lesson 6, students are introduced to complex numbers and complex conjugates, and in Chapter 2, Lesson 7, students find the conjugate of a complex number. Students do not use conjugates to find moduli and quotients of complex numbers.\nN-CN.4: In Algebra II, Chapter 1, Lesson 6, students represent complex numbers on the complex plane in rectangular form. Students do not represent complex numbers on the complex plane in polar form, and students do not explain why the rectangular and polar forms of a given complex number represent the same number.\nN-CN.5: In Algebra II, Chapter 1, Lesson 6, problems 70-73, students verify that the given properties extend to complex numbers, the commutative property of multiplication, the distributive property, the associative property of multiplication, the commutative property of addition and the associative property of addition. Students do not connect to the modulus or degree arguments.\nN-CN.6: In Algebra II, Chapter 1, Lesson 6, students read Absolute Value of a Complex Number in a Key Concept box and find the absolute value of various complex numbers and sums of two complex numbers. Students do not find the midpoint of the segment at any time.\nN-CN.9: In Algebra II, Chapter 2, Lesson 7, students are introduced to the Fundamental Theorem of Algebra and use it to write the number of solutions, zeros, and equation for polynomial functions. Students do not make these connections for quadratic functions.\nN-VM.12: In Geometry, Chapter 9, Lesson 3, students use 2x2 matrices for transformations in the plane, but students do not interpret the absolute value of the determinant in terms of area.\nF-TF.3: In Algebra II, Chapter 9, Lesson 3, students use special triangles to determine values of sine, cosine, and tangent. On page 571, the materials demonstrate using the unit circle to evaluate trigonometric functions when $$\\Theta=270\\degree$$. Students practice this skill in four problems, but students do not use the unit circle to express the values of sine, cosine, and tangent for $$\\pi-x$$, $$\\pi+x$$, and $$2\\pi-x$$, in terms of their values for $$x$$.\nF-TF.4: In Algebra II, Chapter 10, the period of each trigonometric function is explained using the graph of the functions, but there are no examples or problems that use the unit circle to explain the periodicity or symmetry of trigonometric functions.\nF-TF.6: In Algebra II, Chapter 9, Lesson 4, students evaluate inverse trigonometric functions, but students do not restrict the domain of a trigonometric function so that its inverse can be constructed. Students are shown the inverse functions graphically, and the materials state that \u201cdomain restrictions allow the inverse sine, inverse cosine, and inverse tangent functions to be defined.\u201d\nF-TF.9: In Algebra II, Chapter 10, Lesson 6, students are given the sum and difference formulas and then evaluate, rewrite in equivalent forms, and solve trigonometric equations. There is not a proof of the formulas or an opportunity for students to prove the formulas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e607b047-6a00-4f2f-b0b5-6917694751ed": {"__data__": {"id_": "e607b047-6a00-4f2f-b0b5-6917694751ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "9ff56cc5-f622-4207-8dcb-7bf57c0e7e77", "node_type": null, "metadata": {}, "hash": "c6a928764c4aa4ee12575b135673de2142231d13c9a80d5e68c63b45953eddcd"}, "3": {"node_id": "f525988e-7da5-4189-bfec-02cf6233fdf8", "node_type": null, "metadata": {}, "hash": "2e1174a48c719bb2de554ef555b8cd0c412791d8da1aee03b33e68112e23c616"}}, "hash": "ac2a4b4a4089cc89bf5afa4b889cd914c26d0dfdc685b13e6667d87d4fc47601", "text": "There is not a proof of the formulas or an opportunity for students to prove the formulas.\nG-SRT.10: In Algebra II, Chapter 9, Lesson 6, students derive the Law of Cosines on page 597 in challenge Problem 42, but the proof of the Law of Sines is not found.\nG-GMD.2: In Geometry, Chapter 11, Lesson 6, students use Cavalieri\u2019s principle to give an informal argument for the volume of cylinders but not for other solids. The volume of a sphere is addressed in Lesson 8, but Cavalieri\u2019s principle is not used in that lesson.\nS-MD.1: In Algebra II, Chapter 6, Lesson 2, random variables are defined for a quantity of interest and graphed using histograms, but other types of graphical displays for probability distributions are not used.\nS-MD.3, 4: In Algebra II, Chapter 6, Lesson 2, students construct and interpret binomial distributions and classify the distributions as symmetric or skewed. Students do not find the expected values of the distributions.\nS-MD.6, 7: These standards are present in multiple locations throughout the series (Algebra II, Additional Lessons 10 and 11, Algebra I, Extension, pages 743-744, and Geometry, Extension, pages 847-848). However, since the materials include the same lesson in Algebra I, Algebra II, and Geometry, students use probabilities to make fair decisions once. Furthermore, Algebra I page 711, Problem 20 is repeated in Geometry, page 815, Problem 20.\n\nThe following plus standards are not addressed in the materials: N-VM.1, N-VM.2, N-VM.3, N-VM.4, N-VM.5, N-VM.10, S-MD.2, S-MD.5, A-REI.8, and A-REI.9.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f525988e-7da5-4189-bfec-02cf6233fdf8": {"__data__": {"id_": "f525988e-7da5-4189-bfec-02cf6233fdf8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dbeeb27-ba8b-4d02-aa8c-ead5c512fe35", "node_type": null, "metadata": {}, "hash": "6e6c765c2b7ea1d5a6319f567f90d36d5e8900ab36f3bed50e20ab05cff6e04c"}, "2": {"node_id": "e607b047-6a00-4f2f-b0b5-6917694751ed", "node_type": null, "metadata": {}, "hash": "ac2a4b4a4089cc89bf5afa4b889cd914c26d0dfdc685b13e6667d87d4fc47601"}}, "hash": "2e1174a48c719bb2de554ef555b8cd0c412791d8da1aee03b33e68112e23c616", "text": "The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b195b8d9-d18e-4165-981f-054bf4f3b5d7": {"__data__": {"id_": "b195b8d9-d18e-4165-981f-054bf4f3b5d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "3": {"node_id": "b55af5b0-aac5-4065-b253-48c4f9c60e0c", "node_type": null, "metadata": {}, "hash": "46a8648d31d71562ea4d23ac8fe4da096035880fa0cdb7bb44ede3faedf06779"}}, "hash": "b7c839dec0e7da5d88189ba6302cebee077142079f4aa3a6791a442118334500", "text": "Holt McDougal Literature\n\nThe materials for Grade 8 do not meet the expectations of alignment to standards. The texts and tasks partially meet the demands to support students' development of literacy skills in reading, writing, speaking and listening, and language. Materials partially support students in building their knowledge of topics and themes as well as growing vocabulary. Materials include some support for comprehensive writing and research instruction.\n\nText Quality & Complexity and Alignment to Standards Components\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 8 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\n\n    The majority of the texts included in the materials are of publishable quality and are worthy of close-reading. There are a wide range of texts that would hold the interests of a variety of students. Both literature and informational selections are high-quality without the need for revisions or supplements. Examples of these texts include, but are not limited to:\n\n\nIn Unit 1, students read the short story \u201c Flowers for Algernon\u201d by Daniel Keyes. This has story has received multiple awards including the Nebula Award for Best Novel and the Hugo Award for Best Short Story.\n    \nIn Unit 3, students read a passage from Roll of Thunder, Hear My Cry by Mildred D. Taylor. The novel received the 1977 Newbery Medal.\n    \nIn Unit 4, students read The DIary of Anne Frank: A Play based on the classic book by Frances Goodrich and Albert Hackett.\n    \nIn Unit 6, students read \u201cO Captain! My Captain!\u201d/ \u201cI Saw Old General at Bay\u201d both by Walt Whitman. This time honored poetry is worthy of multiple careful reads.\n    \nIn Unit 8, students read \u201cOver the Top: The True Adventures of a Volcano Chaser\u201d by Renee Skelton, an article published in National Geographic.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 8 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Students read a mix of both informational and literary texts as well as texts from multiple genres. Evidence that supports the materials meeting the criteria include, but are not limited to:\n\n\nIn Unit 2, students read a variety of text types and genres including \u201cJohn Henry\u201d (poem) as well as short stories, timeline articles, a screenplay, vignette, film clips, and biographies.\n    \nIn Unit 4, students read a variety of text types and genres including \u201cThe Old Grandfather and His Little Grandson\u201d by Leo Tolstoy (folk tale) as well as myths, poems, drama, newspaper article, and an interview.\n    \nIn Unit 5, students read a variety of text types and genres that include \u201cOne More Round\u201d by Maya Angelou (poem) as well as poems, sonnets, book excerpts, and ballads.\n    \nIn Unit 7, students read a variety of text types and genres that include \u201cOne Last Time\u201d by Gary Soto (memoir): as well as short stories, tall tales, memoirs, and poems.\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    Throughout the materials, there are many texts that do not have the appropriate complexity for the grade level. Many texts have quantitative scores that fall below the correct range, and the qualitative portion is insufficient to raise the overall grade level alignment. The text also relies heavily on excerpts from pieces of literature that are only a few pages long, which limits the exposure to certain included Lexile levels. The excerpts omit important aspects of the text and associated tasks do not increase complexity appropriately for the grade level. Texts at the correct grade level are included, but are not used consistently or do not have appropriate associated tasks. Evidence of this includes, but is not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b55af5b0-aac5-4065-b253-48c4f9c60e0c": {"__data__": {"id_": "b55af5b0-aac5-4065-b253-48c4f9c60e0c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "b195b8d9-d18e-4165-981f-054bf4f3b5d7", "node_type": null, "metadata": {}, "hash": "b7c839dec0e7da5d88189ba6302cebee077142079f4aa3a6791a442118334500"}, "3": {"node_id": "46b4f8fb-b2fa-40d0-9ce0-55b2106b0b31", "node_type": null, "metadata": {}, "hash": "217d498ff7138d42aef49364d3354a7e4ec57c62645f380777410b64278f150f"}}, "hash": "46a8648d31d71562ea4d23ac8fe4da096035880fa0cdb7bb44ede3faedf06779", "text": "In Unit 1, students read \u201cThe Great Rat Race\u201d with a Lexile of 650. The text does involve some cultural differences that may increase the complexity for some students, the structure of the text is not very complex. The task asks students to focus on conflict with this text.\n    \nIn Unit 3, students read an excerpt from Roll of Thunder, Hear My Cry. This text is an exemplar text for grades 6-8, but the materials are only asking students to read a short passage. Students are simply asked to work on fluency with this piece. The task does not work with the complexity of this text.\n    \nIn Unit 6 students read an excerpt from Kira-Kira, with a Lexile level of 740. There are some cultural differences that could make this text complex, students are not provided enough of the text to really focus on those complex features. Students are asked to work on fluency with this piece, so the task does not increase the complexity of this text.\n    \n\n\n    Examples of texts that are at the appropriate level of complexity are as follows:\n\n\nIn Unit 4, students read \u201cThe Diary of Anne Frank\u201d. This text is an exemplar text for grades 6-8. This text is paired with \u201cA Diary from Another World\u201d, a newspaper article, and \u201cThe Last Seven Months of Anne Frank, an interview. Students use all three texts to complete after reading tasks.\n    \nIn Unit 6 , students read \u201cO Captain! My Captain!\u201d and \u201cI Saw Old General at Bay\u201d. \u201cO Captain! My Captain!\u201d is an exemplar text for grades 6-8. Students work with both poems to complete after reading tasks.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. Series of texts should be at a variety of complexity levels appropriate for the grade band.\n\n\n    Though there is a great variety of complexities throughout the materials, there is no discernable increase during the course of the year. For example, in Unit 1 Lexile levels range from 650-1260, in Unit 3 Lexile levels range from 790-1030, and in Unit 8 Lexile levels range from 820-1240. In Unit 1 students read \u201cMy First Free Summer\u201d. This text is a Lexile level of 820, but with a fairly simple structure. While this text does incorporate some cultural aspects that may make this text more complex, the tasks associated with this text do not increase complexity. In Unit 7, students read \u201cOut of Bounds\u201d. This text is a Lexile level of 790 and contains a simple structure. Similar to \u201cMy First Free Summer\u201d, this text deals with cultural differences that may make this text more complex for some students.\n\n\n    In addition, tasks are of similar rigor and demand at the beginning compared to the end of the year. For example, Each Unit has a \u201cPractice and Apply\u201d section at the end of the stories. Within each \u201cPractice and Apply\u201d section students answer comprehension questions, complete a text analysis, and have an opportunities for Extension and Challenge. The \u201cPractice and Apply\u201d section does not build or become more rigorous from the prior units \u201cPractice and Apply\u201d Section. Students do not show that they can independently master skills by the end of the year. Most analysis questions give note exactly where to go to get the needed information. Students rarely have to practice close reading to dig deeper into texts. The scaffolds and student notes provided in the margins remain the same from Unit 1 until the end of the year.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\n\n    The publisher does not provide a text complexity analysis or rationale for purpose and placement in the grade level. At the beginning of every unit, texts are listed with their Lexile, Fry, and Dale-Chall level. There are no qualitative measurements, nor are any reader and task considerations included to create a complete text analysis. There is also no rationale included for the purpose or placement in each grade level.\n\n\n    Unit 1:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "46b4f8fb-b2fa-40d0-9ce0-55b2106b0b31": {"__data__": {"id_": "46b4f8fb-b2fa-40d0-9ce0-55b2106b0b31", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "b55af5b0-aac5-4065-b253-48c4f9c60e0c", "node_type": null, "metadata": {}, "hash": "46a8648d31d71562ea4d23ac8fe4da096035880fa0cdb7bb44ede3faedf06779"}, "3": {"node_id": "d4c5f5e0-1393-4ba2-8513-78ec97b87c89", "node_type": null, "metadata": {}, "hash": "be2d45c22f0d4fee6dda69e00fc87604bb37c0dfa24bcd6596cbd66bc9efd5cf"}}, "hash": "217d498ff7138d42aef49364d3354a7e4ec57c62645f380777410b64278f150f", "text": "Unit 1:\n\n\n\u201cRaymond\u2019s Run\u201d by Toni Cade Bambara Difficulty Level: Average Readability: Lexile 1270, Fry 7, Dale-Chall 6.6\n    \n\u201cThe Ransom of Red Chief\u201d by O. Henry Difficulty Level: Challenging Readability: Lexile 980, Fry 9, Dale-Chall 7.9\n    \n\n\n    Unit 4:\n\n\n\u201cGil\u2019s Furniture Bought & Sold\u201d by Sandra Cisneros Difficulty Level: Easy Readability: Lexile 1070, Fry 6, Dale-Chall 5.7\n    \n\u201cPandora\u2019s Box\u201d retold by Louis Untermeyer Difficulty Level: Challenging Readability: Lexile 930, Fry 9, Dale-Chall 6.5\n    \n\n\n    Unit 8:\n\n\n\u201cThe Spider Man Behind Spider-Man\u201d by Bijal P. Trivedi Difficulty Level: Average Readability: Lexile 1240, Fry 8, Dale-Chall 7.8\n    \n\u201cOver the Top\u201d by Renee Skelton Difficulty Level: Average Readability: Lexile 1030, Fry 9, Dale-Chall 7.6\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.\n\n\n    Students are exposed to a wide range of text types within each unit and throughout the curriculum, although no clear anchor texts are designated by the Teacher Edition. For example, units have a broad range of text types, including, but not limited to memoirs, excerpts, poems, scripts, folk literature, short stories, new articles, non-fiction texts, and cartoons. Also, each unit has a large volume of texts for students to read. Unit 1 contains 10 texts, Unit 2 contains 8 texts, Unit 3 contains 8 texts, Unit 4 contains 6 texts, Unit 5 contains 8 texts, Unit 6 contains 7 texts, Unit 7 contains 6 texts, Unit 8 contains 8 texts, Unit 9 contains 5 texts, and Unit 10 is designated as a research unit, but lacks anchor/focus texts.\n\n\n    There are no opportunities for students to engage with full-length novels, but many high quality novel excerpts are included. For example, In Unit 3, students are introduced to Roll of Thunder, Hear My Cry, but they only read a five-page passage of the novel. At the end of the excerpt, the textbook recommends students continue reading the novel to find out what more will happen, but there are no materials for the student or teacher to continue any work with this novel. Also, In Unit 8, students are introduced to An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793, but they only read a five-page passage of the text. At the end of the excerpt, the textbook states \u201cKeep reading to learn about the heroic efforts of many citizens to care for the sick and search for a cure.\u201d While it is suggested that students continue reading, there are not materials for the teacher or students to use to continue any work with this novel.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4c5f5e0-1393-4ba2-8513-78ec97b87c89": {"__data__": {"id_": "d4c5f5e0-1393-4ba2-8513-78ec97b87c89", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "46b4f8fb-b2fa-40d0-9ce0-55b2106b0b31", "node_type": null, "metadata": {}, "hash": "217d498ff7138d42aef49364d3354a7e4ec57c62645f380777410b64278f150f"}, "3": {"node_id": "573c9321-cf52-4955-a24a-f19c19e592ed", "node_type": null, "metadata": {}, "hash": "cfbc95494ca68b0381944ec55697f7015648fe1b73e620b835161e48027672e2"}}, "hash": "be2d45c22f0d4fee6dda69e00fc87604bb37c0dfa24bcd6596cbd66bc9efd5cf", "text": "There are no included mechanisms or processes for teachers or students to monitor progress of independent reading. For example, At the end of each unit, students are given \u201cIdeas for Independent Reading.\u201d Typically nine books are listed under three different questions based on the unit. For example, Unit 1 includes the titles of three novels under each of the following questions: \u201cWhat\u2019s worth the effort? Is seeing believing? and When is it OK to be scared?\u201d The directions to the teacher include, \u201cEncourage students to choose one or more of these \u2018great reads\u2019 to read independently. Also, in the introductory materials, students are told \u201cThe best way to become a better readers is to read as much as you can, whenever you can. Follow your interests in new and exciting things to read.\u201d While it is suggested that students read independently, there is no mechanism for teachers or students to monitor reading progress.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 8 meet the criteria that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\n\n    In most lessons, students are asked various discussion questions that require them to engage with the text. Stories includes a set of after-reading questions that are text-dependent and specific. Various tasks and writing assignments also ask the students to engage with the text. Examples of text-dependent questions, tasks and assignments related to this indicator include, but are not limited to:\n\n\nIn Unit 1, If I Can Stop one Heart from Breaking, students are asked to reread Emily Dickinson\u2019s poem on page 72. Next students identify which lines remind them of the way Mrs. Jones might think and explain.\n    \nIn Unit 8, Kabul\u2019s Singing Sensation, student review lines 1-8 and are asked to identify phrases which suggest sad or painful images. Following, they discuss how these images help serve the author\u2019s purpose of expressing sympathy for the people of Kabul.\n    \nIn Unit 9,The Sanctuary of School students read the text and analyze a visual that accompanied an essay in the New York Times. They are first asked about the author\u2019s purpose before being asked, \u201cWhat can you conclude about the young Barry\u2019s relationship to school?\u201d\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\n\n    At the end of each text or text set, students answer comprehension and text analysis questions. Students are also offered extension and challenge tasks or writing prompts. Questions and tasks throughout the texts do not always build to the end of text culminating questions and tasks. At the end of each unit students complete Writing Workshop, a Speaking and Listening Workshop and occasionally a Technology Workshop. However, unit questions and tasks often do not build to these tasks. Texts and skills are often referenced in these tasks, but most can be completed without the use of unit texts or skills gained within the unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "573c9321-cf52-4955-a24a-f19c19e592ed": {"__data__": {"id_": "573c9321-cf52-4955-a24a-f19c19e592ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "d4c5f5e0-1393-4ba2-8513-78ec97b87c89", "node_type": null, "metadata": {}, "hash": "be2d45c22f0d4fee6dda69e00fc87604bb37c0dfa24bcd6596cbd66bc9efd5cf"}, "3": {"node_id": "efde18c7-f7dd-4b6d-b702-f83e854ee9f9", "node_type": null, "metadata": {}, "hash": "9d58ad5c094243c2feb0e227937e3bb1dce63dcddac0959c4528ce3ac212029f"}}, "hash": "cfbc95494ca68b0381944ec55697f7015648fe1b73e620b835161e48027672e2", "text": "In Unit 5 students are asked to create an online feature article. During the unit, students are given opportunities to read, discuss, and write about poetry, but they are not given ample opportunity to work on the skills necessary to create an online feature article.\n    \nIn Unit 8, students are asked to create a procedural text during the writing workshop. During this unit, students read \u201cGuide to Computers\u201d which includes a how-to guide on setting up a computer. After reading the text, students are asked to evaluate the technical directions. Other than this text and questions, students are not asked to start writing procedural text until the end of the unit and may not be adequately prepared for the culminating task.\n    \nIn Unit 2, students are working on character and point of view. For the Writing Workshop activity, students are asked to write a critical review where the purposes are \u201cto compare and film version of a story to the original text\u201d and \u201cto convince others to agree with your evaluation of a movie.\u201d This writing task is related to the unit, but does not address many of the unit goals to work as a culminating task. The unit goals for text analysis are:\n        \nAnalyze differences in points of view and the effects they create\n            \nAnalyze how dialogue or incidents in a story reveal aspects of a character\n            \nIdentify and analyze sound devices and their impact on meaning\n            \nDetermine the central idea of a text and its relation to supporting ideas\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    Throughout the materials, there are some opportunities for discussion, but not enough for students to adequately master the speaking and listening standards. There is some explanation of related standards that accompany suggested opportunities for discussion, however clear and specific protocols are absent (these can be found in the Speaking and Listening Workshops at the end of each unit). Some discussions relate to the text or topic of the unit, but few require text evidence. Most discussion prompts do not specify if they are to be done in small groups, peer-to-peer, or in whole class. While academic vocabulary is included in the materials, its usage is not modeled and students are not given ample opportunities for practice. Some examples of these discussion prompts include, but are not limited to:\n\n\nIn Unit 1, there is a section titled \u201cExtend the Discussion\u201d after \u201cRaymond\u2019s Run\u201d that suggests the teacher ask, \u201cHow do you think Squeaky\u2019s continued responsibility for Raymond has shaped her personality?\u201d There are no suggested answers and no protocol for how the discussion should occur.\n    \nIn Unit 3, students read \u201cMi Madre\u201d and \u201cCanyon de Chelly\u201d. The students are asked \u201cWhat gifts does the Earth provide? Now that you have read the poems, what other gifts might you add to your list?\u201d The teacher edition states that the \u201canswers may vary\u201d and includes a few anticipated responses. Again, there is no protocol for this discussion. While the question references the two poems, students are not required to go back and use text evidence in this discussion.\n    \nIn Unit 5, Poetry does not have a end of the unit task that supports an evidence-based discussion. However, in the Technology Workshop section at the end of the unit students are asked to pose and respond to questions as well as clarify interests and add to interests using technology as a resource. Student materials suggest the protocol for responding to feedback that states, \u201cPolitely reply to all appropriate questions and comments posted on your article in a timely manner.\u201d and \u201c...Thoughtful replies can stimulate discussion and promote reader participation.\u201d. However, the support of the use of academic vocabulary necessary for a successful online feature article is not included in the modeling nor assessment.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "efde18c7-f7dd-4b6d-b702-f83e854ee9f9": {"__data__": {"id_": "efde18c7-f7dd-4b6d-b702-f83e854ee9f9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "573c9321-cf52-4955-a24a-f19c19e592ed", "node_type": null, "metadata": {}, "hash": "cfbc95494ca68b0381944ec55697f7015648fe1b73e620b835161e48027672e2"}, "3": {"node_id": "ad2ef061-4e75-411f-a4fc-a56672407ce3", "node_type": null, "metadata": {}, "hash": "2f51f3c6b6d206d75d8f89a94438da8e8b7a7870cecf54e80de8f1d49897cd73"}}, "hash": "9d58ad5c094243c2feb0e227937e3bb1dce63dcddac0959c4528ce3ac212029f", "text": "Most units include a speaking and listening task at the end of the unit (called the Speaking and Listening Workshop). However, these tasks do not provide clear instructions for the teacher and lack rubrics for assessing student learning. Speaking and Listening skills are not addressed within unit texts or during unit lessons. The speaking and listening tasks often do not relate to what the student is reading in the unit and many do not require any additional research, and therefore do not sufficiently address the related standards. Many of the tasks can be completed without citing evidence. In addition, the tasks do not increase in rigor over the course of the year. Examples of opportunities that partially meet the criteria of this indicator include, but are not limited to:\n\n\nAt the end of Unit 4 students complete and speaking and listening task. The prompt states \u201cAdapt your short story or a story from the unit into a video.\u201d The task does not require the students to reference any stories from the unit or conduct additional research to provide evidence.\n    \nAt the end of Unit 8 students write a procedural text. Students are asked to turn their procedural text into an instructional speech. The teacher is told to \u201cUse the Common Core traits to assess students\u2019 instructional speeches.\u201d The \u201cCommon Core Traits\u201d listed do not mention citing evidence in the speech and no other rubric is provided for the teacher.\n    \n\n\nUnit 5, advanced learners work with partners to discuss how they might recast \u201dGood Night\u201d p.605. Students compare and contrast the rhythm of poems and explain p.606. Struggling readers use a two column chart to record comparisons p.608. Teachers organize small groups and assign poems to group members p.609. Teachers distribute copies of poem to help students add correct punctuation to clarify meaning and to read questions and statements differently. Advanced learners form debate teams p.620.\n    \nIn Unit 2, students participate in a Critics Debate about a specific movie that they have seen. Guidance is given about how to plan and produce the debate.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 8 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    Throughout the materials there are plenty of opportunities for writing. There are both on-demand and process writing throughout the materials. Students are given opportunities to go through the entire writing process, including revising at least once during each unit. On demand writing prompts occur at least once after each story, and sometimes with greater frequency. Although not used for every writing assignment, technology is incorporated when necessary or when it would enhance the writing. Examples of the mix of on-demand and process writing that incorporate digital resources where appropriate include, but are not limited to,", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ad2ef061-4e75-411f-a4fc-a56672407ce3": {"__data__": {"id_": "ad2ef061-4e75-411f-a4fc-a56672407ce3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "efde18c7-f7dd-4b6d-b702-f83e854ee9f9", "node_type": null, "metadata": {}, "hash": "9d58ad5c094243c2feb0e227937e3bb1dce63dcddac0959c4528ce3ac212029f"}, "3": {"node_id": "4212dc41-db27-4938-8755-83eb2e143231", "node_type": null, "metadata": {}, "hash": "baf3b8f58064cf33ca2ba2d629c3d4f9d2117630f752f287b3ceb2da6e9f3689"}}, "hash": "2f51f3c6b6d206d75d8f89a94438da8e8b7a7870cecf54e80de8f1d49897cd73", "text": "In Unit 1 students read \u201cThe Great Rat Hunt\u201d. Students are then given the following on-demand writing prompt, \u201cBoth Laurence Yep and his father felt like outsiders. In two or three paragraphs, compare their experiences, including the conflicts each person faced and how he dealt with them.\u201d\n    \nAt the end of Unit 3 students are asked to write a comparison-contrast essay. Students are given the purpose and are expected to complete planning/prewriting, drafting, revising, editing, and publishing.\n    \nIn Unit 5, students continue to explore the meaning of \u201cthe lesson of the moth\u201d and \u201cidentity\u201d by responding to the following prompt: Choose one of the \u201ccharacters\u201d from the poems-- Archy, the moth, or the speaker in \u201cidentity\u201d. Write a paragraph answering the question, \u201cDoes beauty matter?\u201d from the point of view of this character. Online writing tools are available for students. Students write a paragraph comparing and contrasting the treatment of Fortune\u2019s life and legacy on p.653-654 with Marilyn Nelson\u2019s treatment of the same subject in her poem \u201cNot My Bones\u201d.\n    \nIn Unit 6, students complete a timed writing assignment in which they are asked to write a literary analysis of a text that encourages or discourages other students from reading that text.\n    \nIn Unit 8, students read \u201cGuide to Computers\u201d. Students are then given the writing following writing prompt: \u201cHow effective are the graphic elements in \u2018Guide to Computers\u2019? Evaluate the purpose, clarity, and usefulness of the graphics.\u201d Students are given four steps to help them answer the prompt.\n    \nIn Unit 9, students view the DVD (Media Smart DVD-ROM) of the movie Star Wars: Episode III-Revenge of the Sith. Students then view the trailers and the posters to evaluate. Each student describes his or her overall impression of the movie, supported by concrete details from the various components of the ad campaign. Students also summarize the techniques used by advertisers to attract people to movies.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    Students address multiple types of texts types of writing throughout the school year. Student prompts include argument writing, narrative writing, and expository writing. Examples of student opportunities to address different text types include, but are not limited to:\n\n\nAt the end of Unit 2, students respond to the prompt: \u201cWrite a critical review of a movie based on a favorite story. Evaluate the effectiveness of the choices the director and actors made about how to portray the plot, setting, and characters. Draw a conclusion about whether the film version is as good as or better than the literature.\u201d Students are reminded to state their claim and reasons, gather evidence, and consider opposing claims when writing this argumentative piece. However, students are not given many opportunities to practice these skills before the Writing Workshop at the end of the unit.\n    \nAt the end of Unit 5, students respond to the following prompt: \u201cWrite an online feature article about a topic, person, or event that interests you.\u201d Students are reminded to find sources and collect evidence, draft a controlling idea, and generate a storyboard for this informative/explanatory text.\n    \nAt the end of Unit 4, students respond to the following prompt: \u201cWrite a short story with an interesting plot that will entertain an audience of children, teenagers, or adults.\u201d Students are reminded to plan characters, plan point of view and plan the plot for this narrative piece of writing.\n    \n\n\n    While the materials provide many different writing opportunities throughout the school year, there are not ample opportunities for the student to learn the different genres of writing before they are expected to apply them. While rubrics are provided for the teacher and student to assess some learning, they are not detailed and do not provide adequate support for the teacher and students. Rubrics are provided for Writing Workshop, which include process writing and timed writing. These cover development, organization and language on a 1-6 scale. These rubrics are very general. Multiple or repeated opportunities to practice different modes of writing are limited. Few student samples and exemplars are included. Examples of how the materials reviewed partially meet the criteria of this indicator include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4212dc41-db27-4938-8755-83eb2e143231": {"__data__": {"id_": "4212dc41-db27-4938-8755-83eb2e143231", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "ad2ef061-4e75-411f-a4fc-a56672407ce3", "node_type": null, "metadata": {}, "hash": "2f51f3c6b6d206d75d8f89a94438da8e8b7a7870cecf54e80de8f1d49897cd73"}, "3": {"node_id": "0812ab32-7366-436b-826e-32f97a9d5fc1", "node_type": null, "metadata": {}, "hash": "0426a7831fdbf5236563b8c3bd7f48f2eef877050fe92b37f7bd290c9440f8dc"}}, "hash": "baf3b8f58064cf33ca2ba2d629c3d4f9d2117630f752f287b3ceb2da6e9f3689", "text": "In Unit 3, students are given the following on demand writing prompt: \u201cIf someone offered you a monkey\u2019s paw and claimed that it had power to grant three wishes, would you use it? Write one paragraph explaining how you would respond to such an offer. Use details from the story to support your response.\u201d There is a revising tip provided, but no rubric used to assess the answer.\n    \nIn the Unit 6 Writing Workshop, students are asked to analyze a student draft. The directions state \u201cRead this student\u2019s draft and the comments about it as a model for revising your own literary analysis.\u201d Students have two paragraph to read with comments to help them work on revising their essays.\n    \nIn Unit 8 students read \u201cWhat to the Slave is the Fourth of July?\u201d Students are than asked to respond to the following writing prompt: \u201cThink of a practice that you believe is wrong or unfair. Write one paragraph to help your classmates recognize how wrong or unjust it is. Use rhetorical questions in your response.\u201d A revising tip is included. It states :Review your paragraph to make sure you have used parallel structure when listing or linking related ideas.\u201d This revising tip addresses grammatical issues, but does not address this particular type of writing. There is not rubric or assessment tool attached to this writing prompt for the teacher or student to use.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 8 partially meets the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.The units provide some writing opportunities that are embedded in the daily unit lessons, however students have minimal opportunities to make claims developed from their close reading experiences.\n\n\n    Examples of evidence-based writing include, but are not limited to:\n\n\nIn Unit 1, students read \u201cthe Treasure of Lemon Brown\u201d and complete an on demand writing prompt that states \u201cImagine that a friend of yours had to find Lemon Brown in a crowd. What would you tell your friend to look for? Write a one-paragraph description of Lemon Brown that includes details about his appearance and the treasures he cherishes.\u201d\n    \nIn Unit 4 students read \u201cGil\u2019s Furniture Bought & Sold\u201d and are asked to imagine what characters would have said to each other at a specific point in the text. They are asked to use language that reflects the personalities of the different characters.\n    \nIn Unit 5, an on demand writing prompt states \u201cChoose one of the characters from the poem \u201cIdentity.\u201d (Archy, the moth, or the speaker). Write a paragraph answering the question, \u201cDoes beauty matter\u201d from the point of view of this character.\u201d\n    \nIn Unit 9 students read \u201cPosition on Dodgeball in Physical Education\u201d and \u201cThe Weak Shall Inherit the Gym\u201d and are asked to write a letter in which they critique the text using evidence to illustrate their points.\n    \n\n\n    Examples where student writing does not require evidence from a text includes:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0812ab32-7366-436b-826e-32f97a9d5fc1": {"__data__": {"id_": "0812ab32-7366-436b-826e-32f97a9d5fc1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "4212dc41-db27-4938-8755-83eb2e143231", "node_type": null, "metadata": {}, "hash": "baf3b8f58064cf33ca2ba2d629c3d4f9d2117630f752f287b3ceb2da6e9f3689"}, "3": {"node_id": "bb92a563-d3e8-4555-9152-00efde556836", "node_type": null, "metadata": {}, "hash": "baa5a2d28e33046a5a9ea5b6cf0c21c0c48fd58eeb578cf659475943d473d1c2"}}, "hash": "0426a7831fdbf5236563b8c3bd7f48f2eef877050fe92b37f7bd290c9440f8dc", "text": "Examples where student writing does not require evidence from a text includes:\n\n\nIn Unit 1: Plot and Conflict, an embedded writing practice is located in the Teacher\u2019s manual on page 49. Students are assigned a \u201creading-writing\u201d connection prompt after reading \u201cRaymond\u2019s Run\u201d. The prompt states, \u201cImagine you are a newspaper writer covering the May Day events at the park. Write a two-three paragraph article that will appear in the next day\u2019s paper. Be sure to tell where and when events took place, who participated, and what happened\u201d. This writing prompt does allow for an increased opportunity to practice the skill of understanding plot and conflict that was the focus throughout the unit. However, is the assignment does not require text based evidence or close reading.\n    \nIn Unit 4 students read \u201cMy Mother Pieced Quilts\u201d. Students respond to the prompt \u201cImagine a museum has decided tow who the quilts described in \u201cmy Mother Pieced Quilts.\u201d The speaker of the poem has been asked to discuss her mother\u2019s work. Write a one-page speech in which the speaker explains to the audience how the quilts were created and what they mean to her.\u201d While related to the text, there is little guidance to the teacher or student regarding using text evidence or if they should go back into the text for this writing prompt.\n    \nIn Unit 7 students read \u201cOut of Bounds.\u201d Students complete the reading-writing connection writing prompt, \u201cHow could the resident of Mount View improve their relationship with the squatters? Write a two- or three-paragraph plan to help the two communities better understand one another.\u201d This writing prompt gives no guidance to the students or teacher regarding necessary text evidence. Teachers would need to add some instruction to strengthen students responses to this prompt.\n    \nAt the end of Unit 8, students create procedural text. Students must develop \u201csteps needed to perform the task with relevant, well-chosen facts and concrete details\u201d but writing can be completed without reading any of the texts in the unit and possibly without doing any further research with other literature.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. While grammar is included, and all standards are covered, the coverage is inconsistent and inadequate. Several of the standards are only addressed once in the duration of the year, requiring supplemental lessons from the teacher in order to lead students to mastery. There are some opportunities for application in and out of context, many skills are taught in isolation. Evidence of this includes, but is not limited to:\n\n\nIn Unit 1, The Hitchhiker, students focus on standard L.8.4. Students practice maintaining pronoun antecedent agreement by correcting pronoun antecedent errors in each sentence.\n    \nIn Unit 4, after reading My Mother Pieced Quilts and Quilting, students practice varying sentences using participles and participial phrases.\n    \nUnit 6: Style, Voice, and Tone, students work on Grammar in and out of context by first practicing identifying main and subordinate clauses. Then they proofread their work by using the \u201crevising tips\u201d offered in the lesson on clauses.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb92a563-d3e8-4555-9152-00efde556836": {"__data__": {"id_": "bb92a563-d3e8-4555-9152-00efde556836", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "0812ab32-7366-436b-826e-32f97a9d5fc1", "node_type": null, "metadata": {}, "hash": "0426a7831fdbf5236563b8c3bd7f48f2eef877050fe92b37f7bd290c9440f8dc"}, "3": {"node_id": "d4413d00-ef16-45b7-8301-b9d35ad954de", "node_type": null, "metadata": {}, "hash": "10d29dbf0b93360643e5b17867c1bb36abe815e164b7504c692ad91033d4e3db"}}, "hash": "baa5a2d28e33046a5a9ea5b6cf0c21c0c48fd58eeb578cf659475943d473d1c2", "text": "Standard L.8.1.D is only addressed twice throughout the year. In Unit 2 students complete \u201cGrammar in Context: Subjunctive Mood\u201d where they are given examples of the conditional mood and subjunctive mood. Students are then told to \u201cProofread your review, checking for places where you can use the conditional or subjunctive mood to achieve a certain effect.\u201d This standard comes up again in Unit 5 where students complete \u201cGrammar in Context:Verb Voice\u201d. Students are given an example and then told to \u201ccheck that you have avoided awkward shifts in verb voice\u201d in their writing. Teachers would need to supplement to achieve this standard.\n    \nStandard L.8.2.B is addressed only twice throughout the the year. In Unit 5, there is a mention of using ellipses to omit words in a brief bullet point under \u201cGrammar in Context: Punctuation Quotations.\u201d Other than being introduced to the idea, students are not required to practice this skill at this point. This standard is addressed again in Unit 9 where students have an opportunity to practice using ellipses to omit words on various example sentences. Teachers would need to supplement to achieve this standard.\n    \nThroughout Unit 4 students work on the following grammar and convention skills throughout the entire unit:\n        \nUse participles and participial phrases\n            \nCapitalize correctly\n            \nUse active voice\n            \nPunctuate dialogue\n            \n\n\n\n\n    These skills do not build on each other and are not consistent throughout the unit.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nUnits are organized around literacy skills, rather than a thematic or topical focus. The materials contain quality, text-dependent questions, but lack performance tasks built upon knowledge obtained from the texts and supported by the questions throughout the unit.\n\n\n    While the high-quality texts provide a solid context for both vocabulary instruction and text-dependent writing opportunities, those opportunities are missed. Instruction of and practice with research skills are limited and provide infrequent opportunities for the students to meet the standards in this area. Independent reading is encouraged, but there is no consistent monitoring for the volume and consistency of independent reading that will help students to grow as independent readers over the course of the year.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 8 do not meet the criteria for texts being organized around a topic and/or themes to build students\u2019 ability to read and comprehend complex texts independently and proficiently.\n\n\n    The materials are divided into 9 units. These units are based around literacy skills, not a topic or theme. The teacher\u2019s manual provides an Essential Course of Study on page T21. In this guide teachers can see the specific literacy skills that are explored within the unit using several different text types. Units focus are specific literacy skill address in the section called \u201cText Analysis Workshop\u201d. Since units are focused on skills and not a theme or topic, many of the texts in a unit do not relate to each other with a common theme or topic and students do not build knowledge to help them better read complex texts.\n\n\n    Examples include but are not limited to:\n\n\nIn Unit 1 the literacy skills are plot, conflict, and setting. Students read short stories, a memoir, and poetry to learn about plot, suspense, conflict, cause and effect, and sequencing.\n    \nUnit 5 the literary skill is The Language of Poetry. Students read multiple poems to learn about form, figurative language, speaker, sound devices, and paraphrasing.\n    \nIn Unit 8 the literary skills center around facts and information. Students study main idea and supporting details, text features, and summarizing while reading multiple informational texts.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 8 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4413d00-ef16-45b7-8301-b9d35ad954de": {"__data__": {"id_": "d4413d00-ef16-45b7-8301-b9d35ad954de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "bb92a563-d3e8-4555-9152-00efde556836", "node_type": null, "metadata": {}, "hash": "baa5a2d28e33046a5a9ea5b6cf0c21c0c48fd58eeb578cf659475943d473d1c2"}, "3": {"node_id": "bf30aeaa-9c1b-43ad-b2aa-42d97237dfa7", "node_type": null, "metadata": {}, "hash": "f71f5b397c0fcb8efeefa66ff9a3a3bd5728001192461be8f4a6d8d4d6563f70"}}, "hash": "10d29dbf0b93360643e5b17867c1bb36abe815e164b7504c692ad91033d4e3db", "text": "The materials offer students opportunities to use evidence pulled directly from the text as well as make inferences while reading in order to help make meaning of the texts provided. The sequenced questions allow for making meaning and building understanding of texts. The materials include a range of text dependent questions and tasks throughout each unit. Questions and tasks include analysis of language, key ideas, details and craft and structure. Students are asked questions during reading in the margins of the text to address these pieces. Within the After Reading Prompts, there are questions labeled evaluate and analyze which often address analysis of language, key ideas, details and craft and structure. Questions and tasks cover a wide continuum of standards and strategies. Examples include:\n\n\nIn Unit 1, students analyze how incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision, identify plot stages, conflicts and subplots and analyze suspense. Students are asked to respond to After Reading questions categorized into comprehension, text analysis, and extension and challenge questions. Comprehension questions include \u201cWhat nickname have the big kids given Squeaky, and why?\u201d Text analysis questions include \u201cThe plot of \u201cRaymond\u2019s Run\u201d revolves around Squeaky\u2019s desire to win the May Day race. Using a diagram like the one shown, note the events that happen at each stage of the plot. How is the conflict resolved?\u201d\n    \nIn Unit 4, students also respond to close read questions such as \u201cReread the boxed text. What conflict is set up? Reread lines 29-31. What lesson might Alfred learn from training as a boxer? State this lesson as a theme.\u201d Students have the opportunity to write online using tools through thinkcentral.com.\n    \nIn Unit 5, students will answer questions and tasks that ask students to analyze items including but not limited to,figurative language, author\u2019s diction, sound devices including rhyme scheme, theme and poetic structure. Students read the poem, \u201cSimile:Willow and Ginkgo\u201d and answer questions such as, \u201cWhy do you think the poet started a new stanza at line 17?\u201d Students then read \u201cNot My Bones\u201d and answer questions such as, \u201c Reread lines 3-6. What are they saying about our physical bodies? What words in lines 9-14 suggest the same ideas?\u201d\n    \nIn Unit 8, students read \u201cInterview with a Songcatcher\u201d. While reading, students are asked the following question, \u201cReread line 33-35. What do they reveal about Yurchenco\u2019s personality?\u201d\n    \nIn Unit 9, students answer questions and tasks that ask students to analyze items including but not limited to, arguments in persuasive text, persuasive techniques, author\u2019s purpose, compare and contrast, rhetoric, and evidence. Students read the text, \u201cZoos: Myth and Reality\u201d and answer questions such as, \u201c Laidlaw has disproved all three benefits that he says accredited zoos offer in their defense. Now he states that these zoos make up only 10 percent of \u201clicensed exhibitors of wild animals.\u201d What does this fact help him support? For help, refer to his original claim in lines 4-6.\u201d\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. While materials do contain text-dependent questions, questions are focused on literacy skills rather than knowledge building. In addition, there is no clear explanation of how integration of skills or knowledge builds from unit to unit, with limited guidance available for teachers. While questions may support a general understanding of the texts themselves, they do not support building students\u2019 knowledge about the content or topics/themes introduced by the texts.\n\n\n    Evidence includes, but is not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bf30aeaa-9c1b-43ad-b2aa-42d97237dfa7": {"__data__": {"id_": "bf30aeaa-9c1b-43ad-b2aa-42d97237dfa7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "d4413d00-ef16-45b7-8301-b9d35ad954de", "node_type": null, "metadata": {}, "hash": "10d29dbf0b93360643e5b17867c1bb36abe815e164b7504c692ad91033d4e3db"}, "3": {"node_id": "885d90b8-9fdb-47cc-91d8-03d3f7b202bd", "node_type": null, "metadata": {}, "hash": "6c497d72cffc16d9574b10e5e82948850ac8254e5c98964f8a183a3f6efe8169"}}, "hash": "f71f5b397c0fcb8efeefa66ff9a3a3bd5728001192461be8f4a6d8d4d6563f70", "text": "Evidence includes, but is not limited to:\n\n\nIn Unit 1, Raymond\u2019s Run, students are asked to respond to after reading questions categorized into comprehension, text analysis, and extension and challenge questions. Comprehension questions include \u201cWhat nickname have the big kids given Squeaky, and why?\u201d . Text analysis questions include \u201cThe plot of \u201cRaymond\u2019s Run\u201d revolves around Squeaky\u2019s desire to win the May Day race. Using a diagram like the one shown, note the events that happen at each stage of the plot. How is the conflict resolved?\u201dThis unit also requires students to complete a prediction chart and track as they read. Students complete vocabulary in context tasks. Students also analyze visuals and practice grammar within context.These questions support an understanding of the text but do not build knowledge beyond the text.\n    \nIn Unit 7, students read \u201cPecos Bill\u201d a tall tale retold by Mary Pope Osborne. Questions include:\n        \nWhat is a folk hero?\n            \nWhich of young Bill\u2019s and his father\u2019s qualities are exaggerated?\n            \nWhat is funny about why the mountain lion attacks Bill?\n            \nWhy do you think the leader of the Hell\u2019s Gate Gang immediately makes Bill the gang\u2019s leader?\n            \nHow does the author hep you get to know what Pecos Bill is like?\n            \n\n\nAlso in Unit 7, students read the text,\u201dOne Last Time\u201d by Gary Soto. Questions include:\n        \nWhat can you learn from a job?\n            \nWhat do Soto\u2019s statements about work tell you about his attitude toward field work?\n            \nWhat effect does the author\u2019s work environment have on his life away from work?\n            \nWhat choice does Soto make at age 15?\n            \n\n\nThese two texts come only a few days apart, yet are minimally connected in terms of knowledge or ideas. These questions support an understanding of the text but do not build knowledge beyond the text. Similarly, there is no task that asks for students to connect or integrate their learning across the texts.\n    \nQuestions that integrate knowledge from multiple texts are limited to some integration of the skills in the section titled Reading Comprehension check at the end of the each unit.\n        \nIn Unit 5, students read \u201cThe Lesson of the Moth\u201d and \u201cIdentity\u201d. Students answer the following question after reading both poems: \u201cIn \u201cthe lesson of the moth\u201d what is the moth\u2019s attitude about the price of beauty? In \u201cIdentity,\u201d what is the speaker\u2019s attitude about the price of beauty? Explain whether you think their views are more similar or more different.\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 8 do not meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g., combination of reading, writing, speaking, listening). While there are tasks related to some objectives, those given at the end of units do not assess students\u2019 learning throughout and do not function as culminating tasks. Evidence of this includes, but is not limited to:\n\n\n    Unit 1 focuses on plot and conflict. The unit goals include, but are not limited to,:\n\n\nAnalyze now incidence in a story or drama propel the action, reveal spects of a character, or provoke a decision\n    \nIdentify plot stages, conflicts, and subplots\n    \nAnalyze suspense\n    \nIdentify and analyze sequence and cause-effect relationships\n    \nMake inferences and cite evidence to support them", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "885d90b8-9fdb-47cc-91d8-03d3f7b202bd": {"__data__": {"id_": "885d90b8-9fdb-47cc-91d8-03d3f7b202bd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "bf30aeaa-9c1b-43ad-b2aa-42d97237dfa7", "node_type": null, "metadata": {}, "hash": "f71f5b397c0fcb8efeefa66ff9a3a3bd5728001192461be8f4a6d8d4d6563f70"}, "3": {"node_id": "d4ba81c8-dd4e-4c6e-9698-c959695af4f4", "node_type": null, "metadata": {}, "hash": "eda6c3cf041210512cbd43c7ee1edd8519e6988739ae699cec55137483893551"}}, "hash": "6c497d72cffc16d9574b10e5e82948850ac8254e5c98964f8a183a3f6efe8169", "text": "At the end of the unit students respond to the following writing task during the writing workshop: \u201cWrite a personal narrative in which you attempt to entertain a specific audience by telling about a meaningful experience from your own life.\u201d While this writing task is related to some goals in the unit, it is not adequate to have the students show mastery of the several different standards addressed in this unit.\n\n\n    Unit 6 focuses on the following reading and text analysis objectives are as follows:\n\n\nAnalyze characteristics of myths, legends, tall tales, and folktales\n    \nDetermine a central idea of a text and how it is conveyed through particular details\n    \nProvide a summary of the text distinct from personal opinions or judgements\n    \nAnalyze in detail how a key idea is introduced, illustrated, and elaborated in a text\n    \nCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text\n    \nIntegrate information presented in different formats as well as in words to develop a coherent understanding of a topic\n    \n\n\n    Unit 6 culminating tasks include:\n\n\nWrite a \u201chow-to\u201d explanation in which you give step-by-step instructions for how to do something or make something.\n    \nSuppose a student a few years younger than you asks for you help in using a cell phone or other device. Write a \u201chow-to\u201d explanation to teach the student how to use a device. Use precise language and present the steps in chronological order.\n    \n\n\n    There is no task that culminates to show the integrated skills and demonstrates knowledge of a topic or theme.\n\n\n    Unit 8 focuses on facts and information. The unit goals include, but are not limited to,:\n\n\nDetermine a central idea of a text and analyze its development over the course of the text\n    \nAnalyze the structure of a text\n    \nDetermine an author\u2019s point of view or purpose in a text\n    \nDistinguish between fact and opinion\n    \nProvide an objective summary of text\n    \nUse text features to comprehend and locate information\n    \nRead and comprehend technical directions\n    \nInterpret and evaluate graphic aids\n    \n\n\n    At the end of the unit, students complete the following writing task during the writing workshop: \u201cWrite a procedural text in which you explain to a specific audience how to complete a process.\u201d Students then respond to the following task during their speaking & listening workshop: \u201cAdapt your procedural text into a formal instructional speech. Practice your speech, and then present it to your class.\u201d While these tasks relate to the unit and some of the goals, they do not address many of the goals in the unit and do not provide students with the opportunity to show comprehension of the many skills addressed in the unit. Neither extended activity includes the skills developed in the unit. There is no task that culminates to show the integrated skills and demonstrates knowledge of a topic or theme.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Although each unit includes a variety of Tier 2 and Tier 3 vocabulary words, the units and texts do not work in unison or in coherence in order to build the academic vocabulary of students. Even though the texts that are used are of good quality and provide students with a variety of vocabulary to study, there is no coherence between the texts to ensure that students are seeing and engaging with the same words multiple times either in or across texts. There is no year-long guidance for teachers regarding vocabulary development. Evidence of this includes, but is not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4ba81c8-dd4e-4c6e-9698-c959695af4f4": {"__data__": {"id_": "d4ba81c8-dd4e-4c6e-9698-c959695af4f4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "885d90b8-9fdb-47cc-91d8-03d3f7b202bd", "node_type": null, "metadata": {}, "hash": "6c497d72cffc16d9574b10e5e82948850ac8254e5c98964f8a183a3f6efe8169"}, "3": {"node_id": "e004bf85-49e1-4f79-a705-769ddb7f960e", "node_type": null, "metadata": {}, "hash": "5813c62aec9cfd2007e1358534fb825967d9bdd06162ba1a7d0a01f02b647ded"}}, "hash": "eda6c3cf041210512cbd43c7ee1edd8519e6988739ae699cec55137483893551", "text": "Approximately 5 academic vocabulary words are provided at the beginning of each unit. The teacher guide also provides definitions for these words under the Differentiated Instruction heading. The materials direct teachers to use additional materials found in the Resource Manager, including worksheets to help students develop fluency with these terms.\n    \nAccording to the teacher guide, www.thinkcentral.com also includes video and PowerNotes, audio support, ThinkAloud models and WordSharp vocabulary tutorials as well as interactive review and remediation.\n    \nWithin each text, key vocabulary words are noted, with definitions for students to reference. Teacher suggestions for working with these words include, \u201chave pairs of students define these words using context clues and a dictionary. Have them pronounce each word out loud several times.\n    \nEach lesson also includes a Vocabulary In Context exercise. For the text, \u201cThe Story of Ceres and Proserpina (Unit 6),\u201d students fill in the blanks with vocabulary words to complete sentences that create vivid setting for the myth. For this story, it is suggested that the teacher pre teach vocabulary before having students complete an accompanying worksheet independently.\n    \nThroughout the materials, students are regularly encouraged to \u201cOwn the Word.\u201d To facilitate this learning, the teacher is given guidance about key aspects of each word, as well as affixes, synonyms, etc.\n    \nUnit 2, students complete a Character Traits Web p.175. Vocabulary in Context p.177. Reluctant Readers share answers with partners/groups p.179. Vocabulary support provided to struggling readers p.180. Advanced learners are provided a small group option where they diagram the plot of a story p.184. Advanced learners work in groups to discover theme p.186. Students complete an academic vocabulary in writing activity.\n    \nUnit 5, advanced learners work with partners to discuss how they might recast \u201dGood Night\u201d p.605. Students compare and contrast the rhythm of poems and explain p.606. Struggling readers use a two column chart to record comparisons p.608. Teachers organize small groups and assign poems to group members p.609. Teachers distribute copies of poem to help students add correct punctuation to clarify meaning and to read questions and statements differently. Advanced learners form debate teams p.620.\n    \nUnit 8: Facts and Information, at the beginning of the unit the Academic Vocabulary is explained and shared. For example, the text says in the sections titled \u201cTeach\u201d, \u201cPart 1: Text Features: in the first column in a three column chart list the text Features\u2026\u201d. In the section titled, \u201cVocabulary in Context\u201d the teacher\u2019s guides provides activities to increase use of academic vocabulary with in the directions under, \u201cAcademic Vocabulary in Writing\u201d.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria that materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. While the writing materials are aligned to the Common Core State Standards, they are limited to the Writing Workshop at the end of each unit. The writing workshop consists of a writing task, idea starters, essential information, planning/prewriting with examples, drafting, revising, analyzing a student's draft, editing, and publishing. There are few protocols, and the skills do not increase over the school year. Also, students only practice the writing type once during the school year and the units do not build writing skills before the final writing workshop. There are few tools for teachers and students to track growth, and no detailed structure on modeling and teaching writing. Evidence of this includes, but is not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e004bf85-49e1-4f79-a705-769ddb7f960e": {"__data__": {"id_": "e004bf85-49e1-4f79-a705-769ddb7f960e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "d4ba81c8-dd4e-4c6e-9698-c959695af4f4", "node_type": null, "metadata": {}, "hash": "eda6c3cf041210512cbd43c7ee1edd8519e6988739ae699cec55137483893551"}, "3": {"node_id": "4b61d3f5-a2f8-4768-9e44-6b2421e24bf8", "node_type": null, "metadata": {}, "hash": "5604f49f9bbca298b3846f1e68724621972fcc0075ab6ffe14bba19f9a9d487f"}}, "hash": "5813c62aec9cfd2007e1358534fb825967d9bdd06162ba1a7d0a01f02b647ded", "text": "In Unit 3, students complete a Comparison-Contrast Essay during the Writing Workshop. The writing task states, \u201cWrite a comparison-contrast essay in which you describe the similarities and differences between two subjects, such as fictional characters, real people, places, or events.\u201d While there are resources provided to the student and teacher in this section of the text, it is not adequate to cover the whole course of the unit.\n    \nAt the end of Unit 5 students write an Online Feature Article. The Writing Task states, \u201cWrite an online feature article about a topic, person, or event that interests you.\u201d Writing practice throughout the unit includes, but is not limited to,\u201d\n        \nStudents read \u201cthe lesson of the moth\u201d and \u201cIdentity\u201d and respond to the prompt, \u201cChoose one of the \u2018characters\u2019 from the poems-Archy, the moth, or the speaker in \u2018Identity\u2019. Write a paragraph answering the question, \u2018Does beauty matter?\u2019 from the point of view of this character.\u201d\n            \nStudents read \u201cIt\u2019s all I have to bring today--\u201d and \u201cWe Alone.\u201d Students respond to the prompt, \u201cIn four or five paragraphs, compare and contrast how this theme is expressed in the poems.\u201d\n            \nStudents read \u201cNot My Bones\u201d and an excerpt from Fortune\u2019s Bones and respond to the prompt, \u201cIn a paragraph, compare and contrast the treatment of Fortunes\u2019 life and legacy on pages 653-654 with Marilyn Nelson\u2019s treatment of the same subject in her poem \u2018Not My Bones.\u2019\u201d\n            \nStudents read \u201cBoots of Spanish Leather\u201d and \u201cThe Song of Hiawatha\u201d and respond to the prompt \u201cChoose one of these poems and rewrite it as a one- or two- page short story that would appeal to teenagers today. Change or add details about the setting, characters, and conflict. Consider using dialogue to make the events seem real.\u201d\n            \nWhile there are opportunities for students to write throughout the unit, they are typically just on demand writing tasks and they do not prepare the students to complete the writing workshop at the end of the unit.\n            \n\n\nAt the end of Unit 9 students are given the writing task \u201cWrite a persuasive essay in which you assert a strong claim on an issue and use reasons and evidence to persuade your audience to agree with you.\u201d While the prompt mentions making a claim and backing it up with evidence, the materials should be asking the students to complete argumentative writing instead of persuasive writing.\n    \nWriting instruction \u201ctasks\u201d are included at the end of each unit:\n        \nUnit 1: Personal Narrative\n            \nUnit 4: Short Story\n            \nUnit 8: Procedural Text\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 8 partially meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Opportunities for research are limited, and focused mainly in the final unit. There is no clear and cohesive progression through the course of the year.\n\n\n    In Unit 10 students practice how to research a topic by following a group of students as they look for information about inventors. Students are walked through the research process from start to finish, including how to develop research questions, use library and media resources, evaluate information and sources, including from primary and secondary sources, formulate a major research question, prepare a source list, collect data and produce a research essay. They are asked to go through the same process individually on a topic of their choice. The Power of Research, students participate in a \u201cResearch Strategies Workshop followed by a Writing Workshop. Student complete one several writing tasks throughout the units prior to the final unit but do not provide the necessary increase in skills to accomplish the last unit Research project. The unit includes, but is not limited to, the following goals:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4b61d3f5-a2f8-4768-9e44-6b2421e24bf8": {"__data__": {"id_": "4b61d3f5-a2f8-4768-9e44-6b2421e24bf8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "e004bf85-49e1-4f79-a705-769ddb7f960e", "node_type": null, "metadata": {}, "hash": "5813c62aec9cfd2007e1358534fb825967d9bdd06162ba1a7d0a01f02b647ded"}, "3": {"node_id": "2cc1737c-2875-42df-884d-16114e232b99", "node_type": null, "metadata": {}, "hash": "fb0895492f9be38dfe6a8370d8f6bd6564d4cbc6fe9d223bd264778750b09138"}}, "hash": "5604f49f9bbca298b3846f1e68724621972fcc0075ab6ffe14bba19f9a9d487f", "text": "Ask and answer research questions\n    \nUse search terms effectively\n    \nUse library and media center resources to find print and digital sources\n    \nChoose primary and secondary sources\n    \nEvaluate information and sources, including nonfiction books, periodicals, and Web sites\n    \nConduct your own research\n    \nWrite a research paper\n    \nMake a research presentation\n    \n\n\n    While these goals are addressed in the unit, this is the end of the year and gives the students very little opportunity for practice throughout the year.\n\n\n    Most units include at least one quick research task. They are typically included under the title \u201cExtension and Challenge\u201d. They include, but are not limited to,:\n\n\nUnit 1, after reading \u201cRaymond\u2019s Run\u201d students complete the task, \u201cAccording to Squeaky, Raymond has a \u201cbig head.\u201d Find out more about hydrocephalus, the condition he has. With the medical advances of today, is there a treatment or cure for hydrocephalus? What is known about the causes of it? Present your findings to the class.\u201dTeacher guidance states \u201cStudents\u2019 reports should include answers to the questions and show draw information from reliable sources.\u201d\n    \nUnit 3, after reading \u201cThe Drummer Boy of Shiloh\u201d students complete the task, \u201cConduce some research about Johnny Clem, a real drummer boy at the Battle of Shiloh, or about another hero or battle of the American Civil War. Share your findings with your classmates.\u201d Teacher guidance states \u201cStudents may choose to do their reports on figures such as Robert E. Lee, Ulysses Grant, or a drummer boy, such as Robert Henry Hendershot.\u201d\n    \n\n\n    These short research projects are vague in their expectations for the students and the teacher is not provided enough information to help the students complete the tasks without added materials.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 8 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. The curriculum lacks adequate scaffolding to foster independent reading. While reading independently is suggested, there is no included system for accountability, nor protocols or classroom procedures in the teacher edition to support an increase and improve independence. There is no designated time during lessons for reading independently, making it unclear whether this is meant to take place during class.\n\n\n    In the introductory unit, in the The Power of Ideas section, students encounter a page that explains independent reading. It states \u201cThe best way to become a better reader is to read as much as you can, every chance you get.\u201d The students are then told they can read novels, magazines, newspapers, and websites.\n\n\n    At the end of each unit there is an \u201cIdeas for Independent Reading\u201d page. This page lists three books under three questions related to the unit. Students are told \u201cContinue exploring with these books.\u201d For example, at the end of Unit 6, the following questions with books are listed:\n\n\nHow do you make decisions?\n        \nCheating Lessons by Nan Willard, Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth by James Cross Giblin, Princess Academy by Shannon Hale\n            \n\n\nWhat\u2019s really normal?\n        \nAct I, Act II, Act Normal fy Martha Weston, Sweetgrass Basket by Marlene Carvell, Hans Christian Andersen: His Fairy Tale Life by Hjordis Varmer and Lilian Brogger\n            \n\n\nWhat makes a pioneer?\n        \nChina\u2019s Son: Growing Up in the Cultural Revolution by Da Chen, Guinea Pig Scientists by Leslie Dendy and Mel Boring, O Pioneers! By Willa Cather", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2cc1737c-2875-42df-884d-16114e232b99": {"__data__": {"id_": "2cc1737c-2875-42df-884d-16114e232b99", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38e1b1ba-4160-478f-a96c-7d120537c1ac", "node_type": null, "metadata": {}, "hash": "fb22ec24ee6626c2d23e0236e947600e365c6cd8e31ff40e0a05133834d17acb"}, "2": {"node_id": "4b61d3f5-a2f8-4768-9e44-6b2421e24bf8", "node_type": null, "metadata": {}, "hash": "5604f49f9bbca298b3846f1e68724621972fcc0075ab6ffe14bba19f9a9d487f"}}, "hash": "fb0895492f9be38dfe6a8370d8f6bd6564d4cbc6fe9d223bd264778750b09138", "text": "In addition, the teacher\u2019s guide states, \u201cEncourage students to choose one or more of these great reads to read independently. There is no proposed schedule to ensure students are reading independently. Other than suggesting the books, there is not protocol or procedure to influence students to independently read. The materials lack a proposed schedule to ensure students are reading independently.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "51fe856e-6a14-402f-9fb6-de1ed0ff2a6c": {"__data__": {"id_": "51fe856e-6a14-402f-9fb6-de1ed0ff2a6c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "272a9624-cb7f-477e-9a82-07f2a4614b51", "node_type": null, "metadata": {}, "hash": "f622739844aaa8813309a0301f86f56e9b2e2e3c81a1fb8e2b9900f6b08f1b58"}, "3": {"node_id": "a5ccc690-318f-4f79-8cfe-4f82972f5137", "node_type": null, "metadata": {}, "hash": "1f029e810fe6fe3b06d6b515cac0e8e0f4e4cc46b82bf7d02424aebe280da7f2"}}, "hash": "b9c179d6400b9fc328b68e599b03593a3270e58e8d37f0d7b5599dcdf1085d4f", "text": "Investigations in Number, Data, and Space\n\nThe instructional materials reviewed for Grade 5 do not meet expectations for alignment. The materials do not devote the large majority of time to grade-level work and topics from future grades are assessed. There is little explicit connection made to the progressions of learning in the standards. Since the materials do not meet the expectations for focus and coherence in gateway 1, they were not reviewed for gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 5 do not meet expectations for focus on major work and coherence at the grade. There are end-of-unit assessments in units 6, 8 and 9 that assess content above the scope of the grade. There is also not enough time spent on the major work of fractions at the grade level, which support important progressions as students move into Grade 6 and begin grappling with understanding ratio reasoning.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 5 do not meet expectations for assessment. The materials assess statistical distributions with questions that align to standards from 6.SP.A, \u201cDevelop understanding of statistical variability\u201d, and 6.SP.B, \u201cSummarize and describe distributions.\u201d. There are also many other sessions in the materials that would need to be modified or omitted because of their alignment to above, grade-level standards. For this indicator, all of the identified assessments and end-of-unit assessments for the nine units were reviewed. Units and sessions accompanying above grade-level assessment items are noted in the following list.\n\nIn unit 9, the end-of-unit assessment expects students to: compare sets of data using the shape and spread of the data; draw conclusions based on data; and use operations on fractions to solve problems involving information given in line plots. The scoring rubric indicates that in order to meet expectations, students are to recognize statistical distributions including range, median, mode, and outliers. These expectations align to standards within 6.SP. According to Table 2 on page 9 of the K\u20138 Publishers\u2019 Criteria for the Common Core State Standards for Mathematics, assessment of statistical distributions should not occur before Grade 6.\nThe end-of-unit assessment for unit 4 expects students to use fraction-percent equivalents to solve problems about the percentage of a quantity and order fractions with like and unlike denominators. Expectations on fraction-percent equivalents align to 6.RP.A.3.C. , \u201cFind a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.\u201d There are nine sessions that align to the expectation on percentages, and these nine sessions could be omitted without affecting the structure of the materials.\nThe end-of-unit assessment for unit 6 expects student to: order decimals and justify their order through reasoning about decimal representations, equivalents, and relationships and add decimals to the thousandths through reasoning about place value, equivalents, and representations. The scoring rubric on page 136 indicates that students must be able to add decimals (to the thousandths) in order to be proficient. There is no grid provided, and student exemplars presented all involve actually adding the decimals rather than completing grids. These expectations go beyond 5.NBT.A.3.Bb, \u201cCompare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons,\u201d and 5.NBT.B.7, \u201cAdd, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.\u201d. There are 13 sessions that are aligned to the beyond grade-level expectations, and the lessons should not be omitted because that would affect the underlying structure of the materials for the unit.\nThe end-of-unit assessment for unit 8 expects students to: use tables and graphs to represent the relationship between two variables; use tables and graphs to compare two situations with a constant rate of change; and use symbolic notation to represent the value of one variable in terms of another variable in situations with constant rates of change. The scoring rubric on page 126 indicates that students must be able to write an expression to represent the value of one variable in terms of another variable.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a5ccc690-318f-4f79-8cfe-4f82972f5137": {"__data__": {"id_": "a5ccc690-318f-4f79-8cfe-4f82972f5137", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "272a9624-cb7f-477e-9a82-07f2a4614b51", "node_type": null, "metadata": {}, "hash": "f622739844aaa8813309a0301f86f56e9b2e2e3c81a1fb8e2b9900f6b08f1b58"}, "2": {"node_id": "51fe856e-6a14-402f-9fb6-de1ed0ff2a6c", "node_type": null, "metadata": {}, "hash": "b9c179d6400b9fc328b68e599b03593a3270e58e8d37f0d7b5599dcdf1085d4f"}, "3": {"node_id": "e94c5d73-ce19-442b-bf40-0032a535a79a", "node_type": null, "metadata": {}, "hash": "a227955011612d1805ea1fa21a838892fa62ede21cc7b3963099c0c35709b799"}}, "hash": "1f029e810fe6fe3b06d6b515cac0e8e0f4e4cc46b82bf7d02424aebe280da7f2", "text": "These expectations extend beyond 5.OA.B.3 to more closely align with 6.EE.C.9. , \u201cUse variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.\u201d There are seven sessions that align to these expectations, and omission, or modification of, these seven sessions would not significantly impact the underlying structure of the materials.\n\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 5 do not meet expectations for focus. There are 161 sessions between assessments and lessons in the materials. While 117 of the lessons are labeled as aligned to the major work with a percentage of 72% based on the labeled alignments from the publisher, there are many instances where the actual work in the lessons is not accurately aligned to the standard as marked. Examples include:\n\nIn unit 2, lesson 1.1 has work with nets, a Grade 6 standard.\nIn unit 2, lesson 2.3 has students measuring cubic units in their classroom. There is no way to guarantee that these will be whole number values when working with volume and therefore is above the scope of Grade 5.\nIn unit 7, lesson 1.1 and 1.3 are both labeled as 5.NF.A.2 but do not address word problems involving +/- of the same whole.\nUnit 4, session 1.1 is labeled as aligned to 5.NF.A.1, but goes beyond the scope of that standard into percent work and portions of a set and a whole. This is not aligned to 5.NF.A.1 but rather to 6.RP.\nIn unit 4, 12 lessons are labeled solely to a math practice, and diminish focus on the major work of the grade.\nUnit 5 has seven lessons that are labeled solely to a math practice and not a content standard in the grade. This lack of alignment interferes with a focus on the major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nInstructional materials reviewed for Grade 5 do not meet expectations for coherence because the content in the materials does not support focus and coherence. Overall, the review team concluded that there were very few lessons that had supporting/additional clusters to support the major work. For example:\n\nIn unit 9, lessons 1.1-1.4 are labeled as 5.MD.B.2, but the data measurements are whole numbers so there a misalignment with the standard. These do not support the work of 5.NF.A.\nUnit 8, lessons 1.1-1.3 and 2.5-2.6 examined for 5.OA.B.3 with connections to 5.NBT fluency unearthed misalignments with constant rate and doubling patterns that are beyond the grasp of Grade 5, diminishing the coherence between additional/supporting and major work at the grade. These lessons were also labeled as connected to 5.G.A which does not appropriately align to the coordinate system work of the grade.\nContent aligned to a math practice, rather than a content standard, in units 4 and 6, do not support connections within the grade level content.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 5 partially meet expectations for viability of content for the scope of one year. The curriculum consists of 161 total sessions according to the provided pacing in the Investigations and Common Core State Standards Resource. Although this is a manageable number of days for a school year, with the inclusion of unit 4 on proportions, the review team determined that the amount of content was not fully viable for one school year to foster coherence between grades. Of particular concern is that 11 sessions out of 161 are aligned to standards in the 5.MD.C cluster, all in unit 2. Since this is one of five major clusters in the grade there is not enough time spent to develop understanding of the content within the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e94c5d73-ce19-442b-bf40-0032a535a79a": {"__data__": {"id_": "e94c5d73-ce19-442b-bf40-0032a535a79a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "272a9624-cb7f-477e-9a82-07f2a4614b51", "node_type": null, "metadata": {}, "hash": "f622739844aaa8813309a0301f86f56e9b2e2e3c81a1fb8e2b9900f6b08f1b58"}, "2": {"node_id": "a5ccc690-318f-4f79-8cfe-4f82972f5137", "node_type": null, "metadata": {}, "hash": "1f029e810fe6fe3b06d6b515cac0e8e0f4e4cc46b82bf7d02424aebe280da7f2"}, "3": {"node_id": "f1ea4d03-88a2-4186-8a3e-0fcd98386f2b", "node_type": null, "metadata": {}, "hash": "ce9efccd731fd096909d8d5fb1dfc2fb1f1daddfc4e5e9bfac18bee83fc2211d"}}, "hash": "a227955011612d1805ea1fa21a838892fa62ede21cc7b3963099c0c35709b799", "text": "Materials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 5 do not meet expectations for consistency with the progressions. The materials do not develop according to the progressions, nor do they give students extensive work with grade-level problems. In addition, while there are teacher notes in the \"Looking Back\" section of each unit, there is not explicit connection to specific standards addressed in prior grades. For example:\n\nThis grade includes 19 lessons that are only aligned to the mathematical practices. This is a red flag that the lessons do not develop with a grade-by-grade progression because the material is not labeled as aligned to any grade-level work. These lessons are in Investigations 1-3 in unit 4 and Investigation 2 in unit 5.\nUnit 4 includes 11 lessons that are misaligned and teach percent, a Grade 6 standard.\nWithin any standard, there are no examples of a two-step story problem.\nThe domain 5NF, which is a major work, is greatly under-represented in this series. It is taught piecemeal across units 4-6, and in two new CCSM-aligned lessons in unit 9. These are aligned to 5NF.6 as are four new CCSSM lessons in unit 4. Six lessons on multiplication of fractions and mixed numbers does not support the consistent progression of the standards.\nThere are no instances when CCSSM from earlier grades are labeled in the materials.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 5 partially meet expectations for fostering coherence through connections at a single grade. The materials include some instances where learning objectives are shaped by cluster headings and include some problems that connect clusters and domains. For example:\n\nWith 19 lessons in units 4 and 5 aligned to math practices and not grade level content, these lessons do not support alignment with cluster headings and connections between clusters.\nLessons 3.A8 and 3.A9 in unit 6 represent lessons aligned to content where the conversions with the metric system can be an important practical application of the place value system. Students' work with these units (5.MD.A.1) were not fully connected to their work with place value (5.NBT.A.1). The math focus points only reference converting measurements within a given measurement system.\n\nThere were examples, however, where grade level content was appropriately aligned to support a partial rating in the indicator.\n\nFor example, fraction multiplication in 5.NF.B includes interpretation of the meaning of multiplication when multiplying two fractions. This has the potential to connect to 5.NBT.B.5, whole number fluency. Since fluency stems from conceptual understanding, when students are asked to interpret products in lesson 4A.4 in unit 4, they are showing conceptual understanding that will build to fluency.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f1ea4d03-88a2-4186-8a3e-0fcd98386f2b": {"__data__": {"id_": "f1ea4d03-88a2-4186-8a3e-0fcd98386f2b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "272a9624-cb7f-477e-9a82-07f2a4614b51", "node_type": null, "metadata": {}, "hash": "f622739844aaa8813309a0301f86f56e9b2e2e3c81a1fb8e2b9900f6b08f1b58"}, "2": {"node_id": "e94c5d73-ce19-442b-bf40-0032a535a79a", "node_type": null, "metadata": {}, "hash": "a227955011612d1805ea1fa21a838892fa62ede21cc7b3963099c0c35709b799"}, "3": {"node_id": "e7e2a9e1-9070-4f05-82aa-e5623fb5419a", "node_type": null, "metadata": {}, "hash": "78e4bb0d28e59afe1b11778f3d9eb72b81e5909a9db8bd52deeb79a61b8e6f3c"}}, "hash": "ce9efccd731fd096909d8d5fb1dfc2fb1f1daddfc4e5e9bfac18bee83fc2211d", "text": "Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e7e2a9e1-9070-4f05-82aa-e5623fb5419a": {"__data__": {"id_": "e7e2a9e1-9070-4f05-82aa-e5623fb5419a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "272a9624-cb7f-477e-9a82-07f2a4614b51", "node_type": null, "metadata": {}, "hash": "f622739844aaa8813309a0301f86f56e9b2e2e3c81a1fb8e2b9900f6b08f1b58"}, "2": {"node_id": "f1ea4d03-88a2-4186-8a3e-0fcd98386f2b", "node_type": null, "metadata": {}, "hash": "ce9efccd731fd096909d8d5fb1dfc2fb1f1daddfc4e5e9bfac18bee83fc2211d"}}, "hash": "78e4bb0d28e59afe1b11778f3d9eb72b81e5909a9db8bd52deeb79a61b8e6f3c", "text": "Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9a210d42-99ea-4060-b3aa-7353ef8e4e1b": {"__data__": {"id_": "9a210d42-99ea-4060-b3aa-7353ef8e4e1b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "3": {"node_id": "b0400f6f-40cd-487f-84f3-13aaa27001db", "node_type": null, "metadata": {}, "hash": "4a6e71be770e3c7bb5f9ae66ae9f741266adff72bb94ec9e325ae0b64529dd48"}}, "hash": "40c6e72147e222582cf6316c06af34c06dc7c96e31224d3b83d92d29b07dd011", "text": "Wilson Fundations\n\nThe\u00a0Fundations\u00a0Grade 2\u00a0materials reviewed partially meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The instructional materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling. Materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills. Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and spelling patterns. Materials provide application and encoding of phonics in activities and tasks. Materials partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence. Materials include systematic instruction of high-frequency words and opportunities to practice the reading of high-frequency words to develop automaticity. Materials partially meet the criteria for materials provide frequent practice opportunities to read and write high frequency words in context. Materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide practice opportunities for students to apply word analysis strategies. Materials partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. Materials partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency. Materials partially meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.\n\nAlignment to Standards and Research-Based Practices for Foundational Skills Instruction\n\nThe instructional materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling. Materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills. Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and spelling patterns. Materials provide application and encoding of phonics in activities and tasks. Materials partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.\u00a0 Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity. Materials partially meet the criteria for materials provide frequent practice opportunities to read and write high frequency words in context. Materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide practice opportunities for students to apply word analysis strategies. Materials partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency.  Materials partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency.\u00a0 Materials partially  meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.\n\nPhonics\n\nMaterials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.\n\nMaterials emphasize explicit phonics instruction through systematic and repeated modeling.\n\nThe materials reviewed for Grade 2 partially meet the criteria for the expectation that materials emphasize phonics instruction through systematic and repeated modeling .The Fundations Level 2 materials provide opportunities for teacher modeling and student practice of all phonics skills presented through varying activities. Students have daily opportunities to practice letters/sounds through the Daily Drill Sound/Warm Up. Phonics instruction is frequently modeled by the teacher, and students often echo the teacher. In Units 1-6, students learn to hear, say, write, and read: closed syllables, closed syllable exceptions, suffixes, vowel-consonant-e syllables. In Units 6-12, students learn to hear, say, write, and read: y as a vowel, r-controlled syllables with other syllable types, spelling options for long /a/ and /e/, and spelling generalizations for oi and oy.\u00a0 In Units 13-17, students learn to hear, say, write, and read: spelling options for long /o/, spelling generalizations for /ou/, spelling options for u sounds, sounds of au and aw, and the consonant-le syllable. There are missed opportunities for students to learn additional vowel teams and inconsistent, but common spelling patterns such as -igh, -eigh, -tch, -dge, kn-, wr-,\u00a0 \u00a0 \u00a0 -mb, gn-, and the schwa. Students learn the same common vowel teams in Grade 2 as they learned in Grade 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b0400f6f-40cd-487f-84f3-13aaa27001db": {"__data__": {"id_": "b0400f6f-40cd-487f-84f3-13aaa27001db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "9a210d42-99ea-4060-b3aa-7353ef8e4e1b", "node_type": null, "metadata": {}, "hash": "40c6e72147e222582cf6316c06af34c06dc7c96e31224d3b83d92d29b07dd011"}, "3": {"node_id": "601c491c-f36e-44f4-ae8f-21e4ad393162", "node_type": null, "metadata": {}, "hash": "fa0e6f38a2a6a6631ad9d7c67f5d08fa2dd31bdc570ae21a0c32bb4d754c57fa"}}, "hash": "4a6e71be770e3c7bb5f9ae66ae9f741266adff72bb94ec9e325ae0b64529dd48", "text": "Students learn the same common vowel teams in Grade 2 as they learned in Grade 1. There are limited opportunities for students to learn common prefixes.Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. For example:Distinguish long and short vowels when reading regularly spelled one-syllable words.In the Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 1, Introduce New Concepts, the teacher builds hop with Standard Sound Cards. The teacher asks students if the word is a closed syllable. The teacher says hope. Students echo and tap. The teacher tells students hope has three sounds like hop, but the vowel has a long sound and says its name. The teacher adds an e to hop and explains that e is the busiest letter in the alphabet. The teacher has students practice tapping and reading both closed and v-e syllable words pairs.Know spelling-sound correspondences for additional common vowel teams.In the Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 1, Introduce New Concepts, pages 448-449, the teacher introduces ou, oo, ue, and ew. The teacher builds flute and asks what says the /u/ vowel sound. The teacher removes the t and e. Students tap flu. The teacher asks what says the /u/ vowel sound. The teacher points out the open syllable. The teacher informs students they will learn four more spellings for the /u/ vowel sound.\u00a0Decode regularly spelled two-syllable words with long vowels.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Word of the Day, page 242, the teacher builds the Word of the Day, predict, and discusses the meaning. The teacher reteaches the concept of syllable division using the Word of the Day. A student marks up the word by scooping into syllables and marking each syllable. The teacher uses the Standard Sound Cards and Syllable Frames to make several multisyllabic words. The teacher or student scoops into syllables for students to read. Students add to their notebook.Decode words with common prefixes and suffixes.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 4, Dictation, page 155, students repeat a given word. The teacher asks, \u201cIs there a suffix on this word?\u201d If yes, the students then say the base word. Students tap and spell the base word and then add suffix.Identify words with inconsistent but common spelling-sound correspondences.In the Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 1, Introduce New Concepts, the teacher shows and states the Large Sound Cards for au and aw. Students echo. The teacher builds aunt and straw. Students tap and read the words.\u00a0Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. Examples include:In the Level 2 Fundations Teacher's Manual, Unit 5, Week 2, Day 2, Word of the Day, page 190, the teacher builds Word of the Day, handful with Standard Sound Cards and a suffix Frame. Students read the baseword and then the entire word.In the Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 2, Introduce New Concepts, the teacher states hop. Students repeat the word and build hop with their Magnetic Letter Tiles. The teacher has students add an e to hop. With the teacher, students tap and read the word. Students say the letter names and orally spell the words.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 10, Week 1, Day 3, Dictation (Dry Erase), page 323, students hear, echo, and write three Unit Words (words with ai or ay). Students spell the words orally.In the Level 2 Fundations Teacher's Manual, Unit 14, Week 2, Day 1, Word of the Day, page 430, the teacher writes tower on Syllable Frames. Students read the word, and a student helps mark the word.In the Level 2 Fundations Teacher's Manual, Unit 13, Week 1, Day 1, Introduce New Concepts, page 392, students are introduced to the sounds oa, oe, and ow. Students view the sound and echo the sound the teacher models. The teacher builds words with the sounds which the students then read.\u00a0In Week 1, Day 2-5, students write the oa, oe, and ow sound in isolation and in words.In Week 2, students continue to use the oa, oe, and ow sound pattern to form new words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "601c491c-f36e-44f4-ae8f-21e4ad393162": {"__data__": {"id_": "601c491c-f36e-44f4-ae8f-21e4ad393162", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "b0400f6f-40cd-487f-84f3-13aaa27001db", "node_type": null, "metadata": {}, "hash": "4a6e71be770e3c7bb5f9ae66ae9f741266adff72bb94ec9e325ae0b64529dd48"}, "3": {"node_id": "f8827571-eff9-438a-b0c6-45738bd0cf77", "node_type": null, "metadata": {}, "hash": "2850685afd47220fc914597dd8b9354d66d8da9345a081487acab520d957ee60"}}, "hash": "fa0e6f38a2a6a6631ad9d7c67f5d08fa2dd31bdc570ae21a0c32bb4d754c57fa", "text": "Materials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include frequent practice opportunities for students to read words through decoding grade-level phonics, including common and newly-taught sound and spelling patterns and provide  opportunities for students to review previously taught grade-level phonics skills.The Fundations Level 2 materials provide opportunities to decode grade-level phonics. The opportunities to decode grade-level phonics activities are brief with 2-5 words at a time, and students usually fully state the entire word after decoding. Words are usually presented through teacher modeling and student echoing. Opportunities are provided for on grade-level review and a resource list is provided for sounds and words to choose from at the teacher\u2019s discretion. The Level 2 Fundations materials include daily Drill Sounds/Warm-Up routine for students to review sounds, irregular words, vowel teams, r-controlled vowels, and suffixes selected by the teacher. This provides students daily opportunities to review grade-level phonics skills.\u00a0Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include:In the Level 2 Fundations Teacher's Manual, opportunities vary for students to decode and read words.In Unit 2, students decode and read words 3 out of 10 days.\u00a0In Unit 2, Week 2, Day 5, Word Talk, page120, students decode 4-5 words from the accumulated Word of the Day practice pack. The teacher decides to have students read chorally or individually.In Unit 4, students decode and read words 8 out of the 10 days.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 2, Word of the Day, page 236, the open syllable and y as a vowel is taught. This is followed by several other one-syllable words that students are asked to tap and read.In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 2, Word of the Day, page 274, the teacher builds harm with Standard Sound Cards. Students tap the word and blend the sounds together to get the entire word.Lessons provide students with opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include:In the Level 2 Fundations Teacher's Manual, Unit 4, Week 2, Day 2, Word of the Day, page 160, the teacher builds checked with Standard Sounds Cards and a Suffix Frame. Students tap the base word, read the base word, and read the entire word.In the Level 2 Fundations Teacher's Manual, Unit 6, Week 2, Day 1, Introduce New Concepts, page 214, the teacher builds mistake with the Standard Sound Cards. After identifying the syllable break, students read each syllable and word.In the Level 2 Fundations Teacher's Manual, Unit 9, Week 1, Day 5, Word Talk, the teacher builds Unit 9 words. Students decode the words. The teacher shows the Word of the Day Cards, and students quickly read the words.Examples of materials contain frequent opportunities for students to review previously learned grade-level phonics include:In the Level 2 Teacher's Manual, Learning Activity Overview, Drill Sounds/Warm Up, pages 40-41, it explains that every lesson starts with a quick warm-up sound drill. In the Level 2 Teacher's Manual, starting in Unit 1, Week 1, Day 1, the students practice phonics during daily Drill Sounds/Warm-Up. The teacher uses Large Sound Cards and Standard Sound Cards to review letter-keyword-sound, and students echo. Later in the materials, the teacher reviews R-Controlled Vowels, Vowel Teams, and Suffix Frames.In the Level 2 Fundations Teacher's Manual, Unit 10, Week 1, Day 1, the teacher shows the Large Sound Cards and states the letter-keyword-sound. The teacher selects a student to be the drill leader for the Standard Sound Cards. The teacher reviews R-Controlled Vowels and the Vowel Teams Poster with the students. The teacher selects 4-5 suffixes to review with students. The teacher says the suffix, and students echo.Materials contain a variety of methods to promote students\u2019 practice of previously taught grade-level phonics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f8827571-eff9-438a-b0c6-45738bd0cf77": {"__data__": {"id_": "f8827571-eff9-438a-b0c6-45738bd0cf77", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "601c491c-f36e-44f4-ae8f-21e4ad393162", "node_type": null, "metadata": {}, "hash": "fa0e6f38a2a6a6631ad9d7c67f5d08fa2dd31bdc570ae21a0c32bb4d754c57fa"}, "3": {"node_id": "a27c5e90-9fa0-446b-bf58-fdc57a1a5265", "node_type": null, "metadata": {}, "hash": "9c9fce7f70accfe02c0384f9a4586f84c914bd9645479737998e2c7afa2aaac3"}}, "hash": "2850685afd47220fc914597dd8b9354d66d8da9345a081487acab520d957ee60", "text": "Examples include:In the Level 2 Fundations Teacher's Manual, Unit 1, Week 1, Day 1, Introduce New Concepts, pages 74-75, Standard Sound Cards are utilized to tap and read words in the Learning Activity and to read words containing digraphs in the Review Digraphs section.In the Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 1, Introduce New Concepts, pages 176-177, the teacher utilizes Standard Sound Cards to read two syllable words. Students are told that when you put two words together to make a longer word, this is a compound word. To illustrate compound words, teachers are instructed to write bath and tub on two white Syllable Frames and ask students to read it.In the Level 2 Fundations Teacher's Manual, Unit 11, Week 1, Day 5, Word Talk, page 354, the teacher utilizes Standard Sound Cards, Syllable and Suffix Frames to make 4-5 words from the accumulated Word of the Day card practice pack for students to decode.In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 3, Make It Fun, page 424 activity, students review ou and ow by acting out words provided on the board containing those letters as the group tries to guess the word. They chorally read the list and have the option of drawing a picture instead of acting out the words.\n\nMaterials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.The the Level 2 Fundations materials provide some opportunities for students to decode phonetically regular words in a sentence based on grade-level phonics. Students read sentences, usually repeating what the teacher says first, often when practicing dictation sentences. Weekly Dictation activities include both encoding and decoding a single sentence. Except for the title, Storytime stories are read in their entirety to the students on the first read and only a few students are called to read a paragraph on the second read. Storytime stories are printed and given to students, but there is no reference in the materials to have students practice reading them independently for decoding practice. Opportunities are missed for students to practice decoding phonetically regular words in a sentence.\u00a0Materials provide some explicit, systematic practice for decoding phonetically regular words in a sentence. Examples include:In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 3, Storytime, page 153, each student receives a printed copy of the story \u201cWish Come True.\u201d The teacher projects the phrased story. Students are asked to read the title of the story and make a prediction or share background knowledge. The teacher then reads the entire story to the students. Phrasing and fluency are modeled.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 3, Storytime, page 239, each student receives a printed copy of the story \u201cAdjectives are Handy.\u201d The teacher projects the phrased story. Students read the title of the story, and make a prediction or share background knowledge. The teacher then reads the entire story to the students. Phrasing and fluency are modeled.In the Level 2 Fundations Teacher's Manual, Unit 11, Week 1, Day 1, Storytime, page 347, each student receives a printed copy of the story \u201cWinter Daydream.\u201d The teacher projects the phrased story. Students read the title of the story, and make a prediction or share background knowledge. The teacher then reads the entire story to the students. Phrasing and fluency are modeled.Examples of limited student practice of decoding phonetically regular words in a sentence include:In the Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 3, Storytime, page 211, students are introduced to a decodable story, \u201cBabe Ruth\u201d. Students read the title of the story. The teacher then reads the entire story to the students.In the Level 2 Fundations Teacher's Manual, Unit 13, Week 1, Day 1, Storytime, page 393, students are introduced to a decodable story, \u201cKelly\u2019s Speed Quiz\u201d. Students read the title of the story. The teacher then reads the entire story to the students.In the Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 3, Storytime, page 393, students are introduced to a decodable story, \u201cThe Rescue Team\u201d. Students  read the title of the story. The teacher then reads the entire story to the students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a27c5e90-9fa0-446b-bf58-fdc57a1a5265": {"__data__": {"id_": "a27c5e90-9fa0-446b-bf58-fdc57a1a5265", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "f8827571-eff9-438a-b0c6-45738bd0cf77", "node_type": null, "metadata": {}, "hash": "2850685afd47220fc914597dd8b9354d66d8da9345a081487acab520d957ee60"}, "3": {"node_id": "77d02183-2d73-41b1-8fdb-a355bf3b4a3b", "node_type": null, "metadata": {}, "hash": "9cfbdbc206bcaa9e905154de60cac8572d17ec3d8b8c52cc2c4123aae035250c"}}, "hash": "9c9fce7f70accfe02c0384f9a4586f84c914bd9645479737998e2c7afa2aaac3", "text": "The teacher then reads the entire story to the students.\n\nMaterials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and sound patterns.The the Level 2 Fundations materials include some opportunities for students to encode in activities and tasks. Building/manipulating/spelling and encoding are often modeled by the teacher during Introduce New Concepts, Word of the Day, and Word Play. Students practice encoding using a Dry Erase Writing Tablet or using their letter tiles during Dictation and Echo/Find Letters & Words. Encoding activities include writing on the Dry Erase Writing Tablet, the Large Letter Formation Grid, the Student Notebook, and the Fundations Letter Board and Magnetic Letter Tiles. There are opportunities for students to encode in activities and tasks independently or in any other way than whole class during the weekly Dictation check up on Day 5.The materials contain teacher-level instruction and modeling for building/manipulating/spelling and encoding words using common and newly-taught sounds and spelling patterns grade level phonics. Examples include:In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 2, Introduce New Concepts, page 151, students are reminded to work from the base word when spelling a word. Base words will always be first and then the suffix is added. The teacher makes the word bells with the Standard Sound Cards and the\u00a0\u00a0-s Suffix Frame.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 6, Week 2, Day 2, Word of the Day, the teacher uses Syllable Frames to make the word,\u00a0reptile. The teacher models the concept of syllable division to read the Word of the Day. The teacher discusses the syllable types in reptile.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 2, Word of the Day, the teacher uses Standard Sound Cards to make the word,\u00a0fable. The teacher reteaches syllable division and the consonant -le syllable using fable. The teacher uses Standard Sound Cards and Suffix Frames to make other unit words with the -le syllable.Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns grade level phonics. Examples include:In the Level 2 Fundations Teacher's Manual, Unit 7, Week 2, Day 3, the teacher dictates 3 unit sounds, 3 current unit words, 1 review word, 2 Trick Words, and a sentence. Students repeat the unit words and review word, say the base word for any word with a suffix, say and spell the syllables in multisyllabic words, and write the words on the Dry Erase Writing Tablets.In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 4, Dictation (Composition Book), page 335, the teacher dictates 4 Unit sounds, 2 review and 2 current unit words, 2 Trick Words, and a sentence. Students write the 2 review words and current unit words on their Dry Erase Writing Tablets. If the word has spelling options, students write the word and leave a blank for the spelling option. Students write the possible spellings and check their Student Notebooks for the correct spelling.In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 5, Dictation (Day 5 Check-Up), page 429, the teacher dictates 4 sounds, 2 review words, 2 current words, 2 Trick Words and one sentence from the Unit Resources. Students repeat and write independently using their resources and skills (such as tapping). Students should independently determine if the word has a spelling option and write them on scratch paper then decide on the correct option, writing it in the blank in the Composition Book.\n\nMaterials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)\n\nThe materials reviewed for Grade 2 meet the criteria for materials promote application and encoding of phonics in activities and tasks.The Level 2 Fundations materials include opportunities for teachers and students to encode phonics skills in activities and tasks. During Days 1-5, the teacher models encoding in activities and tasks during the Word of the Day routine. Students copy the sentence into their Student Notebooks. In Dictation/Sentence, a student is selected to encode the sentence on the Sentence Frames for the class as a model. Students practice encoding using a Dry Erase Writing Tablet or writing in their composition book during Dictation/Sentences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "77d02183-2d73-41b1-8fdb-a355bf3b4a3b": {"__data__": {"id_": "77d02183-2d73-41b1-8fdb-a355bf3b4a3b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "a27c5e90-9fa0-446b-bf58-fdc57a1a5265", "node_type": null, "metadata": {}, "hash": "9c9fce7f70accfe02c0384f9a4586f84c914bd9645479737998e2c7afa2aaac3"}, "3": {"node_id": "0754f485-70da-4821-bafb-bb736996081f", "node_type": null, "metadata": {}, "hash": "d6deeb9be965615152cad452c0b15923012067fba91d03b9d538e0eb333e4ac2"}}, "hash": "9cfbdbc206bcaa9e905154de60cac8572d17ec3d8b8c52cc2c4123aae035250c", "text": "During Dictation/Sentence, a student is selected to encode the sentence on the Large Dictation Grid. There are some opportunities for students to encode in activities and tasks independently or in any other way than whole class. The exception is during the Dictation Day 5 Check-Up, which provides an independent opportunity to apply and encode without peer support or teacher support. Dictation Day 5 Check-Up begins in Unit 2.\u00a0Materials include explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks.In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 3, Word of the Day, the teacher introduces the Word of the Day, softest, based on the new learning of comparative and superlative suffixes. The teacher writes a short sentence on the board using softest. Students write the sentence in their Student Notebooks.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 5, Word of the Day, the teacher introduces the Word of the Day, predict, based on the new learning of multisyllabic words with open syllables combined with closed and vowel-consonant-e. The teacher writes a short sentence on the board using predict. Students write the sentence in their Student Notebooks.In the Level 2 Fundations Teacher's Manual, Unit 17, Week 1, Day 3, Word of the Day, the teacher introduces the Word of the Day, pebble, based on the new learning of the consonant -le syllable. The teacher writes a short sentence on the board using pebble. Students write the sentence in their Student Notebooks.Lessons provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught grade-level phonics patterns.In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 3, Dictation (Dry Erase), page 277, the teacher dictates a sentence that includes words with r-controlled syllables (ar, or). Students repeat dictation before writing on their Dry Erase Writing Tablet. One student may write the sentence on the Large Dictation Grid for the class to view.In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 4, Dictation (Composition Book), page 335, the teacher dictates a sentence that includes words with double vowel syllables of ai and ay. Students repeat dictation before writing on their Dry Erase Writing Tablet. One student may write the sentence on the Large Dictation Grid for the class to view.In the  Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 5, Dictation (Day 5 Check-Up), the teacher dictates a sentence that includes words with the /ou/ sound of ou and ow. Students repeat dictation before writing and then independently write. The teacher collects the Composition Books to review student progress and diagnostically plan for the following week.\n\nWord Recognition and Word Analysis\n\nMaterials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.\n\nMaterials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.In Level 2 Fundations, high-frequency words are called Trick Words.\u00a0 According to the Level 2 Fundations manual, there are 81 high-frequency words taught throughout the year.\u00a0 Words are selected from the Fry and American Heritage Word Frequency Lists.\u00a0 According to the Level 2 Word List from the Prevention/Early Intervention Learning Community (PLC), students in Level 2 learn 84 Trick Words. The materials do not address a sufficient quantity of irregularly spelled words to help students make adequate reading progress toward being an independent reader. Trick Words are taught and practiced in Unit 2 through 17 through three Learning Activities (Dictation/Trick Words, Dictation/Sentences, & Trick Words).\u00a0Examples of materials include systematic and explicit instruction of irregularly spelled words are:In the Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 1, Teach Trick Words, the teacher writes the Trick Word, both, on the Whiteboard in large letters. The teacher asks, \u201cDoes anyone know this word?\u201d After getting a student response, the teacher explains why the Trick Word is tricky. The teacher and students sky write the Trick Word twice (eyes open, eyes shut). The students write the Trick Word on their Gel Word Boards with the Magic Pens.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0754f485-70da-4821-bafb-bb736996081f": {"__data__": {"id_": "0754f485-70da-4821-bafb-bb736996081f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "77d02183-2d73-41b1-8fdb-a355bf3b4a3b", "node_type": null, "metadata": {}, "hash": "9cfbdbc206bcaa9e905154de60cac8572d17ec3d8b8c52cc2c4123aae035250c"}, "3": {"node_id": "171c68d0-a241-40fe-82f9-2e7ebbf37bcd", "node_type": null, "metadata": {}, "hash": "63597637604998dd1d2ae326611b939815d19b154fd2d8445886ebb358e6f4f6"}}, "hash": "d6deeb9be965615152cad452c0b15923012067fba91d03b9d538e0eb333e4ac2", "text": "The students write the Trick Word on their Gel Word Boards with the Magic Pens. The teacher presents the Trick Word Flashcards, and students quickly read the words.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 2, Day 1, Teach Trick Words, the teacher writes the Trick Word, city, on the Whiteboard in large letters. The teachers asks, \u201cDoes anyone know this word?\u201d After getting a student response, the teacher explains why the Trick Word is tricky. The teacher and students sky write the Trick Word twice (eyes open, eyes shut). The students write the Trick Word on their Gel Word Boards with the Magic Pens. The teacher presents the Trick Word Flashcards, and students quickly read the words.In Level 2 Fundations Teacher's Manual, Unit 17, Week 1, Day 1, Teach Trick Words, the teacher writes the Trick Word, couple, on the Whiteboard in large letters. The teachers asks, \u201cDoes anyone know this word?\u201d After getting a student response, the teacher explains why the Trick Word is tricky. The teacher and students sky write the Trick Word twice (eyes open, eyes shut). The students write the Trick Word on their Gel Word Boards with the Magic Pens. The teacher presents the Trick Word Flashcards, and students quickly read the words.Examples of materials include frequent opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation are:In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 3, Dictation (Dry Erase), page 135, the teacher dictates a Trick Word. The teacher states, \u201cLet\u2019s write it with your finger on the table, Ready?\u201d The teacher and students state the Trick Word and spell the word, while writing the word with one finger on the table. Students then write the word on their Dry Erase Writing Tablet.In the Level 2 Fundations Teacher's Manual, Unit 9, Week 2, Day 4, Dictation (Composition Book), page 307, the teacher dictates a Trick Word. The teacher states, \u201cLet\u2019s write it with your finger on the table, Ready?\u201d The teacher and students state the Trick Word and spell the word, while writing the word with one finger on the table. Students then write the word in their Composition Books.In the Level 2 Fundations Teacher's Manual, Unit 15, Week1, Day 3, Dictation (Dry Erase), page 453, the teacher dictates a Trick Word. The teacher states, \u201cLet\u2019s write it with your finger on the table, Ready?\u201d The teacher and students state the Trick Word and spell the word, while writing the word with one finger on the table. Students then write the word on their Dry Erase Writing Tablet.Examples of students practice identifying and reading irregularly spelled words in isolation are:In the Level 2 Fundations Teacher's Manual, Unit 4, Week 2, Day 4, Trick Word Practice, the teacher writes the Trick Word on the board in large letters. The students sky write the word twice, saying each letter as they write it. Students write the word on their Gel Word Boards, saying the letters as they write. The teacher shows the Trick Word Flashcards pack, and students quickly read the words.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 1, Teach Trick Words, page 235, the teacher displays the Trick Word Flashcards for eight, large, and change. A student is selected to say the word or the teacher tells the students the word. The teacher points out the word part that is \u201ctricky\u201d and writes the word in large letters. The teacher models skywriting the word and asks students to sky write while naming the letters. Students then sky write, naming the letters with their eyes closed while picturing the word in their minds. Next, students write the word with the Magic Pen on their Gel Word Boards naming the letters as they write. They then erase the letters from the board as they name the letters. Students must be sure to say word, spell it, and say the word again. The students then review previously taught Level 2 Trick Words using flashcards.In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 3, Trick Word Practice, the teacher writes the Trick Word on the board in large letters. The students sky write the word twice, saying each letter as they write it. Students write the word on their Gel Word Boards, saying the letters as they write. The teacher shows the Trick Word Flashcards pack, and students quickly read the words.Materials do not include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "171c68d0-a241-40fe-82f9-2e7ebbf37bcd": {"__data__": {"id_": "171c68d0-a241-40fe-82f9-2e7ebbf37bcd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "0754f485-70da-4821-bafb-bb736996081f", "node_type": null, "metadata": {}, "hash": "d6deeb9be965615152cad452c0b15923012067fba91d03b9d538e0eb333e4ac2"}, "3": {"node_id": "509910f2-1187-4e52-bb0b-7f7b7e43bf8d", "node_type": null, "metadata": {}, "hash": "6ca556165d2e36642734eaffd16030f735c1948572a7256d677bf1aa627ec4df"}}, "hash": "63597637604998dd1d2ae326611b939815d19b154fd2d8445886ebb358e6f4f6", "text": "In the Level 2 Fundations Teacher's Manual, Fundations Scope and Sequence, pages 25-26, high-frequency words are addressed in:Unit 2 (2 weeks): shall, pull, full, both, talk, walkUnit 3 (1 week): wild, find, cold, colt, postUnit 4 (2 weeks): again, please, animal, sure, use, usedUnit 5 (2 weeks): against, knew, know, always, often, onceUnit 6 (2 weeks): only, house, move, right, place, togetherUnit 7 (3 weeks): eight, large, change, city, every, family, night, carry, somethingUnit 8 (1 week): would, answer, differentUnit 9 (2 weeks): picture, learn, earth, father, brother, motherUnit 10 (2 weeks): great, country, away, America, school, thoughtUnit 11 (2 weeks): whose, won, son, breakfast, head, readyUnit 12 (1 week): favorite, early, oceanUnit 13 (2 weeks): Monday, Tuesday, cousin, lose, tomorrow, beautifulUnit 14 (2 weeks): Wednesday, Thursday, Saturday, bought, brought, pieceUnit 15 (2 weeks): January, February, July, enough, special, DecemberUnit 16 (1 week): August, laugh, daughterUnit 17 (2 weeks): trouble, couple, young\n\nMaterials provide frequent practice opportunities to read and write high-frequency words in context (sentences).\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in tasks (sentences).The Level 2 Fundations materials include opportunities for students to read and write irregularly spelled words in sentences written by the teacher. Students have opportunities to write irregularly spelled words in dictated sentences. Each Unit Resource List provides several sentences with Trick Words. Sentences are dictated two to three times a week when students write one dictated sentence per lesson. Students have few opportunities to read sentences with irregularly spelled words other than reading the dictated sentence they heard and printed. Students are encouraged to use their Student Notebook for spelling Trick Words during any Learning Activity that involves Trick Words.Lessons provide students with some opportunities to read grade level irregularly spelled words in a sentence include:In the Level 2 Fundations Teacher's Manual, Unit 5, Week 2, Day 4, Dictation (Composition Book), the teacher dictates a sentence with Trick Words. Students repeat the sentence, and write the sentence. Students scoop the sentence, and read it with fluency.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 3, Dictation (Dry Erase), the teacher dictates a sentence with Trick Words. Students repeat the sentence, and write the sentence. Students scoop the sentence, and read it with fluency.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 15, Week 2, Day 3, Dictation (Dry Erase), the teacher dictates a sentence with Trick Words. Students repeat the sentence, and write the sentence. Students scoop the sentence, and read it with fluency.\u00a0Examples of lessons provide students with frequent opportunities to write grade-level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade-level irregularly spelled words are:In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Dictation (Composition Book), page 137, the teacher dictates a sentence with phrasing. Students repeat and write. The sentence contains a Trick Word. Students scoop the sentence and read it with fluency. Teachers and students proofread the sentence together following the Learning Activity procedures.In the Level 2 Fundations Teacher's Manual, the Unit 4 Resources, page 170, there are 33 sentences containing Trick Words that teachers can select from for sentence dictation.\u00a0 In Unit 4, Week 1, Day 3, Dictation (Dry Erase), page 153, the teacher dictates one of the 33 sentences. Students repeat the sentence and write the sentence.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 13, Week 2, Day 3, Dictation (Composition Book), the teacher dictates a sentence with Trick Words. Students repeat the sentence and write the sentence.Materials provide repeated, explicit instruction in how to use student-friendly reference materials and resources and reading irregularly spelled words (e.g., word cards, word lists, word ladders, student dictionaries).In the Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 2, Dictation (Dry Erase), page 115, the teacher dictates unit sounds, unit words, Trick Words, and a sentence. Students write the sounds, words, Trick Words, and a sentence.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "509910f2-1187-4e52-bb0b-7f7b7e43bf8d": {"__data__": {"id_": "509910f2-1187-4e52-bb0b-7f7b7e43bf8d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "171c68d0-a241-40fe-82f9-2e7ebbf37bcd", "node_type": null, "metadata": {}, "hash": "63597637604998dd1d2ae326611b939815d19b154fd2d8445886ebb358e6f4f6"}, "3": {"node_id": "9e256e11-946f-4595-b57c-2e2e29b3fbae", "node_type": null, "metadata": {}, "hash": "f5de377f9890ce4b007725adce3f1c61cb719a2230557464bcf40f3252e421cf"}}, "hash": "6ca556165d2e36642734eaffd16030f735c1948572a7256d677bf1aa627ec4df", "text": "Students write the sounds, words, Trick Words, and a sentence. When writing the Trick Words, students first write the word with 2 fingers on the desktop before writing on their dry erase writing tablet. Students are encouraged to refer to their Student Notebooks as needed.\u00a0\u00a0In the Level 2 Fundations Teacher's Manual, Unit 6, Week 2, Day 3, Dictation (Dry Erase), page 221, the teacher dictates unit sounds, unit words, Trick Words, and a sentence. Students write the sounds, words, Trick Words, and a sentence. When writing the Trick Words, students first write the word with 2 fingers on the desktop before writing on their dry erase writing tablet. Students are encouraged to refer to their Student Notebooks as needed.\u00a0\u00a0In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 4, Dictation (Composition Notebook), the teacher dictates unit sounds, unit words, Trick Words, and a sentence. Students write the sounds, words, Trick Words, and a sentence. When writing the Trick Words, students first write the word with 2 fingers on the desktop before writing on their dry erase writing tablet. Students are encouraged to refer to their Student Notebooks as needed.\n\nMaterials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.The Level 2 Fundations materials provide teaching and modeling of explicit word analysis strategies. Students are taught to tap out sounds to decode unfamiliar words. The use of syllable types is taught as a word analysis strategy for decoding unknown words. Students mark bonus letters, digraphs, blends, glued/welded sounds, base words, suffixes, and syllable types. Students are taught to analyze words for consonant blends, digraphs, glued sounds, r-controlled vowels, base word with suffixes, multisyllabic words with suffixes, and syllable division rules. There are missed opportunities for explicit instruction and practice using word analysis about prefixes.Examples of materials contain frequent explicit instruction of word analysis strategies (e.g. phoneme/grapheme recognition, syllabication, morpheme analysis) include:In the Level 2 Fundations Teacher's Manual, Unit 2, Week 1, Day 1, Introduce New Concepts, page 102, the teacher teaches bonus letters (ff, ll, ss) and glued sounds (all). After teaching, students tap words and then learn to mark the words. Students are reminded that they can put a star over the bonus letters. The teacher builds words with bonus letters and asks a student to mark the bonus letter in front of the class. Students should also put a box around the all glued sound. Students add examples to the ff, ll, and ss bonus letter page in the spelling rules section in their Student Notebooks. Students should put a star above each bonus letter.In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 1, Introduce New Concepts, pages 146-147, the teacher reviews the concept of base word and suffixes (-s and -es). The Suffix Frame is used to teach the suffixes, and students identify the base word and suffix.In the Level 2 Fundations Teacher's Manual, Level 2, Unit 7, Week 1, Day 1, Introduce New Concepts, pages 234-235, open syllables are taught using Standard Sound Cards. The teacher instructs students that the vowel can say its name because there is nothing closing it in and that an open syllable has only one vowel and ends with the vowel. Marking of open syllables is also taught.In the Level 2 Fundations Teacher's Manual, Unit 11, Week 2, Day 2, Introduce New Concepts, pages 358-359, the teacher reviews syllable types. After making words with the Standard Word Cards, students read the words and mark the words. The class discusses the syllable type. Students build another word for each type of syllable and mark it. The teacher then makes nonsense syllables.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9e256e11-946f-4595-b57c-2e2e29b3fbae": {"__data__": {"id_": "9e256e11-946f-4595-b57c-2e2e29b3fbae", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "509910f2-1187-4e52-bb0b-7f7b7e43bf8d", "node_type": null, "metadata": {}, "hash": "6ca556165d2e36642734eaffd16030f735c1948572a7256d677bf1aa627ec4df"}, "3": {"node_id": "09b1c3ad-0c35-4513-bf36-68e17e965823", "node_type": null, "metadata": {}, "hash": "608677463ad92497904ad991bf268efe46e65e7b56991cf4341fbfbf2966fde0"}}, "hash": "f5de377f9890ce4b007725adce3f1c61cb719a2230557464bcf40f3252e421cf", "text": "The teacher then makes nonsense syllables. Students read and mark the syllable type, discussing the vowel sound for each syllable.Examples of materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words include:In the Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 1, Introduce New Concepts, Syllable Syllable Division, pages 176-177, the teacher explains that words are made up of parts called syllables. The teacher states, \u201cTo read or spell words, you just have to read or spell one syllable at a time.\u201d The teacher builds mascot and shows students how to divide the word between the consonants.In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 1, Introduce New Concepts, Teacher R-Controlled Sounds, the teacher shows the Large Sound Cards for ar and or. The teacher builds car and horn and has students tap car and horn. The teacher explains that normally these words would be closed syllables, but when an r follows the vowel, the r controls the sound of the vowel.In the Level 2 Fundations Teacher's Manual, Unit 12, Week 1, Day 1, Introduce New Concepts, Introduce Sounds, page 374, the teacher shows the Large Sound Cards for oi and oy. Using the Standard Sound Cards, the teacher builds coin and boy. The teacher lets students know that oi and oy get one tap like other vowel teams. The teacher has a student mark up the syllable type in coin and boy.Examples of student opportunities to learn, practice and apply word analysis strategies include:In the Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 3, Introduce New Concepts, Student notebook entry, page 183, the students add the spelling of ic to the spelling rules section in their Student Notebooks.In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 5, Drill Sounds/Warm Up, page 242, the teacher chooses 4-5 suffixes to review. The leader points to the yellow Suffix Frame, spelling and reading the suffix, and then students repeat.In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 1, Introduce New Concepts - Teach Combining Double Vowel Syllable with other Syllable Types page 329, the teacher uses the Syllable Frames, writes the word remain, putting one syllable on each frame. Students read the word. A student underlines or scoops the syllables and marks them. The same is done with the word relay. In the Spelling Multisyllabic Words With Spelling Options, teachers say the word complain. Students echo and break the word into syllables then draw a line for each syllable on their Letter Boards. Teachers write com on the first Syllable Frame and pl_n on the second frame. Students build the word with their Letter Tiles on the syllable line on their Letter Boards. Students use a blank salmon tile to represent the /a/ sound. Students use the dictionary and/or spell checker to find the correct spelling.In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 3, Make It Fun, page 424, the lesson provides an opportunity for students to read words with /ou/. The teacher writes 18 words on the board. Students chorally read the list with the teacher. Volunteers are asked to act out a word from the board that is written on the card that only the student sees. The class guesses which word is being acted out.\n\nDecoding Accuracy, Decoding Automaticity and Fluency\n\nMaterials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.\n\nInstructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2).\u00a0The Level 2 Fundations materials include some instructional opportunities for systematic, evidence-based, explicit instruction in fluency. Explicit instruction addresses expression and phrasing, but does not model for students how to read with appropriate rate and accuracy. Fluency instruction is provided during Storytime, Word of the Day activities, and Dictation/Sentences. The teacher frequently models phrasing by scooping the phrases. There is limited explicit instruction on how or when to scoop phrases as students are often told where to mark the phrases or read passages/sentences that are already scooped by the teacher. Storytime Learning Activities provide opportunities for students to see and hear the teacher model fluent reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "09b1c3ad-0c35-4513-bf36-68e17e965823": {"__data__": {"id_": "09b1c3ad-0c35-4513-bf36-68e17e965823", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "9e256e11-946f-4595-b57c-2e2e29b3fbae", "node_type": null, "metadata": {}, "hash": "f5de377f9890ce4b007725adce3f1c61cb719a2230557464bcf40f3252e421cf"}, "3": {"node_id": "89197e03-a342-4849-b114-7e8c0e9bfd80", "node_type": null, "metadata": {}, "hash": "e659592eb3ea25daf5af186fe95d8a463e9765452303fa60883db118de8a6850"}}, "hash": "608677463ad92497904ad991bf268efe46e65e7b56991cf4341fbfbf2966fde0", "text": "Storytime Learning Activities provide opportunities for students to see and hear the teacher model fluent reading. During the Dictation/Sentence activity, the teacher models reading the sentence in phrases. Students read it back in phrases. Teachers are directed to move outside of the core materials and use the Fluency Kit as an intervention for students in Tier 2. While this kit includes practice opportunities for students in timed fluency practice for sounds, real words, nonsense words, Trick Words, and phrases, the kit is not explicit instruction nor intended for all students during whole group instruction.Materials include some opportunities for explicit, systematic instruction in fluency elements using grade-level text.In the Level 2 Fundations Teacher's Manual, Unit 2, Week 1, Day 2, Storytime, page 105, the teacher reads aloud the story, \u201cSkip is Sick.\u201d The teacher follows the scoops to model phrasing and fluency.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 9, Week 1, Day 3, Storytime, page 295, the teacher reads aloud the story, \u201cThe Red Planet.\u201d The teacher follows the scoops to model phrasing and fluency.In the Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 3, Storytime, page 453, the teacher reads aloud the story, \u201cThe Rescue Team.\u201d The teacher follows the scoops to model phrasing and fluency.Examples of materials provide opportunities for students to hear fluent reading of grade-level text by a model reader include:In the Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 2, Dictation (Dry Erase), page 115, the teacher dictates a sentence with phrasing.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 3, Word of the Day, Student Notebook Entry, page 135, the teacher shows students the Word of the Day Card and asks students to use the word in a sentence. The teacher writes a short sentence on the board, scoops it into phrases, and reads it.\u00a0In the Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 2, Word of the Day, Student Notebook Entry, page 478, the teacher shows students the Word of the Day Card, and students use the word in a sentence. The teacher writes a short sentence on the board, scoops into phrases, and reads it.\u00a0 Examples of materials include some resources for explicit instruction in fluency include:In the Level 2 Fundations Teacher's Manual, Units 2-17, the teacher uses short passages from the PLC for fluency instruction. The passages are narrative or informational.The fluency kit (intervention) contains controlled sound drills, real and nonsense words, Trick words, phrases, and controlled-text stories (phrased and unphrased).\n\nVaried and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).\n\nThe materials reviewed for Grade 2 partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).The Level 2 Fundations materials include some opportunities for students to engage in practice to gain oral reading fluency. Students practice fluency through various Learning Activities. Storytime Learning Activities provide students with the opportunity to read passages. Storytime begins in Unit 2. There are missed opportunities to address appropriate rate within the whole group Fundations materials. The whole group materials do not provide teachers with guidance or suggestions for supporting students\u2019 fluency. Teachers are directed to move outside of the whole group materials and use the Fluency Kit as an intervention for students who struggle with fluency during Tier 2 time. The Fluency Kit includes practice opportunities for students in timed fluency practice for sounds, real words, nonsense words, Trick Words, and controlled text (phrased and unphrased). These intervention materials provide independent practice in fluency and opportunities to receive guidance or feedback from the teacher. These activities can be timed.\u00a0Examples of some varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency include:In the Level 2 Fundations Teacher's Manual, Skills Taught in Fundations, Fluency, page 6, it is stated that \u201cIn Fundations, students have multiple opportunities to develop quick and automatic word recognition. They also work to develop prosody and expression. To develop fluency and speed of reading, students learn how to read in thought groups, or phrases that connect meaning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "89197e03-a342-4849-b114-7e8c0e9bfd80": {"__data__": {"id_": "89197e03-a342-4849-b114-7e8c0e9bfd80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "09b1c3ad-0c35-4513-bf36-68e17e965823", "node_type": null, "metadata": {}, "hash": "608677463ad92497904ad991bf268efe46e65e7b56991cf4341fbfbf2966fde0"}, "3": {"node_id": "2f616fb8-27bb-4f0c-9768-62c75ce57bb9", "node_type": null, "metadata": {}, "hash": "40f2e718a85cd327f6a6678f2c7ccdd90c1accff02c6ac3c66735949ee43e3cc"}}, "hash": "e659592eb3ea25daf5af186fe95d8a463e9765452303fa60883db118de8a6850", "text": "Students do both echo and choral reading of stories to help develop fluency.\u201dIn the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 3, Dictation, Sentences, the teacher dictates a sentence with phrasing. Students repeat and write it. Students scoop the sentence, and read it with fluency.\u00a0\u00a0In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 5, Drill Sounds/Warm Up, page 156, the teacher presents Trick Word Flashcards and has students quickly read them.In the Level 2 Fundations Teacher's Manual, Unit 15, Week 2, Day 2, Storytime, page 461, Reading Fluently (10 minutes), students have a copy of \u201cThe Rescue Team.\u201d The teacher explains to students that they will work on fluently reading the story and that it is important to do that in meaningful phrases. Students read silently (This can be done paragraph by paragraph). Students can read orally with phrasing and fluency. This can be done in a variety of ways: Class can read each paragraph chorally; Teacher can choose students to read and alternate readers by sentence, paragraph, etc; Students can work in pairs to read the story chorally.Examples of materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency include:In the Level 2 Fundations Teacher's Manual, Unit 2, Weeks 1-2, students read a passage called \u201cSkip is Sick.\u201d The passage is read during three lessons. Students read with proper phrasing and expression.In the Level 2 Fundations Teacher's Manual, Unit 7, Weeks 1-3, students read a passage called \u201cAdjectives are Handy.\u201d The passage is read during three lessons. Students read with proper phrasing and expression.In the Level 2 Fundations Teacher's Manual, Unit 16, Week 1, students read a passage called \u201cThe Sock Mystery.\u201d The passage is read during two lessons. Students read with proper phrasing and expression.Materials do not include guidance and feedback suggestions to the teacher for supporting students\u2019 gains in oral reading fluency.\u00a0 The Fundations Fluency Kit includes materials sound cards, real word cards, nonsense word cards, Trick Word cards, phrase cards, and stories. Students are able to practice decoding with automaticity and accuracy while being timed individually or in small groups. Cards relate to the material taught in the units. In Units 1-17, the kit materials include a word page with two-word phrases. Each word page contains 20 phrases. Specific feedback suggestions to the teacher are not included.\n\nMaterials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.The Level 2 Fundations materials include minimal guidance for teachers to support students as they confirm or self-correct errors. For example, when students read flashcards to practice for automaticity and accuracy, there is no guidance for what teachers should do if students read words incorrectly. There is no guidance for teachers to help students recognize if the words students are reading are correct or incorrect. There is no guidance provided to the teacher as to how to teach students to self-monitor and self-correct. The Level 2 Fundations materials provide some opportunities for students to listen and read for understanding through Storytime activities. The teacher focuses on retelling the story by talking about characters, setting, and main events and creates drawings to assist in the retelling process. Students retell stories and create mental images with listening comprehension while reviewing elements of fiction and nonfiction in order to understand the text. For some Storytime activities, short passages are provided.Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.Materials do not provide opportunities for students to practice using confirmation or self-correction of errors.Examples of multiple opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding include:In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Storytime, page 137 utilizes the story, \u201cThe Lost Colt,\u201d from the online companion, Prevention/ Early Intervention Learning Community (PLC) to utilize making predictions. After discussion of the title and making predictions, students read the story silently and visualize while they read. Students then read the passage orally, discussing events after each paragraph.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2f616fb8-27bb-4f0c-9768-62c75ce57bb9": {"__data__": {"id_": "2f616fb8-27bb-4f0c-9768-62c75ce57bb9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "89197e03-a342-4849-b114-7e8c0e9bfd80", "node_type": null, "metadata": {}, "hash": "e659592eb3ea25daf5af186fe95d8a463e9765452303fa60883db118de8a6850"}, "3": {"node_id": "5a4c7c0d-5020-461a-9696-ac455f564c5b", "node_type": null, "metadata": {}, "hash": "62c6b267aaa477b97e612eac90b1d132f1a50a65d2722e47fc3ae687386ef2c6"}}, "hash": "40f2e718a85cd327f6a6678f2c7ccdd90c1accff02c6ac3c66735949ee43e3cc", "text": "Students then read the passage orally, discussing events after each paragraph. The teacher assists students with retelling by modeling as needed.In the Fundations Level 2 Teacher's Manual, Unit 4, Week 2, Day 3, Storytime, page 163, students are provided copies of, \u201cWish Come True.\u201d The teacher provides cues to direct students to re-picture the story. Students use that movie in their mind to retell it referring to illustrations drawn in a previous lesson. The teacher asks comprehension questions that require students to dig deeper into the text. Students indicate the exact words of the text that led them to their answers.In the Fundations Level 2 Teacher's Manual, Unit 14, Week 1, Day 4, Storytime, page 427, the teacher asks students to read the title of the provided passage. The teacher asks what students remember about it. The teacher selects students to read a paragraph and the teacher repeats, stopping to allow students to picture it. The teacher asks questions to help them. The teacher draws simple sketches on chart paper to represent the main ideas in the story and facilitates understanding. The teacher uses pictures to retell the story and asks students to do the same.\n\nImplementation, Support Materials & Assessment\n\nThe instructional materials reviewed for Grade 2 provide a teacher edition with strong supports, clearly structured lessons, and appropriate pacing to achieve maximum student understanding within the space of a school year. Materials include a scope and sequence that clearly delineates an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.  The materials also include strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.\u00a0The program partially meets the criteria for the inclusion of decodable texts that include phonics and high-frequency words aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings. The instructional materials do not provide consistent opportunities to measure student progress in phonics, word recognition, and word analysis. Materials do not include opportunities to assess fluency. Teacher supports for reteaching are not consistently available throughout the program. No standards alignments are present for the assessments in the program, though instructional materials do include standards alignment. Supports are regularly provided for students performing below grade level, though supports for English language learners and students performing above grade level are limited. All digital materials are for teacher use only and can be used across multiple devices and platforms. The design of the materials is clear and easy to read and do not provide unnecessary visual distraction.\n\nGuidance for Implementation, Including Scope and Sequence\n\nMaterials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.\n\nMaterials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe materials reviewed for Grade 2 meet the criteria for materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.The Level 2 Fundations materials have annotations and suggestions in the Fundations Teacher's Manual on how to present the content in the student materials. Routines are presented in detail at the beginning of the Teacher's Manual including what the teacher does and states. The program includes a comprehensive Learning Activities Overview that provides teachers with explicit directions for each learning activity and differentiation suggestions. Throughout the Teacher's Manual, a computer icon indicates where items can be found on the companion website, the PLC. There is an online resource called the Prevention/Early Intervention Learning Community (PLC) that includes teacher guidance for use of embedded technology to support and enhance student learning. The PLC provides how-to videos for classroom routines and lesson plan templates.Materials provide a well-defined, teacher resource (teacher edition manual) for content presentation.The Level 2 Fundations Teacher's Manual provides implementation information, principles of instruction, Learning Activity overviews, and unit lesson plans with unit resources.The Fundations Companion Website includes resources for instruction.The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding).\u00a0 Examples include the following:\u00a0In Level 2 Teacher's Manual, page 9, there is a section titled Principles of Instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a4c7c0d-5020-461a-9696-ac455f564c5b": {"__data__": {"id_": "5a4c7c0d-5020-461a-9696-ac455f564c5b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "2f616fb8-27bb-4f0c-9768-62c75ce57bb9", "node_type": null, "metadata": {}, "hash": "40f2e718a85cd327f6a6678f2c7ccdd90c1accff02c6ac3c66735949ee43e3cc"}, "3": {"node_id": "cb405cf2-312d-4834-95e7-7b443b3f2700", "node_type": null, "metadata": {}, "hash": "b2df96497401cc153aa248e941a168b2cd75b2d5256e87f4f45861e6c9c09c38"}}, "hash": "62c6b267aaa477b97e612eac90b1d132f1a50a65d2722e47fc3ae687386ef2c6", "text": "This section includes types of instruction used in the program such as explicit instruction and multi-sensory instruction.In Level 2 Teacher's Manual, Orientation, plans are included showing the teacher how to teach each routine including: Review Echo, Drill Sounds/Warm Up, distributing student materials, alphabetical order, Echo/find letters, review the Large Letter Formation Guide, review pencil grip, Echo/Letter Formation, and Echo Sounds.\u00a0In Level 2 Teacher's Manual, Learning Activity Overview section, pages 28-60, instructions are provided on how to complete different activities in the Fundations lessons which address phonics (Dictation/Sounds, Dictation/Words, Drill Sounds/Warm-Up, Echo/Find Letters, irregularly spelled words (Dictation/Trick Words, teach Trick Words-reading, teach Trick Words-spelling), word analysis (Dictation/Words), and fluency (Fundations Fluency Kit 2 Second Edition). For each activity, a synopsis, procedure, and differentiation options are included. A table is included listing a brief summary of the activity, the teacher materials needed, location of the activity in the PLC, and an estimated activity time.\u00a0 Additionally, the manual details the teacher's words and actions.In Level 2 Teacher's Manual, each unit of instruction is divided into varying number of weeks. Each week is broken down into days. Each day has a guided plan. For example:In Unit 9, Week 1, Day 1 on pages 290-291, there is a Student Learning Plan and Teacher & Student Materials list. The lesson begins with Drill Sounds/Warm-Up, followed by Teaching Trick Words, Introduce New Concepts for r-controlled sounds, and Dictation.The Fundations Level 2 Activity Cue Cards Second Edition are supplied in the teacher kit. Each activity card provides an activity synopsis, teacher materials, student materials, estimated time on activity, at a glance information, and learning plan notes. Some cue cards, such as Echo/Find Words (Multisyllabic Words) include sections for Teacher Does, Teacher Says, and Response.Technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials.The Prevention/Early Learning Community (PLC) provides documents to download, videos to watch, animations to understand word structure and analysis, and a discussion board.In the PLC, Demonstrations, Level 2, videos are included that model how some activities should look and sound in the classroom.\n\nMaterials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.\n\nThe materials reviewed for Grade 2 meet the criteria for the expectation that materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.The Fundations Level 2 program and materials include information, explanations, and examples for the teacher to improve their own knowledge of foundational skills.\u00a0 Overview information is detailed in the Teacher's Manual and through the online companion, the Prevention/Early Intervention Learning Community (PLC). Foundational skills are summarized and a description of the reasons students need the various skills for learning to read are included.\u00a0Examples of adult-level explanations and examples includes:In Level 2 Teacher's Manual, Skills Taught in Fundations, pages 2-8, an overview of the various skills covered in the program are listed with a detailed description of the term and its impact on learning to read is provided for teachers. Skills listed include, but are not limited to:\u00a0PhonicsSound mastery is a key component of phonics.High-Frequency \u201cTrick\u201d WordsHigh-frequency words are the words that appear most often in print.FluencyAutomaticity is a term that refers to quick and automatic recognition of words in isolation.In Level 2 Teacher's Manual, Unit 7, Introduction:In Unit 7, you will introduce the open syllable.This syllable has only one vowel which is the last letter in the syllable.The vowel sound is long.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cb405cf2-312d-4834-95e7-7b443b3f2700": {"__data__": {"id_": "cb405cf2-312d-4834-95e7-7b443b3f2700", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "5a4c7c0d-5020-461a-9696-ac455f564c5b", "node_type": null, "metadata": {}, "hash": "62c6b267aaa477b97e612eac90b1d132f1a50a65d2722e47fc3ae687386ef2c6"}, "3": {"node_id": "d1df6104-24dd-49e6-93ec-5534837d05bb", "node_type": null, "metadata": {}, "hash": "92651ec08e76272dee8a65d78e7f26c6910250cc37b6babcfdce99c8856bfe15"}}, "hash": "b2df96497401cc153aa248e941a168b2cd75b2d5256e87f4f45861e6c9c09c38", "text": "To indicate the long sound, the vowel is marked with a macron.This syllable can be combined with other syllables to make multisyllabic words.In PLC, Printable Resources, Getting Started, materials are included detailing information about the various foundational skills covered in the Fundations curriculum.In PLC, Collaboration, several resources to further explain foundational skills concepts and Common Core Language are included.Examples of detailed examples of the grade-level foundational skill concepts are provided for the teacher include:In Level 1 Teacher's Manual, Skills Taught in Fundations, pages 2-8, an overview of the various skills covered in the program are listed with detailed examples.PhonicsFor example, to blend the sounds /m/ /a/ /t/ into a word, students are taught how to say each sound as they tap a finger to their thumb.\u00a0In Level 2 Teacher's Manual, Learning Activity Overview, In a Nutshell, page 202, includes a description of the vowel-consonant-e syllable. \u201cThis syllable has a vowel, then a consonant, then an e (v-e).In Level 2 Teacher's Manual, Unit 11, Introduction, examples of ee, ea, ey words\u00a0 are: steam, sheep, hockey, indeed.\n\nFoundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.\n\nThe materials reviewed for Grade 2 meet the criteria for foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.\u00a0The Level 2 Fundations curriculum is designed to be implemented to a whole group of students according to a clear structure. The program requires 155 school days or 31 weeks. As most schools are in session for more than 31 weeks, this instructional plan is reasonable and allows for appropriate pacing of teaching, reteaching, or review as needed for maximum student understanding. Whole group instruction is planned for 30-35 minute daily lessons. This instructional plan and pacing guide leaves time for schedule changes and reteaching, as needed. Weeks per unit vary according to content taught during the unit. Lesson times are provided for the learning activities, which become routine. Units are designed to be covered within a given amount of time and each lesson should take one day. The week-to-week instruction is consistent and the skills taught within each lesson build on each other. This format demonstrates a structure which controls the day-to-day pacing. Whole group instruction utilizes the Gradual Release of Responsibility Model, which is used within lessons and the learning activities. Plans are included for changing pacing for students needing additional support and those that are able to accelerate through units. Small group instruction lesson planning for Tier 2 (intervention) is in the Professional Learning Community under Intervention Guidelines.The pacing of each component of daily lesson plans is clear and appropriate.\u00a0Each Learning Activity includes estimated activity times. For example:Drill Sounds/Warm-Up is 2-5 minutes.Echo/Find Words (Single Syllable Words) is 5 minutes.Trick Words is 5-10 minutes.Examples of lesson plans utilize effective, research-based lesson plan design for early literacy instruction include:\u00a0In Level 2 Fundations Teacher's Manual, Student Success section, page 10, the manual details how the Gradual Release of Responsibility Model is used in the learning activity sequence on a given day or within a week moving students from\u00a01.) \u201cI Do It\u201d - Teacher Demonstration2.) \u201cWe Do It\u201d - Guided instruction/practice3.) \u201cYou Do It Together\u201d - Collaborative Learning4.) \u201cYou Do It Alone\u201d -\u00a0 Independent Success\u00a0In Level 2 Fundations Teacher's Manual, Scope and Sequence, pages 24-26, the manual details the 15 units with the number of weeks needed and content covered during each unit.In Level 2 Fundations Teacher's Manual, Orientation Guide, pages 61-68, the manual takes the teacher through Fundations concepts and materials as well as a sample lesson.In Level 2 Fundations Teacher's Manual, the scope and sequence for each lesson is very similar. For example:In Unit 6, Week 2, Day 1, pages 216-217, there are the following activities: Drill/Warm-Up, Introduce New Concepts, Teach Trick Words, Storytime.\u00a0 These same activities and others are cycled through every lesson throughout the year.In the Level 2 Fundations Teacher's Manual, the daily lesson plans and unit plans give quick overviews of the skills taught each day.\u00a0 Each day\u2019s activities are clearly explained in a two-to-three page layout.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d1df6104-24dd-49e6-93ec-5534837d05bb": {"__data__": {"id_": "d1df6104-24dd-49e6-93ec-5534837d05bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "cb405cf2-312d-4834-95e7-7b443b3f2700", "node_type": null, "metadata": {}, "hash": "b2df96497401cc153aa248e941a168b2cd75b2d5256e87f4f45861e6c9c09c38"}, "3": {"node_id": "369adf65-96eb-4979-9f32-76c66e182295", "node_type": null, "metadata": {}, "hash": "4b289b8371a6ec510a30bf523b4bbee7ce19d33a7d7a3506f29718f0965a06e1"}}, "hash": "92651ec08e76272dee8a65d78e7f26c6910250cc37b6babcfdce99c8856bfe15", "text": "Each day\u2019s activities are clearly explained in a two-to-three page layout. Skills are built upon in the lesson progression. For example, suffixes are reviewed in Unit 4 and new suffixes are added on in Units 5, 6, and 7.\u00a0The effective lesson design structure includes both whole group and small group instruction.\u00a0\u00a0According to Level K Fundations Teacher's Manual, Implementing Fundations, \u201cFundations provides all students with a foundation for reading and spelling. It is part of the CORE language arts instruction, delivered to all students in general education classrooms 30-35 minutes per day as a supplemental program. Fundations instruction emphasizes phonemic awareness, phonics-word study, high-frequency word study, fluency, vocabulary, handwriting and spelling.\u00a0Through the online companion, the Prevention/Early Intervention Learning Community (PLC), Getting Started Section, lesson plan templates are included for accelerated lesson planning and reteach learning plans.In PLC, General Guidelines, Fundations Level 1 & 2 Intervention, there is an explanation and details of small group Tier 2 instruction lesson planning. Level 1 & 2 intervention lessons are recommended to occur 3 to 5 days per week with a minimum of 30+ minutes of additional instructional support. The lesson plan guidelines for Mid to End-Year are as follows:Day 1 Activities include Warm-Up, Build Words, Echo/Find Letters & Words, Dictation (Dry Erase)Day 2 Activities include Warm-Up, Fundations Fluency Drills (from Fundations Teacher\u2019s Kit)Day 3 Activities include Warm-Up, Build Words, Depending on students\u2019 greatest needs: Fundations Fluency Drills or Dictation (Dry Erase)The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. Examples include:In Level 2 Fundations Teacher's Manual, Scope and Sequence, pages 25-26, the teacher is provided an overview of the amount of time needed to complete each unit:\u00a0Unit 1 (2 weeks)Unit 2 (2 weeks)Unit 3 (1 week)Unit 4 (2 weeks)Unit 5 (2\u00a0 weeks)Unit 6 (2 weeks)Unit 7 (3 weeks)Unit 8 (1 week)Unit 9 (2 weeks)Unit 10 (2 weeks)Unit 11 (2 weeks)Unit 12 (1 week)Unit 13 (2 weeks)Unit 14 (2 weeks)Unit 15 (2 weeks)Unit 16 (1 week)Unit 17 (2 weeks)\u00a031 weeks to complete the program.Through the online companion, Prevention/Early Intervention Learning Community (PLC), lesson plan templates are included for any units that need to be retaught. Teachers are directed to use the reteaching lesson plans if students score less than 80% on the unit assessment.In PLC, a Tier 1 pacing guide is included listing dates and units to begin by a particular date/week.\n\nOrder of Skills\n\nScope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.\n\nThe materials reviewed for Grade 2 meet the criteria for the expectation that scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.The Level 2 Fundations materials include a general scope and sequence. The scope and sequence outlines how phonics will be taught and the progression beginning with closed syllable words from the Level K materials, glued sounds from Level 1 materials,\u00a0 and move in future levels to words with more complex patterns including glued sound exceptions, long vowels, vowel teams, suffixes, and multisyllabic words. Explanation of the material\u2019s phonics layout is provided on the online companion, the Prevention/ Early Intervention Learning Community (PLC).\u00a0\u00a0Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. For example:In Level 2 Fundations Teacher's Manual, Skills Taught in Fundations, Phonics, pages 4-5, phonics instruction is explained to the teacher. A routine is established for learning letter names and sounds. The sequence used is to say the letter, keyword, and sound (k-kite-/k/). Fundations teaches sounds in two directions - letter to sound (see letter and identify sound) and sound to letter (hear sound and identify the letter). In addition to sound-symbol instruction, Level 1 Fundations curriculum teaches students how to blend sounds into words. The Level 1 materials progress from the Level K materials that begin with blending CVC words with continuous consonant sounds.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "369adf65-96eb-4979-9f32-76c66e182295": {"__data__": {"id_": "369adf65-96eb-4979-9f32-76c66e182295", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "d1df6104-24dd-49e6-93ec-5534837d05bb", "node_type": null, "metadata": {}, "hash": "92651ec08e76272dee8a65d78e7f26c6910250cc37b6babcfdce99c8856bfe15"}, "3": {"node_id": "cf663957-2eee-41bb-8572-668e7e149999", "node_type": null, "metadata": {}, "hash": "12addc1c4d9800ad07df7d618b637417b68b2a7ef2b20064576f94ad89d3ac29"}}, "hash": "4b289b8371a6ec510a30bf523b4bbee7ce19d33a7d7a3506f29718f0965a06e1", "text": "Additional levels progress from CVC words to words with 4 then 5 sounds to words with more complex patterns including multisyllabic words and all vowel patterns. Nonsense words are also used. Vowel-consonant-e syllable is introduced in Unit 6.In Level 2 Fundations Teacher's Manual, Fundations Scope and Sequence, page 25, the text details the topics covered in each of the 17 units. Phonics included:Unit 1: Consonant digraphs, consonant blends, digraph blends, closed syllable typeUnit 2: Glued sounds, blending and reading words with glued sounds, segmenting and spelling words with bonus letters and glued soundsUnit 3: Closed syllable exceptions, glued soundsUnit 4: SuffixesUnit 5: Reading and spelling two syllable words, syllable divisionUnit 6: Vowel consonant e syllables, two syllable words with closed and vowel consonant e syllables, compound wordsUnit 7: Open syllable type, y as vowelUnit 8: R controlled syllablesUnit 9: R controlled syllablesUnit 10: Double vowel syllable typeUnit 11: Vowel teams of ee, ea, eyUnit 12: Vowel teams of oi, oyUnit 13: Long o vowel teamsUnit 14: The /ou/ sound of ou and owUnit 15: The /u/ sound of oo, ou, ue, ew & the /u/ sound of ueUnit 16: The sounds of au and awUnit 17: Consonant-le syllable typeThe PLC contains a description of the syllable types taught in the program. Six syllable types are taught in Fundations.Materials have a clear research-based explanation for the order of the phonics sequence. Examples include:According to the Teacher's Manual, page 3, \u201cStudents learn the letter name, its formation, and its sound simultaneously. This creates an important link and uses motor memory learning to associate letters with their sounds. This multi-sensory approach helps to form a tight association with the letter, its sound, and how it is formed. When a student learns how to write a letter, and simultaneously names the letter and says the sound, it helps them to \u2018bind the visual, motor, and phonological images of the letter together at once\u2019 (Adams, 1990, p. 355).\u201dAccording to the Teacher's Manual, page 3, \u201cIn Fundations, the sequence of letters presented is based upon these principles (ease of production of the letter, continuity of stroke, similarity of strokes to those letters previously taught, ease of perception and production of the sound associated with the letter) for an integrated and multisensory approach. (Wolf, 2011, p. 191)\u201dPhonics instruction is based in high utility patterns and/or common phonics generalizations. Examples include:In Level 2 Fundations, the materials include glued sounds.In Unit 2, students learn all - ball - /all/, am - ham - /an/, an - fan - /an/, ang - fang - /ang/, ing - ring - /ing/, ong - song - /ong/, ung - lung - /ung/, ank - bank - /ank/, ink - pink - /ink/, onk - honk - /onk/, unk - junk - /unk/.In Unit 3, students learn ild - wild - /ild/, ind - find - /ind/, old - cold - /old/, olt - colt - /olt/, ost - post - /ost/.\u00a0In Level 2, Unit 8, students learn ar - car - /ar/ and or - horn - /or/.In Level 2, Unit 9, students learn er - her - /er/, ir - bird - /ir/, ur - burn - /ur/.In Level 2, Unit 10, students learn ai - bait - long/a/ and ay - play - long/a/.In Level 2, Unit 11, students learn ee - jeep - long/e/, ea -\u00a0 eat - long/e/, ey - key - long/e/.In Level 2, Unit 12, students learn oi - coin - /oy/ and oy - boy - /oy/.In Level 2, Unit 13, students learn oa - boat - long/o/, oe - toe - long/o/, ow - tow - long/o/.In Level 2, Unit 14, students learn ou - trout - /ou/ and ow - snow - /ow/.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cf663957-2eee-41bb-8572-668e7e149999": {"__data__": {"id_": "cf663957-2eee-41bb-8572-668e7e149999", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "369adf65-96eb-4979-9f32-76c66e182295", "node_type": null, "metadata": {}, "hash": "4b289b8371a6ec510a30bf523b4bbee7ce19d33a7d7a3506f29718f0965a06e1"}, "3": {"node_id": "be4e4f42-37e3-4882-bc6d-7b11c13a96eb", "node_type": null, "metadata": {}, "hash": "76c63579244c40722ec49a3cfc132c4a0511fcf229c7ef4cb8a2573e7af4b926"}}, "hash": "12addc1c4d9800ad07df7d618b637417b68b2a7ef2b20064576f94ad89d3ac29", "text": "In Level 2, Unit 15, students learn ou - soup - /ou/, oo -\u00a0 book - /oo/, oo - school - /oo/, ue - blue - /ue/, ue - rescue - long/u/, ew - chew - /ew/In Level 2, Unit 16, students learn au - August - /au/, aw - saw - /au/.Phonics instruction is based in high utility patterns and/or common phonics generalizations and provides a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply.In Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 1, Introduce New Concepts, Review Other Glued Sounds, page 112, students make the /m/ sound. Students are asked to pinch their nose. The teacher explains that the sound cannot be made with the nose blocked. This process repeats with the /n/ sound. This means the sound comes out of your nose. Because the sounds are nasal sounds, they sometimes distort a vowel sound. Using the Standard Sound Card, the teacher builds the word pat. Students tap out each sound and read the word. The teacher changes t to n. Students tap and read. The teacher tells students it is easier to read and spell words with some combinations if we glue them together and uses the am and an sounds to model. The teacher builds words and practice tapping and blending with students. Students mark words with glued sounds.In Level 2 Fundations Teacher's Manual, Unit 4, Week 2, Day 1, Introduce New Concepts, pages 158-159, additional sounds for -ed are taught. Instruction includes emphasizing /t/ and /d/ as sounds for -ed.\u00a0\u00a0In Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 1, Introduce New Concepts, pages 176-178, syllable division is taught by using Standard Sound Cards and instruction explaining where to divide words.In Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 3, Introduce New Concepts, Teach Spelling, page 183, the teacher builds the word lick using the standard sound cards. The teacher asks why ck is used for the /k/ sound. The teacher builds the word public and explains that multisyllabic words ending in ic are spelled with ic and ick. Students add the spelling of ic to their spelling rules section in their notebook.\u00a0\u00a0In Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 2, Word of the Day, page 274, the teacher builds the word,\u00a0harm. The teacher reteaches the r-controlled syllable using the Word of the Day. The student marks up the word by scooping syllables and marking the syllable type. The teacher uses Standard Sound Cards and Syllable Frames to make unit words. Students tap and read one-syllable words. The student or teacher scoops multisyllabic words into syllables for students to read. Students add the word of the day to their notebook.In Level 2 Fundations Teacher's Manual, diphthongs are introduced in groups by their common sound:Unit 10 - long a sound - ai (bait), ay (play) Unit 11 - long e sound - ee (jeep), ea (eat), ey (key)Unit 12 - /oi/ - oi (coin), oy (boy)Unit 13 - long o -\u00a0 oa (boat), oe (toe)\u00a0Unit 14 - /ou/ - ou (trout), ow (plow) and ow (snow)Unit 15 - /\u00fc/, ou (soup), ue (blue), ew (chew), oo (as in book), ue (rescue)Unit 16 - au (August) and aw (saw) and spelling generalizations for /\u00f6/\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.\n\nThe materials reviewed for Grade 2 meet the criteria for the expectation that the materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\u00a0The Level 2 Fundations program includes detailed home support packs to inform students, parents, and caregivers about the program and suggestions for how to support student progress and achievement at home. Home support packs are included for overview information, routines and orientation, and each unit of the program. The instructions for home support are detailed in parent-friendly language. Activities and practice pages included in the home pack are available for all units.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be4e4f42-37e3-4882-bc6d-7b11c13a96eb": {"__data__": {"id_": "be4e4f42-37e3-4882-bc6d-7b11c13a96eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "cf663957-2eee-41bb-8572-668e7e149999", "node_type": null, "metadata": {}, "hash": "12addc1c4d9800ad07df7d618b637417b68b2a7ef2b20064576f94ad89d3ac29"}, "3": {"node_id": "778ee86f-f30a-4ae8-9fa0-92fc518ea579", "node_type": null, "metadata": {}, "hash": "cf13f241639179f0b3c3fd348de786243a719f1b414748e467a2bde14853f90e"}}, "hash": "76c63579244c40722ec49a3cfc132c4a0511fcf229c7ef4cb8a2573e7af4b926", "text": "Activities and practice pages included in the home pack are available for all units. Through the online companion, Prevention/Early Intervention Learning Community (PLC), support is provided for school administration and school leader stakeholder support for student progress and reading achievement.Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. For example:\u00a0In the Level 2 Fundations Home Support Pack, Introductory Letter, page 5, the skills to be taught and explanation of The Six Syllable Types are provided for parents along with the rules, examples, and mark-up examples.\u00a0In PLC, Collaboration, Printable Resources, a document is included for Principal Walk-Throughs. The document lists components that should be in place in Fundations classrooms and general implementation components.\u00a0Materials provide stakeholders with strategies and activities for practicing phonics and word recognition and fluency that will support students in progress towards and achievement of grade- level foundational skills standards. For example:In the Level 2 Fundations Home Support Pack, Introductory Letter, Unit 1, page 7, contains a homework guide providing directions for dictation.\u00a0\u00a0In the Level 2 Fundations Home Support pack, Unit 5 letter, the letter informs families about the instructional focus on multisyllabic words. The letter informs families students will learn when there are three consonants together, the blend goes with the second syllable to divide the word with an example word: children.\u00a0 Parents are informed about using the strategy of scooping the word. The teacher tells families students will be introduced to the suffixes -ful, -ment, -ish, -ness, -able, and -en.  It is suggested that students underline the base word and circle the suffix. Finally, the teacher tells parents they will be introducing the au and aw sound.\u00a0\u00a0In the Level 2 Fundations Home Support pack, Unit 17, the Homework Guide outlines the 5 steps to follow each day:\u00a0Follow These 5 Steps:\u00a01. Dictate the word or sentence.\u00a02. Have your child repeat it.\u00a03. Have your child write it.\u00a04. Read the word or sentence again and have your child proofread it carefully.\u00a0Check his/her work.\n\nDecodable Texts\n\nProgram includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.\n\nAligned Decodable Texts\n\nMaterials include decodable texts with phonics aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials include decodable texts with phonics aligned to the program\u2019s scope and sequence.The Level 2 Fundations Storytime activities are usually provided once or twice per week beginning in Week 2 of Unit 2. Storytime stories are mainly decodable. Storytime projectable stories are read by the teacher during the first lesson with students following along with their own copy. Each Storytime activity concludes with the students reading the story silently and then orally with phrasing and fluency. Students do not have the opportunity to practice decoding in context because the teacher reads the story to them several times before they read it on their own. Some of the passages contain several words aligned to the unit\u2019s phonics skills, yet some stories do not contain alignment to the unit\u2019s phonics skills.Examples of materials include decodable texts to address securing phonics include:\u00a0In Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Storytime, page 137, the teacher projects \u201cThe Lost Colt\u201d and distributes copies to students. Students read the title and discuss. The teacher reads the story followed with students reading it chorally, or teachers can choose students to read and alternate readers by paragraph. Students find and mark closed syllable words.In Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 3, Storytime, page 211, the teacher projects the story \u201cBabe Ruth\u201d on the whiteboard and distributes copies to students. The students read the title of the story. The teacher reads the story to students.Decodable texts contain grade-level phonics skills aligned to the program\u2019s scope and sequence.In Level 2 Fundations Teacher's Manual, Unit 13, Week 1, Day 1, Storytime, page 393, the teacher projects the story \u201cKelly\u2019s Speed Quiz\u201d and distributes copies to students. In Unit 13, the long o sound of oa, oe, and ow are taught. In the story, there are multiple words with ow, two words with oa, and no words with oe.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "778ee86f-f30a-4ae8-9fa0-92fc518ea579": {"__data__": {"id_": "778ee86f-f30a-4ae8-9fa0-92fc518ea579", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "be4e4f42-37e3-4882-bc6d-7b11c13a96eb", "node_type": null, "metadata": {}, "hash": "76c63579244c40722ec49a3cfc132c4a0511fcf229c7ef4cb8a2573e7af4b926"}, "3": {"node_id": "de7633b9-83c1-401a-b500-5bb48768655f", "node_type": null, "metadata": {}, "hash": "8996f8595fb57d739799e0ac1e3c7012de7ae378c3240a7bb09a999f2528973c"}}, "hash": "cf13f241639179f0b3c3fd348de786243a719f1b414748e467a2bde14853f90e", "text": "In Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 1 page 420, the /ou/ sound of /ow/ are introduced. The decodable story, \u201cRoss Gets Help\u201d is introduced on Day 3, page 425, and includes 3 words using one of the new sound patterns: could, would, and frown.Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills.In Level 2 Fundations Teacher's Manual, Unit 2, Week 1, Day 2, Storytime, page 105, the teacher is to find the passage \u201cSkip is Sick\u201d on the PLC. The teacher projects the passage. The teacher has a student read the title. The teacher reads the passage to the students. The teacher stops at the end of each paragraph and has students share what happened. The teacher asks comprehension questions such as \"What is this story about?\" It is recommended that students practice reading the phrased story with fluency as homework, guided reading, or during intervention groups.In Level 2 Fundations Teacher's Manual, Unit 10, Week 1, Day 5, Storytime, page 327, the teacher gives students a copy of \u201cCursive Letters.\u201d The teacher reads the title. The teacher asks students what they remember about the passage. The teacher selects a student to read a paragraph. The teacher rereads the paragraph. Students picture the passage in their heads. The teacher asks text-dependent questions. The teacher draws sketches to represent the main events in the story.\n\nMaterials include decodable texts with high-frequency words aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials include decodable texts with high-frequency words/irregularly spelled words aligned to the program\u2019s scope and sequence.The Level 2 Fundations Storytime activities are usually provided once or twice per week beginning in Week 2 of Unit 2. There are opportunities to practice Trick Words during Storytime activities, but the opportunities do not align to the Fundations Level 2 high-frequency/irregularly spelled words (Trick Words) Scope and Sequence. Storytime stories are read by the teacher during the first lesson with students following along with their own copy. Each Storytime activity concludes with the students reading the story silently and then orally with phrasing and fluency. Students do not have the opportunity to practice decoding in context and reading high-frequency/irregularly-spelled words independently because the teacher reads the story to them several times before they read it on their own.\u00a0Materials include decodable texts that utilize some irregularly spelled words. For example:In Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Storytime, page 137, the projected story \u201cThe Lost Colt\u201d does not include Trick Words from Unit 2 or Unit 3. Irregularly spelled words include: their, know, stay, each, day.In Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 5, Storytime, page 457, the story \u201cThe Rescue Team\u201d does not include the newly introduced Trick Words: January, February, July, December, enough, and special.\u00a0 Irregularly spelled words include: years, knows.Decodable texts contain some grade-level irregularly spelled words aligned to the program\u2019s scope and sequence. For example:In Level 2 Fundations Teacher's Manual, Unit 17, Week 1, Day 4, Storytime, page 500, the projected story \u201cAunts & Uncles\u201d includes three review Trick Words, special, family, and world and one current Trick Word, young.Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading irregularly spelled words in context. For example:In Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 1, Storytime, page 477, the decodable passage, \u201cThe Sock Mystery\u201d is read silently by students. The passage includes the following irregularly spelled words: wonder.In Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 3, Storytime, page 481, the teacher has a student retell, \u201cThe Sock Mystery.\u201d The teacher asks comprehension questions.\n\nAssessment and Differentiation\n\nMaterials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de7633b9-83c1-401a-b500-5bb48768655f": {"__data__": {"id_": "de7633b9-83c1-401a-b500-5bb48768655f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "778ee86f-f30a-4ae8-9fa0-92fc518ea579", "node_type": null, "metadata": {}, "hash": "cf13f241639179f0b3c3fd348de786243a719f1b414748e467a2bde14853f90e"}, "3": {"node_id": "82244ea5-6e8d-48d8-88ee-f7b7d716e2dd", "node_type": null, "metadata": {}, "hash": "2f7aecd90acaf970e1c7337d4d9dc8f078bbf71b0cab9bf51ecb0ecbdd97d80b"}}, "hash": "8996f8595fb57d739799e0ac1e3c7012de7ae378c3240a7bb09a999f2528973c", "text": "Regular and Systematic Opportunities for Assessment\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that genuinely measure student progress of phonics (as indicated by the program scope and sequence).\u00a0The Level 2 Fundations materials include assessments to measure student progress of some phonics skills. Assessment questions for students to write dictated sounds and words are included on the unit tests. Students are asked to identify various sounds or combinations of letters, write words, and identify various phonics patterns. Unit tests do not require students to read (decode) words or sounds to the teacher. The Level 2 Teacher's Manual indicates that any student scoring below 80% on a given skill should meet with the teacher individually for additional support, but the materials do not detail what support should be provided. Each unit test includes the phonics components: dictating sounds, dictating words, marking and scooping, and sentence dictation. Additional Support Activities are located on the Prevention/Early Intervention Learning Community (PLC). Through the online companion, the (PLC), progress monitoring probes are included to address decoding of wordsMaterials provide resources and tools to collect ongoing data about students\u2019 progress in phonics. Examples include:In the Teacher's Manual, there are Unit Tests, Unit Test Answer Keys, and student testing paper.In PLC, the Fundations Progress Monitoring Tool for Level 2 includes the following components:Teacher Guide: Directions for Progress Monitoring and Guidelines for Instruction (one per teacher)Teacher Record (one per student is needed)Student Probes (one copy re-used for all students)In PLC, Unit Test Assessments, there are Test Recording Forms, Whole Class Test Trackers, and Individual Test Trackers.Materials offer assessment opportunities to determine students\u2019 progress in phonics that are implemented systematically. Examples include:In Level 2 Fundations Teacher's Manual, Unit 1 Test, page 93, the teacher dictates sounds and students write the letters making those sounds in their composition books (/k/, /w/, /e/, /ch/, /kw/). The teacher dictates words which students write (cloth, bunch, skim, strap, quilt). Students record the dictated sentences (Ken had milk with his snack; They said to pack one bag).\u00a0In Level 2 Fundations Teacher's Manual, Unit 4 Test, page 167, the teacher dictates sounds and students write the letters making those sounds in their composition books (/d/, /t/, /ing/, /s/, /z/). The teacher dictates words that students write (bunches, swishing, coldest, spelled, dusted). Students record dictated sentences.In Level 2 Fundations Teacher's Manual, Unit 11 Test, page 365, students are assessed on Sound Dictation (long /e/, long /a/, /or/, /ch/, /y/) Word Dictation (chimney, completely, cheap, speeches, teacher), Sentence Dictation (The hockey team won thirteen games.; The breakfast feast is ready!)Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. There are 17 Unit assessments with opportunities for students to write letter sounds and phonetically based words.Assessment materials provide teachers and students with some information about students\u2019 current skills/level of understanding of phonics. Examples include:In Level 2 Fundations Teacher's Manual, Unit 3 Test, the teacher learns if a student knows the following letter and glued sounds: d, t, ung, s, z.In Level 2 Fundations Teacher's Manual, Unit 8 Test, the teacher learns if a student can encode the following words: reported, explore, scar, garlic, porches.In Level 2 Fundations Teacher's Manual, Unit 17 Test, the teacher learns if a student can encode the following words: stumble, marbles, snuggle, sparkles, cable.Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. Examples include:In Level 2 Fundations Teacher's Manual, Unit 4, Unit Test, page 167, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.\u00a0In Level 2 Fundations Teacher's Manual, Unit 9, Unit Test, page 309, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "82244ea5-6e8d-48d8-88ee-f7b7d716e2dd": {"__data__": {"id_": "82244ea5-6e8d-48d8-88ee-f7b7d716e2dd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "de7633b9-83c1-401a-b500-5bb48768655f", "node_type": null, "metadata": {}, "hash": "8996f8595fb57d739799e0ac1e3c7012de7ae378c3240a7bb09a999f2528973c"}, "3": {"node_id": "7ec910be-7c07-4d3a-b5ca-5740a06a746d", "node_type": null, "metadata": {}, "hash": "bdf6ff71e9ba2fe40203dab3c9f099a817f67b08348362b5751f5260f1563914"}}, "hash": "2f7aecd90acaf970e1c7337d4d9dc8f078bbf71b0cab9bf51ecb0ecbdd97d80b", "text": "The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.\u00a0In Level 2 Fundations Teacher's Manual, Unit 12, Unit Test, page 383, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that genuinely measure student progress of word recognition and analysis (as indicated by the program scope and sequence).\u00a0The Level 2 Fundations materials include assessments to measure student progress of word recognition and analysis. Students are asked to write Trick Words in isolation as well as write dictated sentences that include Trick Words. During the unit assessment, the students can reference Student Notebooks for the spelling of Trick Words. For word analysis, students are asked to identify and mark specific aspects of the five dictated words. There are no unit assessments that include students reading irregularly spelled words and applying word analysis skills to decode words. Assessments require students to encode sounds, words, and sentences. Progress monitoring probes are included to address sight word knowledge in the Prevention/Early Intervention Learning Community (PLC) for students needing intervention. Materials offer limited explicit support to teachers in regards to instructional adjustments to help students make progress.\u00a0Examples of materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students\u2019 progress toward mastery and independence of word recognition (high-frequency words or irregularly spelled words) and analysis include:In Level 2 Fundations Teacher's Manual, Unit 1 Test, page 93, students mark the following in previously written words (cloth, bunch, skim, strap, quilt): closed syllables, circle the buddy letter and his best buddy, underline blends and digraph blends with two separate lines, and underline digraphs with one line.In Level 2 Fundations Teacher's Manual, Unit 8, Unit Test, page 28, the teacher dictates five sounds, five words, two Trick Words, and two sentences. Students record the letters, words, and sentences. Students are asked to scoop and mark syllable types and vowel sounds and circle suffixes.\u00a0\u00a0\u00a0In Level 2 Fundations Teacher's Manual, Unit 14, Unit Test, page 439, the teacher dictates five sounds and five phonetic words and two Trick Words to students.\u00a0 Students are asked to scoop and mark syllable types and vowel sounds. Students circle the suffixes. Students are then asked to write two dictated sentences, which contain Trick Words (piece, brought, Wednesday, on, the, a, to, he).Examples of assessment materials provide teachers and students with information concerning students\u2019 current skills/level of understanding of word recognition and word analysis include:In Level 2 Fundations Teacher's Manual, Unit 3, Unit Test, page 139, the teacher dictates five sounds, five words, two Trick Words, and two sentences. Students record the sounds, words, and sentences. Students  box glued sounds, mark closed syllables, and closed syllable exceptions, and mark vowel sounds.In Level 2 Fundations Teacher's Manual, Unit 4 Test, page 167, students mark the  previously written words: (bunches, swishing, coldest, spelled, dusted): closed syllables and closed syllable expectations, scoop or underline base words and circle suffixes, and indicate the sound of the suffix -ed with /id/, /d/, or /t/.\u00a0In Level 2 Fundations Teacher's Manual, Unit 12, Unit Test, page 382, the teacher dictates five sounds, five words, two Trick Words and three sentences. Students record the letters, words, and sentences. Students scoop and mark syllable types and vowel sounds, and circle suffixes.Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis.\u00a0In Level 2 Fundations Teacher's Manual, Unit 5, Unit Test, page 197, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.\u00a0In Level 2 Fundations Teacher's Manual, Unit 10, Unit Test, page 337, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7ec910be-7c07-4d3a-b5ca-5740a06a746d": {"__data__": {"id_": "7ec910be-7c07-4d3a-b5ca-5740a06a746d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "82244ea5-6e8d-48d8-88ee-f7b7d716e2dd", "node_type": null, "metadata": {}, "hash": "2f7aecd90acaf970e1c7337d4d9dc8f078bbf71b0cab9bf51ecb0ecbdd97d80b"}, "3": {"node_id": "e24229c9-ce29-4c54-ab99-e35f838ea93a", "node_type": null, "metadata": {}, "hash": "27ee31089fcf34589ae3b45deabfdf083a9370d835a0a71d0d9b5e6ce9f70528"}}, "hash": "bdf6ff71e9ba2fe40203dab3c9f099a817f67b08348362b5751f5260f1563914", "text": "In Level 2 Fundations Teacher's Manual, Unit 15, Unit Test, page 467, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the Unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)\n\nThe materials reviewed for Grade 2 do not meet the criteria for materials regularly and systematically offer assessment opportunities that genuinely measure student progress in fluency (as indicated by the program scope and sequence).The Level 2 Fundations materials include limited opportunities to measure student progress in fluency. The available fluency assessment is in the materials designated for the progress monitoring which is included as part of the online companion, the Prevention/Early Learning Community (PLC) for students receiving intervention. The Level 2 Teacher's Manual does not direct teachers to use the progress monitoring with all students. These materials would provide the only opportunity for teachers to individually measure the students\u2019 ability to read fluently. The Level 2 unit tests do not include opportunities for students to be assessed for oral reading fluency. After teachers are directed to move outside of the whole group materials and use the Fluency Kit as an intervention for students in Tier 2.\u00a0 Fluency progress monitoring is built in when recording real words, nonsense words (to measure decoding skill fluency), and phrase drills. Students\u2019 fluency progress is otherwise not assessed (including rate).\u00a0Examples of intervention assessment opportunities provided over the course of the year in materials for students to demonstrate progress toward mastery and independence of fluency include:In PLC, Level 2, Intervention tab, progress monitoring materials related to fluency are included with Word Identification, Nonsense words, and oral reading passages. The student is timed for one minute while reading the word list or story. Materials include a student tracking sheet.\u00a0In the Fundations Fluency Kit 2, it states the kit is to be used with students who need additional practice. Fluency Drills in the kit include phrases and stories. Word drills are 15 seconds and phrase drills are 60 seconds. Fun Stories are not timed. The stories are to emphasize reading with ease and expression for understanding.Examples of intervention assessment materials provide teachers and students with information about students in Tier 2 for current skills/level of understanding of fluency include:In the Fundations Fluency Kit 2, timed drill cards for high-frequency/irregular words, nonsense words (to measure decoding skill fluency), and phrases are included. There is one phrase card per unit, two high-frequency/irregular words per unit, and one nonsense word per unit. The kit includes graphs for students to chart their progress.In the Fundations Fluency Kit 2, it suggests a teacher tape record students\u2019 first oral reading and then re-record after practice. The teacher is to have the students listen to both and discuss accuracy and prosody improvement.Materials support teachers with instructional adjustments to help students in intervention make progress toward mastery in fluency.In the Fundations Fluency Kit 2, it suggests to teach students with reversals hints when they are practicing drills. For example, students can highlight all the b's or all of the d's before reading.In the Fundations Fluency Kit 2, it suggests to pair students up to practice drills. The teacher is to remind students that the goal is to improve both speed and accuracy. \u201cHowever, most important, remind them to read with expression and meaning so that the listener will understand.\u201d\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 2 partially meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.\u00a0The Level 2 Fundations curriculum and materials include a publisher-produced alignment document that states the standards and the location of the standards in the materials, including material/unit/page number through the online companion, Prevention/Early Intervention Learning Community (PLC). Standards are not listed in the daily lesson plans or teacher materials. Beyond reference in the Preface, the standards are not identified throughout the Teacher's Manual. The Level 2 Fundations materials do not provide a clear identification of the foundational skills standards featured within the program provided assessments. The unit tests list general topics as part of the assessment with no standards denoted. The teacher must determine which part of each assessment relates to a standard. There is a Common Core Alignment Guide provided with the Publisher\u2019s documents, but the alignment document does not include the assessments.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e24229c9-ce29-4c54-ab99-e35f838ea93a": {"__data__": {"id_": "e24229c9-ce29-4c54-ab99-e35f838ea93a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "7ec910be-7c07-4d3a-b5ca-5740a06a746d", "node_type": null, "metadata": {}, "hash": "bdf6ff71e9ba2fe40203dab3c9f099a817f67b08348362b5751f5260f1563914"}, "3": {"node_id": "67ba1dfb-7407-44f4-9b1c-c7e5d47d2dd8", "node_type": null, "metadata": {}, "hash": "cf5a32f6e036de418a07ecdf3edc0f7fc583ab728369d7ab967d91f3547d1e85"}}, "hash": "27ee31089fcf34589ae3b45deabfdf083a9370d835a0a71d0d9b5e6ce9f70528", "text": "The Level 2 Fundations Teacher's Manual, where the program\u2019s assessments are found, does not include an alignment to the standards.\u00a0Materials do not include denotations of the standards being assessed in the formative assessments.Materials do not include denotations of standards being assessed in the summative assessments.In Level 2 Teacher's Manual, pages 122-123, the Unit 2 assessment does not contain alignment to the Common Core State Standards.In PLC, Level 2 Unit Test Trackers (Class) do not contain alignment documentation to CCSS.An alignment documentation is provided for some tasks, questions, and assessment items. For example:In Level 2 Teacher's Manual, Preface, page VI, \u201cFundations provides specific measurable learning objectives which are aligned to the College and Career Ready Standards (Common Core State Standards CCSS).\u201dAlignment documentation contains specific standards correlated to specific lessons. For example:\u00a0In PLC, Printable Resources, Getting Started, there is a Common Core Standards for English Language Arts Correlations for Levels K-3 document.\u00a0 The document reviews how Fundations addresses Common Core State Standards and Foundational Skills. Standards are listed, per grade level, with material/unit/page number where the standard is addressed in the program.\n\nDifferentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching meet or exceed grade-level standards.\u00a0The Level 2 Fundations materials provide some differentiated instructional guidance for teaching students who are English Learners (EL). The introductory Student Success section of the Teacher's Manual provides research, a rationale, and principles appropriate to teaching EL students. Materials provide limited differentiated instruction suggestions described for EL students and less additional materials provided for EL students to be successful. The Teacher's Manual suggests that teachers provide additional supports in vocabulary and background knowledge by showing students pictures or using props and gestures.\u00a0 It also suggests\u00a0 to create opportunities for students to practice new vocabulary as well as use open-ended questions which will allow students to recognize instead of having to retrieve. These suggestions are unmet with examples and therefore cannot be guaranteed for consistency nor quality. The text states that EL students benefit from principles of instruction built into Fundations including the teacher modeling and multi-sensory approach. There are missed opportunities for daily plans to identify specific suggestions for English Learners.Materials provide limited support for ELL students. For example:\u00a0In Level 2 Fundations Teacher's Manual, Student Success, Differentiated Instruction, page 12, \u201cELs, as well as students with language-based learning disabilities, may have more difficulty retrieving the words to express concepts during the lesson. They may need to be given a choice of responses (such as \u2018Is this a digraph or a blend?\u2019) instead of asking open-ended questions (such as \u2018What is this called?\u2019).\u00a0General statements about ELL students or few strategies note at the beginning of a unit or at one place in the Teacher's Edition are then implemented by the materials throughout the curriculum.In Level 2 Fundations Teacher's Manual, Student Success, Differentiated Instruction, page 12, states that the key principles in Fundations critical for EL students are:Integration of listening, speaking, reading and writingExplicitly modeled skill and strategy instructionVerbal explanation for concepts enhanced by visual, physical and kinesthetic involvementOpportunities for student interaction in supportive groupsProcedures that ensure student engagement with hands-on activitiesClear and consistent directions and cueing systemsAmple opportunities to reinforce skillsScaffolded instructionRepetition of vocabulary, including vocabulary of word structure(such as digraph, short vowel)Assessment of current knowledge that is performance rather than language-based\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 2 meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards.\u00a0The Level 2 Fundations materials provide some differentiated instructional principles for students who are below grade level using this program. The Teacher's Manual suggests how Learning Activities can be differentiated to support struggling students at the introduction of each unit. Differentiation ideas are not included in daily lesson plans.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "67ba1dfb-7407-44f4-9b1c-c7e5d47d2dd8": {"__data__": {"id_": "67ba1dfb-7407-44f4-9b1c-c7e5d47d2dd8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "e24229c9-ce29-4c54-ab99-e35f838ea93a", "node_type": null, "metadata": {}, "hash": "27ee31089fcf34589ae3b45deabfdf083a9370d835a0a71d0d9b5e6ce9f70528"}, "3": {"node_id": "c9b8e2d3-7d10-4cbc-91dd-ff5bf69303eb", "node_type": null, "metadata": {}, "hash": "340cb2b79a742e71bf0814ee62c1966b71702165b215be4244fa8f726a7d8ed2"}}, "hash": "cf5a32f6e036de418a07ecdf3edc0f7fc583ab728369d7ab967d91f3547d1e85", "text": "Differentiation ideas are not included in daily lesson plans. The Fluency Kit is provided for students below grade level and provides additional instruction in fluency outside of the core program. Materials from the online companion, the Prevention/Early Intervention Learning Community (PLC), provide additional lesson support activities to be used as interventions or in a small group setting for students identified below grade level outside of the core program. The Teacher's Manual, the PLC, and the Fluency Kit provide instructional scaffolding techniques and additional opportunities for additional practice and/or to reteach below grade-level students to meet or exceed grade-level standards.Materials provide opportunities for small group reteaching. Examples include:In the PLC, Intervention, Intervention Resources, resources are included to support the instruction of students below grade level including:A list of activities/supports is included indicating additional activities a teacher can do with a struggling student. Activities can be done in a smaller group or one-on-one to work on specific skills. Teachers can look at errors on probes to determine what instruction is needed.Intervention Weekly Planners, a weekly planner for K through Level 3 is included. The weekly planner is blank, and teachers can fill in based on student needs.Intervention Learning Plan Template, a template is included for teachers to plan daily intervention lessons. The template is blank for teachers to fill in based on student need. There is a completed learning plan for teachers to view.Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards. Examples include:In Level 2 Fundations Teacher's Manual, Learning Activity Overview, Dictation/ Sentences, Differentiation, page 38, teachers are directed to allow struggling students use of their Student Notebooks. Teachers are directed to check-in with these students to be sure they recall the sentence correctly and provide reinforcement as needed.In Level 2 Fundations Teacher's Manual, Learning Activity Overview, Word of Day, page 56, teachers are directed to give additional decoding cues for struggling learners, such as giving them the keyword or tap the word out with them.\u00a0In Level 2 Fundations Teacher's Manual, Unit 7 Introduction, page 230, teachers are directed to encourage struggling students to use their Student Notebooks to assist with spelling. The Vowels page lists all three syllable types with keywords and can aid students in determining which syllable pattern is needed for long and short vowels.In Level 2 Fundations Teacher's Manual, Unit 9, Introduction, Differentiation, page 286, teachers are directed to guide students to the correct answer with a decoding or encoding task. This is followed by a scaffolded question example for a student who reads \u201cfrist\u201d for \u201cfirst\u201d.In Level 2 Fundations Teacher's Manual, Unit 14, Introduction, Differentiation, it directs teachers to have students repeat the sentences in phrases before writing.\u00a0 If they have difficulty recalling the whole sentence, have them repeat and write one phrase at a time.In the PLC, Intervention, Intervention Resources, resources are included to support the instruction of students below grade level including:\u00a0 An intervention inventory report, general lesson guidelines, additional lesson support activities, intervention learning plan template, completed intervention learning plan template, intervention weekly planners, intervention activity strips, and fluency videos/practice templates.\n\nMaterials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\u00a0The Level 2 Fundations materials provide some opportunities for extensions and advanced opportunities for students who are working above grade level. The Fundations Teacher's Manual shares brief suggestions for how to differentiate learning activities used throughout the program materials as well as ideas for differentiating each unit. Specifically, differentiation for advanced students sometimes includes the utilization of nonsense words in connection with the foundational skills being taught. The use of three syllable words for reading and spelling instead of two syllable words also provides more depth of foundational skills. For sentence dictation, differentiation for advanced students sometimes includes the teacher instructing students to show \u201ceverything they know\u201d by marking up all known concepts as well as dictating an additional sentence for them to write. The instructional suggestions shared are brief and do not involve the student going beyond the material presented. Opportunities are missed for advanced students to dive deeper into grade-level standards. Differentiation ideas for advanced students are not included in daily lesson plans.Materials provide some opportunities for advanced students to investigate grade-level foundational skills at a greater depth.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c9b8e2d3-7d10-4cbc-91dd-ff5bf69303eb": {"__data__": {"id_": "c9b8e2d3-7d10-4cbc-91dd-ff5bf69303eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "67ba1dfb-7407-44f4-9b1c-c7e5d47d2dd8", "node_type": null, "metadata": {}, "hash": "cf5a32f6e036de418a07ecdf3edc0f7fc583ab728369d7ab967d91f3547d1e85"}, "3": {"node_id": "3a438c40-153d-4774-b752-56276c921bfe", "node_type": null, "metadata": {}, "hash": "207530d2f9bbe96dce44557703f014bba314038629838e86139af087706aa885"}}, "hash": "340cb2b79a742e71bf0814ee62c1966b71702165b215be4244fa8f726a7d8ed2", "text": "Examples include:In Level 2 Fundations Teacher's Manual, Learning Activity Overview of Word of the Day-Differentiation, page 56, teachers are directed to challenge advanced students with nonsense words and more challenging vocabulary. The teacher calls on students to provide multiple meanings or give a word that means the opposite. Instruction is given to be sure the advanced students say a sentence for the Word of the Day, which clearly indicates the meaning of the word.In Level 2 Fundations Teacher's Manual, Unit 5, Introduction, page 172, teachers are directed to encourage advanced students to \u201ctransfer the skills of syllable division to authentic reading and writing tasks across the curriculum.\u201d Students look and listen for prefixes and suffixes that give cues to the meaning of words.In Level 2 Fundations Teacher's Manual, Unit 7, Introduction-Differentiation, page 230, advanced students use the three syllable words from the unit resources in reading and spelling for open syllable type.There are some instances of advanced students simply doing more assignments than their classmates. Examples include:In Level 2 Fundations Teacher's Manual, Unit 8, Overview, Differentiation, page 268, students should be challenged to increase the length of their writing samples, encouraged to use new vocabulary, and encouraged to apply other writing processes.In Level 2 Fundations Teacher's Manual, Unit 14, Introduction, Differentiation, page 416, students who finish writing more quickly, can proofread it carefully and then show \u201ceverything they know\u201d by marking up all known concepts. The teacher also has the option to dictate an additional sentence for those students to write on a separate piece of paper.\n\nEffective Technology Use and Visual Design\n\nMaterials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\u00a0The Levels K through 2 Fundations supplemental teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), are web-based and compatible with multiple Internet browsers such as Google Chrome, Firefox, Safari, and Microsoft Edge. The PLC follows a universal programming style and allows the use of tablets and mobile devices. The PLC was successfully accessed on Apple Macbook, Windows PC, Microsoft Surface Tablet, Apple iPad, Google Chromebook, Android phone, and iPhone. While the PLC is compatible on mobile devices, the PLC is not responsive to mobile devices. On a mobile device, it continues in full website mode.\n\nMaterials support effective use of technology to enhance student learning.\n\nThe Level 2 Fundations digital materials located on the online companion, Prevention/Early Literacy Intervention Learning Community (PLC), are intended for teacher use only. Students do not have access to this digital resource. The PLC only contains teacher resources or printables for students. Stories for Units 2 through 17 are located on the Prevention/Early Intervention Professional Learning Community for teachers to display during the Storytime lesson activities. The stories are found under My Resources, Printable Resources, Activity Resources, Storytime Resources, Level 2 stories. There is not a student learning technology program within or in addition to the digital platform.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe Level 2 Fundations supplemental teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), are intended for teacher use only. The PLC provides teacher resources under the Intervention tab, and teachers are able to download an editable lesson plan template for reteaching lesson plans. A completed lesson plan template is available for teachers to review. Other resources that can be personalized include a Unit Test Tracker which student names and dates can be added. There is not a student learning technology program within or in addition to the digital platform to personalize learning for students.\n\nMaterials can be easily customized for local use.\n\nThe Level 2 Fundations digital teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), provide teacher resources that can be customized.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a438c40-153d-4774-b752-56276c921bfe": {"__data__": {"id_": "3a438c40-153d-4774-b752-56276c921bfe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a12f85-2a8a-4635-8057-9a36c41c8fc4", "node_type": null, "metadata": {}, "hash": "44480ec695619af2c00146133b58252fe577f07afdf812ff1a801ae5f918b2d5"}, "2": {"node_id": "c9b8e2d3-7d10-4cbc-91dd-ff5bf69303eb", "node_type": null, "metadata": {}, "hash": "340cb2b79a742e71bf0814ee62c1966b71702165b215be4244fa8f726a7d8ed2"}}, "hash": "207530d2f9bbe96dce44557703f014bba314038629838e86139af087706aa885", "text": "On the PLC under My Resources, Printable Resources, and Planning tabs, for Level 2, a fillable daily plan is provided along with sample learning plans, a blank template for a learning plan for reteaching which includes the amount of time allotted for each activity. The remaining resource materials provided on the PLC are in pdf format and cannot be customized.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe Level 2 Fundations visual design is not distracting or chaotic. The digital teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), are for teacher use and are user-friendly. Other printable resources on the PLC are simple and engaging. Student print materials are not distracting. Materials, such as Letter Board, Magnetic Letter Tiles, Dry Erase Writing Tablet, Gel Word Board with Magic Pen, Student Notebook, Composition Notebook, My Fundations Journal, Desk Strip, and Echo Pointer are simple, yet engaging and free of distracting graphics or unnecessary information.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b90e36b-4be0-4440-92e6-c418f03054d1": {"__data__": {"id_": "2b90e36b-4be0-4440-92e6-c418f03054d1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "3": {"node_id": "be5cb748-9a63-489d-a15f-b55fa7a3b5c6", "node_type": null, "metadata": {}, "hash": "eec5e333f1e86b30d78481fedefd17095f0644fefdb36acfbcce29e40fd95dc8"}}, "hash": "d151c60c6099150eed11a4089c2840038692d1fbcf6e6f6789c337ac9ea7df9f", "text": "Carnegie Traditional\n\nThe instructional materials reviewed for the Traditional series from Carnegie do not meet expectations for alignment to the CCSSM for high school. The materials partially meet the expectations for focus and coherence as they partially attend to the full intent of the mathematical content contained in the high school standards for all students, do not attend to the full intent of the modeling process when applied to the modeling standards, partially allow students to fully learn each standard, and partially identify and build on knowledge from Grades 6-8 to the High School Standards. The materials also partially meet the expectations for rigor and the MPs as they partially support the intentional development of conceptual understanding and do not meet the expectations for meaningfully connecting the MPs to the standards for mathematical content.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe materials partially attend to the full intent of the mathematical content contained in the high school standards for all students. In most cases, the standard was addressed, clearly aligned and fully developed throughout the instructional materials. However, there were several instances where the instructional materials addressed the standard(s) to which it was aligned, but a particular component of the standard was not evident. In only a few instances were standards not clearly incorporated into the materials.\nThe following standards were identified as being especially strong/exemplary in terms of attending to the mathematical content:\n\nF-IF.2: This standard is fully met. Function notation is consistently used throughout the entire series.\nG-CO.6: This standard, using geometric descriptions for transformations, is addressed extensively. Examples of lessons addressing this standard are found in the Geometry materials on pages 24, 52 and 523.\nG-GMD.4: This standard requires students to identify the shapes of two-dimensional cross-sections of three-dimensional objects and identify three-dimensional objects generated by rotations of two-dimensional objects. In Geometry, lessons 4.1, 4.4, 4.5 and 4.7 include rotations of rectangles, circles and triangles as well as the cross-sections of cylinders, spheres, cubes, pyramids and cones. Additionally, the lessons include applications of the volume formulas for cylinders and cones.\n\nThe following standards were identified as not being fully attended to in the instructional materials:\n\nN-RN.1: The material provides an explanation of how the definition of the meaning of rational exponents follows from extending the properties of integer exponents but does not provide students the opportunity to explain themselves (Algebra 1 and Algebra 2).\nN-Q.1: Units are attended to repetitively throughout the instructional materials, especially in Chapters 1 and 2 of Algebra 1, where this standard is addressed. However, the portion of this standard regarding interpreting the scale and the origin in graphs and data displays is not called out in the problems. The lessons begin with a table of values and then use that data to create a graph (sections 2.1, 2.2, 2.6). There were not student or teacher prompts that provided an opportunity for discussion, nor were there explanations or clarification about how the data in the table was used to create a scale for the graph.\nN-Q.3: Determining level of accuracy is addressed on a basic level in the Algebra 1 materials in ways such as, \"It isn't possible to have .3 boxes of popcorn so we must round up to the next box.\" Opportunities were not found that allowed students to consider the level of accuracy needed in ways such as, \u201cShould we measure in feet or inches or sixteenths of inches?\u201d or \u201cAre integers or decimals two or three decimal places appropriate for the solution to a system?\u201d\nA-REI.11: This standard requires students to \"explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately.\" This is addressed only for linear and quadratic equations. Polynomial, rational, absolute value, exponential, and logarithmic functions that are specified in the standard are not addressed in any of the instructional materials.\nG-CO.2: The instructional materials provide students with the opportunity to represent transformations in the plane in a variety of ways. Students translate by moving the individual points of an angle (Geometry, page 52).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be5cb748-9a63-489d-a15f-b55fa7a3b5c6": {"__data__": {"id_": "be5cb748-9a63-489d-a15f-b55fa7a3b5c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "2b90e36b-4be0-4440-92e6-c418f03054d1", "node_type": null, "metadata": {}, "hash": "d151c60c6099150eed11a4089c2840038692d1fbcf6e6f6789c337ac9ea7df9f"}, "3": {"node_id": "4cc903ff-c6dd-4e0a-b137-5ff4daf7b296", "node_type": null, "metadata": {}, "hash": "2796a32bed002ba268ca2dfb7657f0f5690d96aeac865cac0f744e2aa8ea4f71"}}, "hash": "eec5e333f1e86b30d78481fedefd17095f0644fefdb36acfbcce29e40fd95dc8", "text": "Students translate by moving the individual points of an angle (Geometry, page 52). Students also cut out the copy of a polygon and move it around the coordinate plane (Geometry, page 515). The materials do not address \"describing transformations and functions.\" The materials have students analyze what happens to the x-values of the points of a figure and the y-value of points in a figure (Geometry, pages 517-518), but the materials do not have them write the transformation as a function.\nG-CO.13: Inscribed equilateral triangle, square, and regular hexagon are not included.\nG-GPE.5: Slope criteria is addressed in Geometry, lessons 3.1-3, but not as proofs.\nG-CO.4: Several sections of materials throughout the Geometry materials focus on experimenting with transformations in the coordinate plane. Materials provide ample opportunities to translate, reflect, and rotate line segments and figures in sections 1.2, 1.4, 1.5, and 7.1 of Geometry. However, evidence was not found in which the definitions of rotations and reflections are developed in terms of angles, circles, perpendicular lines, and parallel lines as outlined in this standard.\nS-ID.4: This standard requires students to: \u201cuse mean and standard deviation to fit it to a normal distribution and to estimate population percentages. Recognize there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.\u201d Problems were not found that included data sets where this procedure was not appropriate. There were no options for determining the area under the normal curve other than the text materials providing the percent for each interval.\nS-IC.4 and S-IC.5: Evidence was not found of the use of simulation to attend to the standard.\nS-CP.1: The instructional materials attend to the mathematical intent of the standard in that the terms, sample space and outcome, are consistently used throughout the probability sections of the materials. There is discussion of disjoint, intersecting, and complementary events (Geometry, sections 14.1, 14.2). However, there is no formal use of the term \"union\" used in the materials. Additionally, this standard is aligned to lessons beyond where the publisher shows in the alignment documents.\n\nThe following standards were identified as NOT ALIGNED to the mathematical content:\n\nN-RN.3: This standard is not addressed, although Algebra 1, lesson 14.1 is related. There is a statement that operations of rational numbers is closed; however, no explanation is provided. Furthermore, there was no evidence regarding the operations of adding and multiplying of irrational numbers as closed operations.\nG-MG.2: This standard was not identified in the publisher materials as being addressed in the materials nor was evidence of this standard found during the review process.\n\nAdditional notes about alignment:\n\nG-CO.9: This standard requires students to prove theorems about lines and angles. There are lessons throughout Chapter 2 of Geometry about writing proofs, lessons about lines and angles, and tasks that allow students to develop their understanding and then write proofs. However, one concern about this particular standard is that the standard is aligned to lessons where the standard is not specifically addressed. For instance, Geometry, lessons 2.1 and 2.3 contains prerequisite skills in the lesson that lead up to the standard rather than addressing the actual standard that is aligned to a given lesson. These lessons are not actually aligned to any high school standards and are only aligned to G-CO.9 in the alignment guide provided by the publisher.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nMaterials do not meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards.\nEach set of materials in the series includes a great number of lessons that contain a variety of components of the modeling process described in the CCSSM. However, these lessons are typically scaffolded to such an extent that students do not have an opportunity to work through the entire cycle of the modeling process independently. There are multiple applications, tasks and examples where restructuring the lesson to address the components of modeling would allow students to fully engage in the modeling process as required in the CCSSM. Students should have opportunities to be given a task/question/problem and then develop their own solution strategies, select the best tools for solving a problem or set of problems, create their own charts, graphs, and/or equations, evaluate and revise their and other answers, and report on their work - all for one task/question/problem rather than a part of the process for several different problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4cc903ff-c6dd-4e0a-b137-5ff4daf7b296": {"__data__": {"id_": "4cc903ff-c6dd-4e0a-b137-5ff4daf7b296", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "be5cb748-9a63-489d-a15f-b55fa7a3b5c6", "node_type": null, "metadata": {}, "hash": "eec5e333f1e86b30d78481fedefd17095f0644fefdb36acfbcce29e40fd95dc8"}, "3": {"node_id": "6a79d778-ac44-40d0-8f64-44c3a6ccfb7a", "node_type": null, "metadata": {}, "hash": "274963810b3368aa99b82285e029f0b986c120cd26ab7bfe87fe4f6c711cd58b"}}, "hash": "2796a32bed002ba268ca2dfb7657f0f5690d96aeac865cac0f744e2aa8ea4f71", "text": "Examples of when and how components of the modeling process are attended to, and how they fall short, include:\n\nAlgebra 1 includes a blood alcohol content problem (section 16.4). Students are asked to compute, interpret, and report their work through a series of scaffolded steps. However, not all six steps of the modeling process are included. For instance, students do not choose a model to use \u2013 they are given a table to fill in and an equation to use to find the values.\nIn Algebra I, lesson 2.1: The Plane! Modeling Linear Situations, students model the height of a plane in flight. Students look at a number of models (graphs, tables, algebraic expressions) and interpret the models in terms of the context, but in every case, they are provided explicit support including partially completed tables and step-by-step directions.\nAlgebra 1 and Algebra 2 materials provide multiple opportunities to interpret features of graphs and tables (F-IF.4), yet lack all the steps included in the modeling process to meet the full intent of the modeling standard which this indicator requires.\nIn Geometry, Lesson 15.5, the problem is about the probability the dart will hit a shaded area (page 1212) and does provide students with an opportunity to formulate a solution path. However, the problem does not attend to other aspects of the modeling process. Students are not asked to validate their solution beyond \"show your work;\" they do not report their findings or revise their processes.\n\nNotably, the \u201cformulate\u201d part of the modeling provided in the CCSSM is consistently lacking in the lessons provided in the materials. The CCSSM states that students should be \u201cformulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables.\" There was limited evidence that students were required to formulate a process for solving problems or work through the modeling process on their own.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials meet the criterion of expectation that allow for students to spend the majority of their time on content from CCSSM widely applicable prerequisites. The scope-and-sequence provided shows a strong focus on the standards necessary for college majors, postsecondary programs and careers. Analysis showed this scope-and-sequence to be largely, though not entirely, accurate.\nFor example, Geometry, lesson 10.5 is aligned to G-CO.9, G-CO.12 and G-SRT.8 by the publisher.\nLesson 18 is \u201cExterior and Interior Angle Measurement Interactions: Sum of the Exterior Angles of a Polygon.\u201d The components of the lesson have students writing formulas for the sum of the exterior angles of polygons, calculating the sum of the exterior angles of any polygon, writing formulas for the measure of each exterior angle of a regular polygon, calculating the measures of exterior angles and finding the number of sides given angle measures. Below is detail of how this lesson does/does not align to the standards the publisher\u2019s content map indicated for the lesson.\n\nG-CO.9: In Lesson 10.5, students use the theorems about lines and angles but the lesson is not designed to include proofs of either the theorems listed in the standard or other theorems. In fact, none of the learning goals for the section indicate that students will engage in proofs of any kind in this section.\n\n\nG-CO.12: This standard is accurately aligned \u2013 students are making constructions in this lesson.\n\n\nG.SRT.8: Students utilize trig ratios to solve one problem in the lesson. Trig ratios are not listed as a learning goal and are not an emphasis in the lesson.\n\n\nG-CO.13: This standard DOES align to the lesson but is not mentioned at all by the publisher in either the Geometry text or alignment map for the course. This standard requires students to construct a square and a regular hexagon inscribed in a circle. Both of those constructions are in problem 3 of this lesson. The alignment document provided by the publisher aligns lesson 1.7 to this standard, but that is incorrect, too. The standard requires an equilateral triangle to be constructed and the triangle that is constructed in lesson 1.7 is not necessarily an equilateral triangle and therefore does not align to the standard.\n\nPrerequisite material was mostly limited to \u201cWarm-Up\u201d tasks and used in a reasonable way to support meeting high school standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a79d778-ac44-40d0-8f64-44c3a6ccfb7a": {"__data__": {"id_": "6a79d778-ac44-40d0-8f64-44c3a6ccfb7a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "4cc903ff-c6dd-4e0a-b137-5ff4daf7b296", "node_type": null, "metadata": {}, "hash": "2796a32bed002ba268ca2dfb7657f0f5690d96aeac865cac0f744e2aa8ea4f71"}, "3": {"node_id": "818c9190-a2e9-45de-8f8a-73d48b1a51fa", "node_type": null, "metadata": {}, "hash": "b6f60bad333c31b89847658c0669edeb0e1c213d8104dec9e2786a326981cce5"}}, "hash": "274963810b3368aa99b82285e029f0b986c120cd26ab7bfe87fe4f6c711cd58b", "text": "Standards from Grades 6-8 are reviewed but not to an extent that is inappropriate. For example, Geometry, Chapter 14 begins by reviewing the middle school probability standards. A significant amount of time is not spent on this review, and it is an appropriate use of class time. After the first two review sections (approximately 135 minutes of class time according to the pacing guide), the other four lessons in the chapter transition to the high school probability standards. This was the only instance identified where more than just a portion of a lesson was spent on below grade-level standards, and the use of the review was appropriate in the context of the chapter and lessons.\nThe following examples show how the standards/clusters specified in the Publisher's Criteria for Widely Applicable Standards are developed in the materials.\n\nThe N-RN standards are included in both Algebra 1 and 2 materials; however, only three sections can be aligned to this strand of standards (Algebra 1 - 5.5 and 14.1, Algebra 2 - 9.4).\nMany of the Algebra standards span throughout Algebra 1 and Algebra 2 materials in the series. Evidence for this is found in Chapters 1, 2, 3, 4, 5, 6, 7, 11, 12, 13 and 15 for Algebra 1; evidence is found in Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 11 and 12 for Algebra 2.\nF-IF standards span throughout Algebra 1 and Algebra 2 materials in the series. A variety of functions are interpreted and analyzed. Algebra 1 focuses on linear, quadratic, and exponential while Algebra 2 focuses on quadratic, polynomial, exponential, logarithmic, rational, and trigonometric. Both Algebra 1 and Algebra 2 have students graph functions and identify/analyze features of those functions.\nS-ID.2 is in both Algebra 1 (throughout Chapter 8) and Algebra 2 (Section 15.1). Students build on their understanding of statistics from Grades 6-8 to compare the center and spread of a data set. Multiple representations are used: box-and-whisker plot, histogram, and stem-and-leaf plot.\n\nThe instructional materials do not include distracting content that is beyond than content expected to be taught in Algebra 1, Geometry, and Algebra 2.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nWhen used as designed, the instructional materials reviewed partially meet the expectation for allowing students to fully learn each standard.\nThe following are examples of where the instructional materials provide opportunities for students to fully learn non-plus standards.\nA-SSE.1: The materials give students many opportunities to develop a deep understanding of these standards. Algebra 1 addresses these standards throughout with some specific examples in lessons 2.1, 2.2, 3.2, 3.4 and 5.1. Algebra 2 also continually makes reference to the components of expressions and equations and asks students to comment on the connection to the context of the problem.\nThe following are examples of where the instructional materials provide opportunities for students to partially learn non-plus standards.\nA-CED.4: In Algebra 1, lesson 3.3, students re-write the temperature conversion formulas to solve for Celsius and Fahrenheit. This is the one example that was identified as addressing the aspect of the standard where students are required to rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.\nA-REI.1: The instructional materials provided insufficient opportunities for students to explain each step in solving a simple equation. Algebra 1, section 2.1 featured four examples in the textbook that required students to solve an equation and justify reasoning, although the \"justifying\" was overlooked as these steps were not included in the teacher edition. Justifications must be written out for a solved equation in Algebra 1, section 14.2. This section, however, is not aligned to this standard (it is aligned to N-RN.3), and the focus of this lesson is on the properties of real numbers rather than solving equations.\nN-Q.1: Students have sufficient opportunities to interpret units and scale in the context of a variety of problems; however, the lessons always provide the units and scale. To fully meet the standard, students should be provided the opportunity to decide on units and scale.\nN-RN.1: Algebra 1, Lesson 5.5 gives justification for properties of rational exponents but does not build to student explanations. The properties are shown with an example, and then students are expected to use them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "818c9190-a2e9-45de-8f8a-73d48b1a51fa": {"__data__": {"id_": "818c9190-a2e9-45de-8f8a-73d48b1a51fa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "6a79d778-ac44-40d0-8f64-44c3a6ccfb7a", "node_type": null, "metadata": {}, "hash": "274963810b3368aa99b82285e029f0b986c120cd26ab7bfe87fe4f6c711cd58b"}, "3": {"node_id": "5e83fdf1-7c9a-4f26-bd10-e591ef4a6be7", "node_type": null, "metadata": {}, "hash": "ca17fe3acf04721a21dd413a4b32c0ef3c824a8d444dbaa542e8613106fca97b"}}, "hash": "b6f60bad333c31b89847658c0669edeb0e1c213d8104dec9e2786a326981cce5", "text": "The properties are shown with an example, and then students are expected to use them. These are not properties students are expected to know from prior grades, so the examples/explanations are not adequate and do not attend to developing conceptual understanding of the properties of rational exponents.\nN-RN.2: Rewriting the radicals and rational exponents using the properties is included in Algebra 1, page 344; however, there are limited instances for student practice or development of the rules and few numbers without variables are included.\nF-LE.3: Algebra 1, lesson 5.1, addresses this standard when comparing simple and compound interest. Algebra 2, lesson 5.4, also addresses this standard. However, the quantity and direct computations of problems in these lessons is not sufficient for mastery of this standard.\nF-LE.4: The emphasis of the lessons aligned to this standard was on using the change of base formula. The components of the equation were not addressed, nor was base 2, which is specified in the standard.\nA-SSE.3b: Algebra 1, lesson 2.7 primarily uses completing the square as a method to find zeros of a quadratic equation (ample opportunities for practice in textbook, skills practice, and assignment books). Two examples in the material (page 778) use completing the square to identify the vertex of a quadratic. The instructional materials do not use the language of maximum or minimum.\nA-APR.6: No lessons ask students to use long division in the way specified by the standard -- that is, to recognize that division allows an equivalent form of the expression. The process of division is included, but the connection between the process and the zeros is not clear.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials meet the expectation for being coherent and consistent with the high school standards that specify the mathematics which all students should study in order to be college- and career-ready. In addition, the materials require students to engage in mathematics at a level of sophistication appropriate to high school.\nThe materials provide students with opportunities to engage in real-world problems throughout the courses. The students engage in problems that use number values that represent real-life values - fractions, decimals and integers. Solutions to problems also are typical of real-life situations. The context of most of the scenarios are relevant to high school students. Examples of where each book in the series meets the full depth are:\nAlgebra 1 - Analyzing representations of functions (sections 1.2, 1.3), rational functions (sections 7.5, 8.4), exponential and logarithmic functions (sections 10.2, 11.5), optimization (section 12.3).\nGeometry - Diagonals in 3-D (section 4.8), similar triangles (sections 6.4, 6.6), trigonometric ratios (9.2-9.4), probability (Chapter 14).\nAlgebra 2 - Linear equations and inequalities (sections 2.3, 2.6, 3.2, 3.4), systems of equations and inequalities (chapter 6, 7), quadratic functions (section 11.1), piecewise and step functions (sections 15.1, 15.2), \"modeling\" type problems (Chapter 16).\nStudents are often asked to evaluate the work of others--very often from problems done by one of the \"Crew\" -- characters that are students who are presented at the beginning of the materials that are supposed to represent other high school students working on the lessons.\nStudents are given ample opportunities to engage with most non-plus standards through the textbook lessons, skills practice, and student assignment book. The skills practice focuses on practice of basic skills. Each section has a minimum of one worked-out example provided as a model that can be helpful for lower-performing students. The student assignment book focuses on applying skills to real-world scenarios and extending general knowledge to multi-step problems.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe materials meet the expectation for fostering coherence through meaningful connections in a single course and throughout the series. Both teacher and student materials provide opportunities to build new knowledge from current knowledge. Connections between and across multiple standards are made in meaningful ways.\nThe student and teacher materials often refer back to prior lessons to make connections and/or build understanding. Specific examples include:\n\nAlgebra 1, lesson 5.2 (page 417) refers to previously defined concepts such as regression equation and coefficient of determination, which were introduced in chapters 9, 13 and 16 of the same course.\nAlgebra 2, lesson 1.5 refers back to lesson 1.3 in the same course.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e83fdf1-7c9a-4f26-bd10-e591ef4a6be7": {"__data__": {"id_": "5e83fdf1-7c9a-4f26-bd10-e591ef4a6be7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "818c9190-a2e9-45de-8f8a-73d48b1a51fa", "node_type": null, "metadata": {}, "hash": "b6f60bad333c31b89847658c0669edeb0e1c213d8104dec9e2786a326981cce5"}, "3": {"node_id": "4d081982-05b0-4207-a6bd-fba02bc1a3c2", "node_type": null, "metadata": {}, "hash": "9d69e12980188d10294180e0cfbdcc18f96ee4d0bc0a2cb7b6f2663605bfcaec"}}, "hash": "ca17fe3acf04721a21dd413a4b32c0ef3c824a8d444dbaa542e8613106fca97b", "text": "Student materials provide \"Warm ups\" at the beginning of each section that are primarily used to connect new learning to prior learning (Grades 6-8 or high school level). Specific examples are:\n\nAlgebra 1, lesson 11.4, uses the distributive property to introduce factoring (learned in Grades 6-8).\nGeometry, lesson 11.1, introduces circles with a warm-up on drawing a circle with a given radius or diameter and then finding circumference and area (learned in Grades 6-8).\nAlgebra 2, lesson 2.1, identifies different forms of quadratic equations (learned in Algebra 1).\n\nLearning goals are explicitly stated at beginning of each section (\"In this lesson, you will\u2026\"); however, connections to prior learning are not explicitly made (i.e. \"Previously you learned\u2026).\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe materials partially meet the expectation for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. Sometimes the material reviews some Grade 6-8 concepts, but not in a distracting or excessive way; rather, the material is presented in a manner that refreshes students and prepares them for the new concept.\nGrades 6-8 standards are not clearly identified in teacher and student materials. However, there is a column labeled \"Access Prior Knowledge\" in the alignment documents that sometimes specified a middle school CCSSM to which the lesson is aligned. There are not very many explicit connections that link the lessons to prior learning for the teachers.\nExamples of how lessons connect to middle school content include:\n\nStudents' exposure to calculating area and perimeter of two-dimensional shapes and calculating volume and surface area for three-dimensional shapes is built upon at the high school level through the use of application problems. The connection between two-dimensional figures and three-dimensional figures is a focus through the study of cross sections. Additionally, students learn how to calculate area and perimeter of a two-dimensional figure on a coordinate plane.\nCluster 7.RP: Ratios and proportional relationships is built upon at the high school level when learning about similarity of figures and related proportionality theorems (i.e., triangle proportionality theorem, proportional side theorem, proportional segments theorem, and triangle midsegment theorem).\nThe heading \"Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers\" under cluster 7.NS builds the foundation for the high school standard of A-APR.7 in which students rewrite rational expressions and perform operations with rational expressions.\nN-RN.2 closely aligns with 8.EE.1 in the Grade 8 standards. Materials require students to apply exponent rules in Algebra 1 (section 5.5) and Algebra 2 (section 9.4), but this does not go beyond the expectations for the middle school standard.\n8.EE.8 (\"Analyze and solve pairs of simultaneous linear equations\") connects to standards A-REI.5, A-REI.6, A-REI.7, A-REI.11, and A-REI.12 in which students solve a linear equation algebraically and graphically and extend this to solving and graphing systems of linear inequalities.\nIn Grade 8, students learn how to utilize the Pythagorean theorem to determine unknown lengths of sides of right triangles and calculate distances in a coordinate plane. At the high school level, students are expected to prove the theorem and apply the Pythagorean theorem and its converse in the context of real world problems. Furthermore, the Pythagorean theorem serves as an introduction to 45-45-90 and 30-60-90 triangles.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards are usually identified in the supplementary alignment document as (+) standards. They are not identified as plus standards within the materials even though the standards are explicitly stated (teachers would need to know which standards are plus standards to know this within the lessons). Furthermore, plus standards are often within lessons that include non-plus standards. One concern is that the plus content cannot be separated from the non-plus standards within a lesson. Also, the plus standards are often in a lesson in the middle of a chapter (Algebra 2, lesson 7.4 contains at least two plus standards but lesson 7.5 does not). In order for students to accomplish the tasks in lesson 7.5, they must complete most problems in lesson 7.4. Therefore, a teacher could not choose to leave out plus standards and still complete all of the lessons not aligned to the plus standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4d081982-05b0-4207-a6bd-fba02bc1a3c2": {"__data__": {"id_": "4d081982-05b0-4207-a6bd-fba02bc1a3c2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "5e83fdf1-7c9a-4f26-bd10-e591ef4a6be7", "node_type": null, "metadata": {}, "hash": "ca17fe3acf04721a21dd413a4b32c0ef3c824a8d444dbaa542e8613106fca97b"}, "3": {"node_id": "2f295484-eb36-48ec-90d9-4a8bbdf65aed", "node_type": null, "metadata": {}, "hash": "309c4966d24e33279babfa966ab12979e20ea6cb67ad32934bf013f5eb474454"}}, "hash": "9d69e12980188d10294180e0cfbdcc18f96ee4d0bc0a2cb7b6f2663605bfcaec", "text": "Number and Quantity Standards: Three of eighteen plus standards for number and quantity are included in materials (N-CN.3, N-CN.8, N-CN.9)\nAlgebra Standards: Two of the four plus standards for Algebra are included in materials (A-APR.5, A-APR.7) Algebra 2, section 8.2 covers all operations with rational numbers to fully address standard A-APR.7.\nFunctions Standards: Eight of the eleven plus standards for functions are included in the materials (F.IF.7d, F-BF.1c, F-BF.4b, F-BF.4c, F-BF.4d, F-BF.5, F-TF.3, F-TF.7). F-IF.7a is thoroughly covered in sections 7.1-7.4 of the Algebra 2 textbook. Trigonometric plus standards add to work with trigonometric functions in non-plus standards and make connections to college course work.\nGeometry Standards: Five of the six plus standards for Geometry are included in the Geometry textbook (G-GMD.2, G-SRT.9, G-SRT.10, G-SRT.11, G-C.4). Trigonometric plus standards do not deter from students' work with non-plus standards in defining trig ratios and using trig ratios to solve problems involving right triangles.\nStatistics Standards: Four of nine plus standards for statistics are included in the instructional materials (S.CP.8, S.CP.9 , S.MD.6 and S.MD.7).\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe materials partially meet the expectation for supporting the intentional development of students\u2019 conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters. The lessons throughout the materials are generally well developed to allow students to build conceptual understanding of the key mathematical concepts. The few missed opportunities are noted below. The lessons, practice, and assessments allow for students to develop and demonstrate their understanding through a variety of methods including models, constructions, and application problems. The materials often provide students with opportunities to justify, explain and critique the reasoning of others; however, sometimes steps for solving problems are scaffolded in a way that restricts alternate ways of approaching a problem and therefore diminishes the cognitive demand of the lesson (see N-RN.1 below). Students are asked to demonstrate their understanding in a variety of ways including within class discussion, within groups and/or pairs, and individually. The materials generally provide some opportunities for students to build their understanding from simpler problems and numbers to more complex situations and numbers\nThe following are some specific ways the development of students' conceptual understanding is met:\nF-IF.A: Function notation is consistently used and developed throughout the entire series. A sorting activity in Algebra 2, lesson 1.3 on pages 27-33 provides students with the opportunity to analyze relations (represented in an equation, table, graph, or scenario) and sort them into equivalent relations. As a follow-up, students are asked to determine which of the equivalent relations represents a function and which does not represent a function.\nG-SRT.6: Geometry, lesson 9.1 features an exploration with ratios as an introduction to the trigonometric ratios of sine, cosine and tangent. Students are expected to calculate ratios of sides in given triangles (concrete) and generalize these findings to overarching questions near the conclusion of the exploration (i.e., \"Is each ratio the same for any right triangle with a congruent reference angle? As a reference angle measure increases, what happens to each ratio?\"). This concept is extended in section 9.2 on page 672.\nS-ID.7: Students have many opportunities to develop their conceptual understanding of slope and intercept in the context of the data. The material repeatedly uses charts to break down functions into their components that the student must interpret in context and then draw conclusions about. Some examples of this are included in Algebra 1 on pages 170 and 176. Slope and y-intercept are again interpreted in context of a given scenario and data set in Algebra 1 on pages 524-525.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2f295484-eb36-48ec-90d9-4a8bbdf65aed": {"__data__": {"id_": "2f295484-eb36-48ec-90d9-4a8bbdf65aed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "4d081982-05b0-4207-a6bd-fba02bc1a3c2", "node_type": null, "metadata": {}, "hash": "9d69e12980188d10294180e0cfbdcc18f96ee4d0bc0a2cb7b6f2663605bfcaec"}, "3": {"node_id": "1a8cf031-acab-4be3-9a8e-2a09acc8c55d", "node_type": null, "metadata": {}, "hash": "d8189d54ae704944a466f867b09f10cd30c4df5d574f2254550712473ce02cf5"}}, "hash": "309c4966d24e33279babfa966ab12979e20ea6cb67ad32934bf013f5eb474454", "text": "Another example (page 531) is given in which the y-intercept must be obtained through extrapolation and the students must determine whether the extrapolated y-intercept makes sense in terms of the context.\nSome specific places where opportunities for students to fully develop conceptual understanding are partially met:\nN-RN.1 - The relationship between rational exponents and radical notation is provided to students in Algebra 1, sections 5.5 and 14.3, and in Algebra 2, sections 9.4 and 9.5. Although there are several opportunities with equivalent and simplified expressions, students are shown the rules and are expected to use them. For example, there are no connections for the product property between the exponent and repeated multiplication that would allow students to deepen their understanding of the properties rather than just repeat a rote process.  A cut and paste grouping activity (Algebra 2, page 699) is utilized to group equivalent expressions that are written in non-simplified form. One question in this section (Algebra 2, page 707) shows three examples of student work and has the student determine whose work is correct. A similar question (Algebra 2, page 706) shows three different methods for simplifying an expression (all methods are correct; one uses radical notation while the other two use rational exponent notation), and students need to identify similarities and differences among the methods and explain in writing why all three are correct. Although the variety of activities are included, the activities only require students to apply rules that are given, not develop the rationale for those rules.\nA-REI.A: This cluster is addressed in Algebra 1 Lesson 2.1, but not in a way such that students are required to justify the solution process. Students only have to solve problems and show work. The teacher notes suggest that the teacher ask about the process for solving and if there is more than one way, but the justification or construction of a viable argument is not required by the prompts provided. Additionally, this lesson includes these problems as a portion of the lesson but not the emphasis of the lesson; therefore, this standard is not fully developed in this lesson or in subsequent lessons in this course. In contrast, Algebra 2, Section 8.3 includes many opportunities to develop students' conceptual understanding of solving rational equations. A cut and paste sorting activity on page 631 is utilized to distinguish between the methods of cross-multiplying and using the least common denominator and when it is most advantageous to use each method. One question in this section (page 626) shows two examples of student work where each student uses a different method. Students are asked to compare and contrast the methods.\nA-REI.11: This standard is thoroughly addressed only for linear and quadratic equations, and rational functions are addressed in only one example. Polynomial, absolute value, exponential and logarithmic functions that are specified in the standard are not addressed in any of the courses.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe materials meet the expectation for providing many intentional opportunities for students to develop procedural skills and fluency. The lessons begin with a \"Warm Up\" problem that often review the procedure from a previous lesson or lessons. Within the lessons, students are provided with opportunities to develop procedures for solving problems that begin to develop fluency. The lessons provide students with a variety of practice experiences - some problems are completed with the whole class, others with partners and some independent. Each classroom lesson ends with a \"Check for Students' Understanding\" that is often furthering the development of procedural skills learned in the lesson. The materials also include a \"Student Skills Practice\" workbook and a \"Student Assignments\" workbook. Both of these workbooks continue to develop procedural fluency by providing significant opportunities for students to practice independently. The student skills practice that accompanies each course in the series primarily focuses on developing fluency of mathematical procedures.\nSome highlights of strong development of procedural skills and fluency include:\nA-APR.1 - Students are provided several opportunities to practice adding, subtracting, and multiplying polynomials within Algebra 1, Lessons 12.1 and 12.2 to enhance student fluency in conducting this skill.\nA-SSE.2: The instructional materials provide multiple opportunities for building fluency with factoring (Algebra 1 Lessons 12.4, 12.5; Algebra 2, Lesson 4.2).\nF-BF.3 - Materials strongly emphasize transformations of functions, and this is evident in the amount of practice the materials provide.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1a8cf031-acab-4be3-9a8e-2a09acc8c55d": {"__data__": {"id_": "1a8cf031-acab-4be3-9a8e-2a09acc8c55d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "2f295484-eb36-48ec-90d9-4a8bbdf65aed", "node_type": null, "metadata": {}, "hash": "309c4966d24e33279babfa966ab12979e20ea6cb67ad32934bf013f5eb474454"}, "3": {"node_id": "dc32781f-a033-4605-b2dd-9f574f3032d7", "node_type": null, "metadata": {}, "hash": "289b2c12e72590675619d46fc2203f0efdf1e525a37b3661d268f9f9ba6cbd20"}}, "hash": "d8189d54ae704944a466f867b09f10cd30c4df5d574f2254550712473ce02cf5", "text": "For several types of functions (quadratic, radical, rational, exponential, logarithmic), students practice graphing a transformed function, write in words how f(x) is transformed to g(x), write transformed functions in terms of other graphed functions (example problems in Algebra 2, page 281 in the Student Skills Practice), and use a table to show how a reference point from a parent function is mapped to a new point as a result of a transformation.\nG-GPE.4 - Materials provide several opportunities to use the distance formula and slope formula to classify quadrilaterals on the coordinate plane. All types of quadrilaterals are discussed in the materials.\nG-GPE.5 - Materials provide several opportunities in Geometry, Section 1.5, to determine whether two lines are parallel or perpendicular given an equation or a graph with plotted points. Students also write an equation of a line passing through a given point that is parallel/perpendicular to a given line. Furthermore, in Geometry, Section 10.7 uses information about the slope of parallel and perpendicular lines to classify quadrilaterals on the coordinate plane.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe materials meet the expectation of the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Students work with mathematical concepts within a real-world context. Sometimes contextual situations are used to introduce a concept at the beginning of a lesson while other times contextual situations are used as an extension of conceptual understanding. Single-step and multi-step contextual problems are used throughout all series materials and are intended to be utilized in different class settings (individual, small group, whole group).\nSome standards/clusters that were particularly suited to application problems include N-Q.A, A-SSE.3, A-REI.11, F-IF.B, F-IF.7, F-BF.1 and G-SRT.8.\nAdditional considerations related to real-world applications:\n\nWhen students are given a mathematical object within a provided context, the materials have students decompose the object into its individual terms in which students need to identify the appropriate unit, contextual meaning, and mathematical meaning. For an example, see the table on page 78 in Algebra 1.\nStatistical concepts are taught within contextual settings requiring students to interpret data and make sense of their conclusions. For example, measures of central tendency are compared when analyzing the dot plots for the heights of players on two basketball teams. Polls and voting are used to provide context to teaching how to make inferences from population samples.\n\nAs noted previously, these applications are often given with extensive scaffolding, which could detract from the full depth of the standard being met, especially in regards to the modeling standards (see indicator 1aii).\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe series materials meet the expectation of providing balance among conceptual understanding, procedural fluency, and application. No one aspect of rigor dominates problems/questions in textbook materials. In many lessons throughout the series, students are required to use multiple representations and written explanations to support their work and justify their thinking in order to demonstrate their understanding of procedures, skills, and concepts. The lessons generally provide opportunities for students to develop conceptual understanding - often through an initial application of a real-world concept - and are followed by opportunities for students to develop fluency through the \"Student Skills Practice\" sections.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of overarching, mathematical practices (MP1 and MP6), in connection to the high school content standards, as required by the MPs. A very brief overview of the MPs and how they are generally addressed throughout the series is included at the beginning of each course textbook (for example, Geometry FM-22 to FM-30) as well as aligning the types of problems students will encounter to the MPs (for example, see Geometry FM-42 to FM-45). Although the material shows an example of each MP, no notation/justification is given for why or how that particular example relates to the identified MP.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dc32781f-a033-4605-b2dd-9f574f3032d7": {"__data__": {"id_": "dc32781f-a033-4605-b2dd-9f574f3032d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "1a8cf031-acab-4be3-9a8e-2a09acc8c55d", "node_type": null, "metadata": {}, "hash": "d8189d54ae704944a466f867b09f10cd30c4df5d574f2254550712473ce02cf5"}, "3": {"node_id": "ebcdfd21-ec31-403e-99e8-0e3d60a10d6d", "node_type": null, "metadata": {}, "hash": "960d27ae1492f3b8993dc6201971f1721e1e1d689a7b1881f122215b04da5b84"}}, "hash": "289b2c12e72590675619d46fc2203f0efdf1e525a37b3661d268f9f9ba6cbd20", "text": "For MP1, the introductory \"supporting the practice\" section in the teacher materials states that a key component is for students to make sense of problems and develop strategies for solving problems. Student development of strategies is not evident in the majority of lessons other than students creating a pathway to a solution that mimics the examples given or that follow a scaffolded process that is provided for students. These support structures reduce the level of sense making required to fully address this practice standard. If the scaffolded and/or repetitive structure was abandoned, students would have the opportunity to make their own sense of problems and develop their own methods for solving them.\nMP6 is addressed throughout the materials. Students are often asked to use or create definitions, use units appropriately when necessary, and expected to communicate understanding clearly in writing and/or orally.\nAlthough many of the components, of the practice standards are included in the lessons, the use of the practice standards would be enhanced if the publisher identified which practice standard(s) are best emphasized in each lesson or group of lessons to provide focus and direction to the teacher.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of reasoning and explaining, MP2 and MP3, in connection to the high school content standards, as required by the MPs.\nFor MP2, the overview says that this standard is addressed throughout the lessons because lessons often begin with real-world application and transition to mathematical representations. Although this may be a part of attending to MP2, this is not the entirety of the standard. For MP3, students often do construct viable arguments and do critique the reasoning of others. However, no additional support for helping teachers or students develop this standard is evident. It is stated that exemplar answers are provided but how to get students to get to those types of answers is not addressed. Some examples of how the materials align to components of MP2 and MP3 include:\n\n\"Thumbs Up\" problems embedded throughout series materials provide opportunities for students to uncover a (potentially new) solution pathway and analyze the approach as they try to make sense of another student's work.\n\"Thumbs Down\" problems embedded throughout series materials provide opportunities for students to analyze an incorrect solution pathway and explain the flaw in the reasoning that was provided.\n\"Who's Correct\" problems embedded throughout the series provide opportunities for students to analyze several solution pathways and decide whether they make sense. If a solution pathway is incorrect, students are asked to explain the flaw in the reasoning that was provided.\nIn Algebra 1 and Algebra 2 materials, tables are utilized to consider the units involved in a problem (for example, Algebra 1 textbook, page 89). These tables provide the opportunity for students to attend to the meaning of quantities in an attempt to relate the contextual meaning and mathematical meaning of the provided scenario.\n\nProblems frequently ask students to explain their reasoning. For example, Algebra 1 lesson 2.1 includes, \u201cWhat is the slope of this graph? Explain how you know,\" but extensive use of scaffolding for problems reduces the depth of sense making required.\nThe material encourages students to decontextualize problems, often requiring them to come up with a verbal model or a picture of the problem and then put the mathematical measurements back in to find the answer. The material consistently provides opportunities for students to define the variables in the context of the problem and also define the terms of more complicated expressions within the context of the problem (Algebra 1, page 185).\nThe material consistently poses problems that require students to examine simulated student work, determine if they were correct or not, and defend their answers with solid mathematical reasoning.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of modeling and using tools, MP4 and MP5, in connection to the high school content standards, as required by the MPs.\nFor MP4, the information states that the materials provide opportunities for students to create and use multiple representations, and this is often true. However, there are not often specific instructions for teachers on how to make connections or get the connections from the discussion or even which connections to emphasize. For instance, in Algebra 1, lesson 11.6 on page 664, students have a table, a graph and a set of characteristics to identify. The guiding questions only call out characteristics of the problem and of using a calculator and do not make connections between the representations. The connections between the ways the zeros are represented is critical - in a table and on a graph.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ebcdfd21-ec31-403e-99e8-0e3d60a10d6d": {"__data__": {"id_": "ebcdfd21-ec31-403e-99e8-0e3d60a10d6d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "dc32781f-a033-4605-b2dd-9f574f3032d7", "node_type": null, "metadata": {}, "hash": "289b2c12e72590675619d46fc2203f0efdf1e525a37b3661d268f9f9ba6cbd20"}, "3": {"node_id": "a96c2f5b-769b-4249-9316-894542c908a8", "node_type": null, "metadata": {}, "hash": "2e1174a48c719bb2de554ef555b8cd0c412791d8da1aee03b33e68112e23c616"}}, "hash": "960d27ae1492f3b8993dc6201971f1721e1e1d689a7b1881f122215b04da5b84", "text": "One question is \"how do you use a graphing calculator to determine the x-intercepts?\" This question gives no answers and has many - students can look at the graph, the table, or calculate it all using the calculator. No connections are made for teachers or students about why this is, and therefore, MP4 is lacking in this lesson.\nLessons throughout the series prompt students to engage in scaffolded steps in the modeling process as required by MP5.\n\nA variety of tools are utilized to perform geometric constructions (i.e. compass, paper, pencil, rule, patty paper). Tools in the Algebra 1 and Algebra 2 materials are primarily limited to paper, pencil, calculator and/or graphing calculator. Students rarely have opportunities to choose an appropriate tool to use to solve a problem. Materials often includes, \"Use your calculator to\u2026\" within directions. Many lessons demonstrate the steps of using a graphing calculator and then provide students with opportunities to use the results to help find solutions to problems (Algebra 1, pages 167 and 426).\nMany lessons within the series utilizes multiple representations to model a problem context. For example, an exponential growth problem discussed in Algebra 1, pages 348-349, represents the scenario in a table, graph, and equation. Questions in the textbook are included to identify relationships among the representations.\n\nMany lessons include mathematical models of real-world situations, but models are typically provided so that students are not asked to develop models themselves. For example, Algebra 1, lesson 2.1 includes a situation modeling the change in altitude of a plane but gives tables for students to complete and tells them to use one of the tables to draw a graph.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of seeing structure and generalizing, MP7 and MP8, in connection to the high school content standards, as required by the MPs.\nThe materials require students to look for patterns, make generalizations, and explain the structure of expressions. Teacher-guided questions used during class discussions prompt students to look for structure and make generalizations. For example:\n\n\"How is the difference of two squares similar to the difference of two cubes? How is the difference of two squares different from the difference of two cubes\" is asked during a lesson on factoring (Algebra 1 section 12.5).\n\"Why does this construction work?\" is frequently asked of students in Chapter 1 of the Geometry textbook when students are making several constructions.\nThe teacher guiding questions included in Algebra 1, Lesson 1.2 are used to assist students in generalizing their findings after completing a sorting activity of graphs into a function group and a non-function group. Questions include: \"Did all the graphs fit into one of the two groups? Can a graph be neither?\" \"What do graphs of non-functions look like?\" \"What do graphs of functions look like?\" \"Area all curved graphs considered graphs of non functions?\" \"Are all linear graphs considered graphs of functions?\"\n\nSome lessons include a focus on seeing structure and generalizing (e.g., Algebra 1, lesson 11.4 \"Factored Form of a Quadratic Function\"). Instructional materials frequently summarize a lesson by having students compare several problems and identify similarities as on page 219 of Algebra 1. However, most problems are typically scaffolded and provide students with a solution process which limits the students\u2019 need to use structure and generalize. Students might be using repeated reasoning and structure to solve problems, but this is a byproduct of repeated practice or scaffolded examples rather than an intentional outcome of student discussion or problem-solving.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a96c2f5b-769b-4249-9316-894542c908a8": {"__data__": {"id_": "a96c2f5b-769b-4249-9316-894542c908a8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a79ba53-779a-4097-9fea-e9a804f84b9b", "node_type": null, "metadata": {}, "hash": "f0651dd942062eed9a672737533c4d58f7134fe4a520705b6ff6f54a8a5d8997"}, "2": {"node_id": "ebcdfd21-ec31-403e-99e8-0e3d60a10d6d", "node_type": null, "metadata": {}, "hash": "960d27ae1492f3b8993dc6201971f1721e1e1d689a7b1881f122215b04da5b84"}}, "hash": "2e1174a48c719bb2de554ef555b8cd0c412791d8da1aee03b33e68112e23c616", "text": "The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6f016a3a-7b2e-4ead-b69d-051cad02e093": {"__data__": {"id_": "6f016a3a-7b2e-4ead-b69d-051cad02e093", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "3": {"node_id": "f2fdcb09-cf20-44fc-9b11-75b46a0fc236", "node_type": null, "metadata": {}, "hash": "383b4e8493da808d5fd3f22cd94b1ba3dccfc149a2fca3a9d18e786eb05e6eb0"}}, "hash": "668cc74c493c8a83b373d07e6f2c6cb7924ec5bb0594bab88bdfbb990ab9e904", "text": "Eureka Math\n\nThe materials reviewed for Grade 4 are aligned to the CCSSM. The materials are focused within assessments and spend the majority of time on the major work of the grade. The materials are also coherent, following the progression of the standards and connecting the mathematics within the grade level. The Grade 4 materials include all three aspects of rigor and there is a definitive balance between conceptual understanding, fluency and application. MPs are identified and used to enhance the mathematical content, but the materials often do not attend to the full meaning of each MP and some are misidentified.\n\nFocus & Coherence\n\nThe materials reviewed for Grade 4 meet the expectations for gateway 1. These materials do not assess above-grade-level content, and they spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are consistent with the mathematical progression in the standards, and students are offered extensive work with grade level problems. Connections are made between clusters and domains where appropriate. Overall, the Grade 4 materials are focused and follow a coherent plan.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each module.\n\nNo above-grade-level content was assessed on mid-module or end-of-module assessments.\nAll assessments, rubrics and topics relate to Grade 4 standards or below.\nThe summative assessments focus on grade-level topics.\nStudents are expected to become fluent in addition and subtraction with larger numbers within the first module.\nStudents are allowed to choose a method for multiplication and encouraged to use a method based on place value.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters in 4.NBT and 4.NF and cluster A in 4.OA.\n\nWhile some lessons include multiple standards, a large majority are explicitly focused on major work.\nOf seven modules, module 1 addresses major work exclusively. Modules 2, 3, 5, 6 and 7 devote a few lessons to additional and supporting work.\nModule 4 focuses on additional and supporting work.\nOf the 27 assessment days, 18 are devoted to major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for supporting content as a way to enhance coherence. For Grade 4, reviewers focused on the use of data, factors and multiples, measurement, and conversion of measurements as methods for supporting operations with whole numbers and fractions.\n\nIn module 2, students are solving measurement word problems using the four operations.\nIn module 2, students are solving problems using metric conversion giving them practice with multidigit arithmetic.\nIn module 2, conversion strategies are suggested including strategies relying specifically on place value.\nIn module 3, factors and multiples are used for multidigit arithmetic.\nIn module 5, students create line plots using fractional measurements.\nIn module 5, students solve measurement word problems involving fractions.\nIn module 7, students are solving multiplicative comparisons and conversions using their understandings of place value and operations.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for this indicator by providing a viable level of content for one school year.\n\nMaterials provide for 180 days of instruction and assessment.\nLessons are expected to be 60 minutes.\nLessons generally include fluency practice, application problems, concept development, and a student debrief.\nThe materials are structured so that a teacher could make modifications if necessary.\nWhile a district, school or teacher would not need to make significant changes to the schedule set forth, reviewers indicated concerns for the volume of lessons.\nSome lessons may take longer than indicated.\nDays are included at the end of the year for culmination activities and preparation for summer practice.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f2fdcb09-cf20-44fc-9b11-75b46a0fc236": {"__data__": {"id_": "f2fdcb09-cf20-44fc-9b11-75b46a0fc236", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "6f016a3a-7b2e-4ead-b69d-051cad02e093", "node_type": null, "metadata": {}, "hash": "668cc74c493c8a83b373d07e6f2c6cb7924ec5bb0594bab88bdfbb990ab9e904"}, "3": {"node_id": "71cc4acb-eeb4-4888-8393-15e9408b31c9", "node_type": null, "metadata": {}, "hash": "e7abe67f34556dbbc196b77d8d87dc78300146521f8d6120d9793f2e4ac7566b"}}, "hash": "383b4e8493da808d5fd3f22cd94b1ba3dccfc149a2fca3a9d18e786eb05e6eb0", "text": "Days are included at the end of the year for culmination activities and preparation for summer practice.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 4 are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.\n\nThe problem types included in the application problems show an increasing level of difficulty.\nFoundational standards from Grade 3 or from previous Grade 4 work are included for each module.\nIn later modules, standards from earlier in the school year are listed as foundational standards. For example, 4.OA.3 and 4.NBT.4 are taught in module 1 and then listed as foundational standards in module 2.\nModule 1 focuses on multidigit addition and subtraction. Module 2 includes problem solving with these strategies. Module 3 progresses to multiplication and division.\nWithin the fraction progression, students first work with unit fractions, then fraction equivalence and ordering, then addition and subtraction and finally multiplication of fractions.\nProblem sets in each module offer students extensive work on grade-level problems.\nWithin the differentiation sections, teachers are given suggestions for supporting struggling students while continuing to expect that students work on grade-level problems.\nSuggestions for supporting the English language learner (ELL) continue to reflect the high level of expectations for these students.\nTeacher notes include suggestions for advanced students to continue working within their grade level while deepening their understanding of the content.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 4 foster coherence through connections at the grade level.\n\nModule 1 includes a topic called \"Place Value of Multidigit Whole Numbers,\" which is similar to the cluster heading \"Generalize Place Value Understanding for Multidigit Whole Numbers.\"\nModule 2 is called \"Unit Conversions and Problem Solving with Metric Measurement,\" which is similar to the cluster heading \"Solve Problems Involving Measurement and Conversion.\"\nModule 5 has a topic called \"Decomposition and Fraction Equivalence,\" which is similar to the cluster heading \"Extend Understanding of Fraction Equivalence and Ordering.\"\nModule 5 connects 4.NF.A to 4.NF.B and connects both to 4.MD.A and 4.MD.B.\nModule 3 connects 4.OA.A to 4.MD.A.\nModule 3 connects 4.NBT.A and 4.NBT.B to 4.OA.A.\nModule 4 connects the measurement and geometry domains.\n\nRigor & Mathematical Practices\n\nThe materials reviewed for Grade 4 meet the expectations for gateway 2. The materials include each aspect of rigor: conceptual understanding, fluency, and application. These three aspects are balanced within the lessons. The materials partially meet the expectations for the connections between the MP and the mathematical content. There are missed opportunities for identifying MPs and some instances where they are misidentified. The materials do attend to the mathematical reasoning that is embedded in the standards.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe materials reviewed in Grade 4 for this indicator meet the expectations by attending to conceptual understanding within the lessons.\n\nWithin the concept development sections of each lesson, the mathematical topic is developed through understanding as indicated by the standards and cluster headings.\nSignificant time is spent developing understanding fractions, place value and operations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "71cc4acb-eeb4-4888-8393-15e9408b31c9": {"__data__": {"id_": "71cc4acb-eeb4-4888-8393-15e9408b31c9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "f2fdcb09-cf20-44fc-9b11-75b46a0fc236", "node_type": null, "metadata": {}, "hash": "383b4e8493da808d5fd3f22cd94b1ba3dccfc149a2fca3a9d18e786eb05e6eb0"}, "3": {"node_id": "326c928c-253f-4032-85f5-6c2b9da8f90b", "node_type": null, "metadata": {}, "hash": "40fd62605362e04b4c78b10c952d9fbdcc8349174737c216e22ee6add7a4c63a"}}, "hash": "e7abe67f34556dbbc196b77d8d87dc78300146521f8d6120d9793f2e4ac7566b", "text": "Significant time is spent developing understanding fractions, place value and operations.\nAlthough some sample scripts offered to the teachers show procedural methods, the methodology, instructions and guiding questions are conceptual.\nStudents spend time in module 1 working on rounding using their understanding of place value.\nModule 5 spends a significant amount of time developing an understanding of fraction addition and subtraction using equivalence.\nIn module 5 students are guided to use their understanding of multiplication to generate equivalent fractions.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials reviewed in Grade 4 for this indicator meet the expectations by attending to fluency and procedural work within the lessons. In Grade 4 this includes 4.NBT.B.4, which focuses on adding and subtracting within 1,000,000.\n\nWithin the distribution of instructional minutes the schedule allows for 10-15 minutes per day to practice fluency. This varies according to the timeline of the school year and the focus mathematics in the module.\nModule 1 spends a significant amount of time on fluency for addition and subtraction with whole numbers.\nAs described in \"How to Implement A Story of Units,\" \"Fluency is usually first-by beginning class with animated, adrenaline-rich fluency, students are more alert when presented with the Concept Development and Application Problems.\"\nAttention is paid to the use of the words \"fluency\" and \"fluent\" within the standards.\nRequired fluencies are listed within the curriculum overview sequence.\nLessons include mental strategies, problem sets, homework assignments and sprints.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe materials reviewed in Grade 4 for this indicator meet the expectations by attending to application within the lessons.\n\nApplication problems occur in almost every lesson depending upon the focus mathematics of the lesson. This is expected to last around 3-10 minutes for each lesson in Grade 4.\nIf the focus standard of the lesson includes language requiring application, the application problem will become the major portion of the lesson.\nContextual word problems are used with a variety of problem types that increase in difficulty throughout the year. These problems focus on a variety of operations.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe materials reviewed in Grade 4 for this indicator meet the expectations by providing a balance of rigor. The three aspects are not always treated together nor are they always treated separately.\n\nThe structure of the lessons and the distribution-of-minutes charts show a balance of the three aspects of rigor.\nApplication problems often call for fluency and procedural skills.\nFluency work and application problems are used to develop conceptual understanding.\nConceptual problems often involve procedures.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe Standards for Mathematical Practice (MPs) are often identified and often used to enrich mathematics content. There are many missed opportunities for identifying MPs and some instances where they are misidentified.\n\nMPs are listed at the beginning of each module with a description of the explicit connection to the mathematics of the module.\nModule 4 describes an activity tied to MP3 (\"Construct Viable Arguments and Critique the Reasoning of Others\") as follows: \"Knowing and using the relationships between adjacent and vertical angles, students construct an argument for identifying the angle measures of all four angles generated by two intersecting lines when given the measure of one angle. Students explore the concepts of parallelism and perpendicularity on different types of grids with activities that require justifying whether or not completing specific tasks is possible on different grids.\"\nMPs are listed in the margins of the teacher notes, mostly in the concept development portion and the student debrief of some lessons.\nIn module 5, MP7 is correctly marked in a problem in which the understanding of 6x2 as repeated addition that can be displayed on a number line is linked to what 6x1/2 must mean and how it can then equal 3x2/2.\nWhile reviewers appreciate that MPs are not over identified or used in contrived situations, there are missed opportunities for identifying them in order to enrich the content in these lessons.\nThe debrief section of the lessons offers an opportunity to highlight, for both teachers and students, how they might reason abstractly and quantitatively (MP2) and construct arguments and critique the reasoning of others (MP3).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "326c928c-253f-4032-85f5-6c2b9da8f90b": {"__data__": {"id_": "326c928c-253f-4032-85f5-6c2b9da8f90b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "71cc4acb-eeb4-4888-8393-15e9408b31c9", "node_type": null, "metadata": {}, "hash": "e7abe67f34556dbbc196b77d8d87dc78300146521f8d6120d9793f2e4ac7566b"}, "3": {"node_id": "f8879634-067b-40fe-9aed-e7b3b003fb49", "node_type": null, "metadata": {}, "hash": "98ee8367aa943b417e831e7bdcb20a3364dd0b5fdcd4158854af42816a38b111"}}, "hash": "40fd62605362e04b4c78b10c952d9fbdcc8349174737c216e22ee6add7a4c63a", "text": "There is little explicit reference to modeling (MP4), and some lessons identify this practice incorrectly.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe materials often attend to the full meaning of each practice; however, there are instances where the students are not using the practice as written. For example, in many lessons the tools are chosen for the students or the modeling expected is a simple representation.\n\nStudents are using the MPs when engaging with the content as designed, fully meeting Publisher's Criteria #9.\nThroughout the lessons the debrief section includes opportunities to construct viable arguments and critique the reasoning of others (MP3).\nIn module 3, students practice MP4 to solve a real-world problem with modeling.\nMany lessons list MP without attending to the full meaning of the standard. For example, in module 1, students are directed to use a place-value chart and not given an opportunity to solve an open problem or to make meaning of a problem and solve. This is incorrectly identified as MP1. Another example in module 1 is that students are given place-value disks to use in solving the problem and this is listed as MP5, not attending to the full meaning which includes strategically choosing a tool.\nMP4 (\"Model with Mathematics\") is irregularly applied. There is ambiguity over whether \"model\" means to draw a picture representing the problem or whether it means to create a mathematical representation in a real-world context.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nThe materials reviewed for Grade 4 meet the requirement of this indicator by attending to the Standards' emphasis on mathematical reasoning.\n\n\nEach module lists terminology for the module including \"new or recently introduced terms\" and \"familiar terms and symbols.\"\nIn module 6 students are asked to attend to precise mathematical language in their work with classifying angles.\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 4 meet the requirement of this indicator by attending to the Standards' emphasis on mathematical reasoning.\n\n\nStudents are prompted within problem sets and application problems to explain, describe, critique and justify.\nIn module 3, students are asked to \"assess the reasonableness of your answer.\"\nIn module 5, students are asked to share their solution paths with their partners. Then they are asked, \"Why is it necessary to decompose the total into ones and a fraction before subtracting?\u00a0 How does that relate to a subtraction problem such as 74-28?\"\nIn module 5, students are asked on a problem set to \"Explain the reasoning you used when determining whether 11/8 or 15/12 is greater.\nIn module 5, students are asked to look at the work of their classmates in order to analyze the solution paths of others.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 4 meet the requirement of this indicator by attending to the standards' emphasis on mathematical reasoning.\n\n\nEach lesson includes a debrief section with questions for the teacher to use in facilitating classroom discussion about the mathematical content. For example, \"Why is a vertical number line a good tool to use for rounding?\"\nIn a module 5, the teacher is prompted to ask students to explain why they might have different answers and the reasoning they used for each.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Grade 4 meet the requirement of this indicator by attending to the Standards' emphasis on mathematical reasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f8879634-067b-40fe-9aed-e7b3b003fb49": {"__data__": {"id_": "f8879634-067b-40fe-9aed-e7b3b003fb49", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "326c928c-253f-4032-85f5-6c2b9da8f90b", "node_type": null, "metadata": {}, "hash": "40fd62605362e04b4c78b10c952d9fbdcc8349174737c216e22ee6add7a4c63a"}, "3": {"node_id": "2739139d-eaea-4dc9-8895-4730d4ccaf79", "node_type": null, "metadata": {}, "hash": "e7fc2a0833968cf9bde6b6e119cc013a6210f50f8a50a14e43d4a0c9c301a6f5"}}, "hash": "98ee8367aa943b417e831e7bdcb20a3364dd0b5fdcd4158854af42816a38b111", "text": "Each module lists terminology for the module including \"new or recently introduced terms\" and \"familiar terms and symbols.\"\nIn module 6 students are asked to attend to precise mathematical language in their work with classifying angles.\n\nUsability\n\nGateway 3 Report\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe design of the materials reviewed for Grade 4 meet the expectations for this indicator by providing students with ongoing opportunities to practice previously learned skills alongside their learning of new content. These materials use problem sets and application problems to develop their understanding of new mathematics. These materials use homework, application problems and fluency sessions to practice previously learned concepts.\n\nProblems sets within the lessons include guidance on how to select and sequence the exercises.\nFluency exercises within the lessons include guidance on the purpose of each activity allowing the teacher to determine the necessary activities for the students.\n\"How to Implement A Story of Units\" provides information for the teacher on the purpose for each lesson section.    \n\n\n\"The primary goal of the problem set is for students to apply the conceptual understanding(s) learned in the lesson.\" (page 12)\n\"The bank of fluency activities for each lesson is intentionally organized so that activities revisit previously-learned material to develop automaticity, anticipate future concepts, and strategically preview or build skills for the day's Concept Development.\" (page 23)\n\"The homework gives students additional practice on the skills they learn in class each day. The idea is not to introduce brand-new concepts, but to build student confidence with the material learned in class.\" (page 13)\n\"A Story of Units doesn't wait months to spiral back to a concept. Rather, once a concept is learned, it is immediately spiraled back into the daily lesson structure through fluency and applications.\" (page 9)\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe materials reviewed for Grade 4 meet the expectations of this indicator by using intentional sequences in the design.\n\nProblem sets, exit tickets and homework relate to the mathematical concept developed in the lessons each day.\nOnce a concept is developed, it is spiraled back into the daily structure within the fluency and application portion.\nThe sequence of topics within each module is intentional going from working with a variety of concrete and pictorial representations to more abstract work with numbers and computation.\nFor example, module 1 goes from place value, comparing, and rounding multidigit whole numbers to addition and subtraction, and then to word problems.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nThe materials reviewed for Grade 4 meet the expectations of this indicator by providing a variety in what students are expected to produce.\n\nStudents are expected to produce answers and solutions throughout the fluency sections and some of the problem sets.\nStudents are expected to provide arguments and explanations within the problem sets, exit tickets and homework.\nStudents are asked to provide a variety of mathematical responses.\nArguments and explanations are the basis for the debriefing section of each lesson.\nThe \"Read, Draw, Write\" procedure requires students to represent the problem in a drawing and make connections between the drawing and the equations.\nThroughout the modules and lessons students produce a variety of solutions, using concrete, pictorial, and abstract representations.\nIn Module 6, for example, students are asked to identify decimal and decimal fractions in a variety of ways (6.A.14); construct line segments of decimal lengths (6.A.23); use an area model to represent decimal numbers (6.A.27); write decimal numbers in expanded form (6.A.42); and solve word problems (6.C.37). Other modules include written responses requiring reasoning, as in (4.B.13).\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe materials reviewed for Grade 4 meet the expectations of this indicator by using manipulatives and models as faithful representations of the mathematics they are used to represent.\n\nThe materials use a limited set of concrete and pictorial models throughout the program.\nEach module lists suggested tools and representations that apply to the mathematics in the module.\nStudents use a variety of manipulatives including place-value mats, number lines, folded paper, pattern blocks and fraction strips. They are connected with written methods.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2739139d-eaea-4dc9-8895-4730d4ccaf79": {"__data__": {"id_": "2739139d-eaea-4dc9-8895-4730d4ccaf79", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "f8879634-067b-40fe-9aed-e7b3b003fb49", "node_type": null, "metadata": {}, "hash": "98ee8367aa943b417e831e7bdcb20a3364dd0b5fdcd4158854af42816a38b111"}, "3": {"node_id": "1ea345e6-589a-48dc-9d10-f48f8fd36c26", "node_type": null, "metadata": {}, "hash": "cbe3d62ea7e106f3fb716f79c5721f6f87457b537ddf36c475ef78a5a112a340"}}, "hash": "e7fc2a0833968cf9bde6b6e119cc013a6210f50f8a50a14e43d4a0c9c301a6f5", "text": "They are connected with written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe materials reviewed for Grade 4 meet the expectations of this indicator by using a design that supports students in engaging thoughtfully with the subject.\n\nThe visual design is clean and simple and supports students in engaging with the mathematics.\nThere are no distractions on the student pages or teacher pages.\nStudent pages contain only math problems and pictures/diagrams as part of the problems.\nThe materials have very minimal pictures.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by supporting teachers in using questions to guide mathematical development.\n\nMaterials provide quality-suggested questions throughout the debrief section of each lesson. For example, in module 3 students are asked, \"What happens to the product when one factor is doubled? Halved?\"\nQuality questions are also included in the concept development portion, application problems and problem sets of the lessons.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including a teacher edition with ample and useful annotations and suggestions on how to present the content.\n\nThe concept development sections include a sample script to help the teacher understand what might happen when presenting the material. These scripts can sometimes mask the mathematical concepts at hand, leading teachers to think that this script is exactly what should happen. A summary of the process and concept before the script would be useful.\nWithin the lessons, aside from the teacher script and wording in the teacher directions, most lessons have pictures and representations with annotations, demonstrating the concepts pictorially for the teacher, to provide guidance about how to present the content.\nThere are answer keys for all the student problem sets, exit tickets, homework and tests, including written annotations to show what student work should look like.\nThere are also boxes in the sidebar of many lessons that annotate information about how to present content to students.\nThere is a repeated process for solving word problems called the \"Read, Draw, Write\" approach that the manual explains in the module overview.\nThe overview of each module has several suggestions for delivering instruction.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including adult-level explanations and examples of mathematical topics so that teachers can improve their own knowledge of the subject, if necessary.\n\nIn the teacher edition for each module, there is an overview section that has narrative information about the math content of the module.\nIn each module, at the start of each topic, there is another section of narrative that gives a mathematical explanation of the math content in the topic.\nThese topic-level explanations and overviews include mathematical coherence within and between grade levels.\n\"How to Implement A Story of Units\" includes adult-level explanations of the models and representations used.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nThe materials reviewed for Grade 4 partially meet the expectations for this indicator. There are a few specific descriptions of the coherence of the mathematics, but there is no discussion of the grade-level content's role in Kindergarten through Grade 12.\n\nThere are explanations of the role previous content plays in each module. This is listed in the module overview in the foundational standards.\n\"A Story of Units: A Curriculum Overview for Grades P-5\" contains a description of the module sequence that includes the connection to the previous grade and the next future grade. No connection is made to other grade levels.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe materials reviewed for Grade 4 do provide information on connected content standards and pacing.\n\nWithin each module overview there is a section called \"Overview of the Module Topics and Lesson Objectives.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1ea345e6-589a-48dc-9d10-f48f8fd36c26": {"__data__": {"id_": "1ea345e6-589a-48dc-9d10-f48f8fd36c26", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "2739139d-eaea-4dc9-8895-4730d4ccaf79", "node_type": null, "metadata": {}, "hash": "e7fc2a0833968cf9bde6b6e119cc013a6210f50f8a50a14e43d4a0c9c301a6f5"}, "3": {"node_id": "3126f599-7ee7-4842-93c2-13c96dfa95fd", "node_type": null, "metadata": {}, "hash": "8b2f63fec390e67e00b139d74742a7a9ef792a3ef5e0c3ccade906cf476c8f34"}}, "hash": "cbe3d62ea7e106f3fb716f79c5721f6f87457b537ddf36c475ef78a5a112a340", "text": "It contains lessons broken down by topic and cross-references the standards at the topic level.\nThis overview also lists the number of days for each topic, as well as the total number of instructional days for the entire module, including assessments.\nLessons include a time frame for each activity in the lesson.\nThere is a yearly summary of standards and pacing.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe materials reviewed for Grade 4 include information and suggestions for parents.\n\nEureka has a web page for parents that contains general information about the curriculum as well as a few informational videos.\nThe web page also has a section called \"Eureka Math Tips for Parents\" that gives information organized by grade level and module.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe materials reviewed for Grade 4 contain explanation of the instructional approaches of the program.\n\nThe Eureka web page has a section called \"Reports.\" It details key research reports on math instruction and learning.\nThere is annotation about the curriculum as it relates to these reports.\nBoth \"How to Implement A Story of Units\" and \"A Story of Units: A Curriculum Overview for Grades P-5\" contain information about instructional approaches and research connections.\nThe opening letter from Executive Director Lynne Munson addresses some of the research and philosophy behind the curriculum.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nThe materials reviewed for Grade 4 do not meet the expectations for this indicator.\n\nFoundational standards are listed for most modules, but there are no directions for using these standards to assess prior knowledge.\nThere are not systematic ways to gather information about prior knowledge.\nThere are no diagnostics included other than within the rubrics for the summative assessments.\nThere are no module pretests.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including strategies to identify and address common student errors and misconceptions.\n\nEach summative assessment includes a chart of \"Progression toward mastery\" to help teachers with the coherence towards mastery.\nOn page 13, \"How to Implement A Story of Units\" says this about addressing errors and misconception: \"Distractors for such questions are written to illuminate common student errors and misconceptions.\"\nThe student debrief section of the lesson is intended to invite the students to reflect and process the lesson. Strategies include partnering to guide students in conversation to debrief the problem set and process the lesson.\nThe marginal notes often suggest ways to support students as a whole and subgroups of students who might need support. In particular, the \"Multiple Means of...\" notes tend to focus on student misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including ongoing review and practice.\n\nOngoing review and practice is included within fluency section of lessons.\nExit tickets can provide feedback depending upon teacher use.\nReview and practice also within the problem sets/homework that are included in every lesson.\nThe summative assessments contain rubrics to provide feedback to the teacher and student as to a student's progression toward mastery.\n\nMaterials offer ongoing formative and summative assessments:\n\nThe materials reviewed for Grade 4 partially meet the expectations for this indicator. The summative assessments meet the expectations, but the formative assessments do not.\n\n\nFor the mid-module and end-of-module assessments, there are rubrics for scoring the items, as well as an answer key with sample answers.\nRubrics and scoring guides are clear and helpful. Examples of student work receiving top grades on the rubric are included.\nIn the \"Progression Toward Mastery\" section of the summative assessments there is a detailed rubric for grading student mastery from 1 to 4. If the student does not achieve total mastery (step 4), then the teacher can look at the next steps to see what or how to follow up with the student. For example, when a student's mastery is step 2, teachers can look at steps 3 and 4 to guide follow-up instruction.\n\nAssessments clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 4 partially meet the expectations for this indicator. The summative assessments meet the expectations, but the formative assessments do not.\n\nMid-module and end-of-module Assessments align each item to specific standard(s).\nThere are standards listed for each lesson; sometimes multiple standards are listed.\nThere are no specific standards listed within the lesson exit tickets.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3126f599-7ee7-4842-93c2-13c96dfa95fd": {"__data__": {"id_": "3126f599-7ee7-4842-93c2-13c96dfa95fd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "1ea345e6-589a-48dc-9d10-f48f8fd36c26", "node_type": null, "metadata": {}, "hash": "cbe3d62ea7e106f3fb716f79c5721f6f87457b537ddf36c475ef78a5a112a340"}, "3": {"node_id": "324e0191-1c7f-4f5f-b401-681bf78c5533", "node_type": null, "metadata": {}, "hash": "b3f067bf6e66535e576cc72d3262a291ef71aef74c6c68bcef66f0c3085d920c"}}, "hash": "8b2f63fec390e67e00b139d74742a7a9ef792a3ef5e0c3ccade906cf476c8f34", "text": "There are no specific standards listed within the lesson exit tickets. These exit tickets could possibly include multiple standards.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe materials reviewed for Grade 4 partially meet the expectations for this indicator. The summative assessments meet the expectations, but the formative assessments do not.\n\nFor the mid-module and end-of-module assessments, there are rubrics for scoring the items, as well as an answer key with sample answers.\nRubrics and scoring guides are clear and helpful. Examples of student work receiving top grades on the rubric are included.\nIn the \"Progression Toward Mastery\" section of the summative assessments there is a detailed rubric for grading student mastery from 1 to 4. If the student does not achieve total mastery (step 4), then the teacher can look at the next steps to see what or how to follow up with the student. For example, when a student's mastery is step 2, teachers can look at steps 3 and 4 to guide follow-up instruction.\n\nMaterials encourage students to monitor their own progress.\n\nOn the whole, materials reviewed for this indicator do not include self-monitoring for students. The one exception is within the fluency sprints. Students complete the sprint twice with a goal of increasing their score on the second round.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including strategies to help teachers sequence and scaffold lessons.\n\nThe lessons are sequenced to build from conceptual understanding using concrete and pictorial representations to more abstract representations.\nThe marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options and materials.\nLessons and mathematical topics are sequenced according to the CCSSM progressions of learning.\nA description of the module sequence and layout is provided.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including strategies for meeting the needs of a range of learners.\n\nThe lessons are sequenced to build from conceptual understanding using concrete and pictorial representations to more abstract representations.\nThe marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement option and materials.\n\"How to Implement A Story of Units\" describes a variety of scaffolds and accommodation (page 13).\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by providing tasks with multiple entry points that can be solved in a variety of ways.\n\nApplication problems, problem sets and homework are included in almost all lessons. These problems can be solved in a variety of ways, and students can choose their own solution strategy and/or representation.\nThe embedded tasks show the students multiple representations using drawings, charts, graphs, or numbers or words to solve.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by including support for the English language learner and other special populations in order for them to actively participate.\n\nNotes on multiple means of engagement give teachers suggestions about meeting the needs of ELL students. These margin notes include sentence starters, physical responses and vocabulary support.\nOn pages 14-20 of \"How to Implement A Story of Units,\" there are suggestions for working with ELL students and students with disabilities. Page 14 states, \"It is important to note that the scaffolds/accommodations integrated into A Story of Units might change how a learner accesses information and demonstrates learning; they do not substantially alter the instructional level, content, or performance criteria. Rather, they provide students with choices in how they access content and demonstrate their knowledge and ability.\"\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by offering instructional support for advanced students.\n\nNotes on multiple means of engagement give teachers suggestions about meeting the needs of advanced students.\nThe curriculum specifies that not all pieces of each section of a lesson must be used, so advanced students could be asked to tackle problems or sections that a teacher does not use for all students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "324e0191-1c7f-4f5f-b401-681bf78c5533": {"__data__": {"id_": "324e0191-1c7f-4f5f-b401-681bf78c5533", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "967e693f-8122-4d5a-8942-df6888a8116d", "node_type": null, "metadata": {}, "hash": "4a3db912800939511c1745f74dc85c9f6c8151687fb8343e8e881c881f57c601"}, "2": {"node_id": "3126f599-7ee7-4842-93c2-13c96dfa95fd", "node_type": null, "metadata": {}, "hash": "8b2f63fec390e67e00b139d74742a7a9ef792a3ef5e0c3ccade906cf476c8f34"}}, "hash": "b3f067bf6e66535e576cc72d3262a291ef71aef74c6c68bcef66f0c3085d920c", "text": "\"How to Implement A Story of Units,\" provides teachers with suggestions for working with above-grade level students (page20).\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe materials reviewed for Grade 4 meet the expectations for this indicator by providing a balanced portrayal of various demographic and personal characteristics.\n\nThe names and situations in the story problems represent a variety of cultural groups.\nThe application problems include real-world situations that would appeal to a variety of cultural and gender groups.\nThere is a balanced approach to the use of gender identification.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe materials reviewed for Grade 4 include a variety of grouping strategies.\n\nNotes within the lessons present the teachers a variety of options for whole group, small group, partner, or individual work.\nThere are opportunities for different groupings, however the fundamental model is \"Modeling with Interactive Questioning; Guided Practice; and Independent Practice.\"\nThere are also suggestions for small-group work within the differentiation pages of \"How to Implement A Story of Units.\".\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe materials reviewed for Grade 4 encourage teachers to make home language connections and cultural ties to facilitate learning.\n\nThere are occasions (mostly with Spanish) where students are encouraged to make connections to words in their home languages.\n\"How to Implement A Story of Units\" offers teachers this guidance: \"Know, use, and make the most of student cultural and home experiences. Build on the student's background knowledge.\"\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "557b5b90-199d-4284-9afa-5489772976ea": {"__data__": {"id_": "557b5b90-199d-4284-9afa-5489772976ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "3": {"node_id": "3227b884-c234-4150-a3bc-f61f625f6ccd", "node_type": null, "metadata": {}, "hash": "80188d1e93ef59855e75d5c89130666b496f93d05cdec1fe627e4e29435ac88e"}}, "hash": "4838914f57db1f8712fd4579fabc8131f3cc0553eff512f57c3998f2c96c85ad", "text": "JUMP Math\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for alignment to the CCSSM. The materials meet the expectations for focus and coherence in Gateway 1, and they do not meet the expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet the expectations for alignment, evidence concerning instructional supports and usability indicators in Gateway 3 was not collected.\n\nFocus & Coherence\n\nThe materials reviewed for Kindergarten meet the expectations for Gateway 1. These materials do not assess above-grade-level content and spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are consistent with the mathematical progression in the standards, and students are offered extensive work with grade-level problems. Connections are made between clusters and domains where appropriate. Overall, the materials meet the expectations for focusing on the major work of the grade, and the materials also meet the expectations for coherence.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nJUMP Math materials for Kindergarten meets the expectations for assessing grade-level content. The program does not provide any designated summative assessments, yet it does give suggestions as to what could be used as assessments.\n\n\nPage A-11 in the TE states, \u201cThe secret to bringing an entire class along at the same pace is to use continuous assessment.\u201d\n    \nOn page A-11 in the TE, the publisher states, \u201c JUMP Math materials are designed to allow for continuous formative assessment.\u201d In addition they state, \u201cThe JUMP Math Kindergarten materials provide four levels of assessment for students. Each lesson contains a variety of questions that can be used for formative assessment during the lesson. The activity at the end of the whole-class lesson can be used for more full assessing every student, even those who might be reticent in groups. The accompanying pages of the AP Book can be used to verify that students understood the lesson\u2026.Finally, activity centers allow further exploration and integration of materials. Teachers can take advantage of the smaller groups in the activity centers to assess and reinforce if necessary.\u201d While JUMP Math Kindergarten does not contain a more formal assessment system, it does provide options that assess grade level standards.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 76 percent of class time is devoted to major work of the grade.\n\n\n    The materials for Kindergarten include 14 Units. In the materials there are 133 lessons. The supporting clusters were also reviewed to determine if they could be factored in due to how strongly they support major work of the grade. There were some connections found between supporting clusters and major clusters.\n\n\n    Three perspectives were considered: 1) the number of units devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work including days for unit assessments.\n\n\n    The percentages for each of the three perspectives follow:\n\n\nUnits\u2013 Approximately 71 percent, 10 out of 14;\n    \nLessons\u2013 Approximately 76 percent, 101 out of 133; and\n    \nDays\u2013 Approximately 76 percent, 101 out of 133.\n    \n\n\n    The number of instructional days, approximately 76 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials for JUMP Math Kindergarten meet the expectation that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. When appropriate, the supporting work enhances and supports the major work of the grade level.\n\n\n    Examples where connections are present include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3227b884-c234-4150-a3bc-f61f625f6ccd": {"__data__": {"id_": "3227b884-c234-4150-a3bc-f61f625f6ccd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "557b5b90-199d-4284-9afa-5489772976ea", "node_type": null, "metadata": {}, "hash": "4838914f57db1f8712fd4579fabc8131f3cc0553eff512f57c3998f2c96c85ad"}, "3": {"node_id": "0ac18414-e5f9-4455-a5ef-6dcb82b33f70", "node_type": null, "metadata": {}, "hash": "5864ab897c35171850448763d8a1ac2a5b9834cba33234745df365ffaa78f7f2"}}, "hash": "80188d1e93ef59855e75d5c89130666b496f93d05cdec1fe627e4e29435ac88e", "text": "Examples where connections are present include the following:\n\n\nK.G.B supports the major work of K.CC.B.\n\nIn Teacher Resources Part 1 Unit 3 Lessons 6 and 7, students are learning about squares and rectangles while also using their counting skills.\n            \n\n\nK.MD.B supports the major cluster of K.CC.B.\n        \nIn Teacher Resources Part 1 Unit 6 Lessons 2 and 3, students are sorting cubes and cards while also counting objects.\n            \nIn Teacher Resources Part 1 Unit 6 Lesson 4, students are asked to count each group and how many are in each group after sorting in different ways.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed meet the expectations for having an amount of content designated for one grade level that is viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is approximately 143 days which is appropriate for a school year of approximately 140-190 days.\n\n\nThe materials are written with 14 units containing a total of 133 lessons.\n    \nEach lesson is designed to be implemented during the course of one 45 minute class period per day.\n    \nThere is a unit at the beginning of the Kindergarten book called Getting Ready for Kindergarten Math: Songs, Stories, and Games. This unit includes 10 additional songs, games, and stories without attached lesson plans.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Kindergarten meet the expectation for being consistent with the progressions in the Standards. Overall, the materials completely address the standards for this grade-level and provide all students with extensive work on grade-level problems. The materials make connections to content in future grades.\n\n\n    The materials develop according to the grade-by-grade progressions in the Standards. Content from future grades is not always clearly identified but often related to grade-level work. The Teacher Resources contain sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.\n\n\nAt the beginning of each unit, \"This Unit in Context\" provides a description of connections to concepts that have been taught earlier in the year and that will occur in future grade levels. For example, \"This Unit in Context\" from Unit 8, Operations and Algebraic Thinking: Addition within 10, of Teacher Resources Part 2 describes how \"students build on Unit 7 by adding numbers with a total less than or equal to 10.\" Connection to future content is stated, but standards are not made specific. \"The final two lessons begin to develop facility with pairs that make 10, an important tool for addition and subtraction in higher grades.\"\n    \n\n\n    The materials give all students extensive work with grade-level problems. The lessons also include \"Extensions,\" and the problems in these sections are on grade-level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0ac18414-e5f9-4455-a5ef-6dcb82b33f70": {"__data__": {"id_": "0ac18414-e5f9-4455-a5ef-6dcb82b33f70", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "3227b884-c234-4150-a3bc-f61f625f6ccd", "node_type": null, "metadata": {}, "hash": "80188d1e93ef59855e75d5c89130666b496f93d05cdec1fe627e4e29435ac88e"}, "3": {"node_id": "76ac3a1a-ed8f-4cae-bca0-9ea1a27f3c96", "node_type": null, "metadata": {}, "hash": "039ae32fe255e7d71869521befe3ed926912a2ad6b354de6f926e2a4965484cd"}}, "hash": "5864ab897c35171850448763d8a1ac2a5b9834cba33234745df365ffaa78f7f2", "text": "Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.\n    \nThe problems in the Assessment & Practice books align to the content of the lessons, and they provide grade-level problems that \"were designed to help students develop confidence, fluency, and practice.\" (page A-38, Teacher Resources)\n    \nIn the Extensions sections of the Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Lesson 4 of Unit 6 in Teacher Resources Part 1 engage students in sorting shapes which is still aligned to K.MD.3 and K.CC.5,6,7.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nKindergarten JUMP Math materials meet the expectations for fostering coherence through connections at a single grade level, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials sometimes connect two or more clusters in a domain or two or more domains in a grade when appropriate.\n\n\n    In the materials, the units are organized by domains and are clearly labeled. For example, Teacher Resources Part 1 Unit 1 Counting and Cardinality: Numbers 1 to 5 and Teacher Resources Part 2 Unit 7 Operations and Algebraic Thinking: Addition within 5 are shaped by the Counting and Cardinality and Operations and Algebraic Thinking Domains. Within the units, there are goals for each lesson, and the language of the goals is visibly shaped by the CCSSM cluster headings. For example, in Teacher Resources Part 2 Unit 10 Lesson 5 , the goals for the lessons include language concerning work with numbers 11-19 to gain foundations for place value, \"Students name recognize and begin to write the numbers 14, 15, 16,\" , and these lessons are aligned to K.NBT.A. Also, in Teacher Resources Part 2 Unit 8 Lesson 22, the goals for the lessons include language concerning operations and algebraic thinking, \u201cGiven expressions that show addition students add within 10 using objects or pictures,\" and these lessons are aligned to K.OA.A.\n\n\n    Materials sometimes include problems and activities that serve to connect two or more clusters in a domain or two or more domains in the grade.\n\n\nSome lessons connect clusters within a domain. For example, Teacher Resources Part 1 Unit 1 Lesson 5 addresses clusters K.CC.A and K.CC.B by having students use number names and count the number of objects.\n    \nSome lessons connect standards from 2 domains. For example, Teacher Resources Part 1 Unit 3 Lesson 2 addresses standards K.G.1,2 and K.CC.5 by having students identify and count shapes.\n    \nStudent work in Teacher Resources Part 1 Unit 6 Lesson 3 by sorting shapes by attribute (K.MD.3) and by counting the sizes of the groups and then ordering the groups by size (K.CC.C).\n    \nIn Teacher Resources Part 1 Unit 6 Lesson 5, students sort shapes by counting the number of corners (K.CC.B, K.MD.B) and classify shapes into categories (K.G.4).\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Kindergarten do not meet the expectations for rigor and mathematical practices. The instructional materials partially meet the expectations for rigor and do not meet the expectations for mathematical practices.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Kindergarten meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\n\n    Cluster K.NBT.A focuses on working with numbers 11-19 to gain foundations for place value.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "76ac3a1a-ed8f-4cae-bca0-9ea1a27f3c96": {"__data__": {"id_": "76ac3a1a-ed8f-4cae-bca0-9ea1a27f3c96", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "0ac18414-e5f9-4455-a5ef-6dcb82b33f70", "node_type": null, "metadata": {}, "hash": "5864ab897c35171850448763d8a1ac2a5b9834cba33234745df365ffaa78f7f2"}, "3": {"node_id": "14d99efa-305d-462e-91e3-92070fe587dc", "node_type": null, "metadata": {}, "hash": "d55bfd1befd79b4bb38fad86fc76f381675d98edca3fb3e4b814d04aa8a393fd"}}, "hash": "039ae32fe255e7d71869521befe3ed926912a2ad6b354de6f926e2a4965484cd", "text": "Students work with K.NBT.A in Teacher Resources Part 2 Unit 10. Lesson 2 has students counting 11, 12, and 13 with and without ten frames, and Lesson 3 uses ten frames and number bonds to develop an understanding that teen numbers consist of ten ones and some more ones. Lessons 4-12 continue this development through all teen numbers.\n    \n\n\n    K.OA.A focuses on understanding putting together and adding to, and understanding subtraction as taking apart and taking from.\n\n\nIn Teacher Resources Part 1 Unit 7, students begin their understanding of addition within 5 by counting on (Lesson 2), acting out (Lesson 3), adding with objects and pictures (Lessons 4 and 5), Putting together with objects and pictures (Lessons 6-8), decomposing (Lessons 9 and 10), adding 1 and 0 (Lesson 12).\n    \nStudents continue their understanding in Teacher Resources Part 2 Unit 8 by continuing to use adding on strategies, acting out, objects, pictures, and decomposing.\n    \nTeacher Resources Part 2 Units 11 and 12 extend student understanding from addition to subtraction. Again, students use counting strategies, objects and pictures, composing, and subtraction.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials for Jump Math Kindergarten meet the expectations for procedural skill and fluency by giving attention throughout the year to individual standards which set an expectation of procedural skill and fluency.\n\n\nThe teacher's edition gives strategies for mental math in the teacher's edition page A-29. The strategies are not incorporated into the lesson plans for the teacher.\n    \nThere are games in the teacher's edition pages A34-A35 that help to build student fluency. These games focus on learning pairs to 5 and 10, but these games are not mentioned in the lessons.\n    \n\n\n    Standard K.OA.5 requires students to fluently add and subtract within 5.\n\n\nMuch of the work in Kindergarten is around adding and subtracting. Teacher Resources Part 2 Units 7, 8, 11, and 12 focus on Operations and Algebraic Thinking standards.\n    \nTeacher Resources Part 2 Unit 7 Lesson 2 has students counting on to 5. Subsequent lessons in the unit include Acting Out with Addition, Adding with Objects, Adding with Pictures, Putting Together with Objects/Pictures, and Decomposing 5.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe materials for Kindergarten Jump Math do not meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics without losing focus on the major work of each grade.\n\n\n    There are 25 lessons in the series that identify a focus on K.OA.2. This cluster calls on students to understand putting together, adding to, taking apart, and taking from situations with unknowns in all positions. Work in this series is limited to adding to, taking from, and putting together with the result unknown as well as put together with both addends unknown. This represents 4 of the 12 possible application situations for this cluster as identified in Table 1 of the Common Core Glossary. There were no problems that addressed add to change unknown, add to start unknown, take from change unknown, take from start unknown, put together addend unknown, take apart total unknown, take apart addend unknown, and take apart both addends unknown. In addition, Teacher Resources Part 2 Unit 8 Lessons 21 and 22 and Teacher Resources Part 2 Unit 11 Lesson 31 list K.OA.2 as one of the standards addressed in the lesson, but the lessons do not contain word problems. Therefore, this series does not provide the depth called for in the cluster.\n\n\n    Word problems included in the instructional materials are often routine.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "14d99efa-305d-462e-91e3-92070fe587dc": {"__data__": {"id_": "14d99efa-305d-462e-91e3-92070fe587dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "76ac3a1a-ed8f-4cae-bca0-9ea1a27f3c96", "node_type": null, "metadata": {}, "hash": "039ae32fe255e7d71869521befe3ed926912a2ad6b354de6f926e2a4965484cd"}, "3": {"node_id": "cc1f1f8e-ccd7-40f6-b915-362099d5319f", "node_type": null, "metadata": {}, "hash": "b35253fb743b0117105c9070871e7a02ba18057371b9a74d21f12e6436b56f45"}}, "hash": "d55bfd1befd79b4bb38fad86fc76f381675d98edca3fb3e4b814d04aa8a393fd", "text": "Word problems included in the instructional materials are often routine.\n\n\nTeacher Resources Part 2 Unit 7 Lesson 6: \"I like apples and pears, so I buy one apple and two pears. How can I find out how much fruit I bought in all?\"\n    \nTeacher Resources Part 2 Unit 8 Lesson 18: \"Friendly Farm has seven cows. Welcome Farm has three cows. How many cows in all?\"\n    \nTeacher Resources Part Unit 11 Lesson 28: \"I have five apples. Kate eats two apples. How many apples are left?\"\n    \nAP book K.2, pg. 191: \"3 ants climb a wall, 2 fall down. How many ants are on the wall now?\"\n    \nAP book K.2, pg. 185: \"3 cats chase a ball, 2 dogs chase a ball. How many pets in total?\"\n    \nAP book K.2, pg. 165: \"Draw circles to show bunnies. Cross out circles to show bunnies that hop away. How many bunnies stay?\"\n    \n\n\n    Lessons focus on a whole class approach; therefore, most word problems are performed as a whole class, not independently.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials partially meet the expectation that the materials balance all three aspects of rigor with the three aspects almost always treated separately within the curriculum including within and during lessons and practice. Overall, the majority of the lessons focus on procedural skills and fluency with very few opportunities for students to discover and apply procedures for themselves. There is a not a balance of the three aspects of rigor within the grade.\n\n\nThe three aspects of rigor are not pursued with equal intensity in this program.\n    \nConceptual knowledge and procedural skill and fluency are evident in the instructional materials. There are multiple lessons where conceptual development is the clear focus.\n    \nThe instructional materials lack opportunities for students to engage in application and deep problem solving in real world situations.\n    \nThere are very few lessons that treat all three aspects together due to the relative weakness in application. However, there are several lessons that include conceptual development leading to procedural practice and fluency.\n    \nThere are minimal opportunities for students to engage in cognitively demanding tasks and applications that would call for them to use the math they know to solve problems and integrate their understanding into real-world applications.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Kindergarten meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\n\n    In Teacher Resources Part 1, a discussion of MPs is given starting on page A-22 . According to a statement in the materials, \u201cWe guide students to develop Mathematical Practice Standards by explicitly teaching the skills required.\u201d The MPs are not listed in the beginning with the lesson goals but in parentheses in bold within the lesson at the part where they occur. As stated on page A-22 in Teacher Resources Part 1, \"While the development of these practices occur in virtually every lesson, only some lessons have grade-level application to the standards. These grade-level applications are identified in the margin\"\n\n\n    Overall, the materials clearly identify the MPs and incorporate them into the lessons. The MPs are incorporated into almost every lesson; they are not taught as separate lessons. All of the MPs are represented and attended to multiple times throughout the year, though not equally. In particular, MP5 receives the least attention.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Kindergarten do not meet the expectations for carefully attending to the full meaning of each practice standard. The publisher rarely addresses the Mathematical Practice Standards in a meaningful way.\n\n\n    The materials only identify examples of the Standards for Mathematical Practice, so the teacher does not always know when a MP is being carefully attended to. MPs are marked throughout the curriculum, but sometimes the problems are routine problems that do not cover the depth of the Math Practices. Many times the MPs are marked where teachers are doing the work.\n\n\n    Examples where the material does not meet the expectation for the full meaning of the identified MP:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cc1f1f8e-ccd7-40f6-b915-362099d5319f": {"__data__": {"id_": "cc1f1f8e-ccd7-40f6-b915-362099d5319f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "14d99efa-305d-462e-91e3-92070fe587dc", "node_type": null, "metadata": {}, "hash": "d55bfd1befd79b4bb38fad86fc76f381675d98edca3fb3e4b814d04aa8a393fd"}, "3": {"node_id": "c055fc82-dcae-44d6-8725-59945078e924", "node_type": null, "metadata": {}, "hash": "e73629eeb7572296ddb373aac0cdac7d6f0bedaad5cfede3336729a33d1bb6f3"}}, "hash": "b35253fb743b0117105c9070871e7a02ba18057371b9a74d21f12e6436b56f45", "text": "MP1: In Teacher Resources Part 2 Unit 12 Lesson 35, Activity 1 is marked as MP1. Students create subtraction stories. Students are given magazines and told to cut out pictures to create a subtraction story with an associated number sentence. Students share these with classmates, but they are not looking for entry points to solve a problem. It is a missed opportunity to have students trade stories and create the subtraction number sentence for another student\u2019s story which would allow them to make sense of math problems and persevere in problem solving. Another example is found in Teacher Resources Part 1 Unit 2 Lesson 10; in the lesson, students practice writing the digit 4 as a whole class. Students who finish the whole class lesson early can go to the Assessment and Practice Book Part 1 Unit 1 Lesson 10 and trace the number 4. While writing the digit 4 is a Kindergarten standard, there is no mathematical thinking occurring while students are tracing digits. Students do not have to make sense of mathematical situations or persevere while tracing digits.\n    \nMP4: In Teacher Resources Part 1 Unit 3 Lesson 21, students are using a blackline master to match houses with doors. This is a matching activity, and there is no modeling.\n    \nMP5: In Teacher Resources Part 2 Unit 7 Lesson 9, students are directed to use five frames for counting which does not allow the opportunity to choose an appropriate tool for the math. Typically students do not select tools when MP5 is indicated in a lesson.\n    \nMP6: In Teacher Resources Part 2 Unit 14 Lesson 6, students fill containers to determine which has a larger capacity. Students work in groups filling containers with sand and rice to determine which holds more and which holds less. While students are talking and working in groups they are not required to use the precise vocabulary of the lesson during their group work (i.e. bigger, less, more, same amount, and smaller).\n    \nMP7: While the publisher attaches MP7 to many lessons, sometimes the structure is found in the standard itself and not the indicated exercise. For example, in Teacher Resources Part 1 Unit 2 Lesson 12, in the activity \u201cAssociating written numbers 1, 2, 3, 4, 5, with spoken numbers\u201d the teacher makes a small deck of card numbered 1-5. The teacher holds up a number card for each number and says: \u201cWe learned that this is the number 5 .\u201d The teacher repeats as needed and then changes the question to \u201cWhat is this number?\u201d In this activity students are not discerning anything about the structure of this series of numbers; they are simply matching the digit with its matching word form. Another example is Teacher Resources Part 1 Unit 5 Lesson 30, Activity 2. In this activity students have cards numbered 5-7. The teacher clearly says a number from 5 to 7, and students hold up the number card for the number read. These problems do not require students to look closely to discern a pattern or structure.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Kindergarten partially meet expectations that the materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. Materials occasionally prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards; however, there are very few opportunities for students to both construct arguments and analyze the arguments of others together.\n\n\n    In the lessons provided in the Teacher Resources Part 1 and 2, examples identified as MP3 are often in a whole group or small group discussion. Students rarely have the opportunity to either construct viable arguments or to critique the reasoning of others in a meaningful way because of the heavy scaffolding of the program. For example, in Teacher Resources Part 2 Unit 10 Lesson 2, students are asked if 11 or 12 is greater and then asked to explain why. Students are not given an opportunity to analyze the arguments of others.\n\n\n    There are several instances where MP3 is incorrectly identified in the materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c055fc82-dcae-44d6-8725-59945078e924": {"__data__": {"id_": "c055fc82-dcae-44d6-8725-59945078e924", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "cc1f1f8e-ccd7-40f6-b915-362099d5319f", "node_type": null, "metadata": {}, "hash": "b35253fb743b0117105c9070871e7a02ba18057371b9a74d21f12e6436b56f45"}, "3": {"node_id": "5f169c82-ba7f-4158-8c89-cd4e2c7c5da9", "node_type": null, "metadata": {}, "hash": "502e80a7d15e6961d2e097bab148196881235c212b4cae74292cd264890a6a53"}}, "hash": "e73629eeb7572296ddb373aac0cdac7d6f0bedaad5cfede3336729a33d1bb6f3", "text": "There are several instances where MP3 is incorrectly identified in the materials:\n\n\nTeacher Resources Part 1 Unit 1 Lesson 4, the Counting Correctly activity, is labeled MP3. In this activity students are taught three elements of counting objects correctly- touching each object once, saying one number for every object touched, and saying the counting numbers in the correct order. Students show a thumbs up or down to indicate if the teacher is counting correctly, but students are not constructing viable arguments or analyzing the arguments of others.\n    \nIn Teacher Resources Part 1 Unit 4 Lesson 33 the teacher is holding up fingers to represent the numbers 9 and 10. The teacher shows either 9 or 10 and has the class say the number together. Then the teacher is then prompted to ask, \u201cIs there another way to show 10 using my fingers? (no).\" Students are not constructing viable arguments or analyzing the arguments of others.\n    \nIn Teacher Resources Part 2 Unit 9 Lesson 16 students are shown a 3-D shape such as a sphere. The teacher asks \u201cIs this a sphere,\u201d and students respond with a thumbs up or down. Students provide no justification about why it is a sphere.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Kindergarten partially meet the expectation of assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\n\n    Within lessons, the teacher materials are not always clear about how teachers will engage and support students in constructing viable arguments or critiquing the reasoning of others. Materials identified with the MP3 standard often direct teachers to \"chose a student to answer\" or \"have a volunteer fill in the blank.\" Questions are provided but often do not encourage students to deeply engage in MP3. In addition, although answers are provided, there are no follow up questions to help re-direct students who didn\u2019t understand.\n\n\nTeacher Resources Part 1 Unit 1 Lesson 14 page 57: The teacher is told to alternate between counting correctly and incorrectly and have students signal if the teacher has counted correctly or incorrectly. \"Have students identify mistakes and discuss them as a class.\"\n    \nTeacher Resources Part 1 Unit 3 Lesson 2 page 9: \"Does this look like a wheel? (no) Is this a circle? (no).\"\n    \nTeacher Resources Part 1 Unit 4 Lesson 33 page 30: The teacher holds up either 9 or 10 fingers and has the class say the number together. Then asks \"Is there another way to show 10 using your fingers? (no).\" The teacher calls out 9 or 10 and has students show the number of their fingers.\n    \nTeacher Resources Part 2 Unit 9 Lesson 17: The teacher holds up various shapes, and students do thumbs up or thumbs down if the shape is a cylinder. It also states \"you can prompt students by asking whether the object looks like a can.\"\n    \n\n\n    Overall, some questions are provided for teachers to assist their students in engaging students in constructing viable arguments and analyzing the arguments of others; however, additional follow-up questions and direct support for teachers is needed.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Jump Math Kindergarten partially meet the expectation for attending to the specialized language of mathematics. Overall, there are several examples of the mathematical language being introduced and appropriately reinforced throughout the unit, but there are times the materials do not attend to the specialized language of mathematics.\n\n\n    Although no glossary is provided in the materials, each unit introduction includes a list of important vocabulary, and each lesson includes a list of vocabulary that will be used in that lesson. The teacher is provided with explanations of the meanings of some words.\n\n\nIn Teacher Resources part 1, page A-21 states that \u201cwords being introduced and defined for the first time are presented in bold font in the list and in italics in the lesson plans.\u201d\n    \nUnit introductions sometimes include vocabulary. For example, in Teacher Resources Part 1 Unit 3 page E-1 , there is discussion about the teacher using \"quadrilaterals,\" \"pentagons,\" \"parallelograms,\" and so on but states \"you do not need to use these words with your students.\"\n    \nVocabulary words are listed at the beginning of each lesson plan in the Teacher\u2019s Guide, but definitions, if any, are within the lesson.\n    \n\n\n    While the materials attend to the specialized language of mathematics most of the time, there are instances where this is not the case.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5f169c82-ba7f-4158-8c89-cd4e2c7c5da9": {"__data__": {"id_": "5f169c82-ba7f-4158-8c89-cd4e2c7c5da9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "c055fc82-dcae-44d6-8725-59945078e924", "node_type": null, "metadata": {}, "hash": "e73629eeb7572296ddb373aac0cdac7d6f0bedaad5cfede3336729a33d1bb6f3"}, "3": {"node_id": "1236cd28-297e-42b9-b01d-ec6a54cb1256", "node_type": null, "metadata": {}, "hash": "8ddbbbc62d3c5d1e419a5e5d696673c45ea82bacd89023267ba139a803c32daf"}}, "hash": "502e80a7d15e6961d2e097bab148196881235c212b4cae74292cd264890a6a53", "text": "Often students are not required to provide explanations and justifications, especially in writing, which would allow them to attend to the specialized language of mathematics. For example, in Teacher Resources Part 2 Unit 9 Lesson 15, vocabulary includes the terms count and number. Each time, however, that these words are used in the lesson, they are used by the teacher. The student is not required to provide an explanation or justification for their answers that would allow them to use the words in this lesson.\n    \nMany of the discussion prompts provided are guided by the teacher so that the student is merely repeating the teacher's language. This limits student ability to actively use mathematical language.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1236cd28-297e-42b9-b01d-ec6a54cb1256": {"__data__": {"id_": "1236cd28-297e-42b9-b01d-ec6a54cb1256", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "acbe9959-aeec-4a09-a47b-ed9a49af706b", "node_type": null, "metadata": {}, "hash": "fcc94edb69d46cec6aaeb55543fbe07c8f2836a0c6cb4a942a9650e0f600bdef"}, "2": {"node_id": "5f169c82-ba7f-4158-8c89-cd4e2c7c5da9", "node_type": null, "metadata": {}, "hash": "502e80a7d15e6961d2e097bab148196881235c212b4cae74292cd264890a6a53"}}, "hash": "8ddbbbc62d3c5d1e419a5e5d696673c45ea82bacd89023267ba139a803c32daf", "text": "Technology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c360b6b9-4f26-462f-bf81-53cede99680c": {"__data__": {"id_": "c360b6b9-4f26-462f-bf81-53cede99680c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a4693e2-836f-4b24-a3b5-a58590d7aeae", "node_type": null, "metadata": {}, "hash": "ed026f4c4eacfe1708aad21849f541b753b7ccc0a12981e952142732d3a505c2"}, "3": {"node_id": "35f0c5f6-84f9-4c0e-9cad-895bbad2a3d8", "node_type": null, "metadata": {}, "hash": "ca2a3e118c538015c227a0de539361e66a33420dc782351510627828bb3de88c"}}, "hash": "d3c1277c35e2f806928b69bd61a5ebae27892cecaae684991635897cbfd18d5a", "text": "Singapore Math: Dimensions Math\n\nThe instructional materials for Dimensions Math Grade 7 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards and devote less than 65% of instructional time to the major work of the grade. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials contain supporting work that enhances focus and coherence simultaneously by engaging students in the major work of the grade and foster coherence through connections at a single grade. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Dimensions Math Grade 7 do not meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, and the amount of time devoted to the major work of the grade is less 65 percent. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials contain supporting work that enhances focus and coherence simultaneously by engaging students in the major work of the grade and foster coherence through connections at a single grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Dimensions Math Grade 7 do not meet expectations for assessing grade-level content. The FAQ page on the website for Singapore Math states, \u201cThere are currently no tests, but the workbook could be used as a test bank.\u201d In Dimensions Math workbooks 7A and 7B, above grade-level items are present and could not be modified or omitted without a significant impact on the underlying structure of the instructional materials. For example:\n\n\nStudents evaluate expressions involving square and cube roots (8.EE.2, N-RN.2). For example, in Workbook 7B page 4, problem 19b.iii states, \u201cFind the cube root of $$(15\\times12,600/7)$$.\u201d There are problems similar to this in Workbook 7A on pages 4, 8, 10, 11, 15, 16 and 17.\n    \nStudents use factorial notation, which does not align to standards from Grades 6-8. For example, in Workbook 7A page 19, problem 25 part a states, \u201cFind the value of the following: 5!, 8!, 10!, 100!/98!\u201d Part b states, \u201cWhat is the relation between n! And (n-1)!?\u201d\n    \nStudents evaluate exponential expressions by applying the laws of exponents (8.EE.1). For example, in Workbook 7A page 2, problem 11 part e states, \u201c$$(3^2\\times 3^5)^2$$.\u201d\n    \nStudents calculate the rate of change for linear functions (8.EE.B). For example, in Workbook 7B page 11, problem 9 states, \u201cFind the slopes of the lines in the following diagram.\u201d Problems 18-20 on page 13 are similar.\n    \nStudents describe subsets of a sample space (S-CP.1). For example, in Workbook 7B, page 57, problem 3 part a states, \u201cFind the set A\u2019 in each of the following cases. a) E = {1, 3, 5, 8, 9, 12, 14} and A = {3, 5, 9, 12}.\u201d Parts b through f are similar, and the remainder of problems 1-20 on pages 57-60 are also similar.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Dimensions Math Grade 7 do not meet expectations for spending a majority of instructional time on major work of the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "35f0c5f6-84f9-4c0e-9cad-895bbad2a3d8": {"__data__": {"id_": "35f0c5f6-84f9-4c0e-9cad-895bbad2a3d8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a4693e2-836f-4b24-a3b5-a58590d7aeae", "node_type": null, "metadata": {}, "hash": "ed026f4c4eacfe1708aad21849f541b753b7ccc0a12981e952142732d3a505c2"}, "2": {"node_id": "c360b6b9-4f26-462f-bf81-53cede99680c", "node_type": null, "metadata": {}, "hash": "d3c1277c35e2f806928b69bd61a5ebae27892cecaae684991635897cbfd18d5a"}, "3": {"node_id": "46d3cf12-0b21-4a88-9fdb-99c800ea0675", "node_type": null, "metadata": {}, "hash": "a00e845d028daa9adc68c59dee06d17d016772a6e1e80839cf4d22021f424db1"}}, "hash": "ca2a3e118c538015c227a0de539361e66a33420dc782351510627828bb3de88c", "text": "The approximate number of chapters devoted to major work of the grade (including assessments and supporting work connected to the major work) is 8.5 out of 17, which is approximately 51 percent.\n    \nThe number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 36.5 out of 69, which is approximately 53 percent.\n    \nThe number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 67 out of 125, which is approximately 54 percent.\n    \nIn Grade 7, two of the 17 chapters do not address major work or supporting work connected to major work, and there are five chapters that have less than 50 percent addressing major work (including supporting work connected to major work).\n    \n\n\n    A lesson-level analysis (which includes lessons and sublessons) is most representative of the instructional materials because it addresses the amount of class time students are engaged in major work throughout the school year. As a result, approximately 53 percent of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Dimensions Math Grade 7 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\n\n    Supporting standards/clusters are connected to the major standards/clusters of the grade with one exception. Connections are not explicitly stated except for the connection of ratios to scale drawings as described in the Teaching Notes and Solutions, Book B, page 6.\n\n\n    Examples of supporting work that engage students in the major work of the grade include:\n\n\nIn Lesson 8.2, students write an equation (major standard 7.EE.4) to solve for a missing angle (supporting standard 7.G.5).\n    \nIn Chapters 12 and 13, students use geometric formulas to solve problems (supporting standard 7.G.6), including setting up and solving equations for unknown measures (major standard 7.EE.4).\n    \nIn Lesson 12.3 and Chapter 14, students use proportional relationships (major standard 7.RP.2) involving scale drawings and maps with scale factors (supporting standard 7.G.1).\n    \nIn Lesson 16.2, students conduct a probability experiment and calculate probabilities (supporting standard 7.SP.7) as percentages (major standard 7.RP.3).\n    \nIn Chapter 13, students use rational numbers (major standard 7.NS.3) to find surface area and volume of figures (supporting standard 7.G.6).\n    \nIn Chapter 17, students calculate simple and compound probabilities (supporting standard 7.SP.8) using rational numbers (major standard 7.NS.3).\n    \n\n\n    The missed connection between supporting work and major work includes:\n\n\nIn Chapter 16, a connection to major work is missed when students do not use proportional reasoning (7.RP.2) to make predictions about populations (7.SP.8).\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials for Dimensions Math Grade 7 do not meet expectations that the amount of content designated for one grade level is viable for one year.\n\n\n    As designed, the instructional materials can be completed in 125 days. The total days were computed in the following manner:\n\n\nEach lesson was counted as one day of instruction.\n    \nA \u201clesson\u201d with subsections (i.e., 1a, 1b, 1c) counted as three lessons or three days.\n    \nA practice day was added for each chapter.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "46d3cf12-0b21-4a88-9fdb-99c800ea0675": {"__data__": {"id_": "46d3cf12-0b21-4a88-9fdb-99c800ea0675", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a4693e2-836f-4b24-a3b5-a58590d7aeae", "node_type": null, "metadata": {}, "hash": "ed026f4c4eacfe1708aad21849f541b753b7ccc0a12981e952142732d3a505c2"}, "2": {"node_id": "35f0c5f6-84f9-4c0e-9cad-895bbad2a3d8", "node_type": null, "metadata": {}, "hash": "ca2a3e118c538015c227a0de539361e66a33420dc782351510627828bb3de88c"}, "3": {"node_id": "974e6f15-6a1e-4203-b48f-50d0ceb98dfa", "node_type": null, "metadata": {}, "hash": "3a3b530ef9d55c471c96d3384a6764126530755db3e19a8a42510b193c8d4277"}}, "hash": "a00e845d028daa9adc68c59dee06d17d016772a6e1e80839cf4d22021f424db1", "text": "The suggested amount of time for the materials is not viable for one school year, and/or the expectations for teachers and students are unreasonable. Significant modifications would be necessary for the materials to be viable for one school year. In addition, there are several lessons that are off-grade level, which, if not completed, would reduce the number of days provided in the materials.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Dimensions Math Grade 7 partially meet expectations for being consistent with the progressions in the standards. In general, materials follow the progression of grade-level standards, though they don\u2019t always meet the full intent of the standards. In addition, lessons utilize standards from prior grade levels, though these are not always explicitly identified in the materials.\n\n\n    Examples where standards from prior or future grades are utilized but not identified include:\n\n\nIn Chapter 1, students represent the prime factorization of numbers in exponential notation (6.EE.1), find the GCF and LCM of pairs of numbers (6.NS.4), and find the square roots and cube roots of small numbers (8.EE.2). All work is presented as grade-level work.\n    \nIn Chapter 2, students are introduced to negative integers and absolute value (6.NS.5-7). This material is presented as grade-level material. In Lesson 2.7, students round numbers to specific decimal places (5.NBT.4), but this is not identified as below grade-level content.\n    \nIn Lesson 2.6, students encounter irrational numbers, which aligns to 8.NS.A. This lesson is used as an extension lesson, but the content is not identified as above grade level.\n    \nIn Lesson 8.3, students encounter perpendicular and angle bisectors, which aligns to G-CO.C. The content is not identified as above grade level.\n    \n\n\n    The \u201cNotes on Teaching\u201d in Teaching Notes and Solutions provide some direction for teachers to explicitly relate the content to prior learning:\n\n\nIn Real Numbers (Book A, page 3), \u201cStudents have learned whole numbers and fractions in their earlier grades. In this chapter, the concept of numbers is extended from whole number to integers\u2026\u201d\n    \nIn Factors and Multiples (Book A, page 1), \u201cStudents have learned factors and multiples in their earlier grades.\u201d\n    \nIn Percentages (Book A, page 9), \u201cIn the earlier grades students have learned the meaning of percentage and the conversion between decimal, fraction, and percentage. In this chapter, they will learn to apply percentage to solve more daily life problems.\u201d\n    \nIn Perimeter and Areas of Plane Figures (Book B, page 4), \u201cThe idea of perimeter and area has been studied in elementary schools. This chapter extends the idea to find the perimeters and areas of plane figures\u2026\u201d\n    \nStudent Workbook 7A, page 134 states, \u201cWe have learned the idea of a ratio in the previous grade. Let us recall its meaning.\u201d and provides the definition for ratio and notation.\n    \n\n\n    The instructional materials do not attend to the full intent of some standards. Examples include:\n\n\nIn Lesson 5.1, students solve linear equations in one variable but not ones that arise from word problems (7.EE.4a). However, there are no opportunities to \u201ccompare an algebraic solution to an arithmetic solution (by) identifying the sequence of the operations used in each approach.\u201d\n    \nIn Lesson 5.4, students solve linear inequalities (7.EE.4b) but do not graph the solution sets.\n    \nIn Lesson 10.2, students graph linear relationships, but none of those represent proportional relationships (7.RP.2d).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "974e6f15-6a1e-4203-b48f-50d0ceb98dfa": {"__data__": {"id_": "974e6f15-6a1e-4203-b48f-50d0ceb98dfa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a4693e2-836f-4b24-a3b5-a58590d7aeae", "node_type": null, "metadata": {}, "hash": "ed026f4c4eacfe1708aad21849f541b753b7ccc0a12981e952142732d3a505c2"}, "2": {"node_id": "46d3cf12-0b21-4a88-9fdb-99c800ea0675", "node_type": null, "metadata": {}, "hash": "a00e845d028daa9adc68c59dee06d17d016772a6e1e80839cf4d22021f424db1"}, "3": {"node_id": "9a44f6a3-354e-4afd-a6e8-e3f204ca51c9", "node_type": null, "metadata": {}, "hash": "a0a73bae416c83e3487bb4077fd1934dc09e0f8faee2d8413f7544a0ee6502f3"}}, "hash": "3a3b530ef9d55c471c96d3384a6764126530755db3e19a8a42510b193c8d4277", "text": "The materials do not give all students extensive work with grade-level problems for some standards. Examples include:\n\n\nIn Lesson 13.2, although students determine side lengths, surface area, and volume of a figure shown (7.G.6), there is one real-world problem in the Math@Work section and one real-world problem in the BrainWorks section.\n    \nIn Chapter 14, students \u201creproduce a scale drawing at a different scale\u201d (7.G.1) in one problem.\n    \nIn Lesson 14.3, the instructional materials identify k in the equation y = kx as a constant. Students calculate y/x to \u201cdecide whether two quantities are in a proportional relationship\u201d (7.RP.2a), but the materials do not use the term \u201cconstant of proportionality\u201d (7.RP.2b).\n    \nFor 7.NS.1b, there is one problem that illustrates a + -a = 0.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Dimensions Math Grade 7 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards.\n\n\n    The materials include learning objectives that are visibly shaped by CCSSM cluster headings, and there are correlations between Dimensions Math Grade 7 learning objectives and CCSSM cluster headings. Examples include:\n\n\nIn Chapter 5, learning objectives are shaped by 7.EE.B, \u201cSolve real-life and mathematical problems using numerical and algebraic expressions and equations.\u201d Examples of learning objectives shaped by the cluster include: \u201cuse letters to represent numbers of variables; interpret algebraic notations; evaluate algebraic expressions and formulas; and express real-life situations in algebraic terms.\u201d\n    \nIn Chapter 2, some learning objectives are shaped by 7.NS.A, \u201cApply and extend previous understandings of operations with fractions.\u201d For example, learning objectives \u201cidentify integers, rational numbers, and real numbers and perform the four operations on them.\u201d\n    \n\n\n    The materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade. Examples include:\n\n\nIn Lesson 5.1, students solve linear equations (7.EE.B) that include rational numbers (7.NS.A).\n    \nIn Lessons 4.1 and 4.3, students rewrite expressions (7.EE.A) that include rational numbers (7.NS.A).\n    \nIn Lesson 6.1, students express equivalent ratios (7.RP.A) involving rational numbers (7.NS.A), and in Lesson 6.2, students calculate rates involving rational numbers.\n    \nIn Lesson 7.2, students solve linear equations (7.EE.B) that include percentages (7.RP.A).\n    \nIn Chapter 15, students use data identified from random sampling (7.SP.A) to draw informal comparative inferences about two populations (7.SP.B).\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9a44f6a3-354e-4afd-a6e8-e3f204ca51c9": {"__data__": {"id_": "9a44f6a3-354e-4afd-a6e8-e3f204ca51c9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a4693e2-836f-4b24-a3b5-a58590d7aeae", "node_type": null, "metadata": {}, "hash": "ed026f4c4eacfe1708aad21849f541b753b7ccc0a12981e952142732d3a505c2"}, "2": {"node_id": "974e6f15-6a1e-4203-b48f-50d0ceb98dfa", "node_type": null, "metadata": {}, "hash": "3a3b530ef9d55c471c96d3384a6764126530755db3e19a8a42510b193c8d4277"}, "3": {"node_id": "5c9f282e-e38d-45b6-ba70-b1ffed42e707", "node_type": null, "metadata": {}, "hash": "f216e4444e61fc60fde1d4284baa14bface6fa6cf87146e9c645882abf76f96f"}}, "hash": "a0a73bae416c83e3487bb4077fd1934dc09e0f8faee2d8413f7544a0ee6502f3", "text": "There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5c9f282e-e38d-45b6-ba70-b1ffed42e707": {"__data__": {"id_": "5c9f282e-e38d-45b6-ba70-b1ffed42e707", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a4693e2-836f-4b24-a3b5-a58590d7aeae", "node_type": null, "metadata": {}, "hash": "ed026f4c4eacfe1708aad21849f541b753b7ccc0a12981e952142732d3a505c2"}, "2": {"node_id": "9a44f6a3-354e-4afd-a6e8-e3f204ca51c9", "node_type": null, "metadata": {}, "hash": "a0a73bae416c83e3487bb4077fd1934dc09e0f8faee2d8413f7544a0ee6502f3"}}, "hash": "f216e4444e61fc60fde1d4284baa14bface6fa6cf87146e9c645882abf76f96f", "text": "Materials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7adb08ac-0a4a-4db8-89c7-b5a0ca2bceff": {"__data__": {"id_": "7adb08ac-0a4a-4db8-89c7-b5a0ca2bceff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "3": {"node_id": "126fff67-edc5-4d4d-b343-85df83545bb1", "node_type": null, "metadata": {}, "hash": "91c61ee1c4c44c7d0beeb092a3a85ea7ae923a58af47e87b934b0cfc9ece4e4f"}}, "hash": "687323d7034f417841197406ff45e18ee51a28f851923a212903d63734827832", "text": "Big Ideas Math\n\nThe instructional materials reviewed for Grade 7 Big Ideas do not meet the expectations for Gateway One. Future grade-level standards are rarely assessed and could be easily modified or omitted. The materials do not devote a majority of the time to the major work of the grade. The instructional materials infrequently connect supporting work with the major work of the grade. Although the materials provide a full program of study that is viable for a school year, students are not always given extensive work with grade-level problems, and connections between grade levels and domains are missing. Since the materials do not meet expectations for Gateway One, evidence for Gateways Two and Three was not collected.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 7 Big Ideas do not meet the expectations for focus and coherence. Future grade-level standards are rarely assessed and could be easily modified or omitted. The materials do not devote a majority of the time to the major work of the grade. The instructional materials infrequently connect supporting work with the major work of the grade. Although the materials provide a full program of study that is viable for a school year, students are not always given extensive work with grade-level problems. Connections between grade-levels are missing. Overall, the instructional materials do not meet the expectations for focusing on the major work of the grade, and the materials are not always consistent and coherent with the standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for assessing the grade-level content and, if applicable, content from earlier grades. Summative assessments focus on the Grade 7 standards with minimal occurrences of above grade-level work, which include finding slope and identifying direct variation. The above grade-level items in which students are asked to find slope can be modified by adding a real world context and changing the term \u201cslope\u201d to \u201cunit rate.\u201d Additionally, the specific language \u201cdirect variation\u201d can be changed to \u201cproportional relationship\u201d to reflect Grade 7 standards without altering the structure of the materials.\n\n\n    The following assessments were reviewed for this indicator from the print and digital materials: forms A and B of the Chapter Tests, Chapter Quizzes, Standards Assessments, and Alternate Assessments.\n\n\n    On the Chapter 5 assessments, students are asked to calculate slope and identify direct variations on the following above grade-level items:\n\n\nOn Form A items 17-18 and Form B items 19-20, students are asked to find slope from 2 points on a given graph, which most closely aligns with 8.EE.5.\n    \nOn item 28 on Form B in Chapter 5, students must use slope to determine a missing y value in a linear relationship and explain, which more closely aligns to 8.F.4. This item can be omitted without affecting the intent of the chapter.\n    \nOn item 5 on the Chapter 6 Standards Assessment, students are asked to find the slope of a line from two given points on the line. All items can be omitted or edited to find the unit rate instead of the slope to align questions to grade-level content.\n    \nOn the Quiz after Lesson 5-6 items 8-9, Test Form A, items 19-21, and Form B. items 23-25 in Chapter 5, several questions require students to identify a direct variation from a table or equation. These questions can be omitted or edited to find/explain the \u201cconstant of proportionality\u201d in the presented table or equation to reflect the Grade 7 standard, 7.RP.2.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "126fff67-edc5-4d4d-b343-85df83545bb1": {"__data__": {"id_": "126fff67-edc5-4d4d-b343-85df83545bb1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "2": {"node_id": "7adb08ac-0a4a-4db8-89c7-b5a0ca2bceff", "node_type": null, "metadata": {}, "hash": "687323d7034f417841197406ff45e18ee51a28f851923a212903d63734827832"}, "3": {"node_id": "48e59c9d-e3e4-4920-874c-575acbce032a", "node_type": null, "metadata": {}, "hash": "a0baec3e6fa84cf098007f26ce2fec19883121de73355e12b627e6009bf3bbd8"}}, "hash": "91c61ee1c4c44c7d0beeb092a3a85ea7ae923a58af47e87b934b0cfc9ece4e4f", "text": "In addition to these items, students are asked to calculate the volume of pyramids on the Chapter 9 assessments. Students are not required to find volume or use the formula for pyramids specifically, as this particular three dimensional figure is linked to 8.G.9, which calls for students to give an informal argument for the volume of a pyramid. In the materials there is one lesson dedicated to this topic in which students are allowed to experiment with the conceptual nature of volume using beans and cubes in the embedded activity. For this reason, the inclusion of the activity is appropriate, and the score was not affected.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for focus on major clusters. The Grade 7 instructional materials do not spend the majority of class time on the major clusters of the grade.\n\n\n    The Common Core State Standards to Book Correlation (pages xx-xxiv) and the Book to Common Core State Standards Correlation (page xxv) were used to identify major work, as well as the first page in each chapter which includes Common Core progression information, a chapter summary, and a pacing guide (and related online pages). The pacing guide provides the number of days to spend on each section in the chapter as well as days for review and assessment. This guide was used to determine the number of instructional days allotted by the publisher for each standard found in the major work of the grade. The lessons containing major work were reviewed for alignment to each of the identified standards. Reviewers also examined all lessons with standards identified by the publisher as non-major work to ensure that these lessons did not contain enough material to strengthen major work.\n\n\n    All percentages are below 65 percent and were calculated to reflect the chapters, lessons, and instructional time spent on major work:\n\n\nThe materials devoted approximately 60 percent of chapters to major work of the grade (Chapters 1 through 6). If over 50 percent of a chapter addressed major work, then the chapter was counted as major work.\n    \n56 percent of lessons (29 out of 52) were dedicated to major work. Lessons 7.5, 10.2, and 10.3 were not identified as major work by the materials but were found to have enough examples and problems connected to major clusters 7.RP and 7.NS. Some lessons identified as major work were below grade-level and were not counted as major work even if identified by the publisher. These lessons include 1.1, which is identified by the publisher as \u201cPreparing For\u201d grade-level standards, and 2.1, 6.1, and 6.2 for addressing work with rational numbers which align to 6.NS and 6.RP standards.\n    \n59 percent of instructional days (90 out of 154) were spent on lessons aligned to major work. Days were counted based on the recommendation of the pacing guide in the beginning of each chapter for all lessons reviewers found aligned to major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for having supporting content that enhances focus and coherence simultaneously by engaging students in the major work of the grade. The content designed to address the supporting work was isolated from major work in most cases. Some unidentified connections between supporting and major work were found.\n\n\n    Supporting work is identified by the publisher in Chapters 7, 8, 9 and 10 on page xxv of the Teacher Edition. Overall, the chapters occur in isolation of major work with each domain addressed in separate chapters spanning the last four chapters in the book. Limited connections to major work were found in the following lessons:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "48e59c9d-e3e4-4920-874c-575acbce032a": {"__data__": {"id_": "48e59c9d-e3e4-4920-874c-575acbce032a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "2": {"node_id": "126fff67-edc5-4d4d-b343-85df83545bb1", "node_type": null, "metadata": {}, "hash": "91c61ee1c4c44c7d0beeb092a3a85ea7ae923a58af47e87b934b0cfc9ece4e4f"}, "3": {"node_id": "115affe7-2de5-4144-a581-490a4234714c", "node_type": null, "metadata": {}, "hash": "c1eca39205bed0c6d8a7952899b94c35b43fa10171f0d6116b435c3e24834868"}}, "hash": "a0baec3e6fa84cf098007f26ce2fec19883121de73355e12b627e6009bf3bbd8", "text": "In Chapter 7 Constructions and Scale Drawings, Lesson 7.5 connects scale drawings (7.G.1) to ratios and proportional reasoning (7.RP.A), and the vocabulary is noted in the lesson. It is also modeled in the online tutorial video located in the dynamic classroom. The textbook does not identify this connection. The other lessons in the chapter were not found to have connections to major work.\n    \nIn Chapter 8, Lesson 8.1 has an unidentified connection to 7.EE in Example 3. Students are asked to use the formula for circumference to find the diameter, and it is practiced in problem 13. In the other lessons, students substitute values into the given formula and use order of operations to simplify the expressions. With the exception of lesson 8.1, there is not a connection to 7.EE as the standard requires students to work with positive and negative rational numbers and with multi-step equations. Inverse operations are not needed to find the area or the volume.\n    \nThe lessons in Chapter 10, which address supporting Clusters 7.SP.A,C, do provide natural connections when working with creating probabilities as rational numbers and converting them to decimals and percents. In addition, each lesson, with the exception of lesson 10.1, also involves using proportional relationships to draw conclusions in both sampling and experimental probability situations. However, standards 7.RP.3 and 7.NS.2 are not explicitly identified as being part of the lessons, and neither the teacher script nor the student materials highlight this connection for the teacher or the students\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed meet the expectation for having an amount of content designated for one grade-level that is viable for one school year in order to foster coherence between grade-levels. Overall, the instructional materials reviewed for Grade 7 provide a year\u2019s worth of content as written.\n\n\n    154 days of instruction are outlined in the pacing guide on page xxxii and xxxiii with each lesson designed to fill a 45-minute instructional period. This pacing includes days for study help and review before the mid-chapter quizzes and two days for review and assessment at the end of each chapter. Remaining days can be used for review and the cumulative assessments found at the conclusion of each chapter and the assessment book. Before each chapter, information is provided for the teacher on how much time to spend on each section. Unlike the other textbooks in the series, this one includes regular and accelerated pacing instead of detailing the number of days allotted for activities, lessons, and extensions. Since the material does not explicitly define the amount of time to spend on each extension lesson, these lessons may not be given adequate attention. The following extensions allow students to encounter specific parts of the following standards found in the work of the grade-level:\n\n\n7.EE.2 - In 3.2 Factoring Expressions, students add and subtract expressions in the lesson but work to factor and expand them only in the 3.2 Extension.\n    \n7.RP.2a,b,d - Extension 5.2 Graphing Proportional Relationships connects all of these standards in the same lesson while the rest of the chapter separates the tabular, graphic, and verbal representations of proportional relationships in different lessons.\n    \n7.G.3 - In Extension 9-5, students \u201cslice\u201d three-dimensional figures and examine the two dimensional figure that is formed as a result.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "115affe7-2de5-4144-a581-490a4234714c": {"__data__": {"id_": "115affe7-2de5-4144-a581-490a4234714c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "2": {"node_id": "48e59c9d-e3e4-4920-874c-575acbce032a", "node_type": null, "metadata": {}, "hash": "a0baec3e6fa84cf098007f26ce2fec19883121de73355e12b627e6009bf3bbd8"}, "3": {"node_id": "cc0c1e47-d971-47c7-958c-d6aa7bd239f8", "node_type": null, "metadata": {}, "hash": "5dc987acfe31c867748b0f2db16f11784b32dc0724aec813581501bd1aa0335c"}}, "hash": "c1eca39205bed0c6d8a7952899b94c35b43fa10171f0d6116b435c3e24834868", "text": "The online lesson plans also include extra examples if teachers need them. If students need more practice on skills, teachers would have access to resources without having to find other supplemental practice. The Online section titled \u201cChapters at a Glance\u201d displays all of these practice opportunities for each chapter.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation for having materials that are consistent with the progressions in the Standards. Materials are not intentionally written to follow the progressions of the grade-level as few lessons are identified as work from prior grade-levels, and there are no lessons identified to connect Grade 7 work to the work of future grades. General explanations for how lessons are related to prior knowledge are present. Materials do not give all students extensive work with grade-level problems.\n\n\n    The materials do not develop according to the grade-by-grade progressions in the standards. Content from prior or future grades is not clearly identified and related to grade-level work.\n\n\nExplanations of Common Core Progressions are given at the beginning of each chapter connecting both Grade 5 and 6 level work to the Grade 7 work students will encounter in each of the chapters. These connections to below grade-level work are presented as bulleted lists of skills and are not aligned to specific standards.\n    \nMath Background Notes include vocabulary review as well as a general explanation of the most important skills and understandings from the prior grade-level(s). For example, in Chapter 3 the notes instruct teachers to review key words and order of operations to evaluate expressions, but the prior grade-level standards require a flexible view of simplifying and generating equivalent expressions. Other examples include:\n        \nChapter 2: LCM review before performing operations with rational numbers (page T-43)\n            \nChapter 4: Specific work with Grade 6 level inequalities and comparing rational numbers is explained before writing, graphing and solving inequalities.\n            \n\n\n\n\nThe first page of each chapter is \u201cWhat You Learned Before.\u201d The teacher page adjacent to this page identifies the CCSS addressed, which is usually from a previous grade-level, but no explanation of what connects this previous material to the upcoming lessons is included.\n    \nOnce into the chapter, teachers can see previous skills being reviewed, but there is only one identification by the textbook.\n        \nIn section 1.1, a review of Grade 6 work with absolute value is presented and identified as preparing for 7.NS.1, 7.NS.2, 7.NS.3\n            \nA review of Grade 6 work with rational numbers occurs in section 2.1, but it is identified as learning 7.NS.2b, 7.NS.2d.\n            \n\n\nContent of future progressions beyond the current grade-level are not identified in the materials nor are these lessons accompanied by an explanation of the progressions.\n        \nStudents find slope of a line in 5.5, but the material does not identify this lesson as Grade 8 content.\n            \n\n\n\n\n    The materials do not give all students extensive work with grade-level problems. The majority of the problems in the exercises require students to produce an answer or solution. There are open-ended, reasoning, and critical thinking items which allow students to engage in grade-level work that meets the depth of the standard in most cases. These opportunities to engage in extensive grade-level problems are provided for all students only if they are given the opportunity to access all of them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cc0c1e47-d971-47c7-958c-d6aa7bd239f8": {"__data__": {"id_": "cc0c1e47-d971-47c7-958c-d6aa7bd239f8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "2": {"node_id": "115affe7-2de5-4144-a581-490a4234714c", "node_type": null, "metadata": {}, "hash": "c1eca39205bed0c6d8a7952899b94c35b43fa10171f0d6116b435c3e24834868"}, "3": {"node_id": "7e6dd7dd-27b9-42b4-9393-cd2944c9ae97", "node_type": null, "metadata": {}, "hash": "a379292f2b46d66fda45cf80a93dae1a6c1ea2eafb6dbf20bb225374611633a5"}}, "hash": "5dc987acfe31c867748b0f2db16f11784b32dc0724aec813581501bd1aa0335c", "text": "An assignment guide is provided in each lesson that levels students into basic, average, or advanced. These charts exclude the \u201cbasic\u201d learner from the reasoning and critical thinking problems. These problems are critical for all students in order for them to reach the depth of the standard in many of the lessons.\n        \nFor example in section 2.3, both average and basic learners are excluded from item 27, an open-ended problem that requires students to fill in two different negative values to make an equation true. Item 28, which requires students to make generalizations about the structure of rational numbers, is also not listed as an opportunity for average or basic learners (7.NS.1).\n            \nMany lessons contain explanations in \u201cLaurie\u2019s Notes\u201d of a specific homework problem and how \u201cTaking Math Deeper\u201d can apply to that problem. Usually it is a simple task that can get to the depth of a standard; however, it is rarely part of the Basic Assignment. If students are only assigned Basic or Average Level Assignments, they will often not engage with the problems reaching the full depth of the standard.\n            \n\n\n\n\n    The materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades.\n\n\nEach chapter begins with a What You Learned Before page just before the first lesson. These pages contain problems for students from prior grade levels and/or chapters found earlier in the materials. Connections to specific grade-levels or standards are not identified.\n    \nLaurie\u2019s Notes are found in each lesson. In the margin of these notes for instruction, specific Grade 7 standards that will be addressed are identified. Most of them contain a Previous Learning section that describes prior knowledge students should possess before engaging in the lesson, but again they are not explicit about the particular grade-level or standard tied to the skills or understanding needed. For example, in section 5.2 the Previous Learning states, \u201cStudents have written and simplified ratios.\u201d Neither the specific CCSS standards nor the grade-level is stated.\n    \n\n\n    Overall, explicit connections to prior knowledge are made at a very general level through the chapter and lesson features in this series. Connections are not clearly articulated for teachers and are merely lists of skills without indication of standards, clusters, or domains. There is not a clearly defined progression for teachers to demonstrate how prior knowledge is being extended or developed.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectation for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials do not include learning objectives that are visibly shaped by CCSSM cluster headings, but there are some opportunities to connect clusters and domains.\n\n\n    Examples of the materials not including learning objectives that are visibly shaped by CCSSM cluster headings include:\n\n\nCluster headings were explicitly addressed in the materials on page xxxvii, where it appears that a chapter is dedicated to each. There is no explanation as to how the lessons are tied together under the cluster heading besides the information found on this page. In most cases, standards are addressed in isolated lessons with very little overlap of CCSSM across chapters, and the language used in the cluster heading was not found.\n    \nThe lesson \u201cGoal\u201d appears in Laurie\u2019s Notes before the lessons in each section and most closely aligns to an objective. These are descriptions of the parts of the standard that are addressed in the lesson and were not found to describe cluster headings.\n        \nExamples from Chapter 5 include, \u201cToday\u2019s lesson is comparing ratios using proportions and the Cross Products Property\u201d in Section 2 and \"Today's lesson is solving proportions using a variety of strategies\" in Section 4. Neither lesson goal capture what is required in 7.RP.A because the students do not analyze proportional relationships; in both lessons, students use multiplication or the Cross Products strategy to produce an answer.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7e6dd7dd-27b9-42b4-9393-cd2944c9ae97": {"__data__": {"id_": "7e6dd7dd-27b9-42b4-9393-cd2944c9ae97", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "2": {"node_id": "cc0c1e47-d971-47c7-958c-d6aa7bd239f8", "node_type": null, "metadata": {}, "hash": "5dc987acfe31c867748b0f2db16f11784b32dc0724aec813581501bd1aa0335c"}, "3": {"node_id": "7e2b866b-1ac8-4b2e-8b04-edab477a9e1f", "node_type": null, "metadata": {}, "hash": "a5641748c739d738b78e64e168365f631cd7ba19d31c1947103b0d5f26c425f7"}}, "hash": "a379292f2b46d66fda45cf80a93dae1a6c1ea2eafb6dbf20bb225374611633a5", "text": "Examples of the materials providing some problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important include:\n\n\nAll major work is addressed before the supporting work occurs limiting the textbook\u2019s ability to foster connections between clusters.\n    \nAn identified connection occurs in Chapter 6, Lesson 4, which connects 7.RP.3 to 7.EE.3, when students write an equation before solving problems involving percentages on page 236. Students also work with rational numbers in this lesson, but 7.NS.3 is not identified.\n    \nThe performance tasks could make connections between cluster headings. These tasks present open-ended problems with varying ways to represent solutions, but they address one standard at a time. Although not explicitly mentioned, the tasks aligned to the 7.RP standards included natural connections to 7.EE and 7.NS. Students may choose to represent solutions as equations, but they are not required to do so as the prompts are written.\n    \nIn Chapter 8, Lessons 2 through 4 address 7.G as well as parts of 7.EE.4 in the limited number of items which require students to use properties of equality when engaging in work that includes semicircles. While the examples are accompanied by explicit steps to calculate the perimeter and area of various two-dimensional shapes using equations, the directions do not require students to use equations or find missing dimensions (length, width, height, radii or diameters) when completing the problems. Most items do not require students to use inverse operations or explain equality.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7e2b866b-1ac8-4b2e-8b04-edab477a9e1f": {"__data__": {"id_": "7e2b866b-1ac8-4b2e-8b04-edab477a9e1f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c92d9fe-dc0d-46dc-a43e-d84d288ff153", "node_type": null, "metadata": {}, "hash": "be639c5308fe1bb8336927b73edb146f099cf1fe327ea3e51c909718125ac97b"}, "2": {"node_id": "7e6dd7dd-27b9-42b4-9393-cd2944c9ae97", "node_type": null, "metadata": {}, "hash": "a379292f2b46d66fda45cf80a93dae1a6c1ea2eafb6dbf20bb225374611633a5"}}, "hash": "a5641748c739d738b78e64e168365f631cd7ba19d31c1947103b0d5f26c425f7", "text": "Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a73f151f-3761-4343-8b0a-21000d72e5de": {"__data__": {"id_": "a73f151f-3761-4343-8b0a-21000d72e5de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "3": {"node_id": "38d8027f-e940-4ad9-a2c3-c621885b879b", "node_type": null, "metadata": {}, "hash": "418e3c86368652b5eb06037e1bc8504084e64c7516edba1ab9e7c8e58ff90fbc"}}, "hash": "3e62ec286b4711b572140bcf1f5c45caf495c65af1e6a8dc596431df3a38c8e0", "text": "Connecting Math Concepts - Elementary\n\nThe instructional materials reviewed for Grade 2 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus on major work because of assessing too many above, grade-level topics and devoting an insufficient amount of time to the major work of the grade. The materials also do not meet the expectations for coherence because they do not make sufficient connections between the standards. Since the materials do not meet expectations for focus and coherence in Gateway 1, they were not reviewed for evidence of rigor and the mathematical practices in Gateway 2.\n\nFocus & Coherence\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) do not meet expectations for Gateway 1: Focus on Major Work and Coherence. Students are assessed on multiple topics from future grades on a majority of the thirteen mastery tests and both of the cumulative tests. Overall, 64.9 percent of the program\u2019s lesson exercises are partially or fully aligned to the Major Work of Grade 2; the substantial number of partially aligned and unaligned exercises would not allow students learning with this program to fully develop the grade-level skills and understandings required by the CCSSM. The Level C program does not attend to the coherent design of Grade 2 CCSSM. Lessons are made up of a series of isolated exercises, with no discernible pattern or intent to make connections across content with/for students. The few connections that do exist seem coincidental, and are not fully developed. The amount of content in this grade level program is not viable for a school year, due to the large amount of lesson content that is from future grades. Students using this program as designed would not develop a solid foundation needed to understand and master grade-level content. The Level C program is not consistent with the progressions in the CCSSM: the instructional materials do not clearly identify work that is above level, and the above grade-level work is not an appropriate extension or reinforcement of grade level standards; all students do not have opportunities to engage extensively with grade level work, due to the amount of content from future grades; and there is no mention of building on students\u2019 prior knowledge. These instructional materials treat learning objectives and standards as individual pieces that rarely interact, with no visible connections to the language from CCSSM cluster headings. Activities within exercises sometimes connect two or more grade-level clusters, but these are randomly placed and are not explicitly called out as important or natural connections. Overall, the Connecting Math Concepts Level C (Grade 2) instructional materials do not meet expectations for Gateway 1, and therefore will not proceed to Gateway 2.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) do not meet expectations for assessing material at grade level. Most of the program\u2019s thirteen mastery tests and two cumulative tests include items beyond the scope of expectations for Grade 2, including adding and subtracting 3-digit numbers using a traditional algorithm, multiplication concepts, finding area and perimeter, and measurement conversions. It would not be possible for teachers or districts using this program to remove or amend the misaligned items without disrupting the overall structure and design of the grade level program.\nReview Team note: The Level C (Grade 2) teacher guide identifies the cumulative tests as \u201coptional\u201d (page 3); however, the publisher orientation session identified these assessments as a required component of the grade level program. Therefore, the cumulative tests are included in this review.\nMastery Test 1:\n\nItems in parts 2-5 assess standards from previous grades, including writing numerals 1-20 (K.CC.A.3) and fact fluency within 10 (1.OA.C.6). This review is appropriate for the beginning of the year.\nAll items in parts 1, 6 and 7 assess Grade 2 standards, focusing on writing numbers within 1000, identifying the value of digits, and 2-digit addition within 100.\n\nMastery Test 2:\n\nItems in parts 3, 8 and 12 assess learning from Grade 1, including three single-digit addends (1.OA.A.2), a 2-digit number + 10 (1.NBT.C.5), and counting and writing numbers within 100 (1.NBT.A.1). This review is appropriate for the beginning of the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "38d8027f-e940-4ad9-a2c3-c621885b879b": {"__data__": {"id_": "38d8027f-e940-4ad9-a2c3-c621885b879b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "a73f151f-3761-4343-8b0a-21000d72e5de", "node_type": null, "metadata": {}, "hash": "3e62ec286b4711b572140bcf1f5c45caf495c65af1e6a8dc596431df3a38c8e0"}, "3": {"node_id": "a765bb70-fc15-4d62-bcbb-1c88ba31f20b", "node_type": null, "metadata": {}, "hash": "1ab1b76f17d6cc7a0aa513bc1899fa6a773781c9f216801f63cd079b63c1963e"}}, "hash": "418e3c86368652b5eb06037e1bc8504084e64c7516edba1ab9e7c8e58ff90fbc", "text": "This review is appropriate for the beginning of the year.\nItems in parts 1, 2, 4, 5, 6, 7, 9, 10 and 11 assess Grade 2 standards, focusing on fluency within 20, counting money, writing expanded form, skip-counting, and 2-digit addition and subtraction within 100.\nItems in parts 3 and 6 assess learning that is not specifically required by the CCSSM, including counting backwards and skip-counting by nines.\n\nMastery Test 3:\n\nItems in Parts 1-4 and 6-9 assess Grade 2 standards, focusing on fluency within 20, skip-counting by fives, writing numbers within 1000, counting coins, using expanded form, and exploring place value.\nPart 5 calls for students to put three 2-digit numbers in order from least to greatest. This is not the intent of 2.NBT.A.4.\nPart 9 calls for students to count paper money and coins to find the total value; while counting coins is within expectations for 2.MD.C.8, students should be doing this work within the context of word problems.\n\nMastery Test 4:\n\nItems in Parts 1, 2, 4, 7, 8 and 11 assess Grade 2 standards, focusing on understanding subtraction, comparing numbers, 2-digit addition, measuring in standard units, writing numbers, and mentally adding 10 to 2- and 3-digit numbers.\nSome items call for students to count by fours which is not specifically required by the CCSSM.\nItems in Parts 3, 6, and 9 call for students to represent situations with more than one unknown or calling for more than one variable. This is not appropriate for Grade 2.\n\nMastery Test 5:\n\nPart 9 assesses students\u2019 ability to identify basic shapes (K.G. and 1.G).\nItems in Parts 1, 2, 6, 7 and 8 assess Grade 2 standards, focusing on fluency within 20, counting coins, measuring with standard units, completing equations based on drawings, and subtraction with 2-digit numbers.\nParts 3 and 4 assess learning that is not part of CCSSM: write a comparison statement with three values and represent a word problem with two variables.\nPart 5 calls for students to use multiplication (3.OA.A.1).\n\nMastery Test 6:\n\nItems in Parts 1, 3, 6 and 7 assess Grade 2 standards, focusing on fluency within 20, completing equations based on a drawing, and identifying 2D and 3D shapes.\nParts 2, 4 and 5 assess learning that is not part of Grade 2 CCSSM, calling for students to represent word problems with more than one variable and compare variables.\n\nMastery Test 7:\n\nItems in Parts 1, 2, 3, 5 and 7 assess Grade 2 standards, focusing on addition within 100, fluency within 20, counting money, completing equations based on a drawing, and solving an equation for the unknown addend.\nParts 4 and 6 assess learning that is not part of Grade 2 CCSSM, calling for students to represent word problems with more than on variable.\n\nCumulative Test 1:\n\nItems in Parts 1-5, 7, 9, 10, 14-17, 19, 21 and 22 assess Grade 2 standards; these items are a review of parts of Mastery Tests 1-7.\nParts 6, 8, 11, 12 and 20 assess learning that is not part of Grade 2 CCSSM, calling for students to represent word problems with more than one variable; order three 2-digit numbers; and write comparison statements with three values.\nSome items call for students to count by fours, and nines which is not specifically required by the CCSSM.\nPart 13 assesses multiplication facts (3.OA).\n\nMastery Test 8:\n\nItems in Parts 1, 3, 5 and 7 assess Grade 2 standards, focusing on fluency within 20, 3-digit addition and subtraction within 1000, adding and subtracting multiples of ten, and finding the unknown number in an equation.\nParts 4 and 6 assess future learning: rounding to the nearest ten (3.NBT.A.1); and finding perimeter (3.MD.D.8).\nPart 2 assesses learning that is not part of Grade 2 CCSSM, calling for students to represent word problems with more than one variable.\n\nMastery Test 9:\n\nItems in Parts 2, 3, 5 and 8 assess Grade 2 standards, including fluency within 20, solving word problems, and telling time in five-minute intervals.\nItems in Parts 3 and 5 call for students to represent and solve word problems within and beyond 100. 2.OA.A.1 only calls for solving word problems within 100.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a765bb70-fc15-4d62-bcbb-1c88ba31f20b": {"__data__": {"id_": "a765bb70-fc15-4d62-bcbb-1c88ba31f20b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "38d8027f-e940-4ad9-a2c3-c621885b879b", "node_type": null, "metadata": {}, "hash": "418e3c86368652b5eb06037e1bc8504084e64c7516edba1ab9e7c8e58ff90fbc"}, "3": {"node_id": "d25d0326-83f4-4f1f-90fb-78154ff443c2", "node_type": null, "metadata": {}, "hash": "6e1c88a30d1d211c896b28ca5c08105d2edd6c18b6ff2e4a3215c773386adbf0"}}, "hash": "1ab1b76f17d6cc7a0aa513bc1899fa6a773781c9f216801f63cd079b63c1963e", "text": "2.OA.A.1 only calls for solving word problems within 100.\nParts 4, 6, 7 and 9 assess future learning: multiplication (3.OA); addition/subtraction within 1000 using an algorithm (3.NBT.A.2); and rounding (3.NBT.A.1).\nPart 1 calls for students to write labels for questions in word problems, not an explicit standard in Grade 2 CCSSM.\n\nMastery Test 10:\n\nItems in Parts 1 and 3 assess Grade 2 standards, focusing on fluency within 20.\nParts 2, 4-7 assess future learning: multiplying to find the value of coins and solving unknown-factor equations (3.OA.A.1); telling time to the nearest minute (3.MD.A.1); comparing measurements with different units (4.MD.A); and adding and subtracting dollars and cents (5.NBT.B.7).\n\nMastery Test 11:\n\nItems in Parts 1, 6 and 8 assess Grade 2 standards, focusing on fluency within 20, addition within 100/1000, and solving equations to find the unknown number.\nParts 2, 4, 5, 9 and 10 assess future learning: perimeter and area of rectangles (3.MD); multiplication arrays (3.OA); comparing measurements with different units (4.MD); and adding and subtracting dollars and cents (5.NBT.B.7).\nPart 7 calls for students to rewrite an amount given in cents, using \"$\" and the decimal point correctly. This is not an explicit part of 2.MD.C.8 and should not be a stand-alone lesson.\n\nMastery Test 12:\n\nItems in parts 1, 4 and 6 assess Grade 2 standards, focusing on fluency within 20, measuring length and finding the difference between lengths, and comparing 3-digit numbers in standard and expanded form.\nParts 2 and 5 assess future learning: multiplication concepts (3.OA); and solving word problems with prices given in dollars and cents (5.NBT.B.7).\n\nMastery Test 13:\n\nItems in parts 1, 2, 4-6, 8-10 and 12-14 assess Grade 2 standards, focusing on solving word problems within 100, measuring lines and making a line plot, making number families to decompose numbers, addition and subtraction within 100/1000, analyzing and interpreting a bar graph, naming parts of an equally partitioned shape, identifying shapes, and identifying numbers as even or odd.\nParts 7, 10 and 11 assess future learning: elapsed time (3.MD.A); writing multiplication facts for a given array (3.OA); and comparing measurements with different units (4.MD).\n\nCumulative Test 2:\n\nParts 1, 2, 4, 9, 12-16, 17 and 23 assess Grade 2 standards; these items are a review of parts of Mastery Tests 8-13.\nParts 6, 8, 10, 11, 15 and 18-21 assess future learning: multiplication concepts (3.OA); telling time to the nearest minute (3.MD); finding area and perimeter (3.MD); rounding (3.NBT.A); comparing measurements with different units (4.MD); and solving word problems with prices given in dollars and cents (5.NBT.B.7).\nParts 3, 7, and 22 assess learning that is not part of Grade 2 CCSSM.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) do not meet expectations for spending class time on the major work of the grade. Many of the exercises not aligned to major work focus on skills and understandings that are explored in future grades. In determining the percentage of materials that align to or directly support major work of the grade, any exercises that partially aligned to major work of the grade were included as exercises fully aligned to major work of the grade. Even with these partially-aligned exercises included, the percentage of exercises was approximately 65 percent. Given that the calculated percentage is an overestimate for the percentage of materials aligned to major work of the grade and Grade 2 materials should be closer to 85 percent aligned to major work of the grade, the Level C materials don\u2019t allocate enough instructional time to clusters and standards that make up the major work of Grade 2.\nThe Level C program consists of 130 lessons, with each lesson made up of a series of 7-12 exercises. The lessons are not organized into chapters or units, and the amount of instructional time for each exercise is not indicated in the program materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d25d0326-83f4-4f1f-90fb-78154ff443c2": {"__data__": {"id_": "d25d0326-83f4-4f1f-90fb-78154ff443c2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "a765bb70-fc15-4d62-bcbb-1c88ba31f20b", "node_type": null, "metadata": {}, "hash": "1ab1b76f17d6cc7a0aa513bc1899fa6a773781c9f216801f63cd079b63c1963e"}, "3": {"node_id": "56d9dd31-dff4-467c-8a81-9c0095917144", "node_type": null, "metadata": {}, "hash": "edd0bb6f6a722cde80321aa78eca0b613763da45adf02bdd6c56287577315950"}}, "hash": "6e1c88a30d1d211c896b28ca5c08105d2edd6c18b6ff2e4a3215c773386adbf0", "text": "To review materials for this indicator, the team considered two perspectives: (1) the number of lessons aligned to major work by cluster and/or standard (as reported in Presentation Book 1, page 490-499 and Presentation Book 2, page 404-413); and (2) the number of exercises aligned to major work (based on reviewer analysis). The review team found the second perspective to be the most accurate, as it indicates an amount of class time devoted to major work each day. A third perspective was not evaluated because the materials spiral and are not organized into units or chapters.\n\nThe percentage of lessons aligned to 2.OA.A.1 is 72 percent. While this program does include a strong focus on problem solving, a significant portion of the work in Level C involves equations beyond 100.\nThe percentage of lessons aligned to 2.OA.B.2 is 99 percent. The program materials have a strong emphasis on addition and subtraction facts within 20, which is the required CCSSM fluency for Grade 2. Teachers using this program should note: much of the work is timed practice, with minimal focus on strategies to develop fact fluency.\nThe percentage of lessons aligned to 2.NBT.A is 94 percent. Much of the time devoted to this cluster is around 2.NBT.A.2, which calls for students to count within 1000, and skip-count by fives, tens, and hundreds; a significant amount of class time is spent skip-counting by twos, fours, and 9nines, which is not a part of this standard. Only 34 of 130 lessons focus on 2.NBT.A.1, and only 13 of 130 lessons focus on 2.NBT.A.4; Grade 2 students would benefit from more lessons devoted to understanding place value and comparing multi-digit numbers.\nThe percentage of lessons aligned to 2.NBT.B is 99 percent. The Level C program devotes a significant amount of time to adding and subtracting multi-digit numbers, including adding more than two addends. However, most of this work calls for students to use a standard algorithm to add, rather than strategies based on place value and properties of operations as called for in 2.NBT.B.5 and 2.NBT.B.7. Some lessons have equations that extend past 1000, or call for students to add more than two 3-digit numbers. Teachers using this program will need to seek out additional materials to address 2.NBT.B.9, as only 5 of 130 lessons call for students to explain why addition and subtraction strategies work.\nThe percentage of lessons aligned to 2.MD.A is 32 percent. This is a significant concern, as students using these materials will not have enough time to develop measurement skills and understandings necessary for future learning.\nThe percentage of lessons aligned to 2.MD.B is 20 percent. Teachers using this program should consider supplementing instruction with additional lessons focused on solving word problems involving lengths, and representing whole numbers, as well as sums and differences, on the number line.\nThe percentage of lessons aligned to 2.MD.C, which supports Grade 2 work with word problems and skip-counting, is 37 percent. Level C devotes an appropriate amount of time to this cluster.\nThe percentage of lessons aligned to 2.MD.D, which supports Grade 2 work with measurement and solving word problems with addition and subtraction, is 9 percent. Teachers using this program will need to find supplementary materials to explore representing and interpreting data.\nAn analysis of Lessons 1-65 revealed that 441 of 627 exercises are fully or partially aligned to or support major work, which calculates to 70 percent. This number is just above the minimum expectation for Indicator 1b for Grade 2.\nAn analysis of Lessons 65-130 revealed that 311 of 531 exercises are fully or partially aligned to major work, which calculates to 56 percent. This amount of exercises devoted to major work is below the prescribed 65-85 percent.\nAn analysis of the program as a whole revealed 752 of 1,158 exercises aligned to or supporting major work, which calculates to 64.9 percent. This is the minimum prescribed amount; this includes a number of exercises that are only partially aligned to Grade 2 CCSSM.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "56d9dd31-dff4-467c-8a81-9c0095917144": {"__data__": {"id_": "56d9dd31-dff4-467c-8a81-9c0095917144", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "d25d0326-83f4-4f1f-90fb-78154ff443c2", "node_type": null, "metadata": {}, "hash": "6e1c88a30d1d211c896b28ca5c08105d2edd6c18b6ff2e4a3215c773386adbf0"}, "3": {"node_id": "e1b851e2-f7fc-4216-b5de-a55d1dafce59", "node_type": null, "metadata": {}, "hash": "a2b9dfb1a73f90ba7f928a820f99811c2bb5f7d50a4e96da4debac5c362bc23f"}}, "hash": "edd0bb6f6a722cde80321aa78eca0b613763da45adf02bdd6c56287577315950", "text": "Many of the exercises not aligned to major work focus on skills and understandings that are explored in future grades, according to the CCSSM: adding and subtracting beyond 100 and with more than two 3-digit numbers using columns (algorithm) (3.NBT.A.2, 4.NBT.B); solving word problems with sums and differences greater than 100 (3.OA.D.8, 4.OA.A.3); working with multiplication concepts (3.OA); telling time to the nearest minute (3.MD.A.1); working with area and perimeter (3.MD.C-D, 4.MD.A.3); measurement conversions and equivalent measurements (4.MD.A); and solving word problems with money amounts written in decimal form (5.NBT.B).\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) partially meet expectations for using supporting content to enhance focus and coherence by engaging students in the major work of the grade. The grade level program includes some exercises where supporting content naturally connects to major work; however, there are many places in the materials where natural connections are missed.\nConnections between CCSSM Supporting Work and Major Work are never identified in the teacher presentation books or the teacher guide. Connecting Math Concepts is a \u201cdirect instruction\u201d program, where teachers are encouraged to use instructional materials as written, with little to no deviation from the prescribed presentation script. The teacher guide states: \u201cThe script for each lesson indicates precisely how to present each structured activity. Follow the specified wording in the script.\u201d (page 28). This structured presentation discourages teachers from making unidentified connections explicit for students.\n\nEach lesson consists of a series of discrete exercises, with each exercise addressing a different standard. A typical lesson includes exercises targeting up to three different domains, routinely moving back and forth between domains and clusters without making connections explicit for students or teachers, even where natural connections are evident.\nTelling and writing time (2.MD.C.7) allows an opportunity for Grade 2 students to practice the major work of skip-counting by fives (2.NBT.A.2). There are 54 exercises in the Level C program that focus on telling and/or writing time. However, much of this work exceeds the expectations of Grade 2 by including analog and digital times that are to the nearest minute.\nSolving word problems involving money (2.MD.C.8) supports the major work of representing and solving problems within 100 (2.OA.A.1) and addition and subtraction fluency within 100 based on place value (2.NBT.A.1, 2.NBT.B.5). The Level C program focuses on this skill in 50 exercises; however, many of these exercises do not meet the expectations of the Grade 2 standard. 2.MD.C.8 calls for problem solving with dollar bills, quarters, dimes, nickels, and pennies; some exercises included word problems that use dollars as the unit, with no focus on monetary value; some exercises only focus on using the $ and \u20b5 symbols, with no problems or computation work; and some exercises have students adding and subtraction dollar and cent amounts written with decimals using the standard algorithm (5.NBT.B.7).\nAs Grade 2 students generate and represent data on line plots (2.MD.D.9), they connect to the major work of measuring the length of objects (2.MD.A.1). The four exercises in Level C that explore this content make this important connection; however, the measurement unit in all four exercises is centimeters. Teachers using this program should seek out supplemental lessons that call for students to measure and represent length data with other units of measurement. As Grade 2 students represent and interpret data in picture and bar graphs (2.MD.D.10), they connect to the major work of solving word problems with addition and subtraction (2.OA.A-B). The Level C program includes thirteen exercises devoted to this content. Three exercises focus on reading a picture graph, but students never draw one themselves. Nine exercises focus on reading a bar graph, and two exercises have students making a bar graph\u2014all teacher-directed. Nine exercises engage students in interpreting data in picture and bar graphs by answering questions; however, most are low-level questions such as \u201cWhich has the most/least?\u201d and \u201cHow many ____ are ____?\u201d, rather than the put-together and compare problems called out in 2.MD.D.10.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e1b851e2-f7fc-4216-b5de-a55d1dafce59": {"__data__": {"id_": "e1b851e2-f7fc-4216-b5de-a55d1dafce59", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "56d9dd31-dff4-467c-8a81-9c0095917144", "node_type": null, "metadata": {}, "hash": "edd0bb6f6a722cde80321aa78eca0b613763da45adf02bdd6c56287577315950"}, "3": {"node_id": "9c0bf4fd-ac0c-4f27-b196-2a38ffa2fd50", "node_type": null, "metadata": {}, "hash": "070f95c9b33cbb7a115d116a06704f1ce8c17f80c4b8df89b83bc7938c6956cd"}}, "hash": "a2b9dfb1a73f90ba7f928a820f99811c2bb5f7d50a4e96da4debac5c362bc23f", "text": "None of the graphing exercises include take-apart problems.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) do not meet expectations for designating a viable amount of grade-level content for one year. At face value, the amount of content, including lessons and assessments, is viable for one school year of approximately 140-190 days; however, due to the large amount of content that is not aligned to the grade level, there is not enough instruction at the depth required by Grade 2 standards to prepare students for learning in future grades.\n\nThis grade level program contains 130 lessons, lessons, 13 mastery tests, and 2 cumulative tests, spanning approximately 145 days, which is a sufficient number for a standard school year. The teacher guide (page 7) states: \"The ideal goal is to teach one lesson each period. If students are not firm on content that is being introduced, you will need to repeat parts of lessons or entire lessons.\u201d This possibility of reteaching lessons is within reason for a typical school year.\nOn page 7 of the teacher guide, the publisher identifies two starting points: lesson 1 for students who are new to the Connecting Math Concepts program; and lesson 11 for students who have completed Level A or passed the Level B Placement Test. For students starting instruction at lesson 11, the program will span approximately 135 days, plus any repeated lessons. This number is low for a typical school year.\nThe Grade 2 program is designed to be taught daily; a 50-minute period for structured work is suggested each day, as well as 20 minutes of independent work (teacher guide, page 5). The material allocated for instruction each day is reasonable for this suggested amount of time.\nThe Level C instructional program consists of a total of 1,158 exercises; 298 of these exercises (26 percent) focus on objectives that do not align with Grade 2 CCSSM expectations. A substantial number of unaligned exercises focus on skills and understandings not included in CCSSM and/or mastery of above level standards from Grade 3 and beyond (see report for Indicator 1b); this focus on above grade-level objectives takes time and focus away from foundational grade level understandings. Teachers using this program would need to make significant modifications to the daily lessons and/or omissions that would affect the integrity of the grade level program.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) do not meet expectations for following the learning progressions outlined in the CCSSM. These materials include a substantial amount of above grade-level content, which does not allow for students to have extensive time exploring grade-level problems. The tendency of the lessons and exercises to move quickly beyond grade-level expectations does not allow these materials to meet the full depth of the Grade 2 standards. In addition, connections between prior, current, and future concepts are not clearly articulated in the student or teacher materials.\ni. Materials do not develop according to the grade-by-grade progressions. Prior or future content is not clearly identified.\n\nThe first ten lessons of the program \u201care designed to acquaint new students with the conventions that continuing students learned in Level B\u201d (teacher guide, page 7). The activities students engage in are an appropriate review of prior knowledge and skills; however, these lessons and exercises do not contain any references to Grade 1 standards.\nAs explained in previous indicators (see 1b and 1d), the Connecting Math Concepts Level C program contains a significant amount of above grade-level work, moving students quickly beyond the expectations of Grade 2 standards and unduly interfering with the major work of the grade (2.OA.A-B, 2.NBT, 2.MD.A-B). Multiplication (3.OA) is introduced as early as Lesson 32. Grade 2 standards call for students to add and subtract within 100 and 1000, using strategies based on place value and properties of operations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9c0bf4fd-ac0c-4f27-b196-2a38ffa2fd50": {"__data__": {"id_": "9c0bf4fd-ac0c-4f27-b196-2a38ffa2fd50", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "e1b851e2-f7fc-4216-b5de-a55d1dafce59", "node_type": null, "metadata": {}, "hash": "a2b9dfb1a73f90ba7f928a820f99811c2bb5f7d50a4e96da4debac5c362bc23f"}, "3": {"node_id": "49dd5217-8f73-4ca0-b8ab-b08078640d0c", "node_type": null, "metadata": {}, "hash": "44e0f4da0f308180be98f23ef8e882671f9b67839524778b4d08e2c505530ddf"}}, "hash": "070f95c9b33cbb7a115d116a06704f1ce8c17f80c4b8df89b83bc7938c6956cd", "text": "The Level C materials call for students to add and subtract 3- and in some cases 4-digit numbers with a standard algorithm (3.NBT.A.2, 4.NBT.B.4). Students\u2019 work with understanding and solving word problems in this program also extends beyond grade-level expectations, due to the number of exercises that call for students to tackle word problems beyond 100 (3.OA.D.8, 4.OA.A.3).\n\nii. Materials do not give students extensive work with grade-level problems.\n\nThe teacher guide states: \u201cCMC Level C instruction meets all requirements of the [CCSSM] for second grade\u201d (page. 2). While it is true that all Grade 2 standards are addressed in the program, not all major standards are explored extensively. Place value work in understanding hundreds, tens, and ones (2.NBT.A.1) only occurs within exercises in 34 lessons; work with comparing 3-digit numbers based on place value (2.NBT.A.4) is only explored within exercises in 13 lessons; estimating lengths using standard units (2.MD.A.3) is only explored within exercises in 6 lessons; and representing addition and subtraction within 100 on a number line (2.MD.B.6) is only explored within exercises in 15 lessons.\n\niii. Most materials do not explicitly relate grade-level concepts explicitly to prior knowledge from earlier grades\n\nThere is an emphasis in the CMC Level C program on addition and subtraction within 20, which aligns with CCSSM expectations (2.OA.B.2). However, very little time is devoted to exploring properties and mental strategies that are necessary for Grade 2 students to compute efficiently, flexibly, and accurately. As noted in the K-2, Operations and Algebraic Thinking Progressions document: \u201cFluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., \u201cadding 0 yields the same number\u201d), and knowing some answers from the use of strategies. It is important to\u2026 [recognize] that fluency will be a mixture of these kinds of thinking\u201d (page 18).\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Connecting Math Concepts Level C (Grade 2) do not meet expectations for fostering coherence within the grade. Both the teacher and student materials lack explicit connections to support student learning, due to the overall structure of the program and the exclusion of language from CCSSM cluster headings.\nThe materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings.\n\nThe lesson materials do not emphasize references to or language from domain or cluster headings. The Common Core State Standards Chart (TG, pages 12-13) and Level C Correlation (Presentation Book 1, pages 490-499, Presentation Book 2, pages 404-412) list the domains and cluster headings, but do not give any attention to how the cluster headings relate to the lesson content. The Scope and Sequence of the Level C program (teacher guide, pages 10-11) lists the different tracks, organized by skill(s), included in the 130 lessons. This chart lists the program\u2019s \u201ctracks\u201d for this level, including: Number Families, Column Addition/Subtraction, Mental Math, Money, Multiplication, Measurement, and Missing Addend. The Planning Pages for each series of five lessons (Presentation Books) identify only the individual standards that align with each lesson, not the cluster headings.\nThe exercises within lessons are presented as Student Learning Objectives on the Planning Pages in the Presentation Books. These objectives do not meaningfully relate the exercises to the standards; rather, the learning objectives simply name what students are doing in each exercise.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "49dd5217-8f73-4ca0-b8ab-b08078640d0c": {"__data__": {"id_": "49dd5217-8f73-4ca0-b8ab-b08078640d0c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "9c0bf4fd-ac0c-4f27-b196-2a38ffa2fd50", "node_type": null, "metadata": {}, "hash": "070f95c9b33cbb7a115d116a06704f1ce8c17f80c4b8df89b83bc7938c6956cd"}, "3": {"node_id": "5e09dd4c-52ae-42c1-8666-a1c3401e30b3", "node_type": null, "metadata": {}, "hash": "5f410447ae99087c0901f153a8e8a206566dd5b03b941bc96f40dde2083cdbd2"}}, "hash": "44e0f4da0f308180be98f23ef8e882671f9b67839524778b4d08e2c505530ddf", "text": "For example, Student Learning Objectives for Lesson 95 include: Mentally add and subtract and count by a variety of numbers; Use the symbols >, <, or = to compare units of measure; Solve addition and subtraction money problems; Solve addition and subtraction facts with a small number of 6; Count by twos, fours, fives, nines, and tens and identify the missing factor; Tell time to the minute; Figure the area of a rectangle; Complete work independently.\nLessons are not aligned at the cluster level and do not focus on larger ideas. Lessons are comprised of a series of 7-12 disparate exercises, with each exercise taught separately from the previous one. Problems and activities sometimes connect two or more clusters within a lesson; however, these are randomly placed and do not serve as an important or natural connection. For example, in lesson 83 (Presentation Book 2, pages 79-84) the tasks in this lesson are placed in no certain order: estimation (Column Problems); mental math/counting (subtract tens, count by fours); column addition (carrying to the hundreds); comparison word problems (unit names); tell time (to the five minutes); multiplication (rows of like coins); addition/subtraction facts (small number of four); and money. This lesson moves from Number and Operations in Base Ten (NBT) to Operations and Algebraic Thinking (OA), back to NBT, then to OA, then to Measurement and Data (MD), back to OA and finally to MD. There is no statement made in the lesson script that explains how students are learning one concept to get to an understanding of another concept.\n\nMaterials rarely connect two or more clusters in a domain or two or more domains in a grade when appropriate.\n\nNatural and mathematically important connections are generally not made in these materials. For example, there are 48 lessons in the Grade 2 program that focus on solving word problems involving money (2.MD.C.8). Working with money provides an opportunity for a natural connection to place value, as 10 pennies (ones) equal 1 dime (ten); 10 dimes (tens) equal 1 dollar (hundred). Instead, much of the work in these lessons focuses on simply counting coins, and/or adding and subtracting money amounts using a vertical method (traditional algorithm). Another mathematically important connection that is missed in these materials is working with addition and subtraction on the number line (2.MD.B.6); this work complements adding and subtracting within 100 and 1000 and understanding the relationship between addition and subtraction (2.NBT.B.5, 7, 9). However, the Grade 2 materials rely heavily on the traditional algorithm for addition and subtraction within 100 and 1000.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e09dd4c-52ae-42c1-8666-a1c3401e30b3": {"__data__": {"id_": "5e09dd4c-52ae-42c1-8666-a1c3401e30b3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "49dd5217-8f73-4ca0-b8ab-b08078640d0c", "node_type": null, "metadata": {}, "hash": "44e0f4da0f308180be98f23ef8e882671f9b67839524778b4d08e2c505530ddf"}, "3": {"node_id": "ba8c7992-74cc-440b-8f91-75b21ed1a39c", "node_type": null, "metadata": {}, "hash": "2156bd2e5a54eaf7b403666bca2288bd9e10f558d1d5d92e21cc82150fadfffd"}}, "hash": "5f410447ae99087c0901f153a8e8a206566dd5b03b941bc96f40dde2083cdbd2", "text": "The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba8c7992-74cc-440b-8f91-75b21ed1a39c": {"__data__": {"id_": "ba8c7992-74cc-440b-8f91-75b21ed1a39c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0dcaa24e-0c4c-460e-9162-affceb8e231e", "node_type": null, "metadata": {}, "hash": "3d8c550043f02a484e7657c23887e5903fdc5741ec0b6a7947d2781e65b53bd6"}, "2": {"node_id": "5e09dd4c-52ae-42c1-8666-a1c3401e30b3", "node_type": null, "metadata": {}, "hash": "5f410447ae99087c0901f153a8e8a206566dd5b03b941bc96f40dde2083cdbd2"}}, "hash": "2156bd2e5a54eaf7b403666bca2288bd9e10f558d1d5d92e21cc82150fadfffd", "text": "i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bc097ba9-eb24-4a31-b839-b02d150001f9": {"__data__": {"id_": "bc097ba9-eb24-4a31-b839-b02d150001f9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "3": {"node_id": "ab10b499-3df1-4829-9c54-3bb9ea3cd2db", "node_type": null, "metadata": {}, "hash": "d34c1499a8184dbd1563d6b1ed56d8e803e76760927e3cfb868adb4ff7f99995"}}, "hash": "c5e5d4e0e40ab732f7619f16e51a70ff3f4c25559df99ac9748757c77c13f30b", "text": "Core Connections (Grades 6-8)\n\nThe instructional materials for Grade 6 partially meet expectations for Alignment to Common Core. Rigor and Mathematical Practices (Gateway 2) are very strong for this series. The instructional materials provide an excellent, seamless balance of conceptual understanding, procedural development, and application. The mathematical practices are embedded into rich problem solving tasks. However, Focus and Coherence (Gateway 1) are lacking in some indicators, in particular, not spending at least 65 percent of time on major work of grade-level standards.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 6 partially meet expectations for focus and coherence. The materials do primarily assess grade-level work. A true strength is providing rich, grade-level problems for all students that connect multiple clusters and domains. However, they do not spend the majority of time on major work, and non-major work rarely, directly reinforces the major clusters of the grade.\nOverall, Grade 6 meets expectations for assessment, amount of content provided for a year, and making connections across concepts. However, Grade 6 materials only partially meet expectations in time devoted to major work (including non-major content enhancing major work) and identifying connections to prior knowledge from earlier grades. Therefore, the overall rating for Gateway 1 is partially meets expectations.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional material reviewed for Grade 6 meets the expectations for focus within assessment. Overall, the instructional material assesses grade-level content. However, there are a few questions that include content from future grades within the suggested summative assessment of each chapter.\nThe materials reviewed for indicator 1A were the Individual Chapter Tests that are pre-made for Chapters 2-9. Chapter 1 does not have an individual test. Also, the online component for Core Connections has an extensive item bank that can be used to create individual assessments.\n\nThe summative assessments focus on grade level topics.\nAll assessments and topics relate to Grade 6 standards or below except for the specific questions noted below.\nIn those instances, the problems are mathematically reasonable connections and within the scope of Grade 6 ability. They could also be easily adapted or skipped without impacting the integrity of the grade level work, so they do not impact the over score of meeting expectations.\nThe above grade level content that was assessed on the chapter summative tests includes the following:\n\n\nChapter 4, problem 4 is about scale factor and similarity that aligns to 7.G.1 and 8.G.4.\nChapter 4, problem 6 asks students to \u201cwrite a proportion\u201d which aligns to 7.RP.2.\nChapter 7, problem 5 and Chapter 8, problem 2 involve graphs of equations and comparing steepness which is informally introduced in Grade 7 related to unit rates (7.RP.2).\n\n\nIn Chapter 8, problem 7 assesses stem and leaf plots which, while mathematically reasonable for Grade 6, are not in CCSSM.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 6 do not meet the expectations for focus within major clusters. This program integrates a spiral curriculum, including in homework and on assessments. Overall, the instructional material does not spend the majority of class time on the major clusters of each grade.\nThree perspectives were considered: 1) the number of chapters devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work. The number of days, approximately 53 percent, devoted to major work is the most reflective for this indicator because it addresses the amount of class time spent on concepts, especially given the spiraling nature of the materials.\nFor the purpose of consistency when calculating, all lessons (even those labeled optional) are included in the data and the maximum number of days in the range suggested was included (for example, if a lesson was labeled 1-2 days, 2 days was counted). Days for assessments, chapter closure, mid-course and full course closure reflections are not included in the data.\n\nChapters \u2013 Approximately 59 percent of time is spent on major work.\nLessons \u2013 Approximately 53 percent of time is spent on major work.\nDays \u2013 Approximately 53 percent of time is spent on major work.\nIt is a concern that a large portion of the instructional days are more closely aligned with Grade 7 work. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab10b499-3df1-4829-9c54-3bb9ea3cd2db": {"__data__": {"id_": "ab10b499-3df1-4829-9c54-3bb9ea3cd2db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "bc097ba9-eb24-4a31-b839-b02d150001f9", "node_type": null, "metadata": {}, "hash": "c5e5d4e0e40ab732f7619f16e51a70ff3f4c25559df99ac9748757c77c13f30b"}, "3": {"node_id": "40e7120b-f4e8-436d-81d8-d52e3baa11cd", "node_type": null, "metadata": {}, "hash": "7b73bf1a4dd8fa0955bcd2862c6368a54069f3d6205f6c0681071f04c4ecc883"}}, "hash": "d34c1499a8184dbd1563d6b1ed56d8e803e76760927e3cfb868adb4ff7f99995", "text": "Three lessons in Chapter 3 that involve computation of integers.\nTwo lessons in Chapter 4 that include similarity and scale factor.\nFour lessons in Chapter 9 that are application work with percent.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40e7120b-f4e8-436d-81d8-d52e3baa11cd": {"__data__": {"id_": "40e7120b-f4e8-436d-81d8-d52e3baa11cd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "ab10b499-3df1-4829-9c54-3bb9ea3cd2db", "node_type": null, "metadata": {}, "hash": "d34c1499a8184dbd1563d6b1ed56d8e803e76760927e3cfb868adb4ff7f99995"}, "3": {"node_id": "78574e94-6f77-4b2a-99f4-440b46c6ea08", "node_type": null, "metadata": {}, "hash": "21f5c95844202b339bc91b356e37c13b2beeadc13cae38b5cccf2e2c5622ea07"}}, "hash": "7b73bf1a4dd8fa0955bcd2862c6368a54069f3d6205f6c0681071f04c4ecc883", "text": "In the pacing guide, it would be very beneficial to plan for more days on the lessons that address major work of the grade rather than so many days on future work or stand-alone lessons.\nWe also reviewed the non-major clusters to determine if they could be factored in due to how strongly they support major work of the grade. Although there were some connections found between non-major clusters and major clusters, such as in lessons 2.3.3, 6.1.2 and 7.2.3, these connections were not strong enough to be included as addressing major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. To determine this, we looked at the student lessons that were not major work to identify connections and support they provided to the major clusters. We also considered if there were missed opportunities to make strong connections. In the teacher guide, the lessons are correlated to standards, so there was some guidance in determining where connections were being made.\n\nIn general, the standards alignment in the teacher\u2019s guide is accurate, therefore it is a reliable source for determining when lessons that are not major clusters directly support major work.\nThe strongest support comes from geometry lessons, specifically area, supporting the major work of expressions and equations, which require the students to use formulas/equations to solve problems.\nThere was also significant support linking the number system standards to both expressions and equations and ratios and proportional relationships. Examples include dividing decimals to find equivalent rates, using decimal operations in percent problems, calculating equivalent measurements and writing repeated factors as exponents.\nThere were several instances where the supporting work missed opportunities to connect to major work. One example of this is Chapter 8 on statistics could easily have made strong connections to both number system and expressions and equations, but did not.\nHowever, much of the supporting work is \u201cstand-alone\u201d lessons that do not make connections to major work. Examples include multiple lessons on central tendency, work with data displays and scatterplots, and basic computation such as multiplying decimals.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades.\nThe Teacher\u2019s Guide offers three different pacing plans \u2013\n\nOne for traditional schedules\nOne for block schedules\nOne for Acceleration \u2013 combining Course 2 and 3 into one year\n\nThe traditional plan was used to determine the number of instructional days since it seemed to best represent the way the course was designed. The pacing provided by the publisher is reasonable for lessons to be completed in the time suggested.\n\nThe lessons plus a chapter closure and assessment days equal 142 days.\nThe work is viable for one school year.\nThe number of days fall within the 140-190 range suggested.\nAccording to the Teacher Guide alignment, all Grade 6 standards are included.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectation to be consistent with the progressions in the standards. Materials do provide all students with extensive work at grade-level problems. However, content from prior grades is rarely identified and materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. Connections are also not made to content in future grades. Overall, the materials in Grade 6 are consistent with the depth and progressions in the standards, but explicit connections to prior or future grade level content are never identified for teachers or students.\nThroughout the entire series in the Teacher's Guide, content connections made are within the current course, but they never explicitly tie to prior or future work.\n\nOn the chapter introduction page, students are given a very clear overview of what the chapter will be and helps make connections such as:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "78574e94-6f77-4b2a-99f4-440b46c6ea08": {"__data__": {"id_": "78574e94-6f77-4b2a-99f4-440b46c6ea08", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "40e7120b-f4e8-436d-81d8-d52e3baa11cd", "node_type": null, "metadata": {}, "hash": "7b73bf1a4dd8fa0955bcd2862c6368a54069f3d6205f6c0681071f04c4ecc883"}, "3": {"node_id": "f83c13ee-2590-4804-bed6-3bb7259038e3", "node_type": null, "metadata": {}, "hash": "82b0c735be09122aa3644515ba863653ecb00f25e206c9509cb36dcabe55d140"}}, "hash": "21f5c95844202b339bc91b356e37c13b2beeadc13cae38b5cccf2e2c5622ea07", "text": "\u201cYour work with similar figures and scale drawings will lay the foundations for much of the rest of the chapter.\u201d\n\u201cIn 5.2, you will continue your earlier study of probability.\u201d\n\u201cSince the concepts in this chapter lay the foundation for simplifying and solving equations, they will be revisited throughout the entire course.\u201d\n\u201cIn section 3.1, you learned about the multiple representations of portions, now you will return to the idea of portions as you develop strategies for finding parts of parts.\u201d\n\n\nChapter overviews include a chart with a column of \u201cConcepts Introduced/Reviewed\u201d as well as identifying \u201cSection Content Revisited\u201d but they are within the course.\nEach chapter overview includes \u201cWhere is this going?\u201d that makes connections to extensions of the concept later in the year since this curriculum spirals.\nTeacher notes at the beginning of each lesson sometimes include a mathematical background section \u2013 these provide information but do not make direct connections to prior or future work.\nWhen off grade-level material is present, it is sometimes labeled as \u201cpreparation for\u201d and it does tie to grade-level work with reasonable connections, but there are no explicit connections made to prior or future standards.\nThe materials do address the depth of the standards for the grade level.\nConcept development supports the expected progression of the grade.\n\n1.e.ii\nThe instructional materials reviewed for Grade 6 meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do consistently give students extensive work with grade-level problems, however there is extensive dependency on peer interactions for learning concepts that could be a significant challenge for many students.\n\nAll students are expected to do the same work.\n\n\nStudents have ample opportunity to engage deeply in grade-level work.\nEvery lesson requires student teams to start by solving non-routine problems where clear pathways or expected answers are not obvious.\nProblems presented are frequently relevant, authentic, and require students to make connections.\nSome problems develop through multiple extensions throughout the entire course, spiraling back with new connections.\n\n\nWorking with a collaborative team is the default strategy for helping all students engage in the problems.\nThere is a good balance of time devoted to each standard, though a slightly disproportionate amount is allocated to statistics and probability considering it is supporting work and detracts from time that could be spent on the major work of the grade.\n\n1.e.iii\nThe instructional materials reviewed for Grade 6 only partially meet the expectation of relating grade-level concepts explicitly to prior knowledge from earlier grades. Overall, materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades other than noting that certain lessons are \u201cpreparation for\u201d a grade-level standard.\n\nLessons identified as \u201cpreparation for\u201d lessons support grade level work by developing conceptual understanding.\nSome lessons are not aligned to a standard at all, these lessons generally review or build concepts necessary for grade-level standard understanding, which could be explicitly linked to previous standards.\nConnections between concepts are addressed on the chapter introduction page so students can begin to see how content relates (see 1.e.i for examples), though concepts are never explicitly connected to learning from prior grades.\nWithin the teacher materials, each chapter contains narrative stating topics that may be \u201creintroduced\u201d from previous courses.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards.\nOverall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n\nGenerally, chapter titles and lesson objectives make connections to CCSSM cluster headings, though never verbatim, and it's not always clear/obvious.\nThe Teacher's Guide does connect every cluster heading to problems that address it, with each one being engaged in multiple times throughout the course.\n\n\nCorrelation is available in two forms: 1) CPM Core Connections as aligned to the CCSSM and 2) CCSSM as aligned to CPM Core Connections.\nTeacher lessons have the CCSSM of the lesson listed in the upper right hand corner of the opening pages of instruction information.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f83c13ee-2590-4804-bed6-3bb7259038e3": {"__data__": {"id_": "f83c13ee-2590-4804-bed6-3bb7259038e3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "78574e94-6f77-4b2a-99f4-440b46c6ea08", "node_type": null, "metadata": {}, "hash": "21f5c95844202b339bc91b356e37c13b2beeadc13cae38b5cccf2e2c5622ea07"}, "3": {"node_id": "438a0a25-8862-4043-aacc-7225304f5cf7", "node_type": null, "metadata": {}, "hash": "a98173e650d95c7272ada7ebccbde813b5f6aa9293b3c637102134d838f718fa"}}, "hash": "82b0c735be09122aa3644515ba863653ecb00f25e206c9509cb36dcabe55d140", "text": "For the teacher, when looking into the actual lessons, the chapter overview makes the alignment to CCSSM clusters easier to see.\n\nThe instructional materials do include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. Overall the materials foster coherence through connections at the Grade 6.\n\nOne of the design principles of the entire course is that mathematics is a coherent, intellectual system, not a collection of disjointed facts, and needs to be taught in a way that makes this coherence clear.\nGrade 6 includes 25 lessons that have significant connections either within a cluster or across domains. Some examples include:\n\n\nIn lesson 2.3.3: 6.NS.B and 6.EE.A are connected as students use factors to write expressions of products using the area model.\nIn lessons 6.1.2, 7.2.3: 6.NS.1 and 6.NS.2 are connected as students use the standard algorithm for division to understand division of fractions.\nIn lessons 9.1.1, 9.1.2: 6.G and 6.NS.B are connected as students use decimal computation to find volume and surface area.\n\nRigor & Mathematical Practices\n\nThe instructional materials for Grade 6 meet the expectation for rigor and mathematical practices. The materials provide a solid balance of conceptual understanding, procedural skill and fluency, and application throughout every unit and in assessments. There are many lessons where each aspect of rigor is the focus as well as many where they are combined. Students have the opportunity to learn, practice, and understand the relevance of the grade-level concepts. In addition, the MPs are embedded within the rich, problem-based learning routinely and naturally. This includes an emphasis on constructing viable arguments.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nMaterials meet the expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nEvidence for this indicator is found throughout all of the chapters, including the chapter assessments.\nGenerally, lessons develop understanding through the group work that students complete in the lessons.\nThere are extensive suggestions in the teacher guide for every lesson describing the purpose of the lesson and how to guide study teams to develop their understanding of a concept.\nTeacher questioning during instruction is designed to lead to conceptual understanding: \"How do you see it? How can you tell it\u2019s correct? What is the pattern? Is there a different way?\u201d\nStudents are consistently being asked to communicate with their group and explain their understanding.\nChapters 2, 3, 4, 5, 6 and 7 all include work directly related to the clusters that address conceptual understanding (6.RP.A, 6.NS.A, 6.EE.A, 6.EE.B, 6.EE.C). Conceptual understanding is built through strategies such as:\n\n\nUsing rectangles to multiply and work with distribution.\nCreating a \"concept catcher\" (page 90).\nThe \"Giant 1\" for the multiplicative identity.\nPercent grids to \"see\" fractions, decimals, percents.\nFrogs jumping on a number line for integers and absolute value.\nAlgebra tiles for combining like terms, variables, area, perimeter.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "438a0a25-8862-4043-aacc-7225304f5cf7": {"__data__": {"id_": "438a0a25-8862-4043-aacc-7225304f5cf7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "f83c13ee-2590-4804-bed6-3bb7259038e3", "node_type": null, "metadata": {}, "hash": "82b0c735be09122aa3644515ba863653ecb00f25e206c9509cb36dcabe55d140"}, "3": {"node_id": "169bf92b-85f6-4c2d-9c05-11d362d3650c", "node_type": null, "metadata": {}, "hash": "342994d279f0451e9454830d0e3e20f553782fcf419eb6460dc7e5a5098e25fa"}}, "hash": "a98173e650d95c7272ada7ebccbde813b5f6aa9293b3c637102134d838f718fa", "text": "The materials provide evidence of high-quality conceptual problems using concrete representation, algebra tiles, experimenting, verbalization, online activities/tools, multiple representations, and interpretation.\nStudents are required to use previous learning to construct new learning.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nMaterials meet the expectations for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThere is evidence of the opportunity to develop fluency and procedural skills in every chapter, including the chapter assessments.\nFluency is especially evident in the constantly spiraling homework. For example, in Chapter 9, the students are still practicing the skill of \u201csolve equations for x\u201d and using the \u201cdistributive property\u201d while learning about volume and percents. The program model suggests about one-fifth of the homework be on new material and the rest review previous concepts.\nThe skills are frequently embedded in an engaging activities such as the \u201cmagic square\u201d or \u201ctweaking the data.\u201d\nProcedural skill and fluency that develop the clusters that emphasize it (6.EE.A , 6.EE.B) is evident in Chapters 2, 4, 6 and 7. Procedural skill and fluency is developed through strategies such as:\n\n\nExamples and repetition in practice\nChapter closures have problems with solutions - if students miss them, they are directed back to the relevant lesson (\"Need Help?\") and to additional practice problems that align with what they missed (\"More Practice\")\n\"Math Note\" boxes reinforce vocabulary and concrete examples (Rates & Unit Rates, Solving & Graphing Inequalities)\nLearning logs (Using a Super Giant 1, Fraction Division)\nSpiral homework\nCheckpoint problems - with extra practice if not mastered (Area & Perimeter, Rewriting Variable Expressions)\n\n\nThere was strength in developing procedural skill and fluency when using the distributive property and combining like terms.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nMaterials meet the expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.\n\nThere is evidence of the opportunity to work with engaging applications of the mathematics in every chapter, including the chapter assessments.\nThere are multiple non-routine problems throughout the chapters, such as \"Croakie the Talented Frog,\" \"Which is Sweeter?\" and \"Shopping Shirley.\"\nStudents are frequently presented with problems in real world situations that are relevant to them.\nStudents must also apply their understanding through teaching others.\nChapters 3, 5, 6, 7, 8 and 9 all explicitly provide opportunity for students to engage in application in the standards of Grade 6 (6.RP.A.3, 6.NS.A.1, 6.EE.B.7, 6.EE.C.9) that specify application. Examples include:\n\n\nBirthday Bonanza - 18 million people on Earth share your birthdate; (ratios, proportions).\nDora's Dollhouse - 3/4' pieces from an 8' board; (division with fractions).\nMemory Lane - taking a trip down memory lane; (integers).\nTraining for the Triathlon - swimming, biking, running; (comparing rates).\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe materials meet the expectations for the three aspects of rigor not always treated together and not always treated separately. There is a balance of the three aspects of rigor within the grade.\n\nConceptual and procedural knowledge as well as application of knowledge and skills are balanced throughout the course, including the chapter assessments.\nThere are multiple lessons where two or all three, of the aspects are interwoven.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "169bf92b-85f6-4c2d-9c05-11d362d3650c": {"__data__": {"id_": "169bf92b-85f6-4c2d-9c05-11d362d3650c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "438a0a25-8862-4043-aacc-7225304f5cf7", "node_type": null, "metadata": {}, "hash": "a98173e650d95c7272ada7ebccbde813b5f6aa9293b3c637102134d838f718fa"}, "3": {"node_id": "9d49e39f-3a6b-4729-95e2-8df2f94c509a", "node_type": null, "metadata": {}, "hash": "f319041549e313dc7a07dac893f247f170c6d430bd57e1b8f71ab9d1417af41c"}}, "hash": "342994d279f0451e9454830d0e3e20f553782fcf419eb6460dc7e5a5098e25fa", "text": "For example: Lesson 5.3.2 - finding area of a parallelogram - starts with an online tech tool called Area Decomposer where students can cut pieces of shapes to try to rearrange them into a rectangle exemplifies conceptual development which moves into fluency by having students work with paper/pencil to draw cuts on original figures and then draw what the final figure would look like, showing how the pieces move. Students then return to concept development by exploring measurements on parallelograms and rectangles to establish what represents the base and height, then to fluency practicing measuring for several parallelograms until they begin to generalize and are prompted to discover that the area of parallelograms is the same as rectangles, therefore just A=b*h.\n\n\nThere are also multiple lessons where one aspect is the clear focus, which is almost equally split among all three aspects, with perhaps a slight emphasis on conceptual development.\n\n\nFor example: Lesson 2.2.3 - exploring relationships between area and perimeter and what happens if one changes using base 10 blocks is a very conceptual lesson.\nFor example: Lesson 7.1.1 on comparing rates is very application based. Students are given a problem-solving situation and data about fundraising for a field trip which they have to analyze to make a recommendation. This is followed by multiple extensions which require further analysis with ratio comparisons, though students are never given that as a solution path - they have to figure out how to best compare options.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe materials meet the expectations for the MPs being identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThere is a clear articulation of connection between MPs and content. Materials regularly and meaningfully connect MPs throughout the lessons.\nThere is a chart in the teacher\u2019s guide that aligns the MPs with the course, including an in-depth explanation of how they are \u201cdeeply woven into daily lessons.\u201d\nEvery unit identifies the MPs used in the teacher chapter overview page.\nIn the Teacher's Guide, each unit specifically relates how the listed standards are used in the unit and for each lesson. These are logical connections and integrated with the content.\nTeachers are reminded to encourage the use of MPs in team discussions even if they aren\u2019t identified.\nMost lessons incorporate multiple practice standards as students have the opportunity to deeply engage with authentic mathematics of the grade.\nAll eight MPs are represented throughout the course.\nConnections are NOT made in the student materials until the end of the book in the End-of-Course Reflection when students are asked to discuss/reflect on the entire course about them. The questions and problems in this section clearly facilitate students understanding and making connections to the MPs, though there is concern that the reflection could easily be skipped by teachers if instructional time for the regular lessons runs short.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe materials meet the expectations for attending to the full meaning of each practice standard.\n\nEach practice is addressed multiple times throughout the year; over the course of the year, students have ample opportunity to engage with the full meaning of every MP. For example:\n\n\nMP1 - 4.2.1 Mystery Mascot, 9.2.3 Shopping Shirley.\nMP2 - 3.1.2 Portions as Percents, 7.1.1 Comparing Rates.\nMP3 - 9.3.3 How is it Changing?, 6.1.1 Fair Shares.\nMP4 - 2.3.1 Using Rectangles to Multiply, 5.1.3 Describing Parts of Parts.\nMP5 - 2.2.1 Exploring Area, 6.2.3 Perimeters of Algebra Tiles.\nMP6 - 9.3.1 Trail to the Treasure of Tragon, 4.2.1 Enlarging Shapes.\nMP7 - 9.3.2 How Does it Grow?, 5.3.2 Area of a Parallelogram.\nMP8 - 4.1.3 Using Variables to Generalize, 7.2.2 Another Division Strategy.\n\n\nMPs are embedded in lessons, assessments, mid-year and end of year reflection, and Puzzle Investigator Problems.\n\nThere are clear definitions for all the practices as well as where they are addressed in the curriculum.\n\nThere is a section in the Teacher's Guide under Core Structure and Components that:\n\nDefines each MP and provides a rationale about how this program addresses that practice overall.\nShows a chart on page 54 that identifies the problem tasks that integrate multiple MPs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9d49e39f-3a6b-4729-95e2-8df2f94c509a": {"__data__": {"id_": "9d49e39f-3a6b-4729-95e2-8df2f94c509a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "169bf92b-85f6-4c2d-9c05-11d362d3650c", "node_type": null, "metadata": {}, "hash": "342994d279f0451e9454830d0e3e20f553782fcf419eb6460dc7e5a5098e25fa"}, "3": {"node_id": "608b6c9a-6a72-4392-b994-1ad747f0b487", "node_type": null, "metadata": {}, "hash": "3034b1c1c8b21d28fd1782b246bebf115c349b5e5f70e8818b98b69c96f59e43"}}, "hash": "f319041549e313dc7a07dac893f247f170c6d430bd57e1b8f71ab9d1417af41c", "text": "The prep section for every lesson in the Teacher's Guide identifies the MP for the lesson and how it's related, for example:\n\n2.1.1: \"This lesson is an opportunity for the students to engage with mathematics through a variety of graphical representations. This is their first opportunity to focus on models. Students, in discussing these models, identify important quantities and map relationships. They will learn about whether each model makes sense and has served its purpose.\"\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nStudents are consistently asked to verify their work, find mistakes, and look for patterns or similarities.\nThe materials have questions built throughout every lesson to encourage students to construct viable arguments and critique each other\u2019s reasoning with heavy emphasis on group work.\n\n\nExamples include: What can we compare? How else can we represent it? How are they related? Is there another way to see it? How is it the same (or different)? How can you show it?\n\n\nStudents construct viable arguments through activities such as explaining their thinking or justifying steps.\n\n\nFor example in a single lesson (7.1.2), students are asked to: Justify your answer (7-15c). Explain your reasoning (7-16a and 7-19c). How do you know? (7-17b).\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nTeachers are encouraged throughout the teacher\u2019s guide to ask students questions, such as \u201cWho agrees? Who disagrees? Why is there a disagreement? Explain.\u201d This would create an environment in the mathematics classroom that is rich with constructing viable arguments and critiquing the reasoning of others.\nTeachers are encouraged to assign tasks that require students to consistently engage in debate. The course is designed for students to work in teams and have them collaborate and explain their thinking to each other.\nThe teacher guide links 1-2 MPs to each lesson \u2013\n\n\nFor example: 8.1.5 \u2013 The goals of today\u2019s lesson is for students to construct three different representations of a single set of data and decide with representation is most useful.\nContinuing with 8.1.5, the Teacher's Guide prompts teachers to structure this lesson as a Participation Quiz to help focus students on explaining their reasoning and justifying their choice in data.\nThis is true for every lesson \u2013 any page you flip to includes question prompts like, \u201cWhat information do you need? How can you check? What does this mean? Help me understand how? Why did you? Did anyone else?\u201d\n\n\nTeachers also are encouraged to assign tasks that require students to consistently engage in debate.\nThe course is designed for students to work in teams and have them collaborate and explain their thinking to each other.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials meet the expectations for explicitly attending to the specialized language of mathematics.\n\nEach chapter ends with a vocabulary list of words used in the unit that includes words from previous learning as well as new terms. Students are referred to the glossary and it is suggested that they record unfamiliar words in the Learning Log.\nEach chapter includes a resource page of Concept Map cards with the vocabulary of the chapter.\nThroughout the unit, these terms are used in context during instruction, practice, and assessment.\nVocabulary terms are bolded in the context of the lesson, then pulled out specifically in \u201cMath Notes\u201d sections in each chapter.\nThere are suggestions like \u201cEncourage students to use appropriate vocabulary, referencing the word wall when necessary.\u201d Sometimes they even list specific words that should be included.\nThe text makes connections between mathematics terms such as \u201cmean\u201d and \u201carithmetic average.\u201d The students are required to learn the correct mathematics terminology with support for how they might hear it outside the mathematics classroom.\nThere is vocabulary that seems unique to CPM such as the \u201cGiant 1\u201d or \u201cfraction busting\u201d or \u201cthe 5-D process\u201d as strategies.\nThe terminology that is used in the course is consistent with the terms in the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "608b6c9a-6a72-4392-b994-1ad747f0b487": {"__data__": {"id_": "608b6c9a-6a72-4392-b994-1ad747f0b487", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "9d49e39f-3a6b-4729-95e2-8df2f94c509a", "node_type": null, "metadata": {}, "hash": "f319041549e313dc7a07dac893f247f170c6d430bd57e1b8f71ab9d1417af41c"}, "3": {"node_id": "5e79d351-5e1e-47d8-b504-4b438960d6ea", "node_type": null, "metadata": {}, "hash": "c6ad803dc904aed19bea4c7fb654b4c3e6ccd45d96c780b2e6be377b0101b9fe"}}, "hash": "3034b1c1c8b21d28fd1782b246bebf115c349b5e5f70e8818b98b69c96f59e43", "text": "The terminology that is used in the course is consistent with the terms in the standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e79d351-5e1e-47d8-b504-4b438960d6ea": {"__data__": {"id_": "5e79d351-5e1e-47d8-b504-4b438960d6ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "663cd0cb-0a88-4473-9299-876145d981a2", "node_type": null, "metadata": {}, "hash": "cd5ea0ad6fcab55ae584bae21e3bc40305ff67ee707896e73c14f4189ca46032"}, "2": {"node_id": "608b6c9a-6a72-4392-b994-1ad747f0b487", "node_type": null, "metadata": {}, "hash": "3034b1c1c8b21d28fd1782b246bebf115c349b5e5f70e8818b98b69c96f59e43"}}, "hash": "c6ad803dc904aed19bea4c7fb654b4c3e6ccd45d96c780b2e6be377b0101b9fe", "text": "Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de0e45bc-d592-4f35-83ef-31328841a71e": {"__data__": {"id_": "de0e45bc-d592-4f35-83ef-31328841a71e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "3": {"node_id": "e1392a63-6066-4560-804b-3cf730a5f87e", "node_type": null, "metadata": {}, "hash": "00deea737855f53d28c8fcc9f0689c34bfdec97b0fd9e9d5e6485d7a9866a8a6"}}, "hash": "61480fdfcb0f1e3fee2e49c7e77987f1aecbcafac21dc6f12655c635572ad553", "text": "Literacy by Design\n\nThe instructional materials reviewed for Literacy By Design do not meet the expectations for alignment. The materials partially meet the expectations for providing high-quality texts that help to grow students reading skills and content knowledge. The materials do not provide consistent opportunities for building strong skills in reading, writing, and speaking through rich, evidence-based materials, discussions, and tasks. The foundational skills included in the materials only partially meet expectations.\n\nText Quality & Complexity\n\nThe instructional materials reviewed for Grade 3 partially meet expectations for text quality and complexity and alignment to the standards, though some included texts are worthy of students' time and attention. Questions are frequently literal or related to personal connections and do not provide opportunities for rich and rigorous, evidence-based discussions and writing about texts to build strong literacy skills. Speaking and listening activities may need to be supported with extensions to dive deeper into the text, specifically as it relates to evidence based discussion. Materials partially address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading. Materials provide opportunities to practice oral and silent reading fluency across the grade level. Opportunities to practice and apply re-reading and self-correction are limited.\n\nText Quality & Complexity\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 3 partially meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\n\n    The read-aloud modeled reading texts are of publishable quality and worthy of careful reading; however, the other texts, including those found in shared reading and interactive reading are not all of publishable quality. Many of the well-known anchor texts are included only as modeled reading in the Teacher Edition. There is very limited representation of well-known authors or widely-accepted works of children's literature except for the modeled reading at the start of each theme. Expository texts provide interesting information or engaging illustrations around the theme, but the highest quality texts are those in the modeled readings\n\n    Below are examples of publishable, high quality texts. These texts are worthy of students' time and attention, and worthy of multiple readings. The texts listed below are engaging, contain strong content and academic vocabulary, and are thought-provoking. Examples include:\n\n\n\nA Symphony of Whales by Steve Schuch\n    \n\nSnowflake Bentley by Jacqueline Briggs Martin\n    \n\nOn This Spot by Susan E. Goodman\n    \nYellowstone National Park: Land of Wonders by Marjorie Murray\n    \n\nChickens May Not Cross the Road and Other Crazy (but true) Laws by Kathi Linz\n    \n\u201cA Big Town with a Small Idea\u201d by John Andrews\n    \n\u201cA Light in Our Tent\u201d by Tonya Leslie\n    \n\nThunder Cake by Patricia Polacco\n    \n\nWhy the Opossum\u2019s Tail is Bare a Cherokee Tale retold by P. Okeyson\n    \n\nFemale Firsts by Michelle Sale\n    \n\u201cHistory\u2019s Witness\u201d by Molly Smith\n    \n\nSpace Trash by Peter Ernst\n    \n\n\n    Below are examples of texts that are not considered publishable, high-quality texts. The majority of these texts are simple, with explicit language and themes, and a predictable storyline. Because of these features, the texts are not appropriate for rereading.\n\n\n\nThe Great Butterfly Flutterby by Margaret Fetty\n    \n\nDanger Lurks in the Sinkhole by Mike Graf\n    \n\nScrappy Steve by Margaret Fetty\n    \n\nA Big Town with a Small Idea by John Andrews\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 3 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e1392a63-6066-4560-804b-3cf730a5f87e": {"__data__": {"id_": "e1392a63-6066-4560-804b-3cf730a5f87e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "de0e45bc-d592-4f35-83ef-31328841a71e", "node_type": null, "metadata": {}, "hash": "61480fdfcb0f1e3fee2e49c7e77987f1aecbcafac21dc6f12655c635572ad553"}, "3": {"node_id": "27de1085-5c9f-44f7-a486-881a918494d2", "node_type": null, "metadata": {}, "hash": "2c235fc5b89ff72eddfb4a01fb04890aebc68ca7933f19ee474e941ac60585de"}}, "hash": "00deea737855f53d28c8fcc9f0689c34bfdec97b0fd9e9d5e6485d7a9866a8a6", "text": "There is a mix of literary and informational texts and are evenly divided between science and social studies. The core texts and supplemental materials include a wide distribution of genres and text types as required by the standards. Genres and text types include action stories, articles, texts about art, biographies, diary entries, encyclopedia entries, folktales, historical fiction, history texts, journal entries, poetry, science texts, and science fiction.\n\n\n    The following are examples of literary texts found throughout the curriculum:\n\n\nTheme 1: A Big Town with a Small Idea by John Andrews\n    \nTheme 3: A Light in Our Tent by Tonya Leslie\n    \nTheme 4: Thunder Cake by Patricia Polacco\n    \nTheme 6: True Heart by Marissa Moss\n    \nTheme 7: Into the Volcano By Donna O\u2019Meara\n    \nTheme 10: The Wisest Wish of All retold by Lorraine Sinetos\n    \nTheme 12: Floating Home by David Getz\n    \nTheme 13: Why the Opossum\u2019s Tail is Bare a Cherokee Tale retold by P. Okeyson\n    \n\n\n    The following are examples of informational text found throughout the curriculum:\n\n\nTheme 2: A Symphony of Whales by Steve Schuch\n    \nTheme 4: Franklin\u2019s Spark by Chris Bennett\n    \nTheme 5: Female Firsts by Michelle Sale\n    \nTheme 8: On Hurricane Watch by Michelle Sale\n    \nTheme 11: The Solar System by Dana Meachen Rau\n    \nTheme 14: History\u2019s Witness by Molly Smith\n    \nTheme 16: Space Trash by Peter Ernst\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 3 partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    While some texts are in the appropriate grade level Lexile band for text complexity, the qualitative features of the majority of the texts are either slightly complex or moderately complex. The texts are read aloud. The associated student tasks do not bring texts to an appropriate complexity level.\n\n\n    One of the first literary texts students hear is The Great Butterfly Flutterby, which has a Lexile measure of 550. All of the qualitative features are only slightly complex. Another example, is in Unit 2, Theme 3, Week 1, where students engage with the biography Snowflake Bentley, which has a Lexile of 830. However, while the language features are very complex, the purpose and text structure is only slightly complex. Similarly, in Unit 3, Theme 5, Week 2, students hear the story, An Adventure in Time, which has a Lexile of 550 but has qualitative features that are only slightly complex.\n\n\n    Informational texts are similar in that the Lexiles fall within the lower end of the Lexile Band, but the qualitative features are only slightly complex. For example, in Unit 6, Theme 12 and Unit 8, Theme 16, students hear Reach for the Stars! and Space Trash respectively, with Lexiles of 650, but only slightly complex qualitative features. In Unit 4, Theme 8, Week 2, students hear the story Wild Weather which is within the grade level Lexile band, but has basic sentence structure and simple vocabulary. Simple ideas and events are presented clearly, making the qualitative features only slightly complex.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27de1085-5c9f-44f7-a486-881a918494d2": {"__data__": {"id_": "27de1085-5c9f-44f7-a486-881a918494d2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "e1392a63-6066-4560-804b-3cf730a5f87e", "node_type": null, "metadata": {}, "hash": "00deea737855f53d28c8fcc9f0689c34bfdec97b0fd9e9d5e6485d7a9866a8a6"}, "3": {"node_id": "df562bd3-af52-4968-b45a-1f55373a4f94", "node_type": null, "metadata": {}, "hash": "82180b3ba657a4c663a5b67ff73b9879feb134cbcfec158cb10ec5ebc8c96333"}}, "hash": "2c235fc5b89ff72eddfb4a01fb04890aebc68ca7933f19ee474e941ac60585de", "text": "The small group readers have a range from Level J to Level Q, which converts to a Lexile range of 400-700, which is the appropriate band for grade three for small group instruction. The curriculum considers level J - L to be \"intervention\", M - O to be \"on target\", and levels P - Q to be \"enrichment\". While the majority of the small group readers are within the Lexile band for Grade 3, they do not represent the descriptors given by the program. For example, A Blue Birthday and What is Gravity? are both level J texts, used for intervention. However, the Lexiles of the two texts are 510 and 490, respectively, which puts them in the Grade 3 grade level band. Mr. Kean\u2019s Garden has a Lexile of 540, which is in the low end of the Grades 2 - 3 Lexile band, but is considered a Level O, and has a lower Lexile than some of the Level M texts. In the enrichment texts, some of the texts are appropriate, such as Sports on the Edge with a Lexile of 890, but others have Lexiles that are too low for being above grade level expectations, such as Simon\u2019s Scoop, which has a Lexile of 660.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 3 do not meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.).\n\n\n    Across the Grade 3 materials, the core texts are all read-alouds. The program consists of modeled read-alouds, shared reading, and interactive reading, where the teacher begins the reading and the students finish it. There are suggestions for trade books and independent reading, but there are no plans included for implementing these into the reading routine. There is small group instruction where students read texts at their own level. The materials suggest that at the end of small group reading, the class returns to discuss what happened in small group and interactive reading; however, it does not explicitly provide students time to independently read or practice the literacy skills independently.\n\n\n    The first two days of a theme is modeled reading. On the first day, the students listen to the text, such as in Unit 3, Theme 5, where students hear On This Spot: An Expedition Back Through Time. On the second day, the students practice the skill of monitoring their comprehension as they listen to the text a second time. The next day is shared reading, which is followed by seven days of interactive reading. In the prior example, students read one page of the text during shared reading. Students also hear the poem, \u201cWIlliamsburg, VA\u201d and echo read with the teacher. On the fourth day, which is the first day of interactive reading, students receive a biography that the teacher reads aloud. On the fifth day, the students read the remainder of the biography Female Firsts with a partner. The student anthology has a spread for the modeled reading, but the text is not provided for the student. Therefore, the bulk of time in complex texts is spent with the teacher reading or scaffolding student reading, thus limiting growth across the course of the year.\n\n\n    Materials do not fully support students\u2019 increasing literacy skills over the course of the school year. Materials focus on comprehension strategies. They do not focus on analysis of a text. The strategies are focused on for a week and then new or different strategies are introduced, which does not give students an opportunity to become proficient over the course of the school year. According to the Program Overview booklet in the Comprehensive Teacher Edition, there are \u201c8 key research strategies from the foundation of comprehension instruction across all grade levels.\u201d For the first half of the year, the comprehension strategies are taught with a two-week focus on each, followed by follow-up instruction and practice in the second half of the year to reinforce comprehension strategies.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 3 do not meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "df562bd3-af52-4968-b45a-1f55373a4f94": {"__data__": {"id_": "df562bd3-af52-4968-b45a-1f55373a4f94", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "27de1085-5c9f-44f7-a486-881a918494d2", "node_type": null, "metadata": {}, "hash": "2c235fc5b89ff72eddfb4a01fb04890aebc68ca7933f19ee474e941ac60585de"}, "3": {"node_id": "2aafc42a-c068-4acf-ba0e-549d6e2df907", "node_type": null, "metadata": {}, "hash": "1af52246e625dddda661aa824c2af881bd016573033a2d9bf450cc6c635794a2"}}, "hash": "82180b3ba657a4c663a5b67ff73b9879feb134cbcfec158cb10ec5ebc8c96333", "text": "The publisher does not provide a rationale for the placement of the texts in Grade 3. There are no text complexity analyses provided. Quantitative and qualitative measures are not included, nor discussed in the instructional materials. The only rationale given is that the texts are chosen for the social studies and science content. The publisher includes a general statement in the Program Overview that states, \u201cWhole class materials for Learning by Design feature fiction and nonfiction selections linked to science and social studies themes based on national standards for each grade level. The focus of instruction is on listening, speaking, reading, and writing in the context of content area themes.\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 3 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.\n\n\n    In Grade 3, students engage with a variety of topics, including action, art, history, and science. They also engage with a variety of genres such as articles, biographies, data, diary entries, encyclopedia entries, expository texts, fairy tales, folktales, historical fiction, journals, poetry, realistic fiction, and science fiction. The students are exposed to a variety of text types within a single theme. For example, in Theme 5, students engage with a poem, a biography, a photo essay, and an adventure story. Students engage in a broad range of text types and disiplines, as well as a volume of reading.\n\n\n    Throughout the week, students are given opportunities to participate in a modeled read-aloud, shared reading, and interactive reading, where the teacher begins reading and the student finishes the text. During the modeled reading, students often turn and talk to discuss the comprehension strategy with a partner. During the shared reading, Unit 3, Theme 5, Lesson 3, students reread the vocabulary story. During this shared reading, students also engage in an echo reading of a poem. During the interactive reading, students often hear the teacher read the text on the first day, and then partner-read on the second day. For example, in Unit 4, Theme 7, Unit 1, Week 1, students begin with a modeled reading for two days of Into the Volcano. Then students utilize the text for one day when they read Danger Lurks Underground. For the final two days, students use the text, Yellowstone National Park: Land of Wonders during interactive reading. Students are also given photos to analyze, articles with vocabulary words, articles about the reading strategies, and mentor texts for writing. There is also a 45 minute block of time for students to participate in small group reading with leveled readers.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 3 partially meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\n\n    Questions throughout the curriculum are largely personal connection questions related to themes and events in the texts. Many of the questions prompt the students to compare a personal experience with something that happened in the text and are labeled in the Teacher\u2019s Guide as \"Make Connections.\" At the end of each selection, there is a page titled \"Think and Respond\" that has different sets of questions. These tasks include a Reflect and Write section as well as a Critical Thinking section, both of which include one to three text-dependent questions. In the Comprehensive Teacher\u2019s Guide, some of the questioning builds background knowledge prior to reading the text. There are questions in the margins Titled Precise Listening and Think Aloud! Or Think Along. In the Precise Listening sections, the questions often direct students back to the text to employ a reading strategy or to identify a text feature. In the Think Aloud! section, questions are mostly about making personal connections. In addition, in the Small Group Reading Teacher\u2019s Guide, there are both explicit and inferential text-dependent questions. Overall, the majority of questions, tasks and assignments are not text dependent. Many of the questions that do require students to look back in the text are on the application of a reading strategy or a word study technique being taught in the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2aafc42a-c068-4acf-ba0e-549d6e2df907": {"__data__": {"id_": "2aafc42a-c068-4acf-ba0e-549d6e2df907", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "df562bd3-af52-4968-b45a-1f55373a4f94", "node_type": null, "metadata": {}, "hash": "82180b3ba657a4c663a5b67ff73b9879feb134cbcfec158cb10ec5ebc8c96333"}, "3": {"node_id": "3a8a30e1-49ab-4d48-bd4d-97a14ab5141b", "node_type": null, "metadata": {}, "hash": "f683d4ab98def582fc4c39aa4cb4bfb6e44ceffb3936d321697e50289cf3c06f"}}, "hash": "1af52246e625dddda661aa824c2af881bd016573033a2d9bf450cc6c635794a2", "text": "There are examples of text dependent questions in this series. Some of these questions are found in the Think and Respond section which a teacher may use as an assignment after the reading. Some examples include:\n\n\n\u201cWhat do you think would have happened to the Monarch Festival if the community had not made decision and acted on it? (The Great Butterfly Flutterby in Unit 1, Theme 1, Week 2, Lesson 10)\n    \n\u201cWhy did the frog say that Claire\u2019s last wish was the wisest wish of all?\u201d (The Wisest Wish of All in Unit 5, Theme 10, Week 1, Lesson 5)\n    \n\u201cWhy does the girl say she is not brave?\u201d (Thundercake in Unit 2, Theme 4, Week 1, Lesson 2)\n    \n\u201cWhat do you think has happened to the students at the museum? (An Adventure in Time in Unit 3, Theme 5, Week 2, lesson 9)\n    \n\u201cHow do you think the author wants you to feel about the Hoopers at this point in the story?\u201d (The Wisest Wish of All in Unit 5, Theme 10, Week 1, Lesson 5)\n    \n\u201cWas the family better off before they met the frog? Why or why not? (The Wisest Wish of All in Unit 5, Theme 10, Week 2, Lesson 6)\n    \n\u201cHow has your picture of Hare changed as you read?\u201d (The Lazy, Lazy Hare in Unit 8, Theme 15, Week 2, Lesson 9)\n    \n\u201cWhy is recycling important to the characters in the story?\u201d (Scrappy Steve in Unit 8, Theme 16, Week 1, Lesson 5)\n    \n\u201cWhy do you think the other Comanche people take their gifts back to their home?\u201d (The Legend of Bluebonnet in Small Group Reading Teacher's Guide, Level L)\n    \n\n\n    When working on specific reading comprehension strategies in the SourceBook, some tasks require text-evidence. For example, in Unit 2, Theme 3, students hear the teacher read the text Snowflake Bentley and then make an inference. The teacher models the task of inferring, then students turn and talk to discuss what knowledge is in their head while the teacher reads aloud and how can inferring make students a better listening. Then it is suggested that students \u201ctry to infer\u201d as they read the other sections of the story and to create a chart similar to the one given in the story. Similarly, in Unit 2, Theme 4, the teacher begins a read aloud of Thunder Cake and students are taught the strategy of synthesizing. The teacher models synthesizing three sentences in the story and then it is suggested that students use a chart to help them synthesize their ideas while reading. In both of these cases, specific text evidence is not required nor is a structure provided for students to complete this type of assignment.\n\n\n    There are also opportunities for students to answer questions that are not text dependent. Some of these non-examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a8a30e1-49ab-4d48-bd4d-97a14ab5141b": {"__data__": {"id_": "3a8a30e1-49ab-4d48-bd4d-97a14ab5141b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "2aafc42a-c068-4acf-ba0e-549d6e2df907", "node_type": null, "metadata": {}, "hash": "1af52246e625dddda661aa824c2af881bd016573033a2d9bf450cc6c635794a2"}, "3": {"node_id": "b9233dcb-6f8c-4474-9f05-55aafa5970fe", "node_type": null, "metadata": {}, "hash": "d2ee9067868154d4dba06497e1a0b173f08f75f4f8c2befd6f6732627ad5566a"}}, "hash": "f683d4ab98def582fc4c39aa4cb4bfb6e44ceffb3936d321697e50289cf3c06f", "text": "\u201cWhat kind of festival is there where you live?\u201d (The Great Flutterby in Unit 1, Theme 1, Week 2, Lesson 10)\n    \n\u201cWhat questions do you have in your mind after you read this page?\u201d (Country Mouse, City Mouse in Unit 1, Theme 2, Week 1, Lesson 4)\n    \n\u201cHow are the city and the country alike? How are they different? (City Mouse in Unit 1, Theme 2, Week 2, Lesson 6)\n    \nWhat television show or movie have you seen about a wild animal? (How Ruby Came to the Farm in Unit 1, Theme 2, Week 2, Lesson 9)\n    \n\u201cWhat puppet characters could you use to tell your story?\u201d (Unit 2, Theme 3, Week 1, Lesson 5)\n    \n\u201cWhat does it mean to monitor understanding?\u201d (Female Firsts in Unit 3, Theme 5, Week 2, Lesson 6)\n    \n\u201cWhat strategies could you use to figure out the meaning of \u2018erupted\u2019 (Yellowstone National Park: Land of Wonders in Unit 4, Theme 7, Week 1, Lesson 4) It is important to note that in the previous lesson, only one strategy was taught.\n    \n\n\u201cWhat is a charity that you\u2019ve heard about that helps people?\u201d (One Dollar at a Time in Unit 5, Theme 10, Week 2, Lesson 9)\n    \n\u201cWould you like to explore a planet like Mars? Why or why not? (Home, Sweet Mars in Unit 6, Theme 12, Week 2, Lesson 6)\n    \n\u201cHow could giving a speech help you get support for your ideas?\u201d (How to Run for Office... and Win! In Unit 7, Theme 14, Week 2, Lesson 10)\n    \n\u201cHow can you protect water sources for the future?\u201d (The Lazy, Lazy Hare in Unit 8, Theme 15, Week 2, Lesson 10)\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 3 do not meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\n\n    There are no culminating activities at the end of a theme. Enrichment Activities are available in the margin of the Comprehensive Teacher\u2019s Guide that ask the students to do some independent writing, and present their ideas and findings to the class, however, there is no teacher guidance for these activities. One such enrichment activity is in Theme 3, Week 2, Lesson 6, where students can write a short script for a shadow puppet play. In Theme 4, Week 2, students brainstorm a list of words that describe electricity in nature and then write a Haiku about electricity in Lesson 7.\n\n\n    There are no culminating tasks or activities that provide a synthesis of texts, information, or skills taught throughout a theme, and no rubrics are included for standard alignment or mastery. The culminating tasks provided do not have a coherent sequence of text-dependent questions. A generic rubric for writing is provided in the Appendix, however, there is no reference to it in the materials encouraging teachers to reference it. An assessment book is provided, but the assessment tasks are a mix of multiple choice questions and extended response questions. The questions are not consistent and only a portion are text-dependent questions.\n\n\n    At the end of each text, there is Think and Respond page, which could be used as response questions or as a culminating task; however, there is no rubric and only a small number of questions are text-dependent. For example, in Theme 1, Week 2, students write a connection with the text. Students turn and talk to discuss the connection. Critical thinking questions are also asked at the end of the text such as, \u201cHow do you think town meetings help communities?\u201d However, the integration of skills is absent from the materials. Critical Thinking Skills questions are not always text-dependent, nor do they evaluate students on their understanding of the skills or text from the week. For example, in Theme 12, Week 1, Lesson 5, students are asked if they would like to explore a planet like Mars.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b9233dcb-6f8c-4474-9f05-55aafa5970fe": {"__data__": {"id_": "b9233dcb-6f8c-4474-9f05-55aafa5970fe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "3a8a30e1-49ab-4d48-bd4d-97a14ab5141b", "node_type": null, "metadata": {}, "hash": "f683d4ab98def582fc4c39aa4cb4bfb6e44ceffb3936d321697e50289cf3c06f"}, "3": {"node_id": "2dd7d716-dfae-4b16-a1b6-ad99cfa8a26e", "node_type": null, "metadata": {}, "hash": "145980781be17cb4c82df6aad9288fdc29890a509d7bb83250f2c3c3da728953"}}, "hash": "d2ee9067868154d4dba06497e1a0b173f08f75f4f8c2befd6f6732627ad5566a", "text": "The materials include paper and pencil assessments. Each theme includes Ongoing Test Practice, which is intended to be used as homework after Lesson 7 of each theme. The Ongoing Test Practice includes a passage to read, multiple choice questions, and an extended response question. For example, in Theme 14, two of the questions include the student identifying the line from the passage that contain a metaphor and the line from the passage that contain an analogy. There are also mid-year and end-of-year reviews that include essay prompts. Again, the questions posed are not necessarily text-dependent, nor are they sequential.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 3 do not meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    The Think Aloud! teacher modeling occurs in the first lesson of every theme. It includes modeling of specific listening skills such as active or precise listening and then asks students to think about the focus questions prior to reading and then they answer the focus questions, usually two evidence-based questions are provided during the turn and talk with a partner activity after reading the text. Focus questions do not provide any indication of what types of responses the teacher should expect or a guide to model responses for the students.\n\n\n    Throughout the curriculum, students have opportunities for turn and talks; however, these discussions are frequently not evidence-based. Students are often asked to make connections they had while reading with a partner and/or to reflect on their application of the comprehension strategy. There is no evidence of the teacher modeling these discussions or protocols. There is an explanation of the turn and talk model in the Comprehensive Teacher\u2019s Guide Professional Handbook section (p. T63), but there is no protocol or modeling of the structure for the students. The teacher is often instructed to say \u201cDiscuss with a partner...\u201d but how to do this appropriately is not evident in the curriculum. There are no opportunities embedded in the curriculum for the teacher to model for students the use of academic vocabulary and syntax in discussions that are connected to a text. There are no protocols for evidence-based discussions. There is some modeling of speaking with correct syntax and academic vocabulary outside of these discussions, but this is not consistent throughout materials.\n\n\n    There are structured vocabulary discussions for each theme in the Sourcebook, but they are not evidence-based discussions. Discussions are started with a prompt from the teacher and then students are asked to share with a partner. This is no reference to using text-based evidence in the responses. There are few opportunities where the teacher encourages the use of academic vocabulary in evidence-based discussions.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 3 partially meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\n\n    There are some opportunities for students to practice their speaking and listening skills throughout the curriculum. They are asked to share their thoughts about vocabulary words, parts of the text, personal text connections, and a few times, specific details from the text. In Lessons 1 and 2 of each theme, there is a modeled reading lesson that focuses on one of the five listening skills taught in the materials. The teacher reads the text aloud and stops throughout to ask questions about the text, which are usually about connections, vocabulary words, and the reading strategy of the day. In addition, questions are asked before the text is read to build background knowledge and after the text is read. During the last lesson of each week, students participate in an interactive reading where they answer questions with a partner, however, they are not required to return to the text or support their responses and reasoning with evidence.\n\n\n    There are opportunities for students to focus on the language of the text. In the Precise Listening section, the teacher often asks students to listen for specific words. For instance, in Unit 5, Theme 9, Week 1, Lesson 1, before listening to How is Paper Made, the teacher tells them to listen for special words that tell about how paper was made in the last and how these words help one understand the process. However, there are not structured, meaningful opportunities for the students to engage in rich discussions about the content.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2dd7d716-dfae-4b16-a1b6-ad99cfa8a26e": {"__data__": {"id_": "2dd7d716-dfae-4b16-a1b6-ad99cfa8a26e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "b9233dcb-6f8c-4474-9f05-55aafa5970fe", "node_type": null, "metadata": {}, "hash": "d2ee9067868154d4dba06497e1a0b173f08f75f4f8c2befd6f6732627ad5566a"}, "3": {"node_id": "9368b3ac-188b-4715-8739-d23212dab116", "node_type": null, "metadata": {}, "hash": "d86114fb02851b53aeb56cc309e84e5571994a0eb67067fc4cd3ac4d7d1a4c8c"}}, "hash": "145980781be17cb4c82df6aad9288fdc29890a509d7bb83250f2c3c3da728953", "text": "During the reading of the texts in the Sourcebook, there are questions asked of students that they can discuss. For example, in Unit 1, Theme 1, Week 1, Lesson 4, students answer questions such as what what volunteers in your community do after reading Special Olympics: Where the World Comes Together. In Unit 2, Theme 3, Week 2, Lesson 9, students are asked what questions they have about a prism while reading the book The Other Side of the Rainbow. In Theme 8, Lesson 1, the teacher is directed to have the students \"Turn and Talk to share with a partner a word or phrase they have enjoyed learning in the story.\u201d This discussion has students speaking about what they are reading, but does not promote an evidence based discussion or deep examination of the content\n\n\n    One technique used in the curriculum is the Reverse Think Aloud Technique where the students are instructed to listen to a partner read a part of the text and then choose a point to stop the partner and ask what he or she is thinking about in the moment. This does not facilitate evidence-based discussions, but does have students practice speaking. This occurs while reading Space Trash in Unit 8 for instance. Another technique used is the Say Something Technique. In this technique, students work with a partner to read a text. They choose various points to cover up a portion of the text and then say a thought or an idea that the text makes them think. Again, while this helps them practice speaking, it does not reinforce evidence-based discussions. This occurs in Unit 5, Theme 10, Week 2, Lesson 9, while reading Helping Others One Dollar at a Time.\n\n\n    During the reading of the texts in the Sourcebook, there are questions asked of students that they can discuss, which supports speaking and listening. For example, in Theme 1, Week 1, Lesson 4, students answer questions such as what \"What do volunteers in your community do?\" after reading Special Olympics: Where the World Comes Together. In Theme 3, Week 2, Lesson 9, students are asked what questions they have about the prism while reading the book, The Other Side of the Rainbow. In Theme 8, Lesson 1, students are asked to Turn and Talk to \"Have students share with a partner a word or phrase they have enjoyed earning in the story.\u201d\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 3 meet the criteria for materials, including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    Each theme includes a daily instructional routine that includes explicit instruction, modeling, and exemplar texts. Each two week theme includes a whole group project that takes place across ten lessons. Writer's craft and grammar are taught within the context of written assignments. Each theme addresses different types of writing and small group writing gives multiple supports to students. In the Writing Bridge resources, there are theme-connected prompts to offer options for small group or independent writing.\n\n\n    After Shared Reading and Word study students are often asked to write as one of the three activities. For example, in Theme 5, after reading the text Williamsburg, VA students respond to the prompt, \u201cWrite a short paragraph about technology that you use every day. Use as many words with ou and ow as possible from the activities above. Have a partner circle all the words with ou or ow that make the sound you hear in cow.\u201d\n\n\n    After Interactive Reading, students are asked to Reflect and Write. For example, in Theme 8 students read the text, The Storm Chasers and respond to the on-demand writing prompt, \u201cOn one side of an index card, write a piece of important information that you noticed in the story. On the other side, write why you decided it is important.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9368b3ac-188b-4715-8739-d23212dab116": {"__data__": {"id_": "9368b3ac-188b-4715-8739-d23212dab116", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "2dd7d716-dfae-4b16-a1b6-ad99cfa8a26e", "node_type": null, "metadata": {}, "hash": "145980781be17cb4c82df6aad9288fdc29890a509d7bb83250f2c3c3da728953"}, "3": {"node_id": "cf88e541-fd6e-48a2-9794-4f5b6c6fc1ef", "node_type": null, "metadata": {}, "hash": "51a9bd3f5c1d5b15433f3c3bced3b5fbf1888e6272e38cfebe918711336f6b87"}}, "hash": "d86114fb02851b53aeb56cc309e84e5571994a0eb67067fc4cd3ac4d7d1a4c8c", "text": "Each theme includes a different writing type. At the end of the theme, the student Sourcebook includes a Writer\u2019s Model of the writing type. Students respond to the writing in the Respond in Writing section of the resource. For example, in Theme 1 students read a Writer\u2019s Model that is in the form of a story and respond to the following questions, \u201cHow does the writer hook the reader in the beginning of the story? Include details from the story to support your answer,\u201d and \u201cHow do the exclamation points show the main character\u2019s feelings? What words show his feelings?\u201d Students are then assigned the task to write the same type of writing through each of the writing process steps, including prewriting, drafting, revising, editing, and publishing.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 3 partially meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    In the Grade 3 materials, while students have opportunities to write narrative and informational pieces, no opinion writing is found in the materials. Each theme focuses on one genre or organizational structure. There are opinion-based discussion questions in the SourceBook, but no direct instruction on writing opinion pieces is present.\n\n\n    In narrative writing, students encounter a writer's model first. For example, in Theme 2, Week 1, Lesson 1, students hear the story A Symphony of Whales that includes the seven traits of writing designated by the program. In Theme 14, Week 1, Lesson 3, students work on writing personal narratives. After hearing the writer's model, History\u2019s Witness students complete a shared writing. In Writing Bridge Lesson 28, students have more opportunities to reinforce and apply what they have learned in small groups. The Writing Bridge lesson states that it has a graphic organizer for the \u201cstrongest group of students\u201d. These advanced writers begin writing a personal narrative while the others analyze writing for correct use of conventions. Narrative writing is taught in Themes 1, 11, and 14.\n\n\n    Students are introduced to Informational Writing in Theme 4, Week 1, Lesson 3 using the text Franklin\u2019s Spark to learn how to write reports. In Lesson 4, students begin researching lightning and then engage in interactive writing. Students begin their own report in Lessons 8 and 9. In Lesson 10, students learn how to write procedures. Students brainstorm topics with a group and then begin writing their own. In Theme 12, students learn how to write compare and contrast paragraphs. Students write a piece on Mars and Earth. Collectively, students list three features of Earth and three features of Mars. Students then work on their own compare and contrast piece. Informational writing is taught in Themes 8, 10, and 12,.\n\n\n    While there is no opinion writing instruction, in the SourceBook, some opinion questions are included in the materials. For example, in Theme 6, Week 2, Lesson 7, students write sentences telling how they feel about lightning.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 3 do not meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.\n\n\n    There are few opportunities for evidence-based writing to develop or support claims. There are a few writing prompts that require evidence-based writing with claims, however, there is also no explicit instruction to support this type of writing. Students are not taught how to support answers with evidence from the text. Writing tasks can often be answered without analysis of the text because the focus is more on the traits of writing versus understanding the topic or text. Many of the evidence-based questions are meant to be discussions versus writing prompts and can be answered with prior background knowledge.\n\n\n    The Critical Thinking section in the Sourcebook provides evidence-based questions, but the students are expected to discuss the answers instead of writing responses. For example, in Theme 15, Week 2, Lesson 9, students talk about how water is an important resource in the book The Lazy, Lazy Hare. Students discuss questions such as, \"what would happen if this water became polluted?\" and \"how do we protect water sources for the future?\" There is no writing required and even though the book is mentioned, the question does not require text-based evidence.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cf88e541-fd6e-48a2-9794-4f5b6c6fc1ef": {"__data__": {"id_": "cf88e541-fd6e-48a2-9794-4f5b6c6fc1ef", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "9368b3ac-188b-4715-8739-d23212dab116", "node_type": null, "metadata": {}, "hash": "d86114fb02851b53aeb56cc309e84e5571994a0eb67067fc4cd3ac4d7d1a4c8c"}, "3": {"node_id": "b81ba105-b8f1-4b4b-91ef-cb153781e775", "node_type": null, "metadata": {}, "hash": "8092067df454a26b4eb2159afc5fa4ea45c13751d38a5576efe7ac3aace2c057"}}, "hash": "51a9bd3f5c1d5b15433f3c3bced3b5fbf1888e6272e38cfebe918711336f6b87", "text": "For example in Theme 4, Week 2, Lesson 6, students are asked to discuss with a partner what ways Alex uses power after reading the story Electrified. Similarly, in Theme 9, Week 2, Lesson 6, after hearing How an Idea Became a Toy, students discuss with a partner what other companies could learn from Megan about making a successful new toy and what advice Megan may give to someone who wanted to make and sell a product for the first time. In both cases students are not expected to write or provide a rationale for their conclusions, nor is explicit instruction provided in how to answer these questions in written form.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe materials reviewed for Grade 3 partially meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Some standards are not explicitly taught and the teacher would have to supplement the material such as the use of commas in addresses, capitalization in titles, commas and quotation marks in dialogue, and writing complex sentences.\n\n\n    Examples of language standards are in the material are:\n\n\nL.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.\n        \nIn Theme 9, Week 1, Lesson 1, students learn about the function of nouns by studying what a noun describes and examples of nouns.\n            \nIn Theme 13, Week 2, Lesson 6, students learn about the functions of pronouns. The teacher states a sentence and then adds in a pronoun. The teacher writes contractions on the board, and the students find the pronoun in each contraction.\n            \nIn Theme 6, Week 2, Lesson 8, students learn about the helping verb can and may. They read the story, \u201cZooming into the Future,\u201d and identify places in the story where there this verbs may or can.\n            \nIn Theme 11, Week 1, Lesson 1, students learn about adjectives by looking around the room and finding an object and then writing 5 adjectives to describe it. Then students try to guess each other's object.\n            \nIn Theme 14, Week 1, Lesson 3, students learn about adverbs when the teacher writes examples up on the board. Students work from the story, \u201cVote Now,\u201d by identifying the words strongly, really, usually, wisely, and well.\n            \n\n\n\n\nL.3.1b Form and use regular and irregular plural nouns.\n        \nIn Theme 8, Week 2, Lesson 7 of the Writing Resource Guide, the teacher reviews singular and plural nouns and explains how to make singular nouns plural. \u201cPlural nouns are formed by adding -s or -es to the end of the singular noun most of the time. Irregular nouns follow different rules and their plural forms must be memorized.\u201d Students then work with a partner to practice finding singular nouns in books that they can turn into plural nouns.\n            \n\n\n\n\nL.3.1c Use abstract nouns (e.g., childhood).\n        \nIn Theme 9, Week 2, Lesson 7, students work on identifying abstract nouns such as countries and holidays. Students come up with a list of other nouns that would fit in these categories.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b81ba105-b8f1-4b4b-91ef-cb153781e775": {"__data__": {"id_": "b81ba105-b8f1-4b4b-91ef-cb153781e775", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "cf88e541-fd6e-48a2-9794-4f5b6c6fc1ef", "node_type": null, "metadata": {}, "hash": "51a9bd3f5c1d5b15433f3c3bced3b5fbf1888e6272e38cfebe918711336f6b87"}, "3": {"node_id": "6cd485e1-701f-47ac-b63d-ea3cd8d35ea3", "node_type": null, "metadata": {}, "hash": "6c2e65b1237d5c80ba16b40061fe1139cd10f26dacd08c56cb3b413b63d237f2"}}, "hash": "8092067df454a26b4eb2159afc5fa4ea45c13751d38a5576efe7ac3aace2c057", "text": "L.3.1d Form and use regular and irregular verbs.\n        \nIn Theme 15, Week 1, Lesson 4 of the Writing Resource Guide, students learn about irregular verbs. The teacher then checks to ensure students understand how to use irregular verbs in context by looking at their writing.\n            \nIn Theme 15, Week 2, Lesson 7 of the Writing Resource Guide,the class works together to change present tense verbs into the past tense. The teacher also explains, \u201cYou cannot form the past tense of an irregular verb by adding -ed. Sometimes the past tense of an irregular verb looks very different from its present tense.\u201d Students are then given a two column chart with the headings present tense and past tense, students must work to fill in the empty spaces on the chart on their own.\n            \nIn Theme 15, Week 2, Writing Resource Guide-Review all Verbs - The teacher shows students a series of sentences and asks questions about the sentences and verbs such as, \u201cWhat tense is it? Is it an action or a linking verb? Is the verb regular or irregular?\u201d The teacher also provides an explanation to students about the different types of verbs. Students then look through books to find examples of the different types of verbs.\n            \n\n\nL.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.\n        \nIn Theme 13, Week 2, Lesson 7, students focus on learning main and helping verbs during writing and expanding on their understanding of verbs using resource writing guide page 26.\n            \nIn Theme 14, Week 1, Lesson 4, students focus on writing present and past tense verbs, run/ran, teach/taught & write/wrote during the spotlight on grammar section.\n            \n\n\n\n\nL.3.1f Ensure subject-verb and pronoun-antecedent agreement.\n        \nIn Theme 1, Week 2, Lesson 7, students work on subject-verb agreement during the writing assignment in writing resource page 2.\n            \nIn Theme 9, Week 2, Lesson 7, focus on finding the antecedent and using pronouns during the writing resource activity in the guidebook.\n            \nIn Theme 1 of the Writing Resource Guide, Subject-Verb Agreement, the teacher demonstrates subject and verb agreement using the following sentence, \u201cJin and Anika like ice cream. Explain that the subject, Jin and Anika, is plural because there are two people. That means that the verb, like, must also be plural.\u201d The teacher then creates a two column chart with one side labeled plural and the other side labeled singular and the class proceeds to sort nouns into the correct columns. The class then works on writing sentences with correct subject and verb agreement.\n            \n\n\n\n\nL.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.\n        \nIn Theme 8, Week 2, Lesson 8, students are given an example of an -est adjective and the teacher explains what this type of adjective is, then students read the story, \u201cA rancher saw the world\u2019s largest snowflake,\u201d and identifies other superlative adjectives.\n            \nIn Theme 11 of the Writing Resource Guide, the teacher provides students with examples of comparative and superlative adjectives and explains the two by saying, \u201cAn adjective with the ending -er compares two things, and an adjective that has the -est ending compares three or more things. You can add more or most before longer adjectives.\u201d The teacher then gives students the following activity to complete, \u201cHave students compare the heights of three people they know. Tell them to draw a picture showing the heights of the three people. Then have students write a sentence below each picture using adjectives, including an -er adjective and an -est adjective.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6cd485e1-701f-47ac-b63d-ea3cd8d35ea3": {"__data__": {"id_": "6cd485e1-701f-47ac-b63d-ea3cd8d35ea3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "b81ba105-b8f1-4b4b-91ef-cb153781e775", "node_type": null, "metadata": {}, "hash": "8092067df454a26b4eb2159afc5fa4ea45c13751d38a5576efe7ac3aace2c057"}, "3": {"node_id": "e7ae68ed-a371-47ac-a694-e81bb48a8062", "node_type": null, "metadata": {}, "hash": "727384ee528dd923eb19d3d4208af27e6e0cb9dcb12f3e783a17edc955e6cc65"}}, "hash": "6c2e65b1237d5c80ba16b40061fe1139cd10f26dacd08c56cb3b413b63d237f2", "text": "L.3.1h Use coordinating and subordinating conjunctions.\n        \nIn Theme 6, Week 1, Lesson 1, students learn about the conjunction but. The teacher points to an object in the room and says, \u201cI like this one,\u201d and then she points to another one and says, \u201cBut I don\u2019t like this one.\u201d The teacher then reads the story, \u201cTrue Heart,\u201d and states an example of the conjunction but describing more about the purpose of the conjunction.\n            \nSubordinate conjunctions are mentioned in Theme 15, Week 1 in the spotlight on grammar section - \"Use Writing Resource Guide page 29 to provide a focus lesson on subordinate conjunctions. Remind students to use subordinate conjunctions in their writing.\"\n            \n\n\n\n\nL.3.1i Produce simple, compound, and complex sentences.\n        \nIn Theme 2, Week 1, Lesson 4, students focus on writing simple and compound sentences. They utilize these types of sentences in independent and small group writing.\n            \nIn Theme 1 of the Writing Resource Guide,Simple and Compound Sentences, the teacher gives examples of a simple and a compound sentence and then explains each type of sentence. The teacher says, \u201cA simple sentence expresses one complete thought. A compound sentence is two simple sentences joined by a comma and a connecting word, such as and, but or so.\u201d The teacher then has students try to find two simple and two compound sentences in a book.\n            \n\n\n\n\nL.3.2d Form and use possessives.\n        \nIn Theme 8 of the Writing Resource Guide, Singular/Plural Possessive Nouns, the teacher explains what a possessive noun is to students and provides examples. The teacher also explains that, \u201cMost singular nouns are made possessive by adding an apostrophe and -s. Many plural nouns take only an apostrophe at the end of the word. Plural nouns that don\u2019t end in an -s take an apostrophe plus -s.\u201d Afterwards students are given sentences where they must choose the correct possessive noun to complete the sentence, for example, \u201cMy ______ name is John. (father) (father\u2019s).\u201d\n            \n\n\n\n\nL.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).\n        \nIn Theme 14, Week 2, Lesson 7, students study suffixes in ful, able, less. Students start with a suffix lesson with the teacher writing -ful, -able and -less in three columns on the board. Students come up with words using the suffixes and defining the words.\n            \nIn Theme 14, Week 2, Lesson 8, students continue their work with suffixes by writing the root word and making new words in small groups.\n            \n\n\n\n\nL.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.\n        \nIn Theme 3, Week 1, Lesson 1, students learn about VCE words and then use them in their writing about Snowflake Bentley.\n            \nIn Theme 7, Week 1, Lesson 5, students work on writing with ending rules, with the story, \u201cLandslide.\u201d\n            \n\n\n\n\nL.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.\n        \nIn Theme 10, Week 1, Lesson 3, students utilize 3 reference tools, encyclopedia, dictionary, and thesaurus. Students complete an activity using the reference materials in context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e7ae68ed-a371-47ac-a694-e81bb48a8062": {"__data__": {"id_": "e7ae68ed-a371-47ac-a694-e81bb48a8062", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "6cd485e1-701f-47ac-b63d-ea3cd8d35ea3", "node_type": null, "metadata": {}, "hash": "6c2e65b1237d5c80ba16b40061fe1139cd10f26dacd08c56cb3b413b63d237f2"}, "3": {"node_id": "aeae2a79-75c9-499a-a1d0-9f0f05612cff", "node_type": null, "metadata": {}, "hash": "bcdec1a7959098950030e3e130001389cd0e11acfff76b44065e2c905a812114"}}, "hash": "727384ee528dd923eb19d3d4208af27e6e0cb9dcb12f3e783a17edc955e6cc65", "text": "L.3.3a Choose words and phrases for effect.\n        \nIn Theme 10, Week 1, Lesson 2, students choose one aspect of a word choice to improve their writing\n            \nIn Theme 10, Week 2, Lesson 7, students add action verbs and descriptive words to revise the procedural text in Lesson 5. They then discuss how to incorporate this into their own writing.\n            \nIn Theme 16, Week 1, Lesson 3, students review the word, shipped and reminded that they can improve their spelling when they double the \u201cfinal consonant before adding an ending to a word.\u201d\n            \n\n\n\n\nL.3.3b Recognize and observe differences between the conventions of spoken and written standard English.\n        \nWhile there is no direct evidence that I found for this standard, there is times when students work on learning synonyms which does help students learn this standard.\n            \nIn Theme 7, Week 1, Theme 4, students use their sourcebook to write synonyms and antonyms for each word.\n            \nIn Theme 7, Week 1, Lesson 1, students practice anytonyms and synomns by creating sentences.\n            \n\n\n\n\n    Students have opportunities to apply some language standards in context. For example:\n\n\nIn Theme 8, Week 2, Lesson 10, students write sentences with superlative adjectives.\n    \nIn Theme 8, Week 2, Lesson 10, students work on identifying word endings in context including plural -s, by identifying plural words in the sourcebook story, \u201cExtreme Weather.\u201d\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\nThe materials reviewed for Grade 3 partially meet the criteria for materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\n\n    Literacy by Design materials provide consistent, explicit instruction in phonics and word recognition over the course of the year. There is a progression of phonics skills that are taught over the course of the year starting with short vowels, leading to long vowels, suffixes, word families and homophones. Students are taught word recognition, phonics and tasks and questions are sequenced for grade level in both the small group and the whole group with starting with multiple syllable words and ending with suffixes and prefixes in theme 15. The assessment system also provides ongoing assessment of phonics and word recognition through its theme level tests, plus the mid-year and end-of -year tests. Suggestions are provided for how teachers can find extra support for students in need of more instruction and practice. The assessments are located in the appendices. Opportunities to further Grade 3 students\u2019 word analysis skills are missed in the early themes because the materials contain whole class review foundational skills such as initial consonant sounds, short vowels, and vowel teams.\n\n\n    Materials contain explicit instruction of phonics and word recognition consistently over the course of the year. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aeae2a79-75c9-499a-a1d0-9f0f05612cff": {"__data__": {"id_": "aeae2a79-75c9-499a-a1d0-9f0f05612cff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "e7ae68ed-a371-47ac-a694-e81bb48a8062", "node_type": null, "metadata": {}, "hash": "727384ee528dd923eb19d3d4208af27e6e0cb9dcb12f3e783a17edc955e6cc65"}, "3": {"node_id": "14d909c1-fb9b-4a54-af52-588f79ef98bf", "node_type": null, "metadata": {}, "hash": "ba4ba3391e50dafc6c9d6f633a86706402ee30a5ad0a903af8594034b8173563"}}, "hash": "bcdec1a7959098950030e3e130001389cd0e11acfff76b44065e2c905a812114", "text": "The introduction to the Small Group Reading Teacher\u2019s Guide states that phonics and word study are correlated to reading levels. The levels for Grade 3 are J-Q. Sound-symbol patterns, including vowel patterns, r-controlled vowels and word families, consonant patterns and diphthong word families, and consonant patterns occur within levels J-M. For example:\n        \nIn Level J, Small Group Reading, Lesson 1, students learn the ue vowel pattern. Students use the magnetic board to practice with the b, l, and ue tiles. Students also form other words with this pattern. In Lesson 1, there is a review the word families ew, aw, and awn.\n\nIn Level K, Small Group Reading, Lesson 1, students learn orn and ire word families, with r-controls. Students review the definition and use the magnetic board to form words using r-control.\n            \nIn Level L, Small Group Reading, Lesson 1, students learn the consonant patterns -dge and -tch. Students review the definition and use the magnetic board to form words.\n            \n\n\nWord study, including prefixes and suffixes, occurs within levels N-Q. For example:\n        \nIn Level O, Small Group Reading, Lesson 1, the focus is on the suffixes -ful and -less. Students review the definition and build suffix sentences using words from the story.\n            \nIn Level P, Small Group Reading, Lesson 1, the focus is homonyms. Students review the definition and build homonyms in sentences of their own.\n            \nIn Level Q, Small Group Reading, Lesson 1, the focus is on synonyms. Students review the definition and build synonyms in sentences of their own. They also look at antonyms with a similar activity.\n            \n\n\nIn Theme 11, Week 2, Lesson 6, Interactive Reading, the teacher explains that the prefix un- means, \u201cthe opposite of or not.\u201d The teacher is then provided with the following instructions to have students complete an activity with the prefix un - , \u201cHave partners create question and answer pairs. One students asks a questions using a word with un-, such as Do you unfold your shirts and hang them up? Then the partner answers the question by saying he or she does the opposite: No, I fold my shirts and put them in a drawer, Have them use these words: unbuckle, unhappy, uncover, unwilling.\u201d\n    \nIn Theme 11, Week 2, Lesson 7, Interactive Reading, the class works again with the prefix un- and the teacher is instructed to complete the following activity with students, \u201cRead the article, What is a Comet? on page 342. Ask students to listen for words beginning with the prefix un- (unusual, unaided, unseen, unreal, undiscovered). Have students work in pairs to complete the prefix un- in Context on page 343 of the sourcebook.\u201d\n    \nIn Theme 12, Week 1, Modeled Reading, the teacher provides students with a definition for prefixes, \u201cA prefix is a word part that can be added to the beginning of a root word to change the word\u2019s meaning. The prefixes non-, in-, and dis- mean \u2018not.\u2019 Some words with these prefixes are nonliving, invisible, incomplete, distrust, and disagree.\u201d The class then practices adding prefixes to change the meanings of a series of words.\n    \nIn Theme 14, Week 2, the teacher provides students with a definition for suffixes, \u201cSuffixes are word parts added to the end of some words. Suffixes change the meaning of the word. Tell students -ful means \u201cfull of,: -able means \u201cable to\u201dand -less means \u201cnot having\u201d or \u201cwithout.\u201d\u2019 The class then plays the following game, \u201cAsk students to choose a word from the spelling list that has a suffix. Tell students not to reveal the word they chose. Next have them take turns giving the class a \u201cclue,\u201d such as My suffix word means \u201cwithout pain.\u201d\u2019", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "14d909c1-fb9b-4a54-af52-588f79ef98bf": {"__data__": {"id_": "14d909c1-fb9b-4a54-af52-588f79ef98bf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "aeae2a79-75c9-499a-a1d0-9f0f05612cff", "node_type": null, "metadata": {}, "hash": "bcdec1a7959098950030e3e130001389cd0e11acfff76b44065e2c905a812114"}, "3": {"node_id": "9b3f06c7-b506-4c9c-9611-7367ddbf6b59", "node_type": null, "metadata": {}, "hash": "1b6367a1fcd502c60d26b34bf76f6bc627ac491409217e503b26b139b0343bba"}}, "hash": "ba4ba3391e50dafc6c9d6f633a86706402ee30a5ad0a903af8594034b8173563", "text": "Tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words) except early Themes contain review foundational skills. Examples include:\n\n\nA review of initial consonants and short vowels takes place within Theme 1, at the beginning of the year. Consonant blends and word families occur in Theme 2.\n    \nIn Theme 4, students study particular word families (ai, ay, ea, ee, ie, igh, oa, and ow).\n    \nIn Theme 6, students study silent consonants. In Theme 7, they study synonyms, antonyms, and multiple-meaning words.\n    \nIn Theme 7, Week 2, Lesson 9, students work on learning how to read multiple-meaning words.\n    \nIn Theme 8, students learn homonyms and word endings.\n    \nIn Themes 11 and 12, prefixes are taught.\n    \nSuffixes are studied in Themes 14 and 15.\n        \nIn Theme 15, Week 2, Lesson 9, students identify using the Sourcebook on page 467, ly and -fully suffix words.\n            \n\n\nIn Theme 16, Week 1, Lesson 1, students are taught about consonant doubling. The teacher than explains words that last letter is a consonant is doubled before adding the endings, -er, -ed, and -ing.\n    \n\n\n    Multiple assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include:\n\n\nThe Assessment Guide for Grade 3 contains Theme Progress Tests and test practice aligned to the Comprehensive Teacher\u2019s Guide units. Word study is included in each of the Theme Progress Tests, which are given on the last day of each Theme. For example:\n        \nIn Theme 1 there is a multiple-choice question on initial consonants, \u201cWhich word has the same initial consonant as raspberry?\u201d It also asks the students to select the correct word with a short vowel sound. This is below grade level though.\n            \nIn Theme 5, the assessment includes four questions about diphthongs. \u201cWhich word in sentence 1 has the same vowel sounds as the word found?\u201d This is below grade level though.\n            \n\n\nMid-year and End-of-Year review tests are cumulative. The mid-year test contains questions about word families, long vowels, synonyms and antonyms, multiple-meaning words, and homonyms. \u2018Which word has the same meaning as the word divided?\u201d The end-of-year review texts prefixes, synonyms, and word solving strategies using root words.\n    \nThe teacher can utilize the Rigby Reads diagnostic assessment twice a year to give a baseline assessment and in order to determine progress. The teacher can document once at the beginning and and the end of the year.\n    \nThere is a Benchmark Book Assessment that students can take 3-4 times a year or more as necessary in order to guide instruction.\n    \n\n\n    Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9b3f06c7-b506-4c9c-9611-7367ddbf6b59": {"__data__": {"id_": "9b3f06c7-b506-4c9c-9611-7367ddbf6b59", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "14d909c1-fb9b-4a54-af52-588f79ef98bf", "node_type": null, "metadata": {}, "hash": "ba4ba3391e50dafc6c9d6f633a86706402ee30a5ad0a903af8594034b8173563"}, "3": {"node_id": "72ce4dae-d2ad-4fb7-b54a-670ba4b3909c", "node_type": null, "metadata": {}, "hash": "48c29e545db3c1aaf7648e73465f5a1f36e728b01ca2c80d1765f975c2065753"}}, "hash": "1b6367a1fcd502c60d26b34bf76f6bc627ac491409217e503b26b139b0343bba", "text": "In Theme 6, Week 1, Lesson 3, students work on identifying words with silent consonants w, b and h in context.\n    \nIn Theme 7, Week 2, Interactive Reading, teachers are instructed to, \u201cReteach using fix-up strategies by reading a portion of It\u2019s Not My Fault!, modeling an example of each type of strategy: using illustrations, using phonics, reading on, and breaking a word into parts to understand unclear information.\u201d\n    \nIn Theme 15, Week 2, Interactive Reading, when reading the story The Lazy, Lazy Hare, the teacher is instructed to, \u201cReteach using fix-up strategies by modeling decoding and word analysis with an unfamiliar or challenging word in the story.\u201d\n    \nIn Sourcebook Volume 2, (pp. 450-451), after the teacher models using fix-up strategies in the text, Rachel: The Story of Rachel Carson, students are told, \u201cFix-up strategies, such as using letter sounds and word parts, will help you figure out the meaning of a word. First sound out the word. If you have never heard the word, look at word parts, such as endings. They may give you a clue about the word\u2019s meaning. Use a chart like the one below to help you.\u201d The chart contains columns for the word the student got stuck on and possible strategies the child could use to decode the unknown word.\n\nMaterials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\nThe materials reviewed for Grade 3 partially meet the criteria that materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\n\n    Literacy By Design materials include opportunities for students to complete tasks in order to learn word analysis skills. The skills are similar in nature each week and include brief instruction. There are opportunities for students to complete activities that are in- and out-of-context. Assessments are provided in the materials such as the Theme assessments, but reviewers were unable to evaluate all the assessments for word analysis in-context including evaluating word analysis in Rigsby Reads.\n\n\n    Multiple and varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72ce4dae-d2ad-4fb7-b54a-670ba4b3909c": {"__data__": {"id_": "72ce4dae-d2ad-4fb7-b54a-670ba4b3909c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "9b3f06c7-b506-4c9c-9611-7367ddbf6b59", "node_type": null, "metadata": {}, "hash": "1b6367a1fcd502c60d26b34bf76f6bc627ac491409217e503b26b139b0343bba"}, "3": {"node_id": "cde83f58-432d-4a64-ad9e-514b8519e921", "node_type": null, "metadata": {}, "hash": "a8844d5574b6d6a086c75c02ee86cfc1d515450c8653d5fcba32dfd766f1df85"}}, "hash": "48c29e545db3c1aaf7648e73465f5a1f36e728b01ca2c80d1765f975c2065753", "text": "In Theme 5, Week 2, students practice finding oy, oi words in context: \u201cTogether read the directions for the activity on page 157 of the sourcebook. Ask students to write down the oi and oy words in An Adventure in Time (voice, annoying, choice, enjoyed, boy, point, joined) and then to add more oi and oy words to share with a partner.\u201d\n    \nIn Theme 7, Week 1, part of the synonyms and antonyms in-context activity includes the following instructions: \u201cRead Ask a Scientist! aloud. Ask students to look for words that have the same or opposite meanings. Have students work in pairs to complete Synonyms and Antonyms in context on page 201.\u201d\n    \nIn Theme 7, Week 2, students listen for multiple meaning words such as \u201csaw, watch, waves, bound, dash and safe\u201d while the teacher reads aloud the story A Ten-Year-Old Hero.\n\nIn Theme 11, Week 2, Interactive Reading, Lesson 6, the teacher explains that the prefix un- means, \u201cthe opposite of or not.\u201d The teacher is then provided with the following instructions to have students complete an activity with the prefix un-: \u201cHave partners create question and answer pairs. One students asks a questions using a word with un-, such as \u2018Do you unfold your shirts and hang them up?\u2019 Then the partner answers the question by saying he or she does the opposite: No, I fold my shirts and put them in a drawer, Have them use these words: unbuckle, unhappy, uncover, unwilling.\u201d\n    \nIn Theme 11, Week 2, Interactive Reading, Lesson 7, the class works again with the prefix un- and the teacher is instructed to complete the following activity with students, \u201cRead the article What is a Comet? on page 342. Ask students to listen for words beginning with the prefix un- (unusual, unaided, unseen, unreal, undiscovered). Have students work in pairs to complete The Prefix un- in Context on page 343 of the sourcebook.\u201d\n    \nIn Theme 12, Week 1, Modeled Reading, the teacher provides students with a definition for prefixes, \u201cA prefix is a word part that can be added to the beginning of a root word to change the word\u2019s meaning. The prefixes non-, in-, and dis- mean \u201cnot.\u201d Some words with these prefixes are nonliving, invisible, incomplete, distrust, and disagree.\u201d The class then practices adding prefixes to change the meanings of a series of words.\n    \nWord study, including prefixes, suffixes, and root words, occurs within levels N-Q at Grade 3. For example:\n        \nLevel O, Small Group Reading Lesson 1, focuses on the suffixes -ful and -less. Students review the definition and build suffix sentences using words from the story. They also look at plural -s, -es, and -ies.\n            \n\n\n\n\n    Some materials include word analysis assessment to monitor student learning of word analysis skills. Examples include:\n\n\nThere is a benchmark assessment and evaluation kit. This assessment is said to give teachers ongoing progress monitoring for students in the area of word study and comprehension. Teachers individually administer this assessment several times a year and the texts are fiction and nonfiction.\n    \nThere is another assessment called Rigby Reads that is an evaluation and diagnostic tool to help the teacher evaluate students' word analysis skills. This assessment is given at the beginning and end of the year or when a new student moves into the teachers\u2019 class. This provides teachers with information about a students\u2019 word analysis skills in order for them to access books at their reading level. This assessment is used twice a year rather than for monitoring and adjusting instruction of word analysis skills.\n\nInstructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.\n\nThe materials reviewed for Grade 3 partially meet the criteria that instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cde83f58-432d-4a64-ad9e-514b8519e921": {"__data__": {"id_": "cde83f58-432d-4a64-ad9e-514b8519e921", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "72ce4dae-d2ad-4fb7-b54a-670ba4b3909c", "node_type": null, "metadata": {}, "hash": "48c29e545db3c1aaf7648e73465f5a1f36e728b01ca2c80d1765f975c2065753"}, "3": {"node_id": "f2456c57-e10b-4524-933f-55e5b701eef0", "node_type": null, "metadata": {}, "hash": "3294f47e2e14c3288037f0c2d3faf9b003e9afdd94490290dfcd618d8ec54c85"}}, "hash": "a8844d5574b6d6a086c75c02ee86cfc1d515450c8653d5fcba32dfd766f1df85", "text": "Materials include opportunities for students to have access to small group readers where they practice a variety of fluency strategies. Students have opportunities to practice oral and silent reading. Also, included are different assessments in order to help the teacher identify how students are doing in overall fluency. Opportunities to practice and apply re-reading and self-correction are limited. Opportunities to practice and build fluency with poetry are limited.\n\n\n    Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Examples include:\n\n\nIn Theme 1, Week 1, Teach Fluency, Use Punctuation to Inform Meaning, \u201cModel reading page 14 of the sourcebook aloud, pausing for commas and periods and reading sentences with questions marks or exclamation marks with expression. Have students echo read the text with you to practice using punctuation.\u201d\n    \nIn Theme 2, Week 1, Teach Fluency: Read in Phrases, \u201cDiscuss how good readers read phrases or groups of several words together at a time. This makes their reading sound smooth and clear. Use choral reading as you reread a portion of page 44. Model reading in phrases as students read together and follow your phrasing.\u201d\n    \nIn Theme 3, Week 1, Teacher Fluency, Use Punctuation to Inform Meaning, \u201cTell students that good readers use punctuation as they read to help them understand the text. Use echo reading as you reread a portion of page 76. As you read, draw attention to the commas, periods and exclamation points.\u201d\n    \nThe Small Group Reading Teacher\u2019s Guide states on page T14 that fluency skills are modeled in whole class instruction, and that systematic and explicit fluency instruction exists in every small group reading lesson. There are Fluency Readers for independent reading and practice and Fluent Reader software for repeated practice and assessment. All the fluency lessons are grounded in the readings. For example:\n        \nIn Level L, Small Group Reading, students practice reading, \u201cSavannah\u2019s Concert.\u201d Students are encouraged to practice a couple of different paragraphs for fluency practice. When students return to the group, they read their paragraphs out loud. On page 84, students in the area of fluency focus on reading for emotion. The teacher models how to read with emotion using pages 10 and 11 and then students take turn reading the text with emotion.\n            \nIn Level M, Small Group Reading, the teacher introduces a fluency focus on stressing words with special type treatment and reading in phrases. The teacher models chunking a reading into phrases for smoother reading. Students then take turns reading the text section they have practiced.\n            \n\n\n\n\n    Materials support reading or prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. Opportunities were missed over the course of the school year to have students pay attention to rate, accuracy and expression when reading poems. Examples include:\n\n\nIn Theme 1, Week 2, students read the poem \u201cNo Place Like Greenville.\u201d The instructions are: \u201cHave partners read the poem together softly. Then ask them to think about the exaggerations the poet used and how they create a picture for the reader.\u201d No mention is made of rereading the poem to build fluency or work on specific fluency skills.\n    \nIn Theme 3, Week 2, Lesson 7, students read the poem \u201cJack and Jill.\u201d The teacher explains that the rhythm is the beat in poetry that is used to move the rhythm of the poem up and down.\n    \nIn Theme 3, Week 2, students read the poem \u201cMy Shadow.\u201d The instructions for the lesson are to, \u201cHave partners of mixed abilities reread the poem together, each reading four lines at a time. Have them stop to identify each pair of rhyming words at the end of their turns: me, see; head, bed; grow, slow; ball, all.\u201d\n    \n\n\n    Materials support students\u2019 fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Opportunities are modeled by the teacher, but student practice opportunities are limited. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f2456c57-e10b-4524-933f-55e5b701eef0": {"__data__": {"id_": "f2456c57-e10b-4524-933f-55e5b701eef0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "cde83f58-432d-4a64-ad9e-514b8519e921", "node_type": null, "metadata": {}, "hash": "a8844d5574b6d6a086c75c02ee86cfc1d515450c8653d5fcba32dfd766f1df85"}, "3": {"node_id": "75eb4066-249c-4e41-8b5f-577cebc763c1", "node_type": null, "metadata": {}, "hash": "81c9d7c7150de2f447d80a39dd4b6b18aba2b497a3748374bbeb5bc5b959bacc"}}, "hash": "3294f47e2e14c3288037f0c2d3faf9b003e9afdd94490290dfcd618d8ec54c85", "text": "In Theme 7, Week 1, Think Aloud, Use Fix-Up Strategies, \u201cDonna O\u2019Meara says the lava tube is \u2018exposed.\u2019 \u2018Exposed\u2019 is a hard word. One way to figure out what the word means is to read on. As we read on, we learn that the water can \u201cseal the tube.\u201d This means that the tube must be visible, so the word \u201cexposed\u201d must mean \u201ccan be seen.\u201d\n    \nIn Theme 13, Week 1, Think Aloud, Monitor Understanding: Strategic Reading, \u201cAfter reading this section I\u2019m not sure I understand what to do if I think there should be a new law. I need to choose a reading strategy to help me understand. I will reread these paragraphs more slowly. Oh! I think I understand now. If I have an idea for a law, I can write down my idea and then have people sign the paper. That way, my state leaders will now that many other people also want this law. Then the government officials can decide whether or not to make the law. To make sure I understand the rest of this text, I am going to read more slowly.\u201d\n    \n\n\n    Assessment materials provide teachers and students with information of students\u2019 current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. Examples include:\n\n\nWith the Fluent Reader Software, students choose from five text passages, three from fluency readers and two that are unseen. Students listen and read along. Then students record themselves reading, and they listen to the playback, comparing their recordings to the fluent reader.\n        \nThe software evaluates students\u2019 initial reading rates and measures their progress up against the words per minute goal. The teachers use a fluency rubric to assess where students are at in this area.\n            \n\n\nTeachers use the Rigby READS diagnostic test for reading level placement. This includes fluency as one of the five-pillars.\n    \nThere are no fluency questions in any of the 16 theme progress tests or in the mid-year or final year exams.\n    \nThe fluency assessment rubric and tracking form are provided in the Appendix of the Small Group Reading Teacher\u2019s Guide. There is also instruction in taking and analyzing an oral reading record. The materials do not say how student mistakes will be used to help students make progress toward mastery in fluency.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "75eb4066-249c-4e41-8b5f-577cebc763c1": {"__data__": {"id_": "75eb4066-249c-4e41-8b5f-577cebc763c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5ccf99a5-dada-4723-85cf-0f45905329b7", "node_type": null, "metadata": {}, "hash": "001e51444028e74066a17e4bb652c2c1442a3486f40e06060f967d3f759c4964"}, "2": {"node_id": "f2456c57-e10b-4524-933f-55e5b701eef0", "node_type": null, "metadata": {}, "hash": "3294f47e2e14c3288037f0c2d3faf9b003e9afdd94490290dfcd618d8ec54c85"}}, "hash": "81c9d7c7150de2f447d80a39dd4b6b18aba2b497a3748374bbeb5bc5b959bacc", "text": "Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6880bd83-6060-4256-9aa9-c757fb081ef2": {"__data__": {"id_": "6880bd83-6060-4256-9aa9-c757fb081ef2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "296102a0-e748-4596-a223-c6d96e5b6c6d", "node_type": null, "metadata": {}, "hash": "bb9a2a8f63efd076e7aa5cc81204d84da260c3f86765d47e7bc728536c4dc5b4"}, "3": {"node_id": "d103931b-5dc4-4ba7-a808-ae1ebef1c879", "node_type": null, "metadata": {}, "hash": "971952dcf7f9a9b393b50d009548e2c62c73dff56da8ec4bcb92f7759e574951"}}, "hash": "120cca021c7e47ef55f468b414cf9f12971a5c64a36a57778095cafe16269a54", "text": "Math Expressions\n\nThe materials reviewed for Grade 2 are partially aligned to the CCSSM. The materials are focused within assessments and spend the majority of time on the major work of the grade. The materials are also coherent, following the progression of the standards and connecting the mathematics within the grade level. The Grade 2 materials include all three aspects of rigor but procedure is emphasized over conceptual understanding. The MPs are identified and generally used to enhance the mathematical content, but the materials do not attend to the full meaning of each MP nor do they fully support the teacher and students in mathematical reasoning. Overall, the materials are only partially aligned to the CCSSM.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 2 meet the expectation for Gateway 1: Focus and Coherence. Materials do not assess any topics before the grade level in which the topic is introduced in the standards and spend the majority of time on major work. No above grade level content was assessed on summative unit assessments. All assessments relate to Grade 2 standards. For instance, students are assessed on their understanding of place value, their fluency with addition and subtraction to 20 and their ability to compare two three-digit numbers. The instructional materials reviewed for Grade 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD. The instructional materials reviewed for Grade 2 also meet the expectation for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, money is often used to support work in addition, subtraction and place value. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students, including struggling students, are given extensive work on grade level problems and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. For instance, materials make connections between place value and money and telling time and foundations for multiplication. Overall, the Grade 2 materials support focus and coherence and meet the requirements for Gateway 1.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 2 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each unit.\n\n\nNo above grade level content was assessed on summative unit assessments.\nAll assessments, rubrics and topics relate to Grade 2 standards or below.\nStudents are assessed on adding and subtracting within 20, 100 and 1000.\nStudents are assessed on their understanding of place value.\nStudents are assessed on measurement, telling time and money as indicated by the standards.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.\n\n\nWhile some lessons include multiple standards, approximately 94 out of 113 lessons are devoted to major work.\nUnits 1, 2 and 6 focus exclusively on major work.\nUnits 3, 4 and 5 focus the majority of the lessons on major work.\nUnit 7 spends less than 50% of the time on major work.\nMore than 80% of the lessons focus on the major work of the grade level.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 2 meet the expectations for their use of supporting content as a way to enhance coherence. For Grade 2, reviewers focused on the use of data and money as methods for supporting addition and subtraction and place value.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d103931b-5dc4-4ba7-a808-ae1ebef1c879": {"__data__": {"id_": "d103931b-5dc4-4ba7-a808-ae1ebef1c879", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "296102a0-e748-4596-a223-c6d96e5b6c6d", "node_type": null, "metadata": {}, "hash": "bb9a2a8f63efd076e7aa5cc81204d84da260c3f86765d47e7bc728536c4dc5b4"}, "2": {"node_id": "6880bd83-6060-4256-9aa9-c757fb081ef2", "node_type": null, "metadata": {}, "hash": "120cca021c7e47ef55f468b414cf9f12971a5c64a36a57778095cafe16269a54"}, "3": {"node_id": "4d31dde0-83d7-4a47-a2a9-e0ab8ca16f79", "node_type": null, "metadata": {}, "hash": "218c010a501a727c9dae14d0b5d23758d650163b4f3cc08f8e26dd513273e4f2"}}, "hash": "971952dcf7f9a9b393b50d009548e2c62c73dff56da8ec4bcb92f7759e574951", "text": "Units 2 and 4 use money (2.MD.C.8) to continue work on addition, subtraction and place value.\nUnits 3 and 5 use data to continue work on addition and subtraction and to compare quantities.\nConnections are also made with counting by 5s, telling time and using length as a connection to addition and subtraction.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 2 meet the expectation for this indicator by providing a viable level of content for one school year.\n\n\nMaterials provide for 150 days of instruction, quizzes, fluency checks and formal assessment.\nMost lessons are appropriate in length for Grade 2.\nSome lessons may take longer than indicated.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 2 are consistent with the mathematical progressions in the standards and meet the expectation for this indicator.\n\n\nMaterials develop according to the progressions laid out in the standards.\nStudents work on strategies for addition and subtraction and fluency.\nThere is a progression of difficulty of the problem types throughout the materials.\nDifferentiation materials offer support to struggling students while maintaining a focus on grade level content.\nThere are no connections to content from prior grades explicitly made for students.\nMinimal connections are made for the teacher within the lessons to prior knowledge from previous grades. One example is the learning progression chart included in each unit that shows connections to previous and future grades.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 2 foster coherence through grade level connections.\n\n\nLesson and test objectives are visibly shaped by the cluster headings in the CCSSM.\nConnections are made between place value and money.\nLengths are used to continue work on addition and subtraction.\nTelling time and money are connected to work that builds the foundation for multiplication.\n\nRigor & Mathematical Practices\n\nThe materials reviewed for Grade 2 partially meet the requirements for Gateway 2. All three aspects of rigor are present in the materials, but they are not balanced. There is a prevalence of procedural lessons, problems and assessment items. There are few conceptual understanding lessons, problems or assessment items. The MPs are listed in the specifics of the lessons and the way they are listed enhances the learning. Attention is not paid to the full meaning of each MP and one lesson in each unit focuses on MPs separately from content standards. The materials are not strong in their expectation for mathematical reasoning. The students and teachers are not given enough support nor is the vocabulary development sufficient. The materials reviewed for Gateway 2 do not align with the expectations for rigor and mathematical practices.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe materials reviewed in Grade 2 for this indicator partially meet the requirements of attending to conceptual understanding within the lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4d31dde0-83d7-4a47-a2a9-e0ab8ca16f79": {"__data__": {"id_": "4d31dde0-83d7-4a47-a2a9-e0ab8ca16f79", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "296102a0-e748-4596-a223-c6d96e5b6c6d", "node_type": null, "metadata": {}, "hash": "bb9a2a8f63efd076e7aa5cc81204d84da260c3f86765d47e7bc728536c4dc5b4"}, "2": {"node_id": "d103931b-5dc4-4ba7-a808-ae1ebef1c879", "node_type": null, "metadata": {}, "hash": "971952dcf7f9a9b393b50d009548e2c62c73dff56da8ec4bcb92f7759e574951"}, "3": {"node_id": "bf856f8f-d813-43e3-9419-1b7bb6e91a45", "node_type": null, "metadata": {}, "hash": "2e3edb2a80404bdc9a7e454ccfbcf0750436dcacbe8ed53019eda6953b51167a"}}, "hash": "218c010a501a727c9dae14d0b5d23758d650163b4f3cc08f8e26dd513273e4f2", "text": "In unit 2 students use place value \"secret code\" cards and layered place value cards and are expected to write expanded form. Throughout the rest of the lessons there is a lack of emphasis on place value strategies.\nPlace value work is often procedural and building conceptual understanding of place value is not prevalent.\nThe \"Formative Assessment: Check Understanding\" boxes attend to conceptual understanding. These could be used for classroom discussions instead of individual assessment checks.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials reviewed in Grade 2 for this indicator meet the requirements by attending to fluency and procedural work within the lessons. In Grade 2 this includes adding and subtracting single digit sums from memory (2.OA.B.2) and fluently adding and subtracting within 100 using strategies (2.NBT.B.5).\nLessons include quick practice for fluency.\nLessons include targeted practice in fluency.\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Student workbook includes opportunities to practice fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe materials reviewed in Grade 2 for this indicator meet the requirements by attending to application within the lessons.\n\n\nEach unit ends with a real-world problem to solve.\nWord problems are interspersed throughout the lessons in all units.\nStudents are given opportunities to generate their own word problems.\nIn unit 6, students are working with mixed operation problems.\nBy unit 7, students are working with 2-step problems.\nMultiple problem types are attended to and described for the teacher.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe materials reviewed in Grade 2 for this indicator partially meet the requirements of providing a balance of rigor. The three aspects are not always treated together nor are they always treated separately.\n\n\nWhile all three aspects of rigor are included, there is a heavy emphasis on procedures and a lack of emphasis on conceptual understanding.\nWithin the assessments there are more procedural questions and very few conceptual or application problems.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe materials reviewed for Grade 2 meet the requirement of this indicator by identifying the Standards for Mathematical Practice (MPs) and using this identification to enhance the learning.\n\n\nMPs are identified in the \"Getting Ready to Teach\" sections in every unit.\nMPs are identified within the lessons in a way that supports the learning.\nFor example, in unit 6 MP6 is identified as students are asked to explain 3-digit subtraction using place value words. This is a way to use vocabulary to enhance the learning.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe materials reviewed for Grade 2 partially meet the requirement of this indicator.\n\n\nMP1 is consistently expected as students solve problems throughout the year.\nThe full meaning of MP5 is not attended to. Students rarely choose their own mathematical tools.\nThe final lesson in each unit focuses on all 8 MPs instead of focusing on content standards. These lessons do not attend to the full meaning of all 8 MPs.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 2 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.\n\n\nStudents are rarely prompted to construct viable arguments. One example is found on the assessment for unit 6 where students are prompted to \"Explain how and why you can use addition to check your answer.\"\nIn the differentiation cards students are occasionally prompted to discuss their strategies with the group.\nMost of the student pages include numbers, symbols and spaces for answers, but they do not include spaces for students to explain their thinking or opportunities to share these explanations.\nStudents are asked to analyze a response from the \"Puzzled Penguin,\" but this is simply an opportunity for catching errors and not an opportunity for reasoning.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 2 partially meet the requirement of this indicator of attending to the Standards' emphasis on mathematical reasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bf856f8f-d813-43e3-9419-1b7bb6e91a45": {"__data__": {"id_": "bf856f8f-d813-43e3-9419-1b7bb6e91a45", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "296102a0-e748-4596-a223-c6d96e5b6c6d", "node_type": null, "metadata": {}, "hash": "bb9a2a8f63efd076e7aa5cc81204d84da260c3f86765d47e7bc728536c4dc5b4"}, "2": {"node_id": "4d31dde0-83d7-4a47-a2a9-e0ab8ca16f79", "node_type": null, "metadata": {}, "hash": "218c010a501a727c9dae14d0b5d23758d650163b4f3cc08f8e26dd513273e4f2"}, "3": {"node_id": "ec5ed4a3-53bf-4517-8d81-df1036c5dce6", "node_type": null, "metadata": {}, "hash": "2140dae6390fbd55658b09516ce2c2e7c415955098d947af2266ad4322caaf90"}}, "hash": "2e3edb2a80404bdc9a7e454ccfbcf0750436dcacbe8ed53019eda6953b51167a", "text": "In unit 6 teachers are given an activity called \"Discuss Good Explanations.\" This provides students with the opportunity to construct their own arguments and help other students to make a full explanation.\nThe teacher's manual provides questions to promote MP3.\nIn several lessons, an element called \"Math Talk in Action\" is a way to promote to high quality classroom discussions.\nTeacher questions often simply ask for the answer and not the reasoning nor the opportunity to analyze arguments of other students.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Grade 2 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.\n\n\nThere are vocabulary terms listed for most lessons, however this often includes strategies specific to the curriculum instead of mathematical language. For example, the phrase \"hidden information\" is listed as a vocabulary word in unit 1. In unit 6, the phrases \"New Groups Above\" and \"New Groups Below\" are listed as vocabulary.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ec5ed4a3-53bf-4517-8d81-df1036c5dce6": {"__data__": {"id_": "ec5ed4a3-53bf-4517-8d81-df1036c5dce6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "296102a0-e748-4596-a223-c6d96e5b6c6d", "node_type": null, "metadata": {}, "hash": "bb9a2a8f63efd076e7aa5cc81204d84da260c3f86765d47e7bc728536c4dc5b4"}, "2": {"node_id": "bf856f8f-d813-43e3-9419-1b7bb6e91a45", "node_type": null, "metadata": {}, "hash": "2e3edb2a80404bdc9a7e454ccfbcf0750436dcacbe8ed53019eda6953b51167a"}}, "hash": "2140dae6390fbd55658b09516ce2c2e7c415955098d947af2266ad4322caaf90", "text": "Materials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d3069bf-df4a-4372-a3dc-a9fbee540d2f": {"__data__": {"id_": "6d3069bf-df4a-4372-a3dc-a9fbee540d2f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b1e2afdc-f35f-4cda-9df3-f4cc41e286ea", "node_type": null, "metadata": {}, "hash": "c400ff6bc3d506c3777dd99535aabdb081f4fd5e80398d35b7260a5d6585f365"}, "3": {"node_id": "89288a2c-e7cc-4076-b919-57b2e4ed4149", "node_type": null, "metadata": {}, "hash": "c370561d8c3a0e06d1ff37b346f9d9c2a5336abb08bba3ce2dac61a678611c1b"}}, "hash": "6778503409296d286a7d62b0385f530e4a63ce01e6413feb8a2551d82a46c0bd", "text": "Math in Focus\n\nStudents and teachers using the materials as designed will not devote a majority of time in Kindergarten on the major work of the grade. The materials are not coherent or consistent with the standards, and assessments were not available in the teacher and student editions. However, if a teacher were to use the student worksheets as assessments than several future grade-level assessments exist. About 49 percent of the content are on the major work of the grade. An additional 20 percent of the time is spent on the supporting/additional clusters; however, these lessons are treated separately and therefore not counted as a part of the major work. Finally, 26 percent of the time is spent on either topics not in the CCSSM or on off grade-level material. Of note, Kindergarten\u00a0Math in Focus\u00a0is viable for a school year. Overall, the materials do not provide a focus on the major work nor are the materials coherent. Materials were not reviewed for Gateway 2.\n\nFocus & Coherence\n\nStudents and teachers using the materials as designed will not devote a majority of time in Kindergarten on the major work of the grade. The materials are not coherent or consistent with the standards and assessments were not available in the teacher and student editions. If a teacher were to use the worksheets as assessments, then several future grade level assessments would exist. About 49 percent of the content is on the major work of the grade. An additional 20 percent of the time is spent on the supporting/additional clusters, however these lessons are treated separately and therefore not counted as a part of the major work. Finally, 26 percent of the time is spent on either topics not in the CCSSM or on off grade-level material. Of note, Kindergarten\u00a0Math in Focus\u00a0is viable for a school year. Overall, the materials do not provide a focus on the major work, nor are the materials coherent.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nIn the Kindergarten instructional materials for\u00a0Math in Focus,\u00a0the assessment book is not included with the main materials. The assessment book would be an additional purchase. In looking at the student workbooks, if those were used to assess, the materials assess future grade level work.\nFor Kindergarten Math in Focus there are no probability, statistical distribution, or similarity, congruence and transformations assessment items.\n\nChapter 8 contains one worksheet on counting by 2\u2019s and one worksheet on counting by 5\u2019s, both Grade 2 expectations. \nChapter 13 contains three worksheets on patterns, which is a Grade 4 expectation. \nChapter 19 contains two worksheets on time, which is a Grade 1 expectation.\nChapter 20 contains several worksheets on money, closely aligned with 2.MD.C.8.\n\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe Kindergarten materials do not spend the majority of class time on the major clusters of the grade. More time should be devoted to the major clusters of the grade.\n\nKindergarten has 20 units of study and 9 units (chapters 1, 2, 6, 8, 9, 12, 14, 17 and 18) focus on major work of the grade or about 49%.\nAn additional four units or about 20% of the time is spent on the supporting/additional clusters. However, these chapters are treated separately from the major work of the grade.\nAbout five units or about 26% of the time is spent on either topics not in the CCSSM or on off-grade level material. For example, Chapter 10 deals with ordinal numbers and Chapter 11 deals with calendar patterns. Chapter 19 contains content about volume and time; volume expectations begin in Grade 3 and time begins in Grade 1. Chapter 20 includes standards addressing money, which are Grade 2 standards.\nWhen looking at the lesson level, there are 78 lessons. Of these lessons, 58 (approximately 65%) are spent on major work and 24 lessons (approximately 34%) are spent on additional or off-grade level clusters.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "89288a2c-e7cc-4076-b919-57b2e4ed4149": {"__data__": {"id_": "89288a2c-e7cc-4076-b919-57b2e4ed4149", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b1e2afdc-f35f-4cda-9df3-f4cc41e286ea", "node_type": null, "metadata": {}, "hash": "c400ff6bc3d506c3777dd99535aabdb081f4fd5e80398d35b7260a5d6585f365"}, "2": {"node_id": "6d3069bf-df4a-4372-a3dc-a9fbee540d2f", "node_type": null, "metadata": {}, "hash": "6778503409296d286a7d62b0385f530e4a63ce01e6413feb8a2551d82a46c0bd"}, "3": {"node_id": "07a64ead-2a17-4715-80aa-f41846dd735d", "node_type": null, "metadata": {}, "hash": "d53652054fd3646bcdcd01952777c3c12ea8cbaaf1f1220edca560a4dd19fba4"}}, "hash": "c370561d8c3a0e06d1ff37b346f9d9c2a5336abb08bba3ce2dac61a678611c1b", "text": "For this indicator, all grade level work that is not major work was considered supporting work. The supporting content does not enhance the focus and coherence by engaging students in the major work of the grade.\n\nChapters 3, 7 and 16 focus on supporting work of the grade and are treated it separately from the major work of the grade.\nChapters 5, 15 and 19 focus on the supporting work of the grade, though only connect to the major work of the grade in one lesson each. For example, chapter 5 focuses on size and position of shape and in teacher edition lesson 1, page 117, the activity has students also counting and adding. Chapter 15 focuses on length and height, and teacher edition lesson 2, page 171 also has students counting. Chapter 19 focuses on measurement, and teacher edition lesson 1, page 225 also has students counting. The other lessons in chapters 5, 15 and 19 treat the material separately and are meant to be taught and assessed independently.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe amount of content designated for Kindergarten Math in Focus is partially viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days, but because of the lack of focus around the major work of Kindergarten it does fully meet this criteria. Teachers would need to identify additional material in order to address the standards.\n\nThere are 78 lessons in the program, which cover 175 days of instruction.\nIt should be noted however, that a significant amount of the content is from future grade levels or does not address the CCSSM.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nKindergarten Math in Focus materials are not consistent with the progressions in the standards. Content is not clearly identified, there are not extensive grade-level problems and concepts are not explicitly related to prior knowledge.\nKindergarten does not develop according to grade-by-grade progressions in the standards as future grade-level content is found throughout the materials.\n\nFuture grade-level content is found in chapters 3, 5, 7, 8 and 20, and the work is not clearly identified as future grade-level work.\nIn the student edition and teacher edition text, it does not state that the chapters mentioned above are future grade-level work.\nThe chapter-planning guide includes alignment information showing where each lesson aligns to the CCSSM. However, the alignment descriptions are sometimes inaccurate, as the material noted as aligned includes off-grade materials that may go beyond the full intent of the Kindergarten standard.\nAn example of misalignment is found in chapter 8, lesson 1. It focuses on skip counting by 2s and is labeled as aligned to K.CC.B.4.A. The intent of this standard is for students to demonstrate one-to-one correspondence, not skip counting.\nAnother example of misalignment is found in chapter 20, lesson 2. It focuses on counting coins and is aligned to K.0A.A.2. While many manipulatives can be used for this standard, money should not be used as it is not developmentally appropriate at this level. In the CCSSM, money is introduced in Grade 2.\nChapter 3 focuses on ordering by length or weight. Ordering by length is a Grade 1 standard.\nChapter 19 addresses measurement focusing on weight, capacity and time. Time is a Grade 1 and Grade 2 standard in CCSSM.\nForty instructional days of the Kindergarten curriculum are spent on off-grade level topics.\n\nMaterials do not give all students extensive work with grade level problems.\n\nThe materials consist of 73 lessons over a suggested 175 days.\nForty-nine lessons or about 67% of the time is spent on grade-level problems.\nTwenty-four lessons or about 33% of the time is spent on off grade-level problems or problems which do not address the CCSSM.\nForty days of instructional time spent on skills that are not Kindergarten skills.\nOnly 114 instructional days focus on the major work of the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "07a64ead-2a17-4715-80aa-f41846dd735d": {"__data__": {"id_": "07a64ead-2a17-4715-80aa-f41846dd735d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b1e2afdc-f35f-4cda-9df3-f4cc41e286ea", "node_type": null, "metadata": {}, "hash": "c400ff6bc3d506c3777dd99535aabdb081f4fd5e80398d35b7260a5d6585f365"}, "2": {"node_id": "89288a2c-e7cc-4076-b919-57b2e4ed4149", "node_type": null, "metadata": {}, "hash": "c370561d8c3a0e06d1ff37b346f9d9c2a5336abb08bba3ce2dac61a678611c1b"}, "3": {"node_id": "9f9e94d4-923e-4815-9c21-276ccd835841", "node_type": null, "metadata": {}, "hash": "544895321c1f6d4d947a96dad0efe6194b86b47b26072744815b90d69629bd30"}}, "hash": "d53652054fd3646bcdcd01952777c3c12ea8cbaaf1f1220edca560a4dd19fba4", "text": "Only 114 instructional days focus on the major work of the grade.\nSome problems seem text-heavy, which may not be appropriate for Kindergarten students.\n\nMaterials do not relate grade-level concepts explicitly to prior knowledge from prior grades.\n\nThere is no mention of prior knowledge in Kindergarten materials\n\nNote: Attention should be paid to always using correct mathematical vocabulary.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nKindergarten materials do not foster coherence through connections at a single grade level. Overall, the materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials rarely connect two or more clusters in a domain or two or more domains in a grade when appropriate.\nThe learning objectives are not visibly shaped by CCSSM cluster headings and are instead organized by program objective.\n\nThe teacher guide contains a CCSSM correlation. This has the lessons broken down by CCSSM cluster headings and has lesson citations attached; however, the scope and sequence is not organized by CCSSM cluster headings but rather by the program objectives.\nChapter 10 objectives for the chapter are sequence events; understand first, next and last to sequence events. Ordinal numbers (first, second, third) are not a part of the CCSSM.\n\nMaterials rarely contain problems and activities connecting two or more clusters in a domain or two or more domains.\n\nFor example, in chapter 9 students are comparing sets of numbers, which provides opportunities for cardinal counting.\nIn the chapter planning guide, each lesson contains references to two or more clusters and/or two or more domains; however, a closer look at the activities shows the activities do not align to the stated standards.\nFor example, in chapter 1, lesson 3 of the chapter planning guide states it aligns to both counting and cardinality and measurement and data; however, when looking at the lesson it does not ask students to describe measurable attributes of objects or have students directly compare two objects with a measurable attribute in common.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9f9e94d4-923e-4815-9c21-276ccd835841": {"__data__": {"id_": "9f9e94d4-923e-4815-9c21-276ccd835841", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b1e2afdc-f35f-4cda-9df3-f4cc41e286ea", "node_type": null, "metadata": {}, "hash": "c400ff6bc3d506c3777dd99535aabdb081f4fd5e80398d35b7260a5d6585f365"}, "2": {"node_id": "07a64ead-2a17-4715-80aa-f41846dd735d", "node_type": null, "metadata": {}, "hash": "d53652054fd3646bcdcd01952777c3c12ea8cbaaf1f1220edca560a4dd19fba4"}, "3": {"node_id": "cf6b4c4c-1b7c-4a49-bd29-7b657dc4e23a", "node_type": null, "metadata": {}, "hash": "57212aed26f08476c9d6c09609acfd80a0583bf9aaafcb9382cf20b12e166439"}}, "hash": "544895321c1f6d4d947a96dad0efe6194b86b47b26072744815b90d69629bd30", "text": "Design of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cf6b4c4c-1b7c-4a49-bd29-7b657dc4e23a": {"__data__": {"id_": "cf6b4c4c-1b7c-4a49-bd29-7b657dc4e23a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b1e2afdc-f35f-4cda-9df3-f4cc41e286ea", "node_type": null, "metadata": {}, "hash": "c400ff6bc3d506c3777dd99535aabdb081f4fd5e80398d35b7260a5d6585f365"}, "2": {"node_id": "9f9e94d4-923e-4815-9c21-276ccd835841", "node_type": null, "metadata": {}, "hash": "544895321c1f6d4d947a96dad0efe6194b86b47b26072744815b90d69629bd30"}}, "hash": "57212aed26f08476c9d6c09609acfd80a0583bf9aaafcb9382cf20b12e166439", "text": "For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "65ef049b-2e6e-499d-972a-05c4af5075f9": {"__data__": {"id_": "65ef049b-2e6e-499d-972a-05c4af5075f9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "3": {"node_id": "5d608b1f-443b-4ef2-8107-e9aa4196de8e", "node_type": null, "metadata": {}, "hash": "38367f488be4d09bb57818508ef0d842558a90e64a622af935c2038b17e09fe1"}}, "hash": "06a993e660028cc77c5997338774654ab87d71bb67660832f15d1de156d78734", "text": "Math Innovations\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for alignment to the CCSSM. An exceptional aspect of the materials is the integrated nature of the lessons. No topic is taught in isolation. Major work is incorporated in to supporting topics and many connections are made between domains and clusters. The materials go to great lengths to develop a conceptual understanding of math topics. However, the materials frequently cover off grade-level topics. In doing this, approximately 46 percent of the time is spent on the major work of the grade. The materials fail to follow the grade-by-grade progression, content from prior or future grades is not clearly identified, the materials do not relate grade level concepts explicitly to prior knowledge, and the lesson objectives are not shaped by the CCSSM cluster headings. Since the materials do not meet expectations for focus and coherence in Gateway 1, they were not reviewed for evidence of rigor and the mathematical practices in Gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation for focus and coherence with the CCSSM. Major work topics only account for approximately 46 percent of the instructional time. Major work is incorporated into lessons that focus on the supporting work, however too many topics are off grade-level. The integrated nature of the materials gives ample opportunity for supporting work to enhance the major work, and there are also many connections made between domains and clusters. However, far too much time is spent covering off grade-level topics. Because of this, the amount of content for one grade-level is not viable for one school year. Furthermore, the materials fail to follow the grade-by-grade progression, content from prior or future grades is not clearly identified, the materials do not relate grade level concepts explicitly to prior knowledge, and the materials are not shaped by the CCSSM cluster headings.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for assessment. There are only a few above grade-level assessment items whose accompanying lessons cannot be modified without impacting the underlying structure of the instructional materials. The instructional materials offer assessment materials on their Flourish website. These assessment materials include a quiz for each section of a unit and a unit test. There is an included test generator, which would enable teachers to omit all above grade-level assessment items. For this reason, when above grade-level questions were found on the unit tests and quizzes, the corresponding sections were examined to see the extent that students would be expected to understand the above grade-level topics and if it would be possible to modify the lesson. Listed below are the above grade-level assessment items that cannot be modified without impacting the structure of the materials and above grade-level assessment items that could be easily omitted without impact to the materials.\nAssessment Items that impact the materials:\nAccent on Algebra: Unit Test (Questions 8, 9 and 15) and Section 3 Quiz (Questions 7 and 14) call for students to write an explicit rule and find the nth term. The content of these questions aligns to 7.EE.4, however, the use of the term \"explicit rule\" introduces vocabulary that is not part of the Grade 7 standards. This vocabulary aligns with high school standard F.BF.2. Sections 3.2, 3.3 and 3.4 in Accent on Algebra include this concept and would need to be skipped to avoid going above grade level.\nPuzzling Proportions: Section 2 Quiz (Question 9) includes questions on similarity and corresponding sides. The concept of similarity is first introduced in the Grade 8. This above grade-level question is included in section 2.3 of puzzling proportion and that section would need to be skipped in order to avoid going above grade level.\nPuzzling Proportions: Section 2 Quiz (Questions 5 and 6) and Unit Test (Question 8) include the term slope. The use of the term \"slope\" introduces vocabulary that is not part of the Grade 7 standards. Section 2.4 connects slope to similar triangles, which aligns to 8.EE.6. The section would have to be skipped to avoid going above grade-level.\nAbove grade-level assessment items that could be skipped without impacting the materials:\nAccent of Algebra: Section 1 Quiz, Question 10, has students analyze the formula for the sum of interior angles of a polygon.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5d608b1f-443b-4ef2-8107-e9aa4196de8e": {"__data__": {"id_": "5d608b1f-443b-4ef2-8107-e9aa4196de8e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "65ef049b-2e6e-499d-972a-05c4af5075f9", "node_type": null, "metadata": {}, "hash": "06a993e660028cc77c5997338774654ab87d71bb67660832f15d1de156d78734"}, "3": {"node_id": "5a4a515d-fb3c-4a31-927d-44254b3995b6", "node_type": null, "metadata": {}, "hash": "5704b14da81950f7656c2da2ff5b275fbc7da88c7a588ede20dd9b6e10233352"}}, "hash": "38367f488be4d09bb57818508ef0d842558a90e64a622af935c2038b17e09fe1", "text": "The use of the formula for the sum of interior angles introduces a concept that aligns to G.CO.10. This question type is covered in Section 1.2, \"Formulas.\" The section includes the use of many appropriate grade level formulas, and the quiz question could be skipped without impacting the underlying structure of the materials.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for focus by spending a majority of class time on the major work of the grade. There are five books/units included in the Grade 7 materials, those five books/units are each divided into three sections, which are then divided into lessons. A pacing guide is provided, which breaks down the number of days (45-minute class periods) per lesson. To determine the amount of time spent on major work, three perspectives were evaluated: 1) the number of sections devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. The number of days devoted to major work is the most accurate reflection for this indicator because it specifically addresses the amount of class time spent on concepts. Overall, 58.75 out of the 127 days (approximately 46 percent) of the class time is devoted to major work, 30 out of 127 days (approximately 24 percent) of class time is devoted to supporting clusters, and 38.25 out of 127 days (approximately 30 percent) is spent covering off grade-level topics. At times, some lessons included major or supporting clusters and included above/below grade-level work. In those cases, the time was divided based on the number of examples and problems.\n\nSizing Up Solids: 6.25 out of 27 days of major work. 11.5 days of supporting clusters. 6.25 off grade level. 3 days of MPs.\nSection 1: (1 out of 8 days of major work. 2 days of supporting clusters. 2 days off grade level. 3 days of MPs.)\n\nLesson 1: Primarily covers 7.G.A with some 7.EE.B (1 day of major work. 2 days of supporting work).\nLesson 2: Primarily covers below grade-level work 6.G.A (2 days off grade level).\nLesson 3: Primarily covers mathematical practice standards 5 and 7 (0 days of major work).\nLesson 4: Primarily covers mathematical practice standards 5 and 7 (0 days of major work).\n\n\nSection 2: (0 out of 6 days of major work. 2 days of supporting clusters. 4 days off grade level).\n\nLesson 1: Primarily covers below grade level work 4.G.A (2 days off grade-level).\nLesson 2: Primarily covers below grade level work 4.MD.C (2 days off grade-level).\nLesson 3: Primarily covers 7.G.B (2 days of supporting work).\n\n\nSection 3: (5.25 out of 13 days of major work. 7.5 days of supporting work. 0.25 days off grade level).\n\nLesson 1: Primarily covers 7.G.A, 7.EE.B and 7.NS.B (1 day of major work. 1 day of supporting work).\nLesson 2: Primarily covers 7.G.A, 7.EE.B and 7.NS.B (0.5 day of major work. 0.5 days of supporting work).\nLesson 3: Primarily covers 7.G.A and 7.NS.A (1 day of major work and 1 day of supporting work).\nLesson 4: Covers 7.G.A, 7.NS.A and goes above grade-level to 8.EE.B (0.75 days of major work, 0.25 days off grade-level and 1 day of supporting work).\nLesson 5: Primarily covers 7.G.B and 7.NS.B (1 day of major work. 1 day of supporting work).\nLesson 6: Primarily covers 7.G.B and 7.NS.B (1 day of major work. 1 day of supporting work).\nLesson 7: Primarily covers 7.G.B ( 2 days of supporting work.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a4a515d-fb3c-4a31-927d-44254b3995b6": {"__data__": {"id_": "5a4a515d-fb3c-4a31-927d-44254b3995b6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "5d608b1f-443b-4ef2-8107-e9aa4196de8e", "node_type": null, "metadata": {}, "hash": "38367f488be4d09bb57818508ef0d842558a90e64a622af935c2038b17e09fe1"}, "3": {"node_id": "5a95ca18-819b-4168-b614-11500aa937bc", "node_type": null, "metadata": {}, "hash": "044bafc9b10c64bf801a37aac186a7c573c8d6ce9478d875ae9a92d680d9f853"}}, "hash": "5704b14da81950f7656c2da2ff5b275fbc7da88c7a588ede20dd9b6e10233352", "text": "Puzzling Proportions: (16 out of 27 days of major work. 4.5 days of supporting work. 6.5 days off grade-level.)\nSection 1: (5.5 out of 9 days of major work. 3.5 days off grade level.)\n\nLesson 1: Primarily covers below grade-level work 6.RP.A (1 day off grade-level).\nLesson 2: Primarily covers below grade level work 6.RP.A also includes some 7.NS.A (0.5 days of major work. 1.5 days off grade-level).\nLesson 3: Primarily covers below grade-level work 6.RP.A (1 day off grade-level).\nLesson 4: Primarily covers 7.RP.A (2 days of major work).\nLesson 5: Primarily covers 7.RP.A (3 days of major work).\n\n\nSection 2: (2.5 out of 10 days of major work. 4.5 days of supporting work. 3 days off grade level).\n\nLesson 1: Primarily covers 7.RP.A and 7.G.1 (1 day of major work. 1 day of supporting work).\nLesson 2: Primarily covers 7.RP.A and 7.G.1 (1 day of major work. 1 day of supporting work).\nLesson 3: Primarily covers above grade-level work. 8.G.A also includes some 7.RP.A and 7.G.A (0.5 days of major work. 0.5 days of supporting work. 2 days off grade level).\nLesson 4: Primarily covers above grade level work 8.EE.B (1 day off grade level).\nLesson 5: Primarily covers 7.G.1 (2 days of supporting work).\n\n\nSection 3: (8 out of 8 days of major work).\n\nLesson 1: Primarily covers 7.EE.B and 7.RP.A (2 days of major work).\nLesson 2: Primarily covers 7.NS.A and 7.RP.A (2 days of major work).\nLesson 3: Primarily covers 7.NS.A and 7.RP.A (2 days of major work).\nLesson 4: Primarily covers 7.NS.A and 7.RP.A (2 days of major work).\n\n\nAccent on Algebra: 18 out of 25 days of major work. 7 days off grade level).\nSection 1: (8 out of 8 days of major work).\n\nLesson 1: Primarily covers 7.EE.B (3 days of major work).\nLesson 2: Primarily covers 7.EE.B (1 day of major work).\nLesson 3: Primarily covers 7.EE.A (2 days of major work).\nLesson 4: Primarily covers 7.EE.A (2 days of major work).\n\n\nSection 2: (7 out of 7 days of major work).\n\nLesson 1: Primarily covers 7.EE.B (2 days of major work).\nLesson 2: Primarily covers 7.EE.B (1 days of major work).\nLesson 3: Primarily covers 7.EE.B (2 days of major work).\nLesson 4: Primarily covers 7.EE.B (2 days of major work).\n\n\nSection 3: (3 out of 10 days of major work. 7 days above grade level).\n\nLesson 1: Primarily covers 7.RP.A (3 days of major work).\nLesson 2: Primarily covers 8.F.B (2 days above grade level).\nLesson 3: Primarily covers F-BF.A (3 days above grade level).\nLesson 4: Primarily covers 8.F.B and F-BF.A (2 days above grade level).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a95ca18-819b-4168-b614-11500aa937bc": {"__data__": {"id_": "5a95ca18-819b-4168-b614-11500aa937bc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "5a4a515d-fb3c-4a31-927d-44254b3995b6", "node_type": null, "metadata": {}, "hash": "5704b14da81950f7656c2da2ff5b275fbc7da88c7a588ede20dd9b6e10233352"}, "3": {"node_id": "7f8b7880-c840-47c8-ac49-440e027c17c4", "node_type": null, "metadata": {}, "hash": "01008bf88241c1297ed43c9601214ea37f1266439f77ab5ad4d44067cd120af6"}}, "hash": "044bafc9b10c64bf801a37aac186a7c573c8d6ce9478d875ae9a92d680d9f853", "text": "Let's Be Rational: (14 out of 29 days are spent on major work. 15 days are spent off grade level).\nSection 1: (4 out 14 days of major work. 10 days of off grade level work).\n\nLesson 1: Primarily covers below grade-level work 4.NBT.A (3 days off grade-level).\nLesson 2: Primarily covers below grade-level work 6.NS.B and 6.NS.C (3 days off grade-level).\nLesson 3: Primarily covers below grade-level work 5.NF.A (2 days off grade-level).\nLesson 4: Primarily covers below grade-level work 5.NF.B (2 days off grade-level).\nLesson 5: Primarily covers 7.NS.A (2 days of major work).\nLesson 6: Primarily covers 7.NS.A (2 days of major work).\n\n\nSection 2: (0 out of 5 days of major work. 5 days off grade level).\n\nLesson 1: Primarily covers below grade-level work 6.NS.C (1 day off grade-level).\nLesson 2: Primarily covers below grade-level work 6.NS.C (2 days off grade-level).\nLesson 3: Primarily covers below grade-level work 6.NS.C (2 days off grade-level).\n\n\nSection 3: (10 out of 10 days of major work).\n\nLesson 1: Primarily covers 7.NS.A (2 days of major work).\nLesson 2: Primarily covers 7.NS.A (1 day of major work).\nLesson 3: Primarily covers 7.NS.A (2 days of major work).\nLesson 4: Primarily covers 7.NS.A (2 days of major work).\nLesson 5: Primarily covers 7.NS.A (1 day of major work).\nLesson 6: Primarily covers 7.NS.A (2 days of major work).\n\n\nDriven By Data: (1.5 out of 19 days of major work. 14 days of supporting work. 3.5 days off grade-level.)\nSection 1: (0 out of 5 days of major work. 4 days of supporting work. 1 day off grade-level).\n\nLesson 1: Primarily covers 7.SP.C (2 days of supporting work).\nLesson 2: Primarily covers 7.SP.C (2 days of supporting work).\nLesson 3: Primarily covers S-CP.B.9 (1 day off grade level).\n\n\nSection 2: (0 out of 7 days of major work. 7 days of supporting work).\n\nLesson 1: Primarily covers 7.SP.C (2 days of supporting work).\nLesson 2: Primarily covers 7.SP.C (2 days of supporting work).\nLesson 3: Primarily covers 7.SP.C (2 days of supporting work).\nLesson 4: Primarily covers 7.SP.C (1 day of supporting work).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7f8b7880-c840-47c8-ac49-440e027c17c4": {"__data__": {"id_": "7f8b7880-c840-47c8-ac49-440e027c17c4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "5a95ca18-819b-4168-b614-11500aa937bc", "node_type": null, "metadata": {}, "hash": "044bafc9b10c64bf801a37aac186a7c573c8d6ce9478d875ae9a92d680d9f853"}, "3": {"node_id": "9c0d8c92-afab-4a9a-b2d4-d0fd442d5016", "node_type": null, "metadata": {}, "hash": "72a7946fc744d83761b132303aea8cdb99309a84339555caa1f1f7266d4c6899"}}, "hash": "01008bf88241c1297ed43c9601214ea37f1266439f77ab5ad4d44067cd120af6", "text": "Section 3: (1.5 out of 7 days of major work. 3 days of supporting work. 2.5 days off grade level).\n\nLesson 1: Primarily covers 7.SP.A (2 days of supporting work).\nLesson 2: Primarily covers below grade-level work 6.SP.B but includes 7.NS.A (0.5 days of major work. 0.5 days off grade-level).\nLesson 3: Primarily covers below grade-level work 6.SP.B (2 days off grade-level).\nLesson 4: Primarily covers 7.RP.A (1 day of major work).\nLesson 5: Primarily covers 7.SP.A (1 day of supporting work).\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 7 meet the expectation for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. It is noted that the theme of the materials is to integrate several topics into one lesson, and as a result, no one topic is taught in isolation. Overall, the major work of Grade 7 is incorporated into lessons that focus on the supporting clusters some examples of this indicator are listed below.\n\nSizing Up Solids:\n\nLesson 1.1: The focus of this lesson is that students gain an understanding of the characteristics of three-dimensional shapes and describe the two-dimensional figure that results from slicing a three-dimensional figure (7.G.3). In order to achieve this the materials have students find patterns of the numbers of faces, vertices, and edges of three-dimensional and write a rule to express this pattern (7.EE.4).\nLesson 3.1: The focus of this lesson is on measures of circles (7.G.4). In doing this students look at the ratio between circumference and diameter to get pi, a brief discussion of the division process and the resulting irrational number is made (7.NS.2.D). Students also use the formula for circumference to find unknown dimensions of a circle (7.EE.4).\nLesson 3.2: The focus of this lesson is on area of circles (7.G.4). The lesson includes students finding unknown dimensions when given either the area or circumference (7.EE.4). Additionally the problems use fractions and decimals in their measures, so students solve the given equations while practicing operations with rational numbers (7.NS.3).\nLessons 3.3, 3.4, and 3.5: The focus of these lessons is surface area (7.G.6). The problems use fractions and decimals in their measurements so students are simultaneously using operations with rational numbers in real-world problems (7.NS.3).\nLesson 3.6: The focus of this lesson is volume (7.G.6). The problems use fractions and decimals in their measurements so students are simultaneously using operations with rational numbers in real-world problems (7.NS.3).\n\n\nPuzzling Proportions:\n\n\nLessons 2.1, 2.2 and 2.5. The focus of these sections is on scale models and drawings (7.G.1). In solving problems that use scale models, students simultaneously use proportions to find new measure when the scale was enlarged or reduced (7.RP.2).\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials for Grade 7 does not meet the expectations for the amount of content designated being viable for one school year. The materials claim to take between 175 and 180 days to cover. However, there are many off grade-level concepts covered in that time frame and some of the Grade 7 standards are not fully attended to.\n\nThe instructional materials would take 180 days to cover, however much of the time is spent on off grade-level work. If a teacher skipped these topics that would remove about 54 days of work, taking the amount of content to 126 days.\nSome of the Grade 7 CCSSM are not taught to the depth required by the standard.\n\n7.RP.1. There is time spent on unit rates, however, there are very few problems that have students compute unit rates associated with ratios of fractions as stated in the standard.\n7.SP.3 and 7.SP.4. There are very few examples of students comparing two populations, especially when it comes to comparing their measures of center and variability.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9c0d8c92-afab-4a9a-b2d4-d0fd442d5016": {"__data__": {"id_": "9c0d8c92-afab-4a9a-b2d4-d0fd442d5016", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "7f8b7880-c840-47c8-ac49-440e027c17c4", "node_type": null, "metadata": {}, "hash": "01008bf88241c1297ed43c9601214ea37f1266439f77ab5ad4d44067cd120af6"}, "3": {"node_id": "13824e7c-6771-49c0-99de-da917aa36839", "node_type": null, "metadata": {}, "hash": "d51cb08db29d22730f73b0d878c0e8b20e22328c76d1876d7f2d15092c45c1d1"}}, "hash": "72a7946fc744d83761b132303aea8cdb99309a84339555caa1f1f7266d4c6899", "text": "Materials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation for having materials that are coherent and consistent with the standards. Materials attempt to follow grade-by-grade progression, however too much attention is given to off, grade-level standards. Materials do not give all students extensive work with grade-level problems, and grade-level concepts are not explicitly related to prior knowledge.\nMaterials do not develop according to the grade-by-grade progressions in the standards. Content from prior or future grades is clearly identified and related to grade-level work\n\nWhen there is content from prior or future grades, the content is not clearly identified and not explicitly stated. Some of the materials attempt to relate to prior knowledge by addressing below grade level standards but this is not explicitly stated.\nOff grade-level work is present in every book/unit. The off grade-level work is not identified as such, though in some cases it might be a plausible extension or reinforcement of grade-level standards. In many cases, it is deliberately teaching a topic that is not intended in the Grade 7 standards. For example, the Let's Be Rational unit/book indicates that it aligns to 7.NS.1, 7.NS.2 and 7.NS.3 with no indication of below grade-level standards. The first section of this book/unit includes place value, placement of fractions and decimals on a number line, adding and subtracting fractions, and multiplying and dividing fractions. All of these topics are natural reinforcements of dividing fractions, however, the majority of time in this section is spent on review topics. Section 2, making sense of signed numbers, is a review of Grade 6 standards. Finally in section three students focus of the Grade 7 number sense standards. This book/unit spends more time reviewing than it does on grade level topics, but only indicates that it is presenting grade level information.\nThe notes in the Teachers\u2019 Edition at the start of each section, \u201cTeaching the Lesson\u201d attempts to explain what concepts need to be developed first before students are able to be successful in the grade-level concepts and even above-level concepts. The progressions with the concepts are somewhat explained here, yet, it does not identify any standards within the unit.\nThere is evidence that the materials are following the progression. However, they are not necessarily concentrating on the mathematics of the grade. For example, in the unit/book on proportional relationships section 1 starts by exploring Grade 6 topics of ratios and rates with the last two sections focused on the Grade 7 topic of proportions. Section 2 appropriately connects proportion to scale drawings, but in section 2, the lessons progress from scale drawings to the Grade 8 topics of similar figures and slope. It is clear that this is a natural progression of the standards, however, the progression was not intended to take place in one school year. In presenting the concepts in this manner, less time is spent on the Grade 7 standards and students are not given the opportunity to fully develop their understanding.\n\nMaterials do not give all students extensive work with grade-level problems.\n\nThe problems in the On Your Own section provide students with the opportunities to engage deeply with the mathematics. The problem sets begin with writing about mathematics. The problem structures focus on open-ended, thought-provoking questions in which a student frequently has to preform an investigation and justify their reasoning.\nThe materials do not designate specific problems and examples that are on grade level as being appropriate for struggling students. It is expected that all students will engage in most of the problems. There are some suggested teaching strategies and tips, and some ready-made tools to help with special populations. However, if a student is not able to keep up with the high-level questions provided in the On Your Own section of the student materials, no alternates are provided.\nFor advanced students, there are Think Beyond Questions that are more rigorous and involve topics from later grades, and these can be found at the end of the On Your Own sections and can be included at the teacher discretion.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "13824e7c-6771-49c0-99de-da917aa36839": {"__data__": {"id_": "13824e7c-6771-49c0-99de-da917aa36839", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "9c0d8c92-afab-4a9a-b2d4-d0fd442d5016", "node_type": null, "metadata": {}, "hash": "72a7946fc744d83761b132303aea8cdb99309a84339555caa1f1f7266d4c6899"}, "3": {"node_id": "a0843d7b-d52c-43cb-b5c7-93caa9fb3b16", "node_type": null, "metadata": {}, "hash": "ce9efccd731fd096909d8d5fb1dfc2fb1f1daddfc4e5e9bfac18bee83fc2211d"}}, "hash": "d51cb08db29d22730f73b0d878c0e8b20e22328c76d1876d7f2d15092c45c1d1", "text": "Materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades\n\nThere are no signals or indications of when something is review or new information. The lessons frequently contain topics that are presented in a way that span multiple grade levels. However, the materials provide no indication of when this is happening and only indicate which grade-level topic is present. Furthermore, because of the integrated nature of the materials, even when a multi-grade topic is covered, it is almost impossible to easily identify the on-grade portion of the lesson.\nThe connections between concepts from previous grade levels are not clearly articulated from lesson to lesson. They make an effort to explain this process in the \"Goals of the Unit\" summary, but they do not clearly identify previous grade level standards to the current grade level standards.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectation to foster coherence through connections at a single grade, where appropriate and required by the standards. The very integrated nature of the materials leads to frequent domain-to-domain and cluster-to-cluster connections. However, the materials partially have learning objectives that are shaped by the CCSSM. Overall, the materials included lessons that are not presented in isolation of other important topics, but the materials are not shaped by the CCSSM alone.\nMaterials partially include learning objectives that are visibly shaped by CCSSM cluster headings.\n\nThere are clearly identified lesson objectives at the beginning of each lesson that describe what students should be able to do by the end of the lesson. However, many of the objectives are not at grade level nor is there any indication that they are visibly shaped by CCSSM cluster headings. For example, in \u201cAccent on Algebra\u201d, lessons 3.3 and 3.4, the publisher states that these lessons focus on cluster headings 7.RP.A and 7.EE.A. The actual objectives focus on clusters dealing with determining explicit and recursive rules for linear relationships, which is a high school standard (F-BF.A).\nThe material sometimes includes learning objectives that are shaped by the CCSSM cluster heading, and sometimes there is not a clear connection to a grade level, CCSSM cluster heading. For example, in \u201cLet\u2019s Be Rational,\u201d lesson 2.2, the publisher states that the cluster being addressed is 7.NS.A. Upon reading the lesson objectives, the lesson more closely addresses the cluster 6.NS.C.\n\nMaterials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe materials are very integrated and as a result there are numerous examples of places that connections are made between domains and clusters.\n\n\nPuzzling Proportions lesson 3.2. In this lesson students use their knowledge of setting up equations (7.NS.B) to solve percent problems (7.RP.A).\nAccent on Algebra lesson 1.4. In this lesson students set up and solve algebraic expressions and equations (7.EE.B) while using the distributive property to understand equivalent expressions (7.EE.A).\nAccent on Algebra lessons 2.1 and 2.2. In these two lesson students primarily learn strategies for solving equations (7.EE.B). The equations involve all types of rational numbers, thus students are also practicing 7.NS.3.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a0843d7b-d52c-43cb-b5c7-93caa9fb3b16": {"__data__": {"id_": "a0843d7b-d52c-43cb-b5c7-93caa9fb3b16", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "13824e7c-6771-49c0-99de-da917aa36839", "node_type": null, "metadata": {}, "hash": "d51cb08db29d22730f73b0d878c0e8b20e22328c76d1876d7f2d15092c45c1d1"}, "3": {"node_id": "76b1cb39-ad86-422b-b4f5-bc513d340580", "node_type": null, "metadata": {}, "hash": "78e4bb0d28e59afe1b11778f3d9eb72b81e5909a9db8bd52deeb79a61b8e6f3c"}}, "hash": "ce9efccd731fd096909d8d5fb1dfc2fb1f1daddfc4e5e9bfac18bee83fc2211d", "text": "Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "76b1cb39-ad86-422b-b4f5-bc513d340580": {"__data__": {"id_": "76b1cb39-ad86-422b-b4f5-bc513d340580", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d22745b7-a47e-47f4-839c-f1cd893899b3", "node_type": null, "metadata": {}, "hash": "736033f97e5f7e534178fd546019dd0d24185709cf8a490243d4255b58090f51"}, "2": {"node_id": "a0843d7b-d52c-43cb-b5c7-93caa9fb3b16", "node_type": null, "metadata": {}, "hash": "ce9efccd731fd096909d8d5fb1dfc2fb1f1daddfc4e5e9bfac18bee83fc2211d"}}, "hash": "78e4bb0d28e59afe1b11778f3d9eb72b81e5909a9db8bd52deeb79a61b8e6f3c", "text": "Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f1433eb9-bf47-479b-98e7-b973d7b9c497": {"__data__": {"id_": "f1433eb9-bf47-479b-98e7-b973d7b9c497", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61c993e9-1d83-4b6a-a57d-5e6588efc489", "node_type": null, "metadata": {}, "hash": "e4ef94483fe648086e767eff53c7efcc5714844a0ccdc91e5d57ab71ce14d018"}, "3": {"node_id": "f11cda48-3b17-4aed-a47d-21791e7cfe3f", "node_type": null, "metadata": {}, "hash": "3a2fb1db4afe9ea67c023f4546731efff0faa39fbcc3d803687815e4f9a95f8b"}}, "hash": "40920f18c2d7d905cb5248bf09874fb09ec30e9f29e74b608cebb8bc1497647c", "text": "Prentice Hall Mathematics\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for alignment to the CCSSM.\nThe instructional materials meet expectations for the first of the two focus criteria by not assessing above Grade 7 standards, but they do not meet the second of the two criteria by allocating too large of a percentage of instructional materials to non-major standards of the grade. Some strengths are found and noted in the coherence criterion, but too many areas of weakness lead to the instructional materials only partially meeting quality expectations for coherence. Overall, the instructional materials do not consistently develop the grade-by-grade progressions and foster coherence with more connections within Grade 7. Due to the materials not meeting expectations for focusing on major work and coherence, they were not reviewed for rigor and mathematical practices.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for the first of the two focus criteria by not assessing above Grade 7 standards, but they do not meet the second of the two criteria by allocating too large of a percentage of instructional materials to non-major standards of the grade. Some strengths are found and noted in the coherence criterion, but too many areas of weakness lead to the instructional materials only partially meeting quality expectations for coherence. Overall, the instructional materials do not consistently develop the grade-by-grade progressions and foster coherence with more connections within Grade 7.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for assessing grade-level content. Overall, the instructional materials do not assess content from future grades within the summative assessments provided for each chapter.\n\nAlthough similarity is introduced, its inclusion is congruent with 7.G.A.1.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. Overall, the instructional materials do not allocate a large majority of the time to the major work of the grade.\n\nForty-four (44) out of 76 (58%) lessons are aligned with the major work of the grade.\nThe text allocates 89 days out of 150 (59%) for instruction on major work for the grade.\nSome of the non-major lessons do support the major work of Grade 7, but the amount of support is not enough to create a large majority of instructional time on major clusters of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials miss opportunities to support major clusters of standards with non-major clusters and as a result, the supporting content does not always engage students in the major work of Grade 7.\n\nSupporting content can be found in chapters 6 and 7 (7.G) and 8 and 9 (7.SP) for the major standards in 7.EE. Chapter 8 supports the major standards in 7.RP.\nChapters 6 and 7 do not support the major work of the grade 7.NS.\nIn chapter 6, lesson 6.1 does not include opportunities to work with rational numbers, and in lesson 6.2, only five of 25 problems include rational values. Students are only assessed with whole numbers on checkpoint quiz 1, and checkpoint quiz 2 only includes 17.5 as the hypotenuse of the triangle in number 1, which is the only rational value on the assessment. On the chapter 6 test, three of 23 problems include rational values.\nIn chapter 7, there are limited opportunities for students to practice manipulating rational numbers with the exception of pi.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for having an amount of content designated for one grade level as viable for one school year. Overall, the amount of time needed to complete the lessons is partially appropriate for a school year of approximately 170-190 days.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f11cda48-3b17-4aed-a47d-21791e7cfe3f": {"__data__": {"id_": "f11cda48-3b17-4aed-a47d-21791e7cfe3f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61c993e9-1d83-4b6a-a57d-5e6588efc489", "node_type": null, "metadata": {}, "hash": "e4ef94483fe648086e767eff53c7efcc5714844a0ccdc91e5d57ab71ce14d018"}, "2": {"node_id": "f1433eb9-bf47-479b-98e7-b973d7b9c497", "node_type": null, "metadata": {}, "hash": "40920f18c2d7d905cb5248bf09874fb09ec30e9f29e74b608cebb8bc1497647c"}, "3": {"node_id": "2cd5a157-8fe7-42b2-9c83-8d54edab5d21", "node_type": null, "metadata": {}, "hash": "643e314c1e7cdcd2e11c4001155908927cf8f02639cdd68da6b50c10c8fee370"}}, "hash": "3a2fb1db4afe9ea67c023f4546731efff0faa39fbcc3d803687815e4f9a95f8b", "text": "As noted in the pacing on pages T42-T45, the book totals 150 days of instruction, leaving time for review and enrichment, additional activity labs, assessments and projects.\nDays beyond the 150 suggested by the materials can be used for assessment purposes or utilizing some of the guided problem-solving items.\nGiven the instructional materials not allocating enough time to major clusters of the grade as addressed in indicator 1b, these instructional materials would have to be supplemented with other materials which means these materials may not be viable for one school year.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for having materials that are consistent with the progressions in the CCSSM. Overall, the materials partially give students extensive work with grade-level problems, and grade-level concepts are not always explicitly related to prior knowledge from earlier grades. Also, the materials partially develop according to the grade-by-grade progressions, with non-grade-level content clearly identified.\n\nThere is little focus on 7.EE.B.3 (chapter 5) and much focus on 7.EE.B.4 (chapter 2), but 7.EE.A.1, which helps with generating equivalent expressions, is a very small part of chapter 2 (labeled as simplifying expressions instead of generating equivalent expressions).\nThis text addresses number operations entirely in chapter 1 without properly interweaving Grade 6 understandings. This text also fails to provide adequate opportunities to explore rational numbers beyond chapters 1 and 4, leaving students unprepared for the work of the next grade.\nThere is a beginning-of-course diagnostic test provided to test skills that have been taught in previous years, and at the beginning of each chapter, there is a \"Check Your Readiness\" that addresses skills acquired from previous years that relate to the new material.\nThe majority of the Grade 7 standards require students to apply skills to real-world contexts, but lessons do not provide extensive opportunities to engage in real-world problems.\nExercises and chapter tests lack extensive work with fractions, and there is often only one challenge problem per section, giving little opportunity for learning grade-level content in greater depth.\nEach lesson provides approximately five to 10 grade-level problems.\nEach lesson provides a \"Math Background\" that relates grade-level concepts to prior knowledge, but they do not make explicit connections to when the skills were introduced or how they relate to the new concepts.\nAt the beginning of each chapter, there is an \"Activating Prior Knowledge\" section, but these passages containing essential understandings from Grade 6 are only found in the teacher edition.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials show some strengths at including learning objectives that are visibly shaped by the CCSSM cluster headings, but the materials do not always connect two or more clusters in a domain or two or more domains in a grade when appropriate.\n\nIn general, the chapters are shaped by the cluster headings.\nCluster heading 7.EE.A.1 is found in lesson 2.2, but is not adequately addressed.\n7.SP.A is found in the lesson 8.3 objective, to use data from random samples to make inferences about the populations.\nThe sections on geometry are aligned to one standard per section. \nSome of the statistics sections have more than one content standard, but they do not connect to more than one cluster.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2cd5a157-8fe7-42b2-9c83-8d54edab5d21": {"__data__": {"id_": "2cd5a157-8fe7-42b2-9c83-8d54edab5d21", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61c993e9-1d83-4b6a-a57d-5e6588efc489", "node_type": null, "metadata": {}, "hash": "e4ef94483fe648086e767eff53c7efcc5714844a0ccdc91e5d57ab71ce14d018"}, "2": {"node_id": "f11cda48-3b17-4aed-a47d-21791e7cfe3f", "node_type": null, "metadata": {}, "hash": "3a2fb1db4afe9ea67c023f4546731efff0faa39fbcc3d803687815e4f9a95f8b"}, "3": {"node_id": "d03d84d5-992b-43b9-9ace-a12d2ea4de2f", "node_type": null, "metadata": {}, "hash": "64e917eea6ab2015fd3c218f68673a1438c2ab48d3c2b240c8dd502f5650adb2"}}, "hash": "643e314c1e7cdcd2e11c4001155908927cf8f02639cdd68da6b50c10c8fee370", "text": "7.RP and 7.G domains are connected in lesson 4.6 by using proportional reasoning to find missing values of similar figures, but students are only asked to sketch one model in number 16 and not to the actual size given in the problem.\n7.RP and 7.EE are linked in lesson 5.6 by connecting the percent of change equation with proportional reasoning.\nThe Grade 7 focus on ratios and proportional reasoning and expressions and equations is not linked clearly with supporting clusters found in chapters 6 and 7 (geometry) or chapters 8 and 9 (statistics and probability).\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d03d84d5-992b-43b9-9ace-a12d2ea4de2f": {"__data__": {"id_": "d03d84d5-992b-43b9-9ace-a12d2ea4de2f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61c993e9-1d83-4b6a-a57d-5e6588efc489", "node_type": null, "metadata": {}, "hash": "e4ef94483fe648086e767eff53c7efcc5714844a0ccdc91e5d57ab71ce14d018"}, "2": {"node_id": "2cd5a157-8fe7-42b2-9c83-8d54edab5d21", "node_type": null, "metadata": {}, "hash": "643e314c1e7cdcd2e11c4001155908927cf8f02639cdd68da6b50c10c8fee370"}}, "hash": "64e917eea6ab2015fd3c218f68673a1438c2ab48d3c2b240c8dd502f5650adb2", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "28a6ecb6-bef4-4223-805f-42966e65a791": {"__data__": {"id_": "28a6ecb6-bef4-4223-805f-42966e65a791", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "3": {"node_id": "eaf53aaa-e992-4da6-8d95-139cc3db0a2c", "node_type": null, "metadata": {}, "hash": "013b412d379204dbfccd021b027ad5ff65890c8fc1ba7c70236e321188a795e3"}}, "hash": "3a3685f01921f8c8520c1ef4ca1f30b123d16b6dd7b7f1eaa392b0b49615c68a", "text": "Reading Street Common Core\n\nThe instructional materials reviewed for Reading Street Kindergarten do not meet the expectations for alignment. The materials partially meet the expectations for providing texts worthy of students' time and attention while supporting students' advancement toward independent reading. The materials do not meet expectations of reading, writing, and speaking to support rich and rigorous evidence-based discussions and tasks to build both strong literacy skills as well as content knowledge and vocabulary. Foundational skills development only partially meets expectations.\n\nText Quality & Complexity and Alignment to Standards Components\n\nKindergarten Reading Street does not meet the Gateway 1 expectation of providing texts with quality and complexity and alignment to the standards with tasks and questions grounded in evidence. Materials partially meet the expectations of providing texts worthy of students\u2019 time and attention while supporting students\u2019 advancement toward independent reading. Materials do not meet the expectation of providing opportunities for rich and rigorous evidence-based discussions about writing about texts to build strong literacy skills. Materials partially meet the expectation of reading, writing, speaking, listening, and language supporting foundational reading development and standards alignment.\n\nText Complexity & Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for anchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests. Texts are grouped into thematic units with a main text as the anchor text. There are six texts in each theme along with a paired selection.\n\n\n    Examples of texts that are content-rich and accompanied by quality illustrations and photographs include, but are not limited to:\n\n\nUnit 2, Week 1, the text is Flowers by Vijaya Khisty Bodach. This text is engaging for Kindergarten students and is worthy of careful and repeated readings. The text includes several grade-level domain-specific vocabulary words (pollen, buds, stem, seeds) to help students build knowledge. The photographs bolster the text and provide visual support to accompany the vocabulary.\n    \nUnit 3, Week 5, the text is Then and Now by Tracy Sato. This text is of high interest for Kindergarten students and is worthy of careful and repeated readings. The text includes several grade-level academic vocabulary words (popular, grid, stumbling, structures) that would require repeated readings to support learning. Plus, the illustrations are rich in detail and would support oral language in comparing students\u2019 lives then and now.\n    \nUnit 4, Week 5, the text is If You Could Go to Antarctica by Fay Robinson. This text is engaging for Kindergarten students and is worthy of careful and repeated readings. This informational main selection has text features, vocabulary, and facts that would warrant multiple readings to build knowledge. Some of the vocabulary for Kindergarten in this main text include blubber, icebergs, ice shelf, and continent.\n    \n\n\n    Examples of texts that lack rich and engaging language and could not be examined multiple times for multiple purposes include, but are not limited to:\n\n\nUnit 2, Week 2, the text is Nature Spy by Shelley Rotner and Ken Kreisler. This text is less engaging for Kindergarten students. While the photos are engaging and the close-up photos may hold students\u2019 interests, the book only has short sentences and phrases on each page.\n    \nUnit 5, Week 5, the text is On the Move by Donna Lantham. This text is very simplistic and would not hold students\u2019 attention. It has a rhyming structure that may make it difficult for students to learn about the different types of transportation mentioned in the text. Photos are generic and do not add to the understanding of the text.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for reflecting the distribution of text types and genres required by the standards. Unit main selections and paired selections include a mix of informational text and literary texts with a variety of genres, but do not meet the requirement for text distribution.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eaf53aaa-e992-4da6-8d95-139cc3db0a2c": {"__data__": {"id_": "eaf53aaa-e992-4da6-8d95-139cc3db0a2c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "28a6ecb6-bef4-4223-805f-42966e65a791", "node_type": null, "metadata": {}, "hash": "3a3685f01921f8c8520c1ef4ca1f30b123d16b6dd7b7f1eaa392b0b49615c68a"}, "3": {"node_id": "27e757ee-1ac0-4012-8921-5a577ba25f18", "node_type": null, "metadata": {}, "hash": "aefe48e40b450612c3021f757bf069087133f95867ab4799245c79d97412eca9"}}, "hash": "013b412d379204dbfccd021b027ad5ff65890c8fc1ba7c70236e321188a795e3", "text": "The main reading selections are grouped into six units with a total of 23 literary and 13 informational texts. The units lack variety, as only one unit includes a balance of literary and informational text as required by the standards. The other units are predominately literature. For example, Units 1 and 5 contain only one informational text, with the balance being literary texts. Benchmark readers are also included and are all literature based. The leveled readers are spread across multiple genres but are not balanced (69% literary and 31% informational texts). Therefore, even with the inclusion of the paired readings, benchmark readers, and leveled texts, students will be engaging with literary texts the majority of the time.\n\n\n    Examples of text types and genres represented include but are not limited to:\n\n\nUnit 1:\n        \n\nThe Little School Bus (Animal Fantasy)\n            \n\nWe Are So Proud (Realistic Fiction)\n            \n\nPlaidypus (Realistic Fiction)\n            \n\nMiss Bindergarten Takes a Field Trip with Kindergarten (Animal Fantasy)\n            \n\nSmash! Crash! (Fantasy)\n            \n\nDig Dig Digging (Informational)\n            \n\n\nUnit 3:\n        \nLittle Panda (Informational)\n            \nLittle Quack (Animal Fantasy)\n                \nGeorge Washington Visits (Historical Fiction)\n                    \nFarfallina and Marcel (Animal Fantasy)\n                    \nThen and Now (Informational)\n                    \nThe Lion and the Mouse (Classic Fable)\n                    \n\n\n\n\nUnit 5:\n    \n\n\n\nMax Takes the Train (Animal Fantasy)\n            \nMayday! Mayday! (Informational)\n            \nTrucks Roll! (Rhyming Informational)\n            \nThe Little Engine That Could (Classic Fantasy)\n            \nOn the Move! (Informational)\n            \nThis is the Way We Go to School (Informational Fiction)\n\nTexts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\nThe materials reviewed for Kindergarten partially meet the criteria for texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) having the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts are above the complexity levels of what most students can read independently.\n\n\n    For all Kindergarten main selection texts, the quantitative measures are not included within the materials; however, the qualitative measures and reader and task measures are included. Appropriate rigor is evident in some main texts according to qualitative and reader and task measures for Kindergarten. To fully comprehend some texts and complete the associated tasks, students will need background knowledge, as the overall rigor of many texts and associated task is above grade level.\n\n\n    Some representative examples of texts that are at the appropriate level of complexity include but are not limited to the following:\n\n\n    Unit 2, Week 3: Animal Babies in Grasslands (Expository Text)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27e757ee-1ac0-4012-8921-5a577ba25f18": {"__data__": {"id_": "27e757ee-1ac0-4012-8921-5a577ba25f18", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "eaf53aaa-e992-4da6-8d95-139cc3db0a2c", "node_type": null, "metadata": {}, "hash": "013b412d379204dbfccd021b027ad5ff65890c8fc1ba7c70236e321188a795e3"}, "3": {"node_id": "8a57e955-cc9d-446f-b257-9cacfbbc48bd", "node_type": null, "metadata": {}, "hash": "71f6eefe40a3a09be1261063295a6e511d59f712a37ecad4630fac878021e8db"}}, "hash": "aefe48e40b450612c3021f757bf069087133f95867ab4799245c79d97412eca9", "text": "Quantitative: Not provided\n    \nQualitative: Figurative language and personification add to the complexity of this read-aloud text. The text structure includes repeated sentences with predictable structure. Domain specific vocabulary includes calf, joey, pup, foal, and grassland. Students may need help understanding the figurative language and vocabulary in this read-aloud. The photographs are moderately complex and support the text.\n    \nReader and Task: While there is not a Lexile level for this book, Kindergarten students will mostly likely be curious to learn about the animals in the text. However, if students have had little experience with expository text, the format will be difficult for them to understand. This text is appropriately placed.\n    \n\n\n    Unit 2, Week 3, Day 1: A Growing Foal (Teacher Read-Aloud \u2013 Expository Text)\n\n\nQuantitative: Not provided. The Lexile 550L (Within the Grade 2-3 band) was found using Lexile Analyzer.\n    \nQualitative: While the organization may seem simple, the quantity of information and facts in this read-aloud is complex for Kindergarten students. The passage includes several domain specific vocabulary words.\n    \nReader and Task: This read-aloud will help to build students\u2019 knowledge within the Animal Babies in Grasslands text. The text complexity is within the grade 2-3 band and teachers may want to provide additional supports for learners.\n    \n\n\n    Unit 4, Week 6: Abuela (Fantasy)\n\n\nQuantitative: Not provided\n    \nQualitative: The organization of this text is complex because there are elements of fantasy and symbolism. The events in this text happen in chronological order and include a glossary to support student learning. Language features are moderately complex as the language includes both Spanish and English. There are references to other cultural experience which may be complex for Kindergarten students. The illustrations are rich with detail and warrant time to investigate details.\n    \nReader and Task: Students will need to learn about the structure and purpose of a glossary to support reading. Background knowledge of different cultures and languages would be helpful for students. This text is appropriately placed.\n    \n\n\n    Some texts have qualitative or quantitative features that do not fully support students' growing literacy skills according to the demands of the standards for Kindergarten. Examples include, but are not limited to the following:\n\n\n    Unit 3, Week 1: Little Panda (Nonfiction)\n\n\nQuantitative: Not provided, Lexile 900 (according to Lexile.com)\n    \nQualitative: Students may have trouble understanding the complex sentence structures, including many commas in a series and ellipses. Factual presentation of the panda\u2019s story along with lengthy captions for the pictures may make it difficult for students to understand the story. The illustrations are moderately complex and support the text.\n    \nReader and Task: The Lexile level of this text is very high for the Kindergarten grade band. Students may relate to the baby panda growing up, but the structure will be difficult, even as a read-aloud.\n    \n\n\n    Unit 6, Week 5: The House That Tony Lives In (Informational Fiction)\n\n\nQuantitative: Not provided", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8a57e955-cc9d-446f-b257-9cacfbbc48bd": {"__data__": {"id_": "8a57e955-cc9d-446f-b257-9cacfbbc48bd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "27e757ee-1ac0-4012-8921-5a577ba25f18", "node_type": null, "metadata": {}, "hash": "aefe48e40b450612c3021f757bf069087133f95867ab4799245c79d97412eca9"}, "3": {"node_id": "850ba87a-bf3e-4c88-9dc5-db1d9fb21a1d", "node_type": null, "metadata": {}, "hash": "b565d37395a789f07843c85dbf1b552215ba46c9850df9fb2c8298fe6761bc29"}}, "hash": "71f6eefe40a3a09be1261063295a6e511d59f712a37ecad4630fac878021e8db", "text": "Quantitative: Not provided\n    \n\n\nQualitative: While this text has a predictable structure, it may not hold students\u2019 interest, at this point in the school year. The predictable structure of the text is a low qualitative quality. The illustrations are moderately complex and support the text.\n    \nReader and Task: Students who are not familiar with construction may have trouble with pages that describe building sequence such as, \u201cThese are the electricians who install the wire\u2026\u201d This would be a difficult passage for Kindergarten students to read independently and is not worthy of spending time on for a read-aloud.\n\nMaterials support students' literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for materials supporting students\u2019 literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels). The main selections in the Kindergarten materials are not accompanied by a qualitative measurement. The Kindergarten materials do not fully support students' ability to read and listen to increasingly complex texts across the school year, due to a lack of instructions for the teacher. Two days of guidance and scaffolded support from the teacher is suggested regardless of the text complexity of the main selection. Teacher directions lack explicit instructions and amount of time that should be spent on texts that have very complex elements and demands.\n\n\n    For a Kindergarten reader, most of the main selections in the Unit 1 have a slightly complex structure while one selection, Dig Dig Digging, in Unit 1, Week 6, is moderately complex with expository text that includes complex sentence structure.\n\n\n    Unit 2 includes all moderately complex texts. For example, A Bed for Winter, builds on students\u2019 experience with expository text by including text features, complex photographs, and detailed sentence structure. Detailed sentences include, \u201cA queen wasp sleeps under an oak stump,\u201d and \u201cShe has squeezed through a crack in the rotten wood.\u201d\n\n\n    By Unit 5, the materials partially build knowledge through the theme of \u201cGoing Places.\u201d The quantity of text increases with longer and more sentences on each page. The informational text Mayday! Mayday! includes diagrams with labels, academic language, and factual information. However, students would need more scaffolded support to access these texts beyond the two days allotted for reading the text.\n\n\n    Suggestions throughout the materials are present to assist the teacher in supporting students who are struggling with the main selections, however there is minimal specificity within the suggestions. As the complexity level increases, more scaffolding for students is not provided. Explicit directions for the teacher on how to scaffold the text is not provided, and additional days may be needed to provide this scaffolding, which, as suggested above, may extend beyond the two days currently allotted for the main selections.\n\nAnchor texts (including read-aloud texts in K-2) and series of texts connected to them are accompanied by a text complexity analysis.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectation that anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.\n\n\n    The main selections include a \"Text Based Comprehension\" page that covers qualitative and reader and task measures and a general recommended placement statement, though no rationale for the recommendations is provided. There is no quantitative measurement provided for any of the Kindergarten main texts.\n\n\n    Qualitative measures are provided for each main selection text in four categories: levels of meaning, structure, language of conventionality and clarity, theme, and knowledge demands. Metrics provided for qualitative measures are in narrative form only and do not state the complexity level. A general explanation is provided: \u201cThis text is appropriate for placement as a read-aloud at this level due to the qualitative elements of the selection.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "850ba87a-bf3e-4c88-9dc5-db1d9fb21a1d": {"__data__": {"id_": "850ba87a-bf3e-4c88-9dc5-db1d9fb21a1d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "8a57e955-cc9d-446f-b257-9cacfbbc48bd", "node_type": null, "metadata": {}, "hash": "71f6eefe40a3a09be1261063295a6e511d59f712a37ecad4630fac878021e8db"}, "3": {"node_id": "8cd37336-a5b3-4813-8d23-b4b5a4f2c0c7", "node_type": null, "metadata": {}, "hash": "daa92275fcac7f257e4e34b25021da88650526b24572ab087f860f467e1944e5"}}, "hash": "b565d37395a789f07843c85dbf1b552215ba46c9850df9fb2c8298fe6761bc29", "text": "There is no reference to research-based or evidence-based best practices for increasing students\u2019 reading skills through appropriate sequencing of text complexity. The materials do not include a rationale to support why each text was specifically chosen in the unit as well as a reason why each of the reading selections were paired together within the unit. For example, Look at Us! is the theme of the unit. Students listen to and read Bear Snores On and Jack and the Beanstalk. There is not an explanation as to why these two passages are paired together in this unit and how they relate to the Look at Us! theme. Another example-- the theme of Unit 4 is Let\u2019s Go Exploring. Students listen to and read Goldilocks and the Three Bears and One Little Mouse. There is not an explanation as to why these two passages are paired together in this unit or how they relate to the Let\u2019s Go Exploring theme.\n\n\n    The teacher read-aloud selections do not include a breakdown of quantitative, qualitative, and reader and task measures as well as a rationale for the paired texts and the teacher read-aloud.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations that support materials for the core texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Materials provide some opportunities for reading to achieve grade level reading proficiency, however, teacher materials often lack explicit directions for implementation.\n\n\n    The main selections, in the form of big books, are read aloud to students. After the main selection, there is a short teacher read-aloud. Instructional time is not listed for activities such as reading of the main selection, small group reading, reading of decodable texts, or time to be spent in the Read-Aloud Anthology.\n\n\n    There are decodable texts and optional readers available with each main selection for students to engage in a range and volume of reading. Independent reading is suggested during the use of stations. For example, in Unit 2, Week 1, Day 1: Independent Reading the materials direct the teacher to help students choose complex texts, so that they can engage in paired and group reading and writing activities every day before, during, and after school. Suggestions for this week\u2019s independent reading: Fran\u2019s Flower and One Little Seed.\n\n\n    Materials provide decodable books with routines for students to engage in. The routine includes:\n\n\nRead Silently: Have children whisper read the story page by page as you listen in.\n    \nModel Fluent Reading: Have children finger point as you read a page.\n    \nRead Chorally: Have children finger point as they chorally read a page.\n    \nRead Individually: Have children take turns reading a page aloud.\n    \nReread and monitor progress.\n    \nReread with a partner.\n    \n\n\n    Students have opportunities to reread texts which exposes students to more new vocabulary in context. There are many opportunities for students to listen to the teacher read from the Read-Aloud Anthology. For example, on Day 2, the Teacher Edition states, \u201cRead aloud the story and have students listen for the words seeds and fruits,\u201d and on Day 3 it states, \u201cRead aloud the story and have students listen for the Amazing Word, ingenious.\u201d Opportunity for students to read independently is provided in the Small Group Time with the paired decodable texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8cd37336-a5b3-4813-8d23-b4b5a4f2c0c7": {"__data__": {"id_": "8cd37336-a5b3-4813-8d23-b4b5a4f2c0c7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "850ba87a-bf3e-4c88-9dc5-db1d9fb21a1d", "node_type": null, "metadata": {}, "hash": "b565d37395a789f07843c85dbf1b552215ba46c9850df9fb2c8298fe6761bc29"}, "3": {"node_id": "8feec194-cf0a-4298-b0a8-8353638c66b4", "node_type": null, "metadata": {}, "hash": "941d33974ffc3f443c8225f999e612836fd7e53a51ad4f4c0d93615f58d6cad0"}}, "hash": "daa92275fcac7f257e4e34b25021da88650526b24572ab087f860f467e1944e5", "text": "More challenging text is suggested through the use of the leveled readers (supplemental resource) as a part of the independent reading station for advanced readers. The Teacher\u2019s Edition does not always explicitly state whether students should be reading texts independently, with partners, orally, or silently.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations that most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). Some questions, tasks, and assignments are text-based and require students to return to the text and to utilize textual evidence to support both what is explicit and inferential information from the text. Students answer questions about key details in text, retell familiar stories, identify the main topic and retell key details, identify story parts, describe connections, ask and answer questions about unknown words, discuss relationships between illustrations and texts, compare and contrast characters, and compare same topic texts. Text-based questions include open-ended questions, recall questions, wh- questions (who, what, when, where, why), inference questions, completion questions, distancing questions, sequence questions, compare and contrast questions. While most questions, tasks, and assignments are text-based, there are few directions and supports in place to ensure that students will engage with the text.\n\n\n    The questions in the instructional materials for the main selection are labeled \"Develop Vocabulary\u201d and \"Develop Comprehension\u201d. Example text-based questions include:\n\n\nIn Unit 2, Flowers, \u201cWhat is the hummingbird sipping nectar from?\u201d\n    \nIn Unit 3, Little Panda, \u201cWhy do baby pandas call very loudly?\u201d\n    \nIn Unit 5, Mayday! Mayday! \u201cWhat type of vehicle will the Coast Guard use for the rescue mission?\u201d\n    \n\n\n    Weekly leveled readers, located in Small Group Time, contain text-based tasks:\n\n\nIn Unit 2, Nature Spy, and Our Snowy Discovery, \u201cHow are the bird tracks Mom, Dad, and Mallory describe different? How are the tracks the same?\n    \nIn Unit 3, Farfallina and Marcel, and Egg to Frog and Back, \u201cWhat is the sequence of events in a frog\u2019s life?\u201d\n    \nIn Unit 5, On the Move!, and Our Travels in Thailand, \u201cWhat forms of transportation does the writer tell about?\u201d\n    \n\n\n    The following are not text-based questions and can be answered by students without reading the text:\n\n\nIn Unit 1, We Are So Proud! \u201cThe school and all the classes will have a parade. Have you ever been to a parade? What was the parade like?\u201d\n    \nIn Unit 1, Read-Aloud, Miss Bindergarten Takes a Field Trip with Kindergarten \u201cToday we listened to a story about Grandma and Tommy who dug holes and planted tomato plants in a garden. What are some things you like to do outside?\u201d\n    \nIn Unit 4, Rooster\u2019s Off to See the World, \u201cWhen you travel, you set out to go somewhere new. What new places have you traveled to?\u201d\n\nMaterials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).\n\nThe instructional materials reviewed for Kindergarten do not meet the expectation for materials containing sets of high-quality sequences of text-based questions and activities that build to a culminating task. Some culminating tasks can be completed without reading or understanding the text.\n\n\n    Throughout the units, students are engaged in answering text-based questions and completing text-based tasks about their reading. However, a culminating task or activity is not included.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8feec194-cf0a-4298-b0a8-8353638c66b4": {"__data__": {"id_": "8feec194-cf0a-4298-b0a8-8353638c66b4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "8cd37336-a5b3-4813-8d23-b4b5a4f2c0c7", "node_type": null, "metadata": {}, "hash": "daa92275fcac7f257e4e34b25021da88650526b24572ab087f860f467e1944e5"}, "3": {"node_id": "ab07bcef-dd38-45fd-84af-845d201f97b2", "node_type": null, "metadata": {}, "hash": "42f86442ebeea42ab0985189d7a549e831ab6f1b652ad2649ce9a97571588779"}}, "hash": "941d33974ffc3f443c8225f999e612836fd7e53a51ad4f4c0d93615f58d6cad0", "text": "In Unit 2, Week 4, Bear Snores On, students listen to the big book and answer several text-based questions. Upon completion of the text, the teacher materials transition into lessons on conventions and writing. The writing prompt asks students to share the kinds of things about which poems can be written.\n    \nIn Unit 3, Week 3, George Washington Visits, students listen to the big book and answer several text-based questions. Upon completion of the text, the teacher materials transition into lessons on conventions and writing. The writing prompt teaches persuasive writing by asking students to persuade someone that life today is easier than life hundreds of years ago. The instructional materials do not include how to use the writing prompt in connection with the unit theme, Changes All Around Us, or with the main selection.\n    \nThe theme of Unit 5 is Let\u2019s Go Exploring. In Week 5, the read-aloud is an informational text about Antarctica. The Writing to Extend the Concept task for the week reads: \u201cHave students write or dictate their own sentence about where they would like to have an adventure, or they may copy a sentence from the board.\u201d The writing task and instructional materials do not suggest the students use the main selection as reference.\n    \n\n\n    There are no culminating tasks following whole group instruction. Small group reading has a \u201cProve it! Performance Task\u201d after reading the Sleuth on day 5. Culminating tasks are not related to coherent sequences of text-based questions.\n\nMaterials provide frequent opportunities and protocols for evidence-based discussions (small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Kindergarten do not meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    Front matter and small-group planning pages do not mention listening and speaking standards or activities. Planning pages for the main selection have a weekly listening and speaking focus, such as, following directions in Unit 1, Week 1. Two of the weekly independent stations include practice listening and using vocabulary in the Listen Up and Words to Know sections.\n\n\n    While there are many opportunities for students to engage in collaborative conversations, there is a lack information on how teachers can provide support and scaffold collaborative conversations, such as through the use of sentence stems or sentence frames. The materials provide very few protocols for discussions that encourage modeling and the use of academic vocabulary and syntax. For example, during the main selection reading-based comprehension, questions are directed at the whole group. The directions do not provide direct instruction in speaking and listening in order for students to learn to engage in quality, rich conversations in an academic setting.\n\n\n    The teacher materials provide instructions for teaching listening and speaking on day 1 of each main selection. The instructions are divided into Teach, Model, and Guide Practice. For example, in Unit 3, Week 1, Day 1, Little Panda, the students will Respond to Literature. The listening and speaking content does not connect to the unit theme or main selection and is taught as an independent skill. Also, in Unit 1, Week 4, Day 3, students are to discuss what their favorite color is. The teacher materials provide some guidance for the student to speak clearly and loudly enough for the class to hear them. They must follow the agreed upon speaking rules, as listed in pages 1-2 of the students\u2019 Reader\u2019s and Writer\u2019s notebook.\n\n\n    In Small Group Time, there are some opportunities for students to talk with a partner and use academic vocabulary, for example, in Unit 1, Team Talk has students \u201c... work with a partner to use location words in sentences.\u201d And when rereading the student reader, Cat and Dog Ride to Town, students take turns retelling the story to a partner. Also, in Unit 4, Week 1, Day 1 of Rooster\u2019s Off to See the World: students learn how to follow directions. The teacher materials provide the prompt, but offer limited guidance for the teacher as to how to create appropriate groupings (partners, small groups), directions on how students can respond orally, and how the teacher should monitor discussion.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab07bcef-dd38-45fd-84af-845d201f97b2": {"__data__": {"id_": "ab07bcef-dd38-45fd-84af-845d201f97b2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "8feec194-cf0a-4298-b0a8-8353638c66b4", "node_type": null, "metadata": {}, "hash": "941d33974ffc3f443c8225f999e612836fd7e53a51ad4f4c0d93615f58d6cad0"}, "3": {"node_id": "8d12e02e-e5c3-4604-b04d-e922e7d2c355", "node_type": null, "metadata": {}, "hash": "9138a1fa54c52189193412fc19e5d4c600c41ff6abbab5740e79e6ef9725f113"}}, "hash": "42f86442ebeea42ab0985189d7a549e831ab6f1b652ad2649ce9a97571588779", "text": "The academic vocabulary and syntax used in the materials are termed \u201cAmazing Words\u201d and selection vocabulary. Amazing Words are introduced a few a day for four days. The Teacher\u2019s Edition suggests the following steps: introduce, demonstrate, apply, and display the word to teach the students these words. There is a section provided for students to apply the Amazing Words by orally completing sentences. The Amazing Words are not shown to the student in the Student Edition. The Amazing Words do not actively and regularly encourage students to utilize academic vocabulary in their own speaking and writing. The selection vocabulary from the main reading selection are discussed as the students read the main selection and are assessed at the end of the week.\n\nMaterials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Kindergarten do not meet the expectation for materials supporting students\u2019 listening and speaking about what they are reading and researching with relevant follow-up questions and evidence. Speaking and listening skills are encouraged, but the materials offer limited guidance to teachers regarding developing students' speaking and listening skills, and referring the students to the text to support responses. While the questions and tasks posed in reading comprehension often provide instructions for teachers to tell students to use details from the text in their answer, materials lack instruction on how to direct students to find details in the text. The teacher is instructed to lead students through research throughout the course of the week, however instructions are minimal in supporting teachers and students through the Research and Inquiry Projects.\n\n\n    The Teacher Edition provides some tools for explicitly teaching speaking and listening skills. In Unit 2, Week 4, Day 3, in Listening and Speaking, the teacher is given directions to teach students how to have an informal conversation. However, instructional materials do not provide support for Kindergarten students needing additional teacher modeling of speaking and listening skills that support evidence-based discussions such as anchor charts, sentence stems, question stems, and techniques for practicing a skill.\n\n\n    The directions and support for implementing Research and Inquiry projects are minimal. For example, in Unit 3, Week 3, Day 4, during Research and Inquiry, students are asked to look at the information they gathered during Day 3. They are then instructed to work with a partner to choose the most interesting fact about their animal. Teacher instructions are limited to: \"If necessary, students can conduct more research to collect additional facts\u201d, without further instructions for the teacher, including time needed to ensure students have opportunities to gather their ideas or build on one another\u2019s ideas.\n\n\n    Discussion questions are provided in the \u201cLet\u2019s Talk About It\u201d sections but they do not increase in rigor over the course of the school year. The Teacher\u2019s Edition has two questions to be used for discussion but lack guidelines for creating supports to ensure students can speak about and listen to others talk about what they are reading and researching. For example, in Unit 1, Week 2, Day 1, in the \u201cLet\u2019s Talk About it\u201d the prompt asks students to share ideas how people help animals. No further guidance is given to support students\u2019 listening and speaking.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectation that materials include a mix of on-demand and process writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate. While the materials provide some mixture of on-demand and process writing, there are few opportunities for students to revise and edit with explicit instruction. Incorporating digital resources to support writing is minimal.\n\n\n    The materials explicitly inform the teacher to discuss, model, guide practice, concluded with independent writing. Daily Handwriting is built into each day to allow for on-demand writing. For example, in Unit 3, Week 1, Day 1, the teacher is to direct students to write independently: \u201cNow you are going to share something you like and something you dislike. Close your eyes and think about wonderful, marvelous you. What makes you special? Remember, there are many things you like and dislike, but today, pick just one of each kind.\u201d The teacher is then directed to have the students write or dictate their ideas and illustrate them. Next, students will review correct letter formation of upper and lowercase n in the Daily Handwriting component.\n\n\n    Frequently, the Writing to Sources materials are recommended for use to guide students in writing text-based responses within various forms and modes. However, there is no time allotted for the implementation of the Writing to Sources materials in the schedule.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8d12e02e-e5c3-4604-b04d-e922e7d2c355": {"__data__": {"id_": "8d12e02e-e5c3-4604-b04d-e922e7d2c355", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "ab07bcef-dd38-45fd-84af-845d201f97b2", "node_type": null, "metadata": {}, "hash": "42f86442ebeea42ab0985189d7a549e831ab6f1b652ad2649ce9a97571588779"}, "3": {"node_id": "c12cae29-e968-4605-8600-9140e3b1324b", "node_type": null, "metadata": {}, "hash": "96c6b1f8f8078cbffaa411daf35000a1b44af96f9ca3e604eecf7a51aef50773"}}, "hash": "9138a1fa54c52189193412fc19e5d4c600c41ff6abbab5740e79e6ef9725f113", "text": "Writing prompts sometimes connect to the theme, setting, or genre of the main selection, but a direct reference to the text is rarely made. For example, during Unit 1, Week 1:\n\n\nDay 1- students dictate what makes them special and then illustrates after the teacher models.\n    \nDay 2- students dictate sentences about animals from the main selection after the teacher models.\n    \nDay 3- students draw a picture of what makes them happy in Reader\u2019s and Writer\u2019s Notebook after the teacher models.\n    \nDay 4- students draw a picture to show how they get to school, then read using sentence frames after the teacher models.\n    \nDay 5- students dictate/copy from the board the name of their pet, then draw a picture after the teacher models.\n    \n\n\n    Students do not participate in process writing until the sixth week of the unit. The one-week writing process plan includes a day to plan, draft, revise, edit, and share.\n\n\n    There are minimal teacher directions for the use of a digital resource by students to type writing pieces. Students hand-write most final drafts with their revisions and proofreading corrections. For example, Unit 4, Week 1, Day 5, the Teacher\u2019s Edition states, \u201cHave the students use a computer or write a final draft of their friendly letters, with their revisions and proofreading corrections. Help as appropriate.\u201d Kindergarten students will need explicit directions from the teacher as to how to use a word processing program and how to add visuals with captions in a digital resource. These directions are not present in the student or teacher materials.\n\n\n    While the materials provide some mixture of on-demand and process writing, there are few opportunities for students to revise and edit with explicit instruction. Incorporating digital resources to support writing is minimal.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Kindergarten partially meet the requirement that materials provide opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Materials provide experiences in writing across different genres, but a balanced distribution is lacking in the core materials. There is a large discrepancy between the types of writing, with over half being expository/explanatory/informative.\n\n\n    During the week, writing focuses on different genres/modes of writing. During Week 6 of each unit, students focus on the process of writing. Each day offers practice in process and distribution on a writing prompt assigned on Day 2. Weekly focus changes each week. Opportunities to practice opinion and informative/explanatory style writing are minimal. The different modes of writing do not reflect a balance across the three genres.\n\n\nThe majority of writing prompts are informative/explanatory/expository such as in Unit 2, Week 4, Day 4, \u201cHave students write or dictate their own sentences about what they do before they go to sleep, or copy one of the sentences from the board.\u201d\n    \nFew prompts are opinion, such as in Unit 5, Week 2, Day 1, the teacher is directed to tell the students, \u201cNow you are going to share your opinion about how you feel today. Close your eyes and looking inside at your wonderful, marvelous feelings. How do you feel? Review the list of emotions with students. Why do you feel that way?\u201d The teacher is then instructed to have students write or dictate their ideas and opinions in complete sentences.\n    \nLess than half of the prompts are are narrative such as in Unit 2, Week 1, Day 1, \u201cNow you are going to share something special about yourself. Close your eyes and think about the wonderful, marvelous things you can do. Remember, you can do many special things, but choose just one.\u201d Again, students are to write or dictate their idea and illustrate it.\n    \nSome prompts are a combination of writing genres such as Unit 4, Week 1, Day 5, Writing a List, \u201cToday we will write a list of the adventures we took through our songs and stories this week.\u201d\n    \n\n\n    \u201cWriting to Sources\u201d, a Common Core Teacher Resource, contains writing prompts for students to write to the CCSS using text evidence. This supplemental resource provides a balance of writing, but is not included in the Teacher Edition\u2019s weekly planning. Each unit has a focus:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c12cae29-e968-4605-8600-9140e3b1324b": {"__data__": {"id_": "c12cae29-e968-4605-8600-9140e3b1324b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "8d12e02e-e5c3-4604-b04d-e922e7d2c355", "node_type": null, "metadata": {}, "hash": "9138a1fa54c52189193412fc19e5d4c600c41ff6abbab5740e79e6ef9725f113"}, "3": {"node_id": "4f20bfda-4528-4202-a562-2db5c8fe9c8e", "node_type": null, "metadata": {}, "hash": "ba6d31f3187e8b6eb3ae626b2e3e00dde0a9a38dc11191aa2d9d284910edffb4"}}, "hash": "96c6b1f8f8078cbffaa411daf35000a1b44af96f9ca3e604eecf7a51aef50773", "text": "Unit 1 Focus: Narrative\n    \nUnit 2 Focus: Informative/Explanatory\n    \nUnit 3 Focus: Argument\n    \nUnit 4 Focus: Informative/Explanatory\n    \nUnit 5 Focus: Argument\n    \nUnit 6 Focus: Narrative\n    \n\n\n    Each week\u2019s main reading selection has two writing options in \u201cWriting to Sources.\u201d The materials do not provide instructional guidance for \"Writing to Sources\" or address the amount of time that should be spent on each writing task. Teachers can have students \u201cWrite like a Reporter\u201d or write to \u201cConnect Texts,\u201d which are suggested in the Teacher Edition, but as with \"Writing to Sources,\" there are no teacher directions included with the writing prompts.\n\n\n    Examples of writing prompts in the \u201cWriting to Sources\u201d materials include:\n\n\nArgument Prompt: Writing to Sources, page 158, \u201cLook at pages 14 and 15 in Trucks Roll! The dispatcher tells the truck drivers where to take the things they are carrying. Would you rather be a dispatcher or a truck driver? Why?\u201d\n    \n\n\nNarrative Prompt: Writing to Sources, page 14, \u201cLook at pages 20-21 in Plaidypus Lost. What words tell where the girl looks? Write about where she looks.\u201d\n    \n\n\nInformative/Explanatory Prompt: Writing to Sources, page 58, \u201cLook at pages 16-17 in A Bed for the Winter. Tell why the dormouse does not want to sleep in the burrow with the rabbits. Write about one of the reasons.\u201d\n    \n\n\n    Opportunities for assessment are provided in the \u201cWriting to Sources\u201d materials. After Week 6, a Unit Writing Task is provided. However, there are not explicit instructions or a rubric to assess student writing. For example, in Unit 4, Writing to Sources Writing Task, the directions state, \u201cDraw a picture of something you can see in Antarctica. Write a sentence that tells about your picture. Draw a picture of three things that you can see in Antarctica. Write a paragraph that tells about your picture. Your report should tell facts about the three things.\u201d There are no detailed directions or supports for teachers and a rubric is not provided.\n\nMaterials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations that materials include frequent opportunities for evidence-based writing to support recall of information, opinions with reasons, and clear information appropriate for the grade level. Teacher resources on how to implement or teach evidence-based writing are not evident in the core materials. Additional instructional supports are needed for teachers to guide students\u2019 understanding of developing ideas and recalling evidence from texts and/or other sources.\n\n\n    Students have opportunities to practice writing using recall and evidence from text, although the directions to the teacher are minimal. Examples include:\n\n\nIn Unit 1, Week 4, Day 2, after reading Miss Bindergarten Goes to Kindergarten, students are provided the opportunity to help the teacher list the community members from the story. The teacher models how to select a place the main character took her class and demonstrates writing a sentence about the community worker. During guided practice, the students help the teacher write more sentences about the community helpers. For independent practice, students dictate ideas about community helpers or copy one of the sentences and then students illustrate their sentences.\n    \nIn Unit 3, Week 4, Day 2, after reading Farfallina and Marcel, students are provided the opportunity to help the teacher write sentences about what the friends in the story do together. For independent writing, students write about/or draw Farfallina and Marcel. There is a sentence frame for students: Farfallina and Marcel ____.\n    \nIn Unit 4, Week 3, One Little Mouse, the Teacher Edition states: Encourage students to help you come up with possible reasons why beavers build dams. Write their ideas on the board and draw pictures when appropriate. Then read from a reference source about why beavers build dams. (Beavers build dams to create a relatively safe body of water in which to swim and build their homes. They often build their homes, called lodges, near the dams.). The Teacher Edition mentions \u201ca reference source\u201d, but does not indicate what reference source to use.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4f20bfda-4528-4202-a562-2db5c8fe9c8e": {"__data__": {"id_": "4f20bfda-4528-4202-a562-2db5c8fe9c8e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "c12cae29-e968-4605-8600-9140e3b1324b", "node_type": null, "metadata": {}, "hash": "96c6b1f8f8078cbffaa411daf35000a1b44af96f9ca3e604eecf7a51aef50773"}, "3": {"node_id": "1470c721-943b-4092-ac2c-4575db7faf51", "node_type": null, "metadata": {}, "hash": "d2776b971fbe16fb8937c14b4d0378ffb362af80fed67ee0b8e33a2840a917aa"}}, "hash": "ba6d31f3187e8b6eb3ae626b2e3e00dde0a9a38dc11191aa2d9d284910edffb4", "text": "Students have few opportunities to recall information from texts in order to develop opinions based on textual information. Throughout the year, students refine their reasoning about why they are special and do not need information from a provided resources to answer the question. For example:\n\n\nIn Unit 2, Week 2, Day 1, students learn to write an opinion with \u201cWonderful, Marvelous Me! Today I Feel\u2026\u201d Students use the sentence frame: Today I feel ___.\n    \nIn Unit 3, Week 1, Day 1, students write about other things that make them special. Students share about something they like and something they dislike. \u201cHave students write or dictate their ideas and then illustrate them.\u201d\n    \nIn Unit 5, Week 1, Day 1, students write about something that makes them special. \u201cHave students write or dictate their ideas and then illustrate them.\u201d\n    \n\n\n    The Writing to Sources workbook is an optional resource that allows students to complete writing tasks in response to multiple texts. Students are able to practice and apply writing using evidence. For example, in Unit 4, Week 4, the student prompt is, \u201cLook at pages 30-31 in Bear Snores On. Name ways that Bear acts like a make-believe bear when he wakes up. Write ways that Bear acts like a real bear.\u201d However, there is not time allotted in the materials to include the Writing to Sources writing tasks in daily lessons.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Kindergarten partially meet expectations that materials include explicit instruction of the grammar and conventions/language standards for the grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context\n\n\n    Grammar and Conventions lessons aligned to the standards include the following:\n\n\nUnit 1: Say/Write Names, What We Look Like, Nouns\n    \nUnit 2: Plural Nouns, Proper Nouns, Adjectives\n    \nUnit 3: Verbs (past/present, add \u2013s,) Word Groups, Sentences\n    \nUnit 4: Naming Parts, Action parts, Complete Sentences, Capitals and Periods, Pronouns (I and Me)\n    \nUnit 5: Questions, Question marks and upper case letters, prepositions, nouns, verbs\n    \nUnit 6: Pronouns (I and Me), Prepositional phrases, Telling sentences,\n    \n\n\n    Some standards covered fall outside of the Kindergarten grade level. Examples include the following:\n\n\nIn Unit 2, Week 4, the entire week\u2019s conventions lessons focus on proper nouns. Capitalization of holidays, product names, and geographic names is taught in Grade 2. (L.2.2a)\n    \nIn Unit 3, Week 2, the lesson focus is on verb tense. Verb tense is taught in Grade 1 (L.1.1.e).\n    \nIn Unit 3, Week 5, the lesson focus is arranging words in a meaningful order. This activity is not aligned to the kindergarten standards. The Teacher Edition links the activities to (L.K.1).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1470c721-943b-4092-ac2c-4575db7faf51": {"__data__": {"id_": "1470c721-943b-4092-ac2c-4575db7faf51", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "4f20bfda-4528-4202-a562-2db5c8fe9c8e", "node_type": null, "metadata": {}, "hash": "ba6d31f3187e8b6eb3ae626b2e3e00dde0a9a38dc11191aa2d9d284910edffb4"}, "3": {"node_id": "592e7af9-285b-4211-8e2f-56b4b578b8a8", "node_type": null, "metadata": {}, "hash": "31db430bc9f3ac54e8f23b883129774d09ecae92233dd0fed5f4482453838d9a"}}, "hash": "d2776b971fbe16fb8937c14b4d0378ffb362af80fed67ee0b8e33a2840a917aa", "text": "Each unit has a daily direct instruction lesson on \u201cConventions.\u201d Each week focuses on specific grammar skills and conventions. Each day, explicit instruction takes place, and students practice the skill with worksheets from Grammar Transparencies, Reader\u2019s and Writer\u2019s Notebook, and Let\u2019s Practice It! The skills for the week are shown in the Skills Overview for the unit. All of the language standards are embedded in the curriculum, though some standards are taught only briefly or late in the year as indicated below. Teachers will need to supplement with additional materials to be able to teach the full intent of the standard. For example, grammar instruction worksheets often have words and sentences that connect to the week\u2019s main reading selection, but the application is primarily out of context.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relations, phonemic awareness, phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectation that materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\n\n    Students have frequent opportunities to learn and understand phonemes. In each unit, there are phonemic awareness activities provided everyday. However, no time allocation is listed for the lessons. Practice beyond the whole-group lesson is not provided.\n\n\nIn Unit 2, Week 2, the lesson structure for each day are as follows:\n        \nDay 1- Initial /s/, on Day 2- Final /s/, on Day 3- Initial and Final /s/, on Day 4- Initial and medial /a/, on Day 5- Review /s/.\n            \nTeacher directions from Unit 2, Week 2, on Day 4- Initial and medial /a/: \u201cPRACTICE: Display the apple Picture Card. This is an apple. Apple begins with /a/. What sound does apple begin with? Continue the routine with astronaut, alligator, and ant Picture Cards. Then display the bat Picture Card. This is a bat Where do you hear /a/ in the word bat? Continue the routine with the jam and man Picture Cards. I am going to say two words. Tell me which word has /a/ in the middle. Let\u2019s listen for the first one together: cap, cup. Let\u2019s say the sounds in each word: /k/ /a/ /p/, cap; /k/ /u/ /p/, cup. Which word has /a/ in the middle? Cap has /a/ in the middle. Continue the routine with these word pairs: fan, fun; men, man; sat, set; hot, hat; map, mop; bag, bug; cab, cub.\u201d\n\n\n\nIn Unit 3, Week 1, at the end of the phonemic awareness section, the Teacher Edition states: \u201cListen to this word: bin, /b/ /i/ /n/. Say it with me: /b/ /i/ /n/, bin. I can make a new word by changing the last sound in bin to /b/. Listen: /b/ /i/ /b/, bib. Say it with me as I blend the new sounds: /b/ /i/ /b/, bib. Continue substituting final sounds with these words: can, cab; tab, ten.\n    \nIn Unit 5, Week 3, at the end of the phonemic awareness section, there is a lesson to review sound substitution: Listen to the sounds in the word fun : /f/ /u/ /n/. Say them with me : /f/ /u/ /n/ , fun. Now change the middle sound to /a/: /f/ /a/ /n/. What new word did we make? The new word is fan. Continue the activity, changing fan to fin. Then repeat the routine with the following sets of words: big, bug, bag, beg; bud, bed, bad, bid.\n    \n\n\n    Lessons and activities provide students adequate opportunities to learn grade-level phonics skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "592e7af9-285b-4211-8e2f-56b4b578b8a8": {"__data__": {"id_": "592e7af9-285b-4211-8e2f-56b4b578b8a8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "1470c721-943b-4092-ac2c-4575db7faf51", "node_type": null, "metadata": {}, "hash": "d2776b971fbe16fb8937c14b4d0378ffb362af80fed67ee0b8e33a2840a917aa"}, "3": {"node_id": "a7c37b86-c73f-47f0-9c38-11ffb24e26ca", "node_type": null, "metadata": {}, "hash": "7795fa7ba51de5442017b0a315be952bc2fb9006a811247e8689a10061fba85b"}}, "hash": "31db430bc9f3ac54e8f23b883129774d09ecae92233dd0fed5f4482453838d9a", "text": "Examples include:\n\n\nThe Foundational Skills section of the Teacher Edition contains phonics activities for each day of each week and decoding activities for the Day 2 and Day 4 of each week.\n    \n\n\nIn Unit 1, Week 5, on Day 1, the phonics lesson is: Teach/Model /m/ Spelled Mm INTRODUCE Display the Mm Alphabet card. Motorcycle begins with /m/ spelled m. Now point to the letters Mm on the card. The sound for this letter is /m/. The names of these letters are uppercase m and lowercase m. What is the sound for this letter? What are the names of these letters? Explain that the letter m is a consonant. MODEL Write Mr. Malcolm Monkey on the board. Point to the first M. When I see this letter, I think of the sound /m/. The first word is Mr. - /m/, Mr. Point to Malcolm. The next word begins with M too. I know that when I see an m, the sound will be /m/. The second word is Malcolm. Repeat with the word Monkey. The song we will sing is \u2018Mr. Malcolm Monkey.\u2019 GROUP PRACTICE Display Phonics Songs and Rhymes Chart 5. Teach children the song \u2018Mr. Malcolm Monkey\u2019 sung to the tune of \u2018I\u2019m a Little Teapot.\u2019 Play the CD and sing the song several times. I hear many words that begin with/m/. When you hear a word that begins with /m/ clap your hands. As you sing the song, point to the words that begin with m. ON THEIR OWN Play \u2018I Spy.\u2019 Model the game for students. I spy an uppercase M on the calendar. I say /m/. Point to the M. Have students take turns spying and pointing out examples of uppercase M and lowercase m that they find in the classroom. When they point to M or m, have them say /m/.\u201d\n    \nIn Unit 4, Week 6, the phonics section has a guided lesson on short and long \u201ce\u201d.The Teacher Edition states: \u201cWrite met on the board. Have students read the word with you. The letter e stands for /e/, or the short e sound, in met. Circle e. Then write meet and have students read the word with you. Point out that the middle sound in meet is /e/. The letters ee stand for /e/, or the long e sound, in meet. Circle ee. Have students say met and meet several times, emphasizing and comparing the middle sounds. Continue the routine with bet / beat, fed / feed, and ben / bean.\u201d\n    \n\n\n    Materials have a cohesive sequence of phonics instruction to build toward application. Examples include:\n\n\nUnit 1: Letter sounds m and t\n    \nUnit 2: Letter sounds a, s, p, k, i\n    \nUnit 3: Letter sounds b, n, i, r, d, k, f, o\n    \nUnit 4, Letter sounds h, i, g, e\n    \nUnit 5, Letter sounds j, w, x, u, v, z, y, q\n    \nUnit 6, Review short vowels\n\nMaterials, questions, and tasks provide explicit instruction for and regular practice to address the acqusition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\nThe instructional materials reviewed for Kindergarten partially meet expectations that materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\n\n    Materials include lessons for students to learn how to identify and produce letters. Lessons are limited to Unit 1 and lessons do not include multimodal aspects. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a7c37b86-c73f-47f0-9c38-11ffb24e26ca": {"__data__": {"id_": "a7c37b86-c73f-47f0-9c38-11ffb24e26ca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "592e7af9-285b-4211-8e2f-56b4b578b8a8", "node_type": null, "metadata": {}, "hash": "31db430bc9f3ac54e8f23b883129774d09ecae92233dd0fed5f4482453838d9a"}, "3": {"node_id": "2999b1f3-1a28-4e63-8804-61bef1c20871", "node_type": null, "metadata": {}, "hash": "6db1cab8b285788ff2b9c83033add6f8f1ad828f4ae8a88f56b5a54c6fb2a76c"}}, "hash": "7795fa7ba51de5442017b0a315be952bc2fb9006a811247e8689a10061fba85b", "text": "In Unit 1, Weeks 1-4, there are daily lessons on letter recognition. Letter practice is presented the same way each day and no additional practice is indicated for remediation.\n    \nThe first lesson in Unit 1 introduces the letter Aa. The introduction of the lesson states, \u201cDisplay the Aa alphabet card. Point to uppercase A. \u2018This is uppercase A. What is this letter?\u2019 Point to lowercase a. \u2018This is lowercase letter a. What is this letter?\u2019 Explain that the letter a is the first letter of the alphabet.\u201d When students are on their own the Teacher Edition states, \u201cHave students look around the room and find examples of uppercase A and lowercase a. As each letter is found, have the group say the name of the letter.\u201d\n    \n\n\n    Materials include tasks and questions about the organization of print concepts. The lessons on print concepts become less explicit. Examples include:\n\n\nIn Unit 1, Week 5, on Day 1, Teacher Instructions are included. Some of the directions to students are, \u201cPick up your copy of the book and hold it right side up. Make sure you are holding it correctly. Is the word Mouse right side up?\u201d and \u201cThese are the pages of our story. We turn the pages from right to left...now turn the pages from right to left.\u201d\n    \nDaily Handwriting provides practice with writing uppercase and lowercase letters and discusses letter spacing. Handwriting is always presented the same way and no additional practice is provided.\n    \nUnit 1, Week 6, on Day 2, \u201cThis is the word Tom. I use an uppercase T for the first letter in Tom because it is a name. Watch me make an uppercase T.\u201d\n\nUnit 2, Week 1, on Day 2, \u201cHave students write Ava and am on their Write-On Boards. Remind them to use proper left-to-right and top-to-bottom progression and proper spacing between letters when writing A and a.\u201d\n    \nUnit 4, Week 5: During small group reading there is a section titled \u201cConcepts of Print\u201d. The Teacher Edition states: \u201cDisplay Decodable Reader 23 in My Skills Buddy. Show students the illustrations and read aloud the title. What do you think the story is about?\u201d\n    \n\n\n    After Unit 1, Week 5, there are not consistent instructions on print concepts during decodable reading time. The lessons are less frequent, and these questions are labeled CONCEPTS OF PRINT. For example, Unit 3, Week 2, on Day 2, \u201cThe title of the story is Rip with Rap. What is the title? \u2026 What does the author do? \u2026 How does the illustrator help tell the story?\u201d\n\nInstructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\nThe instructional materials reviewed for Kindergarten partially meet opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2. Materials do not contain multiple opportunities over the course of the year in core materials to purposefully read emergent-reader texts. The materials are not of quality and do not provide sufficient practice for students.\n\n\n    Students have the opportunity to read and practice 40 high-frequency words. Each week there is a set of high-frequency words. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2999b1f3-1a28-4e63-8804-61bef1c20871": {"__data__": {"id_": "2999b1f3-1a28-4e63-8804-61bef1c20871", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "a7c37b86-c73f-47f0-9c38-11ffb24e26ca", "node_type": null, "metadata": {}, "hash": "7795fa7ba51de5442017b0a315be952bc2fb9006a811247e8689a10061fba85b"}, "3": {"node_id": "be8f4a9d-c9cc-4587-b9a7-3663e3a431dc", "node_type": null, "metadata": {}, "hash": "82560c768110efcbc2bc9bb6fd01b011b65b93511b4d53f55d78e234b903e5b2"}}, "hash": "6db1cab8b285788ff2b9c83033add6f8f1ad828f4ae8a88f56b5a54c6fb2a76c", "text": "In Unit 1, Weeks 1 and 2, the high-frequency words are: I, am. In Weeks 3 and 4, the high-frequency words are: the, little. In Weeks 5 and 6, the high-frequency words are: a, to.\n        \nIn Unit 1, Week 2, on Day 1, the Teacher Edition states, \u201cINTRODUCE: Use the routine below to review high-frequency words I and am. Routine Non Decodable Words: 1. Say and Spell: Some words we must learn by remembering the letters rather than saying the sounds. We will say and spell the words to help learn them. Write am on the board. This is the word am. It has two letter. The letters in am are a and m. Have students say and spell the word, first with you and then without you. 2. Demonstrate Meaning: I can use the word am in lots of sentences Here is one sentence: I am at school. Now you use the word in a sentence. Repeat the routine with the word I.\u201d\n            \nIn Unit 1, Week 1, The class reads Decodable Reader 1. The Teacher Edition begins the lesson with a Review: \u201cReview this week's high frequency words. Have students read each word as you point to it on the word wall: I, am.\u201d\n            \n\n\nIn Unit 2, Weeks 1 and 2, the high-frequency words are: have, is. In Weeks 3 and 4, the high-frequency words are: we, my, like. In Weeks 5 and 6, the high-frequency words are: he, for.\n    \nIn Unit 3, Weeks 1 and 2, the high-frequency words are: me, with, she. In Weeks 3 and 4, the high-frequency words are: see, look. In Weeks 5 and 6, the high-frequency words are: they, you, of.\n        \nIn Unit 3, Week 3, the Teacher Edition states, \u201cHave children turn to p. 57. Read the high-frequency words see and look together. Then have children point to each word and read it.\u201d\n            \n\n\nIn Unit 4, Weeks 1 and 2, the high-frequency words are: are, that, do. In Weeks 3 and 4, the high-frequency words are: one, two, three, four, five. In Weeks 5 and 6, the high-frequency words are: here, go from.\n    \nIn Unit 5, Weeks 1 and 2, the high-frequency words are: yellow, blue, green. In Weeks 3 and 4, the high-frequency words are: what, said, was. In Weeks 5 and 6, the high-frequency words are: where, come.\n        \nUnit 5, Week 4, on Day 2, the Teacher Edition states, \u201cREAD WORDS: Have children turn to p. 77 of My Skills Buddy. Read the high-frequency words, what, said, and was together. Then have children point to each word and read it themselves. READ SENTENCES: Read the sentences on the My Skills Buddy page together to read the new high-frequency words in context. Pair children and have them take turns reading each of the sentences aloud. ON THEIR OWN: Use Reader\u2019s and Writer\u2019s Notebook p. 361, for additional practice with this week\u2019s high-frequency words.\u201d This practice page has children write the words into a cloze sentence.\n            \n\n\nIn Unit 6, previously learned high-frequency words are reviewed.\n    \n\n\n    Materials support the development of students\u2019 automaticity and accuracy of grade-level decodable words over the course of the year. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be8f4a9d-c9cc-4587-b9a7-3663e3a431dc": {"__data__": {"id_": "be8f4a9d-c9cc-4587-b9a7-3663e3a431dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "2999b1f3-1a28-4e63-8804-61bef1c20871", "node_type": null, "metadata": {}, "hash": "6db1cab8b285788ff2b9c83033add6f8f1ad828f4ae8a88f56b5a54c6fb2a76c"}, "3": {"node_id": "64ea76e2-3d1d-4e1e-abdb-22024768f80d", "node_type": null, "metadata": {}, "hash": "ca2d4ac5e8aa90fa8a9fe588e28dca1f7f7b8b23f8a72058424659a5aa43ae13"}}, "hash": "82560c768110efcbc2bc9bb6fd01b011b65b93511b4d53f55d78e234b903e5b2", "text": "In Unit 2, Week 4, on Day 3, students read Tam in the Garden. \u201cTEACH REBUS WORDS: Write the word hat on the board. This is the word hat. Name the letters with me: h, a, t. Look for the word hat in the story we read today. A picture above the word will help you read it. Continue with the words red and garden.\u201d The teacher displays the book and tells the title, author and illustrator. Using the routine for Decodable books, children begin whisper reading. The second step of the routine states, \u201cModel Fluent Reading Have children point as you read a page. Then have them reread the page with you.\u201d The phonemic awareness and phonics for the week focus on initial /a/ however this book includes the word hat with a medial /a/. With rebus text the students are not using their decoding skills as much as practicing high-frequency words and naming the pictures.\n    \nIn Unit 3, Week 1, on Day 1, the phonics lesson provides practice for decoding CVC words such as nap, Nan, Nat, can, sat, am, nip, cat.\n    \nUnit 4, Week 4: During guided practice, students are asked to open My Skills Buddy to p. 76. Put your finger on the red arrow below the g in got. Say the sound that g stands for. Continue with o and t. Trace the blue arrow as you blend the sounds and read the word. Have partners blend the other words.\n    \nIn Unit 6, Week 5, Lesson 6, students practice decoding words. The teacher writes sun on the board. \u201cPoint to each letter. What is this letter? What is the sound for this letter? Now help me blend this word. Say the sound as I point to each letter: /s/ /u/ /n/. What is the word? Continue the decoding routine with Jen, kick, lug, wig, not, and sat.\n    \n\n\n    Students have opportunities to purposefully read emergent-reader texts over the course of a year. Examples include:\n\n\nDecodables are located in the students\u2019 Reader\u2019s and Writer\u2019s Notebook. Unit 1, Week 5, on Day 1: The teacher instructions say, \u201cTear out Decodable Story Little Mouse on pp. 51-52\u2026 Then fold the pages to form a book. Repeat this process with each child\u2019s....\u201d The words in the decodable that the teacher is supposed to go over are mouse, walk, school, and moose. While two of these words begin with /m/ which is the focus, none of the words are decodable for a beginning reader. Teachers would need to supplement with other materials that are decodable.\n    \nIn Unit 2, Week 4, during small group reading, students are asked to read a decodable reader \u201cquietly as you listen to them. Then have them take turns reading aloud one page at a time.\n    \nIn Unit 6, Week 3, on Day 3, of the Student Reader students read Max and Jane: A Busy Day. The teacher reviews high-frequency words and teaches the rebus words racoon, owls, and baker. Teacher goes over the title, author, and illustrator of the book then starts the routine to read decodable books.\n\nMaterials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\nThe instructional materials reviewed for Kindergarten partially meet expectations that materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected texts and tasks. There are missed opportunities for explicit directions to the teacher as well as modeling for the students in the reading and writing of words in connected texts and tasks.\n\n\n    Materials partially support students\u2019 development to learn grade-level word recognition and analysis skills in connected text and tasks. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "64ea76e2-3d1d-4e1e-abdb-22024768f80d": {"__data__": {"id_": "64ea76e2-3d1d-4e1e-abdb-22024768f80d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "be8f4a9d-c9cc-4587-b9a7-3663e3a431dc", "node_type": null, "metadata": {}, "hash": "82560c768110efcbc2bc9bb6fd01b011b65b93511b4d53f55d78e234b903e5b2"}, "3": {"node_id": "81a186ad-b614-4406-bc04-6e539699fe05", "node_type": null, "metadata": {}, "hash": "2a94a7ceaae76be169ece350eb104ca90ce4a7f11e423b788c73b159db091745"}}, "hash": "ca2d4ac5e8aa90fa8a9fe588e28dca1f7f7b8b23f8a72058424659a5aa43ae13", "text": "In Unit 1, Week 3, the Teacher Edition has students practice syllable blending outside of texts. Connect: Say the word robot. \u201cRobot has two sound parts, or syllables: ro-bot. When we blend these syllables together, we say the word robot. Today we are going to learn how to blend syllables together to make words. Model: Tell children you are going to say a word with two syllables. \u201cThe first syllable is pud-.\u201d Children echo you. \u201cThe next syllable is -dle.\u201d Children echo again. Tell children you are going to blend the two syllable together to say the word. \u201cWhen I put the two syllables pud-dle together, I say puddle. We blend the syllables pud-dle to make the word puddle. Guided practice: \u201cWe are going to practice more words. Remember, I will say each syllable and you will repeat it. Then you will put the syllables together to say the word.\n    \nIn Unit 3, Week 4, on Day 5, student review Phonics Review /f/ Spelled Ff . The teacher shows the Ff alphabet card, reviews high-frequency words see and look. \u201cAPPLY PHONICS: Have children reread one of the books specific to the target letter sound. You may wish to review the decodable words and high-frequency words that appear in each book prior to rereading\u201d No modeling or direction for teacher or students is given beyond what is written above.\n    \nIn Unit 4, Week 2, on Day 1, during Small Group On-Level the Teacher Edition states,\u201cLISTEN FOR /l/: I am going to tell you story that begins with /l/, clap your hand and say the word. Tell the following story, emphasizing and pausing after each /l/ word. Lucy likes lemons. She loves to lick lots of lemons by the lake. With a little luck, she can lick lemons her entire life. Lucy really likes lemons! MATCH /L/ TO Ll. Give children each a note card and ask them to write the letter l on it. Retell the story and have children raise their l card when they hear a word that begins with /l/.\u201d\n    \nAfter learning /y/ with Picture Cards the teacher leads, \u201cSEGMENT: Listen to the sounds in yet: /y/, /e/, /t/. Say them with me: /y/, /e/, /t/. How many sounds do you hear? There are three sounds in yet. Let\u2019s try some more words. Continue the routine with yarn, yes, yum, and yip\u2026\u201d \u201cBLEND: Remind children that they know how to blend sounds together to say a word. I am going to say some sounds, and I want you to blend them to say a word. Listen carefully: /y/, /e/, /s/. Now say the sounds with me: /y/, /e/, /s/. The word is yes. Continue practice with yet, yam, quit, and Quinn.\u201d\n    \n\n\n    Materials partially provide frequent opportunities to read high-frequency words in connected text and tasks. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "81a186ad-b614-4406-bc04-6e539699fe05": {"__data__": {"id_": "81a186ad-b614-4406-bc04-6e539699fe05", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "64ea76e2-3d1d-4e1e-abdb-22024768f80d", "node_type": null, "metadata": {}, "hash": "ca2d4ac5e8aa90fa8a9fe588e28dca1f7f7b8b23f8a72058424659a5aa43ae13"}, "3": {"node_id": "b2d0a893-fd45-418b-9ea7-c7dbaef18045", "node_type": null, "metadata": {}, "hash": "97eef5ad975c9a641a12b2533865bc9f5512dc727e6614360e94fa57636663fb"}}, "hash": "2a94a7ceaae76be169ece350eb104ca90ce4a7f11e423b788c73b159db091745", "text": "Practice words that are not connected to text include in Unit 2, Week 2, on Day 1, during the High-Frequency Words, Routine for Non Decodable Words the Teacher Edition states,\u201c1. Say and Spell Some words we must learn by remembering the letters rather than saying the sounds. We will say and spell the words to help learn them. Write have on the board. This is the word have. It has four letters. The letters in have are h, a, v, e. Have children say and spell the word, first with you and then without you. 2. Demonstrate Meaning: I can use the word have in lots of sentences. Here is one sentence: I have a red wagon. Now you use the word in a sentence.\u201d\n    \nPractice words connected to text include when students read Decodable Story 8 which contains the word have. The text reads, \u201cI have a sock, I have a sack\u201d\n    \nIn Unit 2, Week 3, before students read the decodable reader, the Teacher Edition states, \u201cReview the previously taught high-frequency words. Have children read each word as you point to it on the word wall.\u201d\n    \nPractice words not connected to text in Unit 4, Week 2, on Day 2, include My Skills Buddy p. 37. Students read the words are, that, and do chorally then point to each word and read it themselves. Students then read sentences together and then in pairs. \u201c1. That man is my dad. 2. We are on the hill. 3 Do you hop a lot?\u201d\n    \nPractice words connected to text include when students then read Decodable Reader 20 which contains the words are, that, and do. The text reads, \u201c Tab sat on a lap. Kit did not. Lil lit it. Do you see tab? Lil had a doll. Kit can bat it...\u201d\n    \nIn Unit 5, Week 5, before students read the decodable reader, the Teacher Edition states, \u201cReview the previously taught high-frequency words. Have children read each word as you point to it on the word wall.\u201d\n    \n\n\n    Lessons and activities partially provide students many opportunities to learn grade-level word recognition and analysis skills while encoding (writing). Examples include:\n\n\nIn Unit 3, Week 4, students are asked to segment words and then spell them on a piece of paper. The Teacher Edition states, \u201cThis time I am going to say a word. I want you to write it on your paper. Remember, first say the word slowly in your head, and then write the letter for each sound. Listen carefully. Write the word fit.\u201d This is done out of context.In Unit 4, Week 3, the lesson has the teacher explain the difference between numerals and number words. During guided practice students \u201cwrite\u201d numerals in the air. During independent practice, students \u201cuse\n    \n\nReader\u2019s and Writer\u2019s Notebook p. 265, for additional practice with numerals and number words.\u201d This is done out of context.\n\nMaterials support ongoing and frequent assessment to determine student mastery and inform meantingful differentiantion of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations that materials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported. There are many assessments, but teacher guidance or direct instructions are limited.\n\n\n    Multiple assessment documents are available in core materials allowing students to demonstrate progress toward mastery and independence of foundational skills. Examples include:\n\n\nOn the Assessment page of the Unit Overview of each unit, the Teacher Edition mentions:\n        \nA baseline test that will help with \u201c...initial grouping decisions and to differentiate instruction based no ability levels.\u201d\n            \n\n\n\n\nEvery day corrective feedback and monitor progress:\n        \nUnit 3, Week 2, Monitor Progress all days, Monday: Phonemic Awareness, Tuesday: Check Sound-Spelling, Wednesday: Check Word Reading High-Frequency Words, Thursday: Check Phonological or Phonemic Awareness, Friday: Check Oral Vocabulary and Check Word and Sentence Reading", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b2d0a893-fd45-418b-9ea7-c7dbaef18045": {"__data__": {"id_": "b2d0a893-fd45-418b-9ea7-c7dbaef18045", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "81a186ad-b614-4406-bc04-6e539699fe05", "node_type": null, "metadata": {}, "hash": "2a94a7ceaae76be169ece350eb104ca90ce4a7f11e423b788c73b159db091745"}, "3": {"node_id": "e941f761-c7fd-4e13-8c57-db8d5aef38a6", "node_type": null, "metadata": {}, "hash": "9dd9e9542e0e17a324125e75e2721be0ec11e5d77e1ee5d9a378b25db3d29f56"}}, "hash": "97eef5ad975c9a641a12b2533865bc9f5512dc727e6614360e94fa57636663fb", "text": "During the Check Phonemic Awareness Words with Initial /r/, Formative Assessment the Teacher Edition states, \u201cSay rug and man. Have children identify the word that begins with /r/. Continue with rain, snow; rice, cheese; real, fake; rich, money; and ring, sound. If children cannot discriminate initial /r/ words, then use the small-group Strategic Intervention lesson, p. SG.25, to reteach /r/.\u201d No plan for recording or monitoring a whole class of students is provided.\n    \n\n\nEvery Week\n        \nThe Teacher Edition states,\u201cWeekly Assessments on Day 5 to check phonics, high-frequency words, and comprehension.\u201d\n                \nFor example, during the: Review /u/ Spelled Uu, the Teacher Edition states,\u201cWHOLE CLASS: Give children a sheet of paper folded in fourths. Have them draw a picture of something that begins with /u/ or something that has a medial /u/ in each section. Have them label the pictures with the word or the letter u.\u201d Suggestions follow for reteaching, if necessary. Such as, ONE-ON-ONE, \u201cTo facilitate individual progress monitoring, assess some children on Day 4 and the rest on Day 5. While individual children are being assessed, the rest of the class can reread this week\u2019s books and look for words with /u/\u201d There are also word and sentence reading assessments that need to be administered one-on-one. It is suggested that the scores be recorded in First Stop.\n                    \n\n\n\n\nEvery Unit\n        \nThe Teacher Edition States, \u201cUnit Benchmark Assessments assess mastery of unit skills: phonemic awareness, phonics, comprehension, high-frequency words, and writing.\u201d\n            \n\n\nEnd of Year\n        \nThe Teacher Edition States, \u201cEnd-of-Year Assessments measure student mastery of skills covered in all six units with options for performance-based assessment.\u201d\n            \n\n\n\n\n    Assessment materials partially provide teachers and students with information on students\u2019 current skills/level of understanding and support teachers with instructional adjustments to help students make progress toward foundational skills. The assessments and progress checks are generic. Assessments lack explicit instructions/guidance on how to address the skills students are missing in order to demonstrate mastery in foundational skills. Examples include:\n\n\nUnit 1, Week 4, At the end of the phonemic awareness section, teachers have the opportunity to give a formative assessment. The Teacher Edition suggests the teacher say a set of three words, then have the student identify the word that begins with a different initial sound. Ex: \u201cSay fox, fan, and cat. Have children identify the word that begins with a different initial sound. Continue with paint, neck, purse; five, six, seven; bear, moose, boat.\u201d The Teacher Edition does not explicitly say if this should be done whole group or one on one.\n    \nUnit 3, Week 5, on Day 4, during Check Phonemic Awareness, the Teacher Edition states, \u201cAfter I say a word, I want you to say the word slowly and then tell me each sound in the word: can, mop, top, tip...\u201d No model is provided for students. The Teacher Edition aslo states,\u201cIf children cannot segment the sounds in words, then provide practice segmenting the words in chunks, /m/ op. Continue to monitor children\u2019s progress during the week so that children can be successful with the Day 5 Assessment. See the Skills Trace on p. 418.\u201d No specific guidance is given to the teacher for remediation or reteaching beyond more practice with the same skill. The Skills Trace simply tells where the skill is practiced throughout the unit.\n    \nUnit 4, Week 2, At the end of the phonics section, teachers have the opportunity to give a formative assessment. The Teacher Edition directs teachers to give each child a blank card and have children write Ll on the card. The Teacher Edition states, \u201cI will read some words. When you hear a word that begins with /l/, Hold up your Ll card. Say: lady, man, back, lucky, lamb, road, mom, large, lost, coat, foot.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e941f761-c7fd-4e13-8c57-db8d5aef38a6": {"__data__": {"id_": "e941f761-c7fd-4e13-8c57-db8d5aef38a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "b2d0a893-fd45-418b-9ea7-c7dbaef18045", "node_type": null, "metadata": {}, "hash": "97eef5ad975c9a641a12b2533865bc9f5512dc727e6614360e94fa57636663fb"}, "3": {"node_id": "5f5ab1c1-ad70-422f-ab19-96c832877c4e", "node_type": null, "metadata": {}, "hash": "8d7f65adce8736561990b56a47ac1d2f5bde13da7e726523ddaae1fb4f516e34"}}, "hash": "9dd9e9542e0e17a324125e75e2721be0ec11e5d77e1ee5d9a378b25db3d29f56", "text": "There are many assessments, but little direction for teachers. Teachers may not be able to determine how many assessments to do each week and what to do with the data once it has been collected.\n\nMaterials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations that materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills. Students have limited opportunities with each grade level foundational skill component in order to reach mastery.\n\n\n    Materials partially provide high-quality learning lessons and activities for every student to reach mastery of foundational skills. Lessons do not always provide differentiation opportunities. Examples include:\n\n\nIn Unit 3, Week 2, Day 2, students read the Decodable Reader 14:\n        \nRead Rip with Rap\n\nREVIEW: Review the previously taught high-frequency words. Have children read each word as you point to it on the Word Wall: the, a, she, with, me, is.\n                    \nCONCEPTS OF PRINT: Have children turn to Decodable Reader 14, Rip with Rap, on p. 38 of My Skills Buddy. Today we will read a story about a rat named Rip. Point to the title of the story. The title of the story is Rip with Rap. What is the title? Point to the name of the author. The author\u2019s name is Peggy Lee. What does the author do? The illustrator is Lucy Smythe. How does the illustrator help the tell the story? Whe will read many /r/ words in this book.\n                    \nREAD: Use the routine for reading decodable books to read Decodable Reader 14.\u201d\n                    \nAll students read the same decodable.\n                    \n\n\n\n\n\n\nIn Unit 6, Week 2, Day 4, Phonics, Review /a/ Spelled Aa, /i/ Spelled Ii \u201cPRACTICE: Display the Aa Alphabet Car. This is an astronaut, Astronaut begins with /a/. What letter spells the sound /a/? Yes, the letter a. Repeat the routine with the Ii Alphabet Card. Write the word pat on the board. Help me blend this word .Listen as I say each sound: /p/ /a/ /t/. Now let\u2019s blend the sounds together to read the word: /p/ /a/ /t/, pat. What is the word? (pat) Let\u2019s try more. Repeat the routine with pit, tap, and tip.\u201d No additional practice materials are included in this lesson. No differentiation is suggested.\n    \n\n\n    Materials partially provide guidance to teachers for scaffolding and adapting lessons and activities to support each student\u2019s needs. Examples include:\n\n\nThe Table of Contents and the Access for All tab of each unit show Teacher-Led Small Group Lesson Plans for each day of the week at On Level, Strategic Intervention, Advanced, and English Language Learners (ELL) levels. However, there are no specific lesson plans for ELL as there are for the other three groups. There are notes on the Strategic Intervention in the margins for ELL support.\n        \nIn Unit 1, Week 3, Day 1, Small Group Time, Strategic Intervention, the lesson has sections that include:\n                \nLISTEN FOR INITIAL SOUNDS\n                    \nRECOGNIZE LETTERS: Teacher writes the Oo and points out that it is the shape of a circle and says \u201cThis is an uppercase O. This is a lowercase o.\u201d\n                    \nA decodable story 3 Little Me which includes review of high-frequency words the and little and review the words I and am.\n\nReread for Fluency, Reread the decodable story for fluency, children reread the story chorally then several times individually.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5f5ab1c1-ad70-422f-ab19-96c832877c4e": {"__data__": {"id_": "5f5ab1c1-ad70-422f-ab19-96c832877c4e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "e941f761-c7fd-4e13-8c57-db8d5aef38a6", "node_type": null, "metadata": {}, "hash": "9dd9e9542e0e17a324125e75e2721be0ec11e5d77e1ee5d9a378b25db3d29f56"}, "3": {"node_id": "84326ef7-b730-47e9-ae3e-ac2e517385e5", "node_type": null, "metadata": {}, "hash": "7e2b87eaf0f24340e0ceadc78c05510e78148e54296b401a22c751e59aa14efc"}}, "hash": "8d7f65adce8736561990b56a47ac1d2f5bde13da7e726523ddaae1fb4f516e34", "text": "The note for ELL in the margins is \u201cIf children need more scaffolding and practice with phonemic awareness and letter recognition, then use the Phonics Transition lessons beginning on p. 447 in the ELL Handbook.\u201d There are no explicit directions about how to assess students or what materials in the ELL Handbook to use.\n            \nOpportunities for students to practice are limited. The materials often suggest orally reteaching skills.\n            \n\n\n\n\n    Students have limited practice opportunities with each grade level foundational skill component in order to reach mastery. Examples include:\n\n\nUsing review of phonemic awareness and phonics sounds and letters week to week, there is a start to teach the foundational skills to mastery.\n        \nIn Unit 3, Week 1, Days 1-3, teach phonemic awareness, phonics, and handwriting of /n/ and /b/. The same sounds are taught in Spelling on Day 4 and reviewed in phonemic awareness and phonics Day 5. The sounds are also reviewed in phonemic awareness and phonics in Week 2, on Day 4.\n                \nGeneral recommendations for reteaching the above are given for each concept. Example: \u201cIf children cannot discriminate /b/ then have them say /b/ several times. When you say /b/ you put your lips together, and then push air the sound as you open your lips. Have children practice saying /b/\u201d The same type of directions are given for /n/. An attempt is made at teaching to mastery, however, there are no additional materials or explicit instructions provided for teacher if students have not mastered the sounds by this week.\n                    \n\n\nDuring Unit 4, Week 5, Day 2, is the first introduction to Medial /e/. Phonemic Awareness Lesson after reviewing initial /e/ with the elephant card, \u201cMODEL MEDIAL /e/ The sound /e/ can be in the middle of a word too. Display the jet Picture Card. This is a jet. Listen as I say the sounds: /j/ /e/ /t/, jet. I hear /e/ in the middle of the word: /j/ /e/ /t/. Say it with me: /j/ /e/ /t/, jet. Let\u2019s try some more. Continue with the following words: ten, pet, Ben, wet, Ted, den, shed, set.\u201d\n                \nAfter practice in My Skills Buddy p. 92 & 93, \u201cIf children cannot discriminate medial /e/, then have them enunciate /e/ as they segment words with medial /e/. Listen as I segment a word: /g/ /e/ /t/. Say it with me /g/ /e/ /t/. What sound do you hear in the middle? I hear /e/ in the middle. Continue with the following words: bet, pen, tell.\u201d These directions are identical to the directions from the lesson above. There are not additional materials or activities suggested.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "84326ef7-b730-47e9-ae3e-ac2e517385e5": {"__data__": {"id_": "84326ef7-b730-47e9-ae3e-ac2e517385e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "802231a0-01f2-4e95-aa05-8ef80c68c91a", "node_type": null, "metadata": {}, "hash": "14682794c1b33a186a1b67e831158af397b43685e5229680cdcd67682a6d758a"}, "2": {"node_id": "5f5ab1c1-ad70-422f-ab19-96c832877c4e", "node_type": null, "metadata": {}, "hash": "8d7f65adce8736561990b56a47ac1d2f5bde13da7e726523ddaae1fb4f516e34"}}, "hash": "7e2b87eaf0f24340e0ceadc78c05510e78148e54296b401a22c751e59aa14efc", "text": "Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well designed and take into account effective lesson structure and pacing.\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4306c5f5-1cd8-4164-a99c-4e316d14d8cf": {"__data__": {"id_": "4306c5f5-1cd8-4164-a99c-4e316d14d8cf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "3": {"node_id": "53c97af9-1183-4fc5-9c4d-ba4e181552de", "node_type": null, "metadata": {}, "hash": "8ccb68486df05bd564d249746b7a53349ac1f1a74fbdd6afa945c688d4cba94b"}}, "hash": "afc62a51cce8ca3b098067eb71c01430e4f8007880e4e58bda7ce47d1b35580f", "text": "Discovering Mathematics: Algebra, Geometry, Advanced Algebra\n\nThe instructional materials for the Discovering series meet expectations for alignment to the CCSSM for high school. For focus and coherence, the series showed strengths in the following areas: attending to the full intent of the mathematical content contained in the standards, attending to the mathematical modeling process, spending the majority of time on the content from CCSSM widely applicable as prerequisites (WAPs), engaging students at a level of sophistication appropriate to high school, and explicitly identifying and building on knowledge from Grades 6-8 to the high school standards. For rigor and the mathematical practices, the series showed strengths in the following areas: supporting the intentional development of students' conceptual understanding, opportunities for students to develop procedural skills, utilizing mathematical concepts and skills in engaging applications, displaying a balance among the three aspects of rigor, supporting the intentional development of reasoning and explaining, and supporting the intentional development of seeing structure and generalizing.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Discovering series meet the expectations for attending to the full intent of the mathematical content contained in the High School Standards for all students. Overall, the instructional materials address most of the non-plus standards, however, there are a few instances where all aspects of the non-plus standards are not addressed across the courses of the series.The following are examples of standards that are fully addressed:The standards from F-BF are developed starting in the Discovering Algebra course with a study of recursive sequences and writing explicit expressions to represent the sequences. Work with recursive sequences is then expanded to working with exponential equations. In Discovering Algebra, the work in this domain concludes with students identifying and exploring the various function transformations. Work with the F-BF domain continues in the Discovering Advanced Algebra course with a further study of recursive sequences and transformations and a study of building inverse functions.F-IF.7: The materials introduce time-distance graphs in Discovering Algebra Lesson 3.4 by discussing the intercept, periods of non-movement, and speeding up and slowing down. The standard is further addressed through Discovering Advanced Algebra as students examine maximum, minimum, and zero values of quadratic and polynomial functions as well asymptotes and end behavior of rational functions.A-CED.3: In Discovering Advanced Algebra Lesson 2.5, students determine appropriate and reasonable constraints for application problems involving profit from two types of birdbaths. Students also determine if solutions are reasonable in various problems.G-CO.7: In Discovering Geometry Lesson 4.4, students create various triangles using constructions and GeoGebra when given select criteria (such as, one side and two angles must be the same) to generate congruence \u201cshortcuts\u201d for triangles such as ASA, AAS, SAS, and SSS. Students also reason and investigate as to why the shortcut \u201cSSA\u201d does not exist.The following standards are partially addressed:G-SRT.1a: In Discovering Geometry, Coordinate Geometry 7, students are questioned if \u201c...the corresponding sides are parallel? Explain.\u201d when examining a dilated set of triangles. However, the materials do not address whether a line passing through the center of dilation remains unchanged in either Coordinate Geometry 7 or Discovering Geometry Lesson 7.1.G-GPE.5: In Discovering Geometry, Coordinate Geometry 5, Example A, students are directed to find the equation of a perpendicular line through a point to find perpendicular bisectors. In Discovering Geometry, Coordinate Geometry 11, students are provided with the parallel slope property and perpendicular slope property and are given problems in which to use them in proofs. However, the materials do not contain a proof of these two properties.S-IC.5: This standard is not identified in the Discovering Algebra, Discovering Geometry, or the Discovering Advanced Algebra correlation documents. However, examination of the materials reveal that students compare treatments in Discovering Advanced Algebra Lesson 9.1, but at no time do the materials contain simulations to decide if differences between parameters are significant.Standard S-IC.6 is not addressed within the three courses of the series. The correlation document for Discovering Advanced Algebra suggests this standard is addressed in Lesson 9.4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "53c97af9-1183-4fc5-9c4d-ba4e181552de": {"__data__": {"id_": "53c97af9-1183-4fc5-9c4d-ba4e181552de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "4306c5f5-1cd8-4164-a99c-4e316d14d8cf", "node_type": null, "metadata": {}, "hash": "afc62a51cce8ca3b098067eb71c01430e4f8007880e4e58bda7ce47d1b35580f"}, "3": {"node_id": "ac5908bc-a2aa-46ea-bf9b-fa80b158d651", "node_type": null, "metadata": {}, "hash": "1c8410d6f7f56bd4f2ca464085d28fb5223c3b89a5ed894ff5d93fdac24aa293"}}, "hash": "8ccb68486df05bd564d249746b7a53349ac1f1a74fbdd6afa945c688d4cba94b", "text": "Upon examination of the materials, no indication can be found where reports that were either publisher-created or student- generated based on data are to be evaluated.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Discovering series meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. The full intent of the modeling process is used to address nearly all of the modeling standards by the instructional materials of the series. Throughout the series, there are a number of lessons and activities that contain a variety of components of the modeling process described in the CCSSM. Each course also contains a separate document titled Modeling Tasks, which contains a preface that accurately describes the modeling cycle and provides an example modeling problem with a possible solution.While the Modeling Tasks contain the same preface for each course, the problems provided are different for each course. The Modeling Tasks do not indicate standards or topics, and most of the problems included in the Modeling Tasks allow students the opportunity to engage in all aspects of the modeling cycle. The Modeling Tasks address nearly all of the standards identified as modeling standards. The tasks are not explicitly aligned to standards or to lessons in the materials, so students are able to complete the task by referencing all of the mathematics they have learned, rather than being guided by the lesson or chapter in which the task appears. The Modeling Tasks also include a rubric that can be used to score the modeling problems.Some examples of Modeling Tasks that address modeling standards and the full intent of the modeling process include:In Discovering Algebra, Get Your Hamburgers Here!, students determine how much to charge for hamburgers in order to maximize their profits. Students are provided some assumptions based on a survey given to current customers. Students make sense of the problem by creating a model to compute a variety of hamburger prices. Students use their model to interpret and validate their solutions. Students may need to adjust their model as needed to determine the best price for the hamburgers. Students must report their solutions by providing an explanation of their results.In Discovering Algebra, Who Doesn\u2019t Love Honey?, students determine whether they can isolate half of the bees while they are still healthy in order to produce enough honey for the science fair. Students must make assumptions about how many bees the infection began with, formulate a way to determine the time when half of the bees would be infected, and determine if they would be able to save half the bees based on when the infection was discovered. In Discovering Geometry, Let\u2019s Go Camping!, students design a tent that fits a set of constraints. Students create a sketch of their designs; however students are not provided direction in regards to the design or formulas used to solve the problem. Students create a model of their tents and create formulas to compute if the surface area and volume are within the given constraints. Students interpret and validate their solutions. Students prepare a report to present to their family which includes a list of pros and cons of each design. In Discovering Geometry, Country Boy Gas Solution, students determine new dimensions of a given propane gas tank in order to double its volume. Students formulate a model to find the volume of the described tank. Students determine how the tank can change and how the changes will affect the volume. Students use their model to check dimensions to meet the demands of the problem. Students report what the new dimensions are. In this task, the sample answers consider changing either the diameter or the length of the tank; students may also find a way to change both dimensions which would create a tank with double the volume. In Discovering Advanced Algebra, A Heavy Fish Tale, students develop a plan to create a method to determine the largest fish caught. Students create a model to determine the largest fish caught and calculate repeatedly to determine if the model is accurate (interpretation, validation).In Discovering Advanced Algebra, What Will You Have with Your Coffee?, students are given information about running a concession stand in a local hospital. Based on the given information and making assumptions about the number of people they would be serving and how many items they could sell, students present a sales strategy for the business. Students create a model for each product and use the model to compare the costs and profits for the products. Based on the results, students modify their sales strategy for the business.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ac5908bc-a2aa-46ea-bf9b-fa80b158d651": {"__data__": {"id_": "ac5908bc-a2aa-46ea-bf9b-fa80b158d651", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "53c97af9-1183-4fc5-9c4d-ba4e181552de", "node_type": null, "metadata": {}, "hash": "8ccb68486df05bd564d249746b7a53349ac1f1a74fbdd6afa945c688d4cba94b"}, "3": {"node_id": "c5622eec-4bee-4ce4-a4d1-1000f04d998c", "node_type": null, "metadata": {}, "hash": "4579fbd9924c74e4d8a39305b67f4f3f2149b1aaa2e2ef0b740f47b917f4e422"}}, "hash": "1c8410d6f7f56bd4f2ca464085d28fb5223c3b89a5ed894ff5d93fdac24aa293", "text": "The instructional materials reviewed for the Discovering series, when used as designed, meet expectations for spending the majority of time on the CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.In Discovering Algebra, students spend a majority of their time working with WAPs from the Number and Quantity, Algebra, Functions, and Statistics and Probability conceptual categories. For example:In Lesson 8.4, students factor quadratic equations to determine zeros using the Zero Product Property (A-SSE.3a). Students also factor quadratic equations from general form to vertex and/or factored form. Students check their work by confirming the locations of zeros as a result of factoring via the graphing calculator.In Lesson 4.1, students use \"secret codes\" in which each input of the code has only one output to introduce functions and vocabulary such as domain and range (F-IF.1). In Lesson 7.1, students encounter function notation and its relationship to the graph.The Discovering Geometry course focuses on the widely acceptable prerequisites in the Geometry conceptual category. For example:In Lesson 12.2, students solve word problems using trigonometric functions (G-SRT.8). In Example 1 of the lesson, students use the angle of elevation to determine the distance a sailboat is located from a lighthouse.In Lessons 1.1, 1.2, and 1.3, students learn and use precise definitions for the terms such as line segment, angle, parallel lines, and perpendicular lines (G-CO.1). Students practice labeling each of these and answer questions about each of them.During Discovering Advanced Algebra, students spend a majority of their time working with widely acceptable prerequisites from Number and Quantity, Statistics and Probability, Algebra, and Functions:In Lesson 4.6, students graph logarithmic functions by looking at how different transformations change each function (F-IF.7e). In Lesson 7.5, students graph trigonometric functions by looking at how different transformations change the period, midline, and amplitude.In Lesson 9.1, students compare and contrast various types of studies such as experimental, observational, and surveys. Students also make predictions based on sample data from a population in Exercise 7 (S-IC.1).\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Discovering series, when used as designed, partially meet expectations for letting students fully learn each non-plus standard. Overall, the series addresses many, yet not all, of the standards in a way that would allow students to fully learn the standards. However, in cases where the standards expect students to prove, derive, or develop a concept, the materials often provide students with the proofs, derivations, and concept developments.For the following standards, the materials partially meet the expectation for allowing students to fully learn each standard. These examples represent standards which are present but did not allow students to fully learn the standard:A-SSE.4: In Discovering Advanced Algebra, Lesson 4.8, students are guided through a series of steps to derive the formula for the sum of a finite geometric series. Students are not deriving the formula themselves, which is the expectation of the standard.A-APR.1: In Discovering Algebra, Chapter 8 and Discovering Advanced Algebra, Chapter 6, students add, subtract, and multiply polynomials. However, students have limited opportunities to develop understanding that polynomials are \u201cclosed\u201d under these operations.A-REI.5: In Discovering Advanced Algebra, Lesson 2.2, students solve systems of equations using elimination and verify results with a calculator. However, students do not prove that replacing one equation with the sum of that equation and a multiple of the other equation produces a system with the same solutions.F-IF.3: In Discovering Advanced Algebra, Lesson 1.1, students work with sequences. However, the materials do not refer to sequences as functions, whose domain is a subset of the integers.F-IF.7b: In Discovering Advanced Algebra, Lesson 4.3, Exercise 6b, students graph cube root functions. The materials provide a limited number of problems for students to graph cube root functions.F-IF.9: In Discovering Algebra, Lesson 3.3, Exercise #4, students compare properties of two functions represented in different ways (tables and graphs).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c5622eec-4bee-4ce4-a4d1-1000f04d998c": {"__data__": {"id_": "c5622eec-4bee-4ce4-a4d1-1000f04d998c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "ac5908bc-a2aa-46ea-bf9b-fa80b158d651", "node_type": null, "metadata": {}, "hash": "1c8410d6f7f56bd4f2ca464085d28fb5223c3b89a5ed894ff5d93fdac24aa293"}, "3": {"node_id": "3bcb4f27-b1c7-40f2-a8b8-e4492b52819e", "node_type": null, "metadata": {}, "hash": "2ed8ef135ca292b157ca3f08c3215c8734c9b103c926b109e91fd9e980e55127"}}, "hash": "4579fbd9924c74e4d8a39305b67f4f3f2149b1aaa2e2ef0b740f47b917f4e422", "text": "Beyond Exercise #4, there is a limited number of opportunities for students to compare properties of two functions.F-TF.2: In Discovering Advanced Algebra, Lessons 7.3 and 7.5, students interpret radian measures of angles using the unit circle. However, students do not explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers.G-C.5: In Discovering Geometry, Lessons 8.4 and 9.6, students solve problems by finding the area of a sector or the length of an arc. While students derive the formula for arc length in Lesson 9.6, students do not derive the formula for the area of a sector in either lesson.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Discovering series, when used as designed, meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The materials provide students with opportunities to engage in real-world problems throughout the series. Students engage in problems that use number values that represent real-life values--fractions, decimals, and integers. The context of most of the scenarios are relevant to high school students.Examples of where the materials require students to engage in mathematics at a level of sophistication appropriate to high school include:In Discovering Algebra, Lesson 4.1, students apply ratios and proportions from middle school to finding the rate of change of a function. Students write the rate of change in terms of unit rates that use compound units.In Discovering Algebra, Lesson 8.1, students solve quadratic equations that have various types of real numbers including terminating decimals, irrational numbers, and integers. Students also work with age-appropriate contexts including the height of a falling baseball, the height of a model rocket, and the height of an arrow being shot from ground level.In Discovering Advanced Algebra, Lesson 4.1, students use exponential equations that model both growth and decay. Students use various types of real numbers including decimals and integers and age-appropriate context such as population growth, growth of plants, and the price of a used automobile.In Discovering Advanced Algebra, Lesson 8.2, students apply key takeaways of basic statistics and probability from middle school to find the probability of compound events such as the probability that two students will be successful, and the probability of getting a number of questions correct in a row on a true/false test when just guessing.In Discovering Geometry, Lesson 11.4, students use rational numbers in fraction and decimal form. There are also operations with radicals and numerical manipulations where students leave \u201cpi\u201d in the answer.In Discovering Algebra, each chapter begins with a \u201cRefreshing Your Skills\u201d section which often allows for practice with varying number types. Discovering Algebra Lesson 4.0, Exercise 2 includes repeating decimals and radicals. In Lesson 6.0, students convert decimals to percents, and students review scientific notation in Lesson 6.4, which is reviewed throughout the exercises thereafter. Negative exponents are presented in Lesson 6.6 and used thereafter.In Discovering Advanced Algebra, students encounter the same variety of number types with the addition of complex number operations in Lesson 5.4. Complex numbers are then used in later work.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Discovering series partially meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series, where appropriate and where required by the standards. Overall, mathematical connections are made within courses, but connections between courses are not made.The following are examples of connections not being made between courses:In Discovering Algebra, Lessons 8.6 and 8.7, the materials address completing the square and the quadratic formula (A-REI.4). The materials revisit completing the square and the quadratic formula in Discovering Advanced Algebra Lessons 5.2 and 5.3 without connection to Discovering Algebra Lessons 8.6 and 8.7.In Discovering Geometry, Lesson 8.2, students calculate the area of different shapes in different contexts. There is no indication in the materials that writing and solving equations in one variable (A-CED.1) and using units to understand problems and guide the solutions (N-Q.3) could be used to solve the problems on area.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3bcb4f27-b1c7-40f2-a8b8-e4492b52819e": {"__data__": {"id_": "3bcb4f27-b1c7-40f2-a8b8-e4492b52819e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "c5622eec-4bee-4ce4-a4d1-1000f04d998c", "node_type": null, "metadata": {}, "hash": "4579fbd9924c74e4d8a39305b67f4f3f2149b1aaa2e2ef0b740f47b917f4e422"}, "3": {"node_id": "7c3dde79-031d-4528-89e6-ccc72979cc1f", "node_type": null, "metadata": {}, "hash": "1bd9d32bf82ea9fdaf15c3876989d3f8cd2f451d587dd24da50d77e089d23ac5"}}, "hash": "2ed8ef135ca292b157ca3f08c3215c8734c9b103c926b109e91fd9e980e55127", "text": "A-CED.1 is addressed in Discovering Algebra Lesson 2.8, and N-Q.3 is addressed in Discovering Algebra Lesson 2.3.In Discovering Geometry, Lesson 1.9, the teacher notes state, \"This lesson introduces the three rigid transformations (isometries) of the plane: translations, rotations, and reflections.\" There is no connection to how transformations were addressed in Discovering Algebra Lessons 7.5 (Translating Graphs) and 7.6 (Reflecting Points and Graphs). The standards' correlation document indicates G-CO.2 is addressed in Discovering Algebra, but the connection is not made in the Discovering Geometry materials.Discovering Advanced Algebra, Chapter 1, Linear Modeling addresses and extends many of the concepts addressed in Discovering Algebra, Chapter 3, Linear Equations. The teacher notes at the beginning of Discovering Advanced Algebra, Chapter 1 state, \u201cMuch of this chapter reviews basic algebra concepts but is presented from a fresh perspective. Rather than skipping a topic, you may be able to spend less time on some lessons than on others. Many of the Investigations will allow you to assess prior understanding of familiar topics. In the later lessons of the chapter, students are exposed to the analysis of models that they will need throughout the course.\u201d While there are references to content taught previously and subsequently, there are no clear indications of the connections between concepts or standards.The following are examples of connections made within courses:In Discovering Advanced Algebra, Lesson 8.2, students calculate probabilities of independent events. In Discovering Advanced Algebra, Lesson 8.3, students use that knowledge to calculate the probability of mutually exclusive events. The opening paragraph of Lesson 8.3 describes to students which content they will be using from the previous lesson to apply to the new concept.In the opening of Discovering Algebra, Chapter 3, the teacher notes discuss how the work in Lesson 3.1 with recursive sequences will connect to Chapter 6 when students develop exponential functions. The notes also discuss how the work in Lesson 3.7 connects to the interpretation of fitting a linear function to a set of data.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Discovering series meet expectations for explicitly identifying and building on knowledge from grades 6-8 to the High School Standards.In Discovering Algebra, standards from grades 6-8 are explicitly identified in the teacher assistance portal on the left side of the page in the online teacher manual. Standards from Grades 6-8 are listed and aligned to lessons in the Discovering Geometry Correlation Guide. There are no standards from Grades 6-8 listed or aligned to lessons in the Discovering Advanced Algebra Correlation Guide nor in the lessons.Some examples where the materials explicitly identify content from Grades 6-8, make connections between Grades 6-8 and high school concepts, and allow students to extend their previous knowledge include:Discovering Algebra, Chapter 0, Lesson 0.4 explicitly identifies 6.NS, 7.NS, 7.EE.1, 8.EE, and 8.F.1 and builds upon them to introduce F-BF.1a. Through the context of operations with signed numbers, students look for patterns in order to determine an explicit expression, a recursive process, or steps for calculation.In Discovering Algebra, Lesson 4.1, 8.F.1 is explicitly identified and built upon to address F-IF.1. Students examine functions through the use of \u201csecret codes\u201d and determine that a function is a rule (8.F.1) in order to understand that one element in the domain of a function corresponds to exactly one element of the range (F-IF.1).In Discovering Geometry, Lesson 7.3, students solve problems using scale drawings of geometric figures (7.G.1) while simultaneously solving problems using similar triangles (G-SRT.4).In Discovering Geometry, Lesson 2.5, students use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve problems (7.G.5). This knowledge is extended as students prove that vertical angles are congruent (G-CO.9) in Investigation 1.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7c3dde79-031d-4528-89e6-ccc72979cc1f": {"__data__": {"id_": "7c3dde79-031d-4528-89e6-ccc72979cc1f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "3bcb4f27-b1c7-40f2-a8b8-e4492b52819e", "node_type": null, "metadata": {}, "hash": "2ed8ef135ca292b157ca3f08c3215c8734c9b103c926b109e91fd9e980e55127"}, "3": {"node_id": "bbb2abbd-10eb-48c0-9b19-546acad7b937", "node_type": null, "metadata": {}, "hash": "7ff086339a78f42a6a2d272de27b6fe98c4104ceb0515bbe10df9e792af4cec3"}}, "hash": "1bd9d32bf82ea9fdaf15c3876989d3f8cd2f451d587dd24da50d77e089d23ac5", "text": "The instructional materials reviewed for the Discovering series explicitly identify the plus standards when included and use the plus standards to coherently support the mathematics which all students should study in order to to be college and career ready.The materials address the following plus standards: N-CN.3, A-APR.7, F-IF.7d, F-TF.3, F-TF.4, F-TF.7, F-TF.9, G-SRT.9, G-SRT.10, G-SRT.11, G-C.4, G-GMD.2, S-CP.8, and S-MD.6. In general, the materials include these standards as additional content that extends or enriches topics within a unit, and their inclusion does not interrupt the flow of the course. No plus standards are located in Discovering Algebra.The following are examples of the materials addressing the full intent of plus standards:In Discovering Advanced Algebra, Lessons 6.5 and 6.6, students graph rational functions while identifying asymptotes and end behavior. (F-IF.7d)In Discovering Advanced Algebra, Lesson 7.7, students prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. (F-TF.9)In Discovering Geometry, Lesson 12.3, students derive the area formula for a triangle by drawing an auxiliary line perpendicular to the base of the triangle. (G-SRT.9)In Discovering Geometry, Lessons 12.3, 12.4, and 12.5, students apply the Law of Sines and Law of Cosines to solve typical problems involving non-right triangles. (G-SRT.11)The following are examples of the materials not addressing the full intent of plus standards:N-CN.3: In Discovering Advanced Algebra, Lesson 5.4, students find the conjugate of complex numbers and use the conjugates in addition, subtraction, and multiplication. However, students do not find the quotient or modulus of complex numbers.A-APR.7: In Discovering Advanced Algebra, Lessons 6.7 and 6.8, students add, subtract, multiply, and divide rational expressions. However, the materials do not address rational expressions forming a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression.F-TF.4: In Discovering Advanced Algebra, Lesson 7.3, students use the unit circle to define the periodicity of trigonometric functions. However, the materials do not address how the unit circle relates to symmetry of the functions (even or odd).F-TF.7: In Discovering Advanced Algebra, Lesson 7.1, students use inverse trigonometric functions to solve word problems, but not within a modeling context.G-SRT.10: In Discovering Geometry, Lessons 12.3 and 12.4, students use the Law of Sines and Law of Cosines to solve problems. Students prove the Law of Sines in Lesson 12.3, but the proof of the Law of Cosines is provided for them by the materials.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Discovering series meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. Throughout the series, the instructional materials develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding.The instructional materials develop conceptual understanding throughout the series. For example:N-RN.1: In Discovering Advanced Algebra, Lesson 4.3 Investigation, students \u201cdescribe what it means to raise a number to a rational exponent.\u201d In the Investigation, students create a table and a graph for y = x^(\u00bd) in order to state a conclusion about raising a number to the power of \u00bd. Students explain how they would evaluate numerical expressions involving a rational exponent, and they conclude the Investigation by generalizing \u201ca procedure for simplifying a^(m/n).\"F-IF.A: Across the series, students develop an understanding of functions. In Discovering Geometry, Lesson 6.2, functions are developed through the algebraic nature of geometric transformations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bbb2abbd-10eb-48c0-9b19-546acad7b937": {"__data__": {"id_": "bbb2abbd-10eb-48c0-9b19-546acad7b937", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "7c3dde79-031d-4528-89e6-ccc72979cc1f", "node_type": null, "metadata": {}, "hash": "1bd9d32bf82ea9fdaf15c3876989d3f8cd2f451d587dd24da50d77e089d23ac5"}, "3": {"node_id": "7afdc95a-112b-4913-b1b4-f6b60de488e8", "node_type": null, "metadata": {}, "hash": "d7423a25e9dbadc4e4fdbb57117e9c97cc34d18840d9e4d68030e9a87441e4ae"}}, "hash": "7ff086339a78f42a6a2d272de27b6fe98c4104ceb0515bbe10df9e792af4cec3", "text": "In Discovering Advanced Algebra, functions are further developed in Chapter 3. Students learn about function notation and evaluate functions. They use real world situations to sketch and interpret graphs of functions. Students talk about reasonable domains and evaluate functions that are representing different situations. Students continue to develop their understanding of functions of different types in Chapters 4, 5, 6, and 7.A-APR.B: In Discovering Algebra, Lessons 8.4 and 8.6, the materials initially address the relationship between zeros and factors of polynomials as students find the zeros of quadratic equations by factoring and completing the square. In Discovering Advanced Algebra, Lessons 6.2, 6.3, and 6.4, students further develop their conceptual understanding of the relationship between zeros and factors of polynomials through polynomial equations of degree 3 and higher. In both courses, students determine factors of polynomial equations from graphs in addition to finding the zeros for given polynomial equations.The instructional materials provide opportunities for students to independently demonstrate conceptual understanding throughout the series. For example:G-SRT.2: In Discovering Geometry, Lesson 7.1, students determine why two figures are similar. They are expected to answer that the angles are congruent and that the sides are proportional. On Chapter 7, Quiz 1 Form A, students explain why or why not two triangles are similar in Problems 3 and 4. On Chapter 7, Constructive Assessment Options, Problem 3, students extend the sides of a trapezoid to create similar triangles. Students explain why the triangles constructed are similar and determine the ratio of the corresponding sides. In Chapter 11, Constructive Assessment Options, Problem 7, students find the ratio between surface area and volume of two similar triangular pyramids and explain why their cross sections are similar.G-SRT.6: In Discovering Geometry, Lesson 12.1, students explore right triangles with acute angle measures of 20 and 70 degrees. As students draw similar triangles with these angle measures, students develop an understanding that side ratios in right triangles are properties of the angles in the triangle, which leads to definitions of trigonometric ratios for acute angles.S-ID.7: In Discovering Algebra, Lesson 3.3, students interpret the slope of a graph (speed) and starting location (intercept) in order to provide walking directions to another student. In Chapter 3, Quiz 1 Form A, students complete similar problems.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Discovering series meet expectations that the materials provide intentional opportunities for students to develop procedural skills, especially where called for in specific content standards or clusters. The materials routinely address procedural skills and start each chapter with \u201crefreshing your skills.\u201d The materials include an Exercise section so students can independently practice skills and concepts addressed in the lesson.The instructional materials develop procedural skills throughout the series. For example:F-BF.3: In Discovering Algebra, Lesson 7.5, Problems 4 and 5, students describe the graph of an equation based on the graph of the parent function. Students also write an equation given the description of the transformation and the graph of the parent function. In Chapter 7, Quiz 3, students describe the transformation and write the equation given a parent function.A-APR.6: In Discovering Advanced Algebra, Lesson 6.8, students multiply and divide rational numbers without context to develop procedural skill. Students solve these stand-alone problems during the lessons in Example A and B as well as during the Exercise portion. In Quiz 3, students solve four problems involving rational equations without context to further develop procedural skill regarding rational expressions.G-GPE.7: In Discovering Geometry, Coordinate Geometry 9, students use the distance formula to determine the perimeters and areas of quadrilaterals and triangles.The instructional materials provide opportunities to independently demonstrate procedural skills throughout the series in the following examples:A-SSE.2: In Discovering Advanced Algebra, Lesson 6.2, students complete guided examples of how a cubic expression for volume can be converted from one form to another (i.e., standard to factored). The materials include methods for using each form to find information about the behavior of the function (the graphed path of the volume expression). Students solve similar problems individually during Exercise 6.2.F-BF.3: In Discovering Algebra, Lesson 7.5, students individually practice transforming absolute value, quadratic, and exponential functions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7afdc95a-112b-4913-b1b4-f6b60de488e8": {"__data__": {"id_": "7afdc95a-112b-4913-b1b4-f6b60de488e8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "bbb2abbd-10eb-48c0-9b19-546acad7b937", "node_type": null, "metadata": {}, "hash": "7ff086339a78f42a6a2d272de27b6fe98c4104ceb0515bbe10df9e792af4cec3"}, "3": {"node_id": "bd7d8b53-9561-4ed4-b068-9a22ce910d10", "node_type": null, "metadata": {}, "hash": "5e254f0df32c93f7332e31b61e7a2eeff39ab9d2934e6ff65e6eed21de6a6541"}}, "hash": "d7423a25e9dbadc4e4fdbb57117e9c97cc34d18840d9e4d68030e9a87441e4ae", "text": "In Discovering Advanced Algebra, Lesson 3.5, students individually practice transforming square root functions, in Lesson 3.7, circles, in Lesson 6.6, rational functions, and in Lesson 7.5, trigonometric functions.G-GPE.4: In Discovering Geometry, Coordinate Geometry 11, students individually use coordinates to prove the definitions of polygons, such as specific quadrilaterals and triangles, by completing the distance formula or slope.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Discovering series meet expectations that the materials support the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Overall, the instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematics and independently demonstrate the use of mathematics flexibly in a variety of contexts.The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematics throughout the series. For example:N-Q.2: In Discovering Algebra, Lesson 2.3, students use conversion rates within contextualized problems. In Exercise 11, students find the conversion factor from a table and use it to solve multiple problems. This problem is multi-step and non-routine.S-IC.1: In Discovering Advanced Algebra, Lesson 9.1, students use statistics as a process for making inferences about population parameters based on a random sample from that population within contextualized problems.Chapter 6 of Discovering Geometry addresses applications of transformations. Students explore transformations through activities such as \"Finding A Minimal Path\" and \"Exploring Tessellations.\"The instructional materials include opportunities for students to independently demonstrate the use of mathematics flexibly in a variety of contexts. For example:F-IF.4: In Discovering Algebra, Lesson 4.3, Graphs of Real World Situation, students are provided with four problem contexts and need to match them to their corresponding graphs (six are given).A-SSE.3: In Discovering Advanced Algebra, Lesson 5.1, students construct a function from a table and answer questions using their function related to the problem context.G-SRT.8: In Discovering Geometry, Lesson 12.2, students use trigonometric functions to solve single and multi-step contextualized problems.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials for the Discovering series meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. The materials represent each aspect of rigor both independently and together.The materials frequently prompt students to explain their reasoning to demonstrate conceptual understanding, and students complete at least one investigation in each lesson to better understand the concept in the lesson. The lessons also provide opportunities for students to practice problems to increase procedural skills with certain topics. The materials frequently use application/contextualized problems to relate concepts to real-world scenarios. Problems oftentimes address conceptual understanding with procedural skill or conceptual understanding with application.All three aspects of rigor are present independently throughout the program materials in the following examples:Functions and transformations are addressed in Discovering Algebra and Discovering Geometry. The \u201crules\u201d related to different transformations, presented in Discovering Algebra, represent the procedural skills for this topic. The use of transformations with functions and combinations of transformations in Discovering Geometry represent conceptual understanding of this topic.In Discovering Algebra, Lesson 5.1, students solve systems of linear equations. Most of the problems in this lesson do not have contexts, so students develop procedural skills in relation to A-REI.6.In Discovering Geometry, Lesson 4.6, students complete several proofs. Students develop conceptual understanding of the triangle congruence criteria in regards to G-CO.8 and G-SRT.5 through the completion of the proofs.In Discovering Advanced Algebra, Lesson 7.6, Exercise 14, students apply trigonometric functions to model a person\u2019s distance from the ground at different places on a double ferris wheel and at different points of the ferris wheel's rotation.Multiple aspects of rigor are engaged simultaneously to develop students\u2019 mathematical understanding of a topic throughout the materials in the following examples:In Discovering Advanced Algebra, Lesson 6.1, students write a function to model the height of a falling object due to gravity (application).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd7d8b53-9561-4ed4-b068-9a22ce910d10": {"__data__": {"id_": "bd7d8b53-9561-4ed4-b068-9a22ce910d10", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "7afdc95a-112b-4913-b1b4-f6b60de488e8", "node_type": null, "metadata": {}, "hash": "d7423a25e9dbadc4e4fdbb57117e9c97cc34d18840d9e4d68030e9a87441e4ae"}, "3": {"node_id": "3e5ad5db-9c61-4882-a3f0-24e31a035181", "node_type": null, "metadata": {}, "hash": "60105bfb749de6d5dc698774e19fef4dbb1512e9e672844249f91d1409d0b7a3"}}, "hash": "5e254f0df32c93f7332e31b61e7a2eeff39ab9d2934e6ff65e6eed21de6a6541", "text": "Students graph the function and write a description of the graph in the context of the problem (conceptual understanding) for S-ID.6a.In Discovering Algebra, Lesson 6.1, students compare adding the same amount to an account each year with earning interest on the amount each year (application). From this, students compare linear growth to exponential growth (conceptual understanding). In Example C, students divide consecutive terms to find the constant multiplier of a sequence of numbers (procedural skill).\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for the Discovering series partially meet expectations that the materials support the intentional development of overarching mathematical practices (MP1 and MP6) in connection to the High School Content Standards. Overall, MP1 and MP6 are used to enrich the mathematical content, and there is intentional development of MP1 and MP6. However, for all of the MPs across the series, there are many examples of misleading identifications as evidenced in the EdReports.org Criterion Summary for the MPs.Some examples where MP1 (Make Sense of Problems and Persevere) is used to enrich the mathematical content include:In Discovering Algebra, Lesson 3.4, Investigation the Teacher Notes state: \u201cIn Steps 1-5, students are making sense of the problem and looking at correspondences between representations of the situation.\u201d Students use MP1 as they make connections between recursive rules and linear equations.In Discovering Advanced Algebra, Lesson 4.3, Teacher Notes, students persevere (MP1) in determining that any point on the graph can serve as a starting place for solving the problem.Some examples where MP6 (Attend to Precision) is used to enrich the mathematical content include:In Discovering Algebra, Lesson 5.2, the Teacher Notes state that students attend to precision (MP6) by \u201cusing complete sentences and appropriate mathematics as evidence in stating and supporting their conjectures\u201d about the slopes of parallel and perpendicular lines.In Discovering Geometry, Lesson 6.2, Teacher Notes, students use precise mathematical language (MP6) as they write conjectures about the results of composing two reflections.Examples of the misidentifications for MPs 1 and 6 include:In Discovering Algebra, Lesson 6.2, the teacher\u2019s notes for the Investigation state: \u201cStep 1. Students who did not do Chapter 0 may need help in seeing how to generate one stage from another. Have them write a rule.\u201d MP1 is identified for this lesson, but students do not have to make sense of the problem or persevere in solving it as they can reference Lesson 0.3 to see further stages of the pattern.In Discovering Advanced Algebra, Lesson 1.1, MP6 is identified, and the Teacher\u2019s Edition prompts the teachers to ask: \u201cWhat\u2019s behind the pattern?\u201d An explanation for the teacher states: \u201cMathematics isn\u2019t only about seeing patterns but also about explaining them.\u201d However, students do not need to provide precise explanations in this lesson.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for the Discovering series meet the expectation that the materials support the intentional development of reasoning and explaining (MP2 and MP3), in connection to the High School Content Standards. The majority of the time, MP2 and MP3 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, students are expected to reason abstractly and quantitatively as well as construct viable arguments and critique the reasoning of others.Some examples where MP2 (Reason Abstractly and Quantitatively) is used to enrich the mathematical content include:In Discovering Algebra, Lesson 4.2, Investigation Step 1, students examine a series of tables, determine which relations are functions (MP2), and explain their reasons for their answers.In Discovering Geometry, Lesson 8.1, Investigation 1, students transform a parallelogram and a triangle labeled with dimensions expressed as variables to derive the formulas for the area of a parallelogram and triangle, respectively. Students reason abstractly by transforming general figures and manipulating variable dimensions, and they can reason quantitatively by contextualizing the general figures and calculating numerical areas to verify the derived formulas are valid (MP2).In Discovering Advanced Algebra, Lesson 3.1, students examine a graph of the speed and time two cars traveled.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3e5ad5db-9c61-4882-a3f0-24e31a035181": {"__data__": {"id_": "3e5ad5db-9c61-4882-a3f0-24e31a035181", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "bd7d8b53-9561-4ed4-b068-9a22ce910d10", "node_type": null, "metadata": {}, "hash": "5e254f0df32c93f7332e31b61e7a2eeff39ab9d2934e6ff65e6eed21de6a6541"}, "3": {"node_id": "fe44b1d9-1469-4cca-974f-cc0e908b3993", "node_type": null, "metadata": {}, "hash": "57c7fc84a0489738c7f9db7a43437b083718c4ce6451fc4638be25e4f4995c94"}}, "hash": "60105bfb749de6d5dc698774e19fef4dbb1512e9e672844249f91d1409d0b7a3", "text": "Students determine which car will be in the lead after 1 minute (MP2) and explain their reasoning.In Discovering Advanced Algebra, Lesson 2.7, students reason abstractly and quantitatively (MP2) by adding and subtracting rational numbers. Students add fractions using fraction bars, and they add and subtract rational expressions in an abstract manner.Some examples where MP3 (Construct Viable Arguments and Critique the Reasoning of Others) is used to enrich the mathematical content include:In Discovering Algebra, Lesson 2.1, students examine the work of three different students and answer the following questions: \u201cThere are many ways to solve proportions. Here are three student papers, each answering the question \u201813 is 65% of what number?\u2019 What steps did each student follow? What other methods can you use to solve proportions?\u201d Students analyze the different solutions to determine what steps were taken.In Discovering Algebra, Lesson 5.2, \"The Slopes Investigation,\" students plot separate rectangles and find the slopes of the four sides to conclude that opposite sides have equal slopes and adjacent sides have slopes that are opposite reciprocals. They move from the concrete shape to the abstract slopes and construct an argument to support their findings (MP2 and MP3).In Discovering Geometry, Chapter 4, Constructive Assessment Options, Problem 2, students agree or disagree with \"Chloe\" as to whether her triangle on her quiz has enough information to solve the problem. Students provide reasoning to support their answer.Discovering Advanced Algebra, Lesson 2.2, Exercise 12 contains a system of equations. Three fictitious students in the problem recommend different ways to solve the system by substitution, elimination, or graphing. Students determine which method works the best for this particular problem and why.An example of the misidentifications for MPs 2 and 3 is in Discovering Geometry, Lesson 7.2. The teacher\u2019s notes for summarizing the lesson include: \u201cReturn to the list of all potential shortcuts: AA, SSS, SAS, SAA, ASA, and SSA. 'You\u2019ve considered the first three as similarity shortcuts in this lesson; what about the last three?' Ask whether it would help to consider cases in which SSA failed as a congruence shortcut [SMP 1,3,6].\u201d Students do not construct a viable argument or critique the reasoning of others (MP3).\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for the Discovering series partially meet expectations that the materials support the intentional development of modeling and using tools (MP4 and MP5), in connection to the High School Content Standards.For MP4, throughout the Discovering series, students routinely complete portions of model with mathematics.In Discovering Algebra, Lesson 4.6, Exercise 10, students compute the number of calories burned while walking. Students use the data in the table to write an equation and determine the real-world meaning of the equation. Students are also asked if a certain equation can model the situation.In Discovering Algebra, Lesson 1.4, \"The Hand Spans Investigation,\" students collect hand span measurements for the classroom and model the data in a histogram and a stem and leaf plot. Then, they assess which representation would be most appropriate to use under certain circumstances.In Discovering Advanced Algebra, Lesson 7.6, Example B, students build a mathematical model which will find the vertical height of a seat on a ferris wheel at any time during the rotation.In Discovering Geometry, Lesson 6.2, \"Finding a Minimal Path Exploration,\" students use a protractor and straightedge on patty paper to model shots on a pool table.For MP5, throughout the Discovering series, students do not have opportunities to choose an appropriate tool to use to solve a problem because the materials include directions which specify which tool(s) to use.In Discovering Algebra, Lesson 4.6, the teacher notes state: \u201cStep 3 uses technology to allow students to focus on how the tables and graphs are the same.\u201d However, in Step 3, students are directed to: \u201cEnter both your point-slope equation and your intercept equation into your calculator.\u201d Thus, students are not choosing their own tools.In Discovering Geometry, Lesson 4.2, MP5 is referenced multiple times in the teacher notes, but students do not choose their own tools in the investigations. In Investigation 1, students are directed to use patty paper and a protractor to construct a triangle and measure the angles in it.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fe44b1d9-1469-4cca-974f-cc0e908b3993": {"__data__": {"id_": "fe44b1d9-1469-4cca-974f-cc0e908b3993", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "3e5ad5db-9c61-4882-a3f0-24e31a035181", "node_type": null, "metadata": {}, "hash": "60105bfb749de6d5dc698774e19fef4dbb1512e9e672844249f91d1409d0b7a3"}, "3": {"node_id": "3fd522cf-a294-4065-8da6-fec835b91b03", "node_type": null, "metadata": {}, "hash": "4ed3692536980ffd8d4b9e1317dde36ce9d0d7e2cb4b8dd159bad38b028d6957"}}, "hash": "57c7fc84a0489738c7f9db7a43437b083718c4ce6451fc4638be25e4f4995c94", "text": "In Investigation 2, students are directed to use a compass to copy an angle during the construction of a triangle.In Discovering Advanced Algebra, Lesson 4.2, the teacher notes provide the following: \u201cAsk students to check the answers on their calculators. [SMP 5]\u201d There is no indication that students are choosing their own tools, but they are directed to use the calculator.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for the Discovering series meet expectations that the materials support the intentional development of seeing structure and generalizing (MP7 and MP8) in connection to the High School Content Standards. The majority of the time, MP7 and MP8 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, support is present for the intentional development of seeing structure and generalizing.Some examples where MP7 (Look for and Make Use of Structure) is used to enrich the mathematical content include:In Discovering Algebra, Lesson 3.7, students examine the graph of two lines and use the structure of the graphed lines to determine how the lines and their equations are similar.In Discovering Algebra, Lesson 6.1, students look for and describe patterns in the data they have collected. They look for structure when they analyze the pattern to see if it is linear. By examining data and determining that linear data grows at equal amounts over equal intervals, students look for and make use of structure.In Discovering Geometry, Lesson 6.4, Congruence Shortcuts, students complete a series of compositions to see if certain compositions of transformations can be combined into a single transformation.In Discovering Advanced Algebra, Lesson 5.2, Investigation, students expand a binomial raised to the second power resulting in a perfect-square trinomial. Students use the structure of the perfect-square trinomial to rewrite other expressions as perfect-square trinomials (completing the square) which develops the vertex form of a quadratic equation. Students also use the structure of completing the square to determine how to find the x-coordinate of a vertex given the general form of a quadratic equation. MP7 is not identified in the teacher materials for this lesson, though students use structure to proceed through the investigation.Some examples where MP8 (Look for and Express Regularity in Repeated Reasoning) is used to enrich the mathematical content include:In Discovering Advanced Algebra, Lesson 6.7 Investigate Structure, students graph rational functions. Students determine the slant asymptote equation for a general rational function in terms of variables by recognizing patterns from the graphs of the provided functions.In Discovering Algebra, Lesson 3.1 The Toothpick Patterns Investigation, students complete a series of repeated steps to determine a recursive formula for finding the number of toothpicks in subsequent terms.In Discovering Geometry, Lesson 5.1, students examine different angle sums in polygons and look for a pattern to determine the polygon interior angle sum formula.An example of the misidentifications for MPs 7 and 8 is in Discovering Geometry, Lesson 2.3. Students draw a model of handshakes using points and line segments and, after completing a table, are told, \u201cNotice that the pattern does not have a constant difference. That is, the rule is not a linear function. So we need to look for a different kind of rule.\u201d The teacher\u2019s note states: \u201cStep 3. Students may be drawing points rather randomly. \u201cHow could you arrange the points to be sure that every pair is connected by a line segment?\u201d [Using vertices of a convex polygon is a good arrangement.] [SMP 1,2,4,7,8]\" Duplicating a representation given in the investigation does not engage students in MP4. Furthermore, students do not use MP7 or MP8 as students are told that the pattern does not have a constant difference. Students do not engage in MP7 or MP8 on their own due to the steps that are provided for the investigation.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the Discovering series meet expectations that the underlying design of the materials distinguishes between problems and exercises.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3fd522cf-a294-4065-8da6-fec835b91b03": {"__data__": {"id_": "3fd522cf-a294-4065-8da6-fec835b91b03", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "fe44b1d9-1469-4cca-974f-cc0e908b3993", "node_type": null, "metadata": {}, "hash": "57c7fc84a0489738c7f9db7a43437b083718c4ce6451fc4638be25e4f4995c94"}, "3": {"node_id": "750ab08e-b1ea-4eb6-b3f6-d774971d75a7", "node_type": null, "metadata": {}, "hash": "b9d30aa38d7adeab12cb6aa19de229d8f9d186cea56762e8e24335c04f2dad79"}}, "hash": "4ed3692536980ffd8d4b9e1317dde36ce9d0d7e2cb4b8dd159bad38b028d6957", "text": "Each lesson presents problems designed to introduce new content along with investigations and explorations. After new content is introduced, students complete Exercises designed to engage them in content of the lesson. Many lessons include a performance task in the Exercises. The lesson resources also provide Launch problems, One-Step problems, Extra Examples, Closing Questions, and Developing Proof. \u00a0In Discovering Algebra, there are Dynamic Explorations which are designed to help students develop knowledge of the content in the chapter, and these explorations are aligned to specific lessons. In Discovering Geometry, there are Dynamic Math Investigations, where students use the sketch program to investigate concepts in each chapter. These dynamic explorations/investigations enable students to develop knowledge from problems as opposed to practicing and applying knowledge in exercises. In Discovering Advanced Algebra, there are Explorations which are similar to the Investigations found in the Student and Teacher Editions. These Explorations allow students to further develop knowledge of concepts from problems rather than exercises. The Explorations found in Discovering Advanced Algebra are not linked to any particular chapter or lesson. In all three products, there are More Practice Your Skills (in Discovering Geometry, these are titled Practice Your Skills), which are more exercises for students to practice the content they have learned.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the Discovering series meet expectations that the design of the assignments is not haphazard and given in intentional sequences. The materials present problems for students to explore content initially and then exercises for students to practice the content. Students complete a launch problem to have productive struggle with the content and determine their prior knowledge. In One-Step problems, students further grapple with the content. Students develop understanding of the content through problems, investigations, and explorations within the lesson. Students then complete exercises to practice the new content. The teacher materials provide ample additional resources that include content-rich tasks that could be provided to students.Concepts build upon each other within the courses. For example, in Discovering Algebra, Lesson 5.3 includes linear equations written in different forms, and it builds upon work in Lesson 5.1, where linear equation are expressed as y in terms of x. In Discovering Geometry, students encounter a variety of Dynamic Explorations placed within lesson presentations and exercises to allow students to explore concepts and develop understanding. For example, in Lesson 4.3, students use the Dynamic Exploration as a visual representation of triangle inequalities and the exterior angle theorem.The One-Step problems offer ways to modify the investigations (present problems from the lesson in different ways), so there is not as much scaffolding. For example, in Discovering Advanced Algebra, Lesson 4.3, the One-Step problem presents Example B in only one question where Example B in the lesson uses three parts to scaffold the students\u2019 answer to the ultimate question \u201cHow loud was the bell when it was struck?\u201d\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for the Discovering series meet expectations that there is variety in how students are asked to present the mathematics. In Discovering Geometry, students solve problems by creating sketches, using dynamic geometric software, completing flowmaps, constructing proofs, and writing descriptions and explanations of their work. In Discovering Algebra and Discovering Advanced Algebra, methods for presenting mathematics include creating graphs, tables, equations, descriptions, and reports.The variety of solutions required for the problems extends to the Assessment Resources provided with each course. The Modeling Tasks also add some variety to the types of responses required throughout the series. In the Cohesive Assessment System, teachers may select exercises that require constructed responses (called Essay questions in the system), Subjective Short Answer questions requiring short responses, and multiple-choice questions with one correct answer.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for the Discovering series meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written models. Students work with virtual manipulatives and through explorations using physical objects as directed in the lessons. In Discovering Algebra, students roll a pencil down a book at a given angle and collect data about the the distance the pencil travels. These manipulatives assist students in understanding the concepts as students create a model from the exploration.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "750ab08e-b1ea-4eb6-b3f6-d774971d75a7": {"__data__": {"id_": "750ab08e-b1ea-4eb6-b3f6-d774971d75a7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "3fd522cf-a294-4065-8da6-fec835b91b03", "node_type": null, "metadata": {}, "hash": "4ed3692536980ffd8d4b9e1317dde36ce9d0d7e2cb4b8dd159bad38b028d6957"}, "3": {"node_id": "d7bf05be-bc0e-4941-bb63-acdb91d71bf6", "node_type": null, "metadata": {}, "hash": "1c88b418d06b115a30ecb9dc6b5c1dfa1814a7f5af7a8cd3b3c8d930d9799d1a"}}, "hash": "b9d30aa38d7adeab12cb6aa19de229d8f9d186cea56762e8e24335c04f2dad79", "text": "These manipulatives assist students in understanding the concepts as students create a model from the exploration. Students use coordinate grids and graph paper to construct polygons in Discovering Geometry, as well as interactive graphing software for explorations.In Discovering Advanced Algebra, students make algebraic connections primarily using equations, tables, and graphs. Also in Discovering Advanced Algebra, an Exploration on Geometric Probability is provided in the digital product resources. In this exploration, students use a ruler, penny, nickel, dime, quarter, and grid paper to investigate a problem. The coins are used to represent the different sizes of coins. The grid paper is used as a representation of congruent tiles mentioned in the problem.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for the Discovering series have a visual design that is not distracting or chaotic but supports students in engaging thoughtfully with the subject. The student materials presented online are organized in a consistent manner with each lesson followed by student exercises. Resources, provided in a tab, are consistently organized with Launch, One-Step, Extra Examples, and Closing Questions. Students can bookmark pages to return to content as well as take notes on the sidebar. All materials are clearly labeled and consistently numbered. In each lesson across the series, the Investigations are condensed so that students may reveal one step at a time.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the Discovering series meet expectations for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. In the Teacher Edition under Teaching the Lesson, teachers are provided questions to guide students\u2019 mathematical understanding and detailed support for how to teach each lesson. Teachers are also provided Critical Questions to ask students about the Big Idea of the activity. For example, in Discovering Geometry, Lesson 6.1, the Critical Question is \u201cIs a rotation through 0\u00b0 a rotation?\u201dThe Critical Questions and Big Ideas are placed throughout the lesson in the teacher\u2019s notes to help the teacher check for student understanding at different points in the lesson. In addition to the Critical Questions and Big Ideas, the materials provide questions labeled Ask in the teacher notes. For example, in Discovering Advanced Algebra, Lesson 4.1, the teacher notes for Example B include \u201cWhy are these functions equivalent?\u201d along with an explanation on how to answer the question. In Summarize in the same lesson, teachers are presented with three additional questions for students to consider on increasing exponential functions and how they relate to the work with half-life completed in the lesson.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for the Discovering series meet expectations for containing a Teacher Edition with ample and useful annotations and suggestions on how to present the content in the student edition and ancillary materials. Where applicable, the materials include teacher guidance for the use of embedded technology to support and enhance student learning. The materials include useful annotations and suggestions on how to teach the content in Teaching the Lesson in the Teacher Edition for each lesson. The materials include step-by-step instructions about how to Launch the lesson and conduct the investigations and explorations. Teachers are also provided formative assessment instructions as well as ways to summarize each lesson. The materials provide teacher guides for lessons in the ancillary materials. Teachers also have detailed notes on how to use the TI-84 and Ti-Nspire during lessons, and support is provided around the interactive investigations in the Discovering Geometry ancillary materials.In the Teachers Notes for each section, there are Objectives, Vocabulary, Materials needed for the lesson, and connections to math practices. There is also a brief explanation that gives an overview of the content to be addressed in the lesson, and in some cases, there are connections to previous lessons. Additionally, teachers are provided extra examples in Apply of the Teacher Notes along with Closing Questions and suggested exercises for students in Assigning Exercises. In the Teacher Notes, teachers are given explanations for what to watch for as students complete the problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d7bf05be-bc0e-4941-bb63-acdb91d71bf6": {"__data__": {"id_": "d7bf05be-bc0e-4941-bb63-acdb91d71bf6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "750ab08e-b1ea-4eb6-b3f6-d774971d75a7", "node_type": null, "metadata": {}, "hash": "b9d30aa38d7adeab12cb6aa19de229d8f9d186cea56762e8e24335c04f2dad79"}, "3": {"node_id": "16c2aab2-dae2-4cf7-b003-0edc42b7b817", "node_type": null, "metadata": {}, "hash": "95b015f528fcaceb49f0f932bbf93c5d3e2815b417900d4af9d56488482ae115"}}, "hash": "1c88b418d06b115a30ecb9dc6b5c1dfa1814a7f5af7a8cd3b3c8d930d9799d1a", "text": "This may include questions to ask for various exercises that can help to deepen the understanding of the exercise, information about what is included in the exercise (in Discovering Advanced Algebra, Lesson 4.1 Exercise 8, \u201c...the data have decimal values in the exponent.\u201d), and alerts for possible misconceptions or errors.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the Discovering series meet expectations for containing a Teacher Edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary. The teacher ebook for each course contains guidance within Teaching the Lesson and Answer for each lesson. One tab of Teaching the Lesson and Answer provides The Mathematics at the beginning of the unit, and The Mathematics provides an overview of the terms within the unit and their connection to the content within the course and beyond.Discovering Algebra and Discovering Advanced Algebra supplemental materials also include Problem Strings. Problem Strings provides guidance for both the student and teachers related to concepts for each unit. For example, the problem string for Discovering Advanced Algebra, Lesson 6.1, provides information that \u201cthe strategy we are calling \u2018adding ordinates\u2019 comes from the (abscissa, ordinate) language of ordered pairs. It simply means adding the y-values from the parts of a combination function.\u201d\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for the Discovering series partially meet expectations for containing a Teacher Edition that explains the role of the specific mathematics standards in the context of the overall series. In Teaching the Lesson in the CCSS section of the teachers\u2019 materials, the materials provide the relationship of the mathematics of the chapter to prior content. However, the mathematics of the chapter is not connected to future courses in the overall series. For example, in Discovering Geometry, Chapter 12, \u201cThe definitions of sine, cosine, and tangent ratios for acute angles are founded on right triangles and similarity, and, with the Pythagorean Theorem, are fundamental in many real-world and theoretical situations. Students in Grade 8 applied the Pythagorean Theorem to determine unknown side lengths in right triangles (8.G.7). In high school, students apply their earlier experience with dilations and proportional reasoning to apply similarity in right triangles to understand right triangle trigonometry, with particular attention to special right triangles and the Pythagorean theorem to solve problems (G.SRT.6\u22128). The Pythagorean Theorem is then generalized to non-right triangles by the Laws of Sines and Cosines. Students develop the Laws of Sines and Cosines in order to find missing measures of general (not necessarily right) triangles, building on their work with quadratic equations in algebra (G.SRT. 9\u221211).\u201dAlso, in Discovering Algebra, the CCSS section of Teaching the Lesson for Chapter 6 (Exponents and Exponential Models) connects the content to standards from Grades 5-8. The remainder of the CCSS discussion describes standards addressed in Discovering Algebra, but it does not make a connection \u00a0to Discovering Advanced Algebra, Chapter 4 (Exponential, Power, and Logarithmic Functions). In the notes for Discovering Advanced Algebra, Chapter 4, there are three sentences that describe the work completed in Discovering Algebra and how the work is extended, but there is no connection to future work in the course or future courses.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the Discovering series do not provide a list of lessons in the Teacher Edition, cross-referencing the standards addressed and providing an estimated instructional time for each lesson, chapter, and unit. The materials do not include a pacing guide in the student ebook, teacher ebook, or supplementary materials. A list of standards is provided in a CCSS Correlation document in the supplementary materials for each course that provides the lesson(s) where each standard is located.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for the Discovering series contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support progress and achievement in Discovering Algebra and Discovering Geometry.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "16c2aab2-dae2-4cf7-b003-0edc42b7b817": {"__data__": {"id_": "16c2aab2-dae2-4cf7-b003-0edc42b7b817", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "d7bf05be-bc0e-4941-bb63-acdb91d71bf6", "node_type": null, "metadata": {}, "hash": "1c88b418d06b115a30ecb9dc6b5c1dfa1814a7f5af7a8cd3b3c8d930d9799d1a"}, "3": {"node_id": "810f259f-7b06-44b9-af01-125ddbb75bb1", "node_type": null, "metadata": {}, "hash": "5af257fdbccc10cd98819fc7c5e46f6242eb6fe55044184bb2f5d419663f51fa"}}, "hash": "95b015f528fcaceb49f0f932bbf93c5d3e2815b417900d4af9d56488482ae115", "text": "In these two courses, there is Guide for Parents for each chapter in the supplementary materials, and Guide for Parents contains a content summary for the chapter along with review problems and associated answers. The Guide for Parents also includes a summary problem and questions the parents can ask their students as they complete the problem. Discovering Advanced Algebra does not include Guide for Parents in the supplementary materials.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for the Discovering series contain explanations of the instructional approaches of the program and the identification of the research-based strategies. Guide for Teachers is provided in the supplementary materials and is the same for each course. This guide provides various instructional strategies and ways in which teachers can implement them. For example, teachers are provided guidance on how to use cooperative learning, investigation-based classrooms, and various student groupings among other instructional strategies. There are also questions about cooperative learning answered by the authors to help with implementing the strategy in classrooms. The authors also provide questions teachers should ask when planning a lesson; following those questions, there are three sample lessons with one from each course.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for the Discovering series meet expectations for gathering information about students' prior knowledge within and across grade levels/courses. The materials provide opportunities for teachers to access students' prior knowledge in the Launch at the beginning of each lesson. For example, in Discovering Geometry, Lesson 8.1, \u201cA rectangle has dimensions 6 ft by 8 ft. What is the area and perimeter of the rectangle? Describe what the perimeter and area each represent.\u201d In Discovering Algebra, each chapter includes Refreshing Your Skills, which includes exercises related to topics from previous courses that will be used in the chapter.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the Discovering series meet expectations for providing support for teachers to identify and address common student errors and misconceptions. In Teaching the Lesson in the teacher ebook, the materials provide common misconceptions to problems in the exercises and advice on how to further student understanding if these misconceptions occur. For example, in Discovering Geometry, Lesson 4.7, \u201cStudents may claim that they don\u2019t have enough information to prove the given triangles congruent. Ask \u201cCan you make any triangles that you could prove congruent from the given information?\u201d Teachers also look for misconceptions during group activities and are provided support on how to address these misconceptions. For example, in Discovering Algebra, Lesson 8.2, \u201cNote any groups that plot (width, length) instead of (width, area). As students describe their graphs and whether the points should be connected, ask whether others in the class agree or disagree and why.\u201d In Discovering Advanced Algebra, Lesson 6.2, students investigate maximizing volume in boxes, and in Step 7, teachers are given information about how to address students\u2019 understanding of maximum based on the real-world domain for the function they are using. This clarifies misunderstandings regarding maximum and minimum values for polynomial functions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the Discovering series meet expectations for providing support for ongoing review and practice, with feedback, for students in learning both concepts and skills. In Teaching the Lesson provided in the teacher ebook, the materials provide feedback to give to students throughout the lesson and during the exercises on both concepts and skills. For example, in Discovering Advanced Algebra, Lesson 6.3, the materials give the following guidance, \u201cTo expand these expressions, students can either draw rectangle diagrams or distribute systematically. Support: To multiply three or more factors, suggest that students use the problem-solving technique of breaking down the problem into smaller problems.\u201d The materials also provide suggested student feedback in the supplementary materials. The Discovering series provides ongoing review and practice with a review at the end of each chapter that includes additional exercises and has the same type of feedback provided for teachers that was provided throughout the lessons. In the ancillary materials, there are More Practice Your Skills that offer additional practice exercises for each lesson.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the Discovering series partially meet expectations for assessments clearly denoting which standards are being emphasized. Standards are included with the items in the Kendall Hunt Cohesive Assessment System Test Generator.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "810f259f-7b06-44b9-af01-125ddbb75bb1": {"__data__": {"id_": "810f259f-7b06-44b9-af01-125ddbb75bb1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "16c2aab2-dae2-4cf7-b003-0edc42b7b817", "node_type": null, "metadata": {}, "hash": "95b015f528fcaceb49f0f932bbf93c5d3e2815b417900d4af9d56488482ae115"}, "3": {"node_id": "2af17ebd-cdbc-4a58-93e5-1be2acef3c87", "node_type": null, "metadata": {}, "hash": "bff06d7eb87d28b1400bc85ec88374e3178325d823a8d3bbc17b460e2afb9ede"}}, "hash": "5af257fdbccc10cd98819fc7c5e46f6242eb6fe55044184bb2f5d419663f51fa", "text": "Standards are included with the items in the Kendall Hunt Cohesive Assessment System Test Generator. However, assessments given within the materials do not indicate the standards addressed.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the Discovering series partially meet expectations for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Follow-up suggestions based on student performance on formative assessments are provided in Teaching the Lesson of the teacher ebook. However, teachers are not provided guidance for interpreting student performance and suggestions for summative quizzes or tests.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials reviewed for the Discovering series frequently ask students to check their work using a variety of methods. For example, in Discovering Advanced Algebra, Lesson 5.1, the materials state \u201cGraph each equation to check your answers.\u201d In Discovering Algebra and Discovering Advanced Algebra, each chapter includes Assessing What You\u2019ve Learned. This section offers possible ways students can demonstrate their understanding using a variety of methods including, but not limited to, performance assessments, portfolios, journal entries, and presentations. Each of these assessment methods is described in the Teacher Guide (which is the same for each course).\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the Discovering series meet expectations for providing teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners. The materials provide scaffolding for the majority of problems, and the materials are differentiated for groups of students. In the Teacher Edition, there is a tab that includes Modifying Investigation, Conceptual Procedural, Differentiated Instruction, and CCSS. Modifying Investigation includes ways the teacher could modify the investigation for time or levels of support. Conceptual Procedural describes how the lesson addresses conceptual and/or procedural teaching/learning. Differentiated Instruction includes strategies/statements for addressing content for ELL students, how to offer additional support for the students who need it, and how to modify the assignment/lesson for advanced learners. The suggested adjustments to instruction are not described in depth, and the materials do not provide justifications for the recommended adjustments to instruction.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the Discovering series meet expectations for providing teachers with strategies for meeting the needs of a range of learners. General strategies to meet the needs of all learners are included in Teaching the Lesson and in the Guide for Teachers in the supplemental materials. The general strategies suggested by the materials include ways to incorporate student grouping and exploration activities. In Teaching the Lesson, there are strategies labeled as Support, ELL, Language, and Alert that help the teacher make the materials accessible to all students. For example, in Discovering Advanced Algebra, Lesson 3.5, Teaching the Lesson gives Support, \u201cIf students are having difficulty reflecting the entire graph at once, encourage them to reflect each of the four marked points separately before reconnecting the segments. Students could use tracing paper to trace the function y = f(x) and perform the reflection in one step.\u201d\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the Discovering series meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations. There are several problems with multiple entry-points or problems with multiple solutions or representations. These problems are found within each lesson during explorations and within the modeling tasks included in the supplementary materials.In the Guide for Teachers, the materials state that there is flexibility by allowing teachers to choose which investigations to use and which investigations they might omit. Teachers also have the flexibility to use the One-Step problem in lieu of the full scaffolded investigation for most lessons, which can offer more opportunities for multiple entry-points and/or correct responses. There are also Projects included for each course. For Discovering Algebra, these Projects are embedded in the lessons in the student and teacher ebooks. For Discovering Geometry and Discovering Advanced Algebra, these Projects are included in the ancillary, digital materials and referenced in Teaching the Lesson for each chapter. These Projects offer additional opportunities for problems with multiple entry-points and multiple correct responses.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2af17ebd-cdbc-4a58-93e5-1be2acef3c87": {"__data__": {"id_": "2af17ebd-cdbc-4a58-93e5-1be2acef3c87", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "810f259f-7b06-44b9-af01-125ddbb75bb1", "node_type": null, "metadata": {}, "hash": "5af257fdbccc10cd98819fc7c5e46f6242eb6fe55044184bb2f5d419663f51fa"}, "3": {"node_id": "ff317649-d72e-4250-9a57-0347dc49339c", "node_type": null, "metadata": {}, "hash": "dda5e9525125be1c2613781f5c618b0be6de2d6f1be3947fd8e5c3b2fa65550a"}}, "hash": "bff06d7eb87d28b1400bc85ec88374e3178325d823a8d3bbc17b460e2afb9ede", "text": "The instructional materials reviewed for the Discovering series partially meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that support their regular and active participation in learning mathematics. For each lesson in the tab on the right side of the lesson, there is Differentiated Instruction. When selecting this, three boxes appear at the bottom of the screen; one of the boxes is ELL. There are general statements given for the entire lesson about adjustments to the lesson or things to watch out for as it relates to ELL students. However, justifications are not provided for the suggested changes to instruction for ELL students or other populations. Also in Teaching the Lesson, some lessons have comments that are tagged with ELL to offer suggestions on helping students with understanding the concepts/skills being addressed. For example:In Discovering Algebra, Lesson 1.1, \u201cMake sure that students understand the word category. You may want to do this example with students lining up as a human pictograph or as an activity in which students write their birthdays on sticky notes and build a pictograph of their birthday data.\u201dIn Discovering Geometry, Lesson 5.3, Guiding the Investigation 1, \u201cFor the next several lessons, create a vocabulary wall that shows each quadrilateral with its definition and related terms. After students complete an investigation, call on students to illustrate the related properties on the wall. Make sure to include drawings of quadrilaterals in \u201cnonstandard position,\u201d such as a trapezoid with bases that are not horizontal.In Discovering Advanced Algebra, Lesson 1.2, Exercises 7 and 8, \u201cHaving students describe the real-world meanings for these exercises will give them the chance to practice their vocabulary and will also serve as a checkpoint for comprehension.\u201d\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the Discovering series partially meet expectations for providing support for advanced students to investigate mathematics content at greater depth. For each lesson, there is a button for Differentiated Instruction. When selecting this, three boxes appear at the bottom of the screen, and one of the boxes is Advanced. There are general statements given for the entire lesson about possible assignments or questions to pose for extending the lessons, but there is not support specifically for advanced students. Some lessons have comments that are tagged with Extend or a section labeled Extensions, and examples include (these items are not identified for only advanced students but are extensions):In Discovering Algebra, Lesson 2.2, there is an Extend which states \u201cYou could design a study to count a second or third kind of fish.\u201dIn Discovering Geometry, Lesson 4.6 Exercises and Lesson 5.1 Exercises, there is a section labeled Extension which offers additional problems/questions to extend the thinking. In Discovering Advanced Algebra, Lesson 1.3, there is a statement labeled Advanced which states \u201c\u2018Will the value ever stop changing? We solve for it, but will the input value ever equal 300?\u2019 [In theory, the input value would grow to 300 only in an infinite length of time.]\u201d\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for the Discovering series provide a balanced portrayal of various demographic and personal characteristics. The photos and illustrations of people display a variety of demographics, and the names and situations portrayed in the series are diverse.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for the Discovering series provides opportunities for teachers to use a variety of grouping strategies in Teaching the Lesson and within the Guide for Teachers in the supplementary materials. For example, in Discovering Geometry, Lesson 4.2, teachers are provided the following guidance, \u201cIf you used the pair-share cooperative group strategy for the first investigation, have students switch partners or roles for this investigation.\u201d In Discovering Advanced Algebra, Lesson 1.5, Example A, the materials suggest having students work in pairs, and in Example B, the materials suggest having students work in small groups.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for the Discovering series do not encourage teachers to draw upon home language and culture to facilitate learning. While the materials provide vocabulary for students within the lesson and in Teaching the Lesson, students are not provided materials that draw upon home language or a variety of cultures.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ff317649-d72e-4250-9a57-0347dc49339c": {"__data__": {"id_": "ff317649-d72e-4250-9a57-0347dc49339c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bc361dab-c5f1-40ae-bbb4-9f9fa96f89f7", "node_type": null, "metadata": {}, "hash": "fdaaf6447a6519fa08f6a3f70f3bbcc7d85926c4b9aaae721695d8f080d42197"}, "2": {"node_id": "2af17ebd-cdbc-4a58-93e5-1be2acef3c87", "node_type": null, "metadata": {}, "hash": "bff06d7eb87d28b1400bc85ec88374e3178325d823a8d3bbc17b460e2afb9ede"}}, "hash": "dda5e9525125be1c2613781f5c618b0be6de2d6f1be3947fd8e5c3b2fa65550a", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for the Discovering series are web-based and compatible with multiple internet browsers. In addition, materials are \u201cplatform neutral\u201d and can be used on tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for the Discovering series formatively assess student understandings and skills using technology with Dynamic Explorations in Discovering Algebra and interactive tools within the ebook for each course. The instructional materials do not summatively assess student understanding through the use of technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for the Discovering series include few opportunities for teachers to personalize learning for all students, using adaptive or technological innovations. Assessments or assignments created through the Cohesive Assessment System (CAS) can be modified to personalize learning for all students, but the remainder of the materials are static and cannot be modified.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for the Discovering series are not easily customized for local use. The materials do not include a range of lessons to draw from on a topic. The materials contain multiple resources for working with each lesson in the supplementary materials; however, these materials are not digital.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for the Discovering series do not provide opportunities for teachers and/or students to collaborate with each other. Through the Cohesive Assessment System, there is no opportunity for teachers to contact students. There is no reference to websites or forums where topics may be discussed that would be provided by the publisher. The Guide for Teachers references teacher collaboration, but no digital resources are provided.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for the Discovering series integrate technology such as interactive tools, virtual manipulatives, and dynamic mathematics software in ways that engage students in the Mathematical Practices. Discovering Algebra contains a series of Dynamic Explorations that enable students to explore mathematical content, reason abstractly and explain their reasoning. For example, in Discovering Algebra, Lesson 4.8 Dynamic Exploration, students move data points around a graph to change drawn box plots while answering questions. Interactive tools can be found within the lessons of the ebook. For example, in Discovering Geometry, Lesson 10.1, students explore the connection between sine, cosine, and tangent within special right triangles using geometry software. There are also videos used in some lessons to help students in investigations. For example, in Discovering Advanced Algebra, Lesson 1.6, students watch a video and use the data in the video to model the rocket\u2019s distance as a function of time.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "51c8940a-925d-43b3-beb6-7b1f68adbdac": {"__data__": {"id_": "51c8940a-925d-43b3-beb6-7b1f68adbdac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89f161ff-9941-4ce0-8e27-ba8df8b87958", "node_type": null, "metadata": {}, "hash": "4b6c3f0be697caa30cfe00690e4133ebda577023f51e79abb4a524e5c1aa454f"}, "3": {"node_id": "bd72fbb1-cad5-47df-9483-5599c0dce589", "node_type": null, "metadata": {}, "hash": "7b46bfa8aff61b4059ce61e28e291f3faad382ff4376740de11db5fa7e8fa177"}}, "hash": "ced7cdca79c7fd61659e73f9de5297f10b051ef2f29b4f923e654e93028bd548", "text": "Go Math\n\nThe instructional materials reviewed for Grade 5 partially meet the expectations for alignment to the CCSSM. The instructional materials meet the expectations for gateway 1 as they appropriately focus on the major work of the grade and demonstrate coherence within the grade and across other grades. The instructional materials partially meet the expectations for gateway 2 as they appropriately address rigor within the grade-level standards, but there are missed opportunities in the materials when it comes to attending to the full meaning of the standards for mathematical practice. Overall, the instructional materials address the content standards very well and identify and partially integrate the practice standards.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 5 meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for both of the two focus criteria by not assessing above-Grade 5 standards and by allocating a large enough percentage of instructional materials to major standards of the grade. Many strengths are found and noted in the coherence criterion, and the instructional materials meet quality expectations for coherence. Overall, the instructional materials meet the expectations for each indicator in Gateway 1 except for indicator 1C.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for assessing grade-level content. Overall, the instructional materials do not assess content from future grades within the summative assessments provided for each chapter.\n\n\nThe instructional material assesses grade-level content. Content from future grades is identified only in the \"planning ahead\" section where it covers CCSSM from Grade 6 and prepping for Grade 6.\nFuture content is not assessed in the Grade 5 series. Standards assessed are clearly identified in the textbox titled \"Data Driven Decision Making.\" For example, Chapter 3, page 230A in the teacher's edition, gives a Grade 5 standard for each item assessed.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for spending a large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 5.\n\n\nThe series consists of eleven chapters. Nine of the 11 chapters (82%) are centered on place value, decimals, multiple operations, fractions and volume.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 5 partially meet the expectations for having the supporting content enhance focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does not always engage students in the major work of Grade 5.\n\n\nThere are only three instances in the two supporting chapters where the content enhances the major work of the grade: lesson 9.1, lesson 10.5 and lesson 10.6 support the major work on decimals and fractions.\nThere are missed opportunities for connecting supporting work to the major work of decimals and fractions.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for having an amount of content designated for one grade level as viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 180 days.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd72fbb1-cad5-47df-9483-5599c0dce589": {"__data__": {"id_": "bd72fbb1-cad5-47df-9483-5599c0dce589", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89f161ff-9941-4ce0-8e27-ba8df8b87958", "node_type": null, "metadata": {}, "hash": "4b6c3f0be697caa30cfe00690e4133ebda577023f51e79abb4a524e5c1aa454f"}, "2": {"node_id": "51c8940a-925d-43b3-beb6-7b1f68adbdac", "node_type": null, "metadata": {}, "hash": "ced7cdca79c7fd61659e73f9de5297f10b051ef2f29b4f923e654e93028bd548"}, "3": {"node_id": "5e517b13-4e3b-470e-bde7-d49d15620470", "node_type": null, "metadata": {}, "hash": "edb52bc8b0df336a8fdc15b39b1b8c65c5346766b1931b4853d133b697eb7a9e"}}, "hash": "7b46bfa8aff61b4059ce61e28e291f3faad382ff4376740de11db5fa7e8fa177", "text": "The suggested pacing for Grade 5 is 153 days according to the chapter's pacing chart provided on the \"chapter at a glance\" pages in each chapter. This number includes assessment days.\nIf time permits, there is a unit preparing for Grade 6; it has 25 days total in the unit.\nNot including days for assessment, the amount of content is viable within one school year because lessons account a total of 122 days.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for having materials that are consistent with the progressions in CCSSM. Overall, the materials give students extensive work with grade-level problems, and grade-level concepts are explicitly related to prior knowledge from earlier grades. Also, the materials develop according to the grade-by-grade progressions, with non-grade-level content clearly identified.\n\n\nEach chapter identifies grade-level work and how it ties into previous and future grades. For example, see chapter 1, teacher's manual, page 3J.\nEach chapter identifies the progression of the standard from previous grades (for example, chapter 1, page 3I has \"progression of operations and algebraic thinking and number and operations in base ten\").\nEach chapter has a page titled \"Learning Progressions and Content Standards,\" where the learning progressions are highlighted as well as the standards before and after the grade level. Chapter 2, teacher edition, page 85J is an example.\nMaterials give all students work within the grade-level. RTI activities are provided for tier 1, tier 2 and tier 3 work. Differentiated instruction is clearly mapped out. For example, see chapter 1, teacher's manual, page 3F.\nWithin grade-level work there is daily review, fluency practice and spiral review for students. Additionally there are reteaching and enrichment activities for each student to complete.\nThere are 99 lessons that span 153 days. All of the lessons provide work with grade-level problems.\nStudents are assessed on prior knowledge at the beginning of each chapter. For example, see chapter 3, teacher's manual, pages 149-50.\nEach chapter begins with a segment called \"Show What You Know,\" which assesses prior knowledge and/or prerequisite skills. Additionally, each chapter has a page titled \"Learning Progressions and Content Standards,\" where the learning progressions are highlighted as well as the standards before and after the grade level.\nThe content explicitly reviews material from prior grades. Examples include a list of progressions at the beginning of the chapter, a link to coherence at the beginning of each lesson, diagnostics that connect reteaching based on the prior grade level standards and spiral review in each lesson.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e517b13-4e3b-470e-bde7-d49d15620470": {"__data__": {"id_": "5e517b13-4e3b-470e-bde7-d49d15620470", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89f161ff-9941-4ce0-8e27-ba8df8b87958", "node_type": null, "metadata": {}, "hash": "4b6c3f0be697caa30cfe00690e4133ebda577023f51e79abb4a524e5c1aa454f"}, "2": {"node_id": "bd72fbb1-cad5-47df-9483-5599c0dce589", "node_type": null, "metadata": {}, "hash": "7b46bfa8aff61b4059ce61e28e291f3faad382ff4376740de11db5fa7e8fa177"}, "3": {"node_id": "d5c27193-9786-4724-ba30-a91307d9c00c", "node_type": null, "metadata": {}, "hash": "b04fb6509a2c8c0e5d98c7d78c548fafdf654c2f440a4e9ed4bf8de3c5f184b5"}}, "hash": "edb52bc8b0df336a8fdc15b39b1b8c65c5346766b1931b4853d133b697eb7a9e", "text": "Materials include learning objectives shaped by Common Core cluster headings. Each lesson contains a segment called \"Lesson at a Glance,\" which states the Common core standards, mathematical practices and learning objectives. For example, see Chapter 3, lesson 3.3, teacher's manual, page 163A.\nChapter 1 connects place value, multiplication and expressions.\nChapter 3 connects add and subtract fractions to equivalent fractions.\nChapter 2 connects Numbers and Base Ten to Numbers & Operations-Fractions.\nChapter 5 connects 5.NBT.A to 5.NBT.\nChapter 1 connects NBT to OA; Chapter 9 connects NBT to NF; and Chapter 6 connects OA to NBT.\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Grade 5 partially meet the expectations for rigor and mathematical practices. The instructional materials meet the expectations for the criterion on rigor and balance with a perfect score, but they only partially meet the expectations of the criterion on practice-content connections due to not fully attending to the meaning of each mathematical practice standard. Overall, the instructional materials are strong in regards to rigor, identifying mathematical practices, and the language of mathematics, but improvements can be made in consistently attending to the full meaning of practice standards where they are identified.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for giving attention to conceptual understanding. Overall, the materials develop conceptual understanding of key mathematical concepts, especially where specific content standards or cluster headings call for it.\n\n\nIn each chapter and lesson of Go Math, the alignment to conceptual understanding is identified. For example, chapter 1, lesson 1, page 5A notes that conceptual understanding will be covered in the \"share and show\" portion of the lesson.\nChapter 10, lesson 1, page 585A identifies the \"share and show\" activity as the venue where students are asked to identify conceptual understandings.\nOf the 99 lessons in the grade, 26 are primarily conceptual in nature and match the standards calling for conceptual understanding. For example, in chapter 1, lesson 1, the cluster heading for the objective is \"Understand the Place Value System,\" and the lesson has students using base-ten blocks to build understanding.\nThe beginning of each chapter has a page heading, \"Teaching for Depth.\" For example, see chapter 8, teacher's manual, page 489C.\nLessons have a \"teaching for depth\" box that specifically identifies what students should have conceptual understanding of in that particular lesson. For example, see chapter 8, lesson 5, teacher's manual, page 517A.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for giving attention to procedural skill and fluency. Overall, the materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\n\nEach lesson has a daily routine and fluency builder that provide procedural skill and fluency practice. For instance, in chapter 1, lesson 1, page 5b, the problem of the day has students solving a word problem that has one-step multiplication.\nThe fluency builder of chapter 1, lesson 1 has 10 problems where students have to find the value of the underlined number (\"place value in numbers up to five digits long\").\nOf the 99 lessons in the grade, 58 are primarily concerned with procedural skill and fluency and match the standards calling for procedural skill and fluency. For example, in chapter 5, lesson 6, the objective is \"add, subtract, multiply, and divide decimals to hundredths,\" and the lesson has students building procedural fluency and skill.\nAnother example of a fluency builder is in chapter 7, lesson 4, on page 439B.\nEach chapter has segment called \"Practice and Homework\" to help with fluency. For example, see chapter 9, lesson 4, teacher's manual, pages 555-56.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials reviewed for Grade 5 meet the expectations for giving attention to applications. Overall, the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d5c27193-9786-4724-ba30-a91307d9c00c": {"__data__": {"id_": "d5c27193-9786-4724-ba30-a91307d9c00c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89f161ff-9941-4ce0-8e27-ba8df8b87958", "node_type": null, "metadata": {}, "hash": "4b6c3f0be697caa30cfe00690e4133ebda577023f51e79abb4a524e5c1aa454f"}, "2": {"node_id": "5e517b13-4e3b-470e-bde7-d49d15620470", "node_type": null, "metadata": {}, "hash": "edb52bc8b0df336a8fdc15b39b1b8c65c5346766b1931b4853d133b697eb7a9e"}, "3": {"node_id": "a4bec9d2-a1be-43a5-9159-3fe5a4211d18", "node_type": null, "metadata": {}, "hash": "1debf3668e39b8f579de1c0df7aeade800073a5d7c881a8e7ebb842f876487d0"}}, "hash": "b04fb6509a2c8c0e5d98c7d78c548fafdf654c2f440a4e9ed4bf8de3c5f184b5", "text": "In each chapter and lesson of Go Math, the areas that focus on application are identified. For instance in chapter 1, lesson 1, page 5a, the application problems are identified as being found in the \"think smarter and go deeper\" sections of the lesson.\nOf the 99 lessons in the grade, 15 are primarily application in nature and match the standards calling for real-world application. For example, in chapter 8, lesson 5, the objective is \"solve real-world problems involving division of whole numbers by unit fractions,\" and students are using recipes and food to solve problems.\nIn chapter 2, lesson 5, questions 16 and 19 on page 166 are \"think smarter and go deeper\" problems that are applications.\nIn chapter 10, lesson 4, the \"think smarter and go deeper\" questions on page 606 of the teacher's manual are application problems.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for balance. Overall, the three aspects of rigor are not always treated together nor are they always treated separately within the materials, and there is a balance of the three aspects of rigor within the grade.\n\n\nEach component of rigor is identified and covered within the lessons, and sometimes they overlap or are covered separately. For instance, in chapter 1, lesson 1, there is no overlap of the three aspects of rigor.\nEach chapter specifically outlines how rigor is addressed and balanced. For example, see chapter 11, lesson 9, page 687A of the teacher's manual.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for identifying the Standards for Mathematical Practice (MPs) and using them to enrich the mathematical content. Overall, the instructional materials do not over-identify or under-identify the MPs, and they are used within and throughout the grade.\n\n\nEach lesson has MPs identified, and they are mostly used to enrich the content of the work.\nThe identified MPs are found on the \"lesson at a glance\" page. For an example, see chapter 3, lesson 1, page 151A.\nChapter 11, lesson 3, page 649A of the teacher's manual has a \"lesson at a glance\" page.\nIn the Grade 5 teacher planning guide on page 23, there are a list of questions that teachers can use to prompt students that are aligned to the practices.\nThe practices are related to grade-level work in the \"teaching for depth\" section, located in the teacher's manual of each chapter. For example, see chapter 11, teacher's manual, page 635E.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Grade 5 partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the instructional materials carefully attend to the full meaning of some of the practice standards but not for all of them.\n\n\nChapter 8, lesson 3, page 504 of the teacher edition lists MP2 and asks students to reason abstractly about a different way to make four equal shares.\nChapter 8, lesson 5, page 517 of the teacher edition lists MP2 and provides teachers with questions to help student reason about the problems.\nThe full meaning of MP5 is for students to consider all available tools to solve a mathematics problem. In some instances, Grade 5 materials give students the tool to use for solving the problem, which means students do not get to choose strategically. For examples, see chapter 6, lesson 1; chapter 8, lesson 1; and chapter 7, lesson 3. In chapter 8, lesson 1, page 491 of the teacher's manual directs students to use a number line or fraction strips to solve problems.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 5 partially meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials consistently allow students to construct viable arguments, but they do not consistently prompt them to analyze other students' arguments.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a4bec9d2-a1be-43a5-9159-3fe5a4211d18": {"__data__": {"id_": "a4bec9d2-a1be-43a5-9159-3fe5a4211d18", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89f161ff-9941-4ce0-8e27-ba8df8b87958", "node_type": null, "metadata": {}, "hash": "4b6c3f0be697caa30cfe00690e4133ebda577023f51e79abb4a524e5c1aa454f"}, "2": {"node_id": "d5c27193-9786-4724-ba30-a91307d9c00c", "node_type": null, "metadata": {}, "hash": "b04fb6509a2c8c0e5d98c7d78c548fafdf654c2f440a4e9ed4bf8de3c5f184b5"}, "3": {"node_id": "a9c95991-f6b9-4941-a2e0-fb802d73441f", "node_type": null, "metadata": {}, "hash": "a5641748c739d738b78e64e168365f631cd7ba19d31c1947103b0d5f26c425f7"}}, "hash": "1debf3668e39b8f579de1c0df7aeade800073a5d7c881a8e7ebb842f876487d0", "text": "There are several places where MP3 is identified on the student materials, but the full intent of the practice is not met.\nIn chapter 11, lesson 6, page 669 of the student edition identifies MP3 as a practice the students will engage in, but the lesson has directions for students to create an argument or engage with other students.\nIn chapter 11, lesson 11, page 699 of the student edition identifies MP3, but the students are not engaging with one another.\nIn chapter 4, lessons 1 and 4, there are two examples of students getting to engage in the full intent of MP3: problem 10 of lesson 1 and page 252 in lesson 4.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 5 partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials consistently assist teachers in having students construct viable arguments but not in having students analyze other students' arguments.\n\n\nThe materials do not assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others.\nIn chapter 7, lesson 5, page 445 of the teacher edition lists MP3, but instead of having students construct an argument and critique the reasoning of others, they are asked to give a right or wrong question.\nIn chapter 4, lesson 4, page 252 of the teacher edition has students walk through an example.\nThere are some opportunities within lessons where the materials prompt students to create dialogue, share their thinking on how they got their answer and explain their rationale. For example, see page 30 of lesson 5 in chapter 1.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Grade 5 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that is present throughout the materials.\n\n\nEach chapter begins with vocabulary builders and vocabulary games. An example can be found in chapter 6 on pages 350-350D.\nThe lessons pay attention to using correct vocabulary. For example, the questions for teachers to ask use correct vocabulary, as seen in chapter 6, lesson 1, page 352 of the teacher edition where the questions for teachers to ask students use correct vocabulary such as \"denominator,\" \"fraction,\" and \"equivalent.\"\nVocabulary is developed in the vocabulary builder, mathematics talk, the literacy connection, the writing prompts, and the mathematics journal.\nIn chapter 4, page 231H, the chapter vocabulary is identified as well as a vocabulary activity for ELL students and vocabulary strategies for using a graphic organizer.\nWithin the introduction of each chapter is a vocabulary builder exercise for students to complete. For example, see pages 232-232B that show a vocabulary builder which gives teachers prompts to help students visualize the vocabulary along with games they can play, writing prompts, and ways to incorporate a vocabulary journal.\nThe beginning of each chapter includes a \"developing math language\" page. For example, see chapter 9, page 531H of the teacher's manual.\nA vocabulary game is included in each chapter. For example, see chapter 9, pages 532B-532C of the teacher's manual.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a9c95991-f6b9-4941-a2e0-fb802d73441f": {"__data__": {"id_": "a9c95991-f6b9-4941-a2e0-fb802d73441f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89f161ff-9941-4ce0-8e27-ba8df8b87958", "node_type": null, "metadata": {}, "hash": "4b6c3f0be697caa30cfe00690e4133ebda577023f51e79abb4a524e5c1aa454f"}, "2": {"node_id": "a4bec9d2-a1be-43a5-9159-3fe5a4211d18", "node_type": null, "metadata": {}, "hash": "1debf3668e39b8f579de1c0df7aeade800073a5d7c881a8e7ebb842f876487d0"}}, "hash": "a5641748c739d738b78e64e168365f631cd7ba19d31c1947103b0d5f26c425f7", "text": "Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b9ce8efc-c8ec-4ade-b9be-022bcdbb56f5": {"__data__": {"id_": "b9ce8efc-c8ec-4ade-b9be-022bcdbb56f5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "3": {"node_id": "cfbfe99e-eecd-4b71-a076-00c341665513", "node_type": null, "metadata": {}, "hash": "b18657a26f7abf3285398fdadf66fc2d65d331c6521fee1b7c3fd35bf5bac89e"}}, "hash": "67b7b43cda7f1473d8abcc71fc63d4e60b2faf53b29e362c705daa5ae3bded77", "text": "Meaningful Math Algebra 1, Geometry, Algebra 2 Traditional\n\nThe instructional materials for the Meaningful Math series partially meet expectations for alignment to the CCSSM for high school. For focus and coherence, the series showed strength in making meaningful connections in a single course and throughout the series. For rigor and the mathematical practices, the series showed strengths in the following areas: supporting the intentional development of students' conceptual understanding, utilizing mathematical concepts and skills in engaging applications, displaying a balance among the three aspects of rigor, supporting the intentional development of reasoning and explaining, and supporting the intentional development of seeing structure and generalizing. Since the materials partially meet the expectations for Gateways 1 and 2, evidence for usability in Gateway 3 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Meaningful Math series partially meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. Some non-plus standards are not addressed by the instructional materials of the series. Additionally, there are instances where all aspects of some non-plus standards are not addressed across the series.\n\n\n    The following standards were not addressed across the courses of the series:\n\n\nF-IF.9: Evidence was found for comparing two functions represented in like ways, but the review did not find instances where students would compare two functions represented in different ways.\n    \nG-CO.6: In Geometry, Shadows, Triangles Galore, page 47, students determine whether triangles are congruent; however, the definition of congruence in terms of rigid motions is not used to determine congruence. Then, Geometry, Geometry By Design, Do It Like the Ancients, pages 134-136 states: \u201cTwo figures are congruent if they can be placed one on top of the other and they match up perfectly.\u201d\n    \nG-CO.7: In Geometry, Shadows, Triangles Galore, pages 45 and 47, students experiment with corresponding angles and sides in triangles to \"prove\" triangles are congruent or not congruent; however, the definition of congruence in terms of rigid motion is not used to determine congruence.\n    \nG-CO.8: In Geometry, Shadows, Triangles Galore, page 47, students are given the SSS Triangle Congruence Property without reference to transformations. In a group activity, Geometry by Design, Do It Like the Ancients, pages 125-126, students draw specified triangles and place triangles on top of each other to determine if the two triangles coincide. In another Do It Like the Ancients activity, page 130, students work with congruent triangles. In both activities, the definition of congruence in terms of rigid motion is not used to determine congruence.\n    \nG-SRT.2: In Geometry, Shadows, The Shape of It, page 30, students decide if two figures are similar but do not use the definition of similarity in terms of similarity transformations. The materials state, \u201cTwo polygons are called similar if their corresponding angles are equal and their corresponding sides are proportional,\u201d but do not make connections to the combination of a rigid motion with a dilation. More such references are included in Shadows, Triangles Galore.\n    \nG-SRT.3: In Geometry, Shadows, Triangles Galore, page 42, students are introduced to the AA criterion to decide if figures are similar; however, the AA criterion is not established using the properties of similarity transformations.\n    \nG-GPE.7: Perimeters and areas of figures are computed; however, these computations are not determined on the coordinate plane.\n    \n\n\n    Additionally, the following standards were identified as only being partially addressed. Details concerning the aspects of the standards that were not addressed are shown below.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfbfe99e-eecd-4b71-a076-00c341665513": {"__data__": {"id_": "cfbfe99e-eecd-4b71-a076-00c341665513", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "b9ce8efc-c8ec-4ade-b9be-022bcdbb56f5", "node_type": null, "metadata": {}, "hash": "67b7b43cda7f1473d8abcc71fc63d4e60b2faf53b29e362c705daa5ae3bded77"}, "3": {"node_id": "5e7ce9e0-2242-4eff-b036-e1fd9f58e617", "node_type": null, "metadata": {}, "hash": "3f17b0489ce6f040db2412d79463a1a9042dff3f7b6256a7f838ce8a59cda145"}}, "hash": "b18657a26f7abf3285398fdadf66fc2d65d331c6521fee1b7c3fd35bf5bac89e", "text": "A-REI.3: The review found many instances of solving linear equations and inequalities in one variable; however, opportunities to solve equations or inequalities which included coefficients represented by letters were not found.\n    \nG-CO.13: Students construct an equilateral triangle, square, and equilateral hexagon; however, these constructions are not inscribed in a circle. Students construct a hexagon inscribed in a circle in Geometry, Geometry by Design, Do It Like the Ancients, page 122.\n    \nG-C.3: In Geometry, Orchard Hideout, Supplemental Activities, pages 395-396, the materials describe the constructions for the inscribed and circumscribed circles of triangles, but the materials do not prove properties of angles for a quadrilateral inscribed in a circle.\n    \nG-GMD.4: There are opportunities for student exposure to cross sections of cylinders in Geometry, Orchard Hideout, Coordinates and Distance, page 338; however, cross sections of three other dimensional solids were not found. The review also found no evidence of three-dimensional objects generated by rotating two-dimensional figures.\n    \nS-ID.3: In Algebra 1, The Pit and the Pendulum, Statistics and the Pendulum, students interpret the center of two data sets on page 217 and the spread of four data sets on pages 221-222. Additionally, students explore what ignoring the highest and lowest values from a data set will do to the spread. There is no evidence for making connections between possible extreme values and the center of a data set.\n    \nS-IC.3: The materials provide opportunities for students to work with sample surveys, experiments, and observational studies; however, the materials do not provide opportunities for students to explain how randomization can be applied to each.\n    \nS-IC.5: Students engage in several experiments and simulations within Algebra 1, The Pit and the Pendulum; however, no opportunities were located where students use data from a randomized experiment to compare two treatments.\n    \nS-CP.2: The correlation document identifies this standard as being addressed in Algebra 2, The Game of Pig, In The Long Run, page 139. Students are exposed to independent events in the scenario of a one-and-one situation in basketball, and students determine independence through area models and tree diagrams but not multiplying the probability of each event. The product of probabilities for two events is not used to determine if the events are independent.\n    \nS-CP.4 : While students do construct and interpret two-way frequency tables and compute conditional probabilities, they do not use two-way tables to decide if events are independent. In Algebra 1, Overland Trail, Supplemental Activities, page 132, students compute conditional probabilities after constructing a two-way table. In Algebra 2, Is There Really a Difference?, A Tool for Measuring Differences, pages 465, 471-472 and Comparing Populations, page 494, students interpret two-way frequency tables but do not use the tables to decide if events are independent.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Meaningful Math series partially meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. Various aspects of the modeling process are present in isolation or combination, but the full intent of the modeling process is not used to address more than a few of the modeling standards by the instructional materials of the series.\n\n\n    Throughout the series, students perform Problems of the Week (POWs). This component of the materials routinely uses portions of the modeling process. While these problems are often open ended, causing students to consider the variables required along with the methods needed to solve the problems, they do not ensure that the entire modeling process will occur. Some problems provide significant scaffolding and guidance, which diminishes student engagement in one or more parts of the modeling process. Opportunities for making choices, assumptions, and approximations are not routinely experienced by students. Many POWs offer opportunities to formulate models, interpret results, and validate conclusions, and POWs also require significant reporting of student arguments, solutions, and findings. While the POWs are likely sites for aspects of the modeling process, other activities also contain aspects of modeling and were examined in reference to the modeling process with similar findings. While some POWs and other activities contain elements of the modelling process, there is no guidance provided to students or teachers to ensure that the complete modelling process would occur within a single mathematical task.\n\n\n    Some examples of where the modeling process is incomplete are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e7ce9e0-2242-4eff-b036-e1fd9f58e617": {"__data__": {"id_": "5e7ce9e0-2242-4eff-b036-e1fd9f58e617", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "cfbfe99e-eecd-4b71-a076-00c341665513", "node_type": null, "metadata": {}, "hash": "b18657a26f7abf3285398fdadf66fc2d65d331c6521fee1b7c3fd35bf5bac89e"}, "3": {"node_id": "d6a5a458-66b3-4a41-9240-cd3d0611598d", "node_type": null, "metadata": {}, "hash": "aed2f2d78d6ae500cd272622705079e11db63e1bf55941e166d9ff401f245758"}}, "hash": "3f17b0489ce6f040db2412d79463a1a9042dff3f7b6256a7f838ce8a59cda145", "text": "Some examples of where the modeling process is incomplete are:\n\n\nAlgebra 1, The Overland Trail, Reaching the Unknown, pages 79-80 scaffolds students through aspects of the modeling process for A-CED.1 and A-CED.2. In the problem, the variables are identified in the materials before students compute possible answers. Students write an equation and graph the function to find possible answers in order to validate their original guesses.\n    \nGeometry, Do Bees Build It Best?, The Corral Problem, page 264 provides an opportunity for students to engage with aspects of the modeling process for G-SRT.8. Students compute the area of a regular pentagon using the amount of fencing provided in the activity. Students do not interpret their findings within the context of the problem, validate their results, or report their results.\n    \nAlgebra 2, Small World, Isn\u2019t It?, POW 2, pages 27-28 scaffolds students through aspects of the modeling process for N-Q.2 and F-BF.1. In the problem, the variables are identified in the materials before students formulate a model based on computations when manipulating the variables in the problem. Students validate their work when they explain why their formulas make sense within the context of the problem.\n    \n\n\n    Examples of tasks that utilize the full modeling process but do not address non-plus standards from the CCSSM include:\n\n\nIn Algebra 1, The Pit and Pendulum, Statistics and the Pendulum, pages 232-233, students use a pan balance to find the lightest of eight bags of gold weighing them as few times as possible. This POW does not align to any standards from the CCSSM.\n    \nIn Algebra 2, Is There Really a Difference?, A Tool for Measuring Differences, pages 481-482, addressing S-IC.1 and S-IC.2, students work with a partner and create a hypothesis and null hypothesis for two populations, decide on a method for collecting sample data from the two populations, and then analyze their results using a chi-square analysis to determine if the two populations are statistically different. Students identify the problem of interest, formulate hypotheses, collect data to draw conclusions, interpret the survey results, compare their results to the original hypotheses (Is the accepted hypothesis true, false, or not proven? How could students modify their hypothesis or sample technique to reach a conclusion?), and report their results in a presentation to the class. However, this problem does not align to any standards from the CCSSM.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nWhen used as designed, the instructional materials reviewed for Meaningful Math series partially meet expectations for spending the majority of time on the CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs, and careers. The instructional materials for the series do not spend a majority of time on the WAPs, and some of the remaining materials address prerequisite or additional topics that are distracting.\n\n\n    The publisher-provided alignment document indicates the Algebra 1 course addresses the WAPs in less than half of the Algebra 1 activities, with Geometry and Algebra 2 addressing these standards less frequently than in Algebra 1. Similarly, in examining each activity of the course independently of the alignment document, reviewers verified the greatest focus on the WAPs is in Algebra 1, with less attention to these standards as the series progresses, and overall, the majority of the time across the series is not spent on the WAP standards. Examination of the publisher-provided pacing guide indicated similar findings.\n\n\n    While many of the topics below relate to content in the series, they are distracting topics from the WAPS as either being prerequisite, plus standards, or additional topics that are not a part of the CCSS for high school mathematics. Examples of this include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d6a5a458-66b3-4a41-9240-cd3d0611598d": {"__data__": {"id_": "d6a5a458-66b3-4a41-9240-cd3d0611598d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "5e7ce9e0-2242-4eff-b036-e1fd9f58e617", "node_type": null, "metadata": {}, "hash": "3f17b0489ce6f040db2412d79463a1a9042dff3f7b6256a7f838ce8a59cda145"}, "3": {"node_id": "3bf1e658-ca42-4765-be69-526bd1426d71", "node_type": null, "metadata": {}, "hash": "00168d618060a31eece208c04ae3450900bac404174e5dd764f58f7b6958f69d"}}, "hash": "aed2f2d78d6ae500cd272622705079e11db63e1bf55941e166d9ff401f245758", "text": "In Algebra 1, All About Alice includes work with the properties of integer exponents (8.EE.1) and scientific notation (8.EE.4). Also, many activities in The Overland Trail focus more on the input-output relationship of functions (8.F.1) rather than the concept of function using domain and range and function notation (F-IF.1).\n    \nIn Geometry, many activities in Shadows focus on proportional relationships (7.RP.2), and in Do Bees Build it Best? the materials address the area of triangles and rectangles using tools such as geoboards (6.G.1).\n    \nIn Algebra 2, Small World, Isn\u2019t It? addresses the concept of derivatives, and Is There Really a Difference? includes statistical analysis using the chi-square distribution. These are topics that do not align to any of the CCSSM.\n    \nIn Algebra 2, High Dive addresses work with velocity that aligns to N-VM.3. World of Functions includes activities that address the following concepts: vectors that align to N-VM.4a and 5, matrices that align to N-VM.7, and composition of functions that align to F-BF.1c, 4b-d. These are plus standards.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Meaningful Math series partially meet expectations for letting students fully learn each non-plus standard. The materials do not enable students to fully learn the following non-plus standards:\n\n\nN-RN.1: In Algebra 1, All About Alice, Curiouser and Curiouser!, pages 160, 163, and 164, students extend the properties of integer exponents to rational exponents; however, there is minimal evidence where students can make connections between the notation for radicals in terms of rational exponents.\n    \nN-CN.2: In Algebra 2, The World of Functions, Supplemental Activities, page 425, students perform addition and multiplication with complex numbers but do not subtract with complex numbers.\n    \nA-SSE.3c: Students have some opportunities to rewrite exponential expressions using the properties of exponents in Algebra 1, All About Alice. In Algebra 2, Small World, Isn\u2019t It?, The Best Base, page 63, students use properties of exponents to show how two exponential expressions are equivalent by transforming the base, but students do not transform expressions for exponential functions.\n    \nA-SSE.4: In Algebra 1, All About Alice, Supplemental Activities, pages 180-181, students develop the formula for the sum of a geometric series, but there are limited tasks that involve using the formula to solve problems: Algebra 1, All About Alice, Supplemental Activities, pages 180-181 and Algebra 2, Small World, Isn\u2019t It?, Supplemental Activities, pages 93-94.\n    \nA-APR.1: In Algebra 2, The World of Functions, Supplemental Activities, pages 425-426, the materials show that polynomials form a system analogous to the integers, yet they do not show that polynomials are closed under the operations of addition, subtraction, and multiplication.\n    \nA-APR.3: In Algebra 2, The World of Functions, Supplemental Activities, page 431, students find the roots and x-intercepts of a polynomial written in factored form in Exercise 1, yet students do not construct a graph of the function using these x-intercepts. In Exercise 3, students use the given roots of a polynomial to write the polynomial in standard form, graph the function using a graphing calculator, and determine the x-intercept(s). Students do not construct a rough graph of a polynomial function using the given roots.\n    \nA-APR.4: Students are introduced to the Binomial Theorem in Algebra 2, The World of Functions, Supplemental Activities, page 429 and explore the difference of squares, cubes, fourths, and higher powers in Algebra 1, Fireworks, Supplemental Activities, page 443. These activities do not have students use these polynomial identities to describe numerical relationships.\n    \nA-APR.6: In Algebra 2, The World of Functions, page 426, Exercise 1, students use long division, but the expression is not presented as a rational function in the form a(x)/b(x).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3bf1e658-ca42-4765-be69-526bd1426d71": {"__data__": {"id_": "3bf1e658-ca42-4765-be69-526bd1426d71", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "d6a5a458-66b3-4a41-9240-cd3d0611598d", "node_type": null, "metadata": {}, "hash": "aed2f2d78d6ae500cd272622705079e11db63e1bf55941e166d9ff401f245758"}, "3": {"node_id": "af2ce07e-efcf-4088-b83f-d1c2a1f35ae0", "node_type": null, "metadata": {}, "hash": "41374d5aa1768d707ab04028cecd4db68a9624c7236a17ffaa8c9d05ccc82b45"}}, "hash": "00168d618060a31eece208c04ae3450900bac404174e5dd764f58f7b6958f69d", "text": "A-REI.4b: In Algebra 1, Fireworks, Supplemental Activities, page 438, students use the quadratic formula to find x-intercepts of a quadratic equation and compare the number of x-intercepts to the discriminant, but no other problems were found where students recognize when the quadratic formula gives complex solutions and when it doesn\u2019t. The quadratic formula is used to find complex solutions and write the solution in the form of a + bi for a few exercises in Algebra 2, High Dive, A Falling Start, page 270.\n    \nF-IF.7e: In Algebra 1, The Overland Trail, Supplemental Activities, page 128, and various activities in All About Alice, students graph exponential and logarithmic functions; however, there is little emphasis on intercepts and end behavior.\n    \nF-BF.2: In Algebra 1, The Overland Trail, Supplemental Activities, page 105, students write a recursive formula for the number of diagonals in a polygon in Part 1 and then translate to an explicit formula in Part II. In Algebra 2, Small World, Isn\u2019t It?, Supplemental Activities, pages 91-94, students write arithmetic and geometric sequences with an explicit formula. Students do not translate from an explicit formula to a recursive formula in these activities.\n    \nF-TF.8: Students work with the derivation of the Pythagorean Identity in Algebra 2, High Diver, A Trigonometric Interlude, page 250. Students continue to work with the Pythagorean Identity in Algebra 2, High Dive, Supplemental Activities, page 307, but exercises are limited to the first quadrant of the coordinate plane.\n    \nG-CO.5: Students use tracing paper, compass, and ruler to draw geometric figures. Several instances are included in which students rotate, reflect, or translate figures in Geometry, Geometry by Design unit. In Geometry by Design, Put the Pieces Together, page 205, students determine a sequence of transformations to map a pre-image onto an image; however, the sequence is a series of reflections. Students do not specify a sequence of varying transformations that will carry a given figure onto another.\n    \nG-C.1: In Geometry, Geometry by Design, Put the Pieces Together, page 196, students determine whether the statement, \"All circles are similar,\" is true or false. The statement that all circles are similar is made, but no proof is given in the materials or completed by the students.\n    \nG-GPE.6: In Geometry, Orchard Hideout, Coordinates and Distance, page 339 and Orchard Hideout, Supplemental Activities, page 383, students partition a segment to find the midpoint. However, students do not partition a segment into other ratios (thirds, fourths, etc.).\n    \nS-ID.2: The materials provide several opportunities for students to compare the spread of two or more data sets in Algebra 1, The Pit and the Pendulum, Statistics and the Pendulum, pages 221-223, 228. Students compare the center between two data sets in Algebra 1, The Pit and the Pendulum, Statistics and the Pendulum, pages 217-218. This activity provides minimal practice for students to compare the center of two or more data sets.\n    \nS-IC.4: In Algebra 2, The Game of Pig, Coins, and Dice, page 445, students informally estimate the margin of error of an event occurring, but students do not develop a margin of error through the use of simulation models for random sampling.\n    \nS-CP.3: In Algebra 2, The Game of Pig, students engage in problems related to conditional probability, but students do not interpret the independence of events by calculating conditional probabilities.\n    \nS-CP.6: In Algebra 2, The Game of Pig, Supplemental Activities, page 509, students calculate the conditional probability, \"Given that someone has emphysema, what is the probability that the person is a smoker?\" However, one problem does not provide sufficient practice for students to fully develop their understanding of calculating conditional probabilities of two events.\n    \nS-CP.7: In Algebra 2, The Game of Pig, Supplemental Activities, page 159, students apply the addition rule when determining the probability that Paula will get a pizza she likes. However, one problem does not provide sufficient practice for students to fully develop their understanding of the addition rule.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "af2ce07e-efcf-4088-b83f-d1c2a1f35ae0": {"__data__": {"id_": "af2ce07e-efcf-4088-b83f-d1c2a1f35ae0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "3bf1e658-ca42-4765-be69-526bd1426d71", "node_type": null, "metadata": {}, "hash": "00168d618060a31eece208c04ae3450900bac404174e5dd764f58f7b6958f69d"}, "3": {"node_id": "bdded146-5a6d-431d-a891-3ee0c52bc630", "node_type": null, "metadata": {}, "hash": "f01becbebf40e428faa187a6e85f98b600792c7fcbec26940b6cb29be9fc6a45"}}, "hash": "41374d5aa1768d707ab04028cecd4db68a9624c7236a17ffaa8c9d05ccc82b45", "text": "The materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Meaningful Math series partially meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials regularly use age-appropriate contexts and apply key takeaways from Grades 6-8, yet the materials do not vary the types of real numbers being used.\n\n\n    Multiple examples of applying the key takeaways from Grades 6-8 were found across the series. For example:\n\n\nIn Algebra 1, The Overland Trail, Traveling at a Constant Rate, pages 55-56, students consistently use functions to model linear relationships. Students apply knowledge of line of best fit from Grade 8 to make predictions regarding the amount of beans, sugar, and gunpowder travelers will need on the Overland Trail based on data from previous travelers along the trail.\n    \nStudents apply their knowledge of ratios and proportional relationships from Grades 6-8 when learning about similar triangles. In Geometry, Shadows, The Shape of It, page 40 and Shadows, Triangles Galore, page 46, students use proportions to find missing side lengths in similar triangles.\n    \nStudents apply their knowledge of proportional relationships of solving percent problems from Grade 7 (7.RP.3) when they solve contextual problems related to percentage growth and depreciation in Algebra 1, All About Alice, Supplemental Activity, page 177.\n    \nStudents apply their skills related to geometric measurements (area, perimeter, and the Pythagorean Theorem) developed in Grades 6-8 in Geometry, Do Bees Build it Best?, The Corral Problem, pages 261-264, 266. Students calculate different geometric measurements to determine the size of the corral using various shapes (rectangle, equilateral triangle, regular pentagon) and given price constraints.\n    \n\n\n    In the instructional materials, contexts are appropriate for high school students. Each unit contains a unit problem where students apply the mathematical topic of the unit. For example, in Algebra 1, Cookies, students develop skills in solving systems of linear equations within the context of a bakery trying to maximize its profits. Students learn about circles and coordinate geometry as they find out how long it will take for trees to grow in an orchard so that the center of the orchard cannot be seen from the outside world, within Geometry, Orchard Hideout. In Algebra 2, students study world population data trends and predict future populations as they learn about rate of change, derivatives, and exponential growth.\n\n\n    The instructional materials do not vary the types of real numbers being used. Across the series the majority of work is done with integers or simple rational numbers, such as 1/2, 3/2, 1/4, 1/10. A few examples of this include:\n\n\nIn Geometry, Shadows, Triangles Galore, page 46, students use proportions to find unknown lengths in a triangle where some side lengths are integers while others are decimals to the tenths.\n    \nIn Geometry, students calculate area and volume problems with integers.\n    \nIn Geometry, Orchard Hideout, Cable Complications, page 367, students complete the square to write the equation of a circle. In all four exercises, the coefficients of the quadratic terms are 1, and the coefficients of the linear terms are even integers with the exception of one portion of Exercise 3.\n    \nIn Algebra 2, Small World, Isn\u2019t It?, All in a Row, page 29, students find an equation for a line with a given slope and point and find the equation for a line given two points. Of the seven exercises, one incorporates a fraction (slope of 2/3 in Exercise 4).\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Meaningful Math series meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. Teacher notes delineating coherent connections within a course are present; however, regular reference to the CCSSM are not present. Coherence for each unit is built around a unit problem and activities are clearly related in an intentional sequence to support the mathematics of the unit. In some instances, course materials refer to previous units or activities, both within and across courses. Examples of coherence within and across Algebra 1 and 2 were identified more often than between Geometry and either Algebra course.\n\n\n    Overall, the instructional materials foster coherence through meaningful mathematical connections in a single course and throughout the series, where appropriate and where required by the Standards. Examples of this include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdded146-5a6d-431d-a891-3ee0c52bc630": {"__data__": {"id_": "bdded146-5a6d-431d-a891-3ee0c52bc630", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "af2ce07e-efcf-4088-b83f-d1c2a1f35ae0", "node_type": null, "metadata": {}, "hash": "41374d5aa1768d707ab04028cecd4db68a9624c7236a17ffaa8c9d05ccc82b45"}, "3": {"node_id": "17d60446-7fd9-4fdf-af39-ab5faf751eee", "node_type": null, "metadata": {}, "hash": "80ae044eafb6873d8bdde87c1f52ad9040fe1abef7f9074a57f68229aa612cc4"}}, "hash": "f01becbebf40e428faa187a6e85f98b600792c7fcbec26940b6cb29be9fc6a45", "text": "In Algebra 1, The Overland Trail, students construct linear equations and graph linear functions (F-IF.1, F-IF.2, F-IF.4, F-IF.7). Students build upon this knowledge in The Pit and the Pendulum, with students fitting a line to a set of data. In The Pit and the Pendulum, Graphs and Equations, pages 250-251, students create a scatterplot showing the relationship between prices and expected profit, sketch a line of best fit, and then use that line to make a prediction about the maximum profit (S-ID.6).\n    \nThe theorem, \u201cEvery point on the perpendicular bisector of a line segment is equidistant from the two endpoints of the segment,\u201d (G-CO.9) is proved in Geometry, Geometry by Design, Construction and Deduction, pages 151-152, using SAS congruence of triangles. Students revisit this theorem in Geometry, Orchard Hideout, Orchards and Mini-Orchards, page 330, using the Pythagorean Theorem.\n    \nIn Algebra 2, students explore slopes of linear functions and the connections to graphs and equations of linear functions (F-IF.7, F-BF.1, F-LE.1b) in Small World, Isn\u2019t It?, All in a Row, pages 21-22. Students build upon these connections as they explicitly explore the relationship between tables of linear functions and the equations of linear functions (F-LE.1) in The World of Functions, Tables, page 333. In this unit students extend their thinking to other families of functions.\n    \nStudents are introduced to the concept of exponential functions and logarithmic functions in Algebra 1, All About Alice. In this unit, students define the exponential function, work with properties of exponents (N-RN.A), and graph exponential and logarithmic functions (F-IF.7e, F-LE.1). Students continue their study of exponential and logarithmic functions in Algebra 2, Small World, Isn\u2019t It?. In this unit students use exponential functions to model real-life scenarios, including compound interest problems (F-LE.1, F-LE.2).\n    \nIn Algebra 1, The Overland Trail, Reaching the Unknown, page 81, students explore the connection between a possible solution set of an equation represented as numerical coordinates and the geometric points on a coordinate plane. In this activity, students suggest three possible solutions, plot those solutions on a coordinate plane, and connect the points to discover a linear relationship as an appropriate model. Using the line, students identify two more possible solutions, determine the equation of the line, and then algebraically check to verify those additional two solutions fit the linear model. This activity provides a visualization tool for how the solution set of an equation becomes a geometric curve (A-REI.10).\n    \nIn Algebra 2, Small World, Isn\u2019t It, All in a Row, page 31 and Small World, Isn\u2019t It, Supplemental Activities, page 85, students engage in geometric proofs on the coordinate plane to connect geometric and algebraic concepts (G-SRT.2, G-SRT.5, G-GPE.4, G-GPE.5).\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Meaningful Math series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the high school standards. The series does not explicitly identify standards from Grades 6-8 addressed in the instructional materials for teachers or students. Limited references are included within the teacher materials indicating that students are building upon knowledge from Grades 6-8. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17d60446-7fd9-4fdf-af39-ab5faf751eee": {"__data__": {"id_": "17d60446-7fd9-4fdf-af39-ab5faf751eee", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "bdded146-5a6d-431d-a891-3ee0c52bc630", "node_type": null, "metadata": {}, "hash": "f01becbebf40e428faa187a6e85f98b600792c7fcbec26940b6cb29be9fc6a45"}, "3": {"node_id": "04a9c803-8155-4f1b-ac85-4373059bf650", "node_type": null, "metadata": {}, "hash": "bf51233715b7b3ec8e3ab22870332b8073a4ef0ec86656299f133ada3dc7c236"}}, "hash": "80ae044eafb6873d8bdde87c1f52ad9040fe1abef7f9074a57f68229aa612cc4", "text": "In Algebra 1, All About Alice, the Teacher Overview states: \u201c... Students will derive several rules for computing with exponents and extend their understanding of exponential expressions to include zero and negative integers,\u201d without explicit reference to any standards from Grades 6-8.\n    \nIn Algebra 1, The Pit and the Pendulum and the CCSSM document available to teachers, the publisher notes, \u201cThese specific content standards are addressed in The Pit and the Pendulum. Additional content is covered that reinforces standards from earlier grades and courses.\u201d The standards from earlier grades are not explicitly identified.\n    \nIn Algebra 1, the Teacher Overview for Cookies does not refer to systems of equations or inequalities in the opening statement of intent, although it is included as the central mathematical focus under the \u201cMathematics\u201d heading. Within the Teacher Overview there is no indication that this unit focuses on standards that represent an extension of 8.EE.8 or any other standards from Grades 6-8.\n    \n\n\n    Although the materials do not explicitly identify Grade 6-8 standards when addressed in the materials, evidence that the materials build on knowledge from Grades 6-8 Standards to the high school standards is shown below:\n\n\nStudents build upon their knowledge of solving systems of linear equations (8.EE.8) in Algebra 1, Cookies. Throughout this unit students solve a system of linear equations embedded in a real-world context. Students extend their knowledge as they solve linear programming problems in several activities and the unit problem. Students consider constraints and identify feasible regions as they maximize profits and minimize costs in activities (A-REI.D).\n    \nStudents work with vertical angles, corresponding angles, alternate interior angles, angles in triangles, and angles in parallelograms in Geometry, Geometry by Design (7.G.5). Not only do students solve for unknown angle measures, they also prove theorems using theorems, axioms, and postulates about angle measures and relationships (G-CO.A).\n    \nStudents display quantitative data sets using dot plots, histograms, and boxplots in several activities within Algebra 1, The Pit and the Pendulum, to reinforce 6.SP.4. Students build upon 6.SP.5 as they summarize data sets using the mean, median, range, and standard deviation. Additionally, students calculate r-values and interpret them (S-ID.C) in Algebra 1, The Pit and the Pendulum, Supplemental Activity, page 271, which builds upon 8.SP.2.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the Meaningful Math series use the plus standards to coherently support the non-plus standards. Generally, the plus standards are explicitly identified in the teacher materials but not in the student materials. When included, plus standards are integrated into the units in such a way that omitting the materials aligned to the plus standards would disrupt the coherence of the remainder of the mathematical content in the series. Activities that include the plus standards support the mathematics relevant to the unit problem to provide coherence with the content aligned to non-plus standards.\n\n\n    The following plus standards are fully addressed:\n\n\nN-CN.3: This standard is not explicitly identified by the publisher, but evidence of this standard was found in Algebra 2, High Dive, Supplemental Activities, page 308, when students are introduced to complex conjugates and find the quotient of complex conjugates. In Supplemental Activities, page 309, students find the moduli of complex numbers.\n    \nN-CN.4: In Algebra 2, High Dive, Falling Start, page 271, students graph complex numbers in rectangular form. In Algebra 2, High Dive, Supplemental Activities, pages 310-311, students graph complex numbers in polar form. In Exercise 2, students graph an equation in both rectangular and polar forms to understand how the two forms can represent the same complex number.\n    \nN-CN.9: In Algebra 2, High Dive, Supplemental Activities, pages 314-315, the materials state the Fundamental Theorem of Algebra. In Exercises 2 and 3, students work with quadratic polynomials as they find roots and explain the meaning of a double root for a given quadratic equation.\n    \nN-VM.3: In Algebra 2, High Dive, Components of Velocity, pages 282-283, students solve problems involving velocity that can be represented by vectors.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "04a9c803-8155-4f1b-ac85-4373059bf650": {"__data__": {"id_": "04a9c803-8155-4f1b-ac85-4373059bf650", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "17d60446-7fd9-4fdf-af39-ab5faf751eee", "node_type": null, "metadata": {}, "hash": "80ae044eafb6873d8bdde87c1f52ad9040fe1abef7f9074a57f68229aa612cc4"}, "3": {"node_id": "c8386fc6-3215-4d6a-9794-5aad525f5183", "node_type": null, "metadata": {}, "hash": "722d52d9c749ca90c870a1414a73b9b8d4d7b5bf5a1ba0ef2b91656d9174638e"}}, "hash": "bf51233715b7b3ec8e3ab22870332b8073a4ef0ec86656299f133ada3dc7c236", "text": "N-VM.4a: In Algebra 2, High Dive, Falling Start, page 271 and High Dive, Components of Velocity, page 282, students add vectors.\n    \nN-VM.4b: In Algebra 2, High Dive, Components of Velocity, page 283, students find the magnitude and direction of the sum of two vectors given in magnitude and direction form.\n    \nN-VM.5: In Algebra 2, High Dive, Supplemental Activities, page 314, students multiply vectors by scalar values.\n    \nN-VM.7: In Algebra 2, High Dive, Supplemental Activities, page 322, students multiply 2 x 1 column matrices to produce new matrices.\n    \nA-APR.5: In Algebra 2, The World of Functions, Supplemental Activities, page 429, students multiply (x+y) by itself several times to generate a pattern and derive the Binomial Theorem in Exercise 1. In Exercise 2, students use Pascal\u2019s Triangle to determine an equivalent expression for (x+y)^6.\n    \nF-BF.1c: In Algebra 2, The World of Functions, Composing Functions, pages 381-388, students compose functions.\n    \nF-BF.4b: In Algebra 2, The World of Functions, Composing Functions, page 394, students verify that one function is the inverse of another function using composition.\n    \nF-BF.4c: In Algebra 2, The World of Functions, Composing Functions, pages 390-391, students complete an In-Out table for a function and its inverse function in several exercises before reaching conclusions regarding the relationship between the table of values for a function and the table of values for its inverse function. Additionally, students graph a function and its inverse on the same x and y axes in several exercises before reaching conclusions regarding the relationship between the graph of a function and the graph of its inverse.\n    \nF-BF.5: In Algebra 2, Small World, Isn\u2019t It?, A Model for Population Growth, pages 50-51, students explore the connection between exponential and logarithmic equations. In Algebra 2, Small World, Isn\u2019t It?, Supplemental Activities, page 96, students connect the domain of an exponential function to the range of a logarithmic function and the range of an exponential function to the domain of a logarithmic function in Exercises 3 and 4.\n    \nG-SRT.9: In Geometry, Do Bees Build It Best?, Supplemental Activities, page 312, students derive the formula for the area of a triangle using sine and then use the formula to find the area of a given triangle.\n    \nG-C.4: In Geometry, Orchard Hideout, Supplemental Activities, page 343, students construct a tangent line from a point outside a given circle.\n    \nS-MD.5: In Algebra 2, The Game of Pig, In the Long Run, pages 133-135, 138, students find expected payoffs and expected values within the contexts of basketball games, the lottery, and insurance.\n    \nS-MD.6: In Algebra 2, The Game of Pig, In the Long Run, page 132, students use probability to determine whether a dart game is fair or not for the two players playing the game.\n    \nS-MD.7: In Algebra 2, The Game of Pig, students use probability concepts to analyze decisions and strategies in several activities throughout the unit. Ultimately, students apply probability concepts to answer the unit problem of the best strategies to use when playing The Game of Pig.\n    \n\n\n    Parts of the following plus standards were addressed:\n\n\nN-VM.1: In Algebra 2, High Dive, Supplemental Activities, page 322, students find the magnitude of vectors, but students do not use appropriate symbols to represent the magnitude.\n    \nN-VM.10: In Exercises 1b, 1c, 3b, and 3c, Algebra 2, The World of Functions, Composing Functions, pages 393-394, students explore how the zero and identity matrices play a role in matrix addition and multiplication. Students do not have the opportunity to understand that the determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c8386fc6-3215-4d6a-9794-5aad525f5183": {"__data__": {"id_": "c8386fc6-3215-4d6a-9794-5aad525f5183", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "04a9c803-8155-4f1b-ac85-4373059bf650", "node_type": null, "metadata": {}, "hash": "bf51233715b7b3ec8e3ab22870332b8073a4ef0ec86656299f133ada3dc7c236"}, "3": {"node_id": "4838b60f-85fe-403e-b3c0-c96bc95fca39", "node_type": null, "metadata": {}, "hash": "89fc62006976d1ae6db26714ca6140311e24cac4f02ad47e660792edc6310a02"}}, "hash": "722d52d9c749ca90c870a1414a73b9b8d4d7b5bf5a1ba0ef2b91656d9174638e", "text": "F-IF.7d: In Algebra 2, The World of Functions, Going to the Limit, pages 350-352, students graph rational functions, accounting for vertical asymptotes and values of x that make the denominator equal to zero. In The World of Functions, Going to the Limit, page 356, students explore the end behavior of several function families, including rational functions. No emphasis is placed on identifying the zeros of rational functions.\n    \nF-BF.4d: In Algebra 2, The World of Functions, Supplemental Activities, page 424, students investigate inverse trigonometric functions with restricted domains, but students do not produce an invertible function from a non-invertible function by restricting the domain.\n    \nF-TF.4: This standard is not explicitly identified by the publisher, but the review found evidence of this standard in Algebra 2, High Dive, Trigonometric Interlude, pages 252-255. Students use the unit circle to explore the periodicity of the sine and cosine functions. In Algebra 2, The World of Functions, Supplemental Activities, pages 414-415, students recognize the sine function as an odd function by showing sin(30) = sin(-30), but students do not directly explain symmetry using the unit circle.\n    \nF-TF.6: In Algebra 2, The World of Functions, Supplemental Activities, page 424, students recognize that not every function has an inverse unless the range is restricted, such as for the sine and cosine functions. While students recognize that restrictions take place, materials emphasize a restriction on the range and not a restriction on the domain of a function.\n    \nF-TF.7: In Algebra 2, High Dive, The Height and the Sine, page 220, students solve a trigonometric equation using trigonometric inverses with technology and interpret their solution in terms of the context provided. The modeling context is not present as the quantities are defined for the students and the trigonometric equation is provided.\n    \nG-SRT.10: In Geometry, Do Bees Build It Best?, Supplemental Activities, pages 308-309, students derive the Law of Cosines and Law of Sines. Students solve problems using the Law of Cosines in Do Bees Build it Best?, Supplemental Activities, page 308, and Geometry by Design, Supplemental Activities, page 216. Students do not use the Law of Sines to solve problems.\n    \nG-SRT.11: In Geometry, Geometry by Design, Supplemental Activities, page 216 and Do Bees Build It Best?, Supplemental Activities, page 308, students apply the Law of Cosines to find unknown measurements in right and non-right triangles. Students do not solve problems to find the unknown measurements in right and non-right triangles using the Law of Sines.\n    \nG-GPE.3: In Geometry, Orchard Hideout Supplemental Activities, pages 411-414, students derive the equation of an ellipse when the difference from the distance of the foci is 8 and then derive the equation of a hyperbola when the difference from the distance of the foci is 2. Students generalize their results for the equation of an ellipse in \u201cstandard position\u201d with its center at the origin and its foci on the x-axis at (c, 0) and (-c, 0). Students do not generalize their results to derive the general equation of a hyperbola.\n    \nG-GMD.2: In Geometry, Orchard Hideout, Supplemental activities, pages 400-401, students solve a problem involving the volumes of a sphere and a cone in Exercise 2. However, there is no informal argument provided relating the formula for the volume of a sphere using Cavalieri\u2019s principle.\n    \nS-MD.1: In Algebra 2, The Game of Pig, students conduct several simulations where they collect data. In Pictures of Probability, page 127, students draw a graph of their data and collate their data results to create a frequency bar graph for the entire set of class data, but the graph that is drawn is not of a probability distribution.\n    \nS-MD.2-4: In Algebra 2, The Game of Pig, In the Long Run, pages 131, 133-135, students calculate expected values but do not connect them to probability distributions.\n    \n\n\n    There was no evidence found for the following plus standards:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4838b60f-85fe-403e-b3c0-c96bc95fca39": {"__data__": {"id_": "4838b60f-85fe-403e-b3c0-c96bc95fca39", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "c8386fc6-3215-4d6a-9794-5aad525f5183", "node_type": null, "metadata": {}, "hash": "722d52d9c749ca90c870a1414a73b9b8d4d7b5bf5a1ba0ef2b91656d9174638e"}, "3": {"node_id": "f20f66f2-7867-4ade-b65e-83706f50b538", "node_type": null, "metadata": {}, "hash": "2de18fe7aaeeb756b6baa934eb537db54feb5cbc1174265c823ab2e319ed16aa"}}, "hash": "89fc62006976d1ae6db26714ca6140311e24cac4f02ad47e660792edc6310a02", "text": "There was no evidence found for the following plus standards:\n\n\nN-CN.5\n    \nN-CN.6\n    \nN-CN.8\n    \nN-VM.2\n    \nN-VM.4c\n    \nN-VM.6\n    \nN-VM.8\n    \nN-VM.9\n    \nN-VM.11\n    \nN-VM.12\n    \nA-APR.7\n    \nA-REI.8\n    \nA-REI.9\n    \nF-TF.3\n    \nF-TF.9\n    \nS-CP.8\n    \nS-CP.9\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Meaningful Math series meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The instructional materials develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the series.\nExamples of the materials developing conceptual understanding and providing opportunities for students to independently demonstrate conceptual understanding are highlighted below:\n\nA-APR.B: In Algebra 1, Fireworks, A Quadratic Rocket, page 385, students make the connection between the shape of a parabola and the number of x-intercepts. Students determine the vertex from quadratic equations written in vertex form, whether the graph is concave up or down, and the resulting number of x-intercepts. Also, in Algebra 1, the zero product rule is defined in the Glossary on page 459, and concept development of the property begins in Algebra 1, Fireworks, Intercepts and Factoring, page 415, where factoring is introduced. \u201cFactored form is useful for finding x-intercepts. The x-intercepts are the values of x that make y = 0.\u201d Students engage with this activity, using a polynomial\u2019s factors to unveil the x-intercepts, however the term zero is not introduced. In subsequent activities, students factor expressions, graph parabolas, and solve a cattle pen application using the factored form and the x-intercepts. In Algebra 2, The World of Functions, Supplemental Activities, page 431, students use their knowledge of the Remainder Theorem on page 427 to show connections between roots, equations, and graphs of polynomial functions. The term roots is used rather than zeros.\nA-REI.A: In Algebra 1, The Overland Trail, Reaching the Unknown, pages 90-91, students build conceptual understanding of solving equations within the context of a using a pan balance scale. Mystery bags filled with gold and lead weights are arranged on the pan balance, and students determine how much gold is in each bag. Through a series of subsequent activities on pages 92-95, students move from the pan balance analogy to solving one-step, two-step, and multi-step equations.\nA-REI.10: In Algebra 1, The Overland Trail, The Graph Tells the Story, page 51, students make a table of values based on a provided in-out rule, and then plot the points until they gain \u201ca good idea of what the whole graph looks like.\u201d Later, in Algebra 1, All About Alice, Curiouser and Curiouser!, page 157, students use a similar method to gain understanding of the properties of the graph of y=2x and in Algebra 2, The World of Functions, Going to the Limit, pages 351-352, for the graphs of rational functions.\nF-IF.A: In Algebra 1, students use in-out tables to investigate functions and develop an understanding of what a function is in The Overland Trail, The Importance of Patterns, page 12 and The Overland Trail, The Graph Tells the Story, pages 49-51.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f20f66f2-7867-4ade-b65e-83706f50b538": {"__data__": {"id_": "f20f66f2-7867-4ade-b65e-83706f50b538", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "4838b60f-85fe-403e-b3c0-c96bc95fca39", "node_type": null, "metadata": {}, "hash": "89fc62006976d1ae6db26714ca6140311e24cac4f02ad47e660792edc6310a02"}, "3": {"node_id": "6d5c0056-7503-46bb-b1b3-17d145197879", "node_type": null, "metadata": {}, "hash": "7e40aa2441c036ec1bcce17d1f712111d1fb8d0ddb0a76c04e176ebb0f97b76b"}}, "hash": "2de18fe7aaeeb756b6baa934eb537db54feb5cbc1174265c823ab2e319ed16aa", "text": "Additionally, sequences are used as a means to establish the meaning of functions in Algebra 1, The Overland Trail, Supplemental Activities, page 104, when students look for a pattern in a provided sequence and write a description of the pattern, a method for how to find the next few terms in the pattern, and an equation for the sequence.\nG-SRT.2: In Geometry, Shadows, Triangles Galore, page 57, students experiment with congruent triangles to see if they can find a small triangle inside a larger triangle so that the two triangles are similar. In this investigation, students verbalize their conclusions and describe the line segments that can be used to create a small triangle that is similar to the larger triangle.\nG-SRT.6: In the Geometry Shadows unit, students develop their conceptual understanding of trigonometric ratios by looking at right triangles and have multiple opportunities to independently demonstrate that understanding. The materials highlight past experience with using ratios in their work with triangles and similarity, \u201cYou\u2019ve also seen that ideas of similarity involve ratios of sides of triangles. So it\u2019s natural to think about ratios of sides within right triangles\u201d (Shadows, The Sun Shadow, page 73), and the materials assign names to the trigonometric ratios on pages 74-75. Students engage in creating trigonometric tables on page 77 to examine the relationship between the sine and cosine of complementary angles on page 78 and apply trigonometric ratios to solve real-world problems on pages 79-81.\nS-ID.7: In Algebra 1, The Overland Trail, Traveling at a Constant Rate, page 59, students graph a data set to make predictions about the water supply of travelers on the Overland Trail. In Exercise 4, students estimate how much water each family used per day (understanding what slope means in context) and how much water each family started with (understanding what y-intercept means in context).\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Meaningful Math series partially meet expectations that the materials provide intentional opportunities for students to develop procedural skills, especially where called for in specific content standards or clusters.\nStudents\u2019 independent demonstration of procedural skills is often limited to a few problems. The following are examples of how the instructional materials provide students with limited opportunities to independently demonstrate procedural skills throughout the series.\n\nN-RN.2: In Algebra 1, All About Alice, Curiouser and Curiouser!, page 160, students use work from a previous problem to develop a general way to define 2pq for any fraction pq. In Exercise 3 on pages 163-164, students rewrite five expressions in simpler form using properties of exponents with rational exponents. There is minimal practice for students to rewrite radical expressions.\nA-APR.2: In Algebra 2, The World of Functions, Supplemental Activities, pages 427-428, the materials state the Factor Theorem, specifically referring to the Remainder Theorem on page 428, and explain why the theorem is true. Yet students have limited opportunities to apply the remainder theorem when working with polynomials.\nA-APR.6: In Algebra 2, The World of Functions, Supplemental Activities, page 426, the materials provide students with two examples of long division. Students then practice polynomial division on three problems.\nA-REI.4b and N-CN.7: In Algebra 2, High Dive, A Falling Start, page 270, students solve quadratic equations with complex solutions. There are three problems where students develop and independently demonstrate solving quadratic equations with complex solutions. Overall, there are limited opportunities for students to recognize when the quadratic formula will result in complex solutions.\nF-TF.2: In Algebra 2, High Dive, Supplemental Activities, pages 316-317, students explore radian measures and the unit circle. While students work with the unit circle in other activities in the High Dive unit, these activities do not use radian measures.\nG-GPE.5: There is minimal evidence students develop procedural skills in using the criteria for perpendicular and parallel lines to solve problems. In Geometry, Geometry by Design, Isometric Transformations, page 179, students use the slope criteria for perpendicular lines to find the equation of the line that passes through a given point and is perpendicular to a given line in two exercises. In Algebra 2, Small World, Isn\u2019t It?, All in a Row, page 23 and Small World, Isn\u2019t It?, Supplemental Activities, page 85, students develop the concept that parallel lines have the same slope.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d5c0056-7503-46bb-b1b3-17d145197879": {"__data__": {"id_": "6d5c0056-7503-46bb-b1b3-17d145197879", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "f20f66f2-7867-4ade-b65e-83706f50b538", "node_type": null, "metadata": {}, "hash": "2de18fe7aaeeb756b6baa934eb537db54feb5cbc1174265c823ab2e319ed16aa"}, "3": {"node_id": "4de29a2c-4db9-41a8-95d2-91e673e98396", "node_type": null, "metadata": {}, "hash": "9f616acb83a674866334ed63ca2043b4d969e901b51e100a021e507ab004a882"}}, "hash": "7e40aa2441c036ec1bcce17d1f712111d1fb8d0ddb0a76c04e176ebb0f97b76b", "text": "Attention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials for Meaningful Math series meet expectations that the materials support the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\nThe problem-based nature of the series lends itself to using application problems throughout all courses. In each unit, a series of activities are used to tie together mathematics content as students seek to solve the overarching unit problem. Typically, the unit concludes with students writing up their solutions to the unit problem, which provide a regular opportunity for students to independently demonstrate their use of mathematics in solving applications. The mathematical activities within the unit primarily consist of contextualized applications. The units within all three courses follow this structure.\nExamples of engaging high school applications in real-world contexts include:\n\nA-REI.12: Algebra 1, Cookies focuses on Systems of Equations and Linear Programming as students build a conceptual understanding in the first activity when they find combinations that satisfy a given criteria. The following activity modifies the criteria and increases the demand for combinations. Later during the unit, students are introduced to inequalities and apply this newly acquired concept to solving for combinations that satisfy a new set of criteria. Before the unit is complete, students have the opportunity to apply the skill to other contextual situations, for example, dog diets and music.\nIn Algebra 2, students apply knowledge of solving equations to solving quadratic contextual problem situations in Small World, Isn\u2019t It?, Beyond Linearity, pages 35-36, as well as exponential problem situations in Small World, Isn\u2019t It?, A Model for Population Growth, pages 53-55.\nIn Algebra 1, Fireworks, A Quadratic Rocket, page 376, students use quadratic equations or other representations of data to determine the population of rats after a period of time.\nG-SRT.5: In Geometry, Shadows, The Lamp Shadow, students apply their experience with similar triangles to solve problems that involve indirect measurement (e.g., height of an object, pages 63 and 65). These opportunities transition to establishing and applying trigonometric ratios (G-SRT.8) (e.g., encountering angles of elevation and depression, page 80).\nA-SSE.3: In Algebra 1, Fireworks, Putting Quadratics to Use, page 406, students convert an equation modeling the path of a rocket from standard form to vertex form. By converting the equation, students are able to identify the maximum height of the rocket and how long it took for the rocket to reach the maximum height.\nG-SRT.8: In Geometry, Do Bees Build It Best?, Area, Geoboards, and Trigonometry, page 245, students use trigonometric ratios to find the missing side of a right triangle as they seek to determine if people stranded on a sailboat will make it to shore safely. In the second part of the activity, students use inverse trigonometric ratios to solve for a missing angle in a right triangle within the context of a tree\u2019s shadow.\nF-IF.B: In Algebra 2, Small World, Isn\u2019t It?, Average Growth, page 13, students apply their knowledge of functions to create an in-out table, graph, and equation to represent the spread of an oil slick after an explosion of an oil tanker at sea in Part I. Students use their rule in Part II of the activity to see if the cleanup operation can eventually neutralize the oil spill.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials for Meaningful Math series meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.\nAll units emphasize applications. In general, tasks use a real-world context and units are organized around an overarching real-world problem. Conceptual understanding is developed through the applications by teaching through problem solving. Units often feature limited opportunities for practicing procedural skills, but when present, procedural skills are integrated into the problem-solving scenarios.\nMultiple aspects of rigor are engaged simultaneously to develop students\u2019 mathematical understanding of a single topic/unit of study throughout the materials. Examples of this include:\n\nIn Algebra 1, The Overland Trail, students plan provisions for the trip for several fictional families. As the families progress through the trip, students encounter graphs, lines of best fit, equations, and rate problems. The mathematical concepts are applied to the migration. The activities are often presented within a context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4de29a2c-4db9-41a8-95d2-91e673e98396": {"__data__": {"id_": "4de29a2c-4db9-41a8-95d2-91e673e98396", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "6d5c0056-7503-46bb-b1b3-17d145197879", "node_type": null, "metadata": {}, "hash": "7e40aa2441c036ec1bcce17d1f712111d1fb8d0ddb0a76c04e176ebb0f97b76b"}, "3": {"node_id": "a265672f-cba6-432b-8f28-0f48b889b0da", "node_type": null, "metadata": {}, "hash": "cfef1b59280acb2d64a33ac917060b89e11e32da3f57f6621dbddb4f4a456384"}}, "hash": "9f616acb83a674866334ed63ca2043b4d969e901b51e100a021e507ab004a882", "text": "The mathematical concepts are applied to the migration. The activities are often presented within a context. For example, The Overland Trail, Setting Out with Variables, page 35, includes the application of a procedural skill (Students calculate the price to cross a river.) and prompts \u201cexplain your reasoning,\u201d where students use a given formula to explain the cost for different categories of customers. The In-Class and Take-Home Assessments use a related modern-day context, prompt for reasoning, and include the use of procedural skill, which balances the three aspects of rigor in The Overland Trail.\nIn Geometry, Orchard Hideout, students consider a circular piece of land where they will plant an orchard and make a projection about how long it will take before the orchard is a dense hideout. For example, in Orchards and Mini Orchards, pages 326-333, students use radius, midpoint, perpendicular bisector, circumcenter, tangents, area of a circle, and the distance formula to promote conceptual understanding and mathematical application. There is also practice with procedural skills.For example, on page 333, students decide whether points shown as ordered pairs are inside, outside, or on the boundary of the orchard.\nIn Algebra 2, The World of Functions, students reason about the relationship between speed and stopping distance using multiple representations as they are introduced to the unit problem on page 326. Students make connections between verbal descriptions and graphs on pages 328-331 and 334, and students use tables to explore patterns and properties of linear, quadratic, cubic, and exponential functions on pages 333, 335, 338-342, and 347. Students assign functions to tables in Who\u2019s Who? on page 361. The unit concludes with students returning to the unit problem as they explain what function family they think best represents data given in a table.\n\nThere are some instances where procedural skills activities are not presented simultaneously with other aspects of rigor. Examples of this include:\n\nIn Algebra 1, Overland Trail, Reaching the Unknown, page 92, students solve one-step, two-step and multi-step equations containing variables on both sides of the equal sign.\nIn Algebra 1, Cookies, Points of Intersection, page 339, students solve linear equations and linear systems.\nIn Algebra 1, Fireworks, Intercepts and Factoring, page 416, students factor quadratic equations.\nIn Geometry, Shadows, The Shape of It, pages 37, 38, and 40, students create proportions based on similar figures and solve the proportions to find the lengths of missing sides.\nIn Algebra 2, Small World, All in a Row, page 29, students find the equation of a line given specific information.\n\nThe instructional materials embed conceptual understanding and application in contexts such that these two aspects of rigor are simultaneously being addressed. For example:\n\nIn Algebra 2, The World of Functions, Composing Functions, page 381, students develop their conceptual understanding of composition within the context of a student who is trying to save enough money to travel across the country. Students can either make a graph or a table to show student earnings as they apply one function to another function.\nIn Algebra 2, Small World, Isn\u2019t It?, All in a Row, page 23, students make a connection between the slope of parallel lines and the graph of parallel lines within the context of teammates saving money to help buy new basketball uniforms. They develop formulas to describe the amount of money each of the friends has at any time and consider how these formulas relate to their respective slopes and graphs.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Meaningful Math series do not meet expectations that the materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards. In addition to not developing MP6 to its full intent, the materials do not identify the MPs for teachers or students as evidenced in the EdReports.org Criterion Summary for the MPs.\nStudents often make sense of problems and persevere in solving them, and several tasks address a general problem-solving process and are not connected to the high school content standards. There is intentional development of MP1 across the series, but MP6 is not developed to its full intent as the materials do not always use precise mathematical vocabulary and definitions.\nProblems of the Week (POW) provide opportunities to make sense of problems and persevere in solving them (MP1).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a265672f-cba6-432b-8f28-0f48b889b0da": {"__data__": {"id_": "a265672f-cba6-432b-8f28-0f48b889b0da", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "4de29a2c-4db9-41a8-95d2-91e673e98396", "node_type": null, "metadata": {}, "hash": "9f616acb83a674866334ed63ca2043b4d969e901b51e100a021e507ab004a882"}, "3": {"node_id": "b2c93666-1c46-4959-b12f-98d186b3b0fa", "node_type": null, "metadata": {}, "hash": "e9f60e388dea715b45da7fc14f842d0273fb095631b72e66132b866e92ecf2f2"}}, "hash": "cfef1b59280acb2d64a33ac917060b89e11e32da3f57f6621dbddb4f4a456384", "text": "Examples include:\n\nIn Algebra 1, The Pit and the Pendulum, Edgar Allan Poe - Master of Suspense, POW 7, pages 198-199, the materials present a modified chess board and explain how a knight moves. Students determine if it is possible to move each knight from one spot on the board to another spot on the modified board. In order to determine if the movements are possible, students make sense of how a knight moves, and they also make sense of how to record the movements of the knights. Students persevere in the task as they record multiple combinations of moves in order to determine if the knights can land in the desired spaces on the modified board.\nIn Geometry, Do Bees Build it Best?, From Two Dimensions to Three, POW 10, pages 270-271, students plan to create a patchwork quilt and find a piece of satin that can be used to make patches for the quilt. Students are given the dimensions of the piece of satin and have to determine how many 3 inch by 5 inch patches could be cut from the large piece.\nIn Algebra 2, The Game of Pig, Pictures of Probability, POW 5, pages 123-124, pairs of students play a game in which each can remove a limited number of objects from a group (e.g., remove one, two, or three objects from a group of ten). The winner is the player who takes out the last object. After playing several variations of the game, students describe their best strategies, make generalizations about the structure of the game, and give justification for their findings.\n\nThe materials do not develop MP6 to its full intent as they do not always use precise mathematical vocabulary and definitions. Examples of how the materials do not use precise mathematical vocabulary and definitions include:\n\nFunctions are introduced in Algebra 1, The Overland Trail, within the context of in-out tables and are defined in the Glossary on page 451 as \u201ca process or rule for determining the numerical value of one variable in terms of another. A function is often represented as a set of number pairs in which the second number is determined by the first, according to the function rule.\u201d The materials do not use the definition of a function as assigning each element of the domain exactly one element of the range (F-IF.1).\nIn Algebra 1, The Pit and the Pendulum, Supplemental Activities, page 292, the term domain is defined as \u201cintervals on the x-axis\u201d and used in relationship to piecewise functions, and the term range is not defined or used in relationship to functions in Algebra 1. In Algebra 2, Small World, Isn\u2019t It?, Supplemental Activities, pages 95-96, the terms domain and range are examined in the context of the relationship between exponential and logarithmic functions. Also, in Algebra 2, The World of Functions, Supplemental Activities, pages 408-409, students determine the domains of rational and radical expressions. The terms domain and range are not used or defined for other types of functions, including polynomial functions, in the series.\nIn Geometry, Geometry by Design, Do It Like the Ancients, page 134, the definition of congruent is written as, \u201cTwo figures are congruent if they can be placed on one on top of the other and they match up perfectly.\u201d The materials do not define congruence in terms of rigid motions.\nIn Algebra 2, High Dive, The Height and the Sine, page 213, students model the movement of a Ferris Wheel using a trigonometric function and examine how the amplitude, period, and frequency affect the graph and equation modeling the Ferris Wheel. The materials do not use the term frequency when referring to trigonometric functions, but in Exercise 1, students modify the frequency by changing the period of the trigonometric graph.\nThe term zeros is used in Algebra 2, High Dive, Supplemental Activities, page 306, but there is no other evidence for the use of this term. The term is also not used in any of the problems that are a part of the Supplemental Activity on page 306.\nNo evidence of the use of the term interquartile range (S-ID.2) was found.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Meaningful Math series meet expectations that the materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards. MP2 and MP3 are used to enrich the mathematical content throughout the series, and there is intentional development and full intent of MP2 and MP3.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b2c93666-1c46-4959-b12f-98d186b3b0fa": {"__data__": {"id_": "b2c93666-1c46-4959-b12f-98d186b3b0fa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "a265672f-cba6-432b-8f28-0f48b889b0da", "node_type": null, "metadata": {}, "hash": "cfef1b59280acb2d64a33ac917060b89e11e32da3f57f6621dbddb4f4a456384"}, "3": {"node_id": "62cbb4a1-4167-4e0c-b869-255c6baef463", "node_type": null, "metadata": {}, "hash": "6587b7ac9a19df7fbb1ac07479e60b8712a2c1eb0e0d7abcc4265b406ed3c571"}}, "hash": "e9f60e388dea715b45da7fc14f842d0273fb095631b72e66132b866e92ecf2f2", "text": "Some examples of MP2 include:\n\nIn Algebra 1, The Overland Trail, Setting Out with Variables, page 31, students are given detailed information about the quantities of boots, shoes, and shoelace that travelers will need on the Overland Trail. Students decontextualize the quantities in order to determine the total amount of shoelace a family travelling on The Overland Trail will need, and they recontextualize their calculations and final amount to describe how they obtained the amount of shoelace in relationship to the members of the family.\nIn Algebra 1, Cookies, Picturing Cookies, page 311, students reason about the quantities provided as they define variables to represent different quantities and use those variables to write a system of inequalities that describe the constraints of the problem.\nIn Algebra 2, High Dive, Falling, Falling, Falling, pages 225-226, students are given a particular example of the distance travelled by a falling object and develop a general formula for the height of a falling object after a given number of seconds.\n\nWhen engaging in group activities throughout the course, students construct arguments and critique the reasoning of others as they collaborate and discuss in groups. Some examples of MP3 include:\n\nIn Algebra 1, The Overland Trail, Who\u2019s Who, page 7, students solve a problem and write up their solution. The final part of the write-up prompts students to show that their \u201canswer fits the information and that it is the only answer that fits the information.\u201d This allows students to provide an argument for why their answer is correct by disproving other possible answers.\nIn Algebra 1, All About Alice, Curiouser and Curiouser!, pages 161-162, students consider three problems which pose several students\u2019 reasoning regarding the additive law of exponents, multiplying expressions with the same exponent, and raising exponential expressions to powers. Students critique the reasoning of each student to determine whether any of the student answers are correct and then justify why a particular student is correct.\nIn Geometry, Shadows, How to Shrink It?, page 28, three students share their strategy for shrinking the size of a house while keeping the shape exactly the same. Students critique the reasoning of others as they determine whether each strategy works and explain why the method does or does not work.\nIn Geometry, Geometry by Design, Dilation, page 191, a student seeks advice from five friends about how to enlarge a figure on a copier. Students critique each friend\u2019s response as to whether it produces the desired enlargement, and if it doesn\u2019t, students determine what size enlargement was actually made.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Meaningful Math series partially meet expectations that the materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards. Students create and use models throughout the series and use tools to solve real-world problems; however, students are often told which tool to use.\nSome examples of MP4 include:\n\nIn Algebra 1, Fireworks, The Form of It All, pages 399-340, students design a drinking trough for a farmer to use on his farm. Students are provided with the width and length of the metal sheet and must determine the height that would maximize the volume of the trough.\nIn Geometry, Do Bees Build It Best?, The Corral Problem, pages 260-264 and 266, students build a corral for a rancher. This corral can be the shape of any regular polygon, but the rancher has the budget for a particular amount of fencing. These activities provide students the opportunity to model with mathematics as they explore the relationship between perimeter and area of regular polygons.\nIn Algebra 2, Small World, Isn\u2019t It?, Average Growth, page 13, students consider the growth of an oil spill at sea and determine a function to model the growth of the oil spill. Students create a different function that represents relief efforts in the clean-up process and determine whether the clean-up efforts will eventually counteract the growth of the oil spill.\nIn Algebra 2, The World of Functions, Back to the Beginning, page 403, students select activities that helped them to see connections between tables, graphs, equations, and situations. This activity supports student engagement with multiple representations of functions to represent real-world scenarios.\n\nIn the series, students often use tools, but students generally do not choose which tool to use. Some examples of not choosing a tool include:\n\nIn Algebra 1, The Overland Trail, Reaching the Unknown, pages 79-80, students write an equation representing a given context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "62cbb4a1-4167-4e0c-b869-255c6baef463": {"__data__": {"id_": "62cbb4a1-4167-4e0c-b869-255c6baef463", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "b2c93666-1c46-4959-b12f-98d186b3b0fa", "node_type": null, "metadata": {}, "hash": "e9f60e388dea715b45da7fc14f842d0273fb095631b72e66132b866e92ecf2f2"}, "3": {"node_id": "06e6937f-9ecc-49fe-8e59-9e28468785d1", "node_type": null, "metadata": {}, "hash": "aead8530a10bab402c8655ddd057a1c88a269b18f8139a87dc53064db3886048"}}, "hash": "6587b7ac9a19df7fbb1ac07479e60b8712a2c1eb0e0d7abcc4265b406ed3c571", "text": "The materials state: \u201cGraph the function from Question 4 on your calculator,\u201d and then, \u201cUse the trace feature on your calculator to find three more pairs of possible\u201d solutions. Students do not have the opportunity to make decisions about whether to construct a graph by hand or use a calculator, nor do they consider the advantages/limitations of finding possible solutions by guess and check or using the calculator.\nIn Geometry, Do Bees Build it Best?, Area, Geoboards, and Trigonometry, page 240, students derive the area formulas for a parallelogram and a trapezoid. The material specifies two approaches, one of which involves using geoboard paper, and the other involves students drawing figures on paper and cutting out the figures to see how the pieces fit together. By including these approaches, the materials take away the opportunity for students to determine what tool(s) would be helpful in deriving the area formulas for parallelograms and trapezoids and identifying strengths/limitations of the tool(s).\nIn Algebra 2, Small World, Isn\u2019t It?, Beyond Linearity, page 38, students graph a function on the graphing calculator. The materials explicitly state to, \u201cGraph this function, and adjust the viewing window so your graph includes the point (50, 400).\u201d With this hint, students do not have an opportunity to consider how to use the tool appropriately so that they could see a useful view of the graph.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Meaningful Math series meet expectations that the materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards. In the instructional materials, students often look for structure in patterns and generalize the patterns in addition to generalizing findings from regularity in repeated reasoning.\nSome examples of MP7 include:\n\nIn Algebra 1, All About Alice, Extending Exponentiation, page 152, students examine a list of powers of 2 (25=32, 24=16, 23=8, 22=4, 21=2, 20=1, 2-1=?, 2-2=?, 2-3=?, 2-4=?) and describe the pattern of values on the right side of the equality statements. Students use the pattern to determine the missing values for powers of 2 with negative exponents. Students use the structure of powers to similarly determine a list of negative powers for 1/2 on page 153.\nIn Algebra 1, Fireworks, The Form of It All, pages 390-391, students consider the multiplication of two two-digit numbers using an area model. This structure of the area model is built upon as students multiply algebraic expressions on pages 392-393. Factoring is informally introduced using the area model in Exercise 4 on page 393 when students are given the total area and seek to find the length and width to set the stage for factoring quadratic expressions using this model later in Fireworks, Intercepts and Factoring, page 415.\nIn Algebra 2, High Diver, A Falling Start, Page 269, students find the values of i3, i4 ,i5, and students use the structure to write an equivalent form of i3057 and a general procedure for finding the value of in.\n\nSome examples of MP8 include:\n\nIn Geometry, Shadows, What Is a Shadow?, page 16, students find a formula to represent how many wood strips would be needed to build square windows of different sizes. Students are given a diagram showing how many wood strips would be needed for a 3 x 3 window. Students then draw windows of different sizes and make an in-out table of values for the different windows. Students use the table of values or the picture to obtain a formula for any n by n window.\nIn Geometry, Shadows, The Shape of It, page 22, students use protractors to discover the angle sums of triangles and quadrilaterals. Students build upon this knowledge in the following activity on page 23 as they consider other polygons. During this activity, students generalize their findings for a few specific polygons to find an expression for the sum of the angles in a polygon as a function of the number of sides in that polygon.\nIn Algebra 2, Small World, Isn\u2019t It?, A Model for Population Growth, page 49, students consider a population that doubles every 12 hours. In Exercise 1, students figure out how many creatures there are at specific times then generalize and create a formula to find the size of the population for any number of days in Exercise 2.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06e6937f-9ecc-49fe-8e59-9e28468785d1": {"__data__": {"id_": "06e6937f-9ecc-49fe-8e59-9e28468785d1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "62cbb4a1-4167-4e0c-b869-255c6baef463", "node_type": null, "metadata": {}, "hash": "6587b7ac9a19df7fbb1ac07479e60b8712a2c1eb0e0d7abcc4265b406ed3c571"}, "3": {"node_id": "7fc0680a-3b23-4de4-989c-b5f3ccc0d7ef", "node_type": null, "metadata": {}, "hash": "011cd0be9c957ed9204740a032442de6aa86bc493d67fe9b48cef80fa3d3e3e6"}}, "hash": "aead8530a10bab402c8655ddd057a1c88a269b18f8139a87dc53064db3886048", "text": "In Algebra 2, The World of Functions, Tables, page 333, students consider f(x) = 4x + 7 and look for a pattern in the output values based on input values that have a constant difference between them. Students create their own linear functions, look for patterns in the output values based on their own functions, and develop a generalized statement regarding the pattern in constant differences of output values within a table for all linear functions. On page 338, students work with specific quadratic functions and express regularity in the repeated reasoning to develop a general conclusion regarding constant second differences in outputs with constant changes in x within a table for all quadratic functions.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7fc0680a-3b23-4de4-989c-b5f3ccc0d7ef": {"__data__": {"id_": "7fc0680a-3b23-4de4-989c-b5f3ccc0d7ef", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdd13276-ff9b-4a67-b2d7-425ed129c314", "node_type": null, "metadata": {}, "hash": "c59e4fba826ce91023c19e7cf6aada01ea342f283e9463c7fceef2f09fada5ea"}, "2": {"node_id": "06e6937f-9ecc-49fe-8e59-9e28468785d1", "node_type": null, "metadata": {}, "hash": "aead8530a10bab402c8655ddd057a1c88a269b18f8139a87dc53064db3886048"}}, "hash": "011cd0be9c957ed9204740a032442de6aa86bc493d67fe9b48cef80fa3d3e3e6", "text": "In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5bd1e7fd-61df-4fc9-ac44-2169ca4efe94": {"__data__": {"id_": "5bd1e7fd-61df-4fc9-ac44-2169ca4efe94", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "3": {"node_id": "4ce76d05-4b5d-4dfe-84a8-166d673f0c9a", "node_type": null, "metadata": {}, "hash": "4441d56ec6568543702f6910fdbd1b6bc74ecbe2f564e680b86b53d464b20d8c"}}, "hash": "237f3dc19b8c0d76b612e309a0943440878604438e56149c6a22d74a10de69ad", "text": "Singapore Math: Primary Mathematics Common Core Edition\n\nThe instructional materials for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards and devote less than 65% of instructional time to the major work of the grade. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially meet expectations for the remainder of the indicators within coherence. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, and the amount of time devoted to the major work of the grade is less than 65 percent. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially meet expectations for the remainder of the indicators within coherence.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for assessing grade-level content. The materials include Differentiated Unit Tests and Continual Assessments (Books 3A and 3B). Overall, the instructional materials assess content from future grades within the majority of the Unit Tests and Continual Assessments. Above grade-level assessment items are present and could not be modified or omitted without a significant impact on the underlying structure of the instructional materials.\n\n\n    The assessments embedded in the Singapore Math Primary Mathematics Tests, Books A and B, include Unit Tests for each of the twelve units in the grade. Each Unit Test includes two separate tests, A and B. \u201cTest A focuses on key concepts and includes free response questions that demonstrate problem-solving skills. Test B focuses on application of analytical skills, thinking skills, and heuristics\u201d (page 3, Test Books). Three Continual Assessments are also included and administered to students following Units 2, 5, and 8 respectively, and there is an End-of-Year Test.\n\n\n    Throughout the assessments, there were assessment items aligned to standards above grade level. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ce76d05-4b5d-4dfe-84a8-166d673f0c9a": {"__data__": {"id_": "4ce76d05-4b5d-4dfe-84a8-166d673f0c9a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "5bd1e7fd-61df-4fc9-ac44-2169ca4efe94", "node_type": null, "metadata": {}, "hash": "237f3dc19b8c0d76b612e309a0943440878604438e56149c6a22d74a10de69ad"}, "3": {"node_id": "63abdeb6-5aa2-4444-bfdd-8fd0f0b34106", "node_type": null, "metadata": {}, "hash": "886bc36f3894474feac16446c12ad4743b420f82dd940995b003b4f8dec3fd7f"}}, "hash": "4441d56ec6568543702f6910fdbd1b6bc74ecbe2f564e680b86b53d464b20d8c", "text": "Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. (4.NBT.2) Continuous Assessment 2, Test B, #11 \u201cWrite the number five thousand, seventy.\u201d\n    \nUse place-value understanding to round whole numbers to any place. (4.NBT.3) Unit 1, Test A, #15b \u201cRound 4,598 to the nearest thousand: ______\u201d\n    \nMultiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4.NBT.5) Unit 3, Test A, #8 \u201cMultiply. 206 x 3= ______\u201d\n    \nFind whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. (4.NBT.6) Unit 4, Test B, #2 \u201cWhich of the following will not have a remainder? A. 94 \u00f7 3 B. 125 \u00f7 4 C. 315 \u00f7 7 D. 266 \u00f7 6\u201d\n    \nCompare two fractions with different numerators and different denominators. (4.NF.2) Unit 9, Test A, #8 \u201cWhich of these fractions is the greatest? 5/6, 1/2, 7/12\u201d\n    \nSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. (4.MD.A) Unit 7, Test A, #14 \u201cNatalie measures 21 cups of water in a container. How many pints and cups are in the container? ______pt ______c\u201d\n    \n\n\n    Examples of items that align to Grade 3 standards include:\n\n\nUnit 9, Test A, #19, \u201cTamar ate 1/2 of a bowl of salad. Denae ate 1/6 of the same bowl of salad. Who ate the most salad?\" (3.NF.3d)\n    \nUnit 3, Test A, #19, \"Jessie had $50. After buying 4 art sets, she had $26 left. How much did each art set cost?\" (3.OA.3)\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for spending a majority of instructional time on major work of the grade.\n\n\nThe approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 2 out of 15, which is approximately 15 percent.\n    \nThe number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 11 out of 33, which is approximately 33 percent.\n    \nThe number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 57 out of 163, which is approximately 41 percent.\n    \n\n\n    A lesson-level analysis (which includes lessons and sub lessons) is most representative of the instructional materials because it addresses the amount of class time students are engaged in major work throughout the school year. As a result, approximately 41 percent of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Primary Mathematics Common Core Edition Grade 3 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\n\n    The examples from Primary Mathematics Common Core Edition Grade 3 where connections are made between major and supporting work are not always noted in the Teacher\u2019s Guide. Some examples of where the materials make connections between supporting and major work include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "63abdeb6-5aa2-4444-bfdd-8fd0f0b34106": {"__data__": {"id_": "63abdeb6-5aa2-4444-bfdd-8fd0f0b34106", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "4ce76d05-4b5d-4dfe-84a8-166d673f0c9a", "node_type": null, "metadata": {}, "hash": "4441d56ec6568543702f6910fdbd1b6bc74ecbe2f564e680b86b53d464b20d8c"}, "3": {"node_id": "e358d634-bebc-40a3-9dbc-ebf70f572a7b", "node_type": null, "metadata": {}, "hash": "6ccf997be95a990a239202122e1948e690bdd1dbeed615afbf3862062d88da02"}}, "hash": "886bc36f3894474feac16446c12ad4743b420f82dd940995b003b4f8dec3fd7f", "text": "In Unit 3, Lesson 1f, students solve word problems involving multiplication and division within 100 (major work, 3.OA.3) with representing data (supporting work, 3.MD.3, 3.MD.4). \u201cA tailor used 21 m of cloth to make dresses. She used 3 m of cloth for each dress. How many dresses did she make?\u201d\n    \nIn Unit 11, Lesson 1a, students represent data with pictographs (supporting work, 3.MD.3) and connections are made to multiplying and dividing within 100 (major work, 3.OA.2). \u201cJoanne has counted the number of different types of evergreen trees in a park and put the information into a table [Table inserted in text.] She makes a scaled picture graph to show the number of trees in a nature park. She wants to have no more than about 10 symbols in each row. [Pictograph inserted in text.] If [one tree inserted] represents 4 trees, what does [half tree inserted in text] represent? Why did Joanne choose one symbol for 4 trees? Could she have used a different scale?\u201d (Student Textbook, 3B, page 128). This connection is not noted in the Teacher\u2019s Guide.\n    \nIn Unit 9, Lesson 9.1a, students use bar models and shapes (supporting work, 3.G.2) to identify fractional pieces and relate them to a whole (major work, 3.NF.1) \u201cWhat fraction of each shape is shaded? What fraction is not shaded?\u201d (Student Textbook, 3B, page 86). This connection is not noted in the Teacher's Guide.\n    \n\n\n    Examples where units and/or lessons did not make connections between major and supporting work include:\n\n\nIn Unit 2, Lesson 1.1b, students use mental math to subtract within 1,000, supporting standard 3.NBT.2, with no connection to major work of 3.OA.\n    \nIn Unit 5, Lesson 5.3a, students measure, estimate, and compare lengths in feet, yards, and inches, supporting standard 3.MD.4, with no connection to major work of 3.OA or 3.NF.\n    \nUnit 12 addresses angles and shapes through three lessons, supporting standard 3.G.1, in isolation.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nInstructional materials for Primary Mathematics Common Core Edition Grade 3 meet expectations that the amount of content designated for one grade level is viable for one year.\n\n\n    As designed, the instructional materials can be completed in 163 days. The total days were computed in the following manner:\n\n\nEach lesson was counted as 1 day of instruction. If a lesson was listed as 1-2 days, 2 days were counted. There was no indication in the Teacher\u2019s Guide of how many minutes each lesson would take.\n    \nAny lesson that did not have an indication of days of completion was counted as 1 day.\n    \nOne day was counted for each review day indicated in the Teacher's Guide, each assessment, each Continual Assessment, and the End-of-Year Assessment.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e358d634-bebc-40a3-9dbc-ebf70f572a7b": {"__data__": {"id_": "e358d634-bebc-40a3-9dbc-ebf70f572a7b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "63abdeb6-5aa2-4444-bfdd-8fd0f0b34106", "node_type": null, "metadata": {}, "hash": "886bc36f3894474feac16446c12ad4743b420f82dd940995b003b4f8dec3fd7f"}, "3": {"node_id": "d6338529-544a-407a-99e4-a938b79f418e", "node_type": null, "metadata": {}, "hash": "d3a11cecd0324142ae938830c0909804fee58cdc22de6ce7f7927fa2024924b4"}}, "hash": "6ccf997be95a990a239202122e1948e690bdd1dbeed615afbf3862062d88da02", "text": "In the Teacher\u2019s Guide is reference to a technology resource named \u201cPrimary Digital.\u201d This is an \u201conline digital curriculum that is designed to complement the core math materials in Singapore Math, Primary Mathematics.\u201d The days indicated above do not count any days for using the online digital curriculum. The days noted above also do not include the mental math and reinforcement activities.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Primary Mathematics Common Core Edition Grade 3 partially meet expectations for the materials being consistent with the progressions in the standards. Overall, materials develop according to the grade-by-grade progressions of the standards; however, some of the content within Grade 3 reflects standards above grade level. Materials make connections to previous grades; however, content from future grades is not identified. For example:\n\n\nIn Primary Mathematics Teacher\u2019s Guide 3A, page 4 in Unit 1, Numbers to 10,000, the Notes state, \u201cStudents will learn the terms' standard form and expanded form. 2,435 is the standard form of the number shown. 2,000 + 4000 + 30 + 5 is the expanded form of 2,435, which shows the value of each digit.\u201d The unit goes beyond the grade-level expectation of working with numbers within 1000. (3.NBT.2)\n    \nIn Unit 2, Workbook 3A, page 52, students add and subtract beyond 1,000. For example: \u201cA television costs $1790. It costs $800 less than a computer. What is the cost of the computer?\u201d This aligns to 4.NBT.4.\n    \nIn Unit 3, Workbook 3A, page 117, students multiply beyond 1-digit numbers (other than multiples of 10) in Workbook 3A. For example: \u201c5 bicycles cost $740. How much does one bicycle cost?\u201d This aligns to 4.NBT.6.\n    \nIn Unit 9, Workbook 3B, page 97, students work with fractions whose denominators go beyond those aligned with Grade 3 (2, 3, 4, 6, 8). For example: \u201cA pine tree sapling is 2/5 m tall. A maple tree sapling next to it is 5/10 m tall. Which one is taller?\u201d This aligns to 4.NF.3.\n    \nThere are 24 games/activities offered as reinforcement in the back of Teacher Guide 3A. Two of these activities relate to adding/subtracting 4-digit numbers (4.NBT.4.). Two of these activities relate to multiplying/dividing a 3-digit number by a 1-digit number (4.NBT.5.).\n    \nThere are eight games/activities offered as reinforcement in the back of Teacher Guide 3B. Five of the eight games/activities relate to money, including adding/subtracting decimal amounts (4.MD.2, 5.NBT.7).\n    \n\n\n    The Grade 3 Teacher\u2019s Guides (3A and 3B) include a Developmental Continuum (3A-page vi-x and 3B page vi-x) that contains an overview of topics and skills for each grade level, K-5, but no specific standards are indicated. Standards specific to units and lessons are listed in the introduction to each unit. There are no connections to future grade-level content (other than subsequent units within the same grade level) with except for Units 8 and 13. In each Teacher\u2019s Guide, there is a Notes section at the beginning of each lesson that includes work learned in previous grade levels as well as the connection to the current work in the lesson. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d6338529-544a-407a-99e4-a938b79f418e": {"__data__": {"id_": "d6338529-544a-407a-99e4-a938b79f418e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "e358d634-bebc-40a3-9dbc-ebf70f572a7b", "node_type": null, "metadata": {}, "hash": "6ccf997be95a990a239202122e1948e690bdd1dbeed615afbf3862062d88da02"}, "3": {"node_id": "bbb68e8e-a5bc-417f-ab75-dddb618a1ebc", "node_type": null, "metadata": {}, "hash": "893c34871cad3bea2d94ca53badad3d8e2c6367b5d7fab4fd5831ae138dc1a08"}}, "hash": "d3a11cecd0324142ae938830c0909804fee58cdc22de6ce7f7927fa2024924b4", "text": "Unit 1 in Teacher\u2019s Guide 3A, page 2 states, \u201cStudents should have a basic understanding of place value through hundreds and simple addition and subtraction. They should also be familiar with scaled number lines, that is, number lines in which the divisions stand for quantities greater than 1. In Primary Mathematics 2B, they worked with bar graphs with divisions other than 1.\u201d\n    \nUnit 7 in Teacher\u2019s Guide 3B, page 52 states, \u201cFrom Primary Mathematics 2A, students should understand the need for standard units of measurement in order to communicate the measure of something. They should also be aware that there are two systems of measurement, a customary one used in the United States, and the metric system used in most of the world and also in the sciences in the United States. They should know which units are used in which system for length and weights.\u201d\n    \nUnit 10 in Teacher\u2019s Guide 3B, page 168 states, \u201cStudents should be able to tell time to the half hour, quarter hour, and 5-minute interval using an analog clock face and be able to read and write time using the hour:minute notation.\u201d\n    \n\n\n    Students in Grade 3 do not have extensive work with grade-level problems due to the amount of above grade-level work in the lessons which detracts from the grade-level work. There are limited opportunities for enrichment and reinforcement of grade-level work.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Primary Mathematics Grade 3 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.\n\n\n    The materials for Primary Mathematics Grade 3 include learning objectives that are\n    visibly shaped by the CCSSM cluster headings. For example:\n\n\nIn Unit 4 Lesson 1f (Teacher\u2019s Guide 3A, page 252), students solve word problems (one- and two-step problems involving the four operations and identify and explain patterns in arithmetic.\u201d For example, Student Workbook 3A, page 136 says, \u201cA human heart beats 72 times a minute. How many times does it beat in 6 minutes?\u201d\n    \nIn Unit 9, Lesson 9.1a (Teacher\u2019s Guide 3B, page 122), students demonstrate understanding of how many fraction pieces make one whole using pictures, models, and numerals (3.NF.1). This is shaped by cluster heading 3.NF.A, \u201cDevelop understanding of fractions as a number.\u201d\n    \nIn Unit 9, Lesson 9.3b (Teacher\u2019s Guide 3B, page 126), students review the terms \u201cnumerator\u201d and \u201cdenominator,\u201d compare fractions using models and numerals, and order fractions (3.NF.3). This is shaped by cluster heading 3.NF.A, \u201cDevelop understanding of fractions as a number.\u201d For example, in the Student Textbook 3A, page 86, students are given shapes and determine \u201cWhich fraction of each shape is shaded? Which fraction of each shape is not shaded?\u201d\n    \nIn Unit 13, Lesson 13.1b (Teacher\u2019s Guide 3B, page 232), students find the area of figures by counting the square units (3.MD.6). This is shaped by cluster heading 3.MD.C, \u201cGeometric measurement: understand concepts of area and relate to multiplication and to addition.\u201d\n    \n\n\n    The materials for Primary Mathematics Grade 3 have one example of problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bbb68e8e-a5bc-417f-ab75-dddb618a1ebc": {"__data__": {"id_": "bbb68e8e-a5bc-417f-ab75-dddb618a1ebc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "d6338529-544a-407a-99e4-a938b79f418e", "node_type": null, "metadata": {}, "hash": "d3a11cecd0324142ae938830c0909804fee58cdc22de6ce7f7927fa2024924b4"}, "3": {"node_id": "b9934551-c406-4652-af4f-dfeab0a69163", "node_type": null, "metadata": {}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8"}}, "hash": "893c34871cad3bea2d94ca53badad3d8e2c6367b5d7fab4fd5831ae138dc1a08", "text": "Unit 6, Lesson 6.2b (Teacher\u2019s Guide 3B, page 13) connects two clusters from different domains in the grade. Specifically, \u201cRepresent and solve problems involving multiplication and division.\u201d (3.OA.A) and \u201cSolve Problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.\u201d (3.MD.A) For example, Student Textbook 3B, page 14 says, \u201cA fast food outlet sells 45 kg of fruit in each of 7 boxes. What is the total mass of the fruit he has to pack?\u201d\n    \n\n\n    The materials in Primary Mathematics Grade 3 miss connections between two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\n\nUnit 9 - Fractions addresses the major cluster, \u201cDevelop understanding of fractions as numbers,\u201d (3.NF.A) without connections to other clusters or domains. The mathematics in this unit focuses on recognizing and naming fractions, comparing and ordering fractions with common numerators and common denominators, recognizing and finding equivalent fractions, and finding the simplest form of fractions. Connecting fractions with the measurement and data domain, specifically the major cluster, \u201cSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects,\" (3.MD.A) would be a natural connection.\n    \nUnit 10 \u2013 Time, Lessons 10.1a - 10.1e and Lessons 10.2a-10.2b, addresses the major cluster, \u201cSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects,\u201d (3.MD.A) without any connections to other clusters or domains. The mathematics in this unit includes telling time to the nearest minute, converting hours, minutes, and seconds in various ways, adding and subtracting hours and minutes, and solving problems involving time intervals. The domain, Number and Operations - Fractions, and specifically cluster, \u201cDevelop understanding of fractions as numbers,\u201d (3.NF.A) would be a natural connection for these lessons, providing students the opportunity to develop a sense of 1/4 hour, 1/2 hour and 3/4 hour.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b9934551-c406-4652-af4f-dfeab0a69163": {"__data__": {"id_": "b9934551-c406-4652-af4f-dfeab0a69163", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "bbb68e8e-a5bc-417f-ab75-dddb618a1ebc", "node_type": null, "metadata": {}, "hash": "893c34871cad3bea2d94ca53badad3d8e2c6367b5d7fab4fd5831ae138dc1a08"}, "3": {"node_id": "179cedf1-f12e-42e8-b968-5eb9d15b6790", "node_type": null, "metadata": {}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57"}}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8", "text": "There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "179cedf1-f12e-42e8-b968-5eb9d15b6790": {"__data__": {"id_": "179cedf1-f12e-42e8-b968-5eb9d15b6790", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "79e474cc-7001-41a6-91de-06b28e9f48e1", "node_type": null, "metadata": {}, "hash": "045d3439d753056cb2f23a7fe41bb646d87fd37edb34324658189e824b77741b"}, "2": {"node_id": "b9934551-c406-4652-af4f-dfeab0a69163", "node_type": null, "metadata": {}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8"}}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57", "text": "websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e4ce8854-3b21-4687-99a4-7a8751f28a08": {"__data__": {"id_": "e4ce8854-3b21-4687-99a4-7a8751f28a08", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "3": {"node_id": "19870705-4ab5-426a-a355-0282277befa3", "node_type": null, "metadata": {}, "hash": "e7167f40ea8869c829b3dda6442e1abb6d3dd42ab7e6aa79a9064c90ff9a4ae6"}}, "hash": "9750aa764935e25aef3bd633ef1d21ab1d65fd701522f268a824745a7cf4dece", "text": "Common Core Code X\n\nCommon Core Code X partially meets the expectations of alignment to the standards. The materials include quality texts that encompass the balance of text types required by the standards and also support students' knowledge building, though some texts may require additional consideration due to level of complexity. The majority of questions, tasks, and activities in which students engage are text-focused, attending to the depth of close reading and analysis called for in the standards. There is a cohesive writing plan across the year that engages students in a variety of tasks and writing types that meet the expectations of the standards. However, opportunities for consistent and coherent vocabulary building, research, and culminating tasks that demonstrate knowledge and skills learned in the units, are inconsistent or absent from the materials.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 7 materials include high-quality texts that reflect the distribution of text types and genres required by the standards, though some texts are significantly above grade level either in readability or subject matter/content and supports throughout are not sufficient to move students toward grade-level proficiency. Questions and tasks build toward demonstration of students\u2019 mastery of content and skills. Students are presented with many opportunities to engage in text-based discussions, however protocols and teacher guidance for those discussions are limited. There are many opportunities for students to engage in evidence-based writing that meets the expectations of the standards. Students are provided with explicit instruction of grammar and conventions and are expected to apply those skills in their writing.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 7 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\u00a0 The texts are authentic and timeless and include a mix of classic and contemporary selections written by both male and female authors. Topics are relevant to students\u2019 lives and experiences; texts are worthy of students\u2019 time and attention to support the thematic focus of the units, and expose students to a variety of text types/genres. The texts include excerpts from novels, nonfiction works, poetry, magazines, journal articles, memoirs, essays, and biographies. They are rich in vocabulary and structure and align well with content areas such as science and social studies appropriate to Grade 7. Examples of anchor texts that meet the criteria include, but are not limited to:In Unit 1, students read the poem \u201cThe Road Not Taken\u201d by Robert Frost. This is a challenging text with a lot of figurative language, imagery, and complicated themes that will challenge students to consider choices.In Unit 2, students read the article \u201cWhat Could Be Better Than a Touchdown\u201d by Kelefa Sanneh. This challenging non-fiction text explores a topic that many students already have an interest in from a different standpoint and offers an argument that will engage students in consideration of the point.In Unit 5, students read an excerpt from Rabbit Proof Fence by Doris Pilkington. This compelling novel uses rich language conventionality.In Unit 7, students read an excerpt from The End of Poverty by Jeffrey Sachs. The subject matter is thought-provoking and includes cause-and-effect structure and academic vocabulary. Students need some background knowledge for comprehension.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional instructional materials reviewed for Grade 7 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. The texts include a variety of informational and literary texts so students are exposed to different modes of writing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "19870705-4ab5-426a-a355-0282277befa3": {"__data__": {"id_": "19870705-4ab5-426a-a355-0282277befa3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "e4ce8854-3b21-4687-99a4-7a8751f28a08", "node_type": null, "metadata": {}, "hash": "9750aa764935e25aef3bd633ef1d21ab1d65fd701522f268a824745a7cf4dece"}, "3": {"node_id": "8c4b9e9a-aa4a-46a8-9b9c-904c5f342f8e", "node_type": null, "metadata": {}, "hash": "064bd252290f9d6d156392e6b1e4502b9d0ee4e74e660883d20098a66549a162"}}, "hash": "e7167f40ea8869c829b3dda6442e1abb6d3dd42ab7e6aa79a9064c90ff9a4ae6", "text": "A sample of text types include short stories, poems, articles, novel excerpts, autobiographies, editorials, and dramas.The following are examples of literature found within the core instructional materials:Unit 1: from Call Me Maria, an excerpt from the novel by Judith Ortiz CoferUnit 1: \u201cThe Road Not Taken,\u201da poem by Robert FrostUnit 2: \u201cCasey at the Bat,\u201d a poem by Ernest L. ThayerUnit 3: from Twelve Angry Men, an excerpt from the play by Reginald RoseUnit 3: \u201cDemocracy,\u201d a poem by Langston Hughes and Sara HolbrookUnit 5: from The Diary of Anne Frank, excerpts from the play by Frances Goodrich and Albert HackettThe following are examples of informational text found within the instructional materials:Unit 1: \u201cEssays That Made a Difference,\u201d college admissions essay by Christina Mendoza, James Gregory, and Hugh GallagherUnit 1: from \u201cA Homeless Girl\u2019s Dream,\u201d an article from Essence by Jeannine AmberUnit 3: \u201cAin\u2019t I a Woman,\u201d a speech by Sojourner TruthUnit 4: from The Perfect Storm, an excerpt from the creative nonfiction book by Sebastian JungerUnit 4: from \u201cIn Deference to Crisis, a New Obsession Sweeps Japan: Self-Restraint,\u201d and article by Ken Belson and Norimitsu OnishiUnit 5: from Behind the Beautiful Forevers, an excerpt from the narrative nonfiction by Katherine BooUnit 7: from The End of Poverty, by Jeffrey Sachs\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria that texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis.Texts that are moderate in complexity are accompanied by tasks that increase the level of rigor by demanding higher order thinking skills and analyses from students. However, there are several examples of texts that are either significantly above the text complexity level appropriate for the grade level both in Lexile and content complexity. Additionally, some texts might be readable, but the content and/or subject matter is well-above the grade level. Some texts include highly sophisticated domain-specific language as well as sophisticated rhetorical techniques.\u00a0Texts consistently fit the unit topic and theme but are not consistently at grade-level.Examples of texts that are above complexity level (1010L) include, but are not limited to:In Unit 2, students read from Why We Run by Bernd Heinrich with 1190. s text is challenging at Moderate 2, but with enough support students would find it accessible.The reader must make inferences and will encounter many advanced academic terms. It is used as the second text in the unit, so students will have some background related to the topic.In Unit 4, students read from The Perfect Storm by Sebastian Junger with a  1100L. This nonfiction text is a compelling story and is listed as Complex 1 and connects to the unit\u2019s topic, Nature\u2019s Fury.In Unit 5, students read from Behind the Beautiful Forevers by Katherine Boo with a 1220L. This text falls at the top end of the grade band for 11-12. It is a narrative that includes sections that are fairly easy to follow and others that are complicated. \u00a0The text complexity is a Complex 2.  Even with support, this level of text will not be accessible to students independently. In Unit 6, students read the poems \u201cI Hear America Singing\u201d by Walt Whitman, \u201cI, Too\u201d by Langston Hughes, and \u201cI, Too, Sing America\u201d by Julia Alvarez with no Lexile. While these texts are highly complicated and contain ideas that are advanced for students, the first text appears on the suggested reading list in the CCSS for the grade level, and the second and third texts are similar to the first text and rated at Moderate 1. Examples of texts that are below complexity level (860L) include, but are not limited to: In Unit 3, students read from the play, Twelve Angry Men by Reginald Rose. The text is quantitatively appropriate and with a qualitative metric is listed as \"Moderate 2.\" \u00a0Students need to know fairly extensive prior knowledge about trials/juries. This text is most often read in high school due to its content and highly specialized vocabulary. In Unit 3, students read two poems titled \u201cDemocracy,\u201d one by Sara Holbrook and one by Langston Hughes with no Lexile.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8c4b9e9a-aa4a-46a8-9b9c-904c5f342f8e": {"__data__": {"id_": "8c4b9e9a-aa4a-46a8-9b9c-904c5f342f8e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "19870705-4ab5-426a-a355-0282277befa3", "node_type": null, "metadata": {}, "hash": "e7167f40ea8869c829b3dda6442e1abb6d3dd42ab7e6aa79a9064c90ff9a4ae6"}, "3": {"node_id": "310a4e64-977b-44d7-92ac-e065cae3855f", "node_type": null, "metadata": {}, "hash": "1df8a75a881549195f4026ebfa28db5cda71bd880791a5b0882f583d83c95fde"}}, "hash": "064bd252290f9d6d156392e6b1e4502b9d0ee4e74e660883d20098a66549a162", "text": "Both poems are listed as Moderate 2 and are a critique on democracy, so students will need to understand nuance and irony/ironic language, and make inferences.In Unit 6, students read from Kira-Kira by Cynthia Kadohata with Lexile 660L. This text falls in the stretch band for the grade levels 4-5 and is in a unit towards the end of the year. \u00a0As a 7th grade text, it is low, and, with a Moderate 2 text complexity, the complexity does not support the lower Lexile.  Also, the task is not complex enough to warrant the lower level text either.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria for materials support students\u2019 literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).The materials offer texts and text progressions that have a variety of Lexile levels and text complexities throughout each unit and across the year. \u00a0However, there is no explanation for the placement of these texts and no progression of complexity of texts or skills through the school year. The course does not have a coherent structure or a clear plan for how the texts are leveled to build toward independence over the course of the year. Furthermore, tasks, lessons, and routines are repeated and organized in the same pattern for each unit, as is the planning and pacing of each unit. Also, there are several texts that are not at grade level by Lexile or content; each text and its accompanying tasks and lessons are significantly scaffolded with little-to-no gradual release, thus limiting opportunities for students to develop independence of grade level skills. Students are completing the same types of activities and routines as in Grade 6; there is no change in routines and expectations for students to develop independence over the course of the year.Examples of how materials offer various complex texts, but do not increase in complexity include, but are not limited to:In the beginning of the year, the students read materials that range from 940L Moderate 2 \u00a0in Unit 1 through 1190L Moderate 2 in Unit 2.  In the middle of the year, students read poetry and a complex drama with Moderate 2 ratings in Unit 3, and 1220L Complex 1 to 1310L Complex 1 in Unit 4. \u00a0By end of year, students read materials that range from 660L Moderate 2 in Unit 6 to a range of 1080L Moderate 1 to 1300L Complex 1 in Unit 7. It would seem appropriate to have more Complex ratings toward the end of the year.Examples of teacher instruction that do not release responsibility toward independence include, but are not limited to: In Unit 1 for the First Reading of the first anchor text, the Teacher Edition instructions state, \u201cRead the entire novel excerpt and have students orally summarize...Use Routine 4: Reading to read the entire text aloud, or ask students to read in pairs or independently.\u201d Then, \u201cUse Routine 5: summarize to synthesize key ideas in the novel.\u201d For the Second Reading, students read chunks of the text \u201cto dig deeper into the language and ideas.\u201d For the Third Reading students are directed to \u201creread the text and highlight details that illustrate how setting affects characters.\u201d They use a chart to identify evidence from the text. \u00a0Each anchor text includes guidelines and scripts for teachers to use while students engage in their close readings, as well as which Routines the students should use during each Reading. This pattern for First, Second and Third Reads continues throughout the materials and does not change. In Unit 7 for the first read of the final anchor text, the Teacher Edition instructions state: \u201cRead the entire article and have students orally summarize...Use Routine 4: Reading to read the entire text aloud, or ask students to read in pairs or independently.\u201d Then use Routine 5: \u201cSummarize to synthesize key ideas in the article.\u201d The First, Second, and Third Reading instructions to the teacher never change throughout the course.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 7 partially meet \u00a0the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. All texts are accompanied by a qualitative text analysis and quantitative Lexile level (except poetry); however, there is no rationale or purpose for why individual texts were chosen and placed in the particular grade level. Text complexity rubrics are found in the Teacher Edition for the three anchor texts in each unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "310a4e64-977b-44d7-92ac-e065cae3855f": {"__data__": {"id_": "310a4e64-977b-44d7-92ac-e065cae3855f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "8c4b9e9a-aa4a-46a8-9b9c-904c5f342f8e", "node_type": null, "metadata": {}, "hash": "064bd252290f9d6d156392e6b1e4502b9d0ee4e74e660883d20098a66549a162"}, "3": {"node_id": "be94bfe9-cb9b-46ee-8b29-0c82a682766a", "node_type": null, "metadata": {}, "hash": "85194e2ff8b0c724dab678f9ef74316c705caef5093149fa1499323cbe5ce35a"}}, "hash": "1df8a75a881549195f4026ebfa28db5cda71bd880791a5b0882f583d83c95fde", "text": "Text complexity rubrics are found in the Teacher Edition for the three anchor texts in each unit. Rubrics are scored in four categories: Purpose, Structure, Language Conventionality and Clarity, and Knowledge Demands. A five-point scale with one indicating easiest and five indicating most complex is used to rate each category along with a narrative close reading focus. This close reading focus provides the teacher with the purpose of the text. \u00a0Based on the total points in each category, texts are rated as Moderate 1, Moderate 2, or Complex 1. Examples of how the materials meet the expectations are as follows:All texts in the program have qualitative and quantitative text analysis like the following example:In Unit 2, students read from My Beloved World by Sonia Sotomayor with a quantitative measure of 940L. The overall rating according to the Code X qualitative rubric is Moderate 2. The qualitative descriptions are as follows:Purpose: \u201cThe reader must identify multiple purposes of the text that are not explicitly stated (e.g., what was difficult and/or meaningful about Sotomayor\u2019s childhood, the author\u2019s explanation of valuable study skills, and how she discovered her vocation). The reader must interpret and connect ideas by making inferences (e.g., Sotomayor\u2019s mother was poor, but she offered her children many educational opportunities).\u201dStructure: \u201cThe reader navigates a moderately complex and subtle structure (e.g., the memoir is a mix of narrative and expository writing).\u201dLanguage Conventionality and Clarity: \u201cThe reader considers figurative language (e.g., [law was] \u2018a complex game with its own rules, and one that intersected with grand themes of right and wrong\u2019). The reader encounters unfamiliar terms (e.g., solemn, explicitly, allure, diluted).\u201dKnowledge Demands: \u201cThe reader must have familiarity with the genre (i.e., the structure of the memoir requires the reader to follow both the story events described,and the ideas and lessons that the author conveys). Some references to other texts (e.g., the Encyclopedia Britannica).\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 7 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Throughout the materials, students engage in a range and volume of texts to achieve grade level reading. The materials facilitate reading using the range of texts to help students build knowledge, vocabulary, and proficiency with reading selections of varying lengths and genres. The texts range in complexity and Lexile from at grade level to above grade level that allow students to read at both their independent level as well as stretching to texts above grade level with support. Texts provided also span from classic literature and cannon material to contemporary material written and published in the last ten years. Each unit contains 2 Unit texts and one or more additional (optional) texts for further study of the topic. Each reading is designed to be taught under a typical 45-50 minute class period, but does offer some guidance for a 90 minute block. The unit texts are to be used daily via multiple close readings, discussions, and writings about the literature. There is a Literature Circle option to complement the units. These Literature Circle texts are \u201cLeveled\u201d books that students choose. To help students select books for Literature Circles, teachers are encouraged to take into consideration each student\u2019s On Demand Writing responses, conferences, and Lexile measures. Students are to have 4-8 monthly Literature Circle meetings during each unit or before or after each unit. Additionally, teachers can provide \u201cAccountable Independent Reading Books\u201d that are also leveled. With these, students use Daily Reading Logs and H.O.T. resources and Reading Counts Quizzes. Lastly, the Code X materials offer grade level novel studies that are to be completed after Units 3 and 7. Examples of anchor and supporting texts that provide opportunities to achieve grade level proficiency include, but are not limited to:Across the units, text types include novels, poetry, sports articles, informational articles, excerpt from plays, and science articles. In the independent reading section at the end of each unit, there are additional titles provided in the categories of fiction, nonfiction, novels, films, TV, websites, and magazines. There is a strong emphasis on nonfiction. In Unit 2, the first anchor text is a sports article, \u201cWhat Could Be Better Than a Touchdown?\u201d by Kelefa Sanneh with a Quantitative Lexile of 1080 and an overall Text Complexity of Complex 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be94bfe9-cb9b-46ee-8b29-0c82a682766a": {"__data__": {"id_": "be94bfe9-cb9b-46ee-8b29-0c82a682766a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "310a4e64-977b-44d7-92ac-e065cae3855f", "node_type": null, "metadata": {}, "hash": "1df8a75a881549195f4026ebfa28db5cda71bd880791a5b0882f583d83c95fde"}, "3": {"node_id": "d126a42a-ca2a-4281-aac7-61fb1b7d3b2a", "node_type": null, "metadata": {}, "hash": "44e831d8d180ddb4fb2b93b4cef5203be733a9f245bc2d5dd69e97b4a973770a"}}, "hash": "85194e2ff8b0c724dab678f9ef74316c705caef5093149fa1499323cbe5ce35a", "text": "Next, students read an excerpt from an informational text, Why We Run by Bernd Heinrich\u00a0with a Quantitative Lexile of 1190 and an overall Text Complexity of Moderate 2. The third text is a science article, \u201cConfessions of a Doper\u201d by Jonathan Vaughters with a Quantitative Lexile of 1050 and an overall Text Complexity of Complex 1. The fourth text is a poem, \u201cCasey at the Bat\u201d by Ernest L Thayer with an overall Text Complexity of Moderate 1. The teacher is instructed to use a\u00a0Reading Routine to read the entire text aloud or ask students to read in pairs or independently. In the second reading, the teacher is to model close reading, and close reading questions are embedded in the margins of the text. In Unit 4, the first anchor text is a science article, \u201cTelling Americans to Vote, or Else\u201d from the New York Times with a Quantitative Lexile level of 1220 and an overall Text Complexity of Complex 1. Next, students read an excerpt from an informational text, \u201cSuper Disasters of the 21st Century\u201d from Science World with a Quantitative Lexile of 1000 and an overall Text Complexity of Moderate 2. The third text is an excerpt from the novel\u00a0The Perfect Storm by Sebastian Junger with a Quantitative Lexile of 1100 and an overall Text Complexity of Complex 1. \u00a0First and second readings follow the same pattern as Unit 1. In Unit 6, students read and compare several poems. \u201cI hear America Singing\u201d by Walt Whitman and \u201cI, Too\u201d by Langston Hughes both have a qualitative level of Moderate 1. The next poem, \u201cI, Too, Sing America\u201d by Julia Alvarez has a Moderate 2 complexity level. Next, students read an excerpt from the novel Kira-Kira by Cynthia Kadohata with a Quantitative level of 660L and an overall qualitative measure of Moderate 2. Finally, students read \u201cOne Today\u201d a poem by Richard Blanco with a qualitative measure of Moderate 2.In each grade, students read two full-length novels to build reading volume and stamina. For 7th grade, these novels are\u00a0 Monster by Walter Dean Myers and Inkheart by Cornelia Funke. The novel topics are different from the Unit texts, which allows students to practice close reading skills with new content.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 7 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). The student materials contain close reading questions in the margins of each anchor text. These close reading questions are text-specific, directing students to key areas of the text, often naming paragraphs. Questions are identified by skill, such as key ideas and details, academic vocabulary, writing, and text structure. After the reading selection, students complete a scaffolded exercise called \u201cIdentify Evidence,\u201d during which they must provide text evidence and an explanation that supports a question connected to the text. Students fill out a chart with the headings, evidence, source, page, and explanation. In most of the charts, there is some modeling in the evidence category, and then students have to find additional evidence on their own. The next exercise is called \u201cKey Ideas and Details.\u201d Here, students are presented with additional open-ended, text-dependent questions. Finally, there is a section of \u201cCraft and Structure\u201d questions. Teacher materials provide support for planning and implementation by providing exemplar answers as well as scripted instruction for the teacher to use.Examples of the text-dependent questions include, but are not limited to:In Unit 2, students read an excerpt from the novel Why We Run by Bernd Heinrich and answer text-dependent questions. Examples include, but are not limited to: . While reading, students answer text-dependent questions and tasks found in the margins: \u201cWhat is the author\u2019s \u201cantelope\u201d in paragraph 2? Why will Heinrich \u201cnever, never forget\u201d the 100-km race in Chicago? What is the effect of the author\u2019s descriptions of the national park in Zimbabwe?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d126a42a-ca2a-4281-aac7-61fb1b7d3b2a": {"__data__": {"id_": "d126a42a-ca2a-4281-aac7-61fb1b7d3b2a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "be94bfe9-cb9b-46ee-8b29-0c82a682766a", "node_type": null, "metadata": {}, "hash": "85194e2ff8b0c724dab678f9ef74316c705caef5093149fa1499323cbe5ce35a"}, "3": {"node_id": "ff04ef09-d2f6-4917-9995-5e3b59cacbf8", "node_type": null, "metadata": {}, "hash": "f9fd98de2d81f34ba996c3eac182a82938d58467f7db0fbb13ecdf889d750126"}}, "hash": "44e831d8d180ddb4fb2b93b4cef5203be733a9f245bc2d5dd69e97b4a973770a", "text": "What is the effect of the author\u2019s descriptions of the national park in Zimbabwe? How does the description tie into the key ideas he is exploring in this text?\u201dIn the \u201cIdentify Evidence\u201d section, students are asked to find and explain evidence for how the author introduces, illustrates, and elaborates claims about the connections among running, biology, and human evolution. Additional\u00a0text dependent questions related to this selection include: \u201cWhat recurring metaphor does the author introduce in the first paragraph? How did the author\u2019s experiences lead him to write Why We Run?. Discuss the claims the author makes and develops in paragraphs 5-7.\u201dIn Unit 3, in the \u201cCollaborate and Present\u201d part of the unit, students work with a partner to plan and write a two-minute speech justifying their perspective on democracy, supporting it with reasons and evidence from multiple texts. They are instructed to consider the following questions in their planning:How does each author view democracy? How does text evidence reveal his or her perspective?In what ways does text evidence support -- or differ from -- your perspective on democracy?In Unit 6, both poetry and novel excerpts offer questions that support explicit and implicit understanding through text-dependent questions. Examples of explicit understanding include, but are not limited to:In the poem, \u201cI Hear America Singing\u201d by Walt Whitman, question 4 asks, \u201cWhat words or phrases support the idea that Whitman celebrates Americans doing their various jobs?\u201dIn the novel excerpt, from Kira-Kira by Cynthia Kadohata, question 1 asks students to Identify the point of view of the story.Examples that support inferential understanding include, but are not limited to:In the poem \u201cI, Too\u201d by Langston Hughes, question 6 asks, \u201cExplain who Hughes refers to when he says \u2018darker\u2019 in line 2 and \u2018they\u2019 in line 3.\u201dIn the poem \u201cI, Too, Sing America\u201d by Julia Alvarez, question 11 asks, \u201cExplain why the author writes in Spanish and English.\u201dIn Unit 6, in the culminating writing task, the prompt says, \u201cThese writers all claim a specific vision of what it means to be an American. Compare and contrast their perspectives, referencing their literary devices and figurative language.\u201d This task requires students to use both explicit and inferred understanding in order to pull evidence from multiple texts in the unit. Students are instructed: \u201cExamine the evidence you collected from both texts...that describes each author\u2019s perspective.\u201d\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 7 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).In addition to this, the speaking and listening task at the end of every unit is practice for the culminating writing task linked to the texts in the units. Students may present speeches or debates in the Collaborate and Present section of each unit, and they perform some research tasks (after reading Text 3 and 4). Throughout each unit, speaking and writing tasks include questions that focus on key ideas and details and craft and structure in texts. These questions require short, on-demand written responses. Performance Tasks are presented in a variety of modes (argumentative, informative, literary analysis, fictional narrative/short story). The culminating tasks and activities often ask students to compare/contrast texts that have been presented as sets or series or to synthesize the meaning, themes, or central ideas of the text sets. Overall, the culminating activities and the tasks and activities that lead to them allow students the opportunity to demonstrate what they know using both writing and speaking skills. Examples of sequenced questions and tasks that build to a culminating task include, but are not limited to:In Unit 1, the Writing Performance Task states, \u201cWrite the story of an important event or decision: it can be real or imagined. What understanding or insight did this experience reveal?\u201d The anchor texts are the poem, \u201cThe Road Not Taken\u201d by Robert Frost, and an excerpt from the novel, Call Me Maria by Judith Ortiz Cofer. In the Collaborate and Present section just prior to the Performance Task, students begin their thinking about decision making and are instructed to work in groups: \u201cThe narrator of the poem \u201cThe Road Not Taken\u201d must choose between two paths. Work in groups to debate which path was the right choice, the road taken or the road not taken.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ff04ef09-d2f6-4917-9995-5e3b59cacbf8": {"__data__": {"id_": "ff04ef09-d2f6-4917-9995-5e3b59cacbf8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "d126a42a-ca2a-4281-aac7-61fb1b7d3b2a", "node_type": null, "metadata": {}, "hash": "44e831d8d180ddb4fb2b93b4cef5203be733a9f245bc2d5dd69e97b4a973770a"}, "3": {"node_id": "940465aa-0006-4b45-a23e-84fc2c5caaaa", "node_type": null, "metadata": {}, "hash": "a56aeb9424b9acb289a86f809a658fa7c58e8244614344c0f889b33f0a58e3d5"}}, "hash": "f9fd98de2d81f34ba996c3eac182a82938d58467f7db0fbb13ecdf889d750126", "text": "Present your claim using reasons, and support your reasons with the evidence from the poem.\u201d Questions while reading the novel excerpt, Call Me Maria, focuses students on perspective how that point of view affects the story and characters. Examples include:What point of view does the author use? Find words in the text to support your answer. \u00a0What is the effect of using this point of view? (this is an On Demand Writing Task)Find details in the text that the author uses to describe Mami\u2019s appearance. What tone does the author create with the details she gives about Mami?What is the significance of the phrase \u201cher eyes were looking past me, looking for her future\u201d in paragraph 34? How does this sentence indicate that Maria\u2019s relationship with her mother will be like in the future?The Identify Evidence task asks, \u201cHow does the author introduce, illustrate, and elaborate on individuals, events, and ideas that show how setting affects character?\u201dThe Craft and Structure section has students do the following: \u201cDescribe the different perspectives in paragraph 15. What are the advantages and disadvantages of first-person point of view? Why might the author have chosen the first-person point of view?\u201dIn Unit 2, the Writing Performance Task prompts students to \u201cUse evidence from two texts in the unit to develop or refute the claim that mental strength and agility are just as important as physical prowess in sports.\u201d The anchor texts for this unit are \u201cWhat Could Be Better than a Touchdown\u201d by Kelefa Sanneh and an excerpt from Why We Run by Bernd Heinrich. Questions and tasks while reading the texts include:In the Identify Evidence section for \u201cWhat Could Be Better than a Touchdown,\u201d students identify reasons and evidence that Sanneh cites to introduce, illustrate, and elaborate the claim that a touchdown isn\u2019t always the smartest play in a football game and explain how the evidence supports the author\u2019s claim.In the Craft and Structure section, students analyze the structure of the essay by identifying how does it begin, what is the argument, how is it introduced and supported, and how does the author conclude his argument.In the Read the Model section, students read and analyze the example argumentative essay and identify the thesis, topic sentences, reasons and evidence, and the conclusion. Students are provided with the example. Then, they apply their practice to their writing using the same graphic organizers, and they practice writing thesis statements to develop their argumentative essay. In Unit 5, the Writing Performance Task is to \u201cAnalyze which author conveys the challenges faced by the people or main characters most successfully. Consider the narrative techniques and the strategies that the authors use.\u201d In Collaborate and Present, students work with a small group to create a character map for one of the people depicted in the texts. The anchor texts are excerpts from Rabbit- Proof Fence by Doris Pilkington and Behind the Beautiful Forevers by Katherine. Questions and tasks while reading include: Describe one challenge faced by Aboriginals. Provide textual evidence. Describe the challenges faced by the Aboriginals. How did the use of narrative techniques and strategies reveal those challenges? Discuss a couple of challenges that Annawadians face. Describe one technique or strategy Boo used to convey the challenges faced by Abdul. Students create a T-Chart listing examples of dialogue and descriptive details that portray challenges faced by the \u00a0Aboriginals. Students create a T-Chart listing examples of descriptive details and observations that help them infer that the Annawadians live in poverty. In Unit 7, the Writing Performance Task prompts: \u201cTrace the authors\u2019 lines of argument regarding effective ways to fight poverty. Evaluate the specific claims, distinguishing which claims are supported by reasons, facts, and evidence, and which are not.\u201d \u00a0In The Collaborate and Present activity prior to the Performance Task, students collaborate to research a charity and present on the success of the charity\u2019s efforts. The anchor texts are an excerpt from The End of Poverty by Jeffrey Sachs, the article \u201cSaving the World One Click at a Time\u201d by Renee Carver, and an excerpt from The Life You Can Save by Peter Singer. Questions and tasks while reading include::How does the author explain the claim that giving more money to \u2018solve the crisis of extreme poverty\u2019 would \u2018provide for U.S.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "940465aa-0006-4b45-a23e-84fc2c5caaaa": {"__data__": {"id_": "940465aa-0006-4b45-a23e-84fc2c5caaaa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "ff04ef09-d2f6-4917-9995-5e3b59cacbf8", "node_type": null, "metadata": {}, "hash": "f9fd98de2d81f34ba996c3eac182a82938d58467f7db0fbb13ecdf889d750126"}, "3": {"node_id": "ca835381-5515-4729-b37d-21dc1b28e8e2", "node_type": null, "metadata": {}, "hash": "ce29c75bdc9b9d08b8772752d7d6d23e004988c9bd9200914c1ed824f7b2616f"}}, "hash": "a56aeb9424b9acb289a86f809a658fa7c58e8244614344c0f889b33f0a58e3d5", "text": "national security?The author mentions that he has \u201cspent the past twenty years\u201d visiting and working with people \u201cin more than a hundred countries with around 90 percent of the world\u2019s population.\u201d Why does he do this?How does the information about FreeRice support the author\u2019s claim in paragraph 3 about charities and the Internet?Students complete a chart in the Craft and Structure section to analyze the structure of an informational article and examine the author\u2019s purpose.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax. Each of the seven units provides opportunities and protocols for evidence-based discussions that incorporate academic vocabulary and syntax. These protocols include Think (Write)-Pair-Share, Idea Wave, Academic Vocabulary, and Socratic Seminar. Protocols are outlined in the Teacher Edition and include purpose, a description of the routine, and implementation support. However, the protocols and strategies that are offered for teachers are limited, and their suggested use is vague. In the implementation support section, sentence frames are provided for the teacher to help guide students in their discussions, yet there is minimal guidance and support for students struggling with these skills. Each unit begins with engaging students through a discussion introducing the unit, often using the Idea Wave routine. Throughout the units there are opportunities for large and small group discussions around academic vocabulary and text analysis. Checklists and graphic organizers are provided for students to use in preparation for discussions and oral presentations. Some guidance is provided in the Teacher Edition for modeling and explaining evidence and modeling text-based responses. While the daily structure expects students to participate in small or pair discussion every day, the directions in the Teacher Edition could be hard to follow. There is little differentiation between which lessons are intended for whole group or small group discussion. Overall, structures are in place to encourage teachers to use collaboration, small group, and pair discussions to support growing academic vocabulary and student use of civil discussion; however, the implementation could be difficult for a teacher without additional training.Examples of speaking and listening opportunities and protocols that meet the expectations include, but are not limited to: In Unit 2, students have multiple opportunities while reading The New Yorker article, \u201cWhat Could Be Better Than a Touchdown?\u201d by Kelefa Sanneh:In the introduction, during a teacher-led discussion using the Think (Write)-Pair-Share routine, students are asked: \u201cDescribe a time you watched top athletes perform. How did they succeed? How important was their physical strength compared to their mental alertness?\u201d This activity is used at the beginning of every unit.Before reading, students use the Academic Vocabulary routine to learn the meaning of academic vocabulary. As part of this routine, students pronounce the word, rate their understanding, explain the meaning, discuss at least two meaningful examples of the word, work in pairs to apply the word using a sentence started provided by the teacher, and review the words the following day. This activity is used before each text in all units.In the Identify Evidence section, the teacher is instructed to \u201cModel Identifying and Explaining Evidence.\u201d A script is provided for the teacher to think out loud to help students explain evidenceIn the Key Ideas and Details section, students use Think (Write)-Pair-Share routine to select important details to complete a chart explaining the significance of individuals and events in the text.In Unit 4, students have multiple opportunities while reading two texts, Super Disasters of the 21st Century and The Perfect Storm. Examples include, but are limited to:In the first read of Super Disasters of the 21st Century, the Teacher Edition suggests students participate in a Think-Pair-Share with a focus on text structure. The Teacher Edition suggests providing them with a sentence starter: \u201cThe transition word \u2018but\u2019 suggests that the authors will discuss__\u201d to support their thinking. In the first read of The Perfect Storm, students participate in an Idea Wave to discuss words and phrases in context. Students are to name other words and the meanings of words with retro and spect in them. In Unit 6, students have multiple opportunities while reading various poems. Examples include, but are not limited to:Before reading different poems, students use the Academic Vocabulary routine and Idea Wave routine to learn the meaning of academic vocabulary used in the poems, \u201cI Hear America Singing\u201d by Walt Whitman, \u201cI, Too\u201d by Langston Hughes, and \u201cI, Too, Sing America\u201d by Julia Alvarez.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca835381-5515-4729-b37d-21dc1b28e8e2": {"__data__": {"id_": "ca835381-5515-4729-b37d-21dc1b28e8e2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "940465aa-0006-4b45-a23e-84fc2c5caaaa", "node_type": null, "metadata": {}, "hash": "a56aeb9424b9acb289a86f809a658fa7c58e8244614344c0f889b33f0a58e3d5"}, "3": {"node_id": "c2cddb14-7288-47af-bd5d-b1f47303846b", "node_type": null, "metadata": {}, "hash": "edee0fe9e3364d7a00b7756fb9db795cd0e35b0a04773afe29bfd841783a6d74"}}, "hash": "ce29c75bdc9b9d08b8772752d7d6d23e004988c9bd9200914c1ed824f7b2616f", "text": "As part of this routine, students pronounce the word, rate their understanding, explain the meaning, discuss at least two meaningful examples of the word, work in pairs to apply the word using a sentence started provided by the teacher, and review the words the following day. They use the Idea Wave to discuss words they know with the prefix bi or the suffix ly.Students use the Socratic Seminar routine to discuss questions that lead to a deeper understanding of the poem, \u201cOne Today\u201d by Richard Blanco.Examples of evidence that do not meet the expectations for opportunities and protocols include, but are not limited to:In the Instructional Routines section at the back of the Teacher Edition, the routines themselves are not well explained and may be hard to follow. Examples include:In Think (Write)-Pair-Share, the purpose is clearly indicated along with background on why it should be used, but the protocol itself is not explained in a way that a person who had never used it before could effectively implement the protocol. There are stems, frames, and suggestions made throughout, but there is no clear indication of the steps of the protocol.For Idea Wave, teachers are told to \u201cchoose a student to share, then continue around the class in a wave-like fashion with each student in turn providing a quick oral response.\u201d Later in the directions the teacher is told to \u201callow for a few comments from students who were not part of the wave.\u201d \u00a0It is unclear how to choose students, what the wave-like fashion looks like, or how students are chosen to report out.For Socratic Seminar, teachers are told that a \u201cleader\u201d should ask an \u201copen-ended question or present a focused task,\u201d but they are only given a generalized example of how to do this. There is an example of what the Socratic Seminar could look like in action but it does not show how to incorporate the steps from the Instructional Routines directions into that example. The routine does not explain how to incorporate the steps into an actual seminar. The examples given for each step show the teacher modeling specific language but do not provide support in how to get students to utilize that language as they build skill through various seminars.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 7 meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports. Speaking and listening instruction is applied frequently over the course of the school year. Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied speaking and listening opportunities in tasks labeled Close Reads, Identify Evidence, Key Idea and Details, Craft and Structure, Collaborate and Present tasks, Writing tasks, and Extended Reading instruction. Students are provided opportunities to work with partners, small groups, and large groups; to practice sharing information they have summarized and synthesized; and to present research they have conducted individually and/or in groups. Each unit includes a speaking and listening task in which students either research and present a project, present a speech, hold a class debate, participate in a Socratic Seminar, or present a poem. Discussions tied to reading selections require students to marshal evidence from the texts and sources. Teacher guidance includes routines and sentence frames to guide students in increasing skills over the year. All of the speaking and listening opportunities throughout the text require students to go back into the text or to utilize their understanding from the text to build upon it through outside research in order to participate in the small-group, pair, and whole-group speaking activities. Examples of speaking and listening activities that are connected to what students are reading and/or researching include, but are not limited to:In Unit 1, after reading the poem \u201cThe Road Not Taken\u201d by Robert Frost, students work in groups to debate which path was the right choice, the road taken or the road not taken. They are instructed to make their claim using reasons and support their reasons with evidence from the poem. Students are given questions to consider as they examine details in the poem and the effect of those details on the reader. Students use a presentation checklist to self-evaluate their presentation skills. In Unit 3, students plan and deliver a speech. In the assignment, students work with a partner to plan and write a two-minute speech justifying their perspective on democracy, supporting it with reasons and evidence from the texts. Students are given questions to consider as they complete a chart of reasons and text evidence that supports and justifies their perspective. Students use a presentation checklist to self-evaluate their presentation skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c2cddb14-7288-47af-bd5d-b1f47303846b": {"__data__": {"id_": "c2cddb14-7288-47af-bd5d-b1f47303846b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "ca835381-5515-4729-b37d-21dc1b28e8e2", "node_type": null, "metadata": {}, "hash": "ce29c75bdc9b9d08b8772752d7d6d23e004988c9bd9200914c1ed824f7b2616f"}, "3": {"node_id": "5413b614-d223-4133-9639-c1856d122f26", "node_type": null, "metadata": {}, "hash": "7cdb4bd034cebe62b1637054dd4cb396c2aa7759cb7b0278e32b6f8a2f14c1ee"}}, "hash": "edee0fe9e3364d7a00b7756fb9db795cd0e35b0a04773afe29bfd841783a6d74", "text": "Students use a presentation checklist to self-evaluate their presentation skills. Teacher guidance includes sentence frames to facilitate partner work using the Think (Write)-Pair-Share routine.In Unit 4, students plan and deliver a research presentation on one of the disasters they read about in the unit in greater detail. Students work in small groups to describe the effects of the disaster on the country, city, or community. Students are given prompts to guide their research: \u201cWhich natural disaster was the most interesting to you? Why? What else do you want to know about the natural disaster?\u201dIn Unit 5, after reading excerpts from Rabbit Proof Fence by Doris Pilkington and Behind the Beautiful Forevers by Katherine Boo, students work with a small group to plan and deliver a presentation. They create a character map for one of the people depicted in the texts. They are to choose three actions, descriptions, and relationships that helped them gain a deep understanding of the character and present this to the class using the map as a visual. In Unit 7, after reading the article \u201cSaving the World One Click at a Time\u201d by Renee Carver, students work with a group to research two non-profit organizations, either Heifer International or FreeRice. They use multiple resources to determine the success of the charity\u2019s efforts. Students are given questions to consider as they complete a chart with claims, reasons, and evidence. Students use a presentation checklist to self-evaluate their presentation skills. Teacher guidance includes sentence frames to facilitate group work.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 7 meet the criteria for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. The materials include a mix of on-demand and process writing and short, focused projects which are aligned to grade level standards. A range of writing activities and tasks are provided with writing instruction, including shorter, on-demand writing routines to help students build stamina and increase rigor that lead to extended writing tasks. There are a variety of short, on-demand writing responses within texts and text sets. Occasionally, the on-demand writing occurs as a Wrap-Up question and is used to synthesize key content-area ideas. The Wrap-Up responses connect to one or more selections in the text sets. The written responses throughout the units vary in mode and do occasionally offer opportunities for revision and peer feedback. The materials also include a specific Writing Process Routine protocol that is used in each unit\u2019s writing Performance Task and includes purpose, description of the routine, and implementation support. The student materials include models, prewriting graphic organizers, peer review rubrics to revise and edit, and steps to publish. Digital resources are used in both the publishing step of the extended writing and in some of the writing tasks.Examples of process writing tasks and instruction include, but are not limited to:The Performance Task section in each unit starts with Analyze the Model in which students are provided a model of the writing task and a process to analyze how the model fulfills the assignment. After this step, they are walked through a multi-stepped process to write the task:Step 1 - Generate Ideas: students are provided with a graphic organizer that fits the needs of the task and supports providing information to write about for the task.Step 2 -- Organize Ideas: students are provided with a graphic organizer to help them organize the ideas specific to the task they are writing.Step 3 -- Draft: students are provided with processes to look at Language Study and Conventions Study.Step 4 -- Revise and Edit: students are provided with a checklist for both themselves and a partner to read their writing and to provide feedback.Step 5 -- PublishIn Unit 1, the writing Performance Task is a narrative: \u201dWrite the story of an important event or decision; it can be real or imagined. What understanding or insight did this experience reveal?\u201d Students \"Generate Ideas\" while reading and analyzing a model narrative. They \"Organize Ideas\" using a graphic organizer to compare story elements from Call Me Maria with their own narrative ideas, and continue this process using another graphic organizer to plot their narrative. Students \"Draft\" completing a language study to use a variety of transition words to convey sequence of events, and use sentence frames to plot out the beginning, middle and end of their story. A rubric is provided to \"Revise and Edit\" their draft with a partner.In Unit 4, the writing Performance Task is an informative essay: \u201c Compare and contrast strategies and techniques that each author uses to describe the causes and effects of disasters.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5413b614-d223-4133-9639-c1856d122f26": {"__data__": {"id_": "5413b614-d223-4133-9639-c1856d122f26", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "c2cddb14-7288-47af-bd5d-b1f47303846b", "node_type": null, "metadata": {}, "hash": "edee0fe9e3364d7a00b7756fb9db795cd0e35b0a04773afe29bfd841783a6d74"}, "3": {"node_id": "547ea52b-7f56-4049-bd84-ef95ebd7a486", "node_type": null, "metadata": {}, "hash": "18eb126e880d34f25c1e4499a22b0f0239ac72828d101949fc93ef4348b2b33f"}}, "hash": "7cdb4bd034cebe62b1637054dd4cb396c2aa7759cb7b0278e32b6f8a2f14c1ee", "text": "Consider text structure, choice of vocabulary, and use of data and details.\u201d Students \"Generate Ideas\"while reading and analyzing a model essay. They \"Organize Ideas\" using graphic organizers to gather evidence and organize their ideas. They \"Draft\" by completing a language study to practice combining and rewriting sentences, and continue this using sentence frames to help them combine sentences about the causes and effects of the authors\u2019 strategies. A rubric is provided to \"Revise and Edit\" their draft with a partner.In Unit 7, the argument writing Performance Task states: \u201cTrace the authors\u2019 lines of argument regarding effective ways to fight poverty. Evaluate the specific claims, distinguishing which claims are supported by reasons, facts and evidence, and which are not.\u201d Students \"Generate Ideas\" reading and analyzing a model argument. They \"Organize Ideas\"using graphic organizers to gather evidence and organize their ideas. They \"Draft\" by completing a language study in which they evaluate effective conclusions and use complete sentence frames to help them make and defend their claim. A rubric is provided to \"Revise and Edit\" their draft with a partner.Examples of on-demand tasks and instruction include, but are not limited to:In the Instructional Routines section of the Teacher Edition, the On Demand Writing Routine provides a four-step frame to support student analysis of a prompt:\u201cAnalyze the prompt: Provide tasks and sentence frames to help students unpack the writing prompt. \u00a0As students to orally restate the prompt using the frames below.Identify Audience: Determine the audience for this assignment.Find Evidence: Select the evidence necessary to address the prompt.Write Response: Allow students approximately ten minutes to write their responses.\u201dIn Unit 1, students read an excerpt from Call Me Maria by Judith Ortiz Cofer and the poem \u201cThe Road Not Taken\u201d by Robert Frost. Students use the On Demand Writing Routine to answer questions: \u201cWhat is the significance of the phrase \u2018her eyes were looking past me, looking for her future\u2019 from paragraph 34? How does this sentence indicate what Maria\u2019s relationship with her mother will be like in the future? What decision does the narrator need to make? How can you tell this decision is difficult for the narrator? Find the phrase in the second stanza that lets you know the narrator has made a decision and acted upon it.\u201d In Unit 4, students read a science article, \u201cSuper Disasters of the 21st Century\u201d by Jacqueline Adams and Ken Kostel, and an excerpt from The Perfect Storm by Sebastian Junger. They use the On Demand Writing Routine to answer questions: \u201cReview paragraphs 10-17. Summarize the effects the levees had on the city of New Orleans. Does the author provide sufficient evidence to support the claim that \u2018it\u2019s economically and structurally impractical to construct every boat to hundred-year specifications\u2019?\u201d In Unit 7, students read an excerpt from The End of Poverty by Jeffrey Sachs and the informational article \u201cSaving the World One Click at a Time\u201d by Renee Carver. They use the On Demand Writing Routine to answer: \u201cThe author mentions that he has \u2018spent the past twenty years\u2019 visiting and working with people \u2018in more than a hundred countries with around 90 percent of the world\u2019s population.\u2019 Why does he do this? How does paragraph 11 help support the author\u2019s claim that they internet \u2018has made it easier for charities to reach people around the world- and for people around the world to support charities\u2019?\u201d\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 7 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards. Students have the opportunity to write a narrative, one informative essay, one explanatory essay, a Literary analysis and three argumentative essays. At the end of each unit, students complete a writing Performance Task that is tied to the texts that are studied in the respective units. The writing instruction includes skill introduction, practice, application, and refinement, thus supporting students\u2019 literacy development in writing. \u00a0Examples of different types of writing include, but are not limited to:In Unit 1, students write a narrative, real or imagined, of an important event or decision. They are to select techniques used in the excerpt from Call Me Maria, such as descriptive details, sequence, and point of view, as they generate and organize their ideas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "547ea52b-7f56-4049-bd84-ef95ebd7a486": {"__data__": {"id_": "547ea52b-7f56-4049-bd84-ef95ebd7a486", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "5413b614-d223-4133-9639-c1856d122f26", "node_type": null, "metadata": {}, "hash": "7cdb4bd034cebe62b1637054dd4cb396c2aa7759cb7b0278e32b6f8a2f14c1ee"}, "3": {"node_id": "a7bd4ac0-c7a3-4cee-8fd1-89cf86e15ea7", "node_type": null, "metadata": {}, "hash": "468b086fdbadb0b07fc8b83d88b04db6d42c8ce8605068fbc7f73f06598816ae"}}, "hash": "18eb126e880d34f25c1e4499a22b0f0239ac72828d101949fc93ef4348b2b33f", "text": "In Unit 3, students write an informative essay in which they compare and contrast two writers\u2019 perspectives on democracy. They analyze the strategies the authors use to convey their perspectives.In Unit 4, students write an explanatory essay, comparing and contrasting strategies and techniques that each author used to describe the causes and effects of disasters. They are guided to consider text structure, choice of vocabulary, and use of data and details. In Unit 6, students write a literary analysis essay, examining three authors\u2019 perspectives on what it means to be American. Students are to reference the authors\u2019 literary devices and figurative language.In Unit 7, students write an argumentative essay. They are assigned to trace the authors\u2019 lines of argument regarding effective ways to fight poverty. Students are to evaluate the specific claims, distinguishing which claims are supported by reasons, facts, and evidence, and which are not.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 7 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.Students are offered multiple opportunities across the school year to learn, practice, and apply evidence-based writing in connection with the texts they are reading. Students are asked to provide evidence for all short response and long form writing. Each text is accompanied by close reading questions and an exercise called Identify Evidence where students complete a chart answering analysis questions about the text with evidence, source, page number, and explanation. In order to complete the summative Performance Tasks, students revisit one or more texts to find evidence. They complete various tasks that analyze the material and support a claim with evidence. \u00a0As students work through units, frames, sentence stems, and other supports are gradually removed, so students move toward independence at the end of the school year.Examples of opportunities for evidence-based writing include, but are not limited to:In Unit 1, students analyze the content of the poem \u201cThe Road Not Taken\u201d by Robert Frost and debate which path was the right choice. Students present claims \u201cusing reasons, and support [their] reasons with evidence from the poem.\u201d To support students in writing and presenting their argument, a graphic organizer has them \u201cchoose one example of a detail in the poem that indicates which road is the right road.\u201d In Unit 2, students read the article \u201cWhat Could Be Better Than A Touchdown?\u201d Sentence frames are provided to help students answer close reading questions requiring evidence from the text: \u201cWhat does the author say is \u2018impossible to contest\u2019 without confirming \u2018you guys are nerds\u2019? Why does he end the article this way?\u201d \u00a0In the Identifying Evidence exercise, students complete a chart citing reasons and evidence that the author uses to introduce, illustrate, and elaborate on the claim that a touchdown is not always the smartest play in a football game. Three pieces of evidence and explanation are provided to support students, then students must find more evidence and provide an explanation. In the Performance Task, students are given an exemplar argumentative essay and are asked to identify the parts of the essay. Parts include: thesis, topic sentence, reason/evidence, and conclusion. After examining the exemplar, students must use evidence from the two anchor texts to develop or refute the claim that mental strength and agility are just as important as physical prowess in sports. In Unit 7, students read From \u201cSaving the World One Click at a Time\u201d by Renee Carver and answer a close reading Craft and Structure Wrap-Up question: \u201cDescribe Renee Carver\u2019s purpose for writing this article. Cite text evidence to support your response.\u201d \u00a0In this unit, there are no sentence frames or examples guiding students.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 7 meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. The grammar instruction and support are presented in an increasingly sophisticated sequence consistent with the demands of the standards. While grammar and conventions are rarely addressed within the reading instruction, each of the seven units does contain one grammar and conventions lesson. The conventions lesson is taught prior to and is linked to the culminating Performance Task, and the Performance Task rubric often references the grammar lesson. \u00a0Throughout the year, previous grammar lessons are revisited in later grammar lessons. The Teacher Edition includes instructions to guide students through conventions lessons. These instructions often refer to additional resources that are only found in the online edition.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a7bd4ac0-c7a3-4cee-8fd1-89cf86e15ea7": {"__data__": {"id_": "a7bd4ac0-c7a3-4cee-8fd1-89cf86e15ea7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "547ea52b-7f56-4049-bd84-ef95ebd7a486", "node_type": null, "metadata": {}, "hash": "18eb126e880d34f25c1e4499a22b0f0239ac72828d101949fc93ef4348b2b33f"}, "3": {"node_id": "bb2d7325-17bc-4587-9e33-88fcd185dcb2", "node_type": null, "metadata": {}, "hash": "4015e00acba96876cb05af9c13192a19d2c0422c9a684722bbeacb3c94bcedeb"}}, "hash": "468b086fdbadb0b07fc8b83d88b04db6d42c8ce8605068fbc7f73f06598816ae", "text": "These instructions often refer to additional resources that are only found in the online edition. Conventions lessons follow a See It, Try It, Apply It sequence and are taught both in and out of context. In the Revise and Edit step of the Performance Task, the student checklist refers to the conventions skill so that students\u2019 attention is called to the application of the new skill. Conventions lessons build upon each other and require students to practice in isolation, in a model essay, and in their own essay. Examples of conventions instruction include, but are not limited to:In the Performance Task at the end of every unit, a Conventions Study connects to the mode of writing required in the essay. The convention skills are as follows:Unit 1: \u00a0Using Phrase and ClausesUnit 2: Vary Sentence PatternsUnit 3: Transition Words and PhrasesUnit 4: Using Sentence VarietyUnit 5: Clarify RelationshipsUnit 6: Domain Specific VocabularyUnit 7: Use Phrases and Clauses CorrectlyIn Unit 1: Using Phrases and Clauses, students are given explicit instruction on phrases and clauses and then have a practice paragraph in which they identify phrases and clauses. They follow up by revising their narrative story and adding phrases and clauses that identify a cause and effect relationship and to signal time. In Unit 2: Vary Sentence Patterns, students learn that sentence patterns describe how the parts of a sentence are organized and and that writers should vary their sentence patterns in order to add variety and avoid repetition in their writing. In the See It and Try It sections, students examine an example paragraph and note how the author varies sentence length, uses clauses, and avoids repetition. In the Apply It section, students read through their rough draft and analyze sentence patterns. They revise two sentences to add variety and avoid repetition using the following questions as a guide: \u201cCan I add more descriptive details? Can two or more sentences be combined? Could I provide extra information using dashes or commas? Can I use pronouns to avoid repetition?\u201d Students use the checklist to evaluate how they varied \u201dsentence patterns for meaning, reader interest, and variety\u201d.In Unit 4: Using Sentence Variety, students are given explicit instruction on simple, compound, complex, and compound-complex sentences. Then, they are asked to identify the sentence type in a sample sentence. Students follow up by revising one of their body paragraphs using a variety of sentence structures to make their writing more interesting and to signal different relationships among ideas. In Unit 7: Use Phrases and Clauses Correctly, students learn that phrases and clauses can add more information about the words they describe. In this lesson, there is no See It, Try It, Apply It pattern. Rather, students look at excerpts from the model essay and \u201cfind the words that the underlined words modify.\u201d Then, they are instructed to rewrite sentences from their own draft to avoid dangling or misplaced modifiers. \u00a0As students revise their writing, they use the checklist to evaluate how they \u201cplaced phrases and clauses appropriately in a sentence to avoid misplaced and dangling modifiers.\u201d\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe materials are organized around topics or themes that helps students to grow their knowledge and skills to read and comprehend complex text. Questions and tasks throughout guide students through analysis of texts, including all elements of texts and how knowledge and ideas are represented within and across texts. However, the culminating tasks for each may not require a demonstration of the skills and knowledge students have gained throughout the unit and can sometimes be completed in the absence of these skills.Vocabulary instruction in the materials is provided in a limited context and is not applied across multiple texts or units. The materials provide a comprehensive plan to grow students\u2019 writing skills over the course of the year. Though there is a lack of instruction in and opportunities for, organized research opportunities.A systematic plan for independent reading, including accountability structures are included in the materials.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 7 meet the criteria that texts are organized around topics and/or themes to build students\u2019 ability to read and comprehend complex texts independently and proficiently. The topics are engaging, relatable, and grade-level appropriate. Students focus on a topic or theme through connected texts, allowing them to build knowledge and vocabulary to comprehend complex texts independently and proficiently. The texts build on one another and share enough common ideas that the more complicated texts are comprehensible for students based on scaffolded knowledge. Each unit includes an overview that explains the topic and introduces the accompanying texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb2d7325-17bc-4587-9e33-88fcd185dcb2": {"__data__": {"id_": "bb2d7325-17bc-4587-9e33-88fcd185dcb2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "a7bd4ac0-c7a3-4cee-8fd1-89cf86e15ea7", "node_type": null, "metadata": {}, "hash": "468b086fdbadb0b07fc8b83d88b04db6d42c8ce8605068fbc7f73f06598816ae"}, "3": {"node_id": "b5f07190-c9a5-49ae-b1b5-28bd6062771b", "node_type": null, "metadata": {}, "hash": "e767bc15f93eb2ec12999527ba6b96145b60a8b9cf82c37ea7a88bec1aa7d203"}}, "hash": "4015e00acba96876cb05af9c13192a19d2c0422c9a684722bbeacb3c94bcedeb", "text": "Each unit includes an overview that explains the topic and introduces the accompanying texts. Additionally, the Student Edition includes a Unit Introduction that provides background knowledge on the texts students will be reading.Examples of how units and texts are organized around topics  include, but are not limited to:In Unit 2, the topic is Sports Report. The Essential Question is \u201c What can we learn about ourselves from studying sports and athletes?\u201d All of the texts focus on how athletes view themselves and how they are viewed by spectators and fans. \u00a0Each text examines some aspect of sport. Anchor texts include: \u201cWhat Could Be Better Than a Touchdown?\u201d by Kelefa Sanneh is an article that is the easiest for students to access and introduces them to the ideas of how spectators involve themselves and view different plays in professional sports.An excerpt from Why We Run by Bernd Heinrich that examines the physical and mental preparation and skill involved in competitive running.An article, \u201cConfessions of a Doper\u201d by Jonathan Vaughters, looks at the pressures that athletes face and why they are tempted by performance-enhancing drugs.A poem, \u201cCasey at the Bat\u201d by Ernest L. Thayer, is about a mighty baseball player who strikes out.In Unit 3, the topic is Your Vote! Your Rights! The Essential Question is \u201cHow do people express opinions in meaningful ways?\u201d Students read drama and poetry to discover how authors use characters and conflicts to express perspectives about democracy, a government by the people. Anchor texts include:An excerpt from Twelve Angry Men, the classic jury-room drama that follows the jury\u2019s decision-making process in a murder trial.Two poems called, \u201cDemocracy,\u201d one by Sara Holbrook and one by Langston Hughes, that present different perspectives on the role of the individual.In Unit 4, the topic is Nature\u2019s Fury. Essential Question is \u201cWhat are the causes and effects of natural disasters?\u201d The authors of the texts use data and recount personal experiences to show how natural disasters impact the world. Anchor texts include: An excerpt from the article \u201cSuper Disasters of the 21st Century\u201d by Jacqueline Adams and Ken Kostel from Science World that details the causes and effects of hurricanes, earthquakes, and tsunamis. An excerpt from The Perfect Storm by Sebastian Younger that includes anecdotes and factual explanations to tell the story of human survival in the face of a killer storm. Extended Reading: \u201cIn Deference to Crisis, a New Obsession Sweeps Japan: Self-Restraint\u201d by Ken Belson and Norimitsu Onishi from The New York Times. The text explores the Japanese people\u2019s response to the 2011 tsunami and what it reveals about their culture. In Unit 5, the topic is Stolen Childhoods. The Essential Question is \u201cCan the challenges a family faces force children to grow up too quickly?\u201d Students read informational texts about children in different areas of the world that face poverty and crime, and a classic excerpt from a play about the holocaust. Anchor texts include:An excerpt from the memoir\u00a0Rabbit-Proof Fence by Doris Pilkington that\u00a0focuses on the effects of white raiders on an Aboriginal family.An excerpt from Behind the Beautiful Forevers by Katherine Boo. An excerpt from We Were There Too! Young People in U.S. History by Phillip Hoose about a Russian girl trying to earn money in a sweatshop and the challenges immigrants face.A play excerpt from The Diary of Anne Frank by Frances Goodrich and Albert Hackett.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 7 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.These questions and tasks are clearly labeled with the particular skill they are addressing. Students are given frequent opportunities to practice identifying and studying specific elements of texts, from analyzing words to looking at the structures of paragraphs and the larger text itself. Close reading questions and tasks found in the margins of each text ask students to analyze writing, text structure, words and phrases context, academic vocabulary, and literary devices. In the \u201cIdentifying Evidence\u201d section, students analyze characters, events, and ideas with evidence and explanations from the text. Then additional questions and tasks focus on Key Ideas and Details and Craft and Structure. The questions and tasks for the texts in each unit build upon each other and lead the students through the steady increase of skill to understanding larger topics and themes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b5f07190-c9a5-49ae-b1b5-28bd6062771b": {"__data__": {"id_": "b5f07190-c9a5-49ae-b1b5-28bd6062771b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "bb2d7325-17bc-4587-9e33-88fcd185dcb2", "node_type": null, "metadata": {}, "hash": "4015e00acba96876cb05af9c13192a19d2c0422c9a684722bbeacb3c94bcedeb"}, "3": {"node_id": "ba921b1e-f8e0-4cec-9b6c-287545f47bac", "node_type": null, "metadata": {}, "hash": "973ebfdf2dce0104b23d34599e7443135faa42337a71ae33225728a882d56629"}}, "hash": "e767bc15f93eb2ec12999527ba6b96145b60a8b9cf82c37ea7a88bec1aa7d203", "text": "All of the questions first teach and then utilize grade appropriate understanding of language, key ideas, details, craft, and structure of the texts.Representative samples of questions and tasks that support this indicator are:Unit 1: Students read an excerpt from My Beloved World by Sonia Sotomayor and answer questions. Examples of questions that require students to demonstrate their understanding of language, key ideas, details, craft, and structure of the texts include, but are not limited to:Words and Phrases in Context: What does Sotomayor mean when she writes that she and brother, surrounded by the new encyclopedias, were like \u201cexplorers at the base of Everest\u201d?Text Structure: Sotomayor includes a flash forward in paragraph 9. What words indicate that the events are a flash forward? What is Sotomayor\u2019s purpose in including a flash forward?Literary Analysis: How is June seeing the Other June in paragraph 63 an example of irony?Key Ideas and Details: How does Sotomayor achieve her goal of getting more gold stars? What \u201ccritical lesson\u201d does she learn from the experiences she describes in paragraph 7?In Unit 3, the questions throughout the texts build upon each other and lead the student through systematically deeper reading of the text. While reading the first text, an excerpt of the play Twelve Angry Men by Reginald Rose, students answer questions about setting, the attitude of the characters, and how the author is establishing the tone and mood of the excerpt:Describe which details on this page let you know this text is a drama. \u00a0Who are the characters?  What can you tell about the setting? How seriously is the 7th juror taking his responsibility to decide this case? \u00a0Use evidence from lines 39-43 and line 49 to explain.  In lines 80-81, the 6th juror announces that he was \u201cconvinced\u201d of the accused person\u2019s guilt \u201cfrom the first day.\u201d \u00a0What does that say about the juror\u2019s attitude toward the duties of a juror? \tAll these questions require students to refer back to the text and find answers.Later in Unit 3, students read a speech titled \u201cAin\u2019t I a Woman\u201d by Sojourner Truth and are asked more difficult questions such as:Describe the toneDescribe the author\u2019s view of the relationship between intellect and rights. \u00a0Explain how she uses the pint vs. quart analogy to convey her view.In Unit 6, students build upon what they have been asked to read and understand in Unit 3. They are given a selection of fiction readings that includes poetry and novel excerpts. The questions increase in complexity as they apply their understanding to the new material. \u00a0They are asked questions at the start of the unit in the poem, \u201cI Hear America Singing\u201d by Walt Whitman:Distinguish between the denotative and connotative meaning of carols as used in line 1.Explain the effects of assonance (repeated \u201cing\u201d sounds) and alliteration (\u201cmason,\u201d \u201cmakes\u201d).In both of these questions, students are asked to find specific details, explicit, but then apply those details to some sort of analysis, inference.Later in Unit 6, in the novel excerpt Kira-Kira by Cynthia Kadohata, students are asked questions that are similar but increase the difficulty:Katie\u2019s mother \u201cvowed to send us to Japan one day,\u201d and Katie doesn\u2019t care \u201cso long as Lynn came along.\u201d Compare and contrast what Katie and her mother value.Discuss whether or not you think Katie will be okay. \u00a0Provide textual evidence.In both of these examples students are asked to use prior learning from earlier sections about figurative language and literary terms such as tone, denotation, and alliteration, to identify the use in the text, and than analyze the author\u2019s use of those features to affect the text.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.All \u00a0tasks in each unit build upon the topic of the unit  to support students\u2019 analysis of knowledge and ideas. Questions, end of text activities, Collaborate and Present activities, and the Performance Task build upon the same knowledge and ideas across the unit. Questions require students to cite evidence from the assigned text, make inferences, access prior knowledge, and synthesize ideas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba921b1e-f8e0-4cec-9b6c-287545f47bac": {"__data__": {"id_": "ba921b1e-f8e0-4cec-9b6c-287545f47bac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "b5f07190-c9a5-49ae-b1b5-28bd6062771b", "node_type": null, "metadata": {}, "hash": "e767bc15f93eb2ec12999527ba6b96145b60a8b9cf82c37ea7a88bec1aa7d203"}, "3": {"node_id": "3973c0f6-6269-4862-a436-00b9797c67c0", "node_type": null, "metadata": {}, "hash": "c8a191abad641353f93b8296d33fa264a9ce0fd1de857f87eed759ab316496f9"}}, "hash": "973ebfdf2dce0104b23d34599e7443135faa42337a71ae33225728a882d56629", "text": "Questions and tasks cover analysis, drawing conclusions, making inferences, evaluating, and identifying author\u2019s purpose. Students are also given On Demand writing prompts and analysis/synthesizing charts that are connected to the texts.The Collaborate and Present activity and the Performance Task require students to refer to at least one text from the unit, but often multiple texts in the unit in order to complete the task. The Teacher Edition provides guidance to teachers in supporting students\u2019 skills. There is a cohesiveness to the questions and tasks, yet it is more of a repetitive cohesiveness, as all units have the same structure. However, by the end of the year, there is no evidence that integrating knowledge and ideas is embedded into independent student work. \u00a0While all of the work in the Performance Tasks and in the Collaborate and Present activities are directly related to one or both of the anchor texts of the units, students receive the same level of support through similar types of charts and graphic organizers across the year. The level of support and modeling provided by the teacher also stays the same throughout the units across the year.Examples of how the units contain coherently sequenced questions, but do not require students to analyze ideas across multiple texts with growing independence include, but are not limited to:In Unit 1, the Essential Question is \u201cHow do important decision impact a person\u2019s life?\u201d Students read anchor texts that share the topic \u201cMapping Your Life.\u201d After reading an excerpt from the novel, Call Me Maria by Judith Ortiz Cofer and the poem, \u201cThe Road Not Taken\u201d by Robert Frost, students answer, in writing, text-based questions during the close read. Once they come to the end of a text, they answer questions based on key ideas and details and craft and structure. The tasks build on each other ending in a narrative writing Performance Task: \u201cWrite the story of an important event or decision; it can be real or imagined. What understanding or insight did this experience reveal?\u201d Supports for students include a model, a graphic organizer to analyze the model, graphic organizers for students to gather evidence from both texts and then organize ideas, and a checklist for revising and editing their draft.In Unit 3, the Essential Question is \u201cHow do people express opinions in meaningful ways?\u201d Students read anchor texts that share the topic \u201cYour Vote! Your Rights!\u201d After reading an excerpt from the play, Twelve Angry Men by Reginald Rose, students are provided with two charts, one that asks them to summarize the key idea of the excerpt and the second chart asks them to \u201clist three characters that appear in this excerpt. \u00a0Explain how each character\u2019s words and actions help to develop the central idea.\u201d The directions to the teacher say  to \u201cthink aloud as you model explaining the significance of a particular character and conversation from\u201d the text. After reading two poems called \u201cDemocracy\u201d by Langston Hughes and Sara Holbrook, students gather evidence then complete these tasks: \u201cUse the evidence you collected to summarize the key idea of Hughes\u2019s poem. Use the evidence you collected to summarize the key idea of Holbrook\u2019s poem. \u00a0List two events from Holbrook\u2019s \u2018Democracy\u2019. Explain how each event is important to the central idea of the text.\u201d Teachers are instructed to model the first example. The Performance Task builds on work completed: \u201cCompare and contrast two writers\u2019 perspectives on democracy.  Analyze the strategies they use to convey their perspectives.\u201d The chart that students are provided, in addition to the directions to revisit the author\u2019s strategies, suggest that students should be looking at both texts to formulate their argument. Support for students in the writing performance task include a model, a graphic organizer to analyze the model, graphic organizers for students to gather evidence from both texts and then organize ideas, and a checklist for revising and editing their draft. This is the same level of support that is found in previous units.In Unit 4, the Essential Question is \u201cWhat are the Causes and Effects of Natural Disasters?\u201d \u00a0Students read anchor texts that share the topic \u201cNature\u2019s Fury.\u201d Students read an excerpt from the article, \u00a0\u201cSuper Disasters of the 21st Century\u201d by Jacqueline Adams and Ken Kostel. As they read, students build knowledge through questions that ask them to analyze key ideas: \u201cBased on details in paragraph 8, what caused the flooding? What were the effects of the flooding?\u201d In an On Demand writing prompt, students \u201cReview paragraphs 10-17 and summarize the effects the levees had on the city of New Orleans.\u201d Next, they read an excerpt from The Perfect Storm by Sebastian Junger.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3973c0f6-6269-4862-a436-00b9797c67c0": {"__data__": {"id_": "3973c0f6-6269-4862-a436-00b9797c67c0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "ba921b1e-f8e0-4cec-9b6c-287545f47bac", "node_type": null, "metadata": {}, "hash": "973ebfdf2dce0104b23d34599e7443135faa42337a71ae33225728a882d56629"}, "3": {"node_id": "5c38d36e-5045-4fb3-b5d4-3f4f62b6d15a", "node_type": null, "metadata": {}, "hash": "f7ff124bd84c43789bac09bcfc573a6bd043a3974e3018231425fc6d151db723"}}, "hash": "c8a191abad641353f93b8296d33fa264a9ce0fd1de857f87eed759ab316496f9", "text": "Students continue to build ideas as they answer questions: \u201cIdentify the data and details that the author includes to help the reader understand the effects of the storm.\u201d In the Identify Evidence section, students record examples from the text that tell about the causes and effects of giant waves. Finally, in the writing Performance Task, students analyze across texts as they \u201ccompare and contrast strategies and techniques that each author uses to describe the causes and effects of disasters.\u201d Again, support for students include a model, a graphic organizer to analyze the model, graphic organizers for students to gather evidence from both texts and then organize ideas, and a checklist for revising and editing their draft. There is no release for students to demonstrate their knowledge of the topic with less support.In Unit 7, the Essential Question is \u201cWhat simple steps can people take to make a difference for those in need?\u201d Students read anchor texts that share the topic, \u201cA Better World.\u201d They build knowledge and ideas as they study how authors use reasons, facts, and evidence to construct arguments and support their claims. While reading an excerpt from The End of Poverty by Jeffrey Sachs, students answer Key Ideas and Details questions such as, \u201cHow does the author explain the claim that giving more money to \u2018solve the crisis of extreme poverty\u2019 would \u2018provide for U.S. national security?\u201d In the Identify Evidence exercise, students complete a chart in which they find and explain evidence for the author\u2019s ideas about how to end poverty. \u00a0Next, students read an article, \u201cSaving the World One Click at a Time\u201d by Renee Carver. They further build on ideas by answering an on demand writing prompt, \u201cHow does the information about FreeRice support the author\u2019s claim in paragraph 3 about charities and the Internet?\u201d  In the writing Performance Task, students write an essay: \u201cTrace the authors\u2019 lines of argument regarding effective ways to fight poverty. Evaluate the specific claims, distinguishing which claims are supported by reasons, facts, and evidence, and which are not.\u201d Again, support for students include a model, a graphic organizer to analyze the model, graphic organizers to gather evidence from both texts and then organize ideas, and a checklist for revising and editing their draft. There is no release for students to independently demonstrate their knowledge of the topic with less support.Overall, by the end of the year, there is no evidence that integrating knowledge and ideas is embedded into independent student work. For example, in Unit 7, students are provided with a compare and contrast chart that is nearly identical to the compare charts in Units 3, 4, 5, and 6. They must list the source of the evidence, the page, and explain the evidence. The Teacher Edition directions state to walk students through understanding the chart, though they have completed similar charts throughout other units in the text and in Grade 6. To help students \u201cRevisit Author\u2019s Strategies,\u201d teachers are given similar instruction in Unit 3 and in Unit 7:In Unit 3, \u201cRevisit the strategies the authors use to convey perspective. Draw upon conversations students had during the Close Reading of the texts.\u201dIn Unit 7, \u201cReview the strategies and evidence the authors use to clarify their views by reviewing written responses you made, and conversations you had, during the Close Reading of the texts.\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills (e.g. combination of reading, writing, speaking, listening). Each unit begins with an Essential Question that connects to the topic/theme, anchor texts, and culminating task. At the end of each unit, the culminating task, Writing Performance Task, is connected to a specific topic from the unit texts.Many of the writing tasks, practice, and discussion questions support the students in working towards the skills required to complete the culminating task. However, some tasks do not require demonstration of the specific skills and knowledge practiced before, and can be completed without them. In these instances, the teacher may need to supplement to assure their inclusion in the schedule is supportive of the overall knowledge and unit objectives.Examples of culminating tasks that demonstrate knowledge of a topic include, but are not limited to: In Unit 6, the topic is America Speaks. Students read three poems and a novel excerpt where poets and authors share their vision of American identity through literature.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5c38d36e-5045-4fb3-b5d4-3f4f62b6d15a": {"__data__": {"id_": "5c38d36e-5045-4fb3-b5d4-3f4f62b6d15a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "3973c0f6-6269-4862-a436-00b9797c67c0", "node_type": null, "metadata": {}, "hash": "c8a191abad641353f93b8296d33fa264a9ce0fd1de857f87eed759ab316496f9"}, "3": {"node_id": "6152e8c9-a7b4-47b5-ad8d-1f07daf08f04", "node_type": null, "metadata": {}, "hash": "707603fbb1e7cb4529d3f094f4dc53761bcfc5ec6db718799469905b8596da98"}}, "hash": "f7ff124bd84c43789bac09bcfc573a6bd043a3974e3018231425fc6d151db723", "text": "The Essential Question is \u201cWhat does it mean to be American?\u201d. The Performance Task is an essay in which students \u201ccompare and contrast the writers\u2019 perspectives, referencing their literary devices and figurative language.\u201d \u00a0Questions and tasks that support the students\u2019 building of knowledge to support the culminating tasks include:In-text questions while reading \u201cI Hear America Singing\u201c include: \u201cWhat words or phrases support the idea that Whitman celebrates Americans doing their various jobs?\u201dIn-text questions while reading \u201cI, Too, Sing America\u201d include: \u201cAlvarez assigns physical human traits \u2018from the soles,\u2019 \u2018to the great plain face\u2019 to places in the Americas \u2018Tierra del Fuego\u2019, to \u2018Canada.\u2019 What is the effect of her use of personification?\u201dIn the Identify Evidence section after reading the three texts, students gather evidence in a chart answering the prompt: \u201cWhat details does each poet use to describe the American experience?\u201d With each evidence they \u201cexplain how the evidence introduces, illustrates, or elaborates upon the central idea.\u201dIn-text questions while reading Kira Kira include: \u201cDescribe the family\u2019s experience and their reaction to segregation in America: \u2018COLORED IN BACK\u2019. Identify evidence to elaborate on the idea of isolation weaved throughout this section\u201dIn the Collaborate and Present section, students memorize one of the poems from the unit and brainstorm ways to \u201cenhance the presentation through tone, multimedia components, visual displays, or acting.\u201dIn other tasks, the culminating activities are not clearly articulated to demonstrate knowledge. Some examples representative of this include (but are not limited to):In Unit 2, the topic is Sports Report. In this unit, student read informational articles to \u201cexplore the idea that for athletes, mental determination can play as crucial a role as physical prowess.\u201d The Essential Question is \u201cWhat can we learn about ourselves from studying sports and athletes?\u201d The Performance Task requires students to use evidence from the two texts to develop or refute the claim that mental strength and agility are just as important as physical prowess in sports; however, the culminating task is able to be completed with only surface-level understanding of the texts read, rather than a deeper demonstration of knowledge and comprehension.Other examples focus partially on knowledge, although they are focused on comprehension of the text and author's craft. Some examples include:In Unit 3, the topic is Your Vote! Your Rights!. Students read an excerpt from the play Twelve Angry Men and the poems \u201cDemocracy\u201d by Langston Hughes and \u201cDemocracy\u201d by Sara Holbrook. The Performance Task ask: \u201cCompare and contrast two writers\u2019 perspectives on democracy. Analyze the strategies they use to convey their perspectives.\u201d Questions support the students\u2019 building of knowledge to support the culminating task and all requires specific text-based information.In Unit 4, the topic is Nature\u2019s Fury. Students read excerpts from \u201cSuper Disasters of the 21st Century\u201d by Jacqueline Adams and Ken Kostel and The Perfect Storm by Sebastian Junger. The Performance Task is to \u201cCompare and contrast strategies and techniques that each author uses to describe the causes and effects of disasters. Consider the text structure, choice of vocabulary, and use of data and details.\u201d This task does not demand students demonstrate knowledge of the content nor theme, but does demonstrate understanding of close reading and writing.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. While vocabulary instruction is given appropriate time and importance within the overall materials and is emphasized as an important skill, it falls short in the isolation of the academic vocabulary words themselves and in the lack of assessment. Within each unit, there are multiple activities that provide vocabulary instruction: Academic Vocabulary Routine, Target Words (high-frequency, portable academic words highlighted before reading), a Word Study (strategy boxes in margins of text) and Words to Know (content-area words encountered while reading the text). The Words to Know are only listed and defined at the bottom of each page. Additionally; there are very few Academic Vocabulary questions within the texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6152e8c9-a7b4-47b5-ad8d-1f07daf08f04": {"__data__": {"id_": "6152e8c9-a7b4-47b5-ad8d-1f07daf08f04", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "5c38d36e-5045-4fb3-b5d4-3f4f62b6d15a", "node_type": null, "metadata": {}, "hash": "f7ff124bd84c43789bac09bcfc573a6bd043a3974e3018231425fc6d151db723"}, "3": {"node_id": "34ce7586-5e3b-4d9a-84aa-8c869b06eff1", "node_type": null, "metadata": {}, "hash": "b240775e2db1054ba8f6168820c3bf8c8b41de32153584b4a280295deca5e60b"}}, "hash": "707603fbb1e7cb4529d3f094f4dc53761bcfc5ec6db718799469905b8596da98", "text": "Additionally; there are very few Academic Vocabulary questions within the texts. The Teacher Edition includes an Academic Vocabulary Routine that follows a six-step process: pronounce the word, rate student knowledge of the word, explain the word meaning, discuss at least two meaningful examples of the word that demonstrate the definition, coach students by having them work in pairs to apply the word in a meaningful context, and review the words the next day. The materials do not meet the expectation of instruction of vocabulary for a variety of reasons. The vocabulary is only taught within the text it is originally introduced; there are minimal references to, practice with, or assessments of new vocabulary within the unit in either the Collaborate and Present activity or the Performance Task. Also, the ways students engage with vocabulary is repetitive and lacks variety across all units. Materials do not include a consistent approach for students to regularly interact with word relationships and to build academic and figurative language in context. \u00a0Further, work with vocabulary appears before and in texts, but not across multiple texts. Examples of how vocabulary instruction partially provides opportunities for students to interact with and build key academic vocabulary include, but are not limited to:In Unit 1, teachers are instructed to use the Academic Vocabulary Routine to teach the meaning of flawless, humble, endure, resolve, dramatic and transform. There is a short Word Study lesson on roots and prefixes following the academic vocabulary introduction. While students close read an excerpt from Call Me Maria, they answer only two academic vocabulary questions: \u201cWhat does resolved mean? Why doesn\u2019t Maria try to resolve her parents\u2019 conflict? Earlier in the story the street was crowded, hot, and dry. Use context clues to define what transformed means in paragraph 35. What else has been transformed in this story?\u201d New terms are introduced and follow the same procedure for the second anchor text, \u201cThe Road Not Taken.\u201d \u00a0A Word Study follows where students work with a thesaurus entry. There is no review of earlier terms, and students are not prompted to use their new terms in the Collaborate and Present task or the writing Performance Task at the end of the unit. In Unit 3, teachers are instructed to use the Academic Vocabulary Routine to teach the meaning of reasonable, impression, drive, customary, preliminary, accused and resumes. There is a short Word Study lesson on context clues in which students use and try to determine meanings of words in sample sentences. While students close read an excerpt from Twelve Angry Men, they are not asked any academic vocabulary questions. Additional Tier 3 terms and phrases are defined in the margin of the text, such as prosecuting attorney, sharp, hammered his points home, and crowbar. New terms are introduced and follow the same procedure for the second anchor texts, \u201cDemocracy.\u201d A short Word Study lesson is included in which students explore word families. \u00a0Again, there are no academic vocabulary questions embedded in these texts. There is no review of earlier terms, and students are not prompted to use their new terms in the Collaborate and Present task or the writing Performance Task at the end of the unit. In Unit 6, teachers are again instructed to use the Academic Vocabulary Routine to teach the meaning of bilingually, blithe, heartland, hemisphere, maestro, and robust. There is a short Word Study lesson on dictionary skills in which students use a dictionary to find the pronunciation, part of speech, and adverb form of the word, melodious. While students close read three poems, they are asked no academic vocabulary questions. New terms are introduced and follow the same procedure for the second anchor text, an excerpt from Kira Kira. Students answer one question referring to the academic vocabulary: \u201cExplain what the sisters \u2018meld\u2019. How does this add to the seriousness of the moment? How does the use of alliteration affect the phrase?\u201d Again, there is no review of earlier terms, and students are not prompted to use their new terms in the Collaborate and Present task or the writing Performance Task at the end of the unit.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 7 meet\u00a0the criteria that materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year.There is a cohesive writing plan in the Implementation Guide that identifies the movement from daily On Demand and Summarizing writings to the culminating Performance Task. Students are provided with a consistent, basic framework for process writing and apply the framework to a variety of tasks.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "34ce7586-5e3b-4d9a-84aa-8c869b06eff1": {"__data__": {"id_": "34ce7586-5e3b-4d9a-84aa-8c869b06eff1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "6152e8c9-a7b4-47b5-ad8d-1f07daf08f04", "node_type": null, "metadata": {}, "hash": "707603fbb1e7cb4529d3f094f4dc53761bcfc5ec6db718799469905b8596da98"}, "3": {"node_id": "1044eedc-618b-4bdd-a080-4c15fad3f963", "node_type": null, "metadata": {}, "hash": "7002ec33d0bb75f3dd5c8afcf777bae90badb0b49d889a660983614c2098ef70"}}, "hash": "b240775e2db1054ba8f6168820c3bf8c8b41de32153584b4a280295deca5e60b", "text": "The writing tasks span the year and match with the expectations of writing in the CCSS. \u00a0Writing instruction supports student growth over the course of the year by introducing increasingly more difficult prompts for the Performance Task.  Each Performance Task provides students with a model, process for analyzing the model, writing protocols for all of the steps of the writing process, and checklists and rubrics to monitor student growth over time. Throughout the year, both teacher and peers provide feedback to ensure writing skills are increasing. The Teacher Edition instructs the teacher to have the students discuss the rubrics with classmates, guide student self-evaluation, and conference with the students using the rubrics to provide feedback.  Examples of activities that support students\u2019 increasing writing skills include, but are not limited to:In Unit 1, students write a narrative of an important event or decision. First, students are provided a model narrative and a graphic organizer to analyze the model. The writing process includes several steps to guide the student: Step 1 is a graphic organizer to generate ideas; Step 2 is another graphic organizer to organize ideas; Step 3 has students write a draft. Next, there is a language study on narrating events with variety, and an opportunity to apply this skill to the beginning, middle and end of the story the student is writing. Then comes a convention study on using phrases and clauses. Finally, in Step 4, students use a checklist to revise and edit their draft with a partner, and, in Step 5, they publish their narrative in print or digital form.In Unit 3, after reading \u201cAin\u2019t I a Woman?\u201d by Sojourner Truth, students address the prompt: \u201cSummarize the speech. Identify the three arguments against women\u2019s rights that Truth mentions. Explain how she counters each argument.\u201dIn Unit 5, after students read Rabbit-Proof Fence by Doris Pilkington, teachers are instructed to use Routine 6: On Demand Writing to have students record responses to questions such as: \u201cExplain the effect of the juxtaposition of \u2018birds twittering\u2019 in paragraph 1 and \u2018anguished cries\u2019 in paragraph 2. Discuss mood, sensory language, and descriptive details. Cite textual evidence.\u201dIn Unit 7, students write an argument essay where they trace authors\u2019 lines of argument regarding effective ways to fight poverty. Students evaluate the specific claims, distinguishing which claims are supported by reasons, facts, and evidence, and which are not. They follow the writing process steps in separate activities: Gather Evidence, Organize Ideas, Language Study, Convention Study, Revise and Edit, and Publish. After analyzing the model text, teachers are instructed: \u201cUse Routine 9: Writing Process to engage students with what they will be working on over the next several days.\u201d The Teacher Edition has ample teacher guidance as students work through the writing process.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 7 partially meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.While materials support teachers in employing projects that develop students\u2019 knowledge of a topic via provided resources, the materials do not offer a complete or thorough progression of focused, shared research and writing projects to encourage students to engage with source materials, synthesize knowledge and understanding of a topic using texts and other source materials, or to learn research habits. The end of unit tasks require students to only revisit the anchor texts to complete the task, though there are two instances in Collaborate and Present tasks in which students are asked to do research beyond the provided anchors, and there is ample practice at utilizing and gathering evidence from provided anchor texts to support work in the end of unit tasks.  However, the materials do not provide a year-long progression of research skills that align to CCSS. While the standards ask that seventh grade students \u201c[g]ather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation,\u201d there is no instruction for the students or teacher to work on these skills. When research is assigned, students are given some instruction and strategies to support their research via Collaborate and Present and Performance Tasks, but the materials do not organize research projects in a way that fosters independence in students\u2019 research abilities. An optional Research Connection task is mentioned in the Teacher Edition at the end of each unit, after the extended anchor text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1044eedc-618b-4bdd-a080-4c15fad3f963": {"__data__": {"id_": "1044eedc-618b-4bdd-a080-4c15fad3f963", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "34ce7586-5e3b-4d9a-84aa-8c869b06eff1", "node_type": null, "metadata": {}, "hash": "b240775e2db1054ba8f6168820c3bf8c8b41de32153584b4a280295deca5e60b"}, "3": {"node_id": "4de3011f-bcbd-44c7-a72a-30f3e56ae56a", "node_type": null, "metadata": {}, "hash": "6b7f57abc40e636301ff2337dedccbd4dd0b2e11c82ff296d68128a8c32a019b"}}, "hash": "7002ec33d0bb75f3dd5c8afcf777bae90badb0b49d889a660983614c2098ef70", "text": "This task asks students to research a particular question, but offers no guidance on what the student should do with that information. Also, the materials offer limited opportunities for students to engage in both \u201cshort\u201d and \u201clong\u201d projects across the course of a year since research tasks are often short and rarely, if ever, provide opportunities for students to negotiate multiple sources. Additionally, the materials offer minimal assessment materials for research-focused tasks through end of unit projects nor are they \u00a0provided throughout the year. Finally, teacher direction and support in instruction around research-based tasks are not mentioned in the implementation guide nor in the planning pages. Examples of how units provide some opportunities for research include:In Unit 1, there is one research reference or activity after the core materials. The Research Connection after the extended text has students \u201cRead and compare biographies of other Supreme Court Justices such as Antonin Scalia, Clarence Thomas, and Ruth Bader Ginsberg.\u201d There is no guidance or instruction for how to do this research or what to do with the information. In Unit 2, there is one research reference or activity after the core materials. The Research Connection after the extended text has students \u201cResearch the history of bicycle racing. Consider how it began, who the early champions were and how training methods and equipment have evolved. Investigate when doping became a problem in the sport and what is being done to prevent it today.\u201d There is no guidance or instruction for how to do this research or what to do with the information. Units 3, 5, and 6 follow a similar pattern.In Unit 4, there is a research activity in the core materials that requires students to research beyond the anchor texts. In the Collaborate and Present task, students work in a small group to \u201cresearch one of the disasters in greater detail. Describe the effects of the disaster on the country, city, or community. Use and compare multiple resources for information about the disaster.\u201d The directions for students state, \u201cWorking with your group, select one natural disaster to research. Go to the library or use the Internet to find out more about the effects of that natural disaster. Discuss the reliability of the sources you find with your group. After selecting at least three reliable sources, record your notes in a chart.\u201d There is minimal instruction for students to learn how to evaluate sources. In the teacher instructions, teacher should \u201cpoint out that not all sources are reliable, especially websites. Discuss what makes a source reliable. Websites ending in.org are usually trustworthy. Most contain information that can be proven and supported with evidence. The copyright date tells me when this information was posted.\u201dIn Unit 7, there is a research activity in the core materials that requires students to research beyond the anchor texts. In the Collaborate and Present task, students again work in groups to research one of the charities mentioned in the anchor text, \u201cSaving the World One Click at a Time.\u201d They choose one of the charities and research how much money supporters donate, what percentage is spent to purchase food or livestock, how many people it helps a year, etc. They are given a chart to gather evidence, but no other guidance in how to do their research.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 7 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.At the end of each of the seven units, the independent reading section includes a design and procedures for how students will regularly engage in a volume of independent reading either in or outside of class. This \u201cIndependent Reading\u201d page includes a list of \u201cLiterature Circle Leveled Novels,\u201d as well as Independent reading \u201cFiction, Nonfiction, and Novels,\u201d and Films, TV, Websites, and Magazines that are thematically related to the unit. Students choose their books and meet with teachers and peers to ask questions, lead discussions, and deepen comprehension of texts. The Teacher Edition suggests that these are scheduled as daily homework, with weekly teacher-monitored assessment. The Teacher Edition includes an appendix section on Literature Circles with information on planning independent reading. This page includes information on text complexity. \u00a0Additional resources tied to the novels are found in the online Teacher Edition. Though the materials meet the expectation, the feasibility of implementation should be a consideration for adoption of the curriculum. While there are opportunities for teachers to provide students with independent reading and literature circle reading, there is no direct support for teachers to implement this reading in a 45-50 minute class period with the structure provided.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4de3011f-bcbd-44c7-a72a-30f3e56ae56a": {"__data__": {"id_": "4de3011f-bcbd-44c7-a72a-30f3e56ae56a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "1044eedc-618b-4bdd-a080-4c15fad3f963", "node_type": null, "metadata": {}, "hash": "7002ec33d0bb75f3dd5c8afcf777bae90badb0b49d889a660983614c2098ef70"}, "3": {"node_id": "96befb4f-cc27-44a8-b8fc-78f4a2c95197", "node_type": null, "metadata": {}, "hash": "8b95f60bc0befef9b7413e59830f8013dfc3c1fb2b75ac5eea45a9204f43a880"}}, "hash": "6b7f57abc40e636301ff2337dedccbd4dd0b2e11c82ff296d68128a8c32a019b", "text": "In the 90 minute block - the time period suggested by the curriculum - there is time built in for teachers to implement the outside independent reading.Examples of the structures and instructions provided to teachers for independent reading in all units include:In the Literature Circle section of the Teacher Edition, teachers are provided instruction and guidelines for successful literature circles. The content of the questions and associated writing tasks differ by novel but the overall protocol is the same. The following guidelines are included in the Planning pages under specific headings: Teacher\u2019s Role, Student\u2019s Role, Planning, Scheduling, Supporting, Pacing, and Setting up the Classroom. Other guidance for teachers includes:\u201cAuthor File\u201d- information about the author.\u201cResources\u201d - a box of the downloadable resources available for each novel.Literature Circles in Action page which includes information under the headings: Literature Circle Steps, Forming Groups, and Implementation.In each unit, specific Guidelines for each Literature Circle novel are provided under the following headings: Before Reading - Create Interest, Build Background Knowledge; During Reading - Preteach Academic Vocabulary; Talk About It - Identify Key Ideas, Support Discussion; Write About It (students are given prompts and use Routine 6: On Demand Writing); After Reading - Connect to the Essential Question (Questions are provided at the Personal, Textual, and Cultural level).In the Teacher Edition, Assessment and Grading page, teachers receive information under the headings: What and How to Evaluate, Grading Literature Circles, Refining the Process, as well as an Evaluation Methods grid which lists the downloadable resources (Observation Checklist, Student Self-Evaluation, and Student Group Evaluation) and a Scoring Guide matrix. This section also includes daily reading logs, Higher Order Thinking Resources and Reading Counts! Quizzes.Examples of the texts offered as literature circle or independent reading texts, student activities, and teacher guidance (all units offer similar activities and guidance) include, but are not limited to:Unit 4:Literature Circle Leveled Novels: Each novel has a 1-2 sentence description and Lexile level. .Night of the Howling Dogs by Graham SalisburyThe Killing Sea by Richard LewisThe Dead and the Gone by Susan Beth PfefferFiction, Nonfiction, and Novels: Each text has a 1-2 sentence description and Lexile level. .The Long Winter by Laura Ingalls WilderNight of the Twisters by Ivy RuckmanVolcano: The Eruption and Healing of Mount St. Helens by Patricia LauberDark Water Rising by Marian HaleFire in Their Eyes: Wildfires and the People Who Fight Them by Karen Magnuson BeilOut of the Dust by Karen HesseEyewitness Books: Natural Disasters by Claire Watts and Trevor DayHurricane Force: In the Path of America\u2019s Deadliest Storms by Joseph B. TreasterIndependent Reading student activities:Teachers are prompted to encourage students to use the activities provided (all are downloadable Code-X resources) such as Book Presentation Activity and What Do YOU Think? ActivityAdditional Resources for tracking and vocabulary include a Reading Log Resource and Vocabulary Log ResourceTeacher Edition instructions for Independent Reading:Assigning Groups: Teachers are provided strategies for assigning effective Literature Circle Groups.Develop Summaries: Teachers are prompted to remind students of resources they can use \u201cto summarize chunks of a book or the book as a whole\u201d including the Summarize Fiction Resource and Summarize Resource.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96befb4f-cc27-44a8-b8fc-78f4a2c95197": {"__data__": {"id_": "96befb4f-cc27-44a8-b8fc-78f4a2c95197", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "10093651-ffb8-4b77-95af-e1035d8b0606", "node_type": null, "metadata": {}, "hash": "a91a9b8e031f7e6714f339c0201e13da75039a0c6b3861e884a9e6732c4f4227"}, "2": {"node_id": "4de3011f-bcbd-44c7-a72a-30f3e56ae56a", "node_type": null, "metadata": {}, "hash": "6b7f57abc40e636301ff2337dedccbd4dd0b2e11c82ff296d68128a8c32a019b"}}, "hash": "8b95f60bc0befef9b7413e59830f8013dfc3c1fb2b75ac5eea45a9204f43a880", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "603a49ff-612f-4398-8782-0aa83d5bf316": {"__data__": {"id_": "603a49ff-612f-4398-8782-0aa83d5bf316", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ccbe6575-eb3b-4771-8c89-019d734da9a2", "node_type": null, "metadata": {}, "hash": "98e6748e74f035601e0b42c5aee36f01fe94e6bf389cb748ed640d54f33584fc"}, "3": {"node_id": "47531ed0-660d-46ec-98f6-5e2bed278cf3", "node_type": null, "metadata": {}, "hash": "8adb9ab5c18b9dea60aa39d5bb1fc9b8c8059e7582572a0235e2e504079c56bf"}}, "hash": "72d99d2320d43b6a1b9df5c984dcbc9a8851f9a6d466a29c50f3c200cb89471c", "text": "Connected Mathematics Project 3\n\nThe materials reviewed for Grade 7 do not meet the expectations for alignment to the CCSSM in the areas of focus and coherence. The materials do not devote the majority of class time to the major work for Grade 7. The materials are coherent but not consistent with the standards for Grade 7. There are some Grade 8 standards taught and assessed at Grade 7, but the omission of these assessment items would not significantly impact the structure of the materials. There are explicit connections between major clusters. The supporting work is used to enhance the major clusters.\n\nFocus & Coherence\n\nThe materials reviewed for Grade 7 do not meet the expectations for Gateway 1. The materials do not devote the majority of class time to the major work for Grade 7. The materials are coherent but not consistent with the standards for Grade 7. There are some Grade 8 standards taught and assessed at Grade 7, but the omission of these assessment items would not significantly impact the structure of the materials. There are explicit connections between major clusters. The supporting work is used to enhance the major clusters. Since the materials reviewed for Grade 7 do not meet the expectations for alignment to the CCSSM in the areas of focus and coherence, they were not reviewed for rigor and the MP.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for assessing material at the grade level with the following exceptions - there are assessment questions throughout the year that would need to be skipped:\n\nOn the Shapes and Designs unit test, question 6 is on interior/exterior angles and transversals which are the Grade 8 standard 8.G.A.5. In the initial review, question 6 was also identified as a concern; however, given that vertical and adjacent angles are formed from transversals, it is a reasonable connection. Teachers can skip Investigation 2, which is the one connected to the Grade 8 concept.\nOn the Stretching and Shrinking unit test, question 7 is the Grade 8 standard 8.G.A.4 on similarity. In the initial review, questions 5 and 6 were also identified as a concern; however, they could be reasonable connections to grade-level work, especially if question 6 is solved with scale factor. Teachers can skip Investigation 4, which is the one connected to the Grade 8 concept.\nOn the Moving Straight Ahead unit test, question 6 is on systems, which is the Grade 8 standard 8.EE.C.8. \u00a0 \u00a0 \u00a0 This entire unit should be moved to Grade 8 with the exception of Investigation 3 which does cover major work of Grade 7.\nOn the Filling and Wrapping unit test, questions 8 and 9 are on volume and surface area of cones and cylinders, which is the Grade 8 standard 8.G.C.9. Teachers can skip Investigation 4, which is the one connected to the Grade 8 concept.\n\nSkipping these assessment problems does not compromise the integrity of the Grade 7 standards. The major work of Grade 7 could still be assessed appropriately.\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major cluster for Grade 7.\n\nGrade 7 has less than 50% of the work on the major clusters of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B.\nOut of the 8 units for Grade 7, the only two units focused on this work were Accentuate the Negative and Comparing and Scaling.\nThe unit Moving Straight Ahead has the majority of its work on linear relationships that is Grade 8 CCSSM.\nThe unit What Do You Expect is work on the additional cluster of 7.SP.C and this unit is more than twice as long as the unit Comparing and Scaling which is a unit on the major work of 7.RP.A.\nThe unit Filling and Wrapping has work with volume and surface area of cylinders and cones, which are Grade 8 CCSSM.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for the supporting content enhancing the major work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "47531ed0-660d-46ec-98f6-5e2bed278cf3": {"__data__": {"id_": "47531ed0-660d-46ec-98f6-5e2bed278cf3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ccbe6575-eb3b-4771-8c89-019d734da9a2", "node_type": null, "metadata": {}, "hash": "98e6748e74f035601e0b42c5aee36f01fe94e6bf389cb748ed640d54f33584fc"}, "2": {"node_id": "603a49ff-612f-4398-8782-0aa83d5bf316", "node_type": null, "metadata": {}, "hash": "72d99d2320d43b6a1b9df5c984dcbc9a8851f9a6d466a29c50f3c200cb89471c"}, "3": {"node_id": "97fe0035-1b8d-4e4c-94e1-bea5771a7912", "node_type": null, "metadata": {}, "hash": "826cf49b3be9ac4e1468e9e7bfe4b2c287b6a64f82e137e8890c419967a8a660"}}, "hash": "8adb9ab5c18b9dea60aa39d5bb1fc9b8c8059e7582572a0235e2e504079c56bf", "text": "There are areas where the materials have strong connections and areas that could be stronger.\n\nIn What Do You Expect, Samples and Populations and Stretching and Shrinking there are problems that use supporting work to enhance 7.RP.A.\nIn all the units, there is evidence of the supporting work enhancing 7.NS.A.\nMuch of the work in Grade 7 is geometry-based and tied to similarity which is a Grade 8 standard.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for being able to be taught in one school year.\n\nThe Grade 7 materials could be completed within the timeline of 170-190 days.\nThis includes all lessons, mathematical reflections, Looking Back and Looking Ahead and all assessments.\nWhile overall it is viable for a school year, the amount of time on the major work for Grade 7 is less than 65% of the year (as reflected in the rating for 1b), which means that teachers will need to find supplemental materials to cover the standards.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe materials reviewed for the Grade 7 partially meet the expectations for being consistent with the progressions in the standards. The connections between standards to build understanding are strong. There are some off grade level topics that could be identified to help teachers and students know that these are topics that are beyond the CCSSM necessary for that grade.\nAll three grade levels have major work on equations, EE.A and EE.B:\n\nGrade 6: Reason about and solve one-variable equations and inequalities is found in several units (e.g., Let's Be Rational, Variables and Patterns) using informal methods of solving.\nGrade 7: Solve real-life and mathematical problems using numerical and algebraic expressions and equations is primarily in Moving Straight Ahead where they start using symbolic equations and properties of equality.\nGrade 8: Analyze and solve linear equations and pairs of simultaneous linear equations is found in It's in the System where various methods of solving systems are explored.\n\nAll three grade levels have major work on ratio and proportional reasoning, 6.RP to 7.RP:\n\nGrade 6: Comparing Bits and Pieces begins work with ratios/rates and proportions then continues the major work of Grade 6 ratio and proportion into Variables and Patterns.\nGrade 7: Stretching and Shrinking works with ratios using scale factors and Comparing and Scaling continues the work by solving proportions using many strategies learned from Grade 6 and Grade 7.\nGrade 8: Butterflies, Pinwheels and Wallpaper use the concepts of proportional reasoning in transformational geometry work.\n\nAll three grades have major work on the number system, 6.NS.A, 6.NS.B, 6.NS.C to 7.NS.A to 8.NS.A:\n\nIn Prime Time, work with 6.NS.B.4 begins with finding the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.\nThis leads to finding the LCM in order to find common denominators for fractions in Comparing Bits and Pieces, Let's be Rational and Decimal Ops in Grade 6 and extends to ratios in Comparing and Scaling in Grade 7. This continues into Accentuate the Negative in Grade 7 with performing arithmetic operations with integers and rational numbers, which is 7.NS.A.\nComparing Bits and Pieces begins developing the ideas of positive and negative numbers on a number line and absolute value which is 6.NS.C. This leads to 7.NS.A in Accentuate the Negative with operations on rational numbers. This also leads into 8.NS.A on approximating rational numbers (although not the major work of Grade 8).\nLet's Be Rational begins 6.NS.A with students dividing fractions. This continues in Grade 7 with 7.NS.A in Accentuate the Negative.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "97fe0035-1b8d-4e4c-94e1-bea5771a7912": {"__data__": {"id_": "97fe0035-1b8d-4e4c-94e1-bea5771a7912", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ccbe6575-eb3b-4771-8c89-019d734da9a2", "node_type": null, "metadata": {}, "hash": "98e6748e74f035601e0b42c5aee36f01fe94e6bf389cb748ed640d54f33584fc"}, "2": {"node_id": "47531ed0-660d-46ec-98f6-5e2bed278cf3", "node_type": null, "metadata": {}, "hash": "8adb9ab5c18b9dea60aa39d5bb1fc9b8c8059e7582572a0235e2e504079c56bf"}, "3": {"node_id": "27fc268a-625d-4684-b1be-2b1024108e96", "node_type": null, "metadata": {}, "hash": "0052f24bb92a659b0965c9437561338d7b3a4e14e98037d2c291bcb43cad7a6a"}}, "hash": "826cf49b3be9ac4e1468e9e7bfe4b2c287b6a64f82e137e8890c419967a8a660", "text": "This continues in Grade 7 with 7.NS.A in Accentuate the Negative.\n\nThere is limited support for differentiation of instruction.\n\nThere is guidance for the teacher in the book titled A Guide to Connected Mathematics 3 that discusses differentiation. This gives best practices from research to be used while working on the problem with all students.\nDifferentiation is embedded within the instructional model for Connected Mathematics 3 that all students launch the problem and summarize the same way and that the differentiation comes during the explore phase of the problem.\nThere were specific strategies and guidance for English language learners.\nTo help make differentiation more explicit, strategies need to be discussed in the teacher's unit planning pages and it needs to be tied into the specific problems so the teachers have guidance.\nThe guide has general best practices but what to use with specific parts of a unit would make it more accessible for teachers and students.\n\nThere are many places where the materials relate grade level concepts to explicitly to prior knowledge from earlier grades. These can be found in the student editions in the problems and in the teacher editions in charts and in a narrative called Mathematics Background.\n\nLet's Be Rational in Grade 6: \u00a0Page 3,\"These situations require addition, subtraction, multiplication division of fractions, including mixed numbers. You will decided which operation makes sense in each situation.;\" \"You may already know shortcuts for working with fractions...\"\nComparing and Scaling in Grade 7: Problem 2.3 refers to work in unit rates in prior Grade 6 unit Comparing Bits and Pieces.\nAccentuate the Negative in Grade 7: Problem 4.2, refers to work with the distributive property in Grade 6.\nAccentuate the Negative in Grade 7: Page 3, \"Most of the numbers you have worked with in math class have been greater than or equal to zero. However ... ;\" \"You will also learn more about the properties of operations on numbers.\" Page 4, \"You will extend your knowledge of negative numbers.\" Page 8,\"You have worked with whole numbers, fractions, decimals in earlier units.\" Page 58, \"You have already examined patterns in ...\"\nThinking With Mathematical Models in Grade 8: Page 3, \"In earlier Connected Mathematics units, you explored relationships between two variables. You learned how to find linear relationships from tables and graphs and then write their equations. Using the equations, you solved problems.\"\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe materials reviewed for Grade 7 meet the expectations for coherence. Each investigation within each unit lists the CCSSM that are taught. The mathematical highlights for each unit stress the clusters from CCSSM. All investigations in the student books contain the standards included in that lesson. Every investigation includes activities that connect two or more clusters in a domain, or two or more domains. An example of this is in Accentuate the Negative where two of the highlights are to understand the relationship between a number and its opposite and to develop algorithms for adding, subtracting, multiplying and dividing positive and negative numbers.\nThere are many links between major clusters in this curriculum.\n\nIn Comparing and Scaling investigation 1, students are asked to recognize and represent proportional relationships between quantities (7.RP.A) and use variables to represent quantities in a real work or a mathematical problem and construct simple equations (7.EE.B).\nIn Accentuate the Negative investigation 2, students are asked to understand subtraction of rational numbers as adding the additive inverse (7.NS.A) and solve multi-step real-world and mathematical problems posed with positive and negative rational numbers (7.EE.B)\nIn Moving Straight Ahead investigation 3, students are asked to explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation (7.RP.A) and understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related (7.EE.A).\nThere is no unit or investigation that only focuses on one aspect of the CCSSM. Connections are evident in all grade levels and in all units. This is a very strong aspect of Connected Mathematics 3.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27fc268a-625d-4684-b1be-2b1024108e96": {"__data__": {"id_": "27fc268a-625d-4684-b1be-2b1024108e96", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ccbe6575-eb3b-4771-8c89-019d734da9a2", "node_type": null, "metadata": {}, "hash": "98e6748e74f035601e0b42c5aee36f01fe94e6bf389cb748ed640d54f33584fc"}, "2": {"node_id": "97fe0035-1b8d-4e4c-94e1-bea5771a7912", "node_type": null, "metadata": {}, "hash": "826cf49b3be9ac4e1468e9e7bfe4b2c287b6a64f82e137e8890c419967a8a660"}, "3": {"node_id": "224fabaa-f31e-4623-85d5-0eaccd188d65", "node_type": null, "metadata": {}, "hash": "c463c5b92111930a35a6baa0ea4f7014edc175f37ca7caea4d9ea6e948c610c9"}}, "hash": "0052f24bb92a659b0965c9437561338d7b3a4e14e98037d2c291bcb43cad7a6a", "text": "This is a very strong aspect of Connected Mathematics 3.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "224fabaa-f31e-4623-85d5-0eaccd188d65": {"__data__": {"id_": "224fabaa-f31e-4623-85d5-0eaccd188d65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ccbe6575-eb3b-4771-8c89-019d734da9a2", "node_type": null, "metadata": {}, "hash": "98e6748e74f035601e0b42c5aee36f01fe94e6bf389cb748ed640d54f33584fc"}, "2": {"node_id": "27fc268a-625d-4684-b1be-2b1024108e96", "node_type": null, "metadata": {}, "hash": "0052f24bb92a659b0965c9437561338d7b3a4e14e98037d2c291bcb43cad7a6a"}}, "hash": "c463c5b92111930a35a6baa0ea4f7014edc175f37ca7caea4d9ea6e948c610c9", "text": "Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "095cdddc-a4ed-46f8-b39b-d9be74f5556e": {"__data__": {"id_": "095cdddc-a4ed-46f8-b39b-d9be74f5556e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "3": {"node_id": "486f0158-a2fd-46a8-9fcb-82882e9ebd5f", "node_type": null, "metadata": {}, "hash": "1887bc30c25375ffd9891cc52759bf282a7879127836df80a2d2c44f80e3e204"}}, "hash": "690163459af8d5fca91c8b58594a460f3cd8ec6650819046a8354c3499619b3a", "text": "CORD: Learning in Context\n\nThe instructional materials reviewed for the CORD Traditional Series do not meet expectations for alignment to the CCSSM for high school. The materials do not meet the expectations for focus and coherence as they partially meet the expectations in the following areas: spending a majority of time on the widely applicable prerequisites from the CCSSM, allowing students to fully learn each non-plus standard, engaging students in mathematics at a level of sophistication appropriate to high school, and making connections within courses and across the series. Since the materials do not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the CORD Traditional series do not meet the expectations for attending to the full intent of the mathematical content contained in the High School Standards for all students. The instructional materials include many instances where aspects of the non-plus standards are partially or not addressed across the series.\nThe following are standards that are partially addressed across the series:\n\nN-RN.1: In Algebra 1, Lesson 7.2, the Laws of Exponents for monomials are addressed for positive integer exponents, but the properties are not extended to rational exponents. Algebra 2, Lesson 2.3, page 72 shows rational exponents, but no explanation is provided of how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.\nN-RN.3: In Algebra 1, Lesson 1.4, the materials do not contain an explanation that the sum of a rational number and an irrational number is irrational and that the product of a nonzero rational number and an irrational number is irrational.\nA-SSE.4: In Algebra 2, Lesson 9.3, students use the formula for the sum of a finite geometric series. Evidence was not found where the materials derive the formula for the sum of a finite geometric series.\nA-APR.1: In Algebra 2, Lesson 6.1, the materials address that polynomials are closed under addition and subtraction, but closure under multiplication is not addressed. Furthermore, there is no connection to the system of integers.\nA-REI.3: Throughout Algebra 1, Chapters 2 and 3, students solve equations and inequalities in one variable. Evidence was not found where the materials solve equations when the coefficients are unknowns.\nF-TF.5: In Algebra 2, Chapter 10, Math Lab Activity 3, \"Swing of a Pendulum\" Question 6, students choose the trigonometric function, and in Lesson 10.4, Problem 25 students match a sinusoidal function to a situation. However, the materials do not choose trigonometric functions to model periodic phenomena with specified midlines.\nS-IC.1: In Algebra 1, Chapter 4, Math Lab Activity 1, students make probability calculations about a population. Algebra 2, Lesson 11.3 discusses populations, bias, and how to design a study. No evidence was found in either course on understanding statistics as a process for making inferences about population parameters based on a random sample from that population.\nS-CP.2: In Geometry, Lesson 12.3, Chalkboard Examples, students identify events as independent or dependent, but the materials do not characterize two events as independent based on finding the product of the probabilities of the two events.\nS-CP.3: Geometry, Lesson 11.6 defines conditional probability, and in Lesson 12.4 students find the probability of a conditional event. The materials do not contain an interpretation of the independence of A and B as the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.\nS-CP.4: In Algebra 1, Lesson 11.6, students construct two-way frequency tables and use them to compute answers for conditional probabilities of events. In Geometry, Lesson 12.7, Activity 1, students use a two-way frequency table to answer what relief pitcher should be used if the next batter is a right/left handed hitter. The materials do not use a two-way table to decide if events are independent.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "486f0158-a2fd-46a8-9fcb-82882e9ebd5f": {"__data__": {"id_": "486f0158-a2fd-46a8-9fcb-82882e9ebd5f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "095cdddc-a4ed-46f8-b39b-d9be74f5556e", "node_type": null, "metadata": {}, "hash": "690163459af8d5fca91c8b58594a460f3cd8ec6650819046a8354c3499619b3a"}, "3": {"node_id": "5968942b-2bcc-461c-a048-5021decaecf7", "node_type": null, "metadata": {}, "hash": "8489e2503dfb28a20672479b21bbd4a42619ae2cd787f42a3e1686837ed2d49d"}}, "hash": "1887bc30c25375ffd9891cc52759bf282a7879127836df80a2d2c44f80e3e204", "text": "The materials do not use a two-way table to decide if events are independent.\n\nThe following are standards that are not addressed across the courses of the series. The lessons listed are indicated by the materials as addressing the standards. However, these lessons do not address the standard cited, and no other evidence was found in the remainder of the materials where these standards are addressed.\n\nA-SSE.3c: In Algebra 2, Lesson 5.1, students evaluate exponential functions, but the materials do not transform exponential functions or demonstrate how to transform.\nA-REI.11: In Algebra 1, Lesson 6.1, students solve equations where both functions are the same type. The materials do not contain an explanation why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x). Other than a linear-quadratic system, the materials do not contain mixed-type systems of equations with graphs, tables, etc. Throughout the series, approximation of solutions is not addressed. The materials do not include cases where f(x) and/or g(x) are polynomial, rational, absolute value, exponential, or logarithmic functions.\nF-IF.6: In Algebra 1, Lesson 4.2, students calculate constant rates of change from two endpoints or the graph of a line. The materials do not contain calculations or interpretations of average rate of change for non-linear functions presented by any representation over a specified interval, and the materials do not contain estimations of the rate of change from a graph.\nF-BF.1b: In Algebra 2, Lesson 3.2, students combine functions using addition and subtraction. However, the functions are linear, so the function type does not vary. Combining functions with multiplication and division is not addressed.\nF-LE.3: Algebra 1, Lesson 9.5 provides examples of graphs and tables involving exponential growth and decay. However, the materials do not contain comparisons of linear, quadratic, polynomial, and exponential growth in a table or graph to observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Although the series includes comparisons of exponential functions with different bases in Algebra 1, Chapter 9, Applications, Problem 9.9, in the end behavior of polynomial functions in Algebra 2, Lesson 6.4, there is no evidence that the materials include comparisons of the end behavior of different types of functions.\nG-SRT.1a: Evidence was not found regarding dilations taking a line not passing through the center of the dilation to a parallel line.\nG-SRT.2: Geometry, Lessons 6.2 and 6.3 contain an explanation of similarity using corresponding angles that are congruent and corresponding sides that are proportional instead of in terms of similarity transformations.\nG-C.3: The materials do not contain a construction of the inscribed and circumscribed circles of a triangle, and the materials do not include a proof of properties of angles for a quadrilateral inscribed in a circle.\nG-GPE.6: The materials do not address finding a point of a directed line segment between two given points that partition the segment in a given ratio.\nS-ID.2: Evidence was not found where comparisons are made across different datasets for center and spread.\nS-ID.6b: The materials do not include informally assessing the fit of a function by plotting and analyzing residuals. Residuals are not addressed in this series.\nS-IC.2: The materials do not contain a determination of whether or not a model is consistent with a data-generating process. Simulation is not used in conjunction with the distribution of the sampling statistics.\nS-IC.4: The materials do not include an estimation of population mean or calculation of a margin of error. Students find the population proportion indirectly through probability, but they do not distinguish between sample proportion and population proportion.\nS-IC.5: In Algebra 2, Lesson 11.4, the materials contain a simulation that was used to estimate probabilities rather than to compare differences in parameters.\nS-IC.6: There were no opportunities for evaluating reports based on data.\nS-CP.5: In Geometry, Lesson 12.4, the materials do not contain an explanation of the concepts of conditional probability and independence in everyday language and everyday situations.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5968942b-2bcc-461c-a048-5021decaecf7": {"__data__": {"id_": "5968942b-2bcc-461c-a048-5021decaecf7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "486f0158-a2fd-46a8-9fcb-82882e9ebd5f", "node_type": null, "metadata": {}, "hash": "1887bc30c25375ffd9891cc52759bf282a7879127836df80a2d2c44f80e3e204"}, "3": {"node_id": "7a5a345f-445e-48ad-b27d-4c112971f868", "node_type": null, "metadata": {}, "hash": "7f765394d435cd23f43e608898a6a63d207babe0c37596b2ff3a50f8147c3590"}}, "hash": "8489e2503dfb28a20672479b21bbd4a42619ae2cd787f42a3e1686837ed2d49d", "text": "The materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the CORD Traditional series do not meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. The series shows the intention to incorporate aspects of the modeling process within each chapter; however, the majority of the problems lack the incorporation of the full modeling process as described in the CCSSM.\nAspects of the modeling process that are lacking throughout the series include: interpreting results of the mathematics in terms of the original situation, validating conclusions by comparing them with the situation, and either improving the model or, if it is acceptable, reporting on the conclusions and the reasoning behind them. Students do not make decisions about problems that would lead to a modeling scenario. Students apply and analyze given problems and scenarios but only after units, equations, methods, procedures, and other parameters are defined for them. Students do not make choices on which model to use, assumptions, and approximations throughout this series.\nWhile the materials present opportunities for students to engage in a part of the modeling process, scaffolded procedures and given information on variables, representations, and tools limit students full engagement with the modeling process. For example:\n\nIn Algebra 1, Chapter 2, Math Lab Activity 2, Marching in a Band, students collect data to determine a unit rate of step marching then use that rate to predict the amount of time it would take to march a certain distance and predict the distance marched in a given time. Students follow a 10-step procedure that leads them directly to the solution.\nIn Algebra 2, Chapter 8, Math Lab Activity 1, Work Efficiency, students determine the optimum number of 2-inch squares and 2-inch circles that can be drawn and cut out in a given time period. The 6-step procedure includes how students should arrive at a solution: record time as a rate in seconds, use given variables to represent what quantities, and write an equation for the number of squares and circles that can be drawn in 5 minutes and cut out in 2 minutes. Students use their equations to find a solution.\nIn Algebra 1, Chapter 2, Math Apps Problem 7, students find the cost associated with renting a car while going on vacation in Paris. Students are given the variables and how to change the equation in order to isolate a variable and find the solution. Students compare one rental company that charges per mile and one that charges per week to determine when the number of miles Zach could drive is the same as the cost of renting a car for a week.\nIn Geometry, Chapter 11, Math Apps Problem 7, students use a diagram of an elevated grain storage bin to determine the total weight to be supported by each post in order to make sure the bin is safely constructed. Students are given the weight in lbs/sq foot of the material that will be used, the conversion for cubic feet to bushels, the weight for each bushel, and the process to calculate the surface area of the bin. Questions are scaffolded, for example, as in finding the weight of the empty bin. Students follow this prescribed sequence of steps given in the problem rather than making their own assumptions, choosing their own model, and evaluating the effectiveness of the model.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the CORD Traditional series, when used as designed, partially meet expectations for spending the majority of time on the CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs and careers. Overall, the materials spend a majority of the time on non-plus standards from CCSSM. However, the instructional materials do not spend a majority of time on the WAPs, and some of the remaining materials address prerequisite or additional topics that are distracting.\nExamples where students are distracted from the WAPs by engaging in prerequisite materials from earlier grades include:\n\nIn Algebra 1, Chapter 1, the majority of the lessons (according to the provided pacing guide) address the real number system, operations with real numbers, absolute value, expressions and equations, and unit analysis. These lessons align with standards from Grades 6-8.\nIn Algebra 1, Chapter 2, the majority of the lessons address properties of addition, subtraction, multiplication and division, and solving proportions and percent equations, multi-step equations, and equations with variables on both sides. These lessons align with standards from Grades 6-8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a5a345f-445e-48ad-b27d-4c112971f868": {"__data__": {"id_": "7a5a345f-445e-48ad-b27d-4c112971f868", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "5968942b-2bcc-461c-a048-5021decaecf7", "node_type": null, "metadata": {}, "hash": "8489e2503dfb28a20672479b21bbd4a42619ae2cd787f42a3e1686837ed2d49d"}, "3": {"node_id": "92c5e0b0-5326-4722-aa6a-0bf9d48e55fa", "node_type": null, "metadata": {}, "hash": "b7122ef81830c53c513b4e7a24741b629245380b78dee4042fcac88b2d409337"}}, "hash": "7f765394d435cd23f43e608898a6a63d207babe0c37596b2ff3a50f8147c3590", "text": "These lessons align with standards from Grades 6-8.\nAlgebra 1, Lesson 3.1 addresses solving inequalities that align to 6.EE.8 and 7.EE.4b.\nAlgebra 1, Lessons 7.2 and 7.3 address the properties of exponents for simplifying expressions and simplifying expressions containing zero and/or negative exponents which align to 8.EE.1.\nIn Algebra 1, Chapter 11, the majority of the lessons address: finding mode, median, and mean of a set of data; determining which measure of central tendency best describes a data set; organizing data into a frequency distribution and histograms; creating and interpreting dot plots and boxplots; calculating measures of dispersion; and creating and interpreting two-way frequency tables. Measures of center and displaying numerical data in plots align with 6.SP.4,5.\nGeometry, Lesson 1.1 addresses drawing points, lines, line segments and rays which aligns with 4.G.1, and Lessons 1.2 and 1.3 address measuring line segments and angles using a protractor with all measures in whole-number degrees which align to 4.MD.6.\nGeometry, Lessons 9.1, 9.2, 9.3, and 9.5 address areas of squares, rectangles, irregular figures, parallelograms, triangles, rhombuses, trapezoids, and the circumference and area of circles which align to 6.G.1,3 and 7.G.4.\n\nExamples where students are distracted from the WAPs by engaging in topics outside the CCSSM include:\n\nGeometry, Lessons 2.1 through 2.5 address patterns, inductive reasoning, deductive reasoning, converse, inverse, contrapositive, valid arguments, and types of proofs. These lessons are not aligned to any standards from CCSSM.\nGeometry, Lesson 3.2 addresses vectors on a coordinate plane which aligns to plus standards, N-VM.A.\nGeometry, Lesson 4.6 addresses tessellations which does not align to any standards from CCSSM.\nGeometry, Lesson 11.2 addresses perspective drawing which does not align to any standards from CCSSM.\nAlgebra 2, Lesson 10.6 addresses the secant, cosecant, and cotangent reciprocal identities, and Lesson 8 addresses double-angle and half-angle identities. These identities are not aligned to any standards from CCSSM.\nAlgebra 2, Lesson 12.1 addresses distance and midpoint formulas, and Lesson 2 addresses general conic sections. These topics do not align to any standards from CCSSM.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the CORD Traditional series partially meet expectations, when used as designed, for letting students fully learn each non-plus standard. Overall, students are frequently not given the opportunity to develop their own definitions, and where the standards expect students to prove or develop a concept, the materials often provide students the information.\nThe following are some examples of how the series instructional materials, when used as designed, do not enable students to fully learn some of the non-plus standards. (Those standards that were not attended to by the materials, as noted in indicator 1ai, are not mentioned here):\n\nN-Q.1: In Algebra 1, Lessons 11.2, 11.4, and 11.5, students do not choose and interpret the scale and the origin in graphs and data displays; rather, students are provided with pre-labeled tables or graphs with pre-determined scales making the quantities that they represent obvious to the student.\nN-Q.3: In Algebra 1, Lessons 1.7, 1.8, and Math Labs, students have few opportunities to choose a level of accuracy appropriate to limitations on measurement when reporting quantities.\nA-REI.5: In Algebra 1, Lessons 6.4 and 6.5, students solve systems of linear equations, but students do not have the opportunity, in this chapter or the rest of the materials, to prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.\nF-IF.3: In Algebra 1, Lesson 5.6 and Lesson 9.7, students write explicit and recursive functions for sequences, but students do not recognize that the domain of a sequence is a subset of the integers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "92c5e0b0-5326-4722-aa6a-0bf9d48e55fa": {"__data__": {"id_": "92c5e0b0-5326-4722-aa6a-0bf9d48e55fa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "7a5a345f-445e-48ad-b27d-4c112971f868", "node_type": null, "metadata": {}, "hash": "7f765394d435cd23f43e608898a6a63d207babe0c37596b2ff3a50f8147c3590"}, "3": {"node_id": "0b17597d-3485-4b67-aac0-8d2872f84112", "node_type": null, "metadata": {}, "hash": "3a5c47906cba88958b2cd82fcfa368e27e2bd722331d9f71768ff7fc24e334e3"}}, "hash": "b7122ef81830c53c513b4e7a24741b629245380b78dee4042fcac88b2d409337", "text": "F-IF.7b: In Algebra 1, Lessons 5.1-5.5 and 8.2 and Algebra 2, Lessons 3.1-3.5, 5.1-5.2, 7.4, 10.2-10.4, students graph square root and piecewise-defined functions but do not have an opportunity to graph cube root functions in the materials.\nF-IF.8b: Students use exponential functions to solve problems, but students do not interpret the relationship between the growth and decay factor and the exponent in the function. Students do not use the properties of exponents to write equivalent exponential expressions with different growth/decay factors.\nF-LE.1a: In Algebra 1, Lesson 9.6, students read that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal intervals, but there are no opportunities for students to prove these things on their own.\nG-CO.6: Geometry, Lesson 5.4 states two triangles are congruent if one triangle can be carried onto the other triangle by a rigid motion. There are limited opportunities for students to use geometric descriptions of rigid motions to transform figures and predict the effect of a given rigid motion on a given figure.\nG-CO.7: Geometry, Lesson 5.4, Activity 1, Identifying Congruent Triangles uses the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding sides and corresponding pairs of angles are congruent. However, there are no opportunities for students to use the definition of congruence in terms of rigid motions to show that two triangles are congruent.\nG-CO.8: In Geometry, Lesson 5.5, students are given the criteria for triangle congruence and to identify the triangle congruence; however, there is no opportunity for students to explain how the criteria follow from the definition of congruence in terms of rigid motions.\nG-CO.9,10: In Geometry, Lessons 2.7, 2.8, 5.1-5.8, 6.2, and 6.3, many of the proofs listed in these standards are completed in the examples. There are no opportunities for students to prove the theorems or demonstrate that they understand how to complete the proofs given.\nG-CO.12: Students are given opportunities to create the constructions listed within this standard; however, all constructions are created using a compass and straightedge. No other tools or methods, such as using string, reflective devices, paper folding, dynamic geometric software, etc., are used.\nG-SRT.1b: In Geometry, Lesson 4.7, students are provided one example and one activity to verify experimentally the dilation of a line segment being longer or shorter. There are no other opportunities in the materials for students to develop their knowledge of this standard.\nG-SRT.6: In Geometry, Lesson 7.4, students are given several opportunities to work with tangent ratios. Lesson 7.5 defines the sine and cosine ratios, but students do not have an opportunity to use similar triangles to understand that the sine and cosine ratios are properties of the acute angles in the right triangle.\nG-SRT.7: In Geometry, Lesson 7.5, students are given the relationship between sine and cosine. In Problem 24a, students prove sin A = cos(90 - m\u2220A). This standard is not revisited for practice or application in the remainder of the materials.\nG-C.1: In Geometry, Chapter 10, Math Lab 1, Activity 1, students use step-by-step procedures to determine that all circles are similar by showing that the ratios of the lengths of the circumferences to the lengths of the radii are proportional. Students do not formally prove that all circles are similar.\nG-C.5: In Geometry, Lesson 10.3, students are given a description of arc length and a procedure to calculate it, but similarity is not addressed. In Problem 4, students explain how to find the area of a sector of a circle, but students are not required to derive the formula. In Algebra 2, Lesson 10.2, students have no opportunities to discover or define radian.\nG-GPE.1: In Geometry, Lesson 10.1, students use the distance formula to derive the equation of a circle given center and radius. Students have no opportunities to find connections between the Pythagorean Theorem and the distance formula.\nG-GPE.5: Students make a conjecture about slopes for parallel and perpendicular lines, but they do not prove the criteria as addressed in the standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0b17597d-3485-4b67-aac0-8d2872f84112": {"__data__": {"id_": "0b17597d-3485-4b67-aac0-8d2872f84112", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "92c5e0b0-5326-4722-aa6a-0bf9d48e55fa", "node_type": null, "metadata": {}, "hash": "b7122ef81830c53c513b4e7a24741b629245380b78dee4042fcac88b2d409337"}, "3": {"node_id": "066c8e0e-e65e-49e3-9c6e-9b78219e35bc", "node_type": null, "metadata": {}, "hash": "2a4f60553954e2e113a1132ae2a4aeecaba755e1625d665fcd130c7c06fb99b4"}}, "hash": "3a5c47906cba88958b2cd82fcfa368e27e2bd722331d9f71768ff7fc24e334e3", "text": "G-GMD.4: In Geometry, Lesson 11.10, students identify the two-dimensional cross sections of various three dimensional objects. In Activity 2, students rotate a line at a 30 degree angle around a vertical line to create a three-dimensional object. There are no other opportunities for students to generate three-dimensional objects from rotations of two-dimensional objects.\nS-ID.4: In Algebra 2, Lesson 11.5, students are given limited opportunity to use tables and no opportunities to use spreadsheets to estimate areas under the normal curve as described in the standard.\nS-ID.6a: In Algebra 1, Lesson 4.8, students calculate least squares regression lines and use the lines to solve problems in the context of given data. Students are not given opportunities to fit quadratic or exponential functions to a set of data and use those functions to solve problems in the context of given data.\nS-ID.7: In Algebra 1, Chapter 4, students identify but do not interpret the slope of a linear model in the context of the data. In Math Applications, Problem 9a, students state the slope of the graph but do not interpret it. In Problem 11b and c, students state the slope but do not interpret it, and they do interpret the y-intercept.\nS-CP.6: In Geometry, Lesson 12.4, students find the conditional probability as a ratio of probabilities. Evidence was not found where students are required to interpret a conditional probability in terms of the given model.\nS-CP.7: In Geometry, Lessons 12.2 and 12.4, students apply the Addition Rule in multiple problems. However, evidence was not found where students are required to interpret the answer in terms of the given models.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the CORD Traditional series partially meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials regularly use age-appropriate contexts. Materials do not always vary the types of real numbers being used, and some of the key takeaways from Grades 6-8 are not applied.\nEach chapter has one section called MathLab which contains problems that engage learners in the mathematics through contexts where students take measurements and/or interpret data given a set of constraints. Contexts include a variety of different levels of interests:\n\nAlgebra 1, Chapter 1, Math Lab 1: Comparing Pulse Rates\nAlgebra 1, Chapter 5, Math Lab 1: Price and Size of Pizza\nGeometry, Chapter 3, Math Lab 1: Two-Dimensional Coordinates with Stairs\nGeometry, Chapter 6, Math Lab, Activity 1: Indirect Measurement of Height\nAlgebra 2, Chapter 3, Math Lab 1: Calculating the Value of a Used Car\nAlgebra 2, Chapter 8, Math Lab 2: Man Your Battle Stations\n\nThe instructional materials do not vary the types of real numbers being used. For example:\n\nAlgebra 1, Lessons 6.3 and 6.4 address solving systems of equations, and the practice problems for solving by substitution use whole number coefficients. Within Lesson 6.3, all of the solutions are integers. Within Lesson 6.4, the coefficients of the practice and problem-solving questions are integers; there is one fractional solution, but there are some decimal solutions on the extra practice worksheet.\nIn Algebra 1, Chapter 7, the coefficients in polynomials are mostly integers between -10 and 10.\nIn Geometry, Chapters 9 and 11, the majority of the given dimensions that students use to find the area, surface area, and volume of two- and three-dimensional shapes are positive integers.\nIn Algebra 2, Chapter 1, almost all of the solutions to the equations are integers.\n\nBelow are examples of how key takeaways from Grades 6-8 are not applied within the materials:\n\nIn Algebra 1, Lesson 6.1, students are given step-by-step instructions to solve a system of equations (8.EE.8) by graphing and creating a table. The materials do not have students apply this key takeaway from Grades 6-8 within the materials.\nIn Algebra 1, Chapter 11, examples show how to create histograms, box plots, and dot plots and to calculate measures of center (6.SP.B) without applying key takeaways from Statistics and Probability in Grades 6-8.\nIn Geometry, Lesson 3.1, students find a point on a directed line segment which divides the segment by a given ratio.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "066c8e0e-e65e-49e3-9c6e-9b78219e35bc": {"__data__": {"id_": "066c8e0e-e65e-49e3-9c6e-9b78219e35bc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "0b17597d-3485-4b67-aac0-8d2872f84112", "node_type": null, "metadata": {}, "hash": "3a5c47906cba88958b2cd82fcfa368e27e2bd722331d9f71768ff7fc24e334e3"}, "3": {"node_id": "9bff40d9-d3a7-4f10-b9ed-750a89f540c8", "node_type": null, "metadata": {}, "hash": "bd2bf1bc726fe3c14cc12c4318e52afee02c7c3ea7464f3b9634573f1ef8d1c3"}}, "hash": "2a4f60553954e2e113a1132ae2a4aeecaba755e1625d665fcd130c7c06fb99b4", "text": "The materials give the formula for finding the midpoint of a segment, but students do not apply the key takeaway from ratios and proportional relationships in Grades 6 and 7 (6.RP.A and 7.RP.A).\nGeometry, Chapter 4 materials address reflections, translations, rotations, and dilations (8.G.A) without applying key Geometry takeaways from Grades 6 through 8.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the CORD Traditional series partially meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. The instructional materials partially foster coherence through meaningful mathematical connections in a single course and throughout the series where appropriate and where required by the CCSSM.\nIn each course, chapters include lessons that present mathematical concepts or skills but few connections are made between them. Connections between clusters and domains of standards are not always made for the teacher or student, and these missing connections decrease the coherence of the materials across courses.\nThe instructional materials miss opportunities to make coherent connections between courses throughout the series. For example:\n\nMaterials address Statistics and Probability at the end of each course in isolation from the rest of the topics within each of the courses. Algebra 1 contains calculation of descriptive statistics and linear regression. Geometry focuses on probability, in particular, probabilities of conditional and compound events. Algebra 2 addresses probabilities of compound events and data distributions. These chapters addressing Statistics and Probability do not make connections to each other or to other chapters within each course.\nThe Geometry standards are predominantly addressed in the Geometry course with minimal connections to the Geometry standards occurring in the other courses. Conversely, the Geometry course is largely devoid of connections to Number and Quantity, Algebra, and Functions. For example, there are no connections to quadratic functions in Geometry. There is no connection between an area model and a quadratic function for finding a maximum area of a shape within the Geometry course.\nAlgebra 2, Chapters 3, 5, 6 and 7 have no meaningful connections made between these chapters in order to increase coherence across the course and develop students\u2019 understanding of functions.\n\nSome examples of how the instructional materials display coherence between courses and provide opportunities for students to make meaningful connections are as follows:\n\nIn Algebra 1, Chapter 8, students solve quadratic equations through a number of methods. In Algebra 2, Chapter 4, students use those methods to solve quadratic equations with no real solutions.\nIn Algebra 1, Chapter 3, The Addition Property of Inequality Start-Up states: \u201cStudents already will know how to solve equations using addition and subtraction. All they need to know in order to succeed is to bring down the inequality symbol in each step of their solution.\u201d In Algebra 1, Chapter 8, The Quadratic Formula Start-Up states: \u201cPoint out to students that, like completing the square, the quadratic formula can be used to find exact solutions to any quadratic equation.\u201d\nAlgebra 1 starts with linear equations, moves to systems of linear equations, extends to monomials with some factoring of trinomials, and then quadratics. This sequence of topics makes meaningful connections to provide coherence throughout the Algebra I course.\nThe Geometry course progresses from triangle congruence in Chapter 5 to similarity in Chapter 6. In Chapter 7 right triangle trigonometry meaningfully connects to triangle similarity criteria to provide coherence across these three chapters.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the CORD Traditional series do not meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. Throughout the materials, standards from Grades 6-8 are presented as new standards for students to learn. In many cases, the correlation documents align middle school concepts and procedural skills to High School Standards.\nThroughout the series, the materials provide a \u201cStart Up\u201d section in the Teacher Edition for each lesson. These discuss how to start a lesson and include reminders teachers can give to students regarding previously-learned concepts. These sections do not contain indications of Middle School Standards. The following are examples where the materials do not explicitly identify and/or build upon standards from Grades 6-8:\n\nAlgebra 1, Lesson 2.4, Start Up states: \u201cRefresh students\u2019 memories on the order of operations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9bff40d9-d3a7-4f10-b9ed-750a89f540c8": {"__data__": {"id_": "9bff40d9-d3a7-4f10-b9ed-750a89f540c8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "066c8e0e-e65e-49e3-9c6e-9b78219e35bc", "node_type": null, "metadata": {}, "hash": "2a4f60553954e2e113a1132ae2a4aeecaba755e1625d665fcd130c7c06fb99b4"}, "3": {"node_id": "e08dddfd-05e9-4934-be2b-af85eb3eee94", "node_type": null, "metadata": {}, "hash": "067cd2ac6db0e45b7cb54d23cb8dd519f4efdf68c6ebcd922055203dd4e3b83e"}}, "hash": "bd2bf1bc726fe3c14cc12c4318e52afee02c7c3ea7464f3b9634573f1ef8d1c3", "text": "Point out that when solving a multi-step equation, the order is reversed in order to isolate the variable.\u201d\nIn Algebra 1, Lesson 1.1, students classify rational and irrational numbers and order them from least to greatest. Students classify numbers and order sets of numbers from least to greatest and do not build upon standards from Grades 6-8 (6.NS.C and 8.NS.A.) to the High School Standards.\nAlgebra 1, Chapter 2 makes no connections to Grades 6-8 Standards. However, in Lessons 2.1, 2.3, and 2.4, students identify properties of operations and solve linear equations of the form px = q and px + q = r where p, q, r and x are rational numbers (7.EE.A and 8.EE.7). In Lesson 2.2, students use cross multiplication to solve proportions and use proportions and percent equations to solve percent problems (7.EE.3 and 7.RP.3). In Lesson 2.5, students solve equations with variables on both sides, including equations whose solutions require expanding expressions using the distributive property and collecting like terms (8.EE.7).\nIn Geometry, Lesson 7.2, students complete a proof of the Pythagorean Theorem with no connection to 8.G.6, which states: \u201cExplain a proof of the Pythagorean Theorem and its converse.\u201d\nGeometry, Chapter 11 addresses area, volume, and surface area, all concepts from Grades 6-8. However, there are no standards from Grades 6-8 identified, and there are no connections between the standards from Grades 6-8 and the High School Standards.\nAlgebra 2, Lessons 11.1, 11.2, and 11.4 address the fundamental theorem of counting to find probabilities of simple and compound events and to use probability to model random events with no connections to 7.SP.C.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the CORD Traditional series identify the plus standards in the correlation document for each course, and these plus standards are used to coherently support the mathematics which all students should study in order to to be college and career ready.\nPlus standards are addressed in the Geometry and Algebra 2 courses. The Geometry course includes: G-SRT.9-11; G-C.4; S-CP.8,9; and S-MD.6,7. The Algebra 2 course includes: N-CN.8,9; A-APR.5,7; and S-MD.6,7. The lessons in which the plus standards do occur can easily be omitted if needed. For example:\n\nN-CN.9: In Algebra 2, Lesson 6.6, students use the Fundamental Theorem of Algebra to determine the type and number of roots of polynomial equations.\nA-APR.5: In Algebra 2, Lesson 9.5, students use Pascal\u2019s triangle and the Binomial Theorem to expand powers of a binomial.\nA-APR.7: Algebra 2, Lessons 7.1 and 7.2 address operations on rational expressions and make the connection to a system that is analogous to the rational numbers. In Lesson 3, students simplify complex fractions and solve rational equations with complex fractions.\nG-SRT.9: In Geometry, Lesson 7.6, Activity 2, students complete a derivation of the formula A = 1/2 ab sin(C).\nG-SRT.10: In Geometry, Lesson 7.6, Activities 1 and 3, students complete derivations for the Laws of Sines and Cosines and use the laws to solve multiple problems.\nS-CP.8,9: In Geometry, Lessons 12.3 through 12.6, students find and interpret probabilities of independent events and use permutations and combinations to compute probabilities of compound events and to solve problems.\nS-MD.6,7: In Geometry, Lesson 12.7 and Algebra 2, Lessons 11.3 through 11.5. students make decisions based on probability.\nN-VM: Geometry, Chapter 3 introduces vectors, but the correlation document for the course does not align any lessons to this domain.\n\nOf the plus standards incorporated into the materials, the following are not fully addressed:\n\nN-CN.8: In Algebra 2, Lesson 4.6, students solve quadratic equations with complex solutions, but they do not extend polynomial identities to the complex numbers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e08dddfd-05e9-4934-be2b-af85eb3eee94": {"__data__": {"id_": "e08dddfd-05e9-4934-be2b-af85eb3eee94", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "9bff40d9-d3a7-4f10-b9ed-750a89f540c8", "node_type": null, "metadata": {}, "hash": "bd2bf1bc726fe3c14cc12c4318e52afee02c7c3ea7464f3b9634573f1ef8d1c3"}, "3": {"node_id": "751fd901-5947-4f2b-8619-59f8fea5ae60", "node_type": null, "metadata": {}, "hash": "79e33ce8b4a2e2c1ca4012100f7b579e26ccf82f29c849c23917241f6fa3257c"}}, "hash": "067cd2ac6db0e45b7cb54d23cb8dd519f4efdf68c6ebcd922055203dd4e3b83e", "text": "In Algebra 2, Lesson 6.6, students create polynomial equations based on given complex roots, but the students do not extend polynomial identities to the complex numbers.\nF-IF.7d: In Algebra 2, Lesson 7.4, students graph rational functions and identify their asymptotes, but they do not identify zeros. Students solve equations that would lead them to finding zeros; however, this is not explicit in the work, nor is it identified as part of the lesson.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "751fd901-5947-4f2b-8619-59f8fea5ae60": {"__data__": {"id_": "751fd901-5947-4f2b-8619-59f8fea5ae60", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4740a8c5-62a3-4ce4-9e07-deb394005cbd", "node_type": null, "metadata": {}, "hash": "93f2b4ec86ccedf8ec703c90a071ee0101debd4e539e9ba684b77b7e90b36cb0"}, "2": {"node_id": "e08dddfd-05e9-4934-be2b-af85eb3eee94", "node_type": null, "metadata": {}, "hash": "067cd2ac6db0e45b7cb54d23cb8dd519f4efdf68c6ebcd922055203dd4e3b83e"}}, "hash": "79e33ce8b4a2e2c1ca4012100f7b579e26ccf82f29c849c23917241f6fa3257c", "text": "Materials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b366fed2-3d7a-4985-8f1a-4cf830113902": {"__data__": {"id_": "b366fed2-3d7a-4985-8f1a-4cf830113902", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0fa16245-273b-4649-95e2-6039522cf347", "node_type": null, "metadata": {}, "hash": "1090b6a33cc6bd60f9dc73602780bb4b6977e472bd249b56b0809f7715cdbf0b"}, "3": {"node_id": "80eecd8f-be99-44c9-ac1a-6d8750b22e47", "node_type": null, "metadata": {}, "hash": "3f101330183b12d578dd34dad2de4be0468eb91493481696e5cbf983015fb849"}}, "hash": "e2e7d157f734e5232f283dccfabf93044aa3d82ee7f6a533a4283b3989e0ba3b", "text": "Digits\n\nThe instructional materials reviewed for Grade 8 partially meet the expectations for alignment to CCSSM.\nWhile the Grade 8 materials passed Gateway 1's review of focus and coherence, the instructional materials did not pass Gateway 2's review of rigor and the MP.\nOn focus and coherence, the instructional materials assess only the material required for Grade 8 and previous grades. More than 65% of the year is focused on the major work for Grade 8 of 8.EE.A, 8.EE.B, 8.EE.C, 8.F.A, 8.F.B, 8.G.A and 8.G.C. In Grade 8 there are a few times that the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The program has many components to give all students extensive work with grade-level problems. The CCSSM are visibly listed on the student pages and in the teacher's edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.\nConcerning rigor and the mathematical practices, conceptual understanding is not attended to by setting explicit expectations for understanding or interpreting. Each lesson is launched with a real-world situation but they often focus on practicing application and not on building conceptual understanding. There isn't enough practice to build fluency. The enrichment project for each unit is the major resource for application with multi-steps. Within the lessons there are many real-world type problems but very few that are multi-step problems. There is an attempt to balance conceptual and procedural work. There are not enough problems to support developing fluency, particularly in solving linear equations in one variable and estimating solutions by graphing the equations. The materials reviewed for Grade 8 do not meet the expectations for practice-content connections. While the MPs are included and labeled in the Launch of each lesson and the focus question, they are not identified in the in-class teaching notes and is missing in other areas of the curriculum. Problems are too simple with too much scaffolding to enrich the mathematics for students. A teacher who is not familiar with the MP standards would not be able to use the information given on the individual lessons to educate the students on how to use the MPs to assist in solving a math problem. The materials suggest that certain mathematical practices are used, when they clearly are not. On other lessons, they are used well. There is too much inconsistency within this series in their use. Materials have students constructing arguments through certain routine problems such as reasoning, reflecting, writing and error analysis. The attempt is there to prompt students to construct viable arguments with some of the questions used in each lesson, but the ability to have true mathematical discourse in the lessons is not strong. This series does not meet the standard for explicitly attending to the specialized language of mathematics. It often uses vocabulary that is not precise and does not allow for the student to be completely immersed in the language of mathematics.\n\nFocus & Coherence\n\nThe materials reviewed for Grade 8 meet the expectations for focusing on major work and coherence. The instructional materials assess only the material required for Grade 8 and previous grades. More than 65% of the year is focused on the major work for Grade 8 of 8.EE.A, 8.EE.B, 8.EE.C, 8.F.A, 8.F.B, 8.G.A and 8.G.C. In Grade 8, there are a few times that the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The program has many components to give all students extensive work with grade-level problems. The CCSSM are visibly listed on the student pages and in the teacher edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials for Grade 8 meet the expectations for assessing the material for the grade level.The instructional materials assess only the material required for Grade 8 and previous grades.A few questions are one grade below grade level and used as a review of skills.In chapter 13, there are assessment items on surface area of cylinders and cones. These are not standards that are explicitly stated in the CCSSM.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80eecd8f-be99-44c9-ac1a-6d8750b22e47": {"__data__": {"id_": "80eecd8f-be99-44c9-ac1a-6d8750b22e47", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0fa16245-273b-4649-95e2-6039522cf347", "node_type": null, "metadata": {}, "hash": "1090b6a33cc6bd60f9dc73602780bb4b6977e472bd249b56b0809f7715cdbf0b"}, "2": {"node_id": "b366fed2-3d7a-4985-8f1a-4cf830113902", "node_type": null, "metadata": {}, "hash": "e2e7d157f734e5232f283dccfabf93044aa3d82ee7f6a533a4283b3989e0ba3b"}, "3": {"node_id": "d16086ec-c86c-47f6-ba3c-42aafea15567", "node_type": null, "metadata": {}, "hash": "435756d754f0ce1e3c18ab0b8999989a402590ba62d71aecf99447c8bcb6eb6a"}}, "hash": "3f101330183b12d578dd34dad2de4be0468eb91493481696e5cbf983015fb849", "text": "These are not standards that are explicitly stated in the CCSSM.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 8 meet the expectations for spending the majority of class time on the major work for Grade 8. Approximately 70% of the year is focused on the major work for Grade 8 of 8.EE.A, 8.EE.B, 8.EE.C, 8.F.A, 8.F.B, 8.G.A and 8.G.C.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe materials reviewed for Grade 8 partially meet the expectations for supporting content enhancing the major work. In Grade 8 there are a few lessons in which the supporting work enhances the understanding of the major clusters.One example of this support is in topic 14, the supporting content of 8.SP.A makes connections to the major content of 8.F.B where students are using scatter plots to interpret relationships within a function. It also connects to 8.EE.B when it has students write equations for a line of best fit on the scatter plots.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe materials reviewed for Grade 8 meet the expectations for amount of content being viable for one school year.The program can be taught in 164 days.The materials do not provide explicit directions to teachers to continue to focus on the major work of the grade during the remaining days of instructional time.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe materials reviewed for Grade 8 meet the expectations for being consistent with the progressions in the standards.The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning (pages 68-75).The overview instructs the teacher which intervention lesson to assign to provide individual student or whole group intervention support on the given standard.The program has many components to give all students extensive work with grade-level problems.For each unit there is a readiness assessment and personalized study plans to provide differentiation and guiding questions to meet diverse needs of students.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe materials reviewed for Grade 8 partially meet the expectations for fostering coherence through connections at a single grade.The CCSSM are visibly listed on the student pages and in the teacher edition.The work in each unit is specific to that unit's topic. There are no visible connections between clusters.There are few connections made between units and concepts. For example, in lesson 10-3, 8.G.A.3 and 8.G.A.4 are connected to 8.EE.B.6.There are opportunities in geometry and statistics to make connections and foster coherence that were not explicitly made.\n\nRigor & Mathematical Practices\n\nThe materials reviewed for Grade 8 do not meet the expectations for rigor and balance. Conceptual understanding is not attended to by setting explicit expectations for understanding or interpreting. Each lesson is launched with a real-world situation but they often focus on practicing application and not on building conceptual understanding. There is not enough practice to build fluency. The enrichment project for each unit is the major resource for application with multi-steps.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d16086ec-c86c-47f6-ba3c-42aafea15567": {"__data__": {"id_": "d16086ec-c86c-47f6-ba3c-42aafea15567", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0fa16245-273b-4649-95e2-6039522cf347", "node_type": null, "metadata": {}, "hash": "1090b6a33cc6bd60f9dc73602780bb4b6977e472bd249b56b0809f7715cdbf0b"}, "2": {"node_id": "80eecd8f-be99-44c9-ac1a-6d8750b22e47", "node_type": null, "metadata": {}, "hash": "3f101330183b12d578dd34dad2de4be0468eb91493481696e5cbf983015fb849"}, "3": {"node_id": "b783f485-7483-43ed-9a89-8143b7e15648", "node_type": null, "metadata": {}, "hash": "4df6d25598f47d328bdd46eb5b2aac3be7d2107a0bbac2fada69ee2ffb66b345"}}, "hash": "435756d754f0ce1e3c18ab0b8999989a402590ba62d71aecf99447c8bcb6eb6a", "text": "The enrichment project for each unit is the major resource for application with multi-steps. Within the lessons there are many real-world type problems but very few that are multi-step problems. There is an attempt to balance conceptual and procedural work. There are not enough problems to support developing fluency, particularly in solving linear equations in one variable and estimating solutions by graphing the equations. The materials reviewed for Grade 8 do not meet the expectations for practice-content connections. While the MPs are included and labeled in the launch of each lesson and the focus question, they are not identified anywhere in the in-class teaching notes and are missing in other areas of the curriculum. Problems are too simple with too much scaffolding to enrich the mathematics for students. A teacher who is not familiar with the MPs would not be able to use the information given on the individual lessons to educate the students on how to use the MPs to assist in solving a math problem. The materials suggest that certain MPs are used, when they clearly are not. On other lessons, they are used well. There is too much inconsistency within this series in their use. Materials have students constructing arguments through certain routine problems such as reasoning, reflecting, writing and error analysis. The attempt is there to prompt students to construct viable arguments with some of the questions used in each lesson, but the ability to have true mathematical discourse in the lessons is not strong. The teacher notes do not indicate how they can assist their students in using the mathematical practices. This series does not meet the standard for explicitly attending to the specialized language of mathematics. It often uses vocabulary that is not precise and does not allow for the student to be completely immersed in the language of mathematics.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe materials reviewed for Grade 8 partially meet the expectations for developing conceptual understanding of key mathematical concepts.There are multiple representations used including verbal descriptions, graphs, number lines, tables and equations.Conceptual understanding is not attended to thoroughly by setting explicit expectations for understanding or interpreting.Each lesson is launched with a real-world situation, but they often emphasize application instead of building conceptual understanding. For example, Lesson 6-1 has a launch about when two runners will pass one another, and later there is a problem about comparing the lengths of two shark species. These lessons begin to support the development of conceptualizing systems of equations, but are not deepened in order for students to develop a solid understanding.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials reviewed for Grade 8 partially meet expectations for attending to the expectation of procedural skill and fluency. The fluency standards for Grade 8 are 8.EE.C.7 and 8.EE.C.8.B.Solving linear equations in one variable (8.EE.C.7) is taught in lessons 2-1, 2-2, 2-4 and 2-5. There are not many practice problems designed to promote fluency with this skill.Topic 6 addresses 8.EE.C.8.B on solving systems of two linear equations in two variables, and there are not many practice problems designed to promote fluency with this skill.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe materials reviewed for Grade 8 partially meet the expectations for spending sufficient time working with engaging applications of the mathematics without losing focus on the major work of each grade.The enrichment project for each unit is the major resource for application with multi-steps.Within the lessons there are many real-world type problems, but few multi-step problems.Students are often asked to determine the answer or explain (conceptual understanding) a problem, but do not have many chances to model their thinking in a variety of instances while solving problems.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe materials reviewed for Grade 8 partially meet the expectations for balance between the three aspects of rigor with the grade.Each lesson begins with a launch that is a real-world situation and conceptually based.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b783f485-7483-43ed-9a89-8143b7e15648": {"__data__": {"id_": "b783f485-7483-43ed-9a89-8143b7e15648", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0fa16245-273b-4649-95e2-6039522cf347", "node_type": null, "metadata": {}, "hash": "1090b6a33cc6bd60f9dc73602780bb4b6977e472bd249b56b0809f7715cdbf0b"}, "2": {"node_id": "d16086ec-c86c-47f6-ba3c-42aafea15567", "node_type": null, "metadata": {}, "hash": "435756d754f0ce1e3c18ab0b8999989a402590ba62d71aecf99447c8bcb6eb6a"}, "3": {"node_id": "ead5ce94-5876-48ef-9fce-ab6c7de7c932", "node_type": null, "metadata": {}, "hash": "71bfec37214a11d8ee16ca91c6ccf37d96d741d725b3ed4918fb22f964052ccd"}}, "hash": "4df6d25598f47d328bdd46eb5b2aac3be7d2107a0bbac2fada69ee2ffb66b345", "text": "In the \"Got It\" sections, there are problems that are procedural and applications of the mathematical topic.There is an attempt to balance conceptual and procedural work.There are not enough problems to support developing fluency, particularly in solving linear equations in one variable and estimating solutions by graphing the equations.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe materials reviewed for Grade 8 partially meet the expectations for identifying and using the Standards for Mathematical Practice (MPs) to enrich mathematics content.While the MPs are included and labeled in the launch of each lesson and the focus question, they are not identified anywhere in the in-class teaching notes and are missing in other areas of the curriculum.The questioning strategies offered in the program overview guide are the best example of how to assist the educator to lead their students into applying the MPs to enrich the mathematics content.Each lesson has students using a variety of MPs to enrich the lesson, but need explicit teacher support in order to ensure these students practice these skills. For example, the teacher would need to help students recognize what practices and skills they are employing to solve problems, and to show students that they are using tools appropriately and practicing that standard.MP4 on modeling is referred to often, but these lessons miss the opportunity to also practice MP5, which requires students to select the appropriate tool in order to solve real-world problems.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe materials reviewed for Grade 8 do not meet the expectations to carefully attend to the full meaning of each practice standard.A teacher who is not familiar with the MPs would not be able to use the information given on the individual lessons to educate the students on how to use the MPs to assist in solving a math problem.The materials have inconsistent quality in terms of implementation. Some lessons incorporate the MPs well, while others indicate that they are present when they are not.Even though each lesson details which MPs are correlated, only certain problems within the lessons are listed with the MPs making it difficult to determine how the lesson truly meets the practices.The problems do not reflect the full meaning of the MP3, because they ask students to explain their work but not to critique the reasoning of others.One example of the materials not reaching the full meaning and being inconsistent is in lesson 12-2. The launch does use MP1 and MP3 because the problem is large enough to require problem solving and perseverance and students have to construct a viable argument.The focus question is to tell how side lengths of a right triangle and squares are related. This is a definition, so MP2 and MP8 are not used even though it is stated that they are used.There is not evidence of the claim of MPs 6 and 7 that are listed in the program overview guide in the student or teacher materials for Lesson 12-1.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 8 partially meet the expectations for prompting students to construct viable arguments and analyzing the arguments of others.Materials have students constructing arguments through certain routine problems such as reasoning, reflecting, writing and error analysis.These problems appear in each lesson in the same manner, so the depth of the practice is not able to fully develop.While the essence of Standard for MP3 is in lessons in Grade 8, students are not directly prompted to \"construct viable arguments.\"The attempt is there to prompt students to construct viable arguments with some of the questions used in each lesson, but the ability to have true mathematical discourse in the lessons is not strong.The \"Do You Understand\" section attempts to do this with reasoning and error analysis questions.Students are prompted to construct arguments through some of the questions in each lesson, but in many cases parts of the answers are already given to the students in advance and they do not need to think deeply about the answer. For example, in the Lesson 8-6, there is an error analysis on writing an equation for a situation and students have to find the error. This question does not require the students to fully reason and construct arguments because they have already been told it is incorrect.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ead5ce94-5876-48ef-9fce-ab6c7de7c932": {"__data__": {"id_": "ead5ce94-5876-48ef-9fce-ab6c7de7c932", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0fa16245-273b-4649-95e2-6039522cf347", "node_type": null, "metadata": {}, "hash": "1090b6a33cc6bd60f9dc73602780bb4b6977e472bd249b56b0809f7715cdbf0b"}, "2": {"node_id": "b783f485-7483-43ed-9a89-8143b7e15648", "node_type": null, "metadata": {}, "hash": "4df6d25598f47d328bdd46eb5b2aac3be7d2107a0bbac2fada69ee2ffb66b345"}, "3": {"node_id": "f70f198b-adc9-4531-8e43-d02e5d762bee", "node_type": null, "metadata": {}, "hash": "78e4bb0d28e59afe1b11778f3d9eb72b81e5909a9db8bd52deeb79a61b8e6f3c"}}, "hash": "71bfec37214a11d8ee16ca91c6ccf37d96d741d725b3ed4918fb22f964052ccd", "text": "The materials reviewed for Grade 8 do not meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others.The attempt is there to assist teachers in engaging students in constructing viable arguments, however, it is really only found in the program overview guide and not in the teacher notes that it will support this practice to be a major part of each day's lesson.The teacher notes do not indicate how they can assist their students in the MP.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Grade 8 partially meet the expectations for explicitly attending to the specialized language of mathematics.This series falls short in explicitly attending to the specialized language of mathematics.It often uses vocabulary that is not precise and does not allow for the student to be completely immersed in the language of mathematics.At the end of each topic is a vocabulary lesson. While this structure could support the development of mathematical language, they are presented as isolated lessons.The focus questions to end each lesson are often based on explaining the vocabulary focus of a lesson. For example, in lesson 7-3, students must understand the term \"linear function\" in order to answer the focus questions, \"What are linear functions? How are linear functions useful?\"\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f70f198b-adc9-4531-8e43-d02e5d762bee": {"__data__": {"id_": "f70f198b-adc9-4531-8e43-d02e5d762bee", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0fa16245-273b-4649-95e2-6039522cf347", "node_type": null, "metadata": {}, "hash": "1090b6a33cc6bd60f9dc73602780bb4b6977e472bd249b56b0809f7715cdbf0b"}, "2": {"node_id": "ead5ce94-5876-48ef-9fce-ab6c7de7c932", "node_type": null, "metadata": {}, "hash": "71bfec37214a11d8ee16ca91c6ccf37d96d741d725b3ed4918fb22f964052ccd"}}, "hash": "78e4bb0d28e59afe1b11778f3d9eb72b81e5909a9db8bd52deeb79a61b8e6f3c", "text": "Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4c46e68-5ed2-4323-9a6b-6bd017243d5d": {"__data__": {"id_": "d4c46e68-5ed2-4323-9a6b-6bd017243d5d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "3": {"node_id": "611aeee2-880b-47b0-8da5-d8ca98f3c9eb", "node_type": null, "metadata": {}, "hash": "dbc5f8639c0ba730ae457bfd965d0355cd87e503617470affb67a9fd2287c8c7"}}, "hash": "e4fe2406c28adf00cd4e084c4d2167f94fbfd25d263d22e596576911405ecf58", "text": "Glencoe Math\n\nThe instructional materials reviewed for Grade 6 do not meet the expectation for alignment to the CCSSM. The materials partially meet expectations in the areas of focus and coherence, but they do not meet the expectations in the areas of rigor and the MPs. In the area of focus within the grade, some above grade-level questions are included on the assessments but a teacher could modify the lessons without impacting the structure of the materials. The materials are not designed to devote the majority of class time to the major work of the grade. In the area of coherence, the materials include content that is shaped by the CCSSM clusters with enough work to be viable for one school year. All students engage in extensive practice with grade-level problems with supporting and additional content that engages students in the major work of the grade. Natural connections are made between clusters and domains. However, the materials fail to note grade to grade progression.\nIn the area of rigor and balance, though all three aspects of rigor are present in the materials, they are often presented separate from each other and not used in a balanced way to develop a concept. The inquiry labs are used to develop conceptual understanding, however, the concepts developed in the inquiry labs are not referenced in the lessons. There is an abundance of procedural skills, but without solid work at conceptual understanding, students are left to memorize procedures. The application problems presented in the materials often tell students how to solve the problem with only limited opportunities for students to find their own solution path. In the area of practice content connections, the materials attempt to incorporate the MPs in each lesson. However, the materials are so frequently labeled as MPs that a teacher cannot reliably use the materials to know when MPs are being carefully attended to. There are many instances when questions are labeled as an MP, but in fact, they are just a computation question. The materials incorporate questions in which students have to justify and explain their answers, but lack lesson structures in which students would discover their own solution paths, present their arguments, and justify their conclusion. Vocabulary is presented but not always incorporated meaningfully into the lesson.\n\nFocus & Coherence\n\nThe materials reviewed for the Grade 6 partially meet the expectations for focus and coherence with the CCSSM. The materials are shaped by the CCSSM, but the materials lack focus.The materials do not spend the majority of class time on the major clusters for Grade 6. Even though the materials include assessment materials that are above grade level, those items could be skipped or modified without impacting the structure of the materials. There are aspects of coherence in the materials that are exceptional. However, there is a lack of clear grade-to-grade progressions, and some missed opportunities for Grade 6 domain to domain connections.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 6 meet the expectation for assessment because above grade-level assessment items, and their accompanying lessons, can be modified or omitted without significantly impacting the underlying structure of the instructional materials. For this indicator, the four quarterly benchmark tests were reviewed first, then for a more in-depth look at each CCSSM indicator, the chapter tests, extended response tests, and performance tasks were examined.\n\nThe instructional materials offer multiple tiers of assessment on their ConnectEd website.These include pretests, diagnostic tests, chapter quizzes, chapter tests, performance tasks, extended response tests, quarterly benchmark tests, standardized test practice as well as SBAC and PARCC practice test questions. Furthermore, a test generator is included so that educators can create their own assessments to suit their needs.\nThe first quarterly benchmark test assesses the following Grade 6 standards: 6.RP.1, 6.RP.2, 6.RP.3, 6.NS.2, 6.NS.3, and 6.NS.4. These standards are primarily covered in chapters 1-3. The listed CCSSM are covered on the assessments with no above grade-level items.\nThe second quarterly benchmark test assesses the following Grade 6 standards: 6.NS.1, 6.NS.5, 6.NS.6, 6.NS.7, 6.NS.8, 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4. These standards are primarily covered in chapters 4-6. All of the listed CCSSM are covered on the assessments. The second quarterly benchmark test has two above grade-level questions on it. Question 1 is a story problem that uses the concept of scale models.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "611aeee2-880b-47b0-8da5-d8ca98f3c9eb": {"__data__": {"id_": "611aeee2-880b-47b0-8da5-d8ca98f3c9eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "d4c46e68-5ed2-4323-9a6b-6bd017243d5d", "node_type": null, "metadata": {}, "hash": "e4fe2406c28adf00cd4e084c4d2167f94fbfd25d263d22e596576911405ecf58"}, "3": {"node_id": "fc49cb5d-7fbb-485f-806e-a093444e460c", "node_type": null, "metadata": {}, "hash": "025c5e2e9ba959b36c4cd164c25cd857a66117889331229a200443fb8f5ad26e"}}, "hash": "dbc5f8639c0ba730ae457bfd965d0355cd87e503617470affb67a9fd2287c8c7", "text": "Question 1 is a story problem that uses the concept of scale models. For a student to understand the problem they would have to understand the concept of scale. According to the CCSSM, scale is presented in Grade 7. (7.G.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.) None of the corresponding chapter tests, extended response tests, or performance tasks used scale in their questions, thus no points were deducted. Questions 13 and 18 involve converting a fraction into a decimal. According to the CCSSM this is Grade 7 standard. (7.NS.2.D - Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.) On the corresponding chapter test, the first four question involve this concept. These questions stem from chapter 5, lesson 4 and if this lesson were skipped, lesson 5 would also have to be skipped because that lesson requires students to convert fractions to decimals using long division. This problem could be overcome if the two affected lessons were skipped, and a teacher used the included test generator to create a new chapter test.\nThe third quarterly benchmark test assesses some of the previously covered standards and 6.EE.5, 6.EE.6, 6.EE.7, 6.EE.8, 6.EE.9, 6.G.1 and 6.G.3. These standards are primarily covered in chapters 7-9. All of the listed CCSSM are covered on the assessments. There is above grade-level vocabulary used in various places on the benchmark and chapter tests. Questions 10, 11 and 20 on the third quarter benchmark test make references to the word and definition of \"function.\" In the CCSSM functions are not introduced until Grade 8. These questions stem from Chapter 8 \"Functions and Inequalities\" and are also included on the chapter tests. Even though the word functions is used at this grade level, it was determined that this did not represent a significant impact on the structure of the materials because the lessons and assessments keep very true to the intent of the Grade 6 CCSSM. The listed Grade 6 standards will lead students to an understanding of functions in Grade 8; however, including the word \"functions\" in Grade 6 before students have a true understanding of its meaning is unnecessary.\nThe end of year benchmark test assesses some of the previously covered standards and 6.G.2, 6.G.4, 6.SP.1, 6.SP.2, 6.SP.3, 6.SP.4 and 6.SP.5. These standards are primarily covered in chapter 10-12. All of the listed CCSSM are covered on the assessments with no new above grade-level items.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 6 do not meet the expectations for focus by spending a majority of class time on the major clusters of the grade. To determine this, three perspectives were evaluated: 1) the number of chapters devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. The number of days devoted to major work is a true reflection for this indicator because it specifically addresses the amount of class time spent on concepts. Overall, the materials spend 56 percent of instructional time on the major clusters of the grade. The Grade 6 materials have 12 chapters that contain 79 lessons. (The inquiry labs were considered as part of the lesson that they supported.) A total of 159 days (optional projects not included) of class time was scheduled for the lessons.\n\nFive out of 12 chapters (42 percent) focus exclusively on the major clusters of Grade 6, while the other seven chapters have a mix of off, grade-level work and non-major clusters.\n\n\nEach chapter is made up of lessons. When examining the individual lessons, 49 percent of class time is spent on the major clusters of the grade. The lesson breakdown is as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fc49cb5d-7fbb-485f-806e-a093444e460c": {"__data__": {"id_": "fc49cb5d-7fbb-485f-806e-a093444e460c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "611aeee2-880b-47b0-8da5-d8ca98f3c9eb", "node_type": null, "metadata": {}, "hash": "dbc5f8639c0ba730ae457bfd965d0355cd87e503617470affb67a9fd2287c8c7"}, "3": {"node_id": "3df37dfe-024e-4f02-959b-fdb7808b65ea", "node_type": null, "metadata": {}, "hash": "8f36dd0bbe530d30c3a65480d7edcc5298c48da74ddbee9009e0d532919d8df3"}}, "hash": "025c5e2e9ba959b36c4cd164c25cd857a66117889331229a200443fb8f5ad26e", "text": "Chapter 1 has seven lessons: Lessons 2 \u2013 7 focus on the major clusters (6.RP.1, 6.RP.2, and 6.RP.3), while lesson 1 covers non-major cluster (6.NS.4). Six out of seven lessons in chapter 1 are on major work.\nChapter 2 has eight lessons: Lessons 1 \u2013 5 are considered off grade level, they are listed as preparation for 6.RP.3.C. Lessons 6 \u2013 8 focus on major clusters (6.RP.3). Three out of 8 lessons in chapter 2 are on major work.\nChapter 3: Eight out of eight lessons are on non-major clusters (6.NS.2 and 6.NS.3).\nChapter 4 has eight lessons: Lessons 1 - 4 are considered off grade-level, they are listed as preparation for 6.NS.1. Lessons 5 \u2013 8 focus on major clusters (6.NS.1 and 6.RP.3). Four out of eight lessons in chapter 4 are on major work.\nChapter 5: Six out of seven lessons are on the major clusters (6.NS.5, 6.NS.6, 6.NS.7, and 8). Lesson 4 is an above grade level topic. Six out of seven lessons in chapter 5 are considered major work.\nChapter 6: Seven out of seven lessons are on the major clusters (6.EE.1, 6.EE.2, 6.EE.3, 6.EE.4, 6.EE.6).\nChapter 7: Five out of five lessons are on the major clusters (6.EE.5, 6.EE.7 and 6.RP.3).\nChapter 8: Seven out of seven lessons are on the major clusters (6.EE.2, 6.EE.5, 6.EE.6, 6.EE.8, and 6.EE.9).\nChapter 9 has six lessons: Lessons 1, 2, 3, 4 and 6 are considered supporting clusters (6.G.1, and 6.G.3). Lesson 5 is considered a major cluster (6.NS.8). One out of six lessons are considered major work.\nChapter 10: Five out of five lessons are considered supporting clusters (6.G.2 and 6.G.4)\nChapter 11: Five out of five lessons are considered additional clusters (6.SP.1, 6.SP.3, and 6.SP.5)\nChapter 12: Six out of six lessons are considered additional clusters (6.SP.2, 6.SP.4, and 6.SP.5)\n\n\nA pacing guide is provided with the materials and gives the number of days each chapter and lesson should take, assuming that students have a solid understanding of the past years CCSSM, the pacing guide is accurate. When calculating the number of days, 56 percent of the class time is spent on the major clusters, 37 percent of the class time is spent on non-major clusters. The majority of the remainder of the class time is spent on below grade-level work. The breakdown of the number of days spent on the major cluster of the grade are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3df37dfe-024e-4f02-959b-fdb7808b65ea": {"__data__": {"id_": "3df37dfe-024e-4f02-959b-fdb7808b65ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "fc49cb5d-7fbb-485f-806e-a093444e460c", "node_type": null, "metadata": {}, "hash": "025c5e2e9ba959b36c4cd164c25cd857a66117889331229a200443fb8f5ad26e"}, "3": {"node_id": "75063879-abc5-4106-8e0b-8527e6e45358", "node_type": null, "metadata": {}, "hash": "1e82f7a9dcc17476621de6292be7754b189ae753bbe6f01e4895ddbea0552217"}}, "hash": "8f36dd0bbe530d30c3a65480d7edcc5298c48da74ddbee9009e0d532919d8df3", "text": "Chapter 1: Seven lessons should take 14 days, and 6 of the lessons are major clusters, which should take approximately 13 days.\nChapter 2: Eight lessons should take 14 days. Three of the lessons are major clusters, which should take approximately 8 days.\nChapter 3: Eight lessons should take 14 days. All of the lessons are non-major clusters.\nChapter 4: Eight lessons should take 14 days. Four of the lessons are major clusters, which should take approximately 10 days.\nChapter 5: Seven lessons should take 14 days. Six of the lessons are major clusters, which should take approximately 13 days.\nChapter 6: Seven lessons should take 15 days. All lessons are major clusters.\nChapter 7: Five lessons should take 12 days. All lessons are major clusters\nChapter 8: Seven lessons should take 13 days. All lessons are major clusters\nChapter 9: Six lessons should take 14 days. All of the lessons are supporting clusters, however, Lessons 2 and 3, students are expected to find a missing dimension in area problems. Therefore, students are practicing 6.EE.7. Additionally, Lesson 5 is a major cluster. Thus, 3.5 days are dedicated to major work.\nChapter 10: Five lessons should take 12 days. However, in Lessons 1 and 2, students are expected to find the missing dimension in volume of prisms problems, therefore, students are practicing 6.EE.7. Thus, 2 days are dedicated to major work.\nChapter 11: Five lessons should take 11 days. All of the lessons are non-major clusters.\nChapter 12: Six lessons should take 12 days. All of the lessons are non-major clusters.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 6 meets the expectation for the non-major content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Overall, the lessons that focus on non-major content also engage students in major work where natural and appropriate.\nIn Chapter 9, Lessons 2, 3 and 4,and Chapter 10, Lessons 3, 4 and 5, students use formulas to find area in real-world problems. In doing this, students are simultaneously learning the non-major standard 6.G.1 and using the standard 6.EE.2.C.\nIn Chapter 10 Lesson 1, students use formulas to find the volume of rectangular prisms in real-world problems. Therefore, students are simultaneously connecting the non-major standard 6.G.2 to the major standard 6.EE.2.C.\nIn Chapter 9, Lessons 2 and 3, students are expected to find a missing dimension for parallelograms and triangles when the area of the figure is known. Therefore, students are simultaneously practicing the non-major work of 6.G.1 and the major work of 6.EE.7.\nIn Chapter 10, lesson 2, students are expected to find the missing dimension of rectangular prisms when the volume is known. Therefore, students are simultaneously practicing the non-major work of 6.G.2 and the major work of 6.EE.7.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 6 meets the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. The instructional materials are designed to take 159 \u2013 169 days. Many additional resources can be found on the accompanying website. Overall, the amount of content that is designated for this grade level is viable for one school year.\n\nIncluded in the materials is a yearlong pacing guide assuming that students have a solid understanding of the past years CCSSM, the pacing guide is accurate. According to that pacing guide, completing the work in the student edition would take 159 days. That includes time for a chapter opener, a mid-chapter quiz, a chapter review, and a chapter test. Ten extra days could be spent on the five unit projects.\n\n\nThere are areas where above and below grade-level topics are included in the materials. However, the Grade 6 CCSSM are developed to give students the practice they need to be prepared for Grade 7.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "75063879-abc5-4106-8e0b-8527e6e45358": {"__data__": {"id_": "75063879-abc5-4106-8e0b-8527e6e45358", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "3df37dfe-024e-4f02-959b-fdb7808b65ea", "node_type": null, "metadata": {}, "hash": "8f36dd0bbe530d30c3a65480d7edcc5298c48da74ddbee9009e0d532919d8df3"}, "3": {"node_id": "771684a0-4d62-4ad8-9a08-d9fb232d3461", "node_type": null, "metadata": {}, "hash": "c0a92dbef6375f4849db926c34b57619d6ff254b77b10bbbdc0423d94b2ab8b3"}}, "hash": "1e82f7a9dcc17476621de6292be7754b189ae753bbe6f01e4895ddbea0552217", "text": "Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for the materials to be consistent with the progressions in the standards. The materials give all students extensive work on grade-level problems. Content from prior and future grades is identified but not explicitly stated. The materials attempt to relate grade-level problems to prior knowledge, but they fail to mention grade-to-grade progressions. Overall, the instructional materials partially meet the expectation to be consistent with the progressions in the standards.\n\nThe materials do an excellent job of giving all ability levels an opportunity for learning grade-level standards. The materials provide exercises for all levels of complexity and recommended homework options that are organized for students who are approaching, on level, or beyond level. The materials connect classwork to the homework assignments for all ability levels. For example, the materials use a variety of practice with \u201cPower Up\u201d activities for performance task problems and common core test practice for a challenging review structure. The materials suggests that students from all 3 levels are encouraged to try these higher order thinking problems, so students who need interventions still get to engage with the full depth of the grade-level standards.\nBelow grade-level work is listed as preparation for a standard. For example, chapter 2, lesson 3 is listed as preparation for 6.RP.3.C. The topic, percents and decimals, is connected to 6.RP.3.A. However, there is no mention of the grade that percents and decimals is taught in. Knowing the grade-level of this lesson might help a teacher adjust the pacing of the lesson and the ones that follow.\nLessons that are above grade-level are identified as extensions. For example. chapter 10, lesson 2 is labeled as an extension of 6.G.2. The topic of this lesson, finding the volume of a triangular prism, is an extension of the standard, and therefore it is correctly identified.\nOne lesson is incorrectly identified: Chapter 5, lesson 4 is listed as preparation for 6.NS.6.C and 6.NS.7.A. What is presented in this lesson is 7.NS.2.D. This is above grade level work that is not labeled as such. This lesson would more appropriately be labeled as an extension of the standard.\nIn the teacher edition a graphic is presented under coherence. It shows, \"Previous, Now and Next.\" \"Previous\" lists what topics students learned that lead up to the current topic. \"Now\" lists what topics the students are learning now. \"Next\" lists what related topics the students will be learning. Although there is an attempt to be Coherent across the grade levels, there are no references to other grades' standards within the lessons.\nThe materials successfully integrate the Grade 6 CCSSM that state \u201capply and extend\u201d past knowledge to current learning. (6.NS.A - Apply and extend previous understandings of multiplication and division to divide fractions by fractions.) In the chapter 4 inquiry lab and lesson 7, students check their division of fraction problems with multiplication. (6.NS.C - Apply and extend previous understandings of numbers to the system of rational numbers.) In chapter 5, students extend their knowledge of whole numbers to include integers and rational numbers. (6.EE.A - Apply and extend previous understandings of arithmetic to algebraic expressions.) In chapter 6, the lessons make a nice progression to ensure this connection. In lesson 2, students write and solve numerical expressions. In lesson 3, students evaluate algebraic expressions, and in lesson 4 students write algebraic expressions.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 6 partially meet expectations for fostering coherence through connections at a single grade. The materials include learning objectives that are shaped by cluster headings and include some problems that connect clusters and domains; however, some natural connections are missed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "771684a0-4d62-4ad8-9a08-d9fb232d3461": {"__data__": {"id_": "771684a0-4d62-4ad8-9a08-d9fb232d3461", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "75063879-abc5-4106-8e0b-8527e6e45358", "node_type": null, "metadata": {}, "hash": "1e82f7a9dcc17476621de6292be7754b189ae753bbe6f01e4895ddbea0552217"}, "3": {"node_id": "481e7e04-4820-4b20-84d9-6196951c8cea", "node_type": null, "metadata": {}, "hash": "a9c7fca784f515f56bc6026234147f22511e85747b5f31ff107e64aa998d23c3"}}, "hash": "c0a92dbef6375f4849db926c34b57619d6ff254b77b10bbbdc0423d94b2ab8b3", "text": "At the beginning of the teacher edition there is an index of the CCSSM and the corresponding chapters and lessons where those standards can be found.\nEach unit in the materials correlates to a Grade 6 CCSSM domain. The units are broken into chapters that focus on standards in that domain. The chapters are broken into lessons that incorporate aspects of each standard. As a result, each lesson's title, objective, and essential question is clearly shaped by the CCSSM cluster headings.\nThere are several examples of connecting two or more clusters in a domain; these examples include chapter 6, lesson 4, which connects 6.EE.2 and 6.EE.6 where students use variables to write expressions in real world problems. Chapter 12, lesson 3 connects 6.SP.2 with 6.SP.5 where students use box plots to answer statistical questions, while giving quantitative measures of center and variability.\nThere are several examples of connecting two or more domains in Grade 6. Some of these examples include Chapter 6, lesson 1, which connects 6.EE.1 and 6.NS.3 where students solve problems with whole numbers exponents and decimal bases, and chapter 6, lesson 6, which connects 6.EE.3 and 6.NS.4 where students use the greatest common factor to factor expressions.\nThere is a natural domain-to-domain connection that is missed in the materials between 6.RP and 6.EE. Chapter 8 covers analyzing the relationship between dependent and independent variables using graphs and tables (6.EE.9); however, there is no connection to using ratio and rate reasoning (6.RP.3). The Expressions and Equations domain is closely tied to the Ratios and Proportional Relationships domain throughout the middle school standards. This connection between the two domains in 6th grade would begin an understanding which students could connect to and build upon in Grades 7 and 8.\n\nRigor & Mathematical Practices\n\nThe materials for Grade 6 do not meet the expectations for rigor and mathematical practices. All three aspects of rigor are present; however, they are not always balanced, with the majority of the emphasis placed on procedural skill and fluency. Conceptual understanding generally involves a quick activity in which students are guided step-by-step through an activity and are led to a set of rules to follow to solve a problem. The unit projects and Power Up Performance tasks offer some good application problems where students can pick their own solution paths and engage in some experimentation and discourse, however the application problems incorporated into each lesson are often one-step, routine word problems in which students are directed on the procedure to follow in order to solve the problem. Lesson, activities, and questions are frequently attached to MPs when in fact they are not, and guidance is not given to help guide students into the full meaning of the MPs. Some of the activities and lessons give a way for a student to construct viable arguments and analyze the arguments of others, but this is done through contrived questions and activities. The materials are set up in a way that leads to teacher directed mathematical learning; there is a lack of investigation, analysis, and interpretation on the students part to truly meet the depth required by the MPs.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Grade 6 partially meet the expectations to develop conceptual understanding of key mathematical concepts, especially when called for in specific content standards or cluster headings. Overall, the instructional materials present inquiry labs and visual examples as a way to develop conceptual understanding. However, when the materials present conceptual understanding, it is generally as part of class instruction and is rarely incorporated into student practice, so students miss the opportunity to fully develop their own understanding of mathematical concepts.\n\nConceptual understanding is called for in 6.RP.A. This standard is covered primarily in chapters 1 and 2.\n\nThe first Inquiry lab shows students how to visualize rates using counters and multiplication tables.\nLesson 2 introduces ratios with many pictures and visual examples.\nThe second inquiry lab shows students how to use a bar diagram to find a unit rate. However, in lessons 3 and lesson 6 where students are expected to find equivalent rates and unit rates, there is no connection to the inquiry lab's examples. Students are expected to use division to find unit rates.\nLessons 4 and 5 use tables and graphs to further offer visual examples of ratios. However, some degree of conceptual understanding is lost because the materials provide students with all of the tables and graphs needed to answer the questions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "481e7e04-4820-4b20-84d9-6196951c8cea": {"__data__": {"id_": "481e7e04-4820-4b20-84d9-6196951c8cea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "771684a0-4d62-4ad8-9a08-d9fb232d3461", "node_type": null, "metadata": {}, "hash": "c0a92dbef6375f4849db926c34b57619d6ff254b77b10bbbdc0423d94b2ab8b3"}, "3": {"node_id": "9d84d7a9-8fcd-4bc0-a65e-f302f249ad72", "node_type": null, "metadata": {}, "hash": "9cdc156f12927aeb8fbc7aae94efe0640012ce029362fb177de2aebc654ccf3c"}}, "hash": "a9c7fca784f515f56bc6026234147f22511e85747b5f31ff107e64aa998d23c3", "text": "As a result, students do not have to draw their own graphs or tables as a process to understanding a problem, rather they just fill in the blanks on partially filled in tables and graphs.\nThe third inquiry lab shows students how to use a bar diagram to solve ratio and rate problems.\nIn chapter 2, lessons 6 - 8 and an inquiry lab show students how to understand percents and solve grade-level percent problems. The materials have examples that include bar diagrams and double number lines to help students gain a conceptual understanding. However, students are rarely required to use those mathematics tools when completing the student exercises.\n\n\nConceptual understanding is called for in 6.EE.A.3. This standard is covered in chapter 6. lessons 5-8 and includes two inquiry labs.\n\nThe inquiry lab and lesson 6 cover the distributive property. The inquiry lab uses area models and algebra tiles to develop the concept of distributive property. However, the student practice section in lesson 6 does not require students to use such tools.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for Grade 6 partially meet the expectations to give attention throughout the year to individual standards that set an expectation of procedural skill and fluency. Overall, knowledge of how and when to use procedures is developed in specific content standards. However, students are not given opportunities to practice the individual standards that require procedural skill and fluency throughout the year.\n\nProcedural skill and fluency is expected in 6.NS.B.2. and 6.NS.B.3. These standards are primarily covered in chapter 3.\nAddition and subtraction of decimals is covered in lesson 1. The problems are both computation and story problems, giving students some practice with when to apply appropriate procedures.\nMultiplication of decimals is covered in lessons 2-4. Students are shown a variety of problem types including estimation to gain fluency on multiplying decimals.\nIn lessons 5 and 6, students practice the division algorithm including estimating quotients. The division algorithm is continued in lessons 7 and 8 where student use the division algorithm to compute with decimals.The lesson on division gives students enough practice so that they can become comfortable with the division algorithm.\nChapter 3 includes enough practice problems that students will develop procedural skill and fluency, but chapter 3 is the only chapter that does this. As a result, students will not get the continued practice throughout the year required to build fluency with decimal operations and multi-digit division.\nDecimals are occasionally incorporated into the chapters on expression and equations, geometry, and statistics, but there are only a few practice problems with decimals. After students have put so much work into becoming fluent with decimals, the expectation would be that they would be incorporated into subsequent mathematics practice. For example, chapter 11, lesson 1, shows student how to calculate the mean. In this lesson students have to utilize several operations to solve a problem; however, all but one of the practice problems involve only whole numbers.\nWhen decimals are incorporated into the chapters following chapter 3, they are not done to the full expectation of 6.NS.B.3. For example, in the chapter where student use division to solve equations, all the resulting quotients are whole numbers. Though students have had prior practice with decimals in the quotients, they are not expected to continue that practice and get comfortable when those situations arise.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for Grade 6 partially meet the expectation that teachers and students spend sufficient time working with engaging applications of mathematics, without losing focus on the major work of the grade. Overall, the materials have multiple opportunities for application, but many of the application problems are one-step, routine word problems in which students are directed on the procedure to follow in order to solve the problem. There are few opportunities for students to reflect on their learning, and there are few open-ended questions that encourage higher cognitive demand.\n\nThe materials incorporate the following application type of lessons throughout the chapters.\n\n\nThe \"Power Up\" performance tasks at the end of each chapter offer students multi-step abstract questions where they solve problems by using a variety of solution paths.\nAt the end of each unit, there is a unit project. This project gives students the opportunity to research a topic and relate that information to the mathematics of the unit.\nThe materials have problem solving investigations through-out each chapter. They give students step-by-step ways to use a problem-solving strategy\n\n\nApplication is called for in 6.RP.A.3. This topics is covered primarily in chapters 1 and 2.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9d84d7a9-8fcd-4bc0-a65e-f302f249ad72": {"__data__": {"id_": "9d84d7a9-8fcd-4bc0-a65e-f302f249ad72", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "481e7e04-4820-4b20-84d9-6196951c8cea", "node_type": null, "metadata": {}, "hash": "a9c7fca784f515f56bc6026234147f22511e85747b5f31ff107e64aa998d23c3"}, "3": {"node_id": "34ea6e95-5d1c-41cd-a291-f0761b5a6730", "node_type": null, "metadata": {}, "hash": "b360c8c9879f3cbdb2c47bc4d7f8cde10a297fdd84a036391c5359d49998b67e"}}, "hash": "9cdc156f12927aeb8fbc7aae94efe0640012ce029362fb177de2aebc654ccf3c", "text": "Chapter 1, lessons 2, 3 and 7 cover ratios and rates; the student practice includes story problems where students have to interpret tables and pictures to answer ratio and rate questions, giving students experience with non-routine problems.\nChapter 1, lessons 3 and 4 cover tables and graphs. Opportunities for modeling are provided to student in these lessons. However, the examples and questions involve fill in the blank tables and graphs, and students are heavily prompted on how to solve problems using tables and graphs.\nThe problem-solving investigation in chapter 1 is one of the few places where students engage in application problems and the path to find a solution is not prompted.\nChapter 2, lesson 6-7 incorporate some application problems in the student practice, but often the problems are one-step routine problems.\nChapter 2, lesson 8 gives students both the opportunity to model percent problems and opportunities to solve more complicated application percent problems.\n\n\nApplication is called for in 6.NS.A.1. This topic is primarily covered in chapter 4, lessons 6 - 8.\n\nThese lessons cover division of fractions. Though there are some application problems incorporated in these lessons, the general focus is fluency. The included story problems are mostly one-step, and it is clear that division of fractions is required to find the answer to the story problems.\n\n\nApplication is called for in 6.EE.B.7. This topic is primarily covered in chapter 7, lessons 2-5.\n\n\nThe four lessons each cover solving and writing equations that involve a different operation. Each lesson includes an example and some application problems. The included application problems are generally one-step and tell student exactly what to do the solve the problem. For example, question 8 in lesson 3 states, \"Pete is 15 years old. This is 6 years younger then his sister Victoria. Write and solve a subtraction equation to find Victoria's age.\" (Example 2.) Students are told what they have to do to find the answer and they are told which problem in the examples to copy. They do not solve the problem on their own.\nThis section also includes a Problem Solving Investigation; it is one of the few places where students engage in application problems and the path to find a solution is not prompted.\n\n\nApplication problems are called for in 6.EE.C.9. This topic is primarily covered in chapter 8, lessons 1 - 4.\n\n\nThese lessons cover functions tables, equations, and graphs. Even though each lesson includes some application problems, students are given blank tables and graphs to fill in. It is obvious how to get to the answer of each problem. Students do not need to plan or devise a strategy to solve a problem.\nThis section also includes a problem-solving investigation; it is one of the few places where students engage in application problems and the path to find a solution is not prompted.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials reviewed for Grade 6 do not meet the expectation that the materials balance all three aspects of rigor with the three aspects not always combined together nor are they always separate. Overall, all three aspects of rigor are present in the materials; however, the majority of the lessons focus on procedural skills and fluency with fewer opportunities for students to discover and apply procedures for themselves.\n\nAll of the chapters incorporate the same components of rigor and include inquiry labs designed to build conceptual understanding. They have Problem Solving investigations, 21st Century Career, and unit projects designed to include application problems. Lessons often begin with a real-world link, and in the student practice sections there are several questions designed for fluency, followed by a few application story problems, then followed by Higher Order Thinking Questions, then a page for extra practice (fluency problems followed by story problems), and finally Power Up Common Core Test Practice and a Common Core Spiral Review. This means that individual aspects of rigor are not focused on when called for in the CCSSM; all of the standards are treated the same.\n\n\nThere aren't enough opportunities for students to make their own connections. Regardless of what section of a lesson the students are completing (Inquiry Lab, Higher Order Thinking Question, etc.), students are generally guided step-by-step to the solution. Occasionally, they will ask students to make a reflection, but a majority of the lessons require memorized tasks of procedures without meaningful connections. The Higher Order Thinking problems sometimes ask for reflections on procedural skill. There are several opportunities missed to challenge students to explore their own strategies and create opportunities for multiple solution pathways.\n\n\nThe materials provide mostly procedural skill, even the application type problems are just a contrived extension of the procedural skill. Additional application problems in the unit projects, 21st Century Careers and problem solving investigation helps with the balance between procedural skill and application.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "34ea6e95-5d1c-41cd-a291-f0761b5a6730": {"__data__": {"id_": "34ea6e95-5d1c-41cd-a291-f0761b5a6730", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "9d84d7a9-8fcd-4bc0-a65e-f302f249ad72", "node_type": null, "metadata": {}, "hash": "9cdc156f12927aeb8fbc7aae94efe0640012ce029362fb177de2aebc654ccf3c"}, "3": {"node_id": "d1e4d910-030a-430a-a652-5d88f5165394", "node_type": null, "metadata": {}, "hash": "10551922949d34056eccdd17ba30941af7a0cb8e32337049d0fcd40c604da3b0"}}, "hash": "b360c8c9879f3cbdb2c47bc4d7f8cde10a297fdd84a036391c5359d49998b67e", "text": "There are some attempts made at conceptual understanding, but it is rarely tied to the students' practice.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe Instructional materials reviewed for Grade 6 partially meet the expectation for identifying and using the MPs. Overall, the materials clearly identify the MPs and incorporate them into the lessons; however the MPs are often over-identified.\n\nThe MPs are incorporated into each lesson, so they are used to enrich the content and are not taught as a separate lesson.\nThere is a Mathematical Practice Handbook at the start of the textbook. This handbook explains each practice standard and gives example problems for each standard.\nThere is a table of contents that specifically addresses the MPs, and it lists the pages where you could find each of the practices. All of the MPs are represented.\nEach lesson identifies several MPs. For example, chapter 7, lesson 4 claims to incorporate MPs 1, 2, 3, 4 and 5. The materials point to these practice standards in the student practice section of lesson 4 and in the Ideas for Use in the side bar of the teacher edition.\nThe MPs are often over identified. In the side bar of the teachers edition, teaching strategies are suggested. Often those strategies are identified as attending to multiple strategies. For example, in chapter 9, lesson 5, \"Pairs Discussion\" in this activity, students work in pairs to complete the Real World Link. In this Real World Link, students plot points on a coordinate plane and then answer questions about the resulting shapes. Students then trade their solution with another pair of students and discuss the differences.This activity claims to incorporate MPs 1, 3, and 4. However, there is no explanation or description as to how these practices are incorporated.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Grade 6 do not meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the materials so frequently label items as a MP that a teacher cannot reliably use the materials to know when MPs are being carefully attended to. This is evident at the start of each lesson which is designed to take a few days to complete but claims to incorporate three or more MPs.\nExamples of specific places where the full meaning of the identified MP not being attended to include:\n\nMP1 is identified in chapter 6, lesson 7, question 18. The directions state \"Simplify the expression 7x+5(x+3)+4x+x+2\". This is not a place where students make sense of a problem and preserve in solving it.\n\n\nMP2 is identified in chapter 8, lesson 5, question 9. The directions are \"State three numbers that are solutions to the inequality x + 1 \u2264 5\" ? This question does not allow students to reason quantitatively.\n\n\nMP4 is identified in chapter 7, lesson 3, question 16. The directions state \" Write a real-world problem that could be represented by d - 32 = 64. MP4 describes mathematically proficient students as being able to apply what they know and are comfortable making assumptions to simplify a complicated situation. Students are not applying knowledge or making assumptions for this question.\n\n\nMP5 is identified in chapter 3, lesson 1, question 10. Students are given a table with data about a relay race. Based on the table, students are asked three questions about the data, which is provided in the table. There is no evidence that students select a math tool to help them solve a problem.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 6 partially meet the expectation for appropriately prompting students to construct viable arguments concerning grade-level mathematics detailed in the content standards. Overall, every lesson's problem set has one or more questions in which students have to explain their reasoning. However, students are only occasionally prompted within problem sets and application problems to explain, describe, critique, and justify.\n\nIn the practice problems nearly every lesson includes questions that are specifically labeled with the heading \"Justify Conclusions.\" These questions ask students to explain how they got their answers.\nIn a few lessons, the questions are labeled in bold with the heading \"Construct a Viable Argument.\" These questions often ask students to explain if something is true or not.\nIn some lessons the questions are labeled in bold with the heading \"Find the Error.\" In these error analysis problems, students are presented with someone's solution and asked to simply identify the error.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d1e4d910-030a-430a-a652-5d88f5165394": {"__data__": {"id_": "d1e4d910-030a-430a-a652-5d88f5165394", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "34ea6e95-5d1c-41cd-a291-f0761b5a6730", "node_type": null, "metadata": {}, "hash": "b360c8c9879f3cbdb2c47bc4d7f8cde10a297fdd84a036391c5359d49998b67e"}, "3": {"node_id": "668bd8bc-4a51-4d2c-bbbf-9d24d9077009", "node_type": null, "metadata": {}, "hash": "d31c4e231a6e8431ddd0bee2d4a9127c66e21035aeaf22382e8fc28b6959ba5c"}}, "hash": "10551922949d34056eccdd17ba30941af7a0cb8e32337049d0fcd40c604da3b0", "text": "This does not attend to the full meaning of the standard where students would need to refute claims made by others by offering counter examples and counterarguments. There were very few instances where students were asked to find a counter-example.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 6 partially meet the expectation of assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Overall, the materials direct teachers with many scaffolding questioning strategies asking higher level questions and offering some suggested activities that lead students to construct viable arguments and analyze the arguments of others. However, the materials lack suggestions or ideas that guide a teacher with setting up scenarios where students experiment with mathematics and, based on those experiments, construct and present ideas.\n\nIn the side bar of the teacher edition, the teacher is provided with many scaffolding questions. The Beyond Level questions ask higher Depth of Knowledge level questions and provide some supportive structures to analyze student arguments.\nIn the side bar of the teacher edition, there are suggested activities for teachers to use with students. Very often these suggested activities have students compare, critique, and analyze answers. For example, in chapter 1, lesson 3 \"Find the Fib\", students work on a team where one student creates three problems, two are solved correctly and one is incorrect. The other students find the one that is wrong and correct it.\nWhen it comes to student's independent practice, the higher order thinking problems in the students practice section of the materials incorporate some of the MPs that help students to construct viable arguments and analyze the arguments of others. Students are given occasional opportunities to be persistent in their problem solving, to express their reasoning, and apply mathematics to real-world situations. However, very little guidance is given to teachers on how to promote and support students in the development of these skills. This is coupled with the fact that many students are rarely given authentic opportunities to develop the true intent of any of the MPs mentioned above.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Grade 6 partially meet the expectation for attending to the specialized language of mathematics. Overall, the materials identify and define correct vocabulary, but there are only sporadic places where vocabulary is integrated into the lessons.\n\nAt the start of every chapter, there is a list of related vocabulary words that will be used in the chapter. Students are given a box that outlines key concepts and key words are highlighted in yellow and immediately defined.\nIn each lesson that introduces new mathematical vocabulary, there is a vocabulary start-up that frequently uses a graphic organizer to help students understand the new vocabulary. The materials offer related vocabulary at the start of the lessons, however, minimal reference is made back to them as the lesson progresses. In this way, students are not explicitly supported in coming back and revising/adding to their understanding of these terms. Assumption is made that mastery of vocabulary is immediate.\nAt the end of the chapters, there is a vocabulary check included in the chapter review.\nStudents are given sporadic opportunities to express mathematics vocabulary with the daily lessons. The materials lack consistent structures to make mathematics terms meaningful and incorporate high levels of mathematical language. There are few places where students are given the opportunity to write or explain in a way that the use of mathematical vocabulary is assessed. The vocabulary usually consists of key words highlighted for the introduction of the lesson with a given definition.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "668bd8bc-4a51-4d2c-bbbf-9d24d9077009": {"__data__": {"id_": "668bd8bc-4a51-4d2c-bbbf-9d24d9077009", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2a87ca3-9374-4f2a-8ca8-b3b73a45d84e", "node_type": null, "metadata": {}, "hash": "b62647ef8e856ebd34315a1a8fa547231086044c6ffcf8072863d0e2cc04855c"}, "2": {"node_id": "d1e4d910-030a-430a-a652-5d88f5165394", "node_type": null, "metadata": {}, "hash": "10551922949d34056eccdd17ba30941af7a0cb8e32337049d0fcd40c604da3b0"}}, "hash": "d31c4e231a6e8431ddd0bee2d4a9127c66e21035aeaf22382e8fc28b6959ba5c", "text": "Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ddfe11a5-5d8f-4e1a-8365-5b789ce6d9d6": {"__data__": {"id_": "ddfe11a5-5d8f-4e1a-8365-5b789ce6d9d6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "3": {"node_id": "92b96bdf-00a2-4566-9bbd-6fbfac069399", "node_type": null, "metadata": {}, "hash": "8d3857a7ebe2eae5d090df8ac5c7a3e7c5015f0556283256600b32d75c1df333"}}, "hash": "6f0d951b5530e87ab485e4b080d13f30c1773136d09cc02cf2012f249508c45f", "text": "Jolly Phonics\n\nNOTE: The review of this product included all materials suggested by and purchased from the publisher for the United States version of Jolly Phonics, copyright 2014. The program was reviewed based on information provided by the publisher and the CCSS alignment document available on their website. See additional review details here.\u00a0\u00a0\nThe instructional materials reviewed for Jolly Phonics do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials partially meet the criteria for materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics and for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials do not provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding, and rate, expression, and accuracy.\n\nAlignment to Standards and Research-Based Practices for Foundational Skills Instruction\n\nThe instructional materials reviewed for Grade 2 do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials partially meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics and for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials do not meet the criterion for materials and instruction provide systematic and explicit instruction and practice in fluency by focusing on rate, expression, and accuracy.\n\nPhonics\n\nMaterials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.\n\nMaterials emphasize explicit phonics instruction through systematic and repeated modeling.\n\nThe Jolly Phonics materials reviewed for Grade 2 meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.Materials provide students frequent opportunities to engage in\u00a0 multi modal activities where they hear, say, write, and read newly taught sounds and spelling patterns. Activities include having students: listen to a story that highlights the new sound, hear words with the new sound, practice writing the new associated grapheme, and then practice reading words with the new grapheme. In addition, the teacher materials provide some explicit and repeated modeling of grade level phonics standards.\u00a0Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. Examples include, but are not limited to:Students have opportunities to distinguish long and short vowels when reading regularly spelled one-syllable words.Phonics Teacher\u2019s Book, Book 3, page 138, the teacher reminds students about long and short vowel sounds. Students trace inside the outline letters for short vowels and say each sound as they trace. The teacher reminds students that \u201cwhen two vowels go walking, the first one does the talking.\u201d The teacher provides examples. Students trace inside the outline letters for vowel digraphs, saying the long vowel sounds. Students are taught to try one sound and then the other. Students look at pictures and say the word with long and short vowel sounds, writing the correct word on the line. The teacher writes a list of words on the board and blends them with students.\u00a0\u00a0Students have opportunities to identify spelling-sound correspondences for additional common vowel teams.Phonics Teacher\u2019s Book, Book 3, page 150, the lesson focuses on the alternatives ee, ea, and e_e. After providing students with some reminders about the spelling pattern, the teacher is then instructed to \u201cRead these words with the students.\u201d The students and teacher then go on to read 12 words together, such as speed, sneeze, teacher, and peanut. In this same lesson, the teacher is instructed to \u201cWrite the following list of words on the board, and blend them with the students.\u201d\u00a0Phonics Teacher\u2019s Book, Book 3, page 154, students learn about the alternatives ie, y, i_e, and igh. In terms of reading, students blend 16 words with the teacher. An additional five words are provided in the further blending practice section and students practice reading six sentences that contain words with the new spelling patterns, such as, \u201c1. The butterfly flutters by my bike.\u201dStudents have opportunities to decode regularly spelled two-syllable words with long vowels.Phonics Teacher\u2019s Book, Book 3, page 144, the teacher writes words on the board and blends them with students: gentle, stage, space, price, pancake.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "92b96bdf-00a2-4566-9bbd-6fbfac069399": {"__data__": {"id_": "92b96bdf-00a2-4566-9bbd-6fbfac069399", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "ddfe11a5-5d8f-4e1a-8365-5b789ce6d9d6", "node_type": null, "metadata": {}, "hash": "6f0d951b5530e87ab485e4b080d13f30c1773136d09cc02cf2012f249508c45f"}, "3": {"node_id": "b1ae1924-e63a-45f8-8c1c-e46c2d420788", "node_type": null, "metadata": {}, "hash": "a200deed9519a902f4cc52c715b882bf9a1c59b5cea0ac49e0ec1e433dadbadf"}}, "hash": "8d3857a7ebe2eae5d090df8ac5c7a3e7c5015f0556283256600b32d75c1df333", "text": "Phonics Teacher\u2019s Book, Book 3, page 150, the teacher writes the following words on the board and blends them with students: seaside, feeling, underneath, sheep, extremely.Students have opportunities to decode words with common prefixes and suffixes.Jolly Grammar 2 Teacher\u2019s Book, page 85, the teacher explains that a prefix is one or more syllables added to the beginning of a word to change its meaning. The teacher writes base words on the board. Students read them and discuss their meanings. The teacher adds the prefix un and dis to the beginning of the base words. Students read prefixes at the top of the page and choose a prefix to complete each sentence.\u00a0\u00a0Jolly Grammar 2 Teacher\u2019s Book, page 95, the teacher reviews prefixes and introduces suffixes using -less as an example. Students think of examples of words with suffixes. Students read words and add the -ing suffix to the words.\u00a0\u00a0Students have opportunities to identify words with inconsistent but common spelling-sound correspondences.Phonics Teacher\u2019s Book, Book 3, page 145, students practice Tricky Words flashcards. The teacher introduces two new tricky words: other and were. Students say and write the words.\u00a0\u00a0Phonics Teacher\u2019s Book, Book 3, page 148, students practice Tricky Words flashcards. The teacher introduces two new tricky words: want and because.\u00a0 Students say and write the words.\u00a0\u00a0Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.\u00a0 Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 136, the teacher is instructed to \u201cSay the word phone and ask the students what sound they can hear at the beginning of this word. They should say a /f/ sound.\u201d The teacher also reads the following /ph/ words from the activity page with students: elephant, dolphin, graphic, microphone, phantom, photograph, alphabet, and telephone.\u00a0Phonics Teacher\u2019s Book, Book 3, page 147, when learning about the alternatives ai, ay, and a_e, the teacher is instructed to read the following words with students: whale, paint, play, snake, train, tray, name, may, cake, tail, snail, and hail.\u201d\u00a0Phonics Teacher\u2019s Book, Book 3, page 140, students learn about the alternative soft c sound. The writing activity that corresponds with the lesson involves students writing soft c words under the pictures that match. The words students write include ice-cream, fence, circus tent, circle, cygnets, cycle, pencil, and face.\u00a0Phonics Teacher\u2019s Book, Book 3, page 147, students learn about the alternatives ai, ay, and a_e. The writing practice students have in the lesson is to write 12 different words under the correct heading a_e, ay, or ai. The 12 words include whale, tray, play, snake, train, paint, name, may, cake, tail, snail, and hay.Phonics Teacher\u2019s Book, Book 3, page 150, students learn about the alternatives ee, ea, and e_e. This time, the 12 words include feet, beak, theme, sleep, these, athlete, eve, teeth, read, seal, bee, and tea.\n\nMaterials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.Materials provide students with\u00a0 opportunities to review previously taught grade-level phonics skills by orally calling out sounds for letter patterns on flash cards, decoding words with previously taught alternative spelling patterns, and writing previously taught graphemes. In addition, review activities are listed consistently throughout the document and across categories, including Letter Recognition, Letter Formation, Blending, Identifying Sounds in Words, and Tricky Words.Lessons provide students with daily opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 136, students learn about the alternative ph. Students blend the following words: elephant, dolphin, graphic, microphone, phantom, photograph, alphabet, and telephone.\u00a0Phonics Teacher\u2019s Book, Book 3, page 140, students learn about the soft c sound.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b1ae1924-e63a-45f8-8c1c-e46c2d420788": {"__data__": {"id_": "b1ae1924-e63a-45f8-8c1c-e46c2d420788", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "92b96bdf-00a2-4566-9bbd-6fbfac069399", "node_type": null, "metadata": {}, "hash": "8d3857a7ebe2eae5d090df8ac5c7a3e7c5015f0556283256600b32d75c1df333"}, "3": {"node_id": "7c6332ba-c529-4062-9a88-64a571022afe", "node_type": null, "metadata": {}, "hash": "49d8e6f41e4c4037e37023ff00dc11e18ac4574154d3396f6bb1130e8d4042d9"}}, "hash": "a200deed9519a902f4cc52c715b882bf9a1c59b5cea0ac49e0ec1e433dadbadf", "text": "Students blend the following words: concern, nice, celery, excite, and centipede.\u00a0Phonics Teacher\u2019s Book, Book 3, page 144, students learn about the soft g sound. Students blend the following words: gentle, stage, space, price, and pancake.\u00a0Phonics Teacher\u2019s Book, Book 3, page 150, students learn about the alternatives ee, ea, and e_e. Students blend the following words: seaside, feeling, underneath, sheep, and extremely.Lessons provide students with daily opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 136, the teacher directions read, \u201cThe students look at the blending words on the page. Read the words with the students.\u201d Under Further Blending Practice, the teacher instructions state, \u201cWrite the following list of words on the board and blend them with the students.\u201d\u00a0Phonics Teacher\u2019s Book, Book 3, page 154, under Further Blending Practice, the teacher directions note, \u201cWrite the following list of words on the board and blend them with the students.\u201d\u00a0Materials contain frequent opportunities for students to review previously learned grade level phonics. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, the Reading and Writing pages, page 35, the teacher instructions state, \u201cThe reading activities on these pages help students to consolidate their letter-sound and tricky word knowledge and provide them with the opportunity to practice their blending skills.\u201dPhonics Teacher\u2019s Book, Book 3, page 143, the teacher instructions read, \u201cPractice some of the alternative letter-sound spellings taught so far, including ph and soft c.\u201d\u00a0Phonics Teacher\u2019s Book, Book 3, page 162, the teacher instructions note, \u201cUse the flashcards, or Tricky Word Wall Flowers, to practice some of the tricky words taught so far, including put, saw, could, should, would, right, two, four, and goes.\u201d\u00a0Jolly Grammar 2 Teacher\u2019s Book, page 68, the teacher instructions read, \u201cReview some of the spelling patterns and tricky words covered so far this year. Activity Page: Review \u2018tricky\u2019 past tenses.\u201dMaterials contain a variety of methods to promote students\u2019 practice of previously taught grade level phonics. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 161, the teacher instructions state, \u201cPractice some of the alternative letter-sound spellings taught so far, including ph, soft c, soft g, and igh.\u201d\u00a0Jolly Grammar 2 Teacher\u2019s Book, page 90, Spelling, the teacher instructions read, \u201cReview some of the spelling patterns and tricky words covered so far this year. Activity Page: Review contractions.\u201d\n\nMaterials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.\n\nThe Jolly Phonics materials reviewed for Grade 2 partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.There are lessons that include an activity called Reading Sentences. In this activity, teachers are directed to point out tricky words and blend unknown words with the students.\u00a0\u00a0Jolly Phonics Readers Green Level are identified as reading books that students who are able to decode regular words independently can move on to when they have completed Phonics Student Book 2. However, during the core program lessons, there is no explicit directive to teachers for when or how to use them with students.\u00a0Materials provide limited explicit, systematic practice for decoding phonetically regular words in a sentence.\u00a0 Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3 page 136, students read sentences that contain phonetically regular words. The teacher writes sentences on the board, \u201cpointing out the tricky words, and blending any unknown words with the students.\u201d Example sentences include: The elephants at the zoo had long trunks. Dolphins live in the sea.\u00a0Phonics Teacher\u2019s Book, Book 3, page 182, students read sentences that contain phonetically regular words. The teacher writes sentences on the board, \u201cpointing out the tricky words, and blending any unknown words with the students.\u201d Example sentences include: \"We all lit lanterns at midnight. There was drumming and singing at the carnival.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7c6332ba-c529-4062-9a88-64a571022afe": {"__data__": {"id_": "7c6332ba-c529-4062-9a88-64a571022afe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "b1ae1924-e63a-45f8-8c1c-e46c2d420788", "node_type": null, "metadata": {}, "hash": "a200deed9519a902f4cc52c715b882bf9a1c59b5cea0ac49e0ec1e433dadbadf"}, "3": {"node_id": "7c08481c-5efc-4684-99bb-0804fabab9aa", "node_type": null, "metadata": {}, "hash": "d97715c6d117d0d6533095784ad539159553390a459f8a2c879bc0de440c4e66"}}, "hash": "49d8e6f41e4c4037e37023ff00dc11e18ac4574154d3396f6bb1130e8d4042d9", "text": "There was drumming and singing at the carnival.\"Phonics Student Book 3, page 43, students read each sentence and complete the picture so that it matches the sentence.Lessons provide students with limited opportunities to decode words in a sentence.Phonics Teacher\u2019s Book, Book 3, page 160, the teacher writes sentences on the board, pointing out tricky words and blending any unknown words with the students.\u00a0\u00a0Phonics Teacher\u2019s Book, Book 3, page 171, the teacher writes sentences on the board, pointing out tricky words and blending any unknown words with the students.\u00a0\u00a0Phonics Teacher\u2019s Book, Book 3, page 177, the teacher writes sentences on the board, pointing out tricky words and blending any unknown words with the students.\n\nMaterials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials include frequent practice opportunities for students to build, manipulate, spell, and encode grade-level phonics, including common and newly-taught sound and sound patterns.The principle method of instruction includes having students engage in lessons where they encode phonetically regular and irregular words by filling in the blanks or missing graphemes and through dictation activities. The primary instruction and student practice comes from the Grammar 2 book.The materials contain limited teacher-level instruction and modeling for building, manipulating, spelling, and encoding words using common and newly-taught sound and spelling patterns of phonics.Phonics Teacher\u2019s Book, Book 3, page 147,\u00a0 the teacher is directed to teach the students that there are, \u201cthree main ways to write the /ai/ sound: ai, ay, and a_e\u201d.\u00a0 Students are also taught that the ay spelling often occurs at the end of words.Jolly Grammar 2 Teacher\u2019s Book, page 34, the teacher is directed to remind students that sometimes words have silent letters. The teacher reminds students about words with a silent b. The teacher introduces silent w by writing wreck on the board. With students, the teacher makes a list of words with silent w on the board.Jolly Grammar 2 Teacher\u2019s Book, page 42, the teacher is directed to make a list of words that use the ea spelling of the /e/ sound with students.Jolly Grammar 2 Teacher\u2019s Book, page 68, the teacher is given guidance on how to explain the spelling of the /er/ sound, including the following prompts to say: \u201cThe er spelling often comes at the end of words\u2026.\u201d \u201cThe ir spelling is often found in number words\u2026.\u201d \u201cThe ur spelling is found in two days of the week...\u201d.Lessons provide students with limited daily opportunities to build, manipulate, spell, and encode words in isolation based in common and newly taught phonics patterns.Phonics Teacher\u2019s Book, Book 3, page 169,\u00a0 students write and spell phonetically regular words with the targeted graphemes inside large letters in the Phonics Student Book 3. Words include point, coin, oil, toy, enjoy, and joy.Jolly Grammar 2 Teacher\u2019s Book, page 34, the teacher reads six words with the silent w one at a time. Students listen for the sounds in each word and write the words on the lines.Jolly Grammar 2 Teacher\u2019s Book, page 42, the teacher reads six words with the ea spelling of the /e/ sound one at a time. Students listen for the sounds in each word and write the words on the lines.\n\nMaterials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)\n\nThe Jolly Phonics materials reviewed for Grade 2 partially meet the criteria for materials promote application and encoding of phonics in activities and tasks.Students do not use manipulatives or other tools to encode decodable words in sentences or tasks. Students have opportunities to trace dotted irregular words, while other opportunities involve students copying a sentence from the board that contains phonetically regular words. Students also have opportunities to complete sentences by writing in missing words, as well as encode words in sentences through dictation activities.Materials include limited explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks.\u00a0 Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 155, the teacher talks about how the words could, should and would share the same orthographic pattern of ould.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7c08481c-5efc-4684-99bb-0804fabab9aa": {"__data__": {"id_": "7c08481c-5efc-4684-99bb-0804fabab9aa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "7c6332ba-c529-4062-9a88-64a571022afe", "node_type": null, "metadata": {}, "hash": "49d8e6f41e4c4037e37023ff00dc11e18ac4574154d3396f6bb1130e8d4042d9"}, "3": {"node_id": "55cb48c7-811f-4a79-9889-8913d5f16eb6", "node_type": null, "metadata": {}, "hash": "698bd77723fe5593fa0246bf2bdbeb3acac5f30981facadd8f378560993ecc12"}}, "hash": "d97715c6d117d0d6533095784ad539159553390a459f8a2c879bc0de440c4e66", "text": "The students then trace over words containing this orthographic pattern in their Phonics Student Book 3.Lessons provide students with limited opportunities to encode words in sentences or in phrases based on common and newly taught grade level phonics pattern. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 141, students encode words in teacher-dictated sentences that contain the targeted phonetically irregular words more and before. The sentences include:\" I had some more crisps. We ran before the picnic.\"Phonics Teacher\u2019s Book, Book 3, page 148, the teacher dictates two sentences. The students write these sentences on the lines in their Phonics Student Books.\u00a0Phonics Teacher\u2019s Book, Book 3, page 152, students copy the title, My Best Dinner. Students are directed to write as much as they can about their favorite meal on the remaining lines.Phonics Teacher\u2019s Book, Book 3, page 170, the teacher dictates two sentences. The students write these sentences on the lines in their Phonics Student Books.Phonics Teacher\u2019s Book, Book 3, page 171, students write the title of their favorite story on the top line. Students are directed to write as much as they can about their favorite stories on the remaining lines.\n\nWord Recognition and Word Analysis\n\nMaterials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.\n\nMaterials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.The method for teaching the spelling of Tricky Words is focused on the students identifying the word and identifying each word\u2019s tricky aspects. Students use look, copy, cover, write, and check to learn Tricky Words. Look, copy, cover, write, and check is described for the teacher in the Tricky Words overview in the Phonics Teacher\u2019s Book. The program provides instruction on 32 irregularly spelled words throughout the year.\u00a0Materials do not include systematic and explicit instruction of irregularly spelled words. Students have opportunities to recognize and read grade-appropriate irregularly spelled words.Phonics Teacher\u2019s Book, Book 3, page 137, the teacher uses the filling in the gaps method to have students trace inside the outline letters in the word any, saying the letter names as they do so, in Phonics Student Book 3, Page 3. Students cover up all instances of the word any on their page, and try to complete a line of this word, by tracing over the dotted letters and filling in the missing letters. The students repeat these steps for the word many.Phonics Teacher\u2019s Book, Book 3, page 148, the teacher introduces the two new Tricky Words want and because. The students look at the words in green flowers at the top of the page. \u201cTeach the students to use the \u2018say it as it sounds\u2019 technique, when spelling the word want.\u201dPhonics Teacher\u2019s Book, Book 3, page 158, the teacher dictates four sentences that each include a Tricky Word from the lesson (right, two, four, goes). Students write these sentences on the lines in their Phonics Student Books.Phonics Teacher\u2019s Book, Book 3, page 170, the teacher uses the flashcards, or Tricky Word Wall Flowers, to practice some of the Tricky Words taught so far, including once, upon, and always.\u201dMaterials include limited opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation.\u00a0 Examples include but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 141, the teacher is directed to read the words (which, why, where, who, any many) with students in the Tricky Word flowers in Phonics Student Book 3, page 7.\u00a0Phonics Teacher\u2019s Book, Book 3, page 148, the teacher dictates sentences that include Tricky Words.\u00a0Phonics Teacher\u2019s Book, Book 3, page 155, the teacher is directed to \u201cintroduce the three new Tricky Words: could, should and would\u2026. Explain that in each of these words the /ould/ makes an /oo-d/ sound with the little /oo/\u201d.Jolly Grammar 2 Teacher\u2019s Book, page 46,\u00a0 the teacher is directed to \u201cRead the spelling words with the students\u2026.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "55cb48c7-811f-4a79-9889-8913d5f16eb6": {"__data__": {"id_": "55cb48c7-811f-4a79-9889-8913d5f16eb6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "7c08481c-5efc-4684-99bb-0804fabab9aa", "node_type": null, "metadata": {}, "hash": "d97715c6d117d0d6533095784ad539159553390a459f8a2c879bc0de440c4e66"}, "3": {"node_id": "94eb86bb-bca8-435b-b2ce-84f6794ac8ea", "node_type": null, "metadata": {}, "hash": "ad39039b261491589aaaea2be93cce77e731c63d62e49c3f0dff678d9f30a3f4"}}, "hash": "698bd77723fe5593fa0246bf2bdbeb3acac5f30981facadd8f378560993ecc12", "text": "For the month April, the students could use the 'say it as it sounds' method, pronouncing the first syllable to rhyme with tap.\u201dJolly Grammar 2 Teacher\u2019s Book, page 90, teachers are directed to \u201cRead the spelling words with the students\u2026. Point out that the /shun/ sound at the end of fraction is spelled /tion/\u201d.Students practice identifying and reading irregularly spelled words in isolation.\u00a0 Examples include but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 151, students use flashcards, or Tricky Word Wall Flowers, to practice some of the Tricky Words taught so far, including any, many, more, before, other, were, want, and because.Phonics Student Book 3, page 32, students trace inside the outline letters in the word once, saying the letter names as they do so. Then the students cover up all instances of the word once on their page, and try to complete a column of this word, by tracing over the dotted letters, and filling in the missing letters.\u201dMaterials do not include a sufficient quantity of new\u00a0 grade-appropriate irregularly spelled words for students to make reading progress. Examples include but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 134, 32 Tricky Words are introduced in Student Book 3: any, many, more, before, other, were, because, want, saw, put, could, should, would, right, two, four, goes, does, made, their, once, upon, always, also, of, eight, love, cover, after, every, mother, father.\n\nMaterials provide frequent practice opportunities to read and write high-frequency words in context (sentences).\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in tasks (sentences).Students have the opportunity to write sentences with high-frequency words in Grammar 2 Student Book; however, while students do have the opportunity to write sentences containing high-frequency words, lessons often do not specifically target the high-frequency words as part of the lessons.Lessons provide students with some opportunities to read grade level irregularly spelled words in a sentence. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 142, the teacher is directed to write four sentences on the board, point out the Tricky Words, and blend any unknown words with the students. Sentences include:Dad said that there are no more grapes.The farmer raced to rescue his sheep.May we have some more rice?You must clean your face before you go to bed.Phonics Teacher\u2019s Book, Book 3, page 156, the teacher is directed to write four sentences on the board, point out the Tricky Words, and blend any unknown words with the students. Sentences include:We would like to ride our bikes outside.He should do his chores.Could you teach me how to make tea?They should get away from the angry bees.Lessons provide students with some opportunities to write grade level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade level irregularly spelled words.Examples include, but are not limited to:Phonics Student Book 3, page 141, the teacher dictates two sentences to students (I had some more crisps. We ran before the picnic.). Students write these sentences on the lines in their Phonics Student Books.Jolly Grammar 2 Teacher\u2019s Book, page 64, the teacher dictates the following sentence for students to write. The sentence includes the word April, which is one of the Tricky Words:\u00a0The foal is due to be born in April.Jolly Grammar 2 Teacher\u2019s Book, page 82, students complete the sentences by choosing one of the words from the spelling list to fit each gap, and practice spelling gram and kilogram.\u201dMaterials provide repeated, explicit instruction in how to use student friendly reference materials and resources as well as instruction in reading irregularly spelled words (e.g., word cards, word lists, word ladders, student dictionaries).\u00a0 Examples include, but are not limited to:Jolly Grammar 2 Teacher\u2019s Book, page 16, states: \u201cThe students are taught to use a dictionary to find out the meanings of words.\u201d\u00a0 In addition, the text states: \u201cThe Grammar 2 Student Book also introduces\u00a0 thesaurus.\u201dJolly Grammar 2 Teacher\u2019s Book, page 93, students are reminded that a dictionary can be used to show what a word means and how it is spelled. The teacher calls out an unusual word and students look the word up.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "94eb86bb-bca8-435b-b2ce-84f6794ac8ea": {"__data__": {"id_": "94eb86bb-bca8-435b-b2ce-84f6794ac8ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "55cb48c7-811f-4a79-9889-8913d5f16eb6", "node_type": null, "metadata": {}, "hash": "698bd77723fe5593fa0246bf2bdbeb3acac5f30981facadd8f378560993ecc12"}, "3": {"node_id": "3ac0875a-4489-4bf7-8e40-e51e76354a36", "node_type": null, "metadata": {}, "hash": "369c39f06aa249402f069b1c3d1a30c1bfe05977f9b29b423fd10994f682df85"}}, "hash": "ad39039b261491589aaaea2be93cce77e731c63d62e49c3f0dff678d9f30a3f4", "text": "The teacher calls out an unusual word and students look the word up.\n\nMaterials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.Jolly Phonics Grade 2 materials provide instruction on word analysis strategies, including ph makes the /f/ sound, the C-Rule, the G-Rule, and several vowel digraphs. Instruction on morpheme analysis includes lessons on irregular verbs; however, instruction in multi-syllable words is not taught in the Jolly Phonics program.\u00a0Materials contain some limited explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis). Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 136, the teacher is directed to say the word phone and asks the students what sound they can hear at the beginning of this word. Students should say a /f/ sound. The teacher explains that in some words, the /f/ sound is written ph. This is because these words originally came from the Greek language.Phonics Teacher\u2019s Book, Book 3, page 138, the teacher reminds the students that the ue digraph sometimes makes a long /oo/ sound. The teacher is directed to encourage them to say, \u201cIf /u/ doesn\u2019t work, try /ue/ or /oo/.\u201dPhonics Teacher\u2019s Book, Book 3, page 140,\u00a0 the teacher \u201cexplains if the letter /c/ is followed by /e/, /i/, or /y/, it tends to make a /s/ sound. This is called the soft /c/ sound. Read the words with the students. The words are excellent, ice, fence, face, circle, pencil, circus, cylinder, cycle, cygnet.\u201dPhonics Teacher\u2019s Book, Book 3, page 144, the teacher \u201cexplains if the letter /g/ is followed by /e/, /i/, or /y/, it tends to make a /j/ sound. This is called the soft /g/ sound.\u00a0 Read the words with the students. The words are oranges, large, vegetables, germ giraffe, giant, ginger, magic, gypsy, gym, gymnast, dingy.\u201d\u00a0Materials contain limited explicit instruction of word solving strategies to decode unfamiliar words. Examples include, but are not limited to:Phonics Teacher\u2019s Book, Book 3, page 141, students and teachers work together to complete sentences. The teacher reads the first sentence, pausing at the gap: I went swimming ___ lunch. The teacher asks the students whether they think they should write more or before in this gap. The teacher reads the sentence back to the students, including their chosen word, and asks students if they think the sentence makes sense with this word.Jolly Grammar 2 Teacher\u2019s Book, page 79, the teacher explains that some words are made plural in a different way. The teacher informs students to be careful when making the plural of a noun that ends with the letter /y/. If the letter before the y is a vowel, then the plural is made by adding -s. The teacher shows boy becomes boys. The teacher explains if the letter before the y is a consonant, then the plural is made by first replacing the y with i, and then add -es. The teacher shows daisy becomes daisies.Jolly Grammar 2 Teacher\u2019s Book, page 95, the teacher explains that a suffix is similar to a prefix. A suffix is one or more syllables added at the end of a word to change its meaning. The teacher uses -less in hopeless, fearless, and harmless, as examples. The teacher also explains the -ing suffix that is added to verbs. The teacher explains the -ing suffix is like -ed. The -ing suffix may be added in one of three different ways, which depends on how the verb root is spelled.Limited opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to:Jolly Grammar 2 Student Book, pages 21, 49, and 65, students engage in limited\u00a0opportunities across time to learn, practice, and apply word analysis strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ac0875a-4489-4bf7-8e40-e51e76354a36": {"__data__": {"id_": "3ac0875a-4489-4bf7-8e40-e51e76354a36", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "94eb86bb-bca8-435b-b2ce-84f6794ac8ea", "node_type": null, "metadata": {}, "hash": "ad39039b261491589aaaea2be93cce77e731c63d62e49c3f0dff678d9f30a3f4"}, "3": {"node_id": "adfb0da1-2aa2-444f-a9d2-866d1902a38a", "node_type": null, "metadata": {}, "hash": "60418699c16c8fbc7abb17c0f9e9ff9a91f81ef53ce4fd5a1c3cc5c3318a8485"}}, "hash": "369c39f06aa249402f069b1c3d1a30c1bfe05977f9b29b423fd10994f682df85", "text": "For example, students orally generate examples of nouns that end with -s and -es (Page 21), read nouns and pluralize them (Page 49), and participate in a group activity adding -ing to words provided by the teacher (Page 65).Phonics Student Book 3, page 13, students read the words that contain the three main ways to spell the /ai/ sound and then write the words in the correct /ai/ spelling category.Phonics Student Book 3, page 44, students look at the pictures of bears and salmon on their page. The salmon contain words with the /air/ sound and the bears contain matching pictures. The students read each word in the salmon and circle the letters making the /air/ sound. The students look at the bears with a picture and join the word from the salmon to its correct bear.\n\nDecoding Accuracy, Decoding Automaticity and Fluency\n\nMaterials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.\n\nInstructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)\n\nThe materials reviewed for Grade 2 do not meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2).\u00a0The instructional materials lack opportunities to provide support for evidence-based or systematic fluency instruction with grade level text. Opportunities are missed for students to hear modeled phrasing, expression, intonation, rate, and accuracy for the purpose of fluency instruction. In addition, the lessons do not include modeled repeated reading of the same passage. There are no lessons using decodable and grade-level texts of a variety of genres for students to practice fluency elements, including rate, expression, and accuracy.Materials include frequent opportunities for explicit, systematic instruction in fluency elements using grade-level text. Examples include, but are not limited to:\u00a0Students have opportunities to read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.No evidence foundMaterials provide opportunities for students to hear fluent reading of grade-level text by a model reader.\u00a0 Examples include, but are not limited to:\u00a0No evidence foundMaterials include a variety of resources for explicit instruction in fluency. Examples include, but are not limited to:\u00a0No evidence found\n\nVaried and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).\n\nThe materials reviewed for Grade 2 do not meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).The Jolly Phonics Grade 2 materials do not provide students with texts to read that focus on rate, accuracy, or expression. Instructional materials do not adequately support the development of fluency. There are no lessons that utilize decodable and/or grade-level reading passages that focus on fluency and repeated reading to practice oral reading fluency for students. In addition, the materials do not include a variety of fluency opportunities. The lessons do not include student practice opportunities for whisper reading, repeated readings, choral reading, oral recitation, or echo reading.Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency. Examples include, but are not limited to:\u00a0No evidence foundMaterials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency. Examples include, but are not limited to:\u00a0No evidence foundMaterials include guidance and feedback suggestions to the teacher for supporting students\u2019 gains in oral reading fluency. Examples include, but are not limited to:\u00a0No evidence found\n\nMaterials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.\n\nThe instructional materials reviewed for Grade 2 do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors.The Jolly Phonics Grade 2 materials do not provide guidance to the teacher on how to provide systematic, explicit instruction in reading fluency, including teacher modeling of self-correction, confirmation of errors while reading, or providing students techniques for self-correcting.Materials provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.\u00a0 Examples include, but are not limited to:\u00a0Students have opportunities to use context to confirm or self-correct word recognition and understanding, rereading as necessary.No evidence foundMaterials provide opportunities for students to practice using confirmation or self-correction of errors.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "adfb0da1-2aa2-444f-a9d2-866d1902a38a": {"__data__": {"id_": "adfb0da1-2aa2-444f-a9d2-866d1902a38a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "3ac0875a-4489-4bf7-8e40-e51e76354a36", "node_type": null, "metadata": {}, "hash": "369c39f06aa249402f069b1c3d1a30c1bfe05977f9b29b423fd10994f682df85"}, "3": {"node_id": "aac4a635-144d-4d94-9ac6-ffe766f78280", "node_type": null, "metadata": {}, "hash": "8b835edcb5fa35bce6323598e8e5870069b9227f19e580519d2a5a3e78d69fc1"}}, "hash": "60418699c16c8fbc7abb17c0f9e9ff9a91f81ef53ce4fd5a1c3cc5c3318a8485", "text": "Examples include, but are not limited to:\u00a0No evidence foundMultiple opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding.\u00a0 Examples include, but are not limited to:\u00a0Students have opportunities to read grade-level text with purpose and understanding.No evidence foundMaterials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding.No evidence found\n\nImplementation, Support Materials & Assessment\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nGuidance for Implementation, Including Scope and Sequence\n\nMaterials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.\n\nMaterials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.\n\nFoundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.\n\nOrder of Skills\n\nScope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.\n\nDecodable Texts\n\nProgram includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.\n\nAligned Decodable Texts\n\nMaterials include decodable texts with phonics aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings.\n\nMaterials include decodable texts with high-frequency words aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings.\n\nAssessment and Differentiation\n\nMaterials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.\n\nRegular and Systematic Opportunities for Assessment\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.\n\nDifferentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.\n\nMaterials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.\n\nEffective Technology Use and Visual Design\n\nMaterials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aac4a635-144d-4d94-9ac6-ffe766f78280": {"__data__": {"id_": "aac4a635-144d-4d94-9ac6-ffe766f78280", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b4d38685-892d-4476-b190-300da499caa5", "node_type": null, "metadata": {}, "hash": "44522945289eaa425764cdf1d6d0b8d5d283df9fd1160953a2c2131d01bcab79"}, "2": {"node_id": "adfb0da1-2aa2-444f-a9d2-866d1902a38a", "node_type": null, "metadata": {}, "hash": "60418699c16c8fbc7abb17c0f9e9ff9a91f81ef53ce4fd5a1c3cc5c3318a8485"}}, "hash": "8b835edcb5fa35bce6323598e8e5870069b9227f19e580519d2a5a3e78d69fc1", "text": "Materials support effective use of technology to enhance student learning.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "714554c6-e927-4ed2-98ab-a96cb093764e": {"__data__": {"id_": "714554c6-e927-4ed2-98ab-a96cb093764e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d5f4ada1-d37c-40b7-b9ab-2f75d7dad09b", "node_type": null, "metadata": {}, "hash": "3fd9e4d7aa85e1e9367394d047c9a70f7ed09cebe9fedf34912f1f322ac4e874"}, "3": {"node_id": "99612cf6-4685-4122-940c-2a131905880b", "node_type": null, "metadata": {}, "hash": "3b3d7e4fea922f8e56fd45bd079ab06a03d9d7495af03bd83f176dbd9d3ceee2"}}, "hash": "6e94f30f9090c776691c89e4f4394b0278516e81eade66e4431fb94a38476bba", "text": "My Math\n\nThe Grade 3 My Math instructional materials partially meet the expectations for alignment to the CCSSM. The materials meet the expectations for Gateway 1 due to appropriately focusing on the major work of the grade and demonstrating coherence within the grade and across other grades. The instructional materials partially meet the expectations for Gateway 2 due to appropriately identifying MPs to the specialized mathematical vocabulary. There are missed opportunities in the materials when it comes to fluency with multiplication and division within 100 and attending to the full meaning of the standards for MP, Overall, the instructional materials address the content standards very well, attend to the specialized mathematical vocabulary, and do a nice job of identifying and partially integrating the practice standards.\n\nFocus & Coherence\n\nStudents and teachers using the materials as designed will devote a majority of time in Grade 3 on the major work of the grade. The materials are mostly coherent and consistent with the standards. Assessments only represent grade-level work. Six percent of the lessons are on future grade level content and are not clearly identified. About 65% of the time is spent on the major work of the grade. Overall, the materials do provide a focus on the major work and the materials are coherent.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe Grade 3 My Math instructional materials assesses future grade-level content on form assessments, however an online test generator is included in the materials for teachers to create their own assessments. With the inclusion of the digital test generator the Grade 3 My Math materials would not assess future grade level content if teachers created their own assessments.\n\nThe online assessments contain six assessments per chapter.\nMy Math assesses content from future grades on four chapter assessments.\nThe assessment for chapter 4, on forms 2A and 2B, question 8 and form 3A and 3B, question 10, assess combinations which is a Grade 7 expectation.\nIn chapter 9 assessment forms 1A and 1B, questions 4,5 and 6; form 2A and 2B, questions 4 5 and 6; and form 3A and 3B questions 4, 5 and 6 all assess factors, which is a Grade 4 expectation.\nIn chapter 10, form 1A and 1B questions 8 and 9; form 2A and 2B questions 8 and 9; and form 3A and 3B questions 7 and 9 all assess compare and contrasting fractions at the Grade 4 expectation level.\nAn online test generator is included with the digital companion and teachers can build their own assessment, which would not assess future grade level material.\nThe content in chapters 2, 8 and 13 have 2 formative assessments and a chapter review which are in the student edition.\nThe rest of the chapters 1, 3, 4, 5, 6, 7, 9, 10, 11, 12 and 14 have one formative assessment and a chapter review in the student edition.\nFour benchmark tests are available online. Benchmark 1 (chapters 1-3), Benchmark 2 (chapters 4-7), Benchmark 3 (chapters 8-10), and Benchmark 4 (chapters 11-14).\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe Grade 3 instructional materials spend the majority of time on the major clusters of the grade. Grade 3 material for My Math is taught in 14 chapters which is scheduled to be taught in 160 days.\n\nApproximately nine of the 14 or about 65% of the time is spent on the major work of the grade.\nFive of the 14 chapters (1, 2, 3, 12 and 14), or about 35% of the time, represent supporting work, which is treated separately.\nThere are 109 total lessons in Grade 3. Of those, 69 lessons focus on major work (63%), 15/109 lessons focus on supporting work (14%), and 25/109 (23%) focus on additional clusters.\nThe first 3 chapters are spent on additional work and students do not begin major work until chapter 4.\nOnly five chapters or 36% of the time is spent on multiplication and division.\nOnly one chapter or 7% of the time is spent on fractions.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nSupporting content for Grade 3 My Math partially enhances focus and content by engaging students in the major work of the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "99612cf6-4685-4122-940c-2a131905880b": {"__data__": {"id_": "99612cf6-4685-4122-940c-2a131905880b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d5f4ada1-d37c-40b7-b9ab-2f75d7dad09b", "node_type": null, "metadata": {}, "hash": "3fd9e4d7aa85e1e9367394d047c9a70f7ed09cebe9fedf34912f1f322ac4e874"}, "2": {"node_id": "714554c6-e927-4ed2-98ab-a96cb093764e", "node_type": null, "metadata": {}, "hash": "6e94f30f9090c776691c89e4f4394b0278516e81eade66e4431fb94a38476bba"}, "3": {"node_id": "81e0375a-0654-4273-8824-85386d7f75f7", "node_type": null, "metadata": {}, "hash": "3dfda00b81764f638d8d0c39351930e1e322a089ffae3776ca8459840326eeb8"}}, "hash": "3b3d7e4fea922f8e56fd45bd079ab06a03d9d7495af03bd83f176dbd9d3ceee2", "text": "Overall, the instructional materials miss some opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content sometimes engages students in the major work of Grade 3.\n\nFive and half chapters consist of supporting work and the half chapter (chapter 13) enhances the major of work of the grade.\nThe content in chapter two has two lessons (2 and 3) that use patterns of addition to solve problems.\nChapters 1, 3, 12 and 14 treat the supporting work separately.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe amount of content designated for Grade 3 My Math is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days.\n\nChapter assessments and reviews are calculated to take two instructional days per chapter.\nEach chapter also has remediation and enrichment activities available plus chapter projects.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nGrade 3 My Math materials are partially consistent with the progressions in the standards. Future grade level content is not clearly identified. There are extensive grade-level problems and concepts are explicitly related to prior knowledge.\nMaterials develop mostly according to the grade-by-grade progressions in the standards. Future content from prior or future grades is not clearly identified.\n\nThere are seven lessons, which deal with future grade level content, and those are not identified as off grade level work.\nThe content in lesson 6, chapter 4 is over combinations, a Grade 7 expectation.\nThe content in lessons 8 and 9, chapter 8 is over multiplication and division beyond 100, which is a Grade 4 expectation.\nThe content in lessons 1-4, chapter 9 is over factors, which is a Grade 4 expectation.\nEach chapter has a page titled \"What's in this chapter?\" where the CCSSM standards are laid out along with a box that says \"What will my students do next with these skills?\" An example of this is chapter 5, page 235D.\nIn each chapter, there is also a spot for coherence, which lists what happened before, now and next in the standards. An example of this can be found in chapter 5, lesson 1 on page 245A.\n\nMaterials give students extensive work with grade-level problems.\n\nThere are 109 lessons over about 160 days. Of these, 102 of the lessons provide work with grade-level problems.\nThe content in lesson 6, chapter 4 is over combinations, which is a Grade 7 expectation.\nThe content in lessons 8 and 9, chapter 8 is over multiplication and division beyond 100, which is a Grade 4 expectation.\nThe content in lessons 1-4, chapter 9 is over factors, which is a Grade 4 expectation.\nDifferentiated instruction activities are available in the teacher edition and in the digital companion for students who are approaching level, on level and above level.\nThe chapters in this book also contain a check my progress section to make sure students are ready to move on.\n\nMaterials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nEach lesson begins with a review problem of the day to review prior knowledge. For example, in chapter 6, page 601B contains the \"review problem of the day.\"\nEach chapter has a page titled \"What's in this chapter?\" where the CCSSM are laid out along with a box that says \"What will my students do next with these skills?\" An example of this is chapter 5, page 235D.\nIn each chapter, there is also a spot for coherence, which lists what happened before, now, next in the standards. An example of this can be found in chapter 5, lesson 1 on page 245A.\nEach chapter begins with a readiness quiz. This quiz can be taken in the student edition under \"Am I Ready?\" or in the digital companion.\nAll prior knowledge is grade appropriate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "81e0375a-0654-4273-8824-85386d7f75f7": {"__data__": {"id_": "81e0375a-0654-4273-8824-85386d7f75f7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d5f4ada1-d37c-40b7-b9ab-2f75d7dad09b", "node_type": null, "metadata": {}, "hash": "3fd9e4d7aa85e1e9367394d047c9a70f7ed09cebe9fedf34912f1f322ac4e874"}, "2": {"node_id": "99612cf6-4685-4122-940c-2a131905880b", "node_type": null, "metadata": {}, "hash": "3b3d7e4fea922f8e56fd45bd079ab06a03d9d7495af03bd83f176dbd9d3ceee2"}, "3": {"node_id": "50437dd7-5716-432e-bb72-151fb6f7e824", "node_type": null, "metadata": {}, "hash": "8cbf6a12c5dd06e885ff916d8117ae1df1897d4461bb58497ab558722e779b0f"}}, "hash": "3dfda00b81764f638d8d0c39351930e1e322a089ffae3776ca8459840326eeb8", "text": "or in the digital companion.\nAll prior knowledge is grade appropriate.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nGrade 3 materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.\nMaterials include learning objectives visibly shaped by CCSSM cluster headings.\n\nIn the chapter overview of the teacher edition, each lesson is identified as a major, supporting, or additional work. Also, the learning objective is listed below.\nFor example, chapter 4 focuses on major work of 3.OA.A. Lesson 1 has students using models to explore the meaning of multiplication. Then lesson 2 has students relating multiplication to addition. Plus, each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.\n\nMaterials include problems and activities which serve to connect two or more clusters in a domain or two or more domains in a grade.\n\nFor example, chapters 2 and 6 connect operations and algebraic thinking and number and operations in base ten.\nThe content in lesson 2 in chapter 4 connects 3.OA.A.1 with 3.OA.A.3 and 3.OA.D.8.\nThe content in lesson 1 in chapter 4 connects 3.NBT.A.3 with 3.OA.D.8.\nThe content in chapter 3 combines 3.NBT.2 and 3.OA.D.8.\nThe content in chapter 6 combines 3.OA.A.1 through 3.OA.C.7 and 3.NBT.\nThe content in chapters 11 and 12 combine measurement and data standards along with operations and algebraic thinking.\n\nRigor & Mathematical Practices\n\nThe Grade 3 My Math instructional materials partially meet the expectations for Gateway 2's review of rigor and mathematical practices. The instructional materials partially meet the expectations for the criterion on rigor and balance due to a lack of lessons attending to multiplication and division within 100. The materials only partially meet the expectations of the criterion on practice-content connections due to not fully attending to the meaning of each mathematical practice standard. Overall, the instructional materials are strong in regards identifying MP and the language of mathematics.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nMaterials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe content in chapters 1-3 and 9 and 10 specifically and fully address standards which are explicitly outlined as conceptual standards. (3.NBT.A, 3.NF.A and 3.OA.B)\nThe content in chapter 6, lesson 8, focuses on 3.NBT.A, which is a conceptual understanding standard.\nOf the 110 lessons 33 are focused specifically on the conceptual understanding standards.\nThe majority of lessons in Grade 3 My Math have a section called \"Investigate the Math\" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 697B, teacher edition.\nAll lessons in the series have a section called \"Talk Math\" which targets conceptual understanding. This is contained in the online lesson presentation. For example, see page 16, teacher edition and student edition.\nIn the student edition, some of lessons in Grade 3 My Math have a section \"Explore and Explain\" to begin the lessons which targets conceptual understanding. For example, see page 779, teacher edition and student edition.\nThe majority of the homework contains problems that provide students the opportunity to view and to demonstrate their conceptual understanding. For example, pages 93-94, teacher edition and student edition.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials give limited attention throughout the year to individual standards which set an expectation of procedural skill and fluency.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "50437dd7-5716-432e-bb72-151fb6f7e824": {"__data__": {"id_": "50437dd7-5716-432e-bb72-151fb6f7e824", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d5f4ada1-d37c-40b7-b9ab-2f75d7dad09b", "node_type": null, "metadata": {}, "hash": "3fd9e4d7aa85e1e9367394d047c9a70f7ed09cebe9fedf34912f1f322ac4e874"}, "2": {"node_id": "81e0375a-0654-4273-8824-85386d7f75f7", "node_type": null, "metadata": {}, "hash": "3dfda00b81764f638d8d0c39351930e1e322a089ffae3776ca8459840326eeb8"}, "3": {"node_id": "8c131f5f-badf-498b-992c-237d51727c19", "node_type": null, "metadata": {}, "hash": "228429a258ea34cdc9c6a0b43ff7dd152b371fff6eee4e3d1d5ac9bd424d382b"}}, "hash": "8cbf6a12c5dd06e885ff916d8117ae1df1897d4461bb58497ab558722e779b0f", "text": "Lessons contain multiple examples of fluency practice pages.\nIn the student edition fluency practice pages in chapters 2 and 3 and 6-8. For example, chapter 2, pages 119-120; chapter 3, pages 177-178; chapter 6, pages 351-352; chapter 7, pages 415-416; and chapter 8, pages 487-488.\nHomework contains multiple opportunities for students to practice fluency.\nThe \"Fact Dash\" game is available online with the student login to practice fluency. Students can select the operation and number facts.\nEach chapter in the online teacher edition has additional fluency pages available for printing.\n\"Sail through the Math\" is an app game for fluency and is available for purchase ($1.99).\nThe math standard 3.OA.C.7 (fluently multiply and divide within 100) has 6 lessons out of 110 which address the standard and are in chapters 5, 6 and 8. With multiplication being a required fluency for Grade 3 and the beginning of multiplication, 6 lessons are not sufficient.\nThe math standard 3.NBT.A.2 (fluently add and subtract within 1000) has 14 lessons out of 110 which address the standard and are all in chapters 2 and 3.\nProcedural skills are present in the majority of the lessons. For example, see page 101, teacher/student edition, contain procedural skill.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe Grade 3 My Math materials give attention throughout the year to individual standards which set an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.\n\nThe teacher edition states \"Math in my World\",\" HOT (Higher Order Thinking) Problems\", and \"Real-World problem solving readers\" address application.\nWhile \"Real-World Problem-Solving Readers\" are available to provide additional problems, they were not reviewed by EdReports.org as they are not included in the basic package with the student and teacher editions and were therefore considered supplementary.\nBeginning in Grade 3, the majority of lessons begin with a \"Math in my World\" which uses real-world problems to introduce concepts. For example, see chapter 3, lesson 2, page 139.\nSome \"HOT Problems\" address application (for example, pages 32, 38 and 370, teacher/student edition). However, some do not (for example, pages 64 and 367, teacher/student edition).\nReal-world problems are found in the majority of lessons and homework assignments.\n\"Count-down to Common Core\" provides performance tasks requiring application of the standards.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nGrade 3 My Math materials are designed so teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work.\n\nAt the beginning of each lesson a \"rigor\" section exists identifying levels of complexity by problem or exercise number. For example, chapter 1, lesson 5 has two problems for conceptual learning (understand concepts), 16 problems for fluency/procedural skill (apply concepts), and five problems for application (extend concepts).\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nIn the Grade 3 My Math, Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 3. Overall, the instructional materials do not over-identify or under-identify the MPs, and the MPs are used within and throughout the grade.\n\nThe teacher edition, pages T22-T24 state the MP and the corresponding pages.\nThe practices are identified throughout all 110 lessons. Each lesson has three to four practices, which are the focus.\nThe student edition does indicate which MPs the student is working in the lesson and in the homework.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe Grade 3 My Math instructional materials partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the instructional materials carefully attend to the full meaning of some of the practice standards but not for all of them. Some practice standards do not fully address the intent/context of the MPs. Some examples include:\n\nMP1, make sense of problems and persevere in solving problems, chapter 2, lesson 5 page 90, teacher/student edition.\nMP2, reason abstractly and quantitatively, pages 579-580, 581B and 583-584.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8c131f5f-badf-498b-992c-237d51727c19": {"__data__": {"id_": "8c131f5f-badf-498b-992c-237d51727c19", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d5f4ada1-d37c-40b7-b9ab-2f75d7dad09b", "node_type": null, "metadata": {}, "hash": "3fd9e4d7aa85e1e9367394d047c9a70f7ed09cebe9fedf34912f1f322ac4e874"}, "2": {"node_id": "50437dd7-5716-432e-bb72-151fb6f7e824", "node_type": null, "metadata": {}, "hash": "8cbf6a12c5dd06e885ff916d8117ae1df1897d4461bb58497ab558722e779b0f"}, "3": {"node_id": "3da44704-17ea-4161-bb71-fd2721c90253", "node_type": null, "metadata": {}, "hash": "dc5d71a2816ad2daa694abbf1d1282f034ae219ff60572757be8d6966fdec14f"}}, "hash": "228429a258ea34cdc9c6a0b43ff7dd152b371fff6eee4e3d1d5ac9bd424d382b", "text": "Overall, practices labeled as reason quantitatively addressed the full intent of the practice, however those labeled as reason abstractly do not.\nMP4, model with mathematics, pages 30 and 163 teacher/student edition.\nSome practice standards fully address the intent/context of the MP. Overall, standards for MPs 5, 6, 7 and 8 are well developed.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 3 My Math partially meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials consistently allow students to construct viable arguments, but they do not consistently prompt students to analyze other students' arguments.\n\nMaterials sometimes provide opportunities for students to construct viable arguments independent of the teacher.\nSome \"HOT problems\" have students constructing viable arguments. For example, pages 82, 214, 392 and 604 in teacher/student edition.\nMore time is given to constructing arguments than analyzing the arguments of others.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 3 My Math partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials do not consistently assist teachers in having students construct viable arguments or analyze other students' arguments.\n\nTeacher materials do not consistently provide true opportunities for students to construct arguments or analyze the arguments of others.\nThe content in pages 36, 403-404 and 429B, provide opportunities for students to construct arguments.\nThe content in pages 45, 339A and 457-458 provides an opportunity for students to construct an argument and analyze the arguments of others.\nThe content in pages 265A, 309, 401-402 and 613 do not provide opportunities for students to construct arguments or analyze the arguments of others as stated in the teacher edition.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe Grade 3 My Math instructional materials explicitly attend to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that are consistently present throughout the materials.\n\nThe special language of mathematics is a strength of the series.\nIndividual vocabulary cards are found at the beginning of each chapter in the student edition.\nVocabulary checks are included in some homework assignments. For example, chapter 1, lesson 1, page 14.\nVocabulary assessments can be created online.\nVirtual word walls are available online.\n\"Match the Pairs\" is an interactive vocabulary component.\n\"Check my Progress\" assesses vocabulary.\nEach chapter begins with a foldable which supports vocabulary development.\nAt the beginning of some chapters there is \"My Math Words\" like in chapter 4, page 186.\nThe teacher, student and online editions contain extensive glossaries in English and Spanish.\nLessons contain mathematical terminology.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3da44704-17ea-4161-bb71-fd2721c90253": {"__data__": {"id_": "3da44704-17ea-4161-bb71-fd2721c90253", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d5f4ada1-d37c-40b7-b9ab-2f75d7dad09b", "node_type": null, "metadata": {}, "hash": "3fd9e4d7aa85e1e9367394d047c9a70f7ed09cebe9fedf34912f1f322ac4e874"}, "2": {"node_id": "8c131f5f-badf-498b-992c-237d51727c19", "node_type": null, "metadata": {}, "hash": "228429a258ea34cdc9c6a0b43ff7dd152b371fff6eee4e3d1d5ac9bd424d382b"}}, "hash": "dc5d71a2816ad2daa694abbf1d1282f034ae219ff60572757be8d6966fdec14f", "text": "Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9bece5bf-ccf8-44bd-9402-5abf52319c07": {"__data__": {"id_": "9bece5bf-ccf8-44bd-9402-5abf52319c07", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "3": {"node_id": "8a2dd002-6f47-4fae-bf34-14dbcc1d6265", "node_type": null, "metadata": {}, "hash": "549e09ce3de12e51ed3104accec820a4a9afdb407654a85763baa51f7fd378a3"}}, "hash": "4fac52efc2f53c5d6a16bb01cc1acd34686fe309cecccbfb54e6084d850ccf49", "text": "Pearson Integrated\n\nThe instructional materials reviewed for Pearson Integrated High School Mathematics Program do not meet the expectations for alignment to the CCSSM. In Gateway 1, the materials do not meet the expectations for focus and coherence. The materials do not meet the expectations for focus and coherence as they do not meet the expectations in the following areas: attending to the full intent of the modeling process when applied to the modeling standards, making meaningful connections in a single course and throughout the series, and explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe Instructional materials reviewed for Pearson Integrated High School Mathematics Program partially meet the expectation that the materials attend to the full intent of the mathematical content contained in the high school standards for all students. For this indicator, the resource book titled \"Implementing the Common Core Standards with Persons Integrated\" was used, and it includes a table that shows where in the series standards are found. Additionally, the teacher edition lists the standards addressed in each section. The identified sections were examined for evidence of each standard's existence and the extent to which the full depth was met. At times, what is stated in the resource book does not match the standards stated for each section in the teacher edition. Overall, some standards where completely omitted from the materials, and some aspects of the non-plus standards were not completely addressed by the instructional materials of the series.\nThere are standards in the materials that are addressed thoroughly. Some examples of those include:\n\nMathematics II book provides several lessons on circles that focus on G-C.2. All examples listed in the standard are addressed in the book.\nMathematics II, chapter 9 provides students several problems involving real-world representations that have the exact shape of the figure as stated in G-MG.1. (For example, lesson 9.1 uses a paint roller for a cylinder and a pencil for a hexagonal prism. Lesson 9.2 uses a chemistry funnel for a cone).\nF-IF.1-3 are addressed in Mathematics I, chapter 2. The teacher edition provides additional explanation of the recursive formula while the student material provides opportunities for reinforcement of these standards.\nAll A-CED standards are continually addressed throughout the series, requiring students to create equations across other domains.\n\nThere are standards that are partially addressed but omit required aspects listed in the CCSSM. Some examples of those include:\n\nMathematics I, Lesson 8.2 and 8.3 address G-CO.4 by giving students the opportunity to begin developing their definitions of reflection and rotation, but not translations.\nStandard G-CO.12 calls for students to \"Make formal geometric constructions with a variety of tools and methods\" (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Opportunities in the series for students to use geometric software were very limited.\nMathematics III contains problems where students use graphing calculators and may have to adjust the graphing window in order to find or interpret the maximum, minimum, and/or zeroes of functions; however, there wasn't evidence that students are required to use units as a way to understand problems and to guide the solution of multi-step problems as stated in N-Q.1.\nMathematics III, Lessons 1.4 addresses S-ID.4. Only two problems require students to use graphing calculators to estimate areas under the normal curve, and there are not opportunities provided for students to use spreadsheets.\nMathematics I, In Lesson 6.1, students are required to \"interpret differences in shape, center, and spread in the context of the data sets\" as stated in S-ID.3; however, the instructional materials are lacking opportunities for students to account for possible effects of extreme data points.\nMathematics III, Lesson 1.1 and 1.2 provide students with pieces of data based on multiple scenario; however, opportunities for students to evaluate a report based on data as S-IC.6 indicates were not located.\nThe materials lack opportunities for students to experience the full intent of A-SSE.1. The examples that were found were frequently void of context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8a2dd002-6f47-4fae-bf34-14dbcc1d6265": {"__data__": {"id_": "8a2dd002-6f47-4fae-bf34-14dbcc1d6265", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "9bece5bf-ccf8-44bd-9402-5abf52319c07", "node_type": null, "metadata": {}, "hash": "4fac52efc2f53c5d6a16bb01cc1acd34686fe309cecccbfb54e6084d850ccf49"}, "3": {"node_id": "db921111-e00e-4e6c-bf51-64b99edc4939", "node_type": null, "metadata": {}, "hash": "e64796f776e1609da492bc035ad668d1a6168667c39152f9aa4f2545b2519be5"}}, "hash": "549e09ce3de12e51ed3104accec820a4a9afdb407654a85763baa51f7fd378a3", "text": "The examples that were found were frequently void of context. The exercises that are written in context do not require students to interpret the meaning of an expression or parts of an expression but rather to rewrite or to solve.\nThough students must rewrite rational expressions in different forms in lessons 4.5 and 5.1 of Mathematics III, A-APR.6 is not fully addressed. Students use long division to divide polynomials, not written in rational form as the standard states, in lesson 4.5. Lesson 5.1 has students using factoring to simplify rational expressions.\nStudents are exposed to the idea of the rates of change for linear and exponential functions in Mathematics I, Lesson 5.3; however, they are not asked to \"prove\" how linear and exponential functions grow over equal intervals as indicated in F-LE.1a.\nIn Mathematics III, page 653 of student edition, the Pythagorean identity mentioned in F-TF.8, is given to students; they do not prove it as required by the standard. Students are then asked in problems 44 - 49 to use the given identity to verify each of the other Pythagorean identities listed in F-TF.8.\nSolving systems of equations, A-REI.6, is addressed in Mathematics I, Lessons 4.1-4.5. There are examples of students finding exact solutions to a system of equations algebraically and through the use of graphs, tables, and technology. However, no references to solving systems \"approximately\" as stated in the standard were found.\nA.REI.11 expects students to \"explain why the x-coordinates...are the solutions.\" This fact is used in the series (Mathematics I, 2.4 Lesson Lab, Mathematics III, Lesson 4.4, Mathematics III, Lesson 5.7), but students are not expected to explain \"why.\"\nMathematics I, Lesson 5.2 (F-IF.7e) asks students to graph exponential functions, but students are not explicitly expected to show intercepts and/or end behavior. Mathematics III, Lesson 7.1 is also listed as addressing this standard but also does not explicitly address these facts.\nArithmetic and geometric sequences are addressed in Mathematics I, Lesson 5.6, Mathematics II, Lesson 15.2 and 15.3 (which is identical to Mathematics III, Lessons 9.2 and 9.3). In these sections, students write both explicit and recursive formulas to model situations; however, reviewers were unable to find evidence of translating between the two forms as stated in F-BF.2.\nG-SRT.4 requires students to \"prove theorems about triangles\" including \"a line parallel to one side of a triangle divides the other two proportionally and its converse\" which the materials prove for the student in Mathematics II, Lesson 6.5. The materials then allow students to prove the converse in problem 36 of Lesson 6.5. The standard also specifically calls out proving the Pythagorean theorem using triangle similarity, yet there is no evidence of this in the materials.\n\nFor the following standards, certain sections were identified as addressing a specific standard by the publisher, however, the standard was not present.\n\nG-CO.4\nG-CO.10\nG-SRT.1\nS-IC.2\nA-SSE.1b\nG-GPE.4 is a non-plus standard; however the publisher indicates in the CCSS resource book that this standard is not included in this series and is \"studied in a 4th year course.\" The Mathematics III, Lesson 11.4 teacher edition does reference alignment to G-GPE.4; however, this section does not require any proof as is stated in the standard.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for Pearson Integrated High School Mathematics Program do not meet the expectations that the materials attend to the full intent of the modeling process when applied to the modeling standards. For this indicator, materials were examined for evidence of modeling; however, very few tasks attempted to use the modeling process. Certain tasks, specifically those in the Pull It All Together sections, are designed to provide students an opportunity to experience the full modeling process; yet, the majority of these tasks include a \"Task Description\" which provides leading questions that take away from the students experiencing the full depth of the modeling process. Overall, only a few tasks incorporated the full intent of the modeling process.\n\nMany of the modeling tasks include heavy scaffolding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "db921111-e00e-4e6c-bf51-64b99edc4939": {"__data__": {"id_": "db921111-e00e-4e6c-bf51-64b99edc4939", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "8a2dd002-6f47-4fae-bf34-14dbcc1d6265", "node_type": null, "metadata": {}, "hash": "549e09ce3de12e51ed3104accec820a4a9afdb407654a85763baa51f7fd378a3"}, "3": {"node_id": "329892b6-ac2e-4a4e-b36c-53837ed4e01a", "node_type": null, "metadata": {}, "hash": "5fecacaf5b480400f47f7d3ad381a02a628303b1779ccef0d292a19c66861c66"}}, "hash": "e64796f776e1609da492bc035ad668d1a6168667c39152f9aa4f2545b2519be5", "text": "Many of the modeling tasks include heavy scaffolding.\n\n\nThe scenarios and the tasks are an attempt at meeting the expectation of the modeling standards; however, students are given too much \u201cprompting\u201d towards a method for solving the task. For example, Mathematics I, chapter 2 Pull It All Together asks students to use a table and an equation to compare the growth of two blogs, then proceeds to tell the students how to solve the task. Tasks of this nature take away from the student's ability to begin formulating a plan for solving, the second step in the modeling process.\n\n\nModeling tasks often do not give opportunities for students to make their own connections.\n\n\nMathematics II, chapter 9 Pull It All Together offers students an opportunity to use geometry to model a plot of land. Unfortunately, the shape is pre-imposed onto a coordinate grid, and students are not given the opportunity to make that decision on their own, thus deterring from the full modeling process.\n\n\nThe following three tasks incorporated the full intent of the modeling process.\n\n\nMathematics II, chapter 12 Pull It All Together\nMathematics II, chapter 13 Pull It All Together\nMathematics II, chapter 5 Pull It All Together\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe Instructional materials reviewed for Pearson Integrated High School Mathematics Program partially meet the expectation that the materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, post-secondary programs, and careers.\nFor this indicator, reviewers looked at the frequency of exposure to the WAPs throughout the series in order to determine if the majority of time was spent on these standards. Throughout the materials, multiple chapters are duplicated from one book to the next. As a result, any WAPs addressed in those duplicated chapters were only considered once.\nThe following WAPs were thoroughly incorporated into the materials:\n\nEach domain in the Algebra category is thoroughly incorporated throughout all materials. Creating equations standards are consistently embedded throughout the series, offering students multiple opportunities to create equations to describe relationships using a variety of function families. In addition, several of the Pulling It All Together problems embed various Algebra standards.\nS-ID.2 is present in multiple sections of Mathematics I, chapter 6\n\nThe following WAPs are found to be lacking throughout the materials:\n\nFunctions: Most of the function standards have only a limited number of problems throughout all of the materials. For example, F-IF.1 and F-IF.2 are present in one section, F-IF.3 is present in two sections, F-IF.4 and F-IF.5 have one problem that meet the standard, and F-IF.9 is present in two problems.\nGeometry: Most of the Geometry standards have a limited number of problems in the materials. For example, G-SRT.B is addressed partially in two sections throughout the materials (Mathematics II, Lesson 6.5 and 7.1), and G-SRT.C are minimally present in Mathematics II, Lesson 7.3 and 7.4.\nNumber and quantity: Complex Number System standards (N-CN) are present in one section throughout the materials. Real Number System standards (N-RN) are partially addressed in Mathematics II, Lessons 10.1-3.\nStatistics and Probability: Students are provided limited opportunities with S-ID.7 and S-IC.1. For example, S-ID.7 is present in Mathematics I, Lesson 6.7 and only three questions in Lesson 3.1. S-IC.1 is present in Mathematics III, Lesson 1.3.\n\nThe middle school WAP standards throughout the materials are not treated as a review but fully taught as if the students have never experienced them before. At times, the materials list sections as review, and other times they labeled review material as high school standards when it is not.\n\nMathematics I features several sections that review middle grades content, although they identify with high school standards. (Sections 1.1, 1.2, 1.3, 1.5, 1.6, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 7.1, 7.6, 9.2, and 9.3).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "329892b6-ac2e-4a4e-b36c-53837ed4e01a": {"__data__": {"id_": "329892b6-ac2e-4a4e-b36c-53837ed4e01a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "db921111-e00e-4e6c-bf51-64b99edc4939", "node_type": null, "metadata": {}, "hash": "e64796f776e1609da492bc035ad668d1a6168667c39152f9aa4f2545b2519be5"}, "3": {"node_id": "f1a7b91e-e4d3-4e91-ad83-e5f4ed3f7653", "node_type": null, "metadata": {}, "hash": "02f8fc710dfe7b73ac8e483b68d99fce13542cf5fa6ca4a4c579c08fd06d936e"}}, "hash": "5fecacaf5b480400f47f7d3ad381a02a628303b1779ccef0d292a19c66861c66", "text": "Sections 7.1, 7.6 and 9.2 state that they are preparing students for high school standards. A review of previous standards may be necessary, but the review should be labeled as review. Having 19 lessons devoted to review in Mathematics I is a distraction from the standards that need to be addressed. The focus should be on the standards for high school. The distributive property is addressed in 1.1. Students have been working with the distributive property for several years. And 1.5 and 1.6 (ratios, rates, conversions and proportions) also address standards students would have spent an extensive amount of time on in previous grades, so these topics should be treated as review and not as new content for the students.\nSome sections do not delve deeply beyond the middle grades expectations. For example, Grade 8 students are expected to be able to solve linear systems of equations algebraically and through graphing. In Mathematics I, chapter 4, the information is presented as though this is new content, spending three out of six sections teaching three methods for solving systems. In addition, the problems only require integer solutions\u2014students are not expected to deal with rational solutions which would be appropriate for the high school level.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe Instructional materials reviewed for Pearson Integrated High School Mathematics Program partially meet the expectations that the materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics. Some standards were incorporated into the materials in a way that provides students the opportunity to engage in the full intent of the standard. However, for some standards there were not enough exercises for the students to fully learn the standard. Additionally, in most cases where the standards expect students to prove or develop a concept the materials simply provided students the information. Also seen as distracting are the sixteen repeated chapters and multiple repeated labs.\n\nIn the Mathematics II book, 7 of the 15 chapters are duplicated word-for-word what was in the Mathematics I book, therefore only 8 chapters in the Mathematics II book consist of new content. Listed in the table below are the duplicated chapters.\n\n\n\n\n\u00a0\n\n\nChapter Name\nMathematics I\nMathematics II\nMathematics III\n\n\nReasoning and Proof\nChapter 10\nChapter 1\n\u00a0\n\n\nProving Theorems about Lines and Angles\nChapter 11\nChapter 2\n\u00a0\n\n\nCongruent Triangles\nChapter 12\nChapter 3\n\u00a0\n\n\nProving Theorems about Triangles\nChapter 13\nChapter 4\n\u00a0\n\n\nProving Theorems about Quadrilaterals\nChapter 14\nChapter 5\n\u00a0\n\n\nConnecting Algebra and Geometry\nChapter 9\n\u00a0\nChapter 11\n\n\nCircles\n\u00a0\nChapter 8\nChapter 12\n\n\nSequences and Series\n\u00a0\nChapter 15\nChapter 9\n\n\n\nThe following standards were included in the materials, yet were not presented in a way that would allow students to fully learn that standard.\n\nEven though chapter 3 in Mathematics II is titled \"Congruent Triangles,\" the section where students are proving triangles congruent through the use of transformations, as called for in cluster G-CO.B, is section 3.8. The rest of the chapter offers proofs that are not required by the CCSSM.\nStudents are not required to prove for themselves the theorems outlined in G-CO.9-11. The materials provide the proofs and then ask the students to use the proven theorems. The only theorem that students are asked to prove is that alternate exterior angles are congruent; however, this theorem is not specifically included in the standard.\nMathematics II, Lesson 6.6 and the activity lab address dilations, yet instead of focusing on experimenting to find the properties of dilation, as stated in the standard G-SRT.1, the properties are stated for them in section 6.6.\nG-C.5 requires students to \"derive using similarity\" arc lengths of circles; this experience is completed for the students in Mathematics II, Lesson 8.1. Lesson 8.2 then defines radian for the students.\nG-GPE.2 requires students to \"derive the equation of a parabola given a focus and directrix;\" this experience is completed for students in Mathematics II, Lesson 12.11.\nMathematics II, Activity Lab for 9.1 provides students the opportunity to \"give an informal argument for the formulas for the circumference of a circle and the area of a circle\" as stated in G-GMD.1. Students have limited opportunities to develop informal arguments for formulas. Mathematics II, Lesson 9.3 and 9.4 provides students with the formulas for the the volume of a cylinder, pyramid, and cone.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f1a7b91e-e4d3-4e91-ad83-e5f4ed3f7653": {"__data__": {"id_": "f1a7b91e-e4d3-4e91-ad83-e5f4ed3f7653", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "329892b6-ac2e-4a4e-b36c-53837ed4e01a", "node_type": null, "metadata": {}, "hash": "5fecacaf5b480400f47f7d3ad381a02a628303b1779ccef0d292a19c66861c66"}, "3": {"node_id": "267ad130-7e10-4b67-a53a-64bb2f8c1634", "node_type": null, "metadata": {}, "hash": "a18356b2f837237261d7997733527ff2ffd8c4db6af7bd319196fd657b782e9b"}}, "hash": "02f8fc710dfe7b73ac8e483b68d99fce13542cf5fa6ca4a4c579c08fd06d936e", "text": "S-ID.8 requires students to \"compute (using technology) and interpret the correlation coefficient\"; the materials demonstrate how to calculate the correlation coefficient of a linear fit using a graphing calculator in Mathematics I, Lesson 6.4, yet the only opportunity for students to interpret the correlation coefficient is problem 19, part c in section 6.4.\nMathematics I, 5.4 lesson lab and Mathematics III, Lesson 7.2 provide students minimal opportunities to use exponent properties to transform expressions for exponential functions as required by A-SSE.3c.\nA-APR.4 requires students to \"prove polynomial identities and use them to describe numerical relationships.\" Mathematics III, 4.6 Lesson Lab provides students with the polynomial identities. Students are then expected to use the given identities to prove numerical relationships.\nEvidence of F.LE.1b was found in one problem throughout the series, Mathematics I, 3.1 problem 9 in practice A.\n\nThe following standards provide students thorough exposure through multiple experiences to fully learn each standard.\n\nThe Mathematics II book does a good job covering G-SRT.5. Seventeen different sections (3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 4-1, 4-2, 4-4, 5-1, 5-2, 5-4, 5-5, 5-6, 6-2, 6-3 and 6-4) in the book work together to address this standard.\nMathematics III contains 13 chapters. Nine of the labs require students to use graphing calculators and one lab requires a spreadsheet as tools to further address F-IF.7, F-IF.7b, F-IF.7d, F-IF.8, F-BF.3, A-CED.1, A-REI.11 and S-ID.6b. Some of these Labs (4-1 technology lab and 5-7 technology lab) provide mathematical problems that have multiple solution paths and ask students to complete problems graphically and algebraically to address F-BF.3 and A-CED.1.\nStudents have ample opportunities throughout this series to complete standards A-CED.1 and A-CED.2. Throughout the materials students are expected to write equations and solve them. They write linear equations, proportions, absolute value, exponential, quadratic equations, and inverse variations. Most sections give students several opportunities to practice writing and solving equations and inequalities in one and two variables.\n\nThe materials offer additional resources to help all students fully learn each standard.\n\nThe series provides guidance to teachers at the beginning and end of each lesson on how to support ELLs and ideas for differentiated remediation, thus giving opportunities for all students to fully learn presented standards. Each \"Preparing to Teach\" section contains an \"ELL Support\" section that calls out things like the possible use of manipulatives, connecting to prior knowledge, focusing on communication, using graphic organizers, etc. Even though these are suggestions in reaching ELL, they are strategies to help reach all learners.\nThe end of each lesson quiz has guidance for teachers to place students at intervention, on level, or extension level. Teachers have online access to reteaching and additional vocabulary support worksheets for students needing intervention, extra practice worksheets for students on level, and activities, games and puzzles as well as enrichment worksheets for extension opportunities. Enrichment worksheets provide higher depth of knowledge questions on grade level, while reteaching worksheets provide low depth of knowledge questions which are at times below grade level. These items can aid in ensuring all students fully learn the intended standards.\nStudents can also access virtual nerd tutorials and homework video tutors (in English and Spanish) online as needed. Each student edition has a \"Visual Glossary\" of all terms in English and Spanish, complete with definition and visual example and page number of where the term appears thus possibly helping many students better learn a standard.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe Instructional materials reviewed for Pearson Integrated High School Mathematics Program partially meet the expectation that all students engage deeply with the non-plus standards. Overall, the contexts of the scenarios are appropriate for high school students. There are resources available for special populations, but at times they distract from the full intent of the non-plus standards. Problems too frequently involve integer solutions where real-world problems tend to involve more complicated solutions.\n\nTo help students engage with the non-plus standards, the materials include a lesson check and practice at the end of each section.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "267ad130-7e10-4b67-a53a-64bb2f8c1634": {"__data__": {"id_": "267ad130-7e10-4b67-a53a-64bb2f8c1634", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "f1a7b91e-e4d3-4e91-ad83-e5f4ed3f7653", "node_type": null, "metadata": {}, "hash": "02f8fc710dfe7b73ac8e483b68d99fce13542cf5fa6ca4a4c579c08fd06d936e"}, "3": {"node_id": "3535a58b-cba6-4797-adeb-0dcc1dc12a4c", "node_type": null, "metadata": {}, "hash": "520f16c5e071d1f7dedd809b0752cea09677dd087b661d3ac5e5b141f3eb9a87"}}, "hash": "a18356b2f837237261d7997733527ff2ffd8c4db6af7bd319196fd657b782e9b", "text": "Additionally, the materials provide online resources for remediation and extension, including online problems (pearsonsuccessnet.com), reteaching (online teacher resources), practice (online teacher resources), and Challenge Problems. These resources better allow students a chance to practice with a variety of problems related to the lesson. The problems presented are not repetitive and often include real-world word problems.\nThe problems provided for students throughout the series often have answers that are whole numbers. The publisher does provide a few problems throughout the series that have decimal or fraction answers, but these problems usually are limited to one or two decimal places. Real life problems often do not result in whole number answers and many times have very long decimal answers. The linear equations that are graphed throughout the book often have whole number x and y intercepts. Units are often consistent as well, not requiring students to convert units prior to solving. Functions intersect at integer values.\nThe contexts of many real world problems are appropriate for high school students and often involve topics that students would find interesting such as architecture, agriculture, sports, cell phones or careers.\nThe time spent on the domains within the number and quantity category is not balanced. There are few opportunities to work in the real number system domain (four lessons and one activity lab in Mathematics II) and the complex number system domain (Mathematics II one lesson) but many opportunities to work in the quantities domain (21 lessons and one activity lab throughout the series).\nThe Statistics and Probability conceptual category is not balanced when compared to the Functions, Algebra, and Geometry conceptual categories. There are far fewer opportunities to work with Statistics and Probability standards throughout the materials.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for Pearson Integrated High School Mathematics Program do not meet the expectations that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the standards. For this indicator, materials were examined for evidence of coherence both within and across courses throughout the series; however, minimal evidence of coherence was found.\n\nThe order in which the chapters are arranged lacks a structure that leads to coherence\n\n\nMathematics I, Chapters 1-5 begin with the topics: solving of equations and inequalities, functions and function notation, systems of equations, etc. Chapter 6 jumps into data analysis and chapter 7 then begins a series of geometry curriculum. Chapter 9 is titled \"Connecting Algebra and Geometry\" yet the only connections in the chapter are using coordinates to define and create geometric figures. Lesson 9.4 is the only section in chapter 9 that could show this coherence, yet the connection is never pointed out for students. Students do learn to use slope to describe parallel and perpendicular lines; however, the \"connections\" between Algebra and Geometry are extremely weak and sporadic.\nMathematics II, Chapters 1-9 are focused around Geometry standards, the first five of which are duplicated from the Mathematics I book. Then, chapter 10 deals with properties of exponents and switches back to Algebra standards. Chapters 11 and 12 go on to discuss polynomial functions and quadratic functions, and then chapter 13 switches gears and focuses on probability. Chapter 14 returns back to other types of functions, and then the book concludes with sequences and series.\nMathematics III: The materials include three duplicated Geometry chapters tacked on to the end. Mathematics III materials missed the opportunity to extend previous knowledge of geometric transformations to transformations of functions. In Lesson 2.4 translation is defined; however, this lesson does not mention the concept of geometric transformation that students have previously studied.\n\n\nAs already stated, there are a number of duplicated chapters between the three courses in the series. These repeated sections are a missed opportunity for concept development and connection rather than complete duplication. If there is a need to present the same materials twice, this could have been an opportunity to present the standards from a different perspective.\nPull it all Together questions are one opportunity per chapter where students are exposed to the coherence between the standards within that one chapter. Pull it all Together questions help students make connections within and across standards visible, however students should be provided these opportunities throughout the chapter.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for Pearson Integrated High School Mathematics Program do not meet the expectations that the materials explicitly identify and build on knowledge from Grades 6-8 to the high school standards. For this indicator, materials were examined for evidence of places where Grade 6-8 standards were expanded on in order to provide students the necessary bridge between prior knowledge and the high school standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3535a58b-cba6-4797-adeb-0dcc1dc12a4c": {"__data__": {"id_": "3535a58b-cba6-4797-adeb-0dcc1dc12a4c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "267ad130-7e10-4b67-a53a-64bb2f8c1634", "node_type": null, "metadata": {}, "hash": "a18356b2f837237261d7997733527ff2ffd8c4db6af7bd319196fd657b782e9b"}, "3": {"node_id": "e2fb94fb-e1a0-4e5a-8ed8-c9eaaf2d125b", "node_type": null, "metadata": {}, "hash": "a5f4824dcbbae6be3382b8ac3c285d4c0dff610a6dfaa13a343954e6ce9ce7a3"}}, "hash": "520f16c5e071d1f7dedd809b0752cea09677dd087b661d3ac5e5b141f3eb9a87", "text": "Overall, the Grade 6-8 standards are not explicitly stated, and these standards are presented as if they were high school standards. These standards are never clearly identified as middle school standards, and when they are present they are taught as new lessons rather than reviewed.\n\nSome introductory activities have been designed to allow students to pull from previous learning and use a middle grades approach to solving a problem before learning the high school content that makes the problems more manageable, but this is not stated in the materials.\nSome sections list both high school standards being addressed as well as high school standards for which the section is preparing students.\nReference to Grade 6-8 standards is not made in the materials, even though there are numerous sections that clearly address middle grades standards. When present, the included Grade 6-8 content is presented as if the concept is entirely new to the student and does not build on the knowledge from Grade 6-8 standards to the high school standards. For example, Chapter 1 of the Mathematics I book is comprised solely of middle school standards. Lessons 1.1 presents the Distributive Property, lessons 1.2 \u2013 1.4 instruct students on solving multi-step equations, and lesson 1.5 is purely unit conversions and unit rates.\nThe materials fail to link prior knowledge from middle school to current learning. For example, in Mathematics I students are retaught the Pythagorean theorem. In Mathematics III, the materials provide students with the law of cosines, then show the derivation of that law. This was a missed opportunity to connect the Pythagorean theorem to the law of cosines.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for Pearson Integrated High School Mathematics Program do not clearly identify the plus standards, when included, and they do not coherently support the mathematics which all students should study in order to be college and career ready.\n\nPlus standards are sporadically addressed throughout the materials. Little emphasis is placed on these standards, rather it is as if students are simply exposed to the concepts. There is no evidence that students are experiencing the full depth of the plus standards throughout the materials.\nThe \"Implementing the Common Core State Standards\" guidebook is the only place that clearly labels the plus standards and states that the + indicates additional mathematics that students should learn in order to advance to higher-level mathematics courses. The materials address some of the plus standards, including N-CN.3, N-CN.4, N-CN.5, N-CN.6, N-CN.8, N-CN.9, A-APR.5, A-REI.9, G-SRT.9, G-SRT.10, and G-SRT.11.\nThere is no evidence of plus standards being identified in either the TE or SE. The front matter of the TE includes a Common Core Standards Table and a Course Pacing Guide which states each lesson and Standard(s) addressed in it; however, the + is not included. For example, Mathematics III, Lesson 12.4 and 12.5 both list G-C.4 but do not properly label it as a plus standard. Because plus standards are not labeled as such, there is no explicit connection between the non-plus and the plus standards.\nMathematics III, Lesson 4.8 attempts to address the plus standard A-APR.5. This lesson does \"apply the binomial theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle.\" This lesson, however, focuses more on Pascal's triangle than the application of the binomial theorem. Thus, students are only minimally exposed to this plus standard.\nMathematics III, Lesson 4.6 is identified as addressing the standard N-CN.8; however, no evidence of this standard was found.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e2fb94fb-e1a0-4e5a-8ed8-c9eaaf2d125b": {"__data__": {"id_": "e2fb94fb-e1a0-4e5a-8ed8-c9eaaf2d125b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "3535a58b-cba6-4797-adeb-0dcc1dc12a4c", "node_type": null, "metadata": {}, "hash": "520f16c5e071d1f7dedd809b0752cea09677dd087b661d3ac5e5b141f3eb9a87"}, "3": {"node_id": "76cce378-32a1-4e35-a58d-1496d376f163", "node_type": null, "metadata": {}, "hash": "afdd616d2b0a1e6cfda65fa316be0b98b972efce603d5226805a66bc0ebfc6f6"}}, "hash": "a5f4824dcbbae6be3382b8ac3c285d4c0dff610a6dfaa13a343954e6ce9ce7a3", "text": "Attention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "76cce378-32a1-4e35-a58d-1496d376f163": {"__data__": {"id_": "76cce378-32a1-4e35-a58d-1496d376f163", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46a39ab5-6608-4b59-9bc6-cd90b27dd265", "node_type": null, "metadata": {}, "hash": "fa234358c268f4bde00908091168f1ed8aa787519e850d8037f904240914b06c"}, "2": {"node_id": "e2fb94fb-e1a0-4e5a-8ed8-c9eaaf2d125b", "node_type": null, "metadata": {}, "hash": "a5f4824dcbbae6be3382b8ac3c285d4c0dff610a6dfaa13a343954e6ce9ce7a3"}}, "hash": "afdd616d2b0a1e6cfda65fa316be0b98b972efce603d5226805a66bc0ebfc6f6", "text": "Materials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ebffe888-93e1-4ee0-b8ac-e2f28f4fa941": {"__data__": {"id_": "ebffe888-93e1-4ee0-b8ac-e2f28f4fa941", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "3": {"node_id": "dd0c6eb1-16b4-4a11-82c2-a3b6187e92ed", "node_type": null, "metadata": {}, "hash": "501350bd8f12046b7aae20e41355225be9f7107af259157f6c76a12082607a69"}}, "hash": "0e00b711418d58128d63368a1451101832193f8a43d2ca34ac9defffc651e6da", "text": "Singapore Math: Earlybird Kindergarten Mathematics Common Core Edition\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials meet the expectations for focus as they assess grade-level standards and devote at least 65% of instructional time to the major work of the grade. For coherence, the instructional materials are not coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially, or do not, meet expectations for the remainder of the indicators within coherence. In Gateway 2, the instructional materials do not meet the expectations for rigor and balance, and they do not meet the expectations for practice-content connections. Since the materials do not meet the expectations for alignment to the CCSSM, they were not reviewed for usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition partially meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials meet the expectations for assessing grade-level standards, and the amount of time devoted to the major work of the grade is at least 65 percent. For coherence, the instructional materials are not coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially, or do not, meet expectations for the remainder of the indicators within coherence.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition meet expectations for assessing grade-level content. Assessment items primarily align to grade-level standards. In instances where items align to standards above grade level, the items could be omitted and the materials adapted without affecting the underlying structure of the materials. Unit 15 requires more significant changes, as students are reading and writing numbers to 100 throughout the assessment.\n\n\n    Examples of assessment items aligned to the grade level include:\n\n\nUnit 1, Student Textbook A, pages 19-20 assess K.MD.B. Students classify and count objects into categories.\n    \nUnit 4, Student Textbook A, pages 84-87 assess K.CC.A. Students count to build the relationship between numbers and quantities.\n    \nUnit 7, Student Textbook A, pages 168-169 assess K.CC.C. Students compare two groups of objects using a matching strategy to determine which group has more or less.\n    \nUnit 9, Student Textbook B, pages 13-14 assess K.CC.A, K.CC.B, K.CC.C. Students count and identify groups of numbers that are greater or less.\n    \n\n\n    Examples of assessment items aligned to standards above grade level include:\n\n\nIn Unit 2, Student Textbook B, pages 52-53, students read a picture graph and record the number of objects. Picture graphs are aligned to 1.MD.4, and picture graphs with four categories of data align to 2.MD.10.\n    \nIn Unit 15, Student Textbook B, pages 113-114, students write numbers from 0-100, which aligns to 1.NBT.A. For K.CC.A, students write numbers from 0-20.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition meet expectations for spending a majority of instructional time on major work of the grade.\n\n\nThe approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 11 out of 15, which is approximately 73 percent.\n    \nThe number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 103 out of 147, which is approximately 70 percent.\n    \nThe number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 20 out of 29, which is approximately 69 percent.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dd0c6eb1-16b4-4a11-82c2-a3b6187e92ed": {"__data__": {"id_": "dd0c6eb1-16b4-4a11-82c2-a3b6187e92ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "ebffe888-93e1-4ee0-b8ac-e2f28f4fa941", "node_type": null, "metadata": {}, "hash": "0e00b711418d58128d63368a1451101832193f8a43d2ca34ac9defffc651e6da"}, "3": {"node_id": "a2e13b86-aeaa-4e77-9762-0fca5a18e10e", "node_type": null, "metadata": {}, "hash": "dcd322707dfb8a4e5268b9751aaba60494092ecc432849b60cf71c7f0a789db2"}}, "hash": "501350bd8f12046b7aae20e41355225be9f7107af259157f6c76a12082607a69", "text": "A lesson-level analysis is most representative of the instructional materials because it represents the total amount of class time that addresses major work. As a result, approximately 70 percent of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards are taught in isolation, and examples of missed connections between supporting and major standards include:\n\n\nIn Unit 1, Matching and Sorting, there are missed natural opportunities to connect supporting standard K.MD.3 to major work K.CC.C (comparing numbers). In Textbook A, pages 15-18 and 21, students sort pictures into two categories. The opportunity to compare the groups after they are sorted is missed. For example, on page 18 students sort objects into boxes based on color. No follow- up questions comparing the number of objects are provided. The directions state, \u201cTell the students to sort the toys on the cards according to color. Repeat this activity, but allow students to decide the criteria for sorting the toys. Accept any reasonable method of sorting. Ask them to describe their method.\u201d\n    \nIn Lesson 5.4, students identify rectangular prisms in different orientations. This lesson aligns to supporting standard K.G.4 (Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/\"corners\") and other attributes (e.g., having sides of equal length). In Textbook A, page 118 (Teacher\u2019s Guide page 109), students identify the rectangular prism from different 3-D shapes. The teacher is directed to ask the following questions: \u201cAre the objects you named earlier on this page?\u201d \u201cWhat shape do they all have?\u201d A natural connection to the major work of counting and cardinality is missed, as the students do not count the number of sides or corners of the shapes.\n    \nIn Lesson 5.13, page 34, students identify triangles and use triangles to compose squares. The lesson supports the K.G supporting standard for analyzing, comparing, creating and composing shapes. The lesson does not make a connection to the major work of counting and cardinality.\n    \nIn Lesson 5.14, connections are missed as students work with shapes, supporting standards K.G.2 and K.G.4. For example, on Teacher\u2019s Guide page 125, the teacher is directed to, \u201cPick out a yellow piece. Say, \u2018This is a hexagon.\u2019 Have students repeat after you. Have students trace the outline of the hexagon with their index finger. Have students work in pairs to create a hexagon using other-shaped pieces.\u201d Students do not count the number of sides and corners, a missed connection to counting. A natural connection to compare numbers is also missed due to lack of counting. Activity Book A has one activity on pages 42-43 where students count the objects and write the number. This connects supporting standard K.G.2 to major work K.CC.3, however this is not present in the rest of Unit 5.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nInstructional materials for Earlybird Kindergarten Mathematics Common Core Edition meet expectations that the amount of content designated for one grade level is viable for one year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2e13b86-aeaa-4e77-9762-0fca5a18e10e": {"__data__": {"id_": "a2e13b86-aeaa-4e77-9762-0fca5a18e10e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "dd0c6eb1-16b4-4a11-82c2-a3b6187e92ed", "node_type": null, "metadata": {}, "hash": "501350bd8f12046b7aae20e41355225be9f7107af259157f6c76a12082607a69"}, "3": {"node_id": "7af7f879-dd40-4445-8f6b-10219ac1f064", "node_type": null, "metadata": {}, "hash": "bec7a73df4f8c49d897267230031b140df4a025075fc34402b67a19c99049b85"}}, "hash": "dcd322707dfb8a4e5268b9751aaba60494092ecc432849b60cf71c7f0a789db2", "text": "Instructional materials can be completed in 147 days.\n    \nThe suggested pacing from the publisher is one day per lesson. Each lesson is 60 minutes.\n    \nMaterials include 132 instructional days and 15 days for review/assessment, totaling 147 days.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations for the materials being consistent with the progressions in the standards. Content from prior or future grades is not clearly identified in the materials and does not support the progressions of the grade-level standards.\n\n\n    Examples of prior or future work that is not identified:\n\n\nUnit 2, Lesson 6 is aligned to 1.MD.4. Students organize and interpret data with three or more categories.\n    \nUnit 8, Lesson 6 goes beyond K.MD.2 (directly compare two objects). Students compare three objects. (1.MD.1)\n    \nUnit 15 is aligned to 1.NBT. Students extend the counting sequence in Lessons 2 and 4 as they write numerals beyond 20.\n    \nTeacher\u2019s Guide, Lesson 15.3, page 138 states, \"Before playing the game, have students look on textbook page 107 and ask them if they notice any pattern(s) formed by the numbers. Point out to them that the numbers in the same column have the same value for the ones place, while the numbers in the same row have the same tens place, except the last number, which has the next higher tens place.\" In Kindergarten, students work with numbers 11-19 to gain foundations for place value. (K.NBT) In Grade 1, students understand place value (1.NBT.B). Standard K.CC.1, Count to 100 by ones and tens, is identified for this lesson.\n    \n\n\n    Additionally, Earlybird Kindergarten Mathematics Common Core Edition materials do not provide all students extensive work with grade-level problems. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7af7f879-dd40-4445-8f6b-10219ac1f064": {"__data__": {"id_": "7af7f879-dd40-4445-8f6b-10219ac1f064", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "a2e13b86-aeaa-4e77-9762-0fca5a18e10e", "node_type": null, "metadata": {}, "hash": "dcd322707dfb8a4e5268b9751aaba60494092ecc432849b60cf71c7f0a789db2"}, "3": {"node_id": "4f28b0fa-9ba9-4569-bf52-8dfba66f89d4", "node_type": null, "metadata": {}, "hash": "57e42c5951a893eed075b33cf37e0c9966094dfcfa4c77d85718baebc9813e5f"}}, "hash": "bec7a73df4f8c49d897267230031b140df4a025075fc34402b67a19c99049b85", "text": "Textbook A, page 21, (K.MD.3), Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Students are given pictures of animals and vehicles and directed to, \"Sort these things by putting them in the correct box.\" However, the full depth of the standard is not met. Students are not given the opportunity to \"count the number of objects in each category and sort the categories by count.\"\n    \nK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Students are not given enough opportunities to compare numerals. In the textbook and activity book, pictures of objects are shown to accompany the numerals.\n    \nK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. A Put Together/Take Apart Both Addends Missing situation is not practiced (CCSSM, Table 1, Common Addition and Subtraction Situations, page 88.). Students have opportunities to decompose numbers in different ways; however, it is not in the context of word problems. For example, in Activity Book B, page 58, students are shown different pictures of 10 birds sitting on a brick wall. For each picture, their task is to identify the number of birds on the wall and the number of birds that are flying. Students see different combinations, but the answers are in the picture.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.\n\n\n    The materials include learning objectives that are not consistently shaped by CCSSM cluster headings. Additionally, the cluster headings are not explicitly identified within the materials.\n\n\nA Grade K cluster heading is Compare Numbers. Teacher\u2019s Guide, Unit 9 page 1 is devoted to comparing numbers to 10.\n    \nThe Grade K NBT cluster heading is: Work with numbers 11 - 19 to gain foundations for place value.\u201d Some math in Unit 10 works towards this goal. For example, in lesson 10.3, Teacher\u2019s Guide page 28 and Textbook page 19, students begin to work with a group of 10 linking cubes and some extra cubes. Students also use number cards to show that a teen number is 10 and some ones.\n    \nLearning objectives for Chapters 2-4 are shaped by cluster headings. For example, the objective for Lesson 3.7 is, \u201cStudents will be able to count up to eight and represent the numbers 1 - 8 in writing.\u201d This connects K.CC.A to K.CC.B.\n    \nIn Unit 6 on patterns, the publisher connects to K.G standards, but patterning is not a CCSSM standard.\n    \nIn Textbook B, Lesson 10.1 pages 15-16, students place objects into a container with ten slots or circle a group of ten items, building the understanding that teen numbers are ten ones and some more ones. This supports the cluster heading, \"Work with numbers 11-19 to gain a foundation for place value.\"\n    \nObjectives in Unit 11 are not visibly shaped by the cluster headings. For example, the objective for Teacher\u2019s Guide, Lesson 11.5 page 56 is \u201cusing number bonds to 7.\u201d This represents a specific strategy to solve an addition or subtraction problem.\n    \n\n\n    Materials sometimes include problems and activities that serve to connect two or more clusters in a domain; however, important connections are missed.\n\n\nUnits 2 - 4: Connections are made between the CC cluster headings, \u201cKnow number names and the count sequence,\u201d and \u201cCount to tell the number of objects.\u201d Students count, write numerals, and order the numerals. For example, in Textbook A page 42, students count the number of fish in the tank and count the number of dots in the square. Next, students put 4 counters on a five frame and write the number 4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4f28b0fa-9ba9-4569-bf52-8dfba66f89d4": {"__data__": {"id_": "4f28b0fa-9ba9-4569-bf52-8dfba66f89d4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "7af7f879-dd40-4445-8f6b-10219ac1f064", "node_type": null, "metadata": {}, "hash": "bec7a73df4f8c49d897267230031b140df4a025075fc34402b67a19c99049b85"}, "3": {"node_id": "2db674b8-c59d-471c-89fb-f436b7d660b7", "node_type": null, "metadata": {}, "hash": "1d882aa0899efa53453e0b1eb25c236a907866578152941c436a2d384a424948"}}, "hash": "57e42c5951a893eed075b33cf37e0c9966094dfcfa4c77d85718baebc9813e5f", "text": "Unit 5: Shapes misses natural opportunities throughout the unit to connect K.G.B standard with K.CC.A by counting the number of sides on shapes. For example, in Textbook A, Lesson 5.11 page 131, the directions say, \"Show the students some cutouts and say, 'This is/not a rectangle.' Paste a rectangle on the board and say, 'This is a rectangle.' Have the students look at this page. Tell them to point out all the rectangles in the picture. Have them use their index fingers to trace the rectangles. Give the students several objects. Have them say which objects have rectangles on them. Have the students use their fingers to trace the rectangles. Encourage them to use the word \u2018rectangle.\u2019\"\n    \nUnit 7: Connections are made between K.CC.6 (identifying whether the number of objects in one group are greater than, less than, equal to) and standards in K.CC.A and K.CC.B (counting and writing numbers 0-20). For example, in Lesson 7.7, the objectives are, \u201cStudents will be able to say which group has more/fewer. Students will be able to say which group has a greater number/fewer number.\u201d\n    \nUnit 7: Connections are made between K.CC.C.6 and standards in K.CC.A and K.CC.B. For example, in lesson 7.7, the objectives are, \u201cStudents will be able to say which group has more/fewer. Students will be able to say which group has a greater number/fewer number.\u201d In contrast to this, too many connections are made for K.CC.C.7 where students compare two numbers between 1 and 10 presented as written numerals. Students are not given the opportunity to compare numerals; rather, the numerals always include objects to count.\n    \nUnit 10: Connections are evident between K.NBT.1 and K.CC.A and K.CC.B. Students count to 20, write numbers to 20, and group objects as a group of ten and some ones. The objective for Teacher\u2019s Guide, Lesson 10.6 page 33 is, \u201cRepresent the numerals 16 - 19 as a filled ten frame and a few more and write them as two-digit numbers.\u201d\n    \nUnit 11: Connections are made between K.CC.A, K.CC.B, and K.OA.1. For example, in Student Activity Book B page 30, students are shown five sheep. The Teacher\u2019s Guide directions on page 56 state, \u201cColor some sheep blue. Color the rest green. Write the numbers.\u201d Students count and write numbers (K.CC.A and K.CC.B). Students classify objects into given categories and count the numbers of objects in each category (K.MD.3), and they represent addition through drawings (K.OA.1).\n    \nUnits 12 - 14: Connections are made between K.CC.A, K.CC.B, K.OA.1, K.OA.2, and K.OA.5. For example, in Teacher\u2019s Guide page 125, Let\u2019s Do It! section, teachers are guided to, \u201cHave students create their own simple word problem by drawing creatively. Have them write the addition/subtraction equation accordingly.\"\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations for rigor and the mathematical practices in Gateway 2. The instructional materials partially develop conceptual understanding, procedural skill and fluency, and balance, but the instructional materials do not develop application for students. Also, the instructional materials partially identify the mathematical practices through Singapore\u2019s Math Framework, but the instructional materials do not meet expectations for any of the other indicators within practice-content connections.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition partially meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2db674b8-c59d-471c-89fb-f436b7d660b7": {"__data__": {"id_": "2db674b8-c59d-471c-89fb-f436b7d660b7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "4f28b0fa-9ba9-4569-bf52-8dfba66f89d4", "node_type": null, "metadata": {}, "hash": "57e42c5951a893eed075b33cf37e0c9966094dfcfa4c77d85718baebc9813e5f"}, "3": {"node_id": "714e1398-22a7-4576-afb7-98d319677d0c", "node_type": null, "metadata": {}, "hash": "a6bc5288ba6a1e56b574e249334e1d34445149a5b1fe9a1d608ecfac7e2595fb"}}, "hash": "1d882aa0899efa53453e0b1eb25c236a907866578152941c436a2d384a424948", "text": "Materials lack conceptual problems and conceptual discussion questions. The exercises are routine addition and subtraction problems and are procedural in nature. Many addition situations are part-part-whole.\n\n\nMaterials move quickly from concrete to pictorial representations. For example, in Teacher\u2019s Guide, Lesson 13.1 pages 88 \u2013 91, the initial lesson on subtraction, the teacher shows the class four strawberries. Then the teacher takes away one strawberry, and students count how many strawberries are left. Next, the teacher shows students five balloons. Two students each burst a balloon, and students identify how many balloons are left. Following this, students move to the textbook where they look at pictures, cover the object that is either left or was taken away, and count the number of objects left. In the conclusion of the lesson, students play a game in pairs. The first player holds up a specified number of fingers. The second player turns away, and player one \u201ctakes away\u201d some of the fingers. Partner two turns back around and identifies how many fingers were taken away. Students are not given the opportunity to model subtraction with a concrete model. Students watch the teacher model subtraction; then they move quickly to pictorial examples and to missing addend/subtraction with change unknown problems.\n    \nIn Teacher\u2019s Guide B, Lesson 14.1 pages 112 -114, the objective reads: Developing different addition facts based on the same situation. The lesson begins with the students making an animal mask of their favorite animal (blackline master 14.1 a \u2013 c). Additional materials include: linking cubes, magnetic counters, and blackline master 14.1d. The lesson begins with the students making a mask of their favorite animal. When the masks are complete, students create groups and use the magnetic counters to model the problem created by the masks on the display board. The consolidation of the lesson includes using the textbook page to highlight how \u20185\u2019 can be decomposed into different versions of addition equations. The conclusion of the lesson has students showing pictures of zoo animals and working in groups to select an animal they like. The directions state, \u201cHave them start off with five of that chosen animal and imagine what can happen next to split them into two groups. For example, \u2018There are 5 giraffes. Of them, 3 are eating their food from a tree and 2 are resting. 5 is 3 and 2. 3 and 2 make 5\u2019. Write the different addition equation that make 5 on the board.\u201d This lesson does not include instructional materials that lead to conceptual understanding. The creation of the student masks does not allow for the students to build their understanding of the math concept identified as developing different addition facts based on the same situation.\n    \nIn Teacher\u2019s Guide B, Lesson 14.3 page 118 and Textbook, page 92, students are shown pictures of groups of coins. The teacher is directed to \"Have students look at the first situation on Textbook, page 92. Ask them, 'How many coins are there?' Have them use five coins to model the situation. Then ask, 'How many coins are needed to make a total of 10?'\"\n    \nThere are some opportunities for students to use manipulatives to build concrete understanding. In the Introduction section of the Teacher\u2019s Guide, page 73, the teacher is directed to \u201cGive students copies of BLM 12.3 Birds (instruct students) to cut out the birds. Have them use the cutouts to form number bonds to show the number of birds they have altogether.\u201d\n    \nIn Teacher\u2019s Guide, Lesson 11.7 page 61, and Workbook page 47, students are shown a picture of nine dots. In number one, the dots are divided into a group of three and a group of six. Underneath the picture is a number bond with the number nine written in the circle for the total. Students work with the teacher to fill in the number bond circles for three and six.\n    \nStudents are not encouraged to use different methods of representation as suggested by K.OA.1. Number bonds are the major strategy addressed.\n    \n\n\n    There is little opportunity for students to demonstrate conceptual understanding independently.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition partially meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.\n\n\n    Materials provide limited opportunities to develop fluency, but do encourage students to develop procedural skill. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "714e1398-22a7-4576-afb7-98d319677d0c": {"__data__": {"id_": "714e1398-22a7-4576-afb7-98d319677d0c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "2db674b8-c59d-471c-89fb-f436b7d660b7", "node_type": null, "metadata": {}, "hash": "1d882aa0899efa53453e0b1eb25c236a907866578152941c436a2d384a424948"}, "3": {"node_id": "e5028f64-e451-4d23-9bc9-62883bcafaf0", "node_type": null, "metadata": {}, "hash": "c3786d3bbdeebfa4d823bcb6f88b2942c2d943df8559e3f2f5d0cdafe85518f7"}}, "hash": "a6bc5288ba6a1e56b574e249334e1d34445149a5b1fe9a1d608ecfac7e2595fb", "text": "Opportunities are not present throughout the year to practice addition and subtraction fluency. Addition and subtraction problems that are given without the support of pictures occur in the last 6 problems within the Review, Textbook B, page 102. Additionally, these review questions still do not address fluency, stating, \u201cAdd or subtract. Show using counters.\u201d\n    \nStudents have limited opportunities to develop addition and subtraction skills. Procedures for addition and subtraction are not introduced until Unit 11.\n    \nStandard K.OA.4 - \u201cFor any number from 1 to 9, find the number that makes 10 when added to the given number,\u201d is addressed in 2 lessons where students make a 10.\n    \nIn Unit 11, Lesson 11.3, students use number bonds to represent 5. \u201cStudents use linking cubes to represent the lions. Lead them saying _____ and _____ make 5.\u201d\n    \nAddition strategies practiced in Textbook B, Lessons 12.3-12.5 pages 55-60 include \u201ccount on.\u201d On page 55 the directions state, \u201cSay, 'There are 5 birds. Then, 3 birds joined them. How many birds are there altogether?\u2019 Lead the class to count on, \u20186, 7, 8.'\u201d\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.\n\n\n    The instructional materials do not include non-routine problems. Students do not have the opportunity to demonstrate the use of mathematics flexibly. Pictures accompany word problems, and students are prompted often to use specific methods, such as number bonds, to solve the problems. For example:\n\n\nIn Activity Book B, Lesson 12.4 pages 44-46 there are six story problems. Each of these problems are partially illustrated for the student. The first group is depicted in the illustration. The students use cutouts to add to the picture in order to find the total. Students use the model to solve routine problems.\n    \nIn Textbook B, Lesson 12.6 page 61, students make up a story to describe the picture on the page. The picture shows a fox eating and a fox with no food.\n    \nIn Textbook B,Lesson 13.1 page 69, the teacher gives situations for each of three problems. \u201cAsk, \u2018There were 5 balloons. 1 burst. How many balloons are still here?\u2019\u201d Each problem is illustrated with the original number of balloons. Students cross out the burst balloons and write the answer in the box. This is a routine application problem.\n    \nIn Activity Book B, Lesson 13.2 pages 51-52, there are four story problems centered around the nursery rhyme, Jack and Jill. All the rhymes start with \u201cJack and Jill went up the hill to fetch (total number of pails of water). Jack carried (set number) of pails. How many pails did Jill carry?\u201d\n    \nIn Textbook B, Lesson 13.8 page 83, the Development section states, \u201cGive each student linking cubes in two different colors. Tell the students to form a rod using two colors. Tell them they must use eight cubes altogether. Ask, 'How many cubes are there altogether? How many of them are red? How many of them are blue?'\u201d This is the one opportunity students are provided for both addends in an unknown problem type.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for Earlybird Kindergarten Mathematics Common Core Edition partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.\n\n\n    All three aspects of rigor are present in program materials, but there is an under-emphasis on application.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e5028f64-e451-4d23-9bc9-62883bcafaf0": {"__data__": {"id_": "e5028f64-e451-4d23-9bc9-62883bcafaf0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "714e1398-22a7-4576-afb7-98d319677d0c", "node_type": null, "metadata": {}, "hash": "a6bc5288ba6a1e56b574e249334e1d34445149a5b1fe9a1d608ecfac7e2595fb"}, "3": {"node_id": "dc76d624-e211-4eee-b367-c32578091249", "node_type": null, "metadata": {}, "hash": "f090fa0284c5cd51bb3bcf25d2ec1ad520b31db93ee929c16a27ec4e7ec68234"}}, "hash": "c3786d3bbdeebfa4d823bcb6f88b2942c2d943df8559e3f2f5d0cdafe85518f7", "text": "Conceptual understanding and procedural skill are present in Textbook pages 42-43, Lesson 2.11, where students represent the numeral 4 in writing (K.CC.3). Students count the number of objects in a picture, trace and write the numeral 4. This the first time that students write the numeral 4, thus developing their understanding of numbers and the count sequence. At the same time, students are building procedural fluency as they practice counting the groups of objects in the pictures. (K.CC.5)\n    \nConceptual understanding and procedural skill are present in Textbook, Lesson 13.6 page 79, students represent subtraction with objects and drawings. (K.OA.1) In the Teacher\u2019s Guide, page 102, the teacher is directed to ask, \u201cHow many apples are there at first? How many apples does the boy eat? How many apples are there now?\u201d After the Textbook activity, students build conceptual understanding of subtraction using buttons and paper plates. Students are also building procedural fluency with counting and the relationship between numbers and quantities. (K.CC.5, K.CC.4)\n    \nProcedural skill and fluency are attended to in Lesson 15.1, where students count to 100 by tens. (K.CC.1) In the Teacher\u2019s Guide page 133, Textbook page 104, students are shown a hundreds chart. The teacher is directed to \u201chave students count in tens as they point to the last number in each row.\u201d\n    \n\n\n    Materials under-emphasize application. Students are directed to use specific methods to solve problems. For example, in Teacher\u2019s Guide, Lesson 12.2 pages 70 - 71, and Activity book pages 38 - 41, students are shown a picture of birds sitting on a wall and one more bird flying in to join the group. Students are prompted to \u201cadd by relating pictures to number bonds and addition equations.\u201d\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.\n\n\n    Overall, the materials lack identification of several MPs. Additionally, there is no guidance provided as to how the MPs enrich the content.\n\n\nMPs 6, 7, and 8 are not explicitly listed in the materials. However, in Unit 11, students are making use of structures and look for and express regularity in repeated reasoning by using number bonds.\n    \nIdentification of MPs is located at the beginning of each lesson. There is no specific guidance within lessons around the MPs.\n    \nIn the Teacher\u2019s Guide, page vi of the introduction provides a correlation between Singapore\u2019s Math Framework and the MPs.\n    \nWhole chapters address a particular MP. For example, Chapters 1 - 6 primarily address MP2, and Chapters 9 -15 primarily address MP1. Chapters 7, 12, 13, and 14 also address MP4, and Chapter 11 addresses MP5.\n    \n\n\n    Students do have opportunities to engage with MP4 in Chapters 12, 13, and 14. For example, on Activity Book page 44, students solve this problem: \u201cTwo little dicky birds, sitting on a wall. Four more come to join them all. ____ birds all together.\u201d Students are shown two birds in their book; they model the four that join and the total amount of birds.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations that the instructional materials carefully attend to the full meaning of each practice standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dc76d624-e211-4eee-b367-c32578091249": {"__data__": {"id_": "dc76d624-e211-4eee-b367-c32578091249", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "e5028f64-e451-4d23-9bc9-62883bcafaf0", "node_type": null, "metadata": {}, "hash": "c3786d3bbdeebfa4d823bcb6f88b2942c2d943df8559e3f2f5d0cdafe85518f7"}, "3": {"node_id": "bb80112f-aebe-4e12-a0bf-8ed264dd009b", "node_type": null, "metadata": {}, "hash": "fcccde68d0b3aaa3f97c23caaeb79a655597925b1fc11e157f8953c4492819e3"}}, "hash": "f090fa0284c5cd51bb3bcf25d2ec1ad520b31db93ee929c16a27ec4e7ec68234", "text": "In Teacher\u2019s Guide, Lesson 2.4 pages 29-30, MP3 is identified. However, when following the lesson plan, there is no opportunity for students to \u201cconstruct a viable argument or critique the reasoning of others.\u201d Students are instructed to work with others in the conclusion of the lesson. The directions state, \u201cHave students work in groups to create a story that has sets of 1, 2, 3, 4 and 5 objects. Students can then share or act out their story to the rest of the class.\u201d\n    \nIn Teacher\u2019s Guide B, Lesson 11.2 page 49, MP1 and MP5 are listed in the Lesson Plans. When following the Lesson Plan, there is no opportunity for students to choose appropriate tools.\n    \nMP1 is identified in Lesson 9.1. Students are given few opportunities to make sense of problems on their own. In the Textbook, page 2, the teacher is instructed, \u201cDirect students\u2019 attention to the first triangle in the top row on Textbook, page 2. 'What number is 1 more than 3?' Have them count the dots in the next triangle to confirm the answer. Guide them to say, \u201c1 more than 3 is 4.\u201d\n    \nMP5 is identified in Chapter 11. In these lessons, students connect cubes and number bonds. The Teacher\u2019s Guide does not identify opportunities for students to choose their own tools; rather, they are guided by the teacher and the drawings in the Textbook and Activity book to use specific tools. For example, in Teacher\u2019s Guide, Lesson 11.3 page 51, and Textbook page 39, the teacher is directed, \u201cProvide five linking cubes, two blue, and three red for each student. Have them use the cubes to show the number of lions and lionesses.\u201d On Textbook page 39, students are shown two lions and three lionesses and a number bond that shows two connecting cubes in one part, three connecting cubes in the other part, and five connecting cubes in the whole.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    The student edition textbook and activity book do not have questions or problems where students justify their conclusions, communicate them to others, and respond to the arguments of others. Many questions presented in the content elicit one answer.\n\n\n    There are few prompts for students to construct viable arguments.\n\n\nMP3 is identified in Lesson 1.1. In this lesson, students compare objects to determine if they are the same or different (teacher edition page 3). The teacher is directed to \u201cShow students the red and blue cup. Ask, \u2018What can you tell me about these?\u2019 Have students use their own words before modeling the language structure, \u2018They are not exactly the same.\u2019 Have students tell you why the cups are not exactly the same.\"\n    \nMP3 is identified in Teacher\u2019s Guide A, Lesson 1.2 page 6. The teacher asks the question, \u201cAre these the same?\u201d In the conclusion, the students are to \u201ctell their partner about objects in the classroom that are the same but are placed differently.\u201d\n    \nMP3 is identified in Teacher\u2019s Guide A, Lesson 1.5 pages 11-12. In Activity Book A, page 6, students choose one animal out of a line of four that is different from the others. Students are to give their reasons for their answers. Students explain their reason for picking an animal, but there is no mathematical reasoning required.\n    \nMP3 is identified in Teacher\u2019s Guide, Lesson 7.7 pages 158-159. Students use sentence frames to compare the number of shoes in the picture. \u201cGuide students to say, \u2019The number of shoes with buckles is greater/fewer than the number of shoes with laces.\u2019 and \u2018There are more/fewer shoes with buckles than shoes with laces.\u2019\u201d There is no evidence of students constructing a viable argument or critiquing the reasoning of others in this lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb80112f-aebe-4e12-a0bf-8ed264dd009b": {"__data__": {"id_": "bb80112f-aebe-4e12-a0bf-8ed264dd009b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "dc76d624-e211-4eee-b367-c32578091249", "node_type": null, "metadata": {}, "hash": "f090fa0284c5cd51bb3bcf25d2ec1ad520b31db93ee929c16a27ec4e7ec68234"}, "3": {"node_id": "b456f8c9-cd6e-464c-8986-2713e6470d5b", "node_type": null, "metadata": {}, "hash": "7a189e6dc11dc9afc474c7589f081e2d160706347ab62b57a457ad1b77c327dd"}}, "hash": "fcccde68d0b3aaa3f97c23caaeb79a655597925b1fc11e157f8953c4492819e3", "text": "Students are not given opportunities to look at another student\u2019s work and critique their solution or strategy. There are also no opportunities for students to look at two samples of work and justify which is correct.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    Teacher directions do not include prompts to lead discussions around the construction of viable arguments or to analyze the arguments of others. Materials do not give opportunities for teachers to present problems to the class that require students to develop arguments.\n\n\nOther than listing the Mathematical Practice in the beginning of these lessons, there is no other specific instruction to help the teacher engage students in constructing viable arguments or critique the reasoning of others.\n    \nTeacher\u2019s Guide A, Lesson 1.1 page 3 lists MP3 as the Mathematical Practice focused on in the lesson. The directions in the Teacher\u2019s Guide state, \u201cAsk, \u2018What can you tell me about these?\u2019 Have students use their own words before modeling the language structure, \u2018They are not exactly the same.\u2019\u201c These questions do not lend themselves to students justifying their mathematical thinking.\n    \nTeacher\u2019s Guide A, Lesson 1.5 pages 11-12 identifies MP3. \u201cTeachers ask, \u2018Are these two colored the same way?\u201d Elicit the response, \u2018No.'\u201d Follow-up questions for teachers are not provided nor is there an opportunity for students to share their thinking.\n    \nTeacher\u2019s Guide A, Lesson 2.5 page 31 identifies MP3. Students show five fingers then bend some fingers. Teachers are prompted to ask, \u201c'Are all their fingers different? Do any of them have the same finger form?' Elicit responses from students using \u2018same\u2019 and \u2018different.\u2019\u201d No prompts are provided for the teacher to lead the students in a mathematical discussion.\n    \nIn Teacher\u2019s Guide A, Lesson 8.10 page 180, students compare objects that are heavy and light. The teacher holds a dictionary in one hand and a pencil in the other. The teacher is prompted to, \u201cAsk, \u2018Which do you think is more difficult to carry?\u2019 Say, \u2018The dictionary is more difficult to carry. It is heavy.\u2019 Guide students to say, \u2018The dictionary is heavy.\u2019 Say, \u2018The pencil is easier to carry. It is light.\u2019 Guide students to say, \u2018The pencil is light.\u2019\" Students are prompted to give specific answers, and the teacher explains most concepts to the students.\n    \nIn Teacher\u2019s Guide B, Lesson 13.7 page 104, the teacher asks, \u201cHow many insects are there altogether? How many of them are red? How many of them are green?\u201d There is no follow-up question that asks students to justify their reasoning.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Earlybird Kindergarten Mathematics Common Core Edition do not meet expectations for attending to the specialized language of mathematics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b456f8c9-cd6e-464c-8986-2713e6470d5b": {"__data__": {"id_": "b456f8c9-cd6e-464c-8986-2713e6470d5b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "bb80112f-aebe-4e12-a0bf-8ed264dd009b", "node_type": null, "metadata": {}, "hash": "fcccde68d0b3aaa3f97c23caaeb79a655597925b1fc11e157f8953c4492819e3"}, "3": {"node_id": "f3de618d-6899-413b-a751-529abe668734", "node_type": null, "metadata": {}, "hash": "7f4e70342a7052800161080a991c03de24689c9737d2029db7447d00238525f0"}}, "hash": "7a189e6dc11dc9afc474c7589f081e2d160706347ab62b57a457ad1b77c327dd", "text": "Materials do not always use accurate vocabulary. For example, in Teacher\u2019s Guide, Lesson 8.9 page 179 and Student Materials page 186, students compare three bears using the terms big, bigger than, and biggest, and small, smaller than, and smallest. Another example can be found in Teacher\u2019s Guide, Lesson 5.4 page 108. A rectangular prism is referred to as a rectangular block.\n    \nVocabulary words are listed at the beginning of each lesson but are not always explained/used within the lesson. For example, in Teacher\u2019s Guide, Lesson 8.2 page 165, students compare the length of objects using the terms short and long. The words length, long, and short are not explained within the lesson nor in the previous lesson. Workbook page 67, which corresponds to Lesson 8.2, uses the words height and tall, and these words are also not explained.\n    \nVocabulary is not introduced in the chapters on addition and subtraction. Addition is introduced in Unit 11: Number Bonds. There is one vocabulary word included in this unit, which is number bond in theTeacher\u2019s Guide, Lesson 11.3 page 51. Vocabulary such as add, addition, total, and sum are not included in the unit.\n    \nUnit 12 introduces students to equations and the + and = symbols. This is not labeled as vocabulary within the lesson plans or introduced to the students within the lesson plan script. There is one vocabulary word included in this unit within Lesson 12.5, number line on page 79.\n    \nTeachers Guide B, Unit 12, Lesson 1 page 67 states, \u201cHave the students say, \u20182 and 3 make 5\u2019 while you point at the numeral 2, then +, 3, and =. Hence, write the number 5 in the addition equation.\u201c Correct vocabulary is not shared with or explained to the students.\n    \nIn Teacher\u2019s Guide, Unit 13, Lesson 13.5 page 99, subtraction sign and subtraction equation are listed in the lesson plans. Instruction is not given to the teacher or students for these vocabulary words. \u201cShow students three balloons. Write the numeral '3' on the board. Have a student burst two balloons. Then, write the subtraction sign and \u20182\u2019 to show \u20183-2\u2019 on the board. Ask, \u201chow many balloons are left? As you point to the remaining balloon. Finally, complete the subtraction equation to show 3 - 2 = 1\u201d\n\n\n\n    An example where vocabulary is introduced and explained is in Unit 5. Unit 5 introduces students to cubes, cones, rectangular blocks, spheres, cylinders, circles, rectangles, squares, triangles, and hexagons.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f3de618d-6899-413b-a751-529abe668734": {"__data__": {"id_": "f3de618d-6899-413b-a751-529abe668734", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab2c6083-abbb-4c89-9b54-b637bb07fb5d", "node_type": null, "metadata": {}, "hash": "15e4c9257876f424a44c7a249e1677936cf60f6bb9e20c1369230337193b911d"}, "2": {"node_id": "b456f8c9-cd6e-464c-8986-2713e6470d5b", "node_type": null, "metadata": {}, "hash": "7a189e6dc11dc9afc474c7589f081e2d160706347ab62b57a457ad1b77c327dd"}}, "hash": "7f4e70342a7052800161080a991c03de24689c9737d2029db7447d00238525f0", "text": "Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "84ff3ba0-e9c5-4c8a-8252-f2ef13fec1de": {"__data__": {"id_": "84ff3ba0-e9c5-4c8a-8252-f2ef13fec1de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "3": {"node_id": "ec33fe04-d006-4d31-bacb-de3ec7761372", "node_type": null, "metadata": {}, "hash": "b051c3047d7cd0c2a3e723fe46b222a58928f6097ea2685d82b740678962dfc2"}}, "hash": "c3759fa75af60099056672c1159818af52efb15bc88c0eeb4a5f42d2d8d277bb", "text": "Springboard English Language Arts Common Core Edition\n\nSpringBoard Grade 6 instructional materials partially meet the expectations of alignment. The core texts included are high quality, appropriately rigorous, engaging to students, and organized by thematic and conceptual elements over the course of the school year. Students have many opportunities to read broadly and deeply through independent reading and in-class text assignments. Year-long writing instruction provides students guided support over the course of the school year so students get practice writing on-demand and multi-draft texts. Some questions and tasks are text-dependent, requiring some evidence from texts, but they are inconsistently applied in the rich texts under study. Sequences of questions do not consistently support completion of rich culminating tasks that grow knowledge and allow students to demonstrate deep understanding of the texts. There is a structure to develop students' vocabulary, but words are not consistently used context and mostly are centered around literary and writing terms in service of writing exercises. Speaking and listening protocols are implemented over the school year so students get practice with multiple types of presentation and collaborative work, but these activities and tasks are infrequently text-dependent.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 6 materials partially meet the expectations of Gateway 1. The materials have an appropriate balance of text types and provide opportunities for students to engage with rigorous texts. Students work with annotating texts consistently, drawing their attention back to the texts repeatedly. While there are many structures in place for students to grow their learning with text-dependent tasks and questions (writing, speaking, and listening), there are missed opportunities in fully engaging with the texts themselves and engage in critical analysis of their content, themes, and topics. There are minimal supports for teachers to identify and redirect or reteach students who struggle with or misunderstand the rich content provided by the anchor texts. Text dependent questions and tasks are provided, but not supported comprehensively for those students who may need extra work to build proficiency.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for anchor texts being of publishable quality and worthy of careful reading. Informational texts are current and should be engaging to students at this grade level. Anchor texts are well-crafted and content rich.\n\n\n    Texts are of publishable quality and worthy of careful reading, and contain content that will engage a range of student interests. The reading selections include published texts, excerpts from published texts, and published authors. Texts can be examined multiple times for multiple purposes, such as building academic vocabulary and facilitating access to future texts. They offer personal perspectives on a variety of topics. The texts are well crafted, content rich, engaging, and avoid stereotypes and one dimensional characters. Texts in literature include characters who would be relatable to 6th graders from a variety of backgrounds.\n\n\n    Some examples of texts that represent the quality of the year-long materials include (but are not limited to) the following:\n\n\n    Unit 1:\n\n\nLangston Hughes, \"Thank you, Ma'am\"\n    \nExcerpt from Sharon Creech's Walk Two Moons\n\nSandra Cisneros, \"Eleven\"\n    \nIsaac Asimov, \"The Fun They Had\"\n    \nWalter Dean Myers, \"The Treasure of Lemon Brown\"\n    \n\n\n    Unit 2:\n\n\nExcerpt from John Steinbeck's Travels With Charley\n\nJudith Viorst, \"...And Although the Little Mermaid Sacrificed Everything to Win the Love of the Prince, the Prince (Alas) Decided to Wed Another\"\n    \nHans Christian Anderson's \"The Little Mermaid\"\n    \n\n\n    Unit 3:\n\n\nJohn Adams, \"Excerpt from 'Letter on Thomas Jefferson'\"\n    \nMultiple editorials and nonfiction pieces\n    \n\n\n    Unit 4:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ec33fe04-d006-4d31-bacb-de3ec7761372": {"__data__": {"id_": "ec33fe04-d006-4d31-bacb-de3ec7761372", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "84ff3ba0-e9c5-4c8a-8252-f2ef13fec1de", "node_type": null, "metadata": {}, "hash": "c3759fa75af60099056672c1159818af52efb15bc88c0eeb4a5f42d2d8d277bb"}, "3": {"node_id": "889e2274-ae8b-40bd-bdb7-65cdf6bfe8dc", "node_type": null, "metadata": {}, "hash": "79d9c401f7e02c862b058c4f61d117dadebd0d70c984b75916d26961b623fd79"}}, "hash": "b051c3047d7cd0c2a3e723fe46b222a58928f6097ea2685d82b740678962dfc2", "text": "Unit 4:\n\n\nWilliam Shakespeare's The Taming of the Shrew\n\nLewis Carroll's \" Jabberwocky\"\n    \nPaul Fleischman's \"Fireflies\"\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nMaterials for Grade 6 reflect the distribution of text types and genres required by the standards for grade 6-12, and therefore fully meet the expectations of indicator 1b. Included texts are of different lengths and different formats. They include poems, essays, articles, films, editorials, myths, novel excerpts, short story, memoir, biography, and autobiography. Over the course of the entire year, the program achieves a balance of the instructional time studying literary and informational texts.\n\n\n    Texts in this year of study include a variety of genres ranging from ancient Greek mythology to online news articles. In addition, materials call for the use of film and video clips as a means of incorporating a variety of media (for example, a clip from the film Up and a filmography of Temple Grandin are used in instruction).\n\n\n    Unit 1: Text types include poetry, film, personal narrative, novel excerpts, short stories, myths, and a picture book. Specific examples include (but are not limited to) the following titles and authors:\n\n\n\"Imperfect Me\" from Hormone Jungle: Coming of Age in Middle School, by Brod Bagert\n    \n\nFlipped, by Wendelin Van Drannen\n    \n\"Thank You, Ma'am,\" by Langston Hughes\n    \nFilm, The Lion King\n\n\n\n    Unit 2: Text types include essay, memoir, biography, filmography, fairy tale, poetry, expository essay, and film clips. Specific examples include (but are not limited to) the following titles and authors:\n\n\nExcerpts from Travels With Charley, by John Steinbeck\n    \n\"Saying Farewell to a Faithful Pal,\" by John Grogan\n    \n\"Dogs Make Us Human\" and \"My Story,\" by Temple Grandin and Catherine Johnson\n    \nExcerpt from \"Chapter 6: Hampshire School for Wayward Wizards\" from the book Temple Grandin: How the Girl Who Loved Cows Embraced Autism and Changed the World, by Sy Montgomery\n    \n\n\n    Unit 3: Text types include news editorials and articles, historical primary documents, informational texts, and letters. Specific examples include (but are not limited to) the following titles and authors:\n\n\n\"Don't ban peanuts at school, but teach about the dangers,\" by Des Moines Register Editorial Board\n    \n\"Should Dodgeball Be Banned in School?\" by staff of TIME for Kids\n\n\"Most Dangerous 'Sport' of All May be Cheerleading,\" by Lisa Ling and Arash Ghadishah\n    \n\"High School Football: Would a Pop Warner Ban Limit Concussions?\" by Tina Akouris\n    \n\"Excerpt from \"Letter on Thomas Jefferson',\" by John Adams\n    \n\n\n    Unit 4: Text types include articles, informational text, essay, short story, poetry, and drama (written and film). Specific examples include (but are not limited to) the following titles and authors:\n\n\n\"Shakespeare's Life,\" by the British Library\n    \n\"Shakespeare Dumbed Down in Comic Strips for Bored Pupils,\" by Laura Clark\n    \n\"Reading Shakespeare's Language: The Taming of the Shrew,\" by Barbara Mowat and Paul Werstine\n    \nLimericks from A Book of Nonsense, by Edward Lear\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe Grade 6 materials meet the expectations for this indicator as the texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and the relationship to their associated task. The quantitative measure of these texts vary from a 620 to a 1900 Lexile level. The qualitative measure tends to stay in the \"complex\" and \"very complex\" range. Qualitative measures in Grade 6 include an appropriate mix of low, moderate, and high difficulty. While the quantitative measurements of these texts vary above and below the grade-band Lexile limits, this variety is done with a purpose that is clear and appropriate for materials in a 6th grade classroom; the qualitative features of texts that fall above or below the text complexity band make their placement appropriate. Texts are thoughtfully paired so that a more complex text is supported by one less so, and tasks are designed to access more complex text selections.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "889e2274-ae8b-40bd-bdb7-65cdf6bfe8dc": {"__data__": {"id_": "889e2274-ae8b-40bd-bdb7-65cdf6bfe8dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "ec33fe04-d006-4d31-bacb-de3ec7761372", "node_type": null, "metadata": {}, "hash": "b051c3047d7cd0c2a3e723fe46b222a58928f6097ea2685d82b740678962dfc2"}, "3": {"node_id": "65855869-d672-4f28-a709-cf5bef2fbe69", "node_type": null, "metadata": {}, "hash": "caeff05986ec586df517809ab09f9b460080aca7d51a86bd6c00507468b3781b"}}, "hash": "79d9c401f7e02c862b058c4f61d117dadebd0d70c984b75916d26961b623fd79", "text": "Examples of texts that reflect the curriculum\u2019s ability to meet the expectation of indicator 1c are as follows:\n\n\n    Unit 1: Six out of seven texts have an overall text complexity analysis of Complex, which indicates that they are in the upper range of the suggested Grade 6 complexity.\n\n\nActivity 1.5 - Text Title: My Superpowers by Dan Greenburg, Lexile: 1020 Qualitative:Moderate Task: Moderate\n    \nActivity 1.7\n\nText Title: excerpt from Kira-Kira by Cynthia Kadohata, Lexile:620 Qualitative: Low Difficulty Task: Challenging\n            \nText Title: \"The Jacket\" by Gary Soto, Lexile: 1020 Qualitative: Moderate Difficulty Task: Moderate\n            \n\n\n\n\n    Unit 2: Five out of six texts have an overall text complexity analysis of Complex.\n\n\nActivity 2.15 - Text Title: \" He Might Have Liked Me Better with My Tail\" by Ima Mermaid, Lexile: 820 Qualitative: Moderate Task: Moderate\n    \nActivity 2.20 - Text Title: \"Dogs Make Us Human\" by Temple Grandin and Catherine Johnson, Lexile:970 Qualitative: Moderate Task: Moderate\n    \n\n\n    Unit 3: All texts are rated Complex or Very Complex in text complexity analysis.\n\n\nActivity 3.6 - Text Title: \"Letter on Thomas Jefferson\" by John Adams, Lexile: 980 Qualitative: Moderate Task: Moderate\n    \nActivity 3.8\n\nText Title: \"The Pros and Cons of Social Networking for Teenagers: A Parents' Guide\" by Kristin Stanberry, Lexile: 940 Qualitative: Moderate Task:Challenging\n            \nText Title: Social Networking's Good and Bad Impacts on Kids\" by Science Daily, 2011, Lexile: 1490 Qualitative: High Difficulty Task: Challenging\n            \nText Title: \"Pro and Con Arguments: 'Are Social Networking Sites Good for our Society?'\", Lexile: 1590 Qualitative: High Difficulty Task: Challenging Activity 3.11- Text Title: \"The First Americans\" by Scott H. Peters, Lexile: 890 Qualitative: Moderate Task: Challenging\n            \n\n\n\n\n    Unit 4 : Four out of six texts are rated Complex to Very Complex in text complexity analysis.\n\n\nActivity 4.3 - Text: \"Shakespeare's Life\" from the British Library, Lexile: 1010 Qualitative: Moderate Task: Accessible Informational\n    \nActivity 4.6 - Essay: \"Reading Shakespeare's Language: The Taming of the Shrew\" by Barbara Mowat and Paul Wresting, Lexile: 1230 Qualitative: Moderate Task: Accessible\n    \n\n\n    Most of the anchor texts for Grade 6 are on the high end of standards based quantitative complexity levels for sixth grade students. The task demands are frequently in the moderate to challenging range. For students who are struggling readers, the tasks present significant challenges, and the teacher may need to spend focused time assuring students are comprehending the texts to complete tasks.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 1d, which supports students in growing their literacy skills so they can read and comprehend texts at grade level by the end of the school year. The complexity of texts students interact with in the core curriculum increases throughout the school year, which is intentional by design. By the end of the year, students encounter fewer texts with low text complexity measures and more texts with moderate to high difficulty. A variety of complexity levels is found across the school year.\n\n\n    Some examples of texts and tasks that are representative of students\u2019 access to literacy skills over the school year include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "65855869-d672-4f28-a709-cf5bef2fbe69": {"__data__": {"id_": "65855869-d672-4f28-a709-cf5bef2fbe69", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "889e2274-ae8b-40bd-bdb7-65cdf6bfe8dc", "node_type": null, "metadata": {}, "hash": "79d9c401f7e02c862b058c4f61d117dadebd0d70c984b75916d26961b623fd79"}, "3": {"node_id": "ab18c532-6ecb-4737-bb82-a76b146cc43f", "node_type": null, "metadata": {}, "hash": "75423d13a0578117578457e05b420e2fe1429703885dfe6a6260ff1266d4a928"}}, "hash": "caeff05986ec586df517809ab09f9b460080aca7d51a86bd6c00507468b3781b", "text": "Unit 1: Six out of seven anchor texts have an overall text complexity analysis of \"complex,\" which indicates that they are in the upper range of the suggested 6th grade complexity in terms of quantitative analysis and qualitative features.\n    \nUnit 2: Four out of five texts are ranked as \"complex\" overall, which indicates that they are in the upper range of the suggested Grade 6 complexity in terms of quantitative analysis and qualitative features.\n    \nUnit 3: All texts in the Unit are rated \"complex\" or \"very complex\" in text complexity, indicating their level of rigor is high in a quantitative and qualitative measure.\n    \nUnit 4 : Four out of six anchor texts are rated \"complex\" to \"very complex\" according to quantitative and qualitative complexity analyses. This unit includes a text by William Shakespeare, which affects the measures in its highly rigorous, antiquated language.\n    \n\n\n    The work is rigorous over the course of the year as students work with complex texts and tasks. Close reading and writer\u2019s workshops are available online to assist in providing access to rigorous texts. There are also opportunities online to listen to texts read aloud.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe Grade 6 materials fully meet the expectations of indicator 1e. The core texts, and series of texts connected to them, are accompanied by a text complexity analysis and rationale for educational purpose and placement at grade level. The publisher includes a complete \u201cText Complexity Analysis\u201d for each text used. This document includes a text description, a locator for where it is used, a section on context, a chart of the quantitative and qualitative measures, the qualitative considerations, the task and reader considerations, and the placement considerations.\n\n\n    In the online Teacher Edition, a complete text complexity analysis and rationale for that text's inclusion in the program is available. Included in the text analysis is the following: a paragraph setting the context of the reading within the rest of the unit; a quantitative/complexity measure; qualitative considerations including purpose/levels of meaning, structure, language and knowledge demands; as well as task, reader, and grade level placement considerations.\n\n\n    In the forward of the print Teacher Edition, an explanation of the metrics used for text complexity measures is provided. Quantitative measures are indicated with Lexile scores. Qualitative measures are indicated as \"High,\" \"Moderate,\" and \"Low\" difficulty and were determined by teachers considering meaning, purpose, structure, language, and knowledge demands of each text. Task difficulty was measured using Anderson's and Krathwohl's taxonomy based on the cognitive demands of tasks associated with the text.\n\n\n    At the beginning of each unit, the Teacher Edition lists rationale for materials included in the \u201cPlanning the Unit\u201d section through Context, College Readiness Standards, and Instructional Practices and Pacing. When texts appear to fall below the grade 6-8 level band, a rationale is provided for justification. In the Print Teacher Edition, Text Complexity Icons and information appear as sidebars alongside the beginning of all prose text in Grade 6 student and teacher editions.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nInstructional materials for Grade 6, including the support materials for the core texts, partially meet the expectations of indicator 1f. The materials provide some opportunities for students to engage in a range and volume of reading to achieve grade level reading, but additional support is needed for students to grow their reading abilities with oral and silent reading practice over the school year.\n\n\n    There are many opportunities for students to engage in a range and volume of texts throughout the year. Materials include a breadth and depth of text types. Students are instructed to self-select texts connected to unit themes and keep a reading journal to record connections to core texts and self-reflect on successful reading strategies, such as multiple reading for multiple purposes, rereading, thinking aloud, visualizing, chunking text, and summarizing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab18c532-6ecb-4737-bb82-a76b146cc43f": {"__data__": {"id_": "ab18c532-6ecb-4737-bb82-a76b146cc43f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "65855869-d672-4f28-a709-cf5bef2fbe69", "node_type": null, "metadata": {}, "hash": "caeff05986ec586df517809ab09f9b460080aca7d51a86bd6c00507468b3781b"}, "3": {"node_id": "d0186fac-1964-40a1-b831-08fe2e5f032c", "node_type": null, "metadata": {}, "hash": "cb05d026e96f21f0121d8e4cc60cc3dcd6fd2f998cdf48bd7babfdde1f84e3f9"}}, "hash": "75423d13a0578117578457e05b420e2fe1429703885dfe6a6260ff1266d4a928", "text": "Although access to texts is available, instructional materials do not clearly identify opportunities for students to build literacy skills to become independent readers of grade level material. Materials provide minimal explicit and systematic practice in both oral and silent reading across chapters/units and the whole school year. The only time students practice reading out loud in class is when given a difficult Shakespeare scene to perform in Unit 4. Struggling students do have the opportunity to listen to texts with Student Online Edition. The Online Edition also provides, with guidance from the teacher, four Close Reading activities that provide multiple scaffolding experiences in order for students to achieve skill mastery. However, most supports for students to build their oral and silent reading are limited to materials directed for ELL students. There are few supports for teachers to identify gaps in literacy ability and provide support for students who struggle with the texts and associated tasks. Close Reading workshops are designed to provide practice with and build the skill of close reading; however, they are used to support or extend instruction rather than as a day to day core component. These workshops are not built into the core instructional pacing, and as a result, not all students are guaranteed to be exposed to these workshops.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 1g that most questions, tasks, and assignments are text-specific and require students to engage with the text directly. The questions and tasks require the students to draw on textual evidence, but often focus on surface-level components as opposed to diving deeper into the meaning of the text itself. Teacher materials provide some support for the planning and implementation of text-dependent writing, speaking, and various activities, although many questions and much analysis done by students will need teacher support to ensure that students are gaining knowledge and information from the materials.\nFollowing are some representative examples of how the Grade 6 materials employ text-based questions and tasks over the course of the school year:\n\n    Unit 1 :\n\n\nStudents read the personal narrative My Superpowers by Dan Greenburg and analyze the sequence of events and cause and effect structure of the text. Support for students who have misunderstandings or miscue is minimal.\n    \nStudents read, \"On Turning Ten\" by Billy Collins and then complete this short series of questions:\n        \nDescribe the change the speaker of the poem experiences. Provide evidence form the text that supports your conclusion.\n            \nWhat point of view is being used int his poem? How can you tell?\n            \nAfter these two questions, students complete graphic organizers and do work about their own experiences with change. They also have an opportunity to work on a frame poem. While the text is connected to the writing of the frame poem, the text is not central to the learning in this activity.\n    \n\n\n    Unit 2:\n\n\nStudents read John Steinbeck\u2019s Travels With Charley and compare it with John Grogan\u2019s \u201cSaying Farewell to a Faithful Pal.\u201d The expository writing prompt then asks students to incorporate evidence from these two texts to complete a written task. Samples/models are minimal.\n    \nStudents write an expository response to the novel Walk Two Moons, selecting from one of the following prompts:\n        \nExplain how internal or external forces cause one character to grow or change\n            \nIdentify one subplot from the novel and explain how it relates to the main plot of the novel\n            \nDescribe one setting from the novel and explain why it is important to a character or to the plot\n            \nDiscuss how plot, setting, character, or conflict contribute to one of the novel\u2019s themes.\n            \nModels or exemplars are minimal, and teacher support to ensure students are gleaning the content and core meanings of the text is not comprehensive.\n    \n\n\n    Unit 4:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d0186fac-1964-40a1-b831-08fe2e5f032c": {"__data__": {"id_": "d0186fac-1964-40a1-b831-08fe2e5f032c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "ab18c532-6ecb-4737-bb82-a76b146cc43f", "node_type": null, "metadata": {}, "hash": "75423d13a0578117578457e05b420e2fe1429703885dfe6a6260ff1266d4a928"}, "3": {"node_id": "b1dbbd7e-2d52-44d4-83c8-7ab27be7c331", "node_type": null, "metadata": {}, "hash": "888cb7b784523a7f8de8639738b4a1f6aa6a4c23e9d3638d66c6e29398c92cde"}}, "hash": "cb05d026e96f21f0121d8e4cc60cc3dcd6fd2f998cdf48bd7babfdde1f84e3f9", "text": "Unit 4:\n\n\nIn Activity 4.3, students learn about Shakespeare and his society. After reading an article/annotated timeline, they answer these questions:\n        \nLook at the source of the informational text. Why do you think this source is credible\n            \nBrainstorm how you could use multimedia to clarify ideas and add interest to a presentation of this information (e.g., graphics, images, music/sound).\n            \n\n\nWhile these questions are text-dependent in that students must respond using evidence showing they've read the materials, they are not engaging students in reading closely. Instead, the questions and tasks are using the text as a vehicle to guide students to learn the skills of research.\n    \n\n\nIn Activity 4.14, students analyze and rehearse an excerpt from The Taming of the Shrew. After they read the selection, they are given these questions and tasks. The questions do support students' practicing speaking and listening about the play, but are more focused on the character analysis and given less support on understanding the content or theme of the play as a whole:\n        \nConduct a close reading to analyze your assigned character based on what the text says explicitly as well as what you infer from the text. Record your analysis and evidence in the graphic organizer [included]\n            \nHow does Shakespeare develop the point of view of each character in the scene?\n            \nWhat is the theme or central idea of the scene? How does Shakespeare convey this idea?\n            \nAfter working on oral delivery of scenes, students are to \"write a summary of your interpretation of the scene.\"\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials for Grade 6 partially meet the expectations for indicator 1h, as sets of text-dependent questions build to culminating tasks throughout the school year. Culminating tasks frequently integrate literacy skills (tasks may focus on writing, speaking, or listening) and provide students opportunities to demonstrate what they know and are able to do in speaking and writing. Culminating tasks are evident across the year's worth of material. The core of the culminating tasks focus on the skills and are not always text-specific, and students may miss the theme, topic, or message of the texts themselves as they complete the culminating tasks.\nFollowing are samples representative of the culminating tasks in the Grade 6 materials. Skills development, particularly in writing, is strong, although connections to the texts studied are not always explicit nor robust:\n\n    Unit 1:\n\n\n\nCulminating Assessment 1.2 Write a short story. This culminating task is supported by activities that require students to use textual evidence in the analysis of characterization, story elements, plot elements and theme. Students also work to create text in response to various writing prompts and demonstrate command of short story techniques, sequencing and language. After analyzing short stories, students create their own.While this task is connected to the skills of the Unit, it does not explicitly connect with the associated texts.\n    \n\n\n    Unit 2 :\n\n\n\nCulminating Assessment 2.1 Write an expository response to literature that addresses a given prompt. This task is supported through a variety text-dependent activities, such as the writing of paragraph responses to prompts, use of a double-entry journal to make meaning from text, close reading strategies and collaborative discussions about literature, and expository writing prompts to explain correlations of class novel examples of setting, plot. Accountability for comprehension is minimal, although the practice of synthesizing texts is present.\n    \n\n\n    Unit 3:\n\n\n\nCulminating Assessment 3.1 Research and Debate Controversy. Students are supported to complete this culminating task through their prior selection of independent reading on a controversial issue, their identification of a writer's claim and reasons for or against a topic, and their practice presenting information and supporting evidence.\n    \n\n\n    Unit 4:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b1dbbd7e-2d52-44d4-83c8-7ab27be7c331": {"__data__": {"id_": "b1dbbd7e-2d52-44d4-83c8-7ab27be7c331", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "d0186fac-1964-40a1-b831-08fe2e5f032c", "node_type": null, "metadata": {}, "hash": "cb05d026e96f21f0121d8e4cc60cc3dcd6fd2f998cdf48bd7babfdde1f84e3f9"}, "3": {"node_id": "5f571251-6c92-498b-ba90-738079765f28", "node_type": null, "metadata": {}, "hash": "ca9cbaa66c61599e797336802967805f47cfaf881eae71065ea349839a652557"}}, "hash": "888cb7b784523a7f8de8639738b4a1f6aa6a4c23e9d3638d66c6e29398c92cde", "text": "Unit 4:\n\n\n\nCulminating Assessment 4.1 Research and Present Shakespeare. Students are able to complete this culminating task through activities that focus on learning about Shakespeare and his plays. Tasks include debating about the importance of teaching Shakespeare in school, using evidence from text support a claim, analyzing information about Shakespeare and his society, analyzing quotes from various Shakespeare plays, and explaining language through writing and collaborative discussion.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe materials for Grade 6 partially meet the expectations of indicator 1i. The materials provide some opportunities to work with partners, small groups, and large groups to learn and model academic vocabulary and syntax, but guidance and support of practicing application of the vocabulary and syntax is minimal. Support to build students\u2019 skills in speaking and listening in general is strong, but engaging students in academic vocabulary is not consistently clear across the school year.\n\n\n    Academic and content specific vocabulary is introduced at beginning of each unit and supported with definitions, although most vocabulary is focused on literary terms instead of content terms. There is little evidence of modeling and use of this vocabulary, except in sidebars titled Differentiated Instruction, that provides suggestions for accessibility to terms for English Language Learners. Struggling students are encouraged to use word map graphic organizers introduced in Unit 1, and available in back of text, as well as to write down unfamiliar words in Reading Writing Notebook. Examples of speaking and listening lessons and tasks that demonstrate how the program partially meets the expectations of this indicator include (but are not limited to) the following:\n\n\n    Unit 1 Activities include 1.1: Sidebar under Differentiated Instruction teach meanings of academic vocabulary to ELL students who labeled terms Q or H. If the students marked words T have them create word wall cards. QHT strategy introduced. Meanings for unit vocabulary given in sidebars in student edition. Teacher instructs students to apply QHT strategy to see which words the students know and which they need to learn more about. Later in 1.11, students who have marked academic vocabulary words with T are paired in groups to teach words to students who marked Q or H.\n\n\n    In Unit 2, Activity 2.8 suggests norms and rules for discussion groups as speakers and listeners. Roles of Literature Circle groups defined and assigned: Timekeeper, Notetaker, Task Manager, Referee, Motivator. Examples of leveled questions provided: Level 1- Literal Level 2- Interpretive Level 3- Universal. Graphic organizer introduced that sorts group evidence into point made and evidence provided. Class discussions lead to guidelines and norms for literature circles. The main focus of the instruction here is about the process, not about the content nor vocabulary of the texts being studied.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5f571251-6c92-498b-ba90-738079765f28": {"__data__": {"id_": "5f571251-6c92-498b-ba90-738079765f28", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "b1dbbd7e-2d52-44d4-83c8-7ab27be7c331", "node_type": null, "metadata": {}, "hash": "888cb7b784523a7f8de8639738b4a1f6aa6a4c23e9d3638d66c6e29398c92cde"}, "3": {"node_id": "bceb5188-e92e-464e-a711-02941cc21f73", "node_type": null, "metadata": {}, "hash": "929435dd3e610c07524259e22c4feaa501612f1b1e0c9eb6a32ca4c6bf077bd2"}}, "hash": "ca9cbaa66c61599e797336802967805f47cfaf881eae71065ea349839a652557", "text": "Throughout the year's worth of materials, academic terms are listed and defined in teacher/student materials, at the beginning of each unit, at point of use, and in the glossaries. In the beginning of every unit, the same teacher tips are given: \"Use the QHT strategy for students to put a Q by words they don't know, a H by words they have heard. and a T by words they feel comfortable enough to teach to a peer.\" Students are encouraged to share their knowledge of words marked with a \"T\" with other students who have marked these words with a Q or an H, thereby giving students onus of their own learning. Word Walls and vocabulary flashcards are suggested, but there are missed opportunities to provide suggestions that encourage students to use academic and content vocabulary terms specifically in discussions or writing. The online School to Home vocabulary component has robust academic vocabulary practice that expands students\u2019 vocabulary learning beyond the ELA classroom, but it is out of context from the daily lessons. Words practiced at home are not reintroduced in the classroom lessons.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 1j. Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) but do not have consistent relevant follow-up questions and evidence. Speaking and listening work requires students to utilize evidence from texts and sources. Speaking and listening tasks and activities in the 6th grade materials include active listening, audience, choral reading, clarity of pronunciation and speaking voice, debate, philosophical chairs, drama games, expert group, eye contact, facial expression, feedback, fishbowl strategy, group discussions, inflection, jigsaw group, literature circles, movement, multimedia presentations, oral interpretation, oral introduction, oral presentation, oral reading, pantomime, props, rate, reader's theater, rehearsal, role playing, sound, tableau, tone, visuals, and volume. The index directs students to where they can find text references and instruction of speaking and listening skills.\nAlthough each activity is intended to be anchored by the text, it is noted that there is little accountability for teachers to support students who either do not comprehend the material and/or who work with the speaking and listening activities without referencing the text. There is a missed opportunity here in that strong structures can be reinforced with more focus and support around comprehending the key ideas, themes, and topics provided by the texts themselves.\n\n    Some examples demonstrating this indicator include the following:\n\n\nUnit 1: Activity 2: Students do an oral reading of a frame poem, paying attention to diction. The conversation focuses on the form of the poem and does not dive in to the content or meaning.\n    \nIn Unit 2, Activity 10, students work in collaborative groups to compare and contrast visualization of conflicts of two characters in film clips. Teacher supports to ensure students fully comprehend the characterization, plot, and themes are minimal.\n    \nAlso in Unit 2, in Activity 2.12 students will participate in structured, student led discussions, using fishbowl format and Literature Circle discussion protocols and strategies, creating norms and assigning roles. The main focus of these activities are skills, rather than focusing on the text itself.\n    \nSome Unit 4 speaking and listening activities include:\n        \n4.5-4.6 Explain unique aspects of Shakespeare's language through collaborative discussion using appropriate eye contact, respond to questions as a speaker, take notes, ask questions as a listener.\n            \n4.13-4.15 Present an oral interpretation of a scene from Taming of a Shrew. Teacher support to ensure students are gaining understanding of plot, theme, and characterization is minimal.\n            \nEmbedded Assessment 4.2 Use a variety of physical elements ( facial expressions, movement ) effectively. Use eye contact, volume, rate, inflection, tone, and rhythm to demonstrate effective oral interpretation. Use punctuation cues accurately and consistently to inform vocal delivery. Again, the skills component is strong, although the text connection is less so.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 1k, as there is a mix of on demand and process writing opportunities for students. Each unit has a culminating activity that focuses on the steps of the writing process. Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bceb5188-e92e-464e-a711-02941cc21f73": {"__data__": {"id_": "bceb5188-e92e-464e-a711-02941cc21f73", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "5f571251-6c92-498b-ba90-738079765f28", "node_type": null, "metadata": {}, "hash": "ca9cbaa66c61599e797336802967805f47cfaf881eae71065ea349839a652557"}, "3": {"node_id": "cfed0674-85e5-42cb-b957-a5d7b3c358c4", "node_type": null, "metadata": {}, "hash": "ac6952ca8ffe194af447a54a332a9ea326d240e8635cfb839ff706ec549b4c0e"}}, "hash": "929435dd3e610c07524259e22c4feaa501612f1b1e0c9eb6a32ca4c6bf077bd2", "text": "On demand opportunities include daily writing options in class instruction as well as opportunities in every unit to attend to the text at hand. Some examples representative of the program as a whole include (but are not limited to):\n\n\nUnit 1: 1.7 After reading an excerpt from Flipped and using a graphic organizer to prewrite about an incident in their life that was witnessed by someone else, students will respond to a narrative writing prompt that asks them to write about the incident in a way that shows the differing attitudes about what happened, making sure to establish the incident, create dialogue that incorporates the feelings of the characters, use descriptive language, and correctly use proper nouns and pronouns\n    \nUnit 2: 2.2-2.3 Students are introduced to several expository writing prompts and practice writing paragraph responses. Students work with classmates to write a response to film clip UP that explains character's life changes in response to internal forces including a topic sentence that states the main idea, supporting details from graphic organizer, and commentary.\n    \n\n\n    Process opportunities are woven throughout the program, and by the end of the year, students have had robust support in learning and working with the writing process. Multiple opportunities require short and extended research. Mode-specific Writing Workshops are in the online Teacher's Edition, which include open-ended prompts and Embedded Assessments with scoring guides to provide regular practice. The Student Edition includes writing instruction such as brainstorming, controlling idea, details, dialogue, drafting, editing, evaluating, feedback, outlining, planning, prewriting, quickwrites, research, revision strategies, multimedia components, writing process,writing prompts. The \"Planning Unit\" section of the Teacher\u2019s Edition provides an explanation of expectations of Embedded Assessments, as well as a comprehensive Instruction and Pacing Guide. A Writers Workshop is available online for extra support.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe writing tasks for students fully meet the expectations of indicator 1l. Materials provide opportunities for students to address different text types of writing that reflects the distribution required by the standards for grade 6 over the course of a school year. Embedded Assessments (2 per unit) cover a wide variety of writing activities which meet 6th grade level standards. Some examples include writing a personal narrative, writing a short story, responding to literature, writing an expository essay, researching and debating a controversy, writing an argumentative letter, and researching and presenting written work on Shakespeare.\n\n\n    Writing lessons and activities that represent this distribution of text types include the following examples:\n\n\n    Unit 1: Writing instruction includes writing a personal narrative and writing a short story. Language and writer's craft instruction includes transitions, revising for transitions, vivid verbs, and varied sentence patterns.\n\n\n    Unit 2: Writing instruction includes responding to literature and writing an expository essay. Language and writer's craft instruction includes pronoun usage and agreement, sentence variety, revising for figurative language, and parallel structure.\n\n\n    Unit 3: ELA instruction includes researching and debating a controversy and writing an argumentative letter. Language and writer's craft instruction includes format style, using appositives, and revising by creating complex sentences.\n\n\n    Unit 4: ELA instruction includes researching, presenting, and performing Shakespeare. Language and writer's craft instruction includes choosing sentence structure and pronoun usage.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials for Grade 6 provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence, fully meeting the expectations of indicator 1m. Writing opportunities are developed from reading closely and working with sources.\n\n\n    Evidence-based responses are required as follow up activities for all reading selections. Materials provide frequent opportunities throughout the school year for students to learn, practice, and apply their new knowledge in writing. Writing tasks often reference the reading content and mode in which the reading was presented. As students study a text for form and content, students are provided prompts and guidance to identify the components and then practice replicating or analyzing those components.\n\n\n    Across the consumable Student Edition, there are graphic organizers and note-taking prompts to assist students in producing writing associated with the texts being read. Prompts include questions that are dependent to the text, but used with multiple texts as well as text-specific writing demands. In the sidebars of the student consumable, students are provided organized space and guidance to annotate, and collect evidence to use in the writing tasks at the ends of each text and/or section. This progression of working from reading to note-taking to organizer to frame to writing is common throughout the program.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfed0674-85e5-42cb-b957-a5d7b3c358c4": {"__data__": {"id_": "cfed0674-85e5-42cb-b957-a5d7b3c358c4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "bceb5188-e92e-464e-a711-02941cc21f73", "node_type": null, "metadata": {}, "hash": "929435dd3e610c07524259e22c4feaa501612f1b1e0c9eb6a32ca4c6bf077bd2"}, "3": {"node_id": "7d5a97bf-414c-4499-b643-f80f86302793", "node_type": null, "metadata": {}, "hash": "bc03b57a96f80db2a08aec5c78a15d1da74d1f939cd433d27f5ab56908329eb9"}}, "hash": "ac6952ca8ffe194af447a54a332a9ea326d240e8635cfb839ff706ec549b4c0e", "text": "Most writing tasks explicitly require students to cite components as students write, even in low-stakes annotations and note taking that occur almost daily. Cues such as \"record evidence\" and \"cite phrases\" occur throughout to build students' habits of going back to the text. Some representative examples of how the program does this include (but are not limited to) the following examples:\n\n\nIn Unit I, in 1.4-1.7, students \"record evidence of setting, character, conflict, and dialogue from film and personal narratives\" as they engage with them.\n    \nUnit 2 Activities include using a double entry journal as a primary tool for identifying relevant textual evidence on characterization, plot and subplot, and setting (2.4-2.7), addressing Response to Literature prompts (Embedded Assessment 2.1), and practice writing an expository essay that incorporates examples from text and research to support a thesis (2.16-2.17).\n    \nIn Unit 4, Embedded Assessment 4.1, students support a focused main idea with relevant descriptions, facts, and details from a variety of sources, including a complete and accurate bibliography or works cited page.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials for Grade 6 meet the expectations of indicator 1n, regarding the instruction of the grammar and conventions standards for grade level. Language skills are taught explicitly and then applied in increasingly sophisticated contexts. Language skills addressed in the materials include active voice, adjectives, adverbs, appositives, clauses, conjunctions, dependent markers, parallel structure/parallelism, phrases, pronouns, punctuation (commas, dashes, exclamation marks, periods, quotation marks, semicolon), repetition, sentence variety, sentences, series, and verbs.\n\n\n    Grammar and conventions are taught in a sequence consistent with the demands of grade 6 standards and are integrated with reading and writing instruction. Language standards for the grade level are found in forward of Student Edition. The Student Edition has a comprehensive grammar handbook in the back of the book for continual reference, as well as an Index of Language Skills identifying where instruction can be found in text. This handbook can also be found in both the Student and Teacher online editions. The Teacher Resources Online also have additional grammar lessons. In addition, there are ten separate Writer's Workshops online that incorporate grammar and language instruction. The Planning the Unit section at the beginning of each unit, in Teacher's Print Edition, lists expectations for Embedded Assessments as well as a comprehensive Instructional Activity and Pacing Guide that provides grammar support and instruction in the context of actual reading and writing.\n\n\n    Samples of activities and lessons that show evidence of this indicator include the following:\n\n\n    Unit 1 Activities\n\n\n1.4-1.7 Practice command of conventions through Language and Writer's Craft lesson on pronouns.\n    \n1.8-1.10 Language and Writer's Craft focus on using transitions.\n    \n1.15-1.17 Language and Writer's Craft lesson supports students' use of varied sentence patterns to add variety and interest to writing.\n    \nEmbedded Assessment 1.2: Write a Short Story: Use a variety of transitions. Use precise words and sensory details (vivid verbs, figurative language). Demonstrate command of pronoun use, sentence variety, dialogue punctuation.\n    \n\n\n    Unit 2 Activities\n\n\n2.2-2.3 Language and Writer's Craft lessons teach students to use appropriate verb tenses\n    \n2.4-2.7 Continued writing practice gives students opportunities to use appropriate transitions, and demonstrate correct verb tense and pronoun use. Lessons on sentence variety show students how to revise using compound sentences.\n    \n2.8-2.11 Language and Writer's Craft lessons revisit specific figurative language techniques from Unit 1.\n    \nEmbedded Assessment 2.1 Write a Response to Literature: Use a variety of transitions and topic sentences to create coherence. Use precise, accurate diction to illustrate the topic and demonstrate command of parallel structures, commas in a series, and semicolons.\n    \n2.16-2.17 As modeled in Language and Writer's Craft lesson on parallel structures, students compose sentences, paying attention to variety.\n    \n\n\n    Unit 3 Activities", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7d5a97bf-414c-4499-b643-f80f86302793": {"__data__": {"id_": "7d5a97bf-414c-4499-b643-f80f86302793", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "cfed0674-85e5-42cb-b957-a5d7b3c358c4", "node_type": null, "metadata": {}, "hash": "ac6952ca8ffe194af447a54a332a9ea326d240e8635cfb839ff706ec549b4c0e"}, "3": {"node_id": "ab607deb-3156-4ec5-805c-6dbd643c11b4", "node_type": null, "metadata": {}, "hash": "ffc606d4bf83f585a673c465396dcbeb905380487ca362d092de6d9718da8574"}}, "hash": "bc03b57a96f80db2a08aec5c78a15d1da74d1f939cd433d27f5ab56908329eb9", "text": "Unit 3 Activities\n\n\nEmbedded Assessment 3.1 Research and Debate a Controversy: Demonstrate command of the conventions of standard English.\n    \n3.11-3.13 Language and Writer's Craft lesson on using appositives as an effective way to cite sources\n    \n3.14-3.15 Students draft and revise writing by using transitions and creating complex sentences.\n    \nEmbedded Assessment 3.2 Write an Argumentative Letter: Use a variety of transitions, persuasive and connotative diction and demonstrate command of the conventions of standard English.\n    \n\n\n    Unit 4 Activities\n\n\n4.3-4.4 In the Language and Writer's Craft lessons, students continue to practice using a variety of sentence structures as they collaboratively write an explanation of information gained from research\n    \nEmbedded Assessment 4.1 Research and Present a Portrait of Shakespeare. Maintain appropriate style and tone, consistently use academic and literary vocabulary. Demonstrate a command of the conventions of standard English, including a variety of syntax.\n    \n4.9-4.10 Attention to correct pronoun usage is revisited and reinforced through Language and Writer's Craft lessons.\n    \nEmbedded Assessment 4.2 Perform Shakespeare. Use punctuation cues ( periods, commas, semicolons, dashes, exclamation points) accurately and consistently to inform vocal delivery.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials for Grade 6 partially meet the expectations of Gateway 2: Building Knowledge with Texts, Vocabulary, and Tasks. The texts and texts sets are mostly organized around themes and sometimes topics to grow students' knowledge. While there are some structures in place over the year's worth of materials for students to practice learning academic vocabulary and practice working with text-based questions and tasks, the majority of questions, tasks, and culminating tasks do not engage students with the rich texts beyond a superficial level. Students have some opportunities to work across multiple texts, but the focus of doing so is to practice the associated writing skills instead of to grow knowledge with close readings of the materials. Vocabulary instruction focuses on literary terms rather than leveraging the texts themselves to build vocabulary that might transfer to other content areas and practice. Writing supports across the school year are strong and students do have opportunity to learn, practice, and grow skills in researching and synthesizing information into reports.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials for Grade 6 partially meet expectations for indicator 2a in that texts are organized around a topic/topics and/or themes (as is appropriate for grades 6 and up) to build students' ability to read and comprehend complex texts independently and proficiently as they build knowledge. Grade 6 is developed around the thematic concept of change. During the year, students learn how writers use that theme to tell stories in poetry, short stories, and nonfiction texts. Students are also asked to research topics and deepen understanding using film. However, there are missed opportunities for students to read and comprehend complex texts independently and proficiently as they build knowledge because student engagement with text throughout the year often relies solely on students' individual understanding, and there is inconsistent teacher guidance.\n\n\n    In the Unit Overview for Unit 1, the authors state \"Unit 1 introduces the idea of 'change' as the conceptual focus for the year. By reading, analyzing, and creating texts, you will examine changes that happen in your life as well as in the world around you. Through your responses to texts, you will better understand that change is threaded through all of our lives and is something we can tell stories about.\"\nWhile each unit is developed around a theme, there are some series of texts related to topics within a theme. In Unit 3, for example there are series of texts related to the topic of dangerous sports, and another series related to social networking. In Unit 4 there is a series of texts on the topic of Shakespeare.\n\n    Reading, questions, writing tasks, and speaking and listening activities all revolve around the study of choices made and how they impact society while growing knowledge about subtopics within each unit. Students have ample opportunity during collaborative discussions to share connections between concepts taught in class and their independent reading, and are provided opportunities to demonstrate new knowledge and stances on the themes and topics in culminating activities. There is little teacher support to redirect or reteach should students misunderstand core work or need comprehension support. Without additional supports students may not be able to develop the ability to read and comprehend complex text independently and proficiently as they build knowledge.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab607deb-3156-4ec5-805c-6dbd643c11b4": {"__data__": {"id_": "ab607deb-3156-4ec5-805c-6dbd643c11b4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "7d5a97bf-414c-4499-b643-f80f86302793", "node_type": null, "metadata": {}, "hash": "bc03b57a96f80db2a08aec5c78a15d1da74d1f939cd433d27f5ab56908329eb9"}, "3": {"node_id": "e4084bf7-f434-4083-a197-74c60a641900", "node_type": null, "metadata": {}, "hash": "cfdeaa038cc26979b2b9fc3a4544dffc505df9a6fb69da3ab54acc4d20b89762"}}, "hash": "ffc606d4bf83f585a673c465396dcbeb905380487ca362d092de6d9718da8574", "text": "The online Close Reading Workshops include strategies to support students in determining what each text says explicitly and to make logical inferences from what it does not say explicitly. Should the teacher not engage students explicitly with these materials as they read, students may not incorporate the strategies and supports appropriately or in context.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe materials for Grade 6 partially meet the expectations of indicator 2b, as texts and materials require students to analyze language and/or author's word choice (according to grade level standards). Students are provided directions to attend to language, key ideas, details, craft, and structures of texts, but have inconsistent opportunities to engage with academic vocabulary that will grow knowledge. The majority of vocabulary study is focused on literary terms. Deeper exploration of key ideas within texts and additional supports for students struggling with the text are needed.\n\n\n    Students have several opportunities to analyze language and author's word choice through Sidebar Word Meaning and Word Connection. Lessons and questions require them to interact with the text to find examples of figurative, sensory and vivid language, as well as roots and affixes, etc. Students are given opportunities to identify key ideas and details through numerous sidebars in the student edition, as well as in the teacher edition. The tasks throughout each unit, as well as culminating activities, set expectations and purpose for analyzing structure and craft through multiple Language and Writer's Craft Lessons within each unit. However, the support for teachers and students should students misunderstand is minimal. Additionally, students' engagement with rich content vocabulary beyond literary terms is weak.\n\n\n    The questions and tasks provided for students to learn about craft, style, and engage in study of key ideas have an extensive focus on surface- level elements of the text and rely heavily on student interpretation. There is little teacher support should students misunderstand or need further direct instruction.\n\n\n    An example found in Unit 1 illustrates how the program partially meets the expectations of indicator 2b:\n\n\n    In Unit 1 Key Ideas and Details: Activity 1.6, \"He Said, She Said\" there are tasks listed for characterization using a novel excerpt from Flipped by Wendelin Van Drannen . The teacher is provided with Key Idea and Details sidebars that direct the instructor to point out how the author uses precise words to drive the action and switch perspective, although directions are minimal. Some examples of the information provided in Key Ideas and Details sidebars include possible prompts and responses for the teacher to model:\n\n\nQuestions for the student: In the My Notes space, summarize the first meeting between Jill and Bryce, from Bryce\u2019s point of view. Use details from the story to describe what Bryce says and does:\n    \nTeacher : Jill \u2018barged and shoved and wedged her way\u2019 into Bryce\u2019s life on the day he moved into the neighborhood. When Bryce tries to \u2018ditch\u2019 her by walking into the house, Jill entangles herself in his hands, and then, when she tries to pursue him further, he runs away, and hides in the bathroom\n    \nQuestions for the student: Notice that Jill uses the verbs \u2018charge\u2019 and \u2018catapult\u2019 to describe how she moves. These verbs mean more than simply \u2018to walk or run\u2019; they have strong connotations. How does the connotative effect of these words describe Jill\u2019s attitude toward her friendship with Bryce?\n    \nTeacher: The words help convey Jill\u2019s sudden, forceful, impulsive, and intense feelings for Bryce.\n    \nQuestions for the student: How does the author pace the narrative? What words or phrases does the author use as transitions?\n    \nTeacher: The pacing of the narrative is dramatic and quick, and is characterized by active,forceful verbs. Examples of transitions include \u201cWhen I got to his side...that\u2019s when everything changed...but then his mother came out.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e4084bf7-f434-4083-a197-74c60a641900": {"__data__": {"id_": "e4084bf7-f434-4083-a197-74c60a641900", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "ab607deb-3156-4ec5-805c-6dbd643c11b4", "node_type": null, "metadata": {}, "hash": "ffc606d4bf83f585a673c465396dcbeb905380487ca362d092de6d9718da8574"}, "3": {"node_id": "50474e5a-d320-471f-b605-27292d602578", "node_type": null, "metadata": {}, "hash": "6bfc8cded4b66a765a7d19c9c9afcbaeb6f412a9886d3ebc60e2b7a6a204eb88"}}, "hash": "cfdeaa038cc26979b2b9fc3a4544dffc505df9a6fb69da3ab54acc4d20b89762", "text": "While this work is closely reading for the verbs and some detail, there is little attention paid to the overall theme, content , message, and character development in the story. Some discussion of connotations continues throughout the program, but there are minimal supports for teachers to support students who have misunderstandings. This is a trend throughout the program, with questions guiding students to the structures and writing components of the text, but fewer directions and guidance around the content of the text itself.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe Grade 6 materials partially meet the expectations of indicator 2c. Text-dependent questions and tasks are sometimes coherently sequenced for students to analyze the integration of knowledge and ideas in single texts and across multiple texts. While questions and tasks are text dependent, they do not consistently support students\u2019 analysis of knowledge and ideas.\n\n\n    Students read to analyze a variety of texts and work with questions and tasks to understand the forms through which ideas are conveyed, such as poetry, essay, novel, and film. Through close reading and analyzing elements skilled writers use to develop text, students learn to write real and imagined narratives while they learn about the topics and themes. Students analyze components, organizational structures, and language. The materials do not consistently support students\u2019 building knowledge of the content provided by the texts, however. Rich texts are used as a vehicle to learn the component parts of texts, but students are not guided to engage in deeper critical thinking about the texts themselves.\n\n\n    Students read to analyze a variety of texts to understand storytelling. Through close reading and analyzing narrative elements skilled writers use to develop text, students learn to write real and imagined narratives. Students analyze components organizational structures, and language of narrative text. Students closely read several short stories, analyzing plot development, figurative language, and theme. Students will have practice creating new forms, but opportunities to uncover and understand the core themes, content, and characterization in texts may not be fully supported. Work across texts is focused on surface-level components rather than deeper meanings that may be analyzed through closer work.\n\n\n    An example occurs in Activity 2.8, \"Questions and Discussions.\"\n\n\n    The learning targets identified:\n\n\nAnalyze the text of the novel Walk Two Moons by posing questions at the literal, interpretive, and universal levels.\n    \nIdentify and implement effective discussion techniques.\n    \n\n\n    Students review different typed of questions, and then write three levels of questions (literal, interpretive, and universal) based on what they've read so far in the novel. The students then work with their questions in discussion groups, sorting question types and the discussion group protocols.\n\n\n    Another example occurs in Activity 4.15, \"One Text, Two Perspectives: in which students compare a film version and the play The Taming of the Shrew. Students take notes in a graphic organizer (included) which has a T-chart for setting, characters, conflict/plot, and theme. The direction states, \"As you view scenes from the play, compare and contrast Shakespeare\u2019s play with the 1967 film version. Take notes in the graphic organizer below.\" Guiding questions to support students' understanding of the similar and dissimilar elements-- and why they might be important-- are not present. Rather, the focus is on the basic structures of comparison.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials for Grade 6 partially meet the expectations for indicator 2d, with questions and tasks supporting students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, and listening). This integration appears in different parts of each unit. Each unit contains two \"Embedded Assessments\" that act as culminating activities. They include the following activities: writing a personal narrative, writing a short story, responding to literature, writing an expository essay, researching and debating a controversy, writing an argumentative letter, researching and presenting Shakespeare, and performing Shakespeare. Text-dependent questions and lessons throughout each unit build towards these embedded assessments. However, the culminating tasks do not necessarily promote the building of students\u2019 knowledge of the theme/topic, instead focusing solely on the skills in the end products themselves.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "50474e5a-d320-471f-b605-27292d602578": {"__data__": {"id_": "50474e5a-d320-471f-b605-27292d602578", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "e4084bf7-f434-4083-a197-74c60a641900", "node_type": null, "metadata": {}, "hash": "cfdeaa038cc26979b2b9fc3a4544dffc505df9a6fb69da3ab54acc4d20b89762"}, "3": {"node_id": "1b221669-0b88-40e8-904d-3712f4534861", "node_type": null, "metadata": {}, "hash": "7930c8e017d835ef5e4a011af8fe506bb16daaff0e4aee8e04682c6bb5f2c27e"}}, "hash": "6bfc8cded4b66a765a7d19c9c9afcbaeb6f412a9886d3ebc60e2b7a6a204eb88", "text": "Tasks emphasize the completion and synthesis of more than one skill learned and practiced, usually inclusive of a writing skill. Over the course of the unit, students practice short writing by responding to prompts. Students read texts and are prompted to write and work in speaking and listening tasks prior to working with the culminating task. The teacher support is present but does not often account for possible misunderstandings or provide support for deeper understanding and thinking about texts.\n\n\n    In the forward of each unit in Teacher's Edition, in Planning the Unit section, there is a comprehensive Instructional Activity and Pacing Guide that outlines expectations of Culminating Tasks and maps students' sequence of instructional expectations toward mastery of skills needed. This structure and focus does support students' development in writing to prompts and preparing materials while accessing reading, writing, speaking, listening, and language skills in concert. Following are some examples to illustrate how the program provides these integrated culminating tasks for students:\n\n\nUnit 2 Activities\n\n\nCulminating(embedded) Assessment 2.1 Write an expository response to literature that addresses a given prompt. This task is supported by the following activities:\n        \n2.2-2.3 Students practice writing paragraph responses to writing prompts.\n            \n2.4-2.7 Use double entry journal to make meaning from text. Respond to expository writing prompt comparing and contrasting 2 main characters of selected classroom novel study.\n            \n2.8-2.11 Close reading strategies and collaborative discussions about literature. Literature Circle roles are defined and applied. Expository writing prompts ask students to explain correlations of class novel examples of setting, plot and characters to self-selected independent reading text.\n            \n2.12-2.13 Collaborative discussion leading to synthesis of ideas. Respond to expository writing prompt.\n            \n\n\nCulminating (embedded) Assessment 2.2 Write a multi-paragraph expository essay that addresses a given prompt. This task is supported by the following activities:\n        \n2.14-2.15 Compare and contrast elements of literary text to elements of expository essay.\n            \n2.18-2.19 Analyze genre of literary non-fiction.\n            \n2.20-2.21 Close reading of autobiographical text and biographical film on assigned topic. Respond to writing prompt using details from both sources.\n            \n\n\n\n\nUnit 4 Activities\n\n\nCulminating (embedded) Assessment 4.1 Research and Present Shakespeare. This task is supported by following activities:\n        \n4.1-4.2 Read an article to create and support argument about teaching Shakespeare in school. Engage in a debate to support claim (protocols and procedures for debate are not found).\n            \n4.3-4.4 Analyze information about Shakespeare and his society.\n            \n4.5-4.6 Synthesize research and work collaboratively to create multimedia presentation about Shakespeare and his society. Analyze quotes from various Shakespeare plays, explaining language through writing and collaborative discussion.\n            \n\n\n\n\n    As identified in the above examples, students do engage in skills-integrated culminating tasks. However, the focus is consistently on the task itself, rather than building knowledge or thinking deeply about the texts in service of transferring critical thinking skills to other texts and concepts.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 2e. Although there is a list at beginning of each unit with academic and literary terms that are tied to instruction of the unit, there is little support to transfer knowledge beyond each individual unit, and the words that are of focus are not consistently used to build knowledge for further application. The majority of words studied are centered on literary terms, rather than providing students a broad array of academic terms and vocabulary that can be leveraged into further critical reading and study.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1b221669-0b88-40e8-904d-3712f4534861": {"__data__": {"id_": "1b221669-0b88-40e8-904d-3712f4534861", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "50474e5a-d320-471f-b605-27292d602578", "node_type": null, "metadata": {}, "hash": "6bfc8cded4b66a765a7d19c9c9afcbaeb6f412a9886d3ebc60e2b7a6a204eb88"}, "3": {"node_id": "54e74797-457a-4dd4-9bd4-ef16f7b727e9", "node_type": null, "metadata": {}, "hash": "2f06c39876548b2fd61a617d1290299153dd47f6c59c5e53979915e10716d69b"}}, "hash": "7930c8e017d835ef5e4a011af8fe506bb16daaff0e4aee8e04682c6bb5f2c27e", "text": "Students are given a list of academic and literary terms at beginning of each unit, but these words do not consistently appear across multiple units. Students engage with vocabulary instruction in context of reading and writing, but the demands of each unit are different. Although vocabulary instruction is embedded, there is little attention given to struggling student's needs outside of differentiated instruction tips for ELL students and minimal support for advanced learners. Vocabulary is repeated in contexts but not always across multiple texts.\n\n\n    Each unit provides a list of academic vocabulary and literary terms for the teacher to focus on. SpringBoard provides graphic organizers (word maps), specific questions requiring the students to apply knowledge and understanding of newly learned literary terms (activity 1.4, 1.6 are examples), and embedded assessments which require the students to utilize and apply knowledge of literary terms and vocabulary (write a story using dialogue, vivid verbs, and figurative language that captures a real or imagined experience and includes characters, conflict, and a plot with exposition, climax, and resolution). SpringBoard provides \"Learning Strategy\" boxes. Some of the vocabulary learning strategies suggested include QHT, close reading, paraphrasing, and graphic organizers.\n\n\n    Academic vocabulary and Literary terms are introduced before texts, in-texts, and during student activities. Students use their Reader/Writer notebook to record new words and their meanings. Graphic organizers for word study are found in resources at the end of the TE. In the electronic version of the textbook, there is audio support for the pronunciation of the terms as well as a Spanish translation.\n\n\n    As noted, these strategies and structures are embedded throughout the year, but do not focus students' time and energy on high-value words such as those found in the CCSS Appendix B to grow knowledge beyond literary terms.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nMaterials include writing instruction fully meeting the expectations for indicator 2f for Grade 6. Writing instruction spans the whole year, and instructional materials include well-designed lesson plans .These plans are located in forward of each unit under the heading Instructional Activities and Pacing. Skills identifiers are a located in the Index, in sidebars, and wraparounds in Print and Online Teacher's Edition, as well as within Online Writer\u2019s Workshops .The Teacher\u2019s Resources online also lead instructors to a \"Writing Exemplar\" tab, where examples of writing from all genres can be found, and examples of exemplary and proficient as well as those that do not meet standards as well as protocols for teachers to implement and monitor students' writing development.\n\n\n    At the beginning of the year, students are directed to create a writing portfolio to keep all writing and revisions in order to monitor their growth as a writer. Protocols for this portfolio are described in the first lessons of Unit 1.(Activity 1.2 Understanding Change Creating a Reader/Writer Notebook and Portfolio.) There is also a mechanism in online edition where students may edit and send their writing online to the teacher.\n\n\n    Writing projects, tasks, and presentations are aligned to the standards of the grade level. They provide substantial support for the students to learn new skills, to practice and develop learned skills, and how to apply these writing skills to various tasks. Some components of writing are taught in isolation to learn and practice a skill, but the overall writing work of students has coherence and ensures attention to integrated nature of the standards. Writing tasks are integrated and coincide with texts and themes. Students demonstrate their writing skills learned in class, while topics and tasks increase in rigor over the course of the school year. Teacher materials support students' writing development and include comprehensive supports, models, examples, and strategies, as well as graphic organizers. Materials provide guidance for time spent creating, revising, publishing, and reflecting.\n\n\n    Some examples of tasks and activities in the materials that supports students\u2019 writing development over the school year include the following:\n\n\n    Unit 1", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "54e74797-457a-4dd4-9bd4-ef16f7b727e9": {"__data__": {"id_": "54e74797-457a-4dd4-9bd4-ef16f7b727e9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "1b221669-0b88-40e8-904d-3712f4534861", "node_type": null, "metadata": {}, "hash": "7930c8e017d835ef5e4a011af8fe506bb16daaff0e4aee8e04682c6bb5f2c27e"}, "3": {"node_id": "96c9397d-653b-4d16-a2af-d83f3324d4b1", "node_type": null, "metadata": {}, "hash": "4b570fcb9f09bbb57539d64f903a155f118a7174c30df04765b3a576f8927f86"}}, "hash": "2f06c39876548b2fd61a617d1290299153dd47f6c59c5e53979915e10716d69b", "text": "Unit 1\n\n\n1.4 What Makes a Good Narrative? Learning Targets: Identify elements of a narrative by recording evidence of setting, characterization, dialogue, and conflict Graphic organizer is provided so students can record these elements as they find them in suggested film clip of The Lion King.\n        \nThe Teacher to Teacher sidebar states that \u201c This activity begins the practice of finding textual evidence to support inferences and conclusions. \u201dStudents respond to a narrative writing prompt that asks them to tell a friend a story of going to the graveyard as Simba did in the Lion King, using pronouns correctly as they write in first person point of view, describing the conflict, sequence, and setting of events of the incident, and including details of your character\u2019s feelings and dialogue.\n            \nStudents are instructed to keep this writing piece in their portfolio.\n            \n\n\n\n\n1.9 Creating a Narrative: Prewriting and Drafting. Learning Targets: Demonstrate an understanding of narrative elements by drafting a narrative. Apply the writing process while drafting a personal narrative. Learning Strategies: Prewriting, Rereading, Drafting, Graphic Organizer.\n        \nStudents pick a topic of their choice and use reporter's questions who what when where and why to complete a graphic organizer that includes the Incident, Cause, and Effect.\n            \nA second graphic organizer helps students plan the characters by deciding what they say and do.\n            \nTo write the beginning, the AQQS Strategy is introduced. (Anecdote, Question, Quote, and Statement)\n            \nStudents then revisit narratives they have already read from the anthology, looking at particular quotes, and deciding which part of the AQQS strategy is being employed.\n            \nThe next graphic organizer gives endings from the narratives they have read and asks students to describe how narrator ends the story and summarize how the narrator changes because of the incident, considering what the narrator has learned.\n            \n\n\n\n\n    Unit 2\n\n\n2.5 Planting the Seeds of Character Analysis Learning Targets: Use knowledge of characterization to write expository literary analysis paragraphs that compare or contrast characters. Record textual evidence and write commentary explaining or analyzing it. Learning Strategies: Graphic Organizer, Note taking. Skimming/Scanning\n        \nStudents use a graphic organizer to record details about characters in novel study while reading Walk Two Moons. Students \"take a closer look\" at the two main characters by taking notes on all the ways the author uses characterization with the graphic organizer.\n            \nAcademic Vocabulary sidebar provides definition of compare and contrast, and Grammar and Usage sidebar provides transition words for comparing and contrasting.\n            \nExpository Writing prompt asks students to write an expository paragraph that compares and contrasts the two main characters in Walk Two Moons, including examples of appearance, actions, words and reactions of others , being sure to include a topic sentence, supporting details and commentary, transition words, present tense verbs and correct pronouns.\n            \n\n\n\n\n    Unit 3", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96c9397d-653b-4d16-a2af-d83f3324d4b1": {"__data__": {"id_": "96c9397d-653b-4d16-a2af-d83f3324d4b1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "54e74797-457a-4dd4-9bd4-ef16f7b727e9", "node_type": null, "metadata": {}, "hash": "2f06c39876548b2fd61a617d1290299153dd47f6c59c5e53979915e10716d69b"}, "3": {"node_id": "67a78f38-be6a-4a25-b59c-0ad3a303a5d1", "node_type": null, "metadata": {}, "hash": "098a6aa3aa25703a2efc674c12eee8ecb8b50a5f4a222019a6678817a4283569"}}, "hash": "4b570fcb9f09bbb57539d64f903a155f118a7174c30df04765b3a576f8927f86", "text": "Unit 3\n\n\n3.7 The Formality of it All: Style and Tone. Learning Targets: Analyze the purpose of formal style and tone. Write an original text using a formal style and tone. Learning Strategies: Close Reading, Marking the Text, Rereading, Graphic Organizer. Literary Terms: tone, formal style Language and Writer\u2019s Craft: Formal Style.\n        \nStudents are given a definition of tone, as well as a word bank with examples such as angry, sharp, urgent, boring, etc. Language and Writer\u2019s Craft lesson on Formal Style explains that style is how an author or speaker uses words or phrases to form his or her ideas and to show his or her attitude toward the subject (tone) Most often in academic settings, you should use a formal style. Examples of informal and formal sentences about the same subject are given, as well as a list of characteristics that show what to do or not do when using formal style.\n            \nStudents then read an excerpt from \u201cLetter on Thomas Jefferson\u201d by John Adams, marking the text for precise nouns, active verbs,and diction specific to the topic and audience.After reading, students use a graphic organizer to analyze tone and style of letter, defining purpose of the letter, and examples of formal style. The formative assessment checks students\u2019 understanding by asking them to write two letters. In the first letter, they are to write a short letter to their principal using informal style and an inappropriate tone. Referring to the don\u2019t list in the characteristics of formal style chart. In letter two, transform the letter to use formal style and an appropriate tone, being sure to state a clear claim, support claim with reasons and evidence, pay attention to style and tone.\n            \n\n\n\n\n    Unit 4\n\n\n4.8 Play Ball: Analyzing a Game of Life. Learning Target: Explain the theme of a short story in a written response\n        \nAfter close reading of the short story \"The Southpaw\" by Judith Viorst, students respond to an expository writing prompt by explaining the theme of the story, using characters, conflict, and plot to identify supporting details. Students are instructed to be sure to establish a central idea, supporting the central idea with textual evidence from the story and thoughtful analysis, using precise diction to create a formal tone.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 2g. This indicator focuses on providing students robust instruction, practice,and application of research skills as they employ grade level reading, writing, speaking, listening, and language skills. It identifies instructional materials and components that synthesize these skills and has students put them in practice as they simultaneously build knowledge about a topic (or topic).\n\n\n    Research projects are sequenced across a school year to include a progression of research-related skills. Materials support teachers in employing projects that develop students' knowledge on a topic via multiple resources. Materials provide many opportunities for students to apply reading, writing, speaking/listening, and language skills to synthesize and analyze per their grade level readings. Materials provide opportunities for both \"short\" and \"extended\" projects across the school year.\n\n\n    Students have the opportunity to develop research skills throughout the school year. This begins in Unit 2, lesson 2.9: Diction Detectives and Evidence. Skills are developed through lesson 2.19 Reflecting on Marley: Textual Evidence, and 2.20 Making Connections through Research. The embedded assessment for this unit is Writing an Expository Essay.\n\n\n    In Unit 3, research skills are further developed through several lessons, including: 3.4 Creating Support with Reasons and Evidence, 3.5 Do Your Research: Sources, Citation, and Credibility, 3.6 The Formality of it All: Style and Tone, 3.12 Citing Evidence.\n\n\n    In Unit 4, students work toward the embedded assessment: Researching and Presenting Shakespeare. Lessons include 4.4 Researching to Deepen Understanding, and 4.5 Planning to Present Research.\n\n\n    A specific sample from Unit 3 illustrates how the program focuses students on building their research skills in a carefully scaffolded manner:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "67a78f38-be6a-4a25-b59c-0ad3a303a5d1": {"__data__": {"id_": "67a78f38-be6a-4a25-b59c-0ad3a303a5d1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "96c9397d-653b-4d16-a2af-d83f3324d4b1", "node_type": null, "metadata": {}, "hash": "4b570fcb9f09bbb57539d64f903a155f118a7174c30df04765b3a576f8927f86"}, "3": {"node_id": "77510fe3-eebf-4954-b85e-f99688208664", "node_type": null, "metadata": {}, "hash": "f546d451e83a1470623c21aa53dc5a7062e2235516ba68dd33d65f6419f3de4b"}}, "hash": "098a6aa3aa25703a2efc674c12eee8ecb8b50a5f4a222019a6678817a4283569", "text": "Unit, activity 3.5 Do Your Research: Sources, Citation, and Credibility.\n        \nLearning Target: Apply understanding of sources, citation and credibility through discussion and note taking.\n            \nLearning Strategies: Quickwrite, Graphic Organizer, Note Taking.\n            \nAcademic Vocabulary: research, plagiarism, credibility.\n            \n\n\n\n\n    Students are provided with a graphic organizer to self assess their level of comfort with the steps of the research process. A second graphic organizer asks them to record what they know about the words sources, citation, and credibility. Primary and Secondary sources are defined and examples are provided. Models are provided showing the standard format for citing basic bibliographic information for common types of sources, such as books, films, personal interviews, internet sites, magazine and newspaper articles. Sample sources are given in a graphic organizer, and students are given opportunity to practice correct citations. Internet sites are evaluated for credibility and a list of common internet suffixes is provided, with definitions and descriptions. As an informal assessment, students check their understanding by applying what they have learned about sources, citation and credibility as they conduct initial research using a graphic organizer as a guide Teacher is instructed to return to a text students have read earlier in the unit for more practice evaluating sources, how to cite it, and its credibility.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 2h. Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading inside or outside of class. The grade-level-specific Close Reading Workshops are designed to help teachers guide students as they develop the skills necessary for close reading of a broad range of high-quality texts of increasing complexity. These models can be used to support or extend the instruction already in the SpringBoard materials and serve as models for differentiation.\n\n\n    Some examples of how different activities support students\u2019 engagement in independent reading:\n\n\nActivity 1 provides guided reading instruction that emphasizes multiple readings, vocabulary development, and close-reading strategies with a complex text.\n    \nActivity 2 gradually releases students from teacher-guided instruction and modeling to a collaborative analysis of a visual text to which students apply the skills and strategies of close reading.\n    \nActivity 3 releases student to closely read texts independently to respond to analysis of question and to make connections to previous texts.\n    \nActivity 4 requires students to respond to synthesis writing, presentation, or discussion prompts to demonstrate their mastery of the close-reading skills they have practiced in the workshop.\n    \n\n\n    As explained in the Planning the Unit section, \"Texts may range from memoirs to personal narrative to fictional novels and collections of short stories selected based on interest. Materials include a \"suggested authors\" list to help students pick high quality texts. Guidelines to set a deadline to complete the independent reading are included.\n\n\n    After students complete the assignment, they use prompts such as the following to to assess their reading: \"Consider the change(s) the character(s) from your independent reading book experienced. What was significant about the change? How did the change leave an impact on the character or those around him or her?\"\n\n\n    Throughout the units, the materials incorporate Independent Reading Links, which include opportunities for students to connect concepts in the unit to their independent reading and include prompts for students to keep responses in their reading journals and/or reader/writer notebooks.\n\n\n    Close Reading Workshops include five separate workshops. Each consists of two texts correlating with the unit topic, as well as a visual literacy component. Texts are from published authors, many who are mentioned in the appendices for CCSS. The focus of the workshops are: Informational/Literary Non-Fiction, Argumentative, Poetry, Shakespeare, and Informational/Literary Nonfiction in History/Social Studies. In these workshops, students learn how to make meaning of the three different texts, self-reflect on strategies that worked, and ask themselves how can they use what they have learned in future texts. After completing activities for each text, students complete a writing prompt that is used as formative assessment, assessing their ability to write a topic sentence, choose proper textual evidence for support, and explain the significance of evidence they have chosen. Students have four options at the end of each text that require them choose how to assess their knowledge: they may write a synthesis of the text, participate in a debate, create a multimedia presentation, or write a reflection piece. Text complexity levels are provided for each prose text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "77510fe3-eebf-4954-b85e-f99688208664": {"__data__": {"id_": "77510fe3-eebf-4954-b85e-f99688208664", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d9a8cd07-386b-4dfa-ba92-117d75b93ad6", "node_type": null, "metadata": {}, "hash": "c546f4ed1d780cd5727bf6b707d97d904db7b618d876c961de21c9844e57d086"}, "2": {"node_id": "67a78f38-be6a-4a25-b59c-0ad3a303a5d1", "node_type": null, "metadata": {}, "hash": "098a6aa3aa25703a2efc674c12eee8ecb8b50a5f4a222019a6678817a4283569"}}, "hash": "f546d451e83a1470623c21aa53dc5a7062e2235516ba68dd33d65f6419f3de4b", "text": "Literature Circles reinforce communication and collaboration, and in addition, support the independent reading process as well, as students are held accountable to their groups in that process.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b6077cc-3965-4ab0-8810-42927470eaae": {"__data__": {"id_": "5b6077cc-3965-4ab0-8810-42927470eaae", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "3": {"node_id": "1e29e157-bd2a-43b7-9ad5-bbb5e244c97c", "node_type": null, "metadata": {}, "hash": "5e4b3a0231942c6021f761c1679b2ea623be601555efeec76fc8ddc15dacbcf3"}}, "hash": "bd34ed42b8ab09ebcd8f7cea49dc00180d695863ec8586ca5ad925f1e44a369a", "text": "SpringBoard Integrated\n\nThe instructional materials reviewed partially meet the expectations for alignment to the CCSSM for high school, Gateways 1 and 2. In Gateway 1, the instructional materials partially meet the expectations for focus and coherence, and the instructional materials show strengths in allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites and fostering coherence through meaningful connections in a single course and throughout the series. In Gateway 2, the instructional materials meet the expectation for reflecting the balances in the Standards and helping students meet the Standards' rigorous expectations by giving appropriate attention to procedural skills, conceptual understanding, and applications. Also in Gateway 2, the instructional materials partially meet the expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation that the materials attend to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of all of the non-plus standards, but there were instances where aspects of standards were not met. While standards are listed at the beginning of each text on page XXIII, not all the standards that were actually taught in that respective text were a part of that comprehensive list.\n\n\n    The following standards are identified as having been met across the Integrated Mathematics I, Integrated Mathematics II and Integrated Mathematics III materials.\n\n\nThere was evidence to indicate that all aspects of the non-plus standards from the following domains and clusters were addressed: N-RN.A, N-RN.B, N-Q.A, N-CN.A, N-CN.B, and N-CN.C.\n    \nWithin the Algebra conceptual category, the domains of Arithmetic with Polynomials and Rational Expressions (A-APR) and Creating Equations (A-CED) are well represented by the instructional materials of the series. The following exemplifies this:\n        \nA-CED.1 was thoroughly represented throughout the series: creating and solving linear equations and inequalities in one variable in Integrated Mathematics I Lessons 1, 2, and 4; creating and solving exponential equations in one variable in Integrated Mathematics I Lesson 19 and Integrated Mathematics III Lesson 16; creating and solving quadratic equations in one variable in Integrated Mathematics I Lesson 1 and Integrated Mathematics II Lesson 10; and creating and solving simple rational equations in one variable in Integrated Mathematics III Lesson 13.\n            \n\n\nThere was evidence to indicate that all aspects of the non-plus standards from the following domains and clusters were addressed: F-IF.A, F-IF.B, F-BF.A F-BF.B, F-LE.B, and F-TF.A.\n    \nThroughout the series, students are given multiple opportunities to work with linear, quadratic, exponential, polynomial and trigonometric functions utilizing tables, equations, graphs, sigma notation, and comparisons of these functions in multiple problems.\n    \nAll aspects of all non-plus Geometry standards within the domains of Congruence (G-CO), Similarity, Right Triangle, and Trigonometry (G-SRT), Circle (G-C), Geometric Measurement and Dimension (G-GMD), and Modeling with Geometry (G-MG) were addressed throughout the three course series.\n        \nAn example of a Geometry standard that was exemplary in terms of attending to the use of various mathematical tools was G-CO.2. The students in Integrated Mathematics I Unit 5 were given the opportunity to use tracing paper in Lesson 25-1 and geometric software in Lesson 25-3 to represent, describe, and compare transformations in the plane.\n            \n\n\nThere was evidence to indicate that all aspects of the non-plus standards from the following domains and clusters were addressed: S-ID.C, S-IC.B, S-CP.B, S-MD.A, and S-MD.B.\n    \n\n\n    The following standards are identified as having not been met or partially met in this series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1e29e157-bd2a-43b7-9ad5-bbb5e244c97c": {"__data__": {"id_": "1e29e157-bd2a-43b7-9ad5-bbb5e244c97c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "5b6077cc-3965-4ab0-8810-42927470eaae", "node_type": null, "metadata": {}, "hash": "bd34ed42b8ab09ebcd8f7cea49dc00180d695863ec8586ca5ad925f1e44a369a"}, "3": {"node_id": "7b65b724-36b6-4389-9baf-3e44277e0dd7", "node_type": null, "metadata": {}, "hash": "3f68a0e2cc9aa852c671bb3f87b18c45e9f0813a729db6c9d826147ee640aae0"}}, "hash": "5e4b3a0231942c6021f761c1679b2ea623be601555efeec76fc8ddc15dacbcf3", "text": "A-SSE.3: There are several examples within the series where students are to \u201cproduce an equivalent form of an expression\u201d (Integrated Mathematics I Lesson 20; Integrated Mathematics II Lesson 1, Lesson 5, and Lesson 12); however, the students are not \u201cchoosing\u201d an equivalent expression in order to explain properties. In each problem students are told how to rewrite an expression to reveal a specific quantity, yet the students do not determine how the expressions should be rewritten in order to gain more understanding about a specific quantity within the expression.\n    \nA-REI.3: The Integrated Mathematics I materials contains many examples of students \u201csolving linear equations and inequalities in one variable\u201d (Integrated Mathematics I Lesson 3 and Lesson 4); however, the equations and inequalities to be solved do not contain \u201ccoefficients represented by letters.\u201d There are examples of problems where students solve a formula for a given variable in which the formula contains only letters. However, the letters do not stand for coefficients in the formulas; they stand for other variables (Integrated Mathematics I Lesson 3 problems 3, 4, and 6-10a).\n    \nA-REI.10: Problems within the lessons of the Integrated Mathematics I and Integrated Mathematics II materials imply that students must understand that \u201cthe graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane,\u201d but students are not explicitly taught this nor do they have to explain that they understand this concept. Students are simply asked to use the concept when solving problems (Integrated Mathematics I Lesson 6 and Integrated Mathematics II Lesson 11).\n    \nFor standard F-LE.1(a), \u201cProve that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals,\u201d students have opportunities to explore linear and exponential functions over intervals, as well as within larger areas to determine growth of these functions, as seen in Integrated Mathematics I Unit 4 Lessons 20 and 21 where students work with these functions, but do not prove the idea of equal differences over equal intervals.\n    \nFor standard F-TF.5- \u201cChoose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline\u201d- students use and discuss trigonometric functions to model situations with regards to amplitude, frequency, and midline; however, students do not choose the function. In each situation the functions are given and students identify the previously mentioned parameters of the functions. This is seen in Integrated Mathematics III Unit 5 Lesson 27 Pg. 395-403. In these scenarios, students work with the same function in different problems with changing parameters; however, students do not choose the function to model phenomena.\n    \nStandard G-GPE.7 was partially met. Students were given the opportunity to use coordinates to compute perimeters of polygons and areas of triangles in the Integrated Mathematics I Unit 3 Lesson 14-1 and Lesson 14-2. No evidence was found that students are given the opportunity to compute areas of rectangles using coordinates.\n    \nFor standard S-ID.5, \u201c... Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). \u2026,\u201d no evidence was found for joint frequencies.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. Throughout the series, there are a number of lessons that contain a variety of components of the modeling process described in the CCSSM. Students are provided scaffolded questions to help guide them through the process of modeling a function with an equation or graph and reasoning from that model. However, throughout the series, students do not have an opportunity to authentically engage in the full modeling process.\n\n\n    Examples of where the modeling process is incomplete are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b65b724-36b6-4389-9baf-3e44277e0dd7": {"__data__": {"id_": "7b65b724-36b6-4389-9baf-3e44277e0dd7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "1e29e157-bd2a-43b7-9ad5-bbb5e244c97c", "node_type": null, "metadata": {}, "hash": "5e4b3a0231942c6021f761c1679b2ea623be601555efeec76fc8ddc15dacbcf3"}, "3": {"node_id": "62b91744-55ed-482b-90ca-09c457632116", "node_type": null, "metadata": {}, "hash": "9d7e937c851e5105ac6b1166dbbec45a7447f838fc44a6889128cbc1d4dc5190"}}, "hash": "3f68a0e2cc9aa852c671bb3f87b18c45e9f0813a729db6c9d826147ee640aae0", "text": "Examples of where the modeling process is incomplete are:\n\n\nIn Integrated Mathematics I Activity 37-1 students are constructing representations of univariate data, describing characteristics, comparing distributions and identifying similarities and differences. Scaffolding of portions of the modeling process is present, students are given graphs,tables, and histograms, and questions are scaffolded to direct students to predesigned outcomes, rather than allowing students to determine what information to gather and use. Standards addressed S-ID.1, S-ID.2, S-ID.3, S-ID.4\n    \nIn Integrated Mathematics II Unit 5 modeling standards S-CP.2, S-CP.3, S-CP.4, S-CP.6, and S-CP.7 are cited for Lesson 28-1. Practice problem 11, labeled \u201cModel with mathematics,\u201d addresses the various aspects of the modeling process, yet the students are not given the opportunity to collect data and formulate their own model. A table is given in which the students are asked to compute probabilities and then write a newspaper article to interpret, validate and report the data.\n    \nIn Integrated Mathematics III Unit 6, modeling standards S-ID.1, S-ID.2, S-ID.3, S-ID.4 and S-IC.1 are cited for Lessons 31-1 through 31-4, and there are many problems labeled as modeling problems. However, the students are not given the opportunity to design the experiment and then record and analyze their results.\n    \nIn Integrated Mathematics III Unit 3 on Page 199 students work with standard F-LE.4. Students are provided opportunities to explore and work with exponential functions; however, they are not given the opportunity to interpret these functions within a context.\n    \n\n\n    Though problems labeled as \u201cModel with mathematics\u201d occur throughout the series, these problems are application problems. More information on these problems is included in 2C.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation that, when used as designed, they allow students to spend the majority of their time on the widely applicable prerequisites (WAPs). The materials allow students to spend the majority of their time on the content from CCSSM widely applicable prerequisites for a range of college majors, post-secondary programs, and careers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "62b91744-55ed-482b-90ca-09c457632116": {"__data__": {"id_": "62b91744-55ed-482b-90ca-09c457632116", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "7b65b724-36b6-4389-9baf-3e44277e0dd7", "node_type": null, "metadata": {}, "hash": "3f68a0e2cc9aa852c671bb3f87b18c45e9f0813a729db6c9d826147ee640aae0"}, "3": {"node_id": "9c3649bd-0e50-4a9d-bff6-e7abeac621f5", "node_type": null, "metadata": {}, "hash": "ac00ff40510ddec02c7b59f82a0e7c849c52407b37c1bce328f40e1d513664c6"}}, "hash": "9d7e937c851e5105ac6b1166dbbec45a7447f838fc44a6889128cbc1d4dc5190", "text": "Units 1, 2, and 4 of Integrated Mathematics I are focused on the WAPs from Algebra and Functions as they relate to linear and exponential relationships. The Function WAPs continue to be supported through Unit 3 with the Geometry Congruence standards included in the WAPs. The Geometry Congruence WAPs are also the focus of most of Unit 5 and 6 of Integrated Mathematics I, along with the G-SRT WAPs in Unit 6.\n    \nIntegrated Mathematics II continues the focus on the Algebra and Functions WAPs in Units 2 and 3 for quadratic functions and equations. Math II also includes a focus on the N-RN WAPs in Unit 1 with additional work on the Algebra WAPs.\n    \nUnits 1-3 and 5 within Integrated Mathematics III also focus on the Algebra and Functions WAPs in regard to polynomials, radical, rational, and logarithmic equations and functions. The Geometry WAPs can also be found as the focus in Unit 4.\n    \nA-SSE evidence is found in Integrated Mathematics I Activities 1, 2, 18, and 20; Integrated Mathematics II Activities 4, 8, and 14; and Integrated Mathematics III Activities 2, 3, and 11.\n    \nEvery cluster of F-IF, Interpreting Functions, contains WAPs. Integrated I Units 2 and 4, Integrated II Units 2 and 3, and Integrated III Units 2 and 3 and Lessons within Unit 5 are designed to engage the students in these WAPs.\n    \nF-BF.1 is addressed in Integrated I Unit 1 Lesson 5 and Unit 4 Lesson 20 as well as in Integrated II Unit 1 Lesson 6.\n    \nF-LE.1 is addressed in Integrated I Unit 4 Lessons 17, 20, and 21.\n    \nS-ID.2 and S-ID.7 are found in Integrated Mathematics I in Lessons 35, 36, and 37 and in Integrated Mathematics III in Lesson 31.\n    \nS-IC.1 can be found in Integrated Mathematics III in Lessons 29 and 32.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation for providing students with opportunities to work with all high school standards without distracting students with prerequisite or additional topics. The materials, when used as designed, allow students to fully learn most, but not all, standards. (Those standards that were not attended to by the materials, as noted in indicator 1ai, are not mentioned here.)\n\n\n    The following are some examples of how the materials, when used as designed, do not allow students to fully learn each standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9c3649bd-0e50-4a9d-bff6-e7abeac621f5": {"__data__": {"id_": "9c3649bd-0e50-4a9d-bff6-e7abeac621f5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "62b91744-55ed-482b-90ca-09c457632116", "node_type": null, "metadata": {}, "hash": "9d7e937c851e5105ac6b1166dbbec45a7447f838fc44a6889128cbc1d4dc5190"}, "3": {"node_id": "7d2976a5-e6cf-417e-a8e9-ec70f1edb44e", "node_type": null, "metadata": {}, "hash": "bae2380cc3cd7e96f0a2383fa75a55a936b041cd245c749002b071467209f82d"}}, "hash": "ac00ff40510ddec02c7b59f82a0e7c849c52407b37c1bce328f40e1d513664c6", "text": "S-IC.2: \"Decide if a specified model is consistent with results from a given data-generating process \u2026\u201d In Integrated Mathematics III Lesson 30-1 Pg. 429-440 and Lesson 33-1 Pg. 481-492 evidence is found of students conducting simulations to determine results of outcomes. Although teacher notes assist with the implementation of this standard, students do not decide what to look for or what outcomes to study.\n    \nS-CP.4: Evidence was found of students completing but not constructing two way frequency tables in many different places; however, there is one instance where students construct a two way frequency table and then complete it in Integrated Mathematics II Lesson 25-3 page 371 Problem 10.\n    \nS-ID.4: \u201cUse the mean and standard deviation of a data set\u2026 Use calculators, spreadsheets, and tables to estimate areas under the normal curve.\u201d Students are not asked to use spreadsheets for solving even though spreadsheets are mentioned in Integrated Mathematics III Page 458.\n    \nA-APR.4: The standard states to prove polynomial identities and use them to describe numerical relationships. In Integrated Mathematics III page 49 the students are walked through the verification of a polynomial identity, but they are not given practice to prove any identities.\n    \nA-REI.5: The process of solving a system of linear equations using the elimination method or linear combination method is found within Lesson 10 of Integrated Mathematics I; however, this standard says students must \u201cprove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.\u201d Students are asked to use the concept, but they never prove it nor do the teacher instructions state that the teacher is proving the concept.\n    \nA-REI.10: The standard states to understand that the graph of an equation in two variables is the set of all its solutions plotted on a coordinate plane. In Integrated Mathematics I pg. 107, students are asked to verify whether or not specific ordered pairs are on the same line. On pg. 109 problem 3d students are asked whether all of the values make sense for the graph. There is no prior practice found to help students understand that a graph contains all the possible solutions.\n    \nF-IF.9: There are five problems that provide opportunities for students to practice comparing properties of two functions. In Integrated III Unit 1 Lesson 6-3 problems 1-3 and problems 7-8 students were given two functions in an algebraic, graphical, numerical table, or verbal representations to compare their properties.\n    \nF-TF.2: The teacher note in Unit 5 Lesson 24-1 under Differentiating Instruction suggests that the teacher facilitates a discussion of the relationship between the unit circle and trigonometric functions, but students are not given the opportunity to explain how the unit circle enables extension of trigonometric functions..\n    \nG-SRT.7: This standard states that students must \u201cexplain and use the relationship between the sine and cosine of complementary angles\u201d found in Activity 24-2 of Integrated Mathematics II. There are three problems within Activity 24-2 and one question on the Embedded Assessment 2 after Activity 24 that provide opportunities for students to engage with this standard..\n    \nWithin the Modeling with Geometry standards, G-MG.3 asks students to \u201capply geometric methods to solve design problems.\u201d Problem 12 of Activity 34 Practice and problems 2-4 of Lesson 36-1 in Mathematics II, as well as problem 5 of Lesson 20-1 in Mathematics III, provide students with some practice toward this standard..\n    \n\n\n    Overall students are given the opportunity to work with all the non-plus standards and do not distract students with prerequisite or additional topics. However, there are a few missed opportunities for students to fully learn the aspects of each standard.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school. The materials use age appropriate contexts and apply key takeaways from grades 6 - 8. However, students do not have many opportunities to work with a variety of real numbers appropriate for high school.\n\n\n    Some instances of where students are engaged with the content appropriate to high school include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7d2976a5-e6cf-417e-a8e9-ec70f1edb44e": {"__data__": {"id_": "7d2976a5-e6cf-417e-a8e9-ec70f1edb44e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "9c3649bd-0e50-4a9d-bff6-e7abeac621f5", "node_type": null, "metadata": {}, "hash": "ac00ff40510ddec02c7b59f82a0e7c849c52407b37c1bce328f40e1d513664c6"}, "3": {"node_id": "a26ce89b-b485-4282-8a86-87ec4556504d", "node_type": null, "metadata": {}, "hash": "ecacd5673a026fd7045796f35ff5d9175cca5d7e59ab4f47f1553900e7a0192c"}}, "hash": "bae2380cc3cd7e96f0a2383fa75a55a936b041cd245c749002b071467209f82d", "text": "In Integrated Mathematics I Activity 6 students identify linear functions by comparing rates of change and practice applying ratios and proportional reasoning. In Integrated Mathematics I Activity 17 students are continuing their application of proportional reasoning as they compare rates of change applied to arithmetic and geometric series. Integrated Mathematics III Activity 17 continues the application of ratio and proportional reasoning as students use variables to represent coordinates of points.\n    \nThe Integrated Mathematics II Unit 3 Embedded Assessment 1 titled \u201cDiving Competition\u201d asks students to compare Juan and Benjamin\u2019s dives based on given quadratic functions. The student are asked to graph each function then interpret features of those graphs to critique each men\u2019s dives. This example is relevant contextually for high school students and includes mostly rational and some irrational solutions. Embedded assessments provide multiple opportunities to apply basic function concepts across the series.\n    \n\n\n    There are instances where students are not engaged with the content appropriate to high school. These examples include the following:\n\n\nIntegrated Mathematics I uses mostly whole numbers and as the series continues through Integrated Mathematics II and III the numbers expand to include all subsets of rational numbers. There were few problem sets that included irrational numbers.\n        \nIn Integrated Mathematics 1 Activity 12 angle measures are given in whole number values. Angle measures continue to be given as whole number values in Integrated Mathematics II Activity 31 Embedded Assessment 1 with the exception of a few angle measurements given as a whole number and 5 tenths.\n            \nIn Integrated Mathematics I Activity 14 irrational numbers appear in final answers (using the distance formula in); however, students do not complete calculations using irrational numbers within the Geometry domain. Irrational numbers appear in Integrated Mathematics II Activity 23 when working with side lengths of special right triangles, yet students are only doing basic calculations involving multiplying a radical by a whole number.\n            \n\n\n\n\n    There are problems that involve rational numbers in the form of fractions or decimals.\n\n\nIn Integrated Mathematics I Activity 12 students calculate the difference between linear distance using 7.3 and 8.5.\n    \nIn Integrated Mathematics I Activity 13 students find the value of the variable when 4 \u00bd x = 9 or when 4c = 30.\n    \nIn Integrated Mathematics I Activity 16 students write the equation of a line parallel to 3x + 4y = 4 that contains the point (8, 1).\n    \nIn Integrated Mathematics II Activity 34 students are calculating volume with answers represented as decimals or fractions; however, the given dimensions are whole numbers.\n    \n\n\n    The materials apply topics from grades 6-8 such as linear graphs, histograms, box and whisker plots, and scatter plots; however, problems are often scaffolded and lead students to answers rather than allowing open ended solutions. For example, in Integrated Mathematics II Unit 5 Lesson 25-3 students are given graphs, tables, or variables for problems posed. Students are directed to the solution that is to be reached, for example, as students work with probability and utilize given sample spaces, two-way frequency tables, and calculation of probabilities. These scaffolds provided in these problems direct students on representation and interpretation of solutions that leads students to a pre-determined outcome rather than giving students the opportunity to determine how to model the problem and ask the questions to determine how to interpret outcomes or solutions. The values are whole numbers, with the decimal value 0.5 being used twice, but final answers may have decimals.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectations that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and required by the Standards.\n\n\n    All conceptual categories are addressed over each of the courses. Connections between conceptual categories are explicitly stated throughout the three courses in both the teacher and student edition and are labeled as \u201cPoint of Integration\u201d (i.e. Integrated Mathematics III Lesson 17-1). In the Algebra and Function domains, the coherence was evident within the domain and across conceptual categories throughout the series as seen in:\n\n\n    A-REI: Reasoning with Equations and Inequalities", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a26ce89b-b485-4282-8a86-87ec4556504d": {"__data__": {"id_": "a26ce89b-b485-4282-8a86-87ec4556504d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "7d2976a5-e6cf-417e-a8e9-ec70f1edb44e", "node_type": null, "metadata": {}, "hash": "bae2380cc3cd7e96f0a2383fa75a55a936b041cd245c749002b071467209f82d"}, "3": {"node_id": "b1a54309-c1c3-4b16-b9bd-311af34c1b9b", "node_type": null, "metadata": {}, "hash": "9185c422625a98d2aef57f85979c266d2c5533ddb60f0f6a1c62ed895fd53172"}}, "hash": "ecacd5673a026fd7045796f35ff5d9175cca5d7e59ab4f47f1553900e7a0192c", "text": "A-REI: Reasoning with Equations and Inequalities\n\n\nActivity 19 in Integrated Mathematics I connects A-CED and A-REI by having students write two variable equations and graphing those equations in order to understand the solutions to graphs of equations.\n    \nActivity 15 in Integrated Mathematics II connects the A-SSE standards to the A-REI standards by having students rewrite quadratic equations based on their given structure in order to solve and graph quadratic equations.\n    \nAcross the series, students understanding of equations and inequalities begins in Integrated Mathematics I Activities 2 and 4. Integrated Mathematics II applies reasoning of equations to solving quadratics (Activity 12). Integrated Mathematics III extends the reasoning to rational equations and inequalities as students are to solve both algebraically and graphically (Activity 13).\n    \n\n\n    F-IF.B: Interpret functions that arise in applications in terms of the context\n\n\nThe series also connects new content and skills to those learned in previous years. For example: F.IF.B spirals throughout the series. Specifically, F.IF.4, is introduced in Integrated Mathematics I Unit 4 Activity 24 where the students interpret key features of any graph or table. Integrated Mathematics III Unit 3 Activity 15 interprets key features of logarithmic functions.\n    \n\n\n    Connections are explicitly stated for teachers through the Activity Standards Focus and the lists of Common Core State Standards for each Activity.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. In the instructional materials, content from Grades 6 to 8 is present but not clearly identified and/or does not fully support the progressions of the high school standards. Connections between the non-plus standards and how those standards are built upon from Grades 6-8 is not clearly articulated for students and only partially articulated for teachers.\n\n\n    Grade 6-8 standards are listed for most units in each Teacher Edition\u2019s \"Getting Ready.\u201d \"Teacher to Teacher\" sections give teachers information about how current topics relate to prior topics and provide information about how to encourage students to reach deeper understanding at a high school level.\n\n\nIntegrated Mathematics I Unit 7 Activity 33 on page 567 the teacher notes in \u201cTeacher to Teacher\u201d include the following: \u201cThe initial section of this activity reintroduces students to informal analysis of numerical bivariate data in terms of form, direction, and strength of relationship. (Note: These topics were most likely introduced in eighth-grade mathematics.) Then, the correlation coefficient is introduced as a statistic that can communicate and evaluate strength and direction of linear relationships.\u201d\n    \nIntegrated Mathematics III Unit 4 on page 240 in the teacher edition, the list of prerequisite standards covered in the \u201cGetting Ready\u201d section include the following standards: 8.G.8, G-CO.1, 7.G.5, G-CO.9, A-REI.4a, F-IF.4, F-IF.7a, and G-MG.1. Student exercises in the \u201cGetting Ready\u201d set include problems that address these standards. However, these standards are not directly connected to any work within the unit.\n    \nIntegrated III Unit 1 Arithmetic Sequences and Series, Getting Ready identifies 10 standards, two from Grades 6-8 (7.NS..3 and 8.EE.1) and 8 more high school standards. Of the eleven problems presented to students, four review the Grades 6-8 standards, and the remaining seven problems are reviewing High School.\n    \n\n\n    The series indicates high school standards for lessons, but problems presented to students do not always align to high school standards.\n\n\nThe Integrated Mathematics II Activity 33 learning targets are to \u201cdevelop and apply the formulas for circumference and area of a circle.\u201d (7.G.4) There are no related High School Standards that require developing and application of the formulas or the area and circumference of a circle as described.\n    \nIn Integrated Mathematics II Activity 1 students develop basic Properties of Exponents (8.EE.1). In Activity 2, students rewrite rational exponents as radical expressions which is a High School Cluster (N-RN.A). Activity 2 builds on the seventh grade content in Activity 1; however, there is no direct connection between the activities.\n    \n\n\n    Examples of how lessons connect to middle school content, but do not explicitly indicate the connection, include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b1a54309-c1c3-4b16-b9bd-311af34c1b9b": {"__data__": {"id_": "b1a54309-c1c3-4b16-b9bd-311af34c1b9b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "a26ce89b-b485-4282-8a86-87ec4556504d", "node_type": null, "metadata": {}, "hash": "ecacd5673a026fd7045796f35ff5d9175cca5d7e59ab4f47f1553900e7a0192c"}, "3": {"node_id": "5adc72be-b29d-467d-81bc-19c08cb4b679", "node_type": null, "metadata": {}, "hash": "7c07a039b172ee3a0edbd79d062786833c93e036d0a2e804de2f84a36d6c4fc1"}}, "hash": "9185c422625a98d2aef57f85979c266d2c5533ddb60f0f6a1c62ed895fd53172", "text": "In Integrated Mathematics I Activity 14 students utilize the Pythagorean Theorem and coordinates on the coordinate plane (standards 8.G.6, 8.G.7, 8.G.8, 8.SP.2, and 8.SP.3) to find the lengths of line segments that make up sides of a geometric polygon. Students build on this understanding to derive the distance formula. These middle school standards are not listed in either the student or teacher materials.\n    \nIntegrated Mathematics II introduces students to multiplying polynomials through the use of repeated distributive property and the use of the area model, which builds on students prior understanding from middle school standards. (7.EE.1)\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards are identified in the series as (+) standards. They are explicitly identified at the beginning of each book where the list of CCSS are given for that individual book and then again within each unit they occur. The plus standards, when included, coherently support the mathematics which all students should study in order to be college and career ready.\n\n\n    Integrated I does not list any plus standards.\n\n\n    Integrated II lists N-CN.8, 9, F-BF.1c, S-CP.8, and S-MD.7.\n\n\n    Integrated III lists N-CN.9, A-APR.5, A-APR.7, F-IF.7, F-BF.B, F-BF.C, F-BF.D, F-BF.5, F-TF.3, F-TF.4, G-SRT.9, G-SRT.10, G-SRT.11, and S-CP.9.\n\n\n    The plus standards support the development of mathematics throughout the series:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5adc72be-b29d-467d-81bc-19c08cb4b679": {"__data__": {"id_": "5adc72be-b29d-467d-81bc-19c08cb4b679", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "b1a54309-c1c3-4b16-b9bd-311af34c1b9b", "node_type": null, "metadata": {}, "hash": "9185c422625a98d2aef57f85979c266d2c5533ddb60f0f6a1c62ed895fd53172"}, "3": {"node_id": "9d0a7ddf-fba2-49a3-88fb-1daebb749522", "node_type": null, "metadata": {}, "hash": "b8a439243ef9c21005b2b6a9dd9a84f294a5bd07d17d8c6565344da3d3703b2e"}}, "hash": "7c07a039b172ee3a0edbd79d062786833c93e036d0a2e804de2f84a36d6c4fc1", "text": "The plus standards support the development of mathematics throughout the series:\n\n\nIn Activity 7 of Integrated Mathematics III the standards addressed include the plus standards F-BF.4b and F-BF.4c, and these plus standards are connected to standards to F-BF.4 and F-BF.4a as they relate to inverse functions. The teacher edition states, \u201cin Activity 7, students work with inverse functions. They verify that two functions are inverses of each other by showing that the functions undo each other when the output of one is used as the input for the other. They find the inverse of a given function by interchanging the domain and range of the function, at times restricting the domain of a function so that it is invertible. They explore the symmetry of the graphs of inverse functions\u201d (which involves the plus standards).\n    \nIn Activity 6 of Integrated Mathematics II the standards addressed include F-BF.1b and F-BF.1c. It is also noted that while F-BF.1c is introduced in this activity, it is also addressed in higher level mathematics courses. Students begin work with the composition of functions in this series but do not explore it completely to keep the focus on the non-plus standards.\n    \nThe Integrated Mathematics Series indicates that plus standards S-MD.7, S-CP.8, and S-CP.9 are in the materials and evidence is noted to support the learning that students should have to be college and career ready.\n        \nIn Integrated Mathematics III Unit 6 Lesson 28-1 students are learning about combinations and permutations to compute probabilities. This is a plus standard. It has been included at the start of the unit, just before students are working with Random Samplings. The idea of combinations and permutations can be used to enhance student understanding of random samplings. This could be left out, and students could continue with random samplings and still build an understanding of these. The idea of using combinations and permutations continue to be used throughout the unit, yet these problems could be omitted.\n            \nIn Unit 2 Lessons 7-1 and 7-2 students are developing an understanding of functions and their inverses. Two plus standards have been included, F-BF.4b and F-BF.4c, where students verify inverses by composition and by reading values from a graph or table. These ideas are included very naturally yet could be omitted from the lesson.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation that the materials support the intentional development of students' conceptual understanding of key mathematical concepts. The instructional materials include whole- and small-group opportunities for exploration or demonstration of conceptual understandings. The materials often provide students with opportunities to justify, explain, and critique the reasoning of others. The instructional materials promote mathematical reasoning through various components, including Discussion Group Tips, Teach notes found at the beginning of every lesson, and the Suggested Pacing; each unit balances directed, guided, and investigative activities within the unit. Students further develop conceptual understanding by working collaboratively with their peers and sharing their ideas aloud during class discussions, as indicated in the instructional materials by the Think-Pair-Share, Sharing, and Responding teacher directions.\n\n\n    The following are specific standards for which the materials fully met the expectation for developing conceptual understanding:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9d0a7ddf-fba2-49a3-88fb-1daebb749522": {"__data__": {"id_": "9d0a7ddf-fba2-49a3-88fb-1daebb749522", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "5adc72be-b29d-467d-81bc-19c08cb4b679", "node_type": null, "metadata": {}, "hash": "7c07a039b172ee3a0edbd79d062786833c93e036d0a2e804de2f84a36d6c4fc1"}, "3": {"node_id": "5f31eac1-cafb-4480-b91f-8e2fff89ef78", "node_type": null, "metadata": {}, "hash": "3fd498e1da382b36994430526b2a0837e790216008ae201eddb424756c271dbf"}}, "hash": "b8a439243ef9c21005b2b6a9dd9a84f294a5bd07d17d8c6565344da3d3703b2e", "text": "A-APR.B: Integrated Mathematics II Activity 9 introduces factoring polynomials with and without modeling. Activity 11 emphasizes the definition of a parabola and how the equation relates to a quadratic function. The foundation for solving has been built for students to develop the relationship between zeros and factors of quadratics as seen in Activity 12. Students are given many opportunities to determine which method of finding zeros is appropriate. On pages 164-166 Integrated Mathematics II makes explicit connections between solutions of a graph, the factors of a quadratics, and the meaning of zeroes.\n    \nF-IF.A: Integrated I Unit 2 Lesson 5-1 provides students with the opportunity to analyze relations (represented in a table, graph, or diagram) to determine if they are functions, and Lesson 5-3 builds on this conceptual understanding by allowing the student the opportunity to use and interpret function notation.\n    \nG-SRT.7: Integrated Mathematics II Activity 24 Lesson 2 problem 8 has students discover the relationship between the sine and cosine of complementary angles using a single right triangle. Students provide conjectures about the relationship and then determine whether the conjecture is true or false.\n    \nG-C.2: Integrated Math II Activity 30 Lesson 2 provides students with an opportunity to discover and describe the relationship between chords in a circle and between chords and the diameter of a circle. After this, students use the relationships for proof writing.\n    \nG-SRT.2: Integrated Mathematics II Activity 19 Lesson 3 defines similarity in terms of similarity transformations. Students write the similarity transformations required to prove similarity. Then in practice problem 13 students must use similarity transformations to explain whether or not two figures are similar and describe two separate sequences of similarity transformations that could be used. Problem 13 provides students with an opportunity to explain their conceptual understanding of similarity, and extra practice with this concept is provided through the Activity Practice and the Additional Unit Practice in the digital Teacher Resources.\n    \nF-LE.1: In Integrated I Unit 4 Lesson 19-3 students are given two tables to discuss, and they make connections between the pattern of bacteria growth and the two given functions. As the students complete the table and use a graphing calculator to graph each function, they are led through a series of questions to enhance their conceptual understanding while guiding them to predict and confirm which pattern of bacteria growth is linear and which is exponential.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation for providing intentional opportunities for students to develop procedural skills and fluency. Learning targets are clearly articulated at the start of each lesson, and students are guided through a series of problems and structured responses to give them the opportunity to build procedural skills and fluencies. Lessons follow a clear progression of the stated learning targets, designed to give students several opportunities to practice the designated skills through either investigative or guided instruction followed by step-by-step example problems with similar Try These problems. Before the Lesson Practice problems there is a short Check for Understanding, which both provide more opportunities for students to develop procedural skills.\n\n\n    At the end of each Activity there is an additional Activity Practice on the concepts within the lessons. The Teacher Digital Resources also contain additional problems for each lesson that can be used to give students more practice and to build fluency.\n\n\n    Some highlights of strong development of procedural skills and fluency include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5f31eac1-cafb-4480-b91f-8e2fff89ef78": {"__data__": {"id_": "5f31eac1-cafb-4480-b91f-8e2fff89ef78", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "9d0a7ddf-fba2-49a3-88fb-1daebb749522", "node_type": null, "metadata": {}, "hash": "b8a439243ef9c21005b2b6a9dd9a84f294a5bd07d17d8c6565344da3d3703b2e"}, "3": {"node_id": "d2da0e4d-d6ac-489a-8b08-3ae60d310baa", "node_type": null, "metadata": {}, "hash": "ce0f0e2277fe9deb2db78fff2a96bedba6b8eee2d524fcf421cc566f9474a5ff"}}, "hash": "3fd498e1da382b36994430526b2a0837e790216008ae201eddb424756c271dbf", "text": "Some highlights of strong development of procedural skills and fluency include:\n\n\nA-APR.1: This standard is addressed in Integrated Mathematics II Activity 4 and 5. Students are given extensive opportunities to develop procedural fluency of operations with polynomials.\n    \nA-APR.6: Activity 10 Integrated Mathematics III provides multiple opportunities for students to develop procedural fluency with rational expressions.\n    \nF-BF.3: Materials emphasize transformations of functions, and this is evident in the amount of practice the materials provide across the series. For several types of functions, students practice graphing a transformed function, write in words how f(x) is transformed to g(x), and write transformed functions in terms of other graphed functions, e.g. transformations of quadratic function problems can be found in Integrated Mathematics II Unit 3 Lesson 15-1 through Lesson 15-3.\n    \nG-GPE.5: Activity 16 in Integrated Mathematics I includes practice and fluency of determining the slope of parallel and perpendicular lines.\n    \nG-CO.1: Throughout Integrated Mathematics I students are provided many opportunities to build fluency regarding precise geometric definitions.\n    \nG-SRT.5: Across all three courses, students are provided several Activities in which they build fluency with solving problems using similarity and congruence criteria.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation of the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Throughout the series, often in sections labeled \u201cModel with mathematics,\u201d the materials provide opportunities for students to use concepts and skills in problems designed to model real world situations. Single-step and multi-step contextual problems are used in different class settings (individual, small group, and/or whole group) to engage students in applications.\n\n\n    Examples of real-world applications include:\n\n\nA-REI.11: Students are given opportunities for applications as seen in Integrated I Activity 10, \u201cA Tale of Two Trucks.\u201d Students use several methods, including graphing, to solve and classify a system of equations. In addition, in Integrated I Activity 19 students examine exponential functions by analyzing their graphs as well as comparing rates of change of linear and exponential functions determined by their graphs.\n    \nF-IF.B: Integrated I Unit 4 Lesson 24-1 through Lesson 24-4 includes several contextual problems that develop interpreting functions in terms of the context. The lessons include a variety of single and multi-\u00adstep contextual problems involving such topics as temperature change (polynomial function), hiking trail (linear function), rocket launch (quadratic function), parking garage cost (greatest integer function), and marching band formation (radical function). Other examples can be found across the courses in the series. For example, in Integrated II Unit 2 Lesson 10-1 students use a basketball court to interpret a quadratic function in terms of the court. Another example in Integrated III occurs in Unit 2 Lesson 8-1 where students are given the opportunity to interpret a radical function in the context of the hull speed of a boat. Contextual problems asking the students to interpret a function can be found throughout all courses of the series.\n    \nG-SRT.8: Integrated Mathematics II Activity 21 - Activity 24 include examples of application problems for the Pythagorean Theorem and Trigonometric Ratios. Application problems in these Activities involve architectural design, height of structures, framing of pictures, dimensions of flat screen televisions, distance on a baseball field, and quilt patch dimensions.\n    \nStatistical concepts are presented within contextual settings requiring students to interpret data and make sense of their conclusions. For example, in Integrated Mathematics I Lesson 37-1 measures of central tendency are compared when analyzing the dot plots, histograms, and box and whisker plots to determine the impact of human activity on wildlife in the \u201chome ranges\u201d of certain animals. Polls and voting are used to provide context for how to make inferences from population samples.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d2da0e4d-d6ac-489a-8b08-3ae60d310baa": {"__data__": {"id_": "d2da0e4d-d6ac-489a-8b08-3ae60d310baa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "5f31eac1-cafb-4480-b91f-8e2fff89ef78", "node_type": null, "metadata": {}, "hash": "3fd498e1da382b36994430526b2a0837e790216008ae201eddb424756c271dbf"}, "3": {"node_id": "e04fa16f-b6d2-4aeb-ab64-a841dbe8467e", "node_type": null, "metadata": {}, "hash": "ad499ed4ce5b87884fd165b8674d029362d7730468515f00444a6c63a85cc827"}}, "hash": "ce0f0e2277fe9deb2db78fff2a96bedba6b8eee2d524fcf421cc566f9474a5ff", "text": "The application problems are often scaffolded, especially as they apply to the modeling process.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation of providing balance among conceptual understanding, procedural skill and fluency, and application. All three aspects of rigor are present in the materials of the series, and balance among the three aspects is present within a course and throughout the series. In some application problems and in problems building conceptual understanding throughout the series, students are required to use multiple representations and written explanations to support their work and justify their thinking in order to demonstrate their understanding of procedures, skills, and concepts. The Activities generally provide opportunities for students to develop conceptual understanding through exploratory problems, often within a context, in the first lesson of the unit. Next, there are opportunities for students to develop fluency and understanding through application in the subsequent Activity lessons. The balance of procedural skill development and application is not rigid throughout the materials and changes based on the targeted concept.\n\n\n    The following are examples of balancing the three aspects of rigor in the instructional materials:\n\n\nIntegrated Mathematics I Unit 1 Activity 1 builds on students previous work of writing numeric and algebraic expressions to representing situations and by using tables and graphs to examine the relationship between two quantities. Activity 2 builds on this knowledge to provide opportunities for procedural skill and fluency as they solve linear equations in one variable, including multi-step equations.\n    \nIntegrated Mathematics I Unit 2 uses previous learning from Activity 7 when students are connecting the features of linear functions to their meaning in context.\n    \nIntegrated Mathematics II Unit 2 focuses on quadratic functions and equations. Students are given opportunities to develop fluency of writing quadratic equations. Activity 9 reinforces factoring of quadratic expressions using multiple methods, including algebra tiles. Activity 10 expands students\u2019 understanding of functions though modeling in real life applications and includes questions meant to lead students to conceptual understanding.\n    \nF-IF.2: Integrated I Unit 2 Lesson 8-1 contains a scenario where a young lady, Annalise, needs to determine the price of one pound of coho salmon from several supermarket receipts. The students are given the opportunity to use function notation to write the function that gives the total price f(x) for x pounds of coho salmon, evaluate their function for 4, 12, and 26 pounds of salmon, and interpret an additional receipt found to show that the total price on the receipt is correct for the 60 pounds purchased. The students use their function to discovered that the customer was incorrectly charged and are asked to explain their findings.\n    \nG-SRT.7: Students are asked to explain and use the relationship between the sine and cosine of complementary angles. Activity 24 of Integrated Mathematics I builds students conceptual understanding by having them explain the relationship. This follows from Activity 22 where students are building a procedural understanding of basic functions and their transformations through Activity 23, where students continue to build procedural understanding of an increasing number of different graphs, thus balancing procedural fluency and application of these graphs.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation of supporting the intentional development of overarching, mathematical practices of MP1 and MP6, in connection to the high school content standards, as required by the Mathematical Practice Standards. The materials develop MP6, yet not MP1, to the full intent of the standards.\n\n\n    In each lesson, the materials have problems labeled with a Mathematical Practice Standard. Although the materials list out the content standards in their entirety and often expound upon them, the materials do not do so with the Mathematical Practice Standards. Instructional support/strategies appear in the teacher edition and \u201care called out [in the student edition] so students are reminded to apply them as they respond to problems and applications.\u201d\n\n\n    The materials do not develop MP 1 to the full intent of the standard. Student development of strategies to solve problems is not evident in the majority of lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e04fa16f-b6d2-4aeb-ab64-a841dbe8467e": {"__data__": {"id_": "e04fa16f-b6d2-4aeb-ab64-a841dbe8467e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "d2da0e4d-d6ac-489a-8b08-3ae60d310baa", "node_type": null, "metadata": {}, "hash": "ce0f0e2277fe9deb2db78fff2a96bedba6b8eee2d524fcf421cc566f9474a5ff"}, "3": {"node_id": "a690d541-d67b-456a-87ed-075ba42f7e83", "node_type": null, "metadata": {}, "hash": "68b28000c98825860bfcc69a8433396326ecc28ab3cfa5e70e7d476c153c6840"}}, "hash": "ad499ed4ce5b87884fd165b8674d029362d7730468515f00444a6c63a85cc827", "text": "Problems labeled \u201cMake Sense of Problems and Persevere in Solving Them,\u201d as well as other unlabeled problems, provide students with opportunities to \u201cexplain how knowing \u2026\u201d (Integrated Math III Activity 2 Practice problem 27) or \u201cdescribe what you observe\u201d (Integrated Math I Activity 17 Practice problem 25), but students engage with routine problems rather than engaging in making sense of non-routine problems.\n    \nProblems throughout the series tell students what information in the problem to use. This interferes with students\u2019 opportunity to explain to themselves the meaning of a problem and look for entry points to its solution.\n        \nIn Integrated Math I Activity 17 Practice problem 25 students are working with a Lucas sequence to determine what other terms of the sequence may be and are given explicit information on how to determine this.\n            \nIn Integrated Math III Activity 2 Practice problem 27 students are asked to explain how knowledge of knowing two terms of a geometric sequence is sufficient to find the other terms in the sequence.\n            \nIn Integrated Math 1 Activity 17 embedded assessments and Integrated Math III Activity 2 students are given guidance as to how to approach the problem, eliminating the need to make sense of the problems.\n            \n\n\n\n\n    There are some examples of problems, whether labeled as MP1 or not, where students are allowed to determine their own method for solving the problem to reach a single correct response.\n\n\nIntegrated Mathematics I Lesson 14-2 problem 14 allows students to use multiple solution pathways as they determine coordinates of a point according to specified criteria.\n    \nIntegrated Mathematics II Lesson 14-4 problem 18 allows students to use graphing or the algebraic equation to determine maximum profit.\n    \n\n\n    MP6 is addressed and fully developed throughout the materials and sometimes specifically identified in a problem. Students are often asked to use definitions, use units appropriately, and communicate understanding clearly in writing and/or orally. The teacher wrap and lesson answers in the teacher edition support the use of appropriate units and mathematical terminology throughout the series.\n\n\nIntegrated Mathematics II Unit 2 Lesson 10-1 problem 24 is labeled with MP6. This problem gives the students six functions and ask the students to determine whether or not each function is a quadratic. The students are using the definition of a quadratic function to determine which of the functions are 2nd degree of the polynomial functions within these six functions.\n    \nThroughout the series, the materials foster use of mathematical conventions and nomenclature.\n        \nIn Integrated Mathematics II Lesson 11-3 students make a prediction of a quadratic application of a parachute on a model rocket. Here students are asked to use a table to make predictions about the height of the rocket at certain times and create a scatter plot from the table on a coordinate grid.\n            \nIn Integrated Mathematics III Activity 7 students attend to precision as they graph inverse functions using the correct function notation, create and analyze graphs of inverse functions, and solve for them algebraically.\n            \n\n\nStudents are expected to use units and descriptions of solutions throughout the series, and often these are not identified as supporting MP6. Teachers notes will often encourage teachers to look for and encourage precision in student responses and in the solutions to lessons and problem sets. Teachers would need to facilitate conversations for students regarding precision and use of units to help students develop a connection between the importance of units, precision, and their importance to problem solving and building understanding. This is not always made clear in the teacher notes.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation that materials support the intentional development of reasoning and explaining (MP2 and MP3), in connection to the high school content standards, as required by the MPs. Overall, the majority of the time MP2 and MP3 are used to enrich the mathematical content inherently found in the material, and across the series there are increasing expectations for MP2 and MP3 to the full intent of the standards. Throughout the materials, students are expected to reason abstractly and quantitatively, as well as, construct viable arguments and critique the reasoning of others.\n\n\n    Examples of MP2 Reason Abstractly and Quantitatively include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a690d541-d67b-456a-87ed-075ba42f7e83": {"__data__": {"id_": "a690d541-d67b-456a-87ed-075ba42f7e83", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "e04fa16f-b6d2-4aeb-ab64-a841dbe8467e", "node_type": null, "metadata": {}, "hash": "ad499ed4ce5b87884fd165b8674d029362d7730468515f00444a6c63a85cc827"}, "3": {"node_id": "69bff9d8-67d0-4c24-88bd-1f167b9aaf26", "node_type": null, "metadata": {}, "hash": "c5ea9ff343ebc7f89837231ffadb0874d507dec2110857f38df7cd15a28f262a"}}, "hash": "68b28000c98825860bfcc69a8433396326ecc28ab3cfa5e70e7d476c153c6840", "text": "Examples of MP2 Reason Abstractly and Quantitatively include the following:\n\n\nIn Integrated I Lesson 15-1 problem 7 students write and justify two statements based on a given figure. Students must understand the relationship the mathematical representations within the context of the problem..\n    \nIn Integrated II Activity 17 problem 19 students explain the conditions under which a system of equations, involving a coefficient of a, would have no real solution, exactly one real solution, and two real solutions. In order for students to answer they must be able to represent a system symbolically and graphically and determine what the a could represent for the various solutions.\n    \nIn Integrated III Lesson 20-1 problem 5 students design a shipping container of specific shapes and express the surface area algebraically.\n    \nIn Integrated I Activity 2-4 students must choose values to determine infinite solutions of an equation.\n    \nIn Integrated II Activity 8-2 students must reason abstractly to justify that a product of factors is equal to the sum of the squares.\n    \nIn Integrated III Activity 3-4 students are given opportunities to determine specific values in generating Pythagorean Triples.\n    \n\n\n    Examples of MP3 Construct Viable Arguments and Critique the Reasoning of Others include the following:\n\n\nIn Integrated I Activity 19 problem 23 students determine reasonableness and justify their response.\n    \nIn Integrated II Lesson 19-4 problem 12 students justify whether or not they agree with a given solution. Students are critiquing the reasoning for a given solution and constructing arguments to support the critique.\n    \nIn Integrated I Activity 2-3 students justify their choice of two phone plans by comparing equations that model the cost of the two phone plans. Students create equations based on the information given regarding the cost of telephone plans, and they determine when the two equations are equal to each other to determine when the two plans have the same cost. Students are then asked to make a choice of plans and justify their choice.\n    \nIn Integrated III Activity 13-1 students make conjectures about when a rational equation is likely to have extraneous solutions.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series partially meet the expectation that materials support the intentional development of addressing mathematical modeling and using tools (MP4 and MP5), in connection to the high school content standards, as required by the MPs. Overall, MP4 and MP5 are either not consistently used to enrich the content or are not building increasing expectations across the series to develop these standards to the full intent.\n\n\n    Introductory or inquiry problems are presented consistently as a series of steps and are labeled telling students exactly what to do in each step. For example in Integrated Mathematics I Lesson 21-1 the following is found:\n\n\nLet \u201ct\u201d equal the number of years.\n    \nWrite an expression where \u201ct\u201d represent the amount of money in the account after \u201ct\u201d years.\n    \nEvaluate the expression for t=6 to confirm that the expression is correct.\n    \nEvaluate the expression for t=10.\n    \n\n\n    Examples where MP4 or MP5 are fully developed or are used to enrich the mathematics include the following:\n\n\nMP 4: In Integrated Mathematics III Activity 31 Problem 8 students determine the graphical display that will model the distribution of the data.\n    \nMP 5: In Integrated Mathematics III Unit 4 embedded assessment after activity 18 is one contextual problem with seven questions called \u201cLocation Matters.\u201d Within these seven questions the student is given an opportunity to analyze linear and quadratic functions by modeling on a coordinate grid in order to draw a conclusion as to where to recommend the location of the grocery store in terms of an ordered pair.\n    \nMP 4: In Integrated Mathematics I Embedded Assessment #2 students use tables, equations, and graphs to represent linear functions.\n    \nMP 4: In Integrated Mathematics II Activity 16-2 students choose how to model possible volumes of a candle when given its height.\n    \n\n\n    Examples where MP4 or MP5 are not fully developed or are not used to enrich the mathematics include include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "69bff9d8-67d0-4c24-88bd-1f167b9aaf26": {"__data__": {"id_": "69bff9d8-67d0-4c24-88bd-1f167b9aaf26", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "a690d541-d67b-456a-87ed-075ba42f7e83", "node_type": null, "metadata": {}, "hash": "68b28000c98825860bfcc69a8433396326ecc28ab3cfa5e70e7d476c153c6840"}, "3": {"node_id": "cf913099-224d-4a9b-bbca-2616732d6baf", "node_type": null, "metadata": {}, "hash": "e5748f696272a531b39cef10f3d03857ace1fbc91d9aa1251fb1a7cb2c03080b"}}, "hash": "c5ea9ff343ebc7f89837231ffadb0874d507dec2110857f38df7cd15a28f262a", "text": "MP 5: In Integrated Mathematics II Lesson 10-1 problem 25 students compare their paper-pencil graph of a quadratic function modeling a real-world situation with the graph of the function using a calculator, which does not provide students the opportunity to choose their tools appropriately.\n    \nMP 5: In Integrated Mathematics III Lesson 30-1 practice problems continue to tell the students what tool to use, such as \u201cusing a fair coin.\u201d\n    \nMP4: Integrated Mathematics II Lesson 25-2 Problem 2 is labeled \u201cModel with mathematics\u201d and reads: \u201cMr. Torres catches a bus each morning for work. The bus runs every 20 minutes. If he arrives at his bus stop at a random time, what is the probability that he will have to wait 5 minutes or more? Assume the bus stops for an insignificant amount of time. This number lines represents elapsed time. Point B is when the next bus will arrive.\u201d Students are given the model, a labeled number line, to use.\n    \nMP4: Students are often provided with models for problems or given a direction to use a specific model to solve a problem. Students are rarely given opportunities to devise models, determine the effectiveness of their model, or the opportunity to revise their solution or their model.\n    \nMP5: Integrated Mathematics III Unit 3 Lesson 16-1 problem 4 is labeled \u201cUse appropriate tools strategically.\u201d The problem ask the students to find the solution to when public college tuition reaches the current private tuition based on two functions. The students are instructed to use both the graphing and table feature of a calculator; they are not given any choice as to which tools they will use.\n    \nMP5: Integrated Mathematics II Activity 10 is titled \u201cModeling with a Quadratic Function.\u201d Students examine quadratic functions presented with real world situations; however, the student is given directions to either graph or create a table. Students are not given the opportunity to identify important quantities on their own, discovering relationships using tools of their choosing.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Springboard Integrated Mathematics series meet the expectation that materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards, as required by the MPs. MP7 and MP8 are used to enrich the mathematical content inherently found in the materials and are not treated as isolated experiences for the students.\n\n\n    Some examples of MP7 and MP8 in the series are as follows:\n\n\nMP 8: In Integrated Mathematics I Activities 1 and 2 students use repeated reasoning to make predictions as they represent a pattern in geometric figures using a table, a sequence, and an expression.\n    \nMP 7 and 8: Integrated Mathematics I Activity 29 guides students on an exploration of angle measures to develop the Triangle Sum Theorem. The activity has students \"use repeated reasoning to generalize\u201d a rule for determining the sum of the interior angles of a triangle and then \u201cmake use of structure\u201d to calculate individual angle measures of triangles using algebraic expressions and equations.\n    \nMP 8: Integrated Mathematics II Unit 1 Lesson 1-1 problem 7 requires students to look at the pattern observed in a table of expanded forms to discover the shortcut in the pattern called the Product of Powers Property.\n    \nMP 8: In Integrated II Activity 12 students make use of structure as they solve quadratic equations by using square roots, completing the square, and applying the quadratic formula. Students identify the commonalities of each of these methods and choose the appropriate method to a variety of problems.\n    \nMP 7 and 8: In Integrated Mathematics III Lesson 14-2 students use a table to look at patterns and show the relationship between exponential functions of base 10 and the common logarithmic function.\n    \nMP 7 and 8: In Integrated Mathematics III Lesson 28-2 students create a list of possibilities in a series of problems to help students make a connection to the idea of combinations and the formula for combinations.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cf913099-224d-4a9b-bbca-2616732d6baf": {"__data__": {"id_": "cf913099-224d-4a9b-bbca-2616732d6baf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3158cd56-8985-4fc6-89c8-f48a5a90d937", "node_type": null, "metadata": {}, "hash": "a45d65c7a02c3bba7128e648be1d894eb7546d4ef4528511f839fa2ba8617876"}, "2": {"node_id": "69bff9d8-67d0-4c24-88bd-1f167b9aaf26", "node_type": null, "metadata": {}, "hash": "c5ea9ff343ebc7f89837231ffadb0874d507dec2110857f38df7cd15a28f262a"}}, "hash": "e5748f696272a531b39cef10f3d03857ace1fbc91d9aa1251fb1a7cb2c03080b", "text": "Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "35db588d-33cc-43ce-82eb-684f27d9f8c2": {"__data__": {"id_": "35db588d-33cc-43ce-82eb-684f27d9f8c2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "755ad501-4ff4-4ffe-bb31-55dddce0cd62", "node_type": null, "metadata": {}, "hash": "47be019d5fc6f3a06d65e4546d895350077c86b7aecc4ee9939031bf13f7db90"}, "3": {"node_id": "e11a613a-1e2e-4e75-b488-b2304d53d4c3", "node_type": null, "metadata": {}, "hash": "b25692ec9b4ee6fb440691eb3bec1703c31445e8558999a1bc813fee93dd4d5e"}}, "hash": "c1a19588fb2f48261a72d6d30ad8dc1812c8867175911b21930bc47d1055f18f", "text": "SpringBoard Middle\n\nThe instructional materials reviewed for Grade 6 do not meet the expectations for alignment to the CCSSM. In gateway 1, the instructional materials do not meet the expectations for focus on major work because they devote an insufficient amount of time to the major work of the grade, and the materials do not meet the expectations for coherence because they do not make sufficient connections between the standards. Since the materials do not meet expectations for focus and coherence in gateway 1, they were not reviewed for evidence of rigor and the mathematical practices in gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Course 1 do not meet the expectations for focus and coherence in the CCSSM. For focus, the instructional materials do not meet the criteria for the time devoted to the major work of the grade with only 54.6 percent of the days allocated in the timeline aligning to the major work including support from parts addressing non-major work. For coherence, supporting work is sometimes connected to the focus of the grade with some missed opportunities for natural connections to be made. The amount of content for one grade level is not viable for one school year, and the materials will not foster coherence between the grades. Content from prior or future grades is not clearly identified and materials that relate grade level concepts to prior knowledge from earlier grades is not explicit. Overall, the materials are shaped by the CCSSM and do incorporate some natural connections, but there are not enough connections to prepare a student for upcoming grades. The material also lacks some consistency for grade-to-grade progressions, and content that is not on grade level or supports on grade level learning is not explicit.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe Assessments that are included in the web version of Springboard were reviewed for Course 1 and found to meet the expectations for instructional material that assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades is sometimes introduced, but students should not be held accountable on assessments for those future expectations. If the future grade content was removed, it would not change the underlying structure of the assessments. Overall, the instructional material in the summative assessment items reviewed in Course I addressed the major areas of focus for this grade level in a challenging and effective manner with most units having few or no standards above grade level addressed.\nQuality, on grade-level examples are:\n\nUnit 2, question 9- Students show their knowledge of 6.NS.C.7.B by using inequalities to show the value of negative and positive numbers.\nUnit 3, question 4- Students demonstrate their knowledge of 6.EE.A.2.A by creating an expression and determining the appropriate operation to represent the real world problem.\nUnit 7, several of the problems address 6.NS.B.3 through the real world application of solving problems via using the four operations with decimals to solve. The problems in particular are problems 3-5, 7-9 and 11-14.\n\nAreas of improvement are:\n\nUnit 1, question 3- Uses a whole number (14) that exceeds the maximum value of 12, as stated in the standards for least common multiple problems - 6.NS.B.4.\nUnit 2, questions 15-20, 22 and 24 have students operate on integers. Adding, subtracting, multiplying or dividing negative integers is not a Grade 6 standard. Instead, it is a Grade 7 standards that fits 7.NS.A.1 and 7.NS.A.2.\nUnit 3, question 18- Students read and interpret a linear graph which is a Grade 7 standard, 7.RP.A.2.B.\nUnit 4, question 20 addresses MP 1, requiring the student to make conclusions regarding a parallelogram given an angle and the length of one side. The standard addressed with this question is 7.G.B.5. Students need to have knowledge regarding supplementary, complementary, vertical and adjacent angles.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe teacher edition and consumable student edition reviewed for Course 1 do not meet the expectations for spending the majority of class time on the major clusters of each grade. To determine this we evaluated three perspectives: 1) the number of activities devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e11a613a-1e2e-4e75-b488-b2304d53d4c3": {"__data__": {"id_": "e11a613a-1e2e-4e75-b488-b2304d53d4c3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "755ad501-4ff4-4ffe-bb31-55dddce0cd62", "node_type": null, "metadata": {}, "hash": "47be019d5fc6f3a06d65e4546d895350077c86b7aecc4ee9939031bf13f7db90"}, "2": {"node_id": "35db588d-33cc-43ce-82eb-684f27d9f8c2", "node_type": null, "metadata": {}, "hash": "c1a19588fb2f48261a72d6d30ad8dc1812c8867175911b21930bc47d1055f18f"}, "3": {"node_id": "d27bd000-6a09-4423-b4e4-5d42a6133369", "node_type": null, "metadata": {}, "hash": "bc6a8d7244e5468eb54e441a38784cfc2649942e3ea496c104f4873562788cc7"}}, "hash": "b25692ec9b4ee6fb440691eb3bec1703c31445e8558999a1bc813fee93dd4d5e", "text": "Along with major work of the grade, parts of the materials addressing non-major work were also examined for increasing focus on major work through coherent connections. We decided that the number of days devoted to major work is the most reflective for this indicator because it specifically addresses the amount of class time spent on concepts and our conclusion was drawn through this data.\nWe determined our evidence from the Contents Page, pages v - ix and the number of days suggested in \"Planning the Unit\" found in the the teacher edition and written by the publisher.\n\nActivities \u2013 17 out of 31 activities which is 54.8 percent of time spent on major work.\nLessons \u2013 47 out of 82 lessons which is 57.3 percent of time spent on major work.\nDays \u2013 77 out of 141 days which is 54.6 percent of time spent on major work.\n\nIncluding Embedded Assessment Days:\n\nUnit 1: 31 days, 19 days days on major work.\nUnit 2: 16 days, only 7 days on major work\nUnit 3: 29 days, all days on major work\nUnit 4: 22 days, all days on major work\nUnit 5: 0 days out of 20 days on major work of the grade level\nUnit 6: 0 days out of 19 days on major work of the grade level\nUnit 7: 0 days out of 4 days on major work of the grade level\n\nThis allows for 77 days out of 141, or 54.6 percent, to be spent on major work of Grade 6 including support from parts addressing non-major work.\nExcluding Embedded Assessment Days:\n\n6.RP.A has 16 instructional days out of 125 total days (13 percent).\n6.NS.A and 6.NS.A.C has 23 instructional days out of 125 total days (18 percent).\n6.EE.A, 6.EE.B, 6.EE.C has 21 instructional days out of 125 total days are addressed (16.8 percent).\n\nThis allows for 60 days out of 124 which is 48 percent to be spent on major work of Grade 6 including support from parts addressing non-major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 6 partially meet expectations that supporting content enhances focus and coherence by engaging students in the major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not.\nExamples where connections are present, but the connections to major work are not well explored and therefore support a partial rating include:\nNon-Major Cluster: 6.G.A - solve real-world and mathematical problems involving area, surface area, and volume is in Unit 5.\n\nActivity 23, pages 289-303, have students substitute numbers and determine if equations are true which supports 6.EE.\nActivity 24, pages 305-314, have students substitute numbers and determine if equations are true which supports 6.EE and plot negative and positive numbers on a coordinate grid which supports 6.NS.C.\nActivity 25, pages 317-329, have students solve equations to find surface area which supports 6.EE.\nActivity 26, pages 331-341, have students solve equations to find volume which supports 6.EE.\n\nNon-Major Cluster: 6.NS.B - Compute fluently with multi-digit numbers and find common factors and multiples is in Unit 1.\n\nActivity 1, pages 3-24, has students working with decimal operations that will support solving expressions/equations/inequalities in 6.EE .\nActivity 3, pages 35-43, has students find the GCF and LCM which will support 6.NS.A.\n\nExamples where connections are missed:\n\nUnit 6- Activity 28, pages 363-376, has students working with measures of center which could have some questions that lead to the major work in 6.EE.B.\nUnit 7- Activity 31, pages 409-420, is about personal financial literacy and could be used to engage 6.NS.C and 6.EE. However, the publisher makes no connections to Grade 6 standards at all in this unit. The teacher would need to not only relate the unit to the standards, but also make connections to the major work.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. With embedded assessment days not included there are approximately 124 days of lessons in the materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d27bd000-6a09-4423-b4e4-5d42a6133369": {"__data__": {"id_": "d27bd000-6a09-4423-b4e4-5d42a6133369", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "755ad501-4ff4-4ffe-bb31-55dddce0cd62", "node_type": null, "metadata": {}, "hash": "47be019d5fc6f3a06d65e4546d895350077c86b7aecc4ee9939031bf13f7db90"}, "2": {"node_id": "e11a613a-1e2e-4e75-b488-b2304d53d4c3", "node_type": null, "metadata": {}, "hash": "b25692ec9b4ee6fb440691eb3bec1703c31445e8558999a1bc813fee93dd4d5e"}, "3": {"node_id": "110499be-ea53-4b41-8c9f-4307cb0dcecd", "node_type": null, "metadata": {}, "hash": "c10329d4e71b490c5b56f0eba5bd421fc6e9841b419823ed300cdca5ef70f11b"}}, "hash": "bc6a8d7244e5468eb54e441a38784cfc2649942e3ea496c104f4873562788cc7", "text": "With embedded assessment days not included there are approximately 124 days of lessons in the materials. There needs to be additional material, other than assessment days, to ensure a student grasps all of the major work at this grade level. Overall, the amount of content that is designated for this grade level is short of the amount of material needed to make it truly viable for one school year.\n\nAccording to the pacing guide, each period is 45 minutes in length and there is a suggested 124 days of lessons.\nWhen embedded assessments are also included in the pacing guide and if all are given during the course of the year the total would be 141 days.\n\nThe guiding focus taken for this indicator for our team was, \"Will the non-major and major work of this material be enough to prepare a student for the next grade level?\" With the amount of days, and with many of those days not focusing on major work and the non-major work days not often supporting the major work of the grade, it will require the teacher to make significant modifications to prepare the student for the next grade level and supports this indicator receiving a partially meets rating.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for the material to be consistent with the progressions in the standards. Content from prior and future grade levels are not clearly identified and a teacher will have to spend much time unpacking the activities to identify the non-grade level material. Also, materials do not always relate grade-level concepts explicitly to prior knowledge from earlier grades within each lesson. Connections are not explicitly made to content in future grades. However, in general, the progressions of the standards are followed throughout this course.\nSome examples of areas where identification of standards from lower/upper grades would be beneficial are:\n\nUnit 1 Activity 1-1 compares whole numbers and decimals as foundational work for this unit. This activity addresses standards from Grade 5 (5.NBT). While this work is necessary for students to be successful, the publisher does not illustrate a direct relationship with current grade level clusters.\nUnit 1 Activity 5 does not have a specific content standard listed. The work of this activity is from previous grade levels (5.NF).\nUnit 1 Activity 6 lists 6.NS.A.1 as the standard for the activity, but the work discussed is from 5.NF.2.\nUnit 2 Activity 7 addresses work from a major cluster 6.NS and transitions nicely to Activity 8. However, the work from Activity 8 addresses content from a major cluster from Grade 7 (7.NS). Additionally, Activity 10 addresses Grade 7 work (7.NS).\n\nThe instructional materials reviewed for Grade 6 partially meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.\nFor each activity, there is anywhere from one to seven standards attached, and there are two to five lessons based on that activity to extend and develop the understanding of the standards included in the activity. For struggling learners or those that need enrichment, the book does provide pointers interspersed throughout the units with ideas on how to differentiate or teach the topic in a different way.\nExamples of this are:\n\nWhen necessary, mini lessons are inserted to help remind students of the basic skills that are needed. For example, on page 4, there is a suggestion for a mini lesson on decimal place value.\nOn page 65, there is a side note box that provides an alternative way to teach the concept.\nOn page 183, the differentiating instruction box provides pointers on student pairings.\n\nSome examples of the lessons that are not at the depth of knowledge needed to prepare a student for the next grade are:\n\nUnit 1 Activity 4, Lesson 4-3 on mixed numbers is an example of a low depth of knowledge lesson.\nUnit 3, Activity 11, Lesson 11-1 on order of operations is also very procedural and not at the level needed to prepare a student for the next grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "110499be-ea53-4b41-8c9f-4307cb0dcecd": {"__data__": {"id_": "110499be-ea53-4b41-8c9f-4307cb0dcecd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "755ad501-4ff4-4ffe-bb31-55dddce0cd62", "node_type": null, "metadata": {}, "hash": "47be019d5fc6f3a06d65e4546d895350077c86b7aecc4ee9939031bf13f7db90"}, "2": {"node_id": "d27bd000-6a09-4423-b4e4-5d42a6133369", "node_type": null, "metadata": {}, "hash": "bc6a8d7244e5468eb54e441a38784cfc2649942e3ea496c104f4873562788cc7"}, "3": {"node_id": "baae46c1-2c6b-4308-91ec-0797280da4ad", "node_type": null, "metadata": {}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710"}}, "hash": "c10329d4e71b490c5b56f0eba5bd421fc6e9841b419823ed300cdca5ef70f11b", "text": "Examples of lessons that do give a student extensive work at the grade level and are real world application problems covering the major work of the grade are:\n\nUnit 3, Activity 14, Lesson 14-3 on solving division equations\nUnit 4, Activity 18, Lesson 18-1 on solving problems using ratios\nUnit 4, Activity 21, Lesson 21-3 on finding the whole given a part and the percent\n\nThe instructional materials reviewed for Grade 6 partially meet the expectation of relating grade-level concepts explicitly to prior knowledge from earlier grades. Overall, materials only generally relate grade-level concepts explicitly to prior knowledge from earlier grades.\nEach unit begins with an overview that explains what earlier knowledge will be extended in the activities themselves and then each activity has an \"Activity Standards Focus\" section that will explain the connections between the previous grades and the new learning. This is rather a general overview and is never specific as to where the connections are actually happening and between which grades.\nExample of the general overview:\n\nUnit 3, Activity 14 begins with the \"Activity Standards Focus\" saying, \"In previous grades students have solved multiplication and division problems.\" This is how each activity begins and then presents a slight change in what was solved based on what the new learning is.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n\nThe Unit titles are clearly labeled and aligned to the standards without a need for much interpretation.\n\nUnit 1 - Number Concepts (6.NS)\nUnit 2 - Integers (6.NS)\nUnit 3 - Expressions & Equations (6.EE)\n\n\n\nThe instructional materials do include some problems and activities that serve to connect two or more clusters in a domain. They include a few problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. However, overall the materials only partially foster coherence through connections in Course 1.\n\nFor the majority of the work, most standards were taught and covered within one lesson out of the entire series and not aligned with any other concept throughout the year.\n\nSome examples of where connections were made and supported a partially meets rating are:\n\n6.NS.C.6\n\n\nThis standard is first taught in Unit 2, Activity 7.\nIt is reinforced in Unit 2, Activity 9, as well as being necessary background knowledge for Unit 5, Activity 24.\nThis standard is taught at the beginning of the school year in Unit 2 and then also reviewed months later when Unit 5 is covered.\n\n\n6.RP.A\n\n\nThis cluster first appears in Unit 4 Activity 17-1 and is addressed throughout Unit 4.\n\n\n\n\n6.EE.C\n\n\nThis standard first appears in Unit 3 Activity 16.\nIt also appears in Unit 3 Activity 18.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "baae46c1-2c6b-4308-91ec-0797280da4ad": {"__data__": {"id_": "baae46c1-2c6b-4308-91ec-0797280da4ad", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "755ad501-4ff4-4ffe-bb31-55dddce0cd62", "node_type": null, "metadata": {}, "hash": "47be019d5fc6f3a06d65e4546d895350077c86b7aecc4ee9939031bf13f7db90"}, "2": {"node_id": "110499be-ea53-4b41-8c9f-4307cb0dcecd", "node_type": null, "metadata": {}, "hash": "c10329d4e71b490c5b56f0eba5bd421fc6e9841b419823ed300cdca5ef70f11b"}, "3": {"node_id": "999d6012-8749-4817-a2f1-40e1004d06a0", "node_type": null, "metadata": {}, "hash": "746d437930962e93b10a24d5b73e422cbdda882859b4d416f603e429b0e54361"}}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710", "text": "Materials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "999d6012-8749-4817-a2f1-40e1004d06a0": {"__data__": {"id_": "999d6012-8749-4817-a2f1-40e1004d06a0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "755ad501-4ff4-4ffe-bb31-55dddce0cd62", "node_type": null, "metadata": {}, "hash": "47be019d5fc6f3a06d65e4546d895350077c86b7aecc4ee9939031bf13f7db90"}, "2": {"node_id": "baae46c1-2c6b-4308-91ec-0797280da4ad", "node_type": null, "metadata": {}, "hash": "fb401146f565605cf86327282c36808a4d88e081051b95518883a5f387aca710"}}, "hash": "746d437930962e93b10a24d5b73e422cbdda882859b4d416f603e429b0e54361", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab538421-0e01-4bf5-ba9b-54d5084559d6": {"__data__": {"id_": "ab538421-0e01-4bf5-ba9b-54d5084559d6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "3": {"node_id": "e55e0355-7035-4f7a-8c69-7690924edd73", "node_type": null, "metadata": {}, "hash": "d5b038a8786af11e3e650cbe01d07bd200d33086c24a114c939c807cc6c9fa0c"}}, "hash": "ee3f30fa3a82443e2b19dfb9d7a121f84e5d8243b8da53cc7ace822206302e52", "text": "Stepping Stones, First Edition\n\nThe instructional materials reviewed for Grade 4 partially meet the expectation for alignment to the CCSSM. The materials meet expectations in the areas of focus and coherence, but they do not meet the expectations for alignment to the CCSSM in the areas of rigor and the MPs. In the area of focus within the grade, no above grade-level topics are included in the assessments. The materials spend an appropriate amount of class time on major work. In the area of coherence, the materials include content that is shaped by the CCSSM clusters with enough work to be viable for one school year. All students engage in extensive practice with grade-level problems, but supporting and additional content do not always engage students in the major work of the grade. Natural connections are made between clusters and domains. In the area of rigor and balance, all three aspects of rigor are sometimes present in the materials, but more emphasis needs to be placed on conceptual understanding, procedural skill and fluency, and application to help students meet the Standards\u2019 rigorous expectations. The three aspects of rigor are not well balanced. In the area of practice-content connections, the materials identify MPs, but they do not consistently enrich the content and do not attend to the full meaning of the MPs. Students rarely construct viable arguments or analyze the arguments of others. Materials do not explicitly teach the specialized language of mathematics.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 4 meet expectations for major work and coherence. Stepping Stones does not assess future grade level content. Additionally, the instructional materials devote an appropriate amount of class time to major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work. Connections between supporting and major work are not explicitly identified in the program. However, math standards can be seen under Lesson Objectives in the \u201csteps\u201d section and one can see if there is more than one standard listed. The amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days. The instructional materials identify and connect prior or future grade-level work to Grade 4-level work. Additionally, students are consistently provided extensive work with Grade 4-level work and connections are made to prior knowledge from earlier grades. Materials develop according to the grade-by-grade progressions. The materials include learning objectives that are visibly shaped by CCSSM cluster headings. They include problems and activities that serve to connect two or more clusters in a domain and two or more domains in a grade in cases where the connections are natural and important, and they connect two or more clusters within the grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 4 meet expectations for assessing grade-level content. For this indicator, the review team examined all summative assessments. Overall, there is no content from future grades assessed.\n\nEach module has \u201cCheck-Ups\u201d which contain questions that require students to select the correct answer or provide a written response, \u201cPerformance Tasks\u201d which are used to measure depth of understanding, and \u201cInterviews\u201d which assess students\u2019 ability to rote count fluently. There are also four \u201cQuarterly Tests\u201d in Modules 3, 6, 9 and 12 which assess all learning targets from the three modules just taught (tests 1 and 2) or from the previous three modules (tests 3 and 4).\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for focus within major clusters. Overall, the instructional material spends the majority of class time on the major clusters of each grade.\nTo determine focus on major work, three perspectives were evaluated: the number of modules devoted to major work, the number of lessons devoted to major work, and the amount of time devoted to major work. The number of lessons devoted to major work, which is approximately 71 percent, is aligned with this indicator because it specifically addresses the amount of instruction devoted to major work of the grade.\n\nGrade 4 instruction is divided into 12 modules with 12 lessons in each module. Of the 144 lessons, 102 are aligned to major work of Grade 4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e55e0355-7035-4f7a-8c69-7690924edd73": {"__data__": {"id_": "e55e0355-7035-4f7a-8c69-7690924edd73", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "ab538421-0e01-4bf5-ba9b-54d5084559d6", "node_type": null, "metadata": {}, "hash": "ee3f30fa3a82443e2b19dfb9d7a121f84e5d8243b8da53cc7ace822206302e52"}, "3": {"node_id": "efe88fd1-e9b6-4c5a-b9fc-038adf27e72e", "node_type": null, "metadata": {}, "hash": "41154516d02f106259ba143d933c69c6ae78e6b7f6dd33171edcab162c0c3394"}}, "hash": "d5b038a8786af11e3e650cbe01d07bd200d33086c24a114c939c807cc6c9fa0c", "text": "Of the 144 lessons, 102 are aligned to major work of Grade 4. Therefore, approximately 71 percent of student instruction would be focused on major work.\nOf the 12 modules, 11 have instruction focused on major work of Grade 4 in half of the module or more. Therefore, approximately 92 percent of student instruction would be focused on major work.\nGrade 4 instruction is designed to be taught over 180 days (15 days per module). Of the 180 days, 96 days of instruction focus on major work of Grade 4. Therefore, approximately 56 percent of student instruction would be focused on major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 4 partially meet expectations that supporting content enhances focus and coherence by engaging students in the major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work.\nConnections between supporting and major work are not explicitly identified in the program. However, mathematics standards can be seen under Lesson Objectives in the \u201csteps\u201d section, and one can see if there is more than one standard listed.\nConnections between supporting and major work:\n\nFinding factors (4.OA.4) is addressed in lessons 5.4 and 5.5 and is connected to major work of understanding fraction equivalance (4.NF.1).\nSeveral lessons in module 9 have students using the area model (4.MD.A) to multiply common fractions (4.NF.4).\nMeasuring angles (4.MD.C) in lesson 5.9 is connected to fractions (4.NF) by having students use angle testers to measure fractions of a full turn.\nFinding factors (4.OA.4) in lessons 3.1 and 3.4 has some connections to finding numbers that are \"evenly divisible\" or to remainder work in division (4.NBT.B).\nWork with factors and multiples (4.OA.4) in Lessons 3.9 \u2013 3.12 is connected with comparing fractions, using number lines and ordering common fractions (4.NF.A).\nFractions on a number line (4.NF.A) in lessons 5.7, 5.8, 6.10, 6.11, 6.12, 7.9, 9.6 and 12.1 is connected to making line plots (4.MD.4).\nUsing the standard formula for area and perimeter (4.MD.3) in lessons 9.1, 9.4 and 9.7 is connected to grade-level work with multiplication (4.NBT.4), and this work is continued with mixed numbers and multiplication with fractions/whole numbers (4.NF.B).\n\nMissed connections between supporting and major work:\n\nFinding factor pairs (4.OA.4) is not connected to the major work of using place value understanding and properties of operations to perform multi-digit arithmetic (4.NBT.B).\nCreating line plots displaying data in fractions of units (4.MD.4) is not connected to the major work of adding and subtracting fractions (4.NBT.B & 4.NBT.A).\nUnderstanding relative sizes of units with a system and converting larger to smaller units (4.MD.1) is covered in 21 lessons. There are more lessons focused on this standard than any other standard. Although some connections are made to multiplication and place value patterns (Lessons 8.10, 8.11 and 12.11), line plots (Lesson 9.10), and multiplicative comparison (Lesson 9.10), few of these are explicit, and they are inconsistent across very similar lessons.\nWork with arrays in Lessons 3.4 makes a strong connection to Grade 3 multiplication work and finding factor pairs (4.OA.4). However, none of the lessons on factors and multiplies (4.OA.4) makes a connection to the properties of multiplication or how to use them as a strategy from multiplying larger numbers (4.NBT.B).\n\nIndicator evidence revised September 2016.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for having an amount of content designated for one grade level as viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days.\n\nThere are 12 modules, each with 12 lessons, making a total of 144 lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "efe88fd1-e9b6-4c5a-b9fc-038adf27e72e": {"__data__": {"id_": "efe88fd1-e9b6-4c5a-b9fc-038adf27e72e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "e55e0355-7035-4f7a-8c69-7690924edd73", "node_type": null, "metadata": {}, "hash": "d5b038a8786af11e3e650cbe01d07bd200d33086c24a114c939c807cc6c9fa0c"}, "3": {"node_id": "9fbb8ade-f5cc-44de-82ce-63017794ad13", "node_type": null, "metadata": {}, "hash": "04c57080b8b65c1e4705374f3572c3711b2f051a31c4190dafc61fec8fe2195d"}}, "hash": "41154516d02f106259ba143d933c69c6ae78e6b7f6dd33171edcab162c0c3394", "text": "There are 12 modules, each with 12 lessons, making a total of 144 lessons.\nLessons are designed to take 45-60 minutes.\nAdditional instructional time can be added using \u201cMore Math\u201d activities which include investigations, problems solving activities, enrichment activities, and cross-curricular activities.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for materials being consistent with the progressions in the standards. Overall, the instructional materials identify and connect prior or future grade-level work to grade-level work. Additionally, students are consistently provided extensive work with grade-level work and connections are made to prior knowledge from earlier grades.\ni. Materials develop according to the grade-by-grade progressions. Prior and future content is clearly identified and relates to grade-level work.\n\nPrior grade-level topics taught are identified: Lessons 1.8 working with whole number lengths (2.MD.6), Lesson 2.10 reviewing time measurement (3.MD.1), and Lesson 8.4 locating 6-digit numbers on a number line (2.MD.6).\nFuture grade level topics are not taught.\n\nii. Materials consistently give students extensive work with grade-level problems.\n\nDifferentiated instruction, at grade level, is available for each lesson (Extra Help, Extra Practice, and Extra Challenge). Connections to lessons in prior grades related to the standard being taught are also available.\nOpportunities for enrichment, at grade level, are available for each module. Additionally, there are separate investigations and problem solving activities for each module. They allow for small groups of students to gather, analyze and represent data to provide more extensive practice with the content.\nOpportunities for fluency practice and practice of grade level content from previous lessons is available in each module under \"Ongoing Practice.\u201d\nFundamental games reinforce and practice computational skills.\n\"Extra help\" assignments are typically created to provide a tool or scaffold to help make grade level content more accessible (i.e., Lesson 2.11 uses a number line to help with elapsed time problems, Lesson 8.7 provides an \"expander tool\" to help students see place value patterns when making unit conversion and Lesson 5.5 provides practice with a Venn diagram to help connect to common factors).\nReviewer Note: Make a line plot to display a data set of measurements in fractions of a unit (4.MD.4) is not addressed. Adding whole numbers (4.NBT.4) is only addressed in Module 2, Lessons 1, 4, 5, 6, 7, 8 and 9. Subtracting whole numbers (4.NBT.4) is only addressed in Module 2, Lessons 2 - 3, and Module 4, Lessons 1 \u2013 7. Subtracting fractions (4.NF.B) is only addressed in four lessons. Recognizing angle measure as additive (4.MD.7) is only addressed in Lesson 5.12. Classifying 2-dimensional figures (4.G.2) is only addressed in Lessons 5.11 and 10.10. Recognizing lines of symmetry (4.G.3) is only addressed in lessons 10.11 and 10.12. These lessons MAY NOT be enough to cover the true depth of the standard and supplemental material may need to be provided.\n\niii. Some materials explicitly relate grade-level concepts explicitly to prior knowledge from earlier grades.\n\n2.MD.6, in lesson 1.8, has students extend their number line knowledge by rounding 5-digit numbers to the tens, hundreds and thousands.\n2.MD.6, in lesson 8.4, has students extend their number line knowledge by focusing on the thousands place and their place value understanding.\nModule 2 begins with a review of the addition and subtraction computation strategies that were studied in Grade 3. The module also focuses on formalizing the standard algorithm by reviewing the steps studied in Grade 3.\nWork in measurement reviews and builds on concepts of time intervals learned in Grade 3 - hours, minutes, and seconds.\nRelated ideas associated with multiplication are developed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9fbb8ade-f5cc-44de-82ce-63017794ad13": {"__data__": {"id_": "9fbb8ade-f5cc-44de-82ce-63017794ad13", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "efe88fd1-e9b6-4c5a-b9fc-038adf27e72e", "node_type": null, "metadata": {}, "hash": "41154516d02f106259ba143d933c69c6ae78e6b7f6dd33171edcab162c0c3394"}, "3": {"node_id": "c5db3b5b-8d5e-42d5-8fd9-6e565083a3ce", "node_type": null, "metadata": {}, "hash": "725dc9456a4fbf1ee5372b3349594a5c0663c1dee0943ed5d6d5a079d1ddf160"}}, "hash": "04c57080b8b65c1e4705374f3572c3711b2f051a31c4190dafc61fec8fe2195d", "text": "Related ideas associated with multiplication are developed. Students apply their understanding of area of rectangles to help establish and reinforce the connection between factors and multiples.\nStudents build on their understanding of the properties of multiplication to solve more complex problems by breaking one number into a product of two smaller factors.\nThe area model and number lines are used to review and reinforce the concepts of fractions.\nBase-10 blocks and pictures are used to review and extend work with the standard algorithm.\nGrade 3 work with the area model is used to demonstrate how place value can be used to break the factors into parts to multiply.\nEach lesson has clear icons at the top of the screen that identify the larger theme the lesson fits into with easily accessible links to both prior grade content to help with differentiation and making connections to content. There are several examples of strong progressions from prior grade (i.e., use of arrays and area models with multiplication work).\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the s tandards. The standards are referred to throughout the materials. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n\nA comprehensive listing of the CCSSM and the correlating exercises are found under the drop down menu on the home page.\nThe cluster headings are clearly identified by hovering over the lesson title.\nLearning Targets are clearly marked in the materials. The learning targets identify objectives and standards of each module.\nConnections are made to prior grade level content.\n\nThe instructional materials include problems and activities that serve to connect two or more clusters in a domain and two or more domains in a grade in cases where the connections are natural and important. The materials connect two or more clusters within the grade.\n\nSolving multistep word problems (4.OA.3) is connected to multiplying whole numbers (4.NBT.5) in lesson 3.7.\nSolving multistep word problems (4.OA.3) is connected to subtracting whole numbers (4.NBT.3) in lesson 4.7.\nWorking with factors and multiples (4.OA.4) is connected to finding equivalent fractions with same denominators (4.NF.1) in lessons 5.4 and 5.5.\nIdentifying angles (4.G.2) is connected to measuring angles with a protractor (4.MD.6) in lesson 5.11.\nFinding area (4.MD.3) is connected to multiplication (4.NBT.5) in lessons 9.1 and 9.2\nThere are missed connections between number patterns and creating tables to explore number patterns (4.OA.5).\nThere is not consistent work in reinforcing multiplicative comparison (4.OA.1) or to place value understanding with work in the metric system (4.NBT.1).\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Grade 4 Stepping Stones do not meet expectations for rigor and the MPs. The instructional materials do not consistently give appropriate attention to conceptual understanding, procedural skill and fluency, and application. There are many missed opportunities to address aspects of rigor in a balanced way. The lesson and assessment materials do not consistently provide opportunities for students to work in all three areas of rigor. Overall, the instructional materials do not reflect the balance in the CCSSM which helps students meet rigorous expectations by developing conceptual understanding, procedural skill and fluency, and application. The instructional materials do not support the Standards\u2019 emphasis on mathematical reasoning. The students are given very limited opportunities to justify or explain their thinking, and there are no opportunities for evaluating the thinking of others. They do not consistently assist teachers in having students construct viable arguments or analyze other student arguments. They do not explicitly teach or attend to the specialized language of mathematics.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c5db3b5b-8d5e-42d5-8fd9-6e565083a3ce": {"__data__": {"id_": "c5db3b5b-8d5e-42d5-8fd9-6e565083a3ce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "9fbb8ade-f5cc-44de-82ce-63017794ad13", "node_type": null, "metadata": {}, "hash": "04c57080b8b65c1e4705374f3572c3711b2f051a31c4190dafc61fec8fe2195d"}, "3": {"node_id": "ff7d3acc-bba2-499c-ad47-7dcf6feee8af", "node_type": null, "metadata": {}, "hash": "b81c63af120881ddd24c7f9de2a85ba81281c00de1c710cb12193f5af6ccb06a"}}, "hash": "725dc9456a4fbf1ee5372b3349594a5c0663c1dee0943ed5d6d5a079d1ddf160", "text": "The instructional materials reviewed for Grade 4 partially meet the expectations for developing conceptual understanding of key mathematical concepts. Overall, the instructional materials do not consistently offer opportunities to use manipulatives and models to develop conceptual understanding. Also, more emphasis should be placed on discussion of mathematical concepts.\n\nModules 1-9 and 11-12 contain lessons that specifically address standards which are explicitly outlined as standards developing conceptual understanding. (4.NF.A, 4.NBT.A and 4.NBT.B).\n\u201cNumber Case\u201d and \u201cFundamentals\u201d provide resources for students to use models.\nLesson 3.3 addresses multiplying whole numbers (4.NBT.5). Students use a rectangular array to demonstrate the double and half strategy for multiplication when multiplying a one-digit factor by a two-digit factor. Students also draw on place value understanding to use the distributive property. This opportunity is provided in both whole group instruction and independent practice.\nLesson 3.6 addresses multiplication properties (4.NBT.5). Students construct and multiply the cubes on rectangular prisms to demonstrate understanding of the associative and commutative properties. Students are prompted to discuss the efficiency of strategies and are gradually released from models to equations.\nLesson 3.7 addresses multiplication properties (4.NBT.5). Students reason about the most efficient way to decompose numbers in a rectangular prism to make multiplication calculations easier. Students are encouraged to describe their strategies in selecting the order to multiply the numbers. Emphasis is placed on manipulating numbers for easier computations.\nLesson 3.8 addresses multiplication strategies (4.NBT.5). Students use strategies based on place value to solve problems involving multiplication.\nModule 3, Check-Up 2, Problems 1a-d encourage the use of the associative and commutative properties (4.NBT.5) and place value understanding to solve multiplication problems.\nLessons comparing fractions (4.NF.2) focus on developing procedural fluency with creating common denominators. There is only one lesson (3.11) focused on using unit fractions and number line strategies for comparing fractions. Very few problems focused on this standard further student conceptual understanding of the size of fractions by using reasoning skills related to benchmark fractions, visual fraction models or the number line.\nLessons addressing equivalent fractions (4.NF.1) use the area model to help connect and develop the concept of equivalent fractions and why the algorithm for creating equivalent fractions works. However, in these lessons the student practice pages focus on using the standard algorithm without more lengthy practice and exploration on why it works.\nLessons addressing multiplication and division (4.NBT.A and 4.NBT.B) offer opportunities at the beginning of the lessons to use arrays and other visual models (3.3 and 10.8), and the rest of the lesson focuses on procedural fluency with a given strategy. Students are not asked to justify or explain their answers using conceptual understanding.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe Grade 4 materials partially meet the expectations for procedural skill and fluency. They give some attention to individual standards that set an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.\n\n\u201cFundamental Games\u201d provides opportunities for students to practice fluency through games.\nSome lessons have ongoing practice that primarily address procedural skill and fluency (e.g., 3.2, 5.8 and 6.2).\nSeveral lessons offer opportunities to develop fluency to \"add and subtract multi-digit whole numbers within 1 million\" (4.NBT.4). (Modules 2 and 4.)\n\n\nThe lessons on using the standard algorithm for addition and subtraction (Lessons 2.4-2.8 for addition; Lessons 4.1-4.7 for subtraction) have student work that primarily addresses developing procedural skill and fluency for the aspect of rigor stated in the standard. Some lessons include a generic application context (e.g., making change with money to connect to needing to rename numbers (Lesson 4.1); and a few lessons also include Justification/Explanation type problems where student must catch and explain an error (Lesson 2.5, Lesson 4.2).\nHowever, unlike Grade 3, there is little indication that the expectation of fluency is consistently addressed throughout the year. Of the interview assessments, none address fluency with the standard algorithm for addition/subtraction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ff7d3acc-bba2-499c-ad47-7dcf6feee8af": {"__data__": {"id_": "ff7d3acc-bba2-499c-ad47-7dcf6feee8af", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "c5db3b5b-8d5e-42d5-8fd9-6e565083a3ce", "node_type": null, "metadata": {}, "hash": "725dc9456a4fbf1ee5372b3349594a5c0663c1dee0943ed5d6d5a079d1ddf160"}, "3": {"node_id": "4a9a8895-e3e5-44e3-9fe4-82bbaeb4a529", "node_type": null, "metadata": {}, "hash": "f548e825d985082a167c3f04b201e6391dcda5bdaa32094395954f3c10797fca"}}, "hash": "b81c63af120881ddd24c7f9de2a85ba81281c00de1c710cb12193f5af6ccb06a", "text": "Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials reviewed for Grade 4 partially meet the expectations for students spending sufficient time working with engaging applications of the mathematics. Overall, the instructional materials do not consistently offer opportunities for students to engage in application of learning to real-world situations.\n\nModules 2 and 4-12 contain lessons that address solving real-world problems.\nSeveral lessons specifically address standards that involve application (4.OA.3, 4.NF.3.D and 4.NF.4.C).\n\"Stepping Into Financial Literacy\" offers lessons on Financial Literacy.\nEach module contains three investigations that require application.\nSome lessons have ongoing practice available that focuses on application (e.g., 3.2, 4.10 and 5.6).\nLessons aligned to the 4.OA.3 do not reach the full intent of the standard. Few word problems in these lessons are 2-step and rarely do students encounter multi-step problems.\nMost problem-solving lessons focus on measurement and do not offer opportunities to solve 2-step problems.\nStudents are not consistently exposed to non-routine problems. There are missed opportunities in each module's problem-solving lesson to expose students to non-routine problems.\nStudents are rarely asked to use a letter to represent the unknown when solving problems (Lesson 2.9, 4.7 and 6.12).\nLessons addressing word problems with multiplying fractions (4.NF.4.C) primarily focus on the development of conceptual understanding or procedural skill rather than application.\nStudents do not have opportunities to solve application problems in each lesson. Additionally, students are not exposed to application problems on each type of assessment.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe materials reviewed for Grade 4 partially meet the expectations for balance. Overall, the three aspects of rigor are neither always treated together nor always treated separately within the materials, and a balance of the three aspects of rigor within the grade is lacking.\n\nAlthough all three aspects of rigor are present in the materials, there is not a balance among the three aspects of rigor. There is an under-emphasis on conceptual understanding and application work compared to the emphasis given to fluency.\nThere are almost no lessons that bring multiple aspects of rigor together. For example, lesson 4.9 only requires students to use application to find whole-number quotients. There is a missed opportunity to show conceptual understanding.\nConceptual development related problems are included in the curriculum, but typically as introductory questions where the majority of time spent is on student independent work on procedural responses.\nEach module contains lessons addressing procedural skill (4.1) conceptual understanding (4.4) and application (4.7).\nAssessments do not include a balance of questions from all three aspects of rigor. Fluency and application questions are often missing from assessments. For example, summative assessment 1 (checkup, interview and performance task) do not contain questions that address fluency or application.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Grade 4 partially meet the expectations for identifying the MPs and using them to enrich mathematics content within and throughout Grade 4. Overall, the instructional materials identify the MPs but do not consistently use them to enrich the content. Also, some MPs are over identified, and some are under identified.\n\nMPs are identified in the \u201cSteps\u201d portion of each module lesson.\nMPs are identified in 123 of the 144 lessons. These lessons have at least one MP as the focus.\nMPs are embedded within lessons.\nA chart, for each module, under the Mathematics tab, identifies MPs by lesson\nVideos can be found under the Resources tab which explains the MPs and Habits of Mind.\nMPs are not specifically listed on assessments.\nExplanations of how the MPs are being used and what to expect from students to show growth or mastery is not provided in the \u201cSteps\u201d portion of the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4a9a8895-e3e5-44e3-9fe4-82bbaeb4a529": {"__data__": {"id_": "4a9a8895-e3e5-44e3-9fe4-82bbaeb4a529", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "ff7d3acc-bba2-499c-ad47-7dcf6feee8af", "node_type": null, "metadata": {}, "hash": "b81c63af120881ddd24c7f9de2a85ba81281c00de1c710cb12193f5af6ccb06a"}, "3": {"node_id": "cfee8a16-0e6b-4e04-ade1-89155c814312", "node_type": null, "metadata": {}, "hash": "d432446b4351588ebd07c0ef07a69b57351fc366df85ea5fa392c4dd51251a5a"}}, "hash": "f548e825d985082a167c3f04b201e6391dcda5bdaa32094395954f3c10797fca", "text": "The following lessons do not contain MPs to enrich the lesson content: 1.1, 1.3, 2.4, 2.5, 3.4, 4.4, 5.3, 5.4, 7.4, 7.5, 7.6, 8.4, 9.1, 9.5, 10.3, 10.4, 10.5, 11.3, 11.5, 12.4 and 12.5.\nThe MPs are not treated equally. For example MP7 is identified in 64 lessons, whereas MP4 is only identified in 5 lessons.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for materials carefully attending to the full meaning of each MP. Overall, the instructional materials do not meet the full meaning of four or more MPs.\n\nMP1: In Module 1 students are asked which strategy they used, however the student doesn\u2019t have to persevere to solve these problems. The problems in ongoing practice are routine. In lesson 2.3, students are shown several musical instruments with price tags. The students are told to use estimation to see if they have enough money to buy them instead of being asked how they could determine if they had enough money to buy the instruments. This MP is typically assigned to problems used in whole class discussion or games that are more difficult due to being slightly out of the range/focus of the grade (i.e., rate contexts with multiplication/division or multiple steps) or require students generate multiple answers. There is little evidence this MP is addressed regularly on student independent work or on assessments.\nMP2: Module 3 asks students to think about fractions quantitatively, but rarely asks them to think abstractly. In lesson 1.4 students are asked to represent numbers in terms of different place value groupings. However, they are told how 20 groups of one hundred is the same as 200 groups of 10 instead of being asked to contextualize the numbers for themselves.\nMP4: Few real world problems are available in the program except in \u201cStepping into Financial Literacy.\u201d Students rarely choose their own models to help solve a problem or reason about a real-life situation. Models, when used, are provided for the student (i.e., tables and extending patterns). Lessons 10.12 does involve parts of the modeling process by extending growing shape patterns, using tables to model pattern situations, and creating equations, but students are explicitly directed to finish a pattern. Lesson 9.10 provides conversion tables and line plots rather than allowing students to select a modeling tool. In lesson 11.1 students are creating fraction models with a partner, but not real-world context is provided.\nMP5: Tools are chosen for the students rather than allowing students to choose the tools themselves (lesson 12.8). Lessons usually focus on using a particular mathematical tool. In Lesson 1.1 and 1.8 students are prompted to use the number line. In lesson 3.8 students are prompted to use a number line and visual fraction models. In lesson 8.8 students are given rulers and prompted to use cm or mm.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectation for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the students are given very limited opportunities to justify or explain their thinking. There are not opportunities for evaluating the thinking of others.\n\nThe materials rarely prompt students to explain and justify their thinking, and, opportunities for constructing arguments are not found in the student journal.\nThere are no opportunities for students to reconsider their own argument in response to the critique of others.\nThere were only 18 lessons that specifically addressed MP3. Four Modules did not address MP3 at all.\nThere are many missed opportunities including:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfee8a16-0e6b-4e04-ade1-89155c814312": {"__data__": {"id_": "cfee8a16-0e6b-4e04-ade1-89155c814312", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "4a9a8895-e3e5-44e3-9fe4-82bbaeb4a529", "node_type": null, "metadata": {}, "hash": "f548e825d985082a167c3f04b201e6391dcda5bdaa32094395954f3c10797fca"}, "3": {"node_id": "2a25f515-f76d-42d9-a9ed-ca556a220ee2", "node_type": null, "metadata": {}, "hash": "7f4e70342a7052800161080a991c03de24689c9737d2029db7447d00238525f0"}}, "hash": "d432446b4351588ebd07c0ef07a69b57351fc366df85ea5fa392c4dd51251a5a", "text": "Four Modules did not address MP3 at all.\nThere are many missed opportunities including:\n\n\nModule 2 Lesson 1-Students compare strategies and discuss efficiency.\nStudents considered a conjecture made by the teacher in Module 3 Lesson 3. However, they did not make a conjecture on their own. This does not fully support MP3.\nIn lesson 3.9, students are asked to write in their reflection journal about fraction concepts, but not justify their fractional shading of a whole. Also, while working in pairs they are only asked to share their shadings, not justify their shadings with a partner and explain why theirs is correct. Students are sometimes asked to construct viable arguments, but are rarely asked to critique the reasoning of others.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectation for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials do not consistently assist teachers in having students construct viable arguments or analyze other student arguments.\n\nTeacher materials prompt students to have discussions or share their work, but do not provide true opportunities for students to construct arguments or analyze the arguments of others. For example, in Module 3, Lesson 9, students are only prompted to share their fractional shadings with a partner, but are not asked to justify their shadings to their partner or ask their partner to justify their shadings. Students are strictly \"showing\" their work.\nThere is no evidence of teachers engaging students in both constructing viable arguments and analyzing the arguments of others.\nThere is no evidence of supporting teachers in helping students create viable arguments. There are instances in lessons (especially at the beginning) that do ask questions where arguments/responses would be created and discussed, but there is no guidance for the teacher on how to assist students in creating clear arguments.\nThere is no support for teachers in supporting students critiquing each other.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Grade 4 do not meet the expectation for attending to the specialized language of mathematics.\n\nThere is limited explicit instruction on how to use the language of mathematics. The materials do not prompt the teacher sufficiently to require precise vocabulary from students on a regular basis.\nThe materials use precise and accurate mathematical language some of the time.\nFor example, definitions are provided for teachers and students in Module 10, Lesson 9. Line segment, angle, and ray are explicitly defined. Students work with geometric vocabulary and symbols to distinguish line segments, lines and rays.\nThere are instances where using precise and accurate mathematical language is avoided.\n\n\nMultiple is defined as the numbers that you say when counting in steps of the same number.\nModule 10, Lesson 9 - Any line can be split into two parts by a point. Each part is called a \u201chalf-line\u201d or \u201cray\u201d\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2a25f515-f76d-42d9-a9ed-ca556a220ee2": {"__data__": {"id_": "2a25f515-f76d-42d9-a9ed-ca556a220ee2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1abf1157-c4d0-4d1f-bc14-ac54dbf5aa1b", "node_type": null, "metadata": {}, "hash": "6f0a1e1b54789063ef71d4a5071713631c473894034092b374feae65b071daef"}, "2": {"node_id": "cfee8a16-0e6b-4e04-ade1-89155c814312", "node_type": null, "metadata": {}, "hash": "d432446b4351588ebd07c0ef07a69b57351fc366df85ea5fa392c4dd51251a5a"}}, "hash": "7f4e70342a7052800161080a991c03de24689c9737d2029db7447d00238525f0", "text": "Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "05657753-e4c9-45ff-8118-79e32a818b88": {"__data__": {"id_": "05657753-e4c9-45ff-8118-79e32a818b88", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "3": {"node_id": "adf3d69f-100f-4eeb-8f44-13cecce4bcf9", "node_type": null, "metadata": {}, "hash": "95e276104df2ac78611f52a3ca2a323fb6e51f416850ede9eb0246d6b34a9f8e"}}, "hash": "dafbedc102f316a9058273d15687ee67ca2800d33e39bb9ff5e01f696477e97d", "text": "Everyday Math 4\n\nThe instructional materials reviewed for Kindergarten do not meet the expectations for alignment to the CCSSM. The instructional materials did not meet the expectations for gateway 1 as they did not appropriately focus on the major work of the grade nor demonstrate coherence within the grade and across other grades. The instructional materials were not reviewed for Gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Kindergarten Everyday Mathematics do not meet the expectations for Gateway One. The materials do meet the expectations for focusing on the major work of the grade, but do not meet the expectations for coherence. The instructional materials can easily be adjusted so no future grade-level content is assessed and the materials allocate a large percentage of instructional materials to the major work of the grade. Some strengths were found and noted in the coherence criterion, and the instructional materials partially met some of the expectations for coherence. Overall, the instructional materials do allocate enough time to the major work of the grade for Kindergarten but do not always meet the full depth of the standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Kindergarten meet expectations for assessment because above grade-level assessment items could be modified or omitted without a significant impact on the underlying structure of the instructional materials. Statistical distributions, and/or similarity, transformations and congruence do not appear in the Kindergarten materials.\nThe program allows for a Beginning-of-the-Year, Mid-year, and End-of-the-Year Assessment, which fully assess the Kindergarten standards. These assessments can be found in the Assessment Handbook. The Individual Profile of Progress for tracking and class progress are present in both paper and digital formats. This book has an overview of the assessments and at what point in the school year students should have mastered each standard. Each lesson has an Assessment Check-in that can be used as either formative or summative assessment as stated in the implementation guide.\nThe assessments call for attribute blocks, connecting cubes, and bear counters. Assessment look-fors sometimes include partial understandings of a standard, such as Lesson 4-11 states, \u201cIn this lesson and during future practice, note whether children can count by 10s. Since this is an introductory lesson, do not expect children to do this independently yet. Provide continued practice and help them learn to use the number line and number patterns as resources\u201d (page 280).\nAssessment check-ins mostly assess grade-level content. Examples include:\n\nLesson 1-2 (page 46), students recognize and correctly name shapes (K.G.2).\nLesson 2-5 (page119), students represent and solve addition and subtraction situations within the number range expected in kindergarten (K.OA.1, K.OA.2).\nLesson 3-10 (page 210), students show the correct number of fingers or objects to match a numeral (K.CC.3).\nLesson 5-10 (page 342), students model and solve stories concretely using counters (K.OA.1, K.OA.2).\nLesson 7-10 (page 472), students represent and solve number stories using pictures, numbers, and symbols. (K.OA.1, K.OA.2).\nLesson 8-13 (page 550), students represent and give equivalent names for numbers (to 20) using manipulatives, drawings, and expressions that reflect different groupings or decompositions. (K.OA.1, K.OA.3).\nLesson 9-1 (page 566), students use precise shape and positional language to describe pattern block designs. (K.G.1, K.G.2).\n\nThe Assessment Check-Ins do have a few off grade-level assessment items included. The following off grade-level content are assessed in the Kindergarten Materials:\n\nGraphing at the Grade 1 level (1.MD.C.4) on page 244 Lesson 4-3, on page 376 Lesson 6-3, on page 461 and 463, Lesson 7-7.\nThe graphing assessments and time assessments could be removed by the teacher without affecting the sequence of learning for students.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "adf3d69f-100f-4eeb-8f44-13cecce4bcf9": {"__data__": {"id_": "adf3d69f-100f-4eeb-8f44-13cecce4bcf9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "2": {"node_id": "05657753-e4c9-45ff-8118-79e32a818b88", "node_type": null, "metadata": {}, "hash": "dafbedc102f316a9058273d15687ee67ca2800d33e39bb9ff5e01f696477e97d"}, "3": {"node_id": "98ba4670-ac96-41fc-a8e3-c16bb1ca3db2", "node_type": null, "metadata": {}, "hash": "0024ecb21e0cfccade219550f61a73220394cb10dc938c2d2b6ccddbf6c15742"}}, "hash": "95e276104df2ac78611f52a3ca2a323fb6e51f416850ede9eb0246d6b34a9f8e", "text": "Instructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all the clusters in K.CC, K.OA and K.NBT.\nThe Kindergarten materials do spend the majority of class time on the major clusters of the grade. In Kindergarten, students should spend approximately 65-85 percent of their time on the major clusters of the grade. Kindergarten Everyday Mathematics includes nine units with 126 lessons (counting the open responses as two lessons). Work was not calculated by units since the units spiral and are not clustered by groups of standards. At the lesson level, the lessons are divided into Daily Routines, Core Activities, and Practice. There are 126 days of lessons; each day consists of 10-15 minutes on routines, 25-40 minutes of a core activity, and 10-20 minutes of practice. Analysis of the lessons indicates about 65 percent of the core activities focus on the major work.\nThe following calculations were derived from the core activities of the lesson:\n\nEighty-two lessons out of the 126 are focused on the major work. This represents approximately 65 percent of the lessons.\nThirty-six lessons out of the 126 are focused on the supporting work of the grade. This work was treated separately from the major work of the grade. This represents approximately 30 percent of the lessons.\nSeven lessons out of the 126 are focused on off, grade-level work. This represents approximately 5 percent of the lessons. This includes lesson 1-13 focused on patterning at the Grade 4 level; lesson 4-9 focused on measuring mass, a Grade 3 expectation; lesson 6-2 focused on measuring lengths indirectly, a Grade 1 standard; and lesson 9-9 focused on time at the Grade 3 level.\nOne lesson out the 126 is focused on work not identified in the standards. This represents about 1 percent of the lessons.\nUnit 8 includes the greatest percentage, approximately 85 percent (11 of 13 lessons), of major work, and Unit 6 includes the least percentage, approximately 46 percent (6 of 13 lessons), of major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Kindergarten do not meet expectation that supporting content enhances focus and coherence by engaging students in the major work of the grade. The majority of supporting work is treated separately and does not support the major work of the grade.\n\nUnit 1 has four lessons and two practices which are supporting work, and only one, Lesson 1-8, supports major work. Lessons 1 and 2, pages 40-47, focus on students comparing length and examining pattern block shapes as they participate in a social activity; while these lessons align with standards for supporting work, there is minimal\u00a0connection to the major work of the grade. Lesson 1-12 focuses on shapes, supporting work of the grade. There is a missed opportunity here to fully support major work through a connection to counting sides or corners or sorting and counting groups.\nUnit 2 has five lessons and four practices which are supporting work, and only one practice, 2-10, supports major work. Lessons 2-3, 2-8, and 2-11 focus on supporting work of the grade, shapes. There is a missed opportunity here to support major work through a connection to counting sides or corners or sorting and counting groups. Lesson 2-7 focuses on supporting work of sorting or \"classify objects into given categories\" but partially misses the standard \"count the numbers of objects in each category and sort the categories by count.\"\nUnit 3 has four lessons and and three practices which are supporting work, and only one lesson, 3-1, supports major work. Lesson 3-5 focuses on supporting work of the grade by comparing longer or shorter paper strips. An opportunity to compare length on a number line is missed . For instance, the length from 0-2 would be shorter than the length from 0-4.\nUnit 4 has six lessons and four practices which are supporting work, and only one lesson, 4-3, supports major work. In Lesson 4-2 , \"Shapes by Feel,\" an opportunity to connect to counting as students count sides or corners to identify shapes is missed. Lesson 4-7, \"Building hexagons,\" asks students to count the number of different solutions they found to the build hexagons; however, an opportunity is missed in counting to compare differences in the number of sides of different shapes such as a triangle or rectangle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "98ba4670-ac96-41fc-a8e3-c16bb1ca3db2": {"__data__": {"id_": "98ba4670-ac96-41fc-a8e3-c16bb1ca3db2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "2": {"node_id": "adf3d69f-100f-4eeb-8f44-13cecce4bcf9", "node_type": null, "metadata": {}, "hash": "95e276104df2ac78611f52a3ca2a323fb6e51f416850ede9eb0246d6b34a9f8e"}, "3": {"node_id": "9e03672a-cd82-4955-a99f-9af7b16deada", "node_type": null, "metadata": {}, "hash": "d9cba75221abf28f3827457771e3ab95176e6f774cf76f99f568bb3d144c62d1"}}, "hash": "0024ecb21e0cfccade219550f61a73220394cb10dc938c2d2b6ccddbf6c15742", "text": "Lesson 4-9, \"Exploring Weight and Pan Balance Leveling\", requires using collections of items to compare the weights using a pan balance. Connections to the number of items in the collections are a missed opportunity to connect units of measure to counting.\nUnit 5, Lesson 5-5, takes students on a shape walk. When children return to the classroom, they are encouraged to recall which shapes are most common. However, on the walk, there is no reference to counting or engaging in observations of which shapes are more common at the time they are engaged with observing concrete objects. They are asked to compare from memory with the missed opportunity of having counted the actual objects for each shape.\nUnit 6 has eight lessons and five practices which are supporting work, and only one practice, 6-5, supports major work. Lessons 6-1, 6-2 and 6-7 focus on supporting work of the grade by comparing longer or shorter paper strips. An opportunity to compare lengths on a number line is missed. For instance, the length from 0-2 would be shorter than the length from 0-4. Lessons 6-4 and 6-10 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students could count sides to determine the shape or they could compare the sizes of the groups of shapes. No connection is made to counting or +1 addition.\nUnit 7 has four lessons and three practices which are supporting work, and no lessons or practices support major work. Lessons 7-6, \"Exploring Weight and Pan Balance Leveling,\" has students using collections of items to compare the weights using a pan balance. Connections to the number of items in the collections are a missed opportunity to connect units of measure to counting. Lessons 7-4 and 7-13 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students count sides to determine the shape. No connection is made to counting or +1 addition.\nUnit 8 has two lessons and four practices which are supporting work, and no lessons or practices support major work. Lessons 8-1 and 8-2 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students could count sides to determine the shape. No connection is made to counting or +1 addition.\nUnit 9 has six lessons and four practices which are supporting work, and one lesson, 9-4, and one practice, 9-1, support major work.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed do not meet the expectation for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. The Everyday Math Kindergarten program consists of 117 lessons, grouped in 9 sections with 13 lessons in each section. The program is made to teach four lessons per week with the fifth day used for extra game time, differentiation activities, or catch up (as stated on page xl of the teacher edition). The program requires the teacher to teach 45-60 minutes of math each day. If a teacher is using Friday as a Flex day as the program suggests, then this program will cover approximately 29 weeks of classroom time. Significant modifications by the teacher would need to be made to the program materials to be viable for one school year.\nKindergarten lessons do provide connections sections at the end of the lesson. There is not a time frame for these connections to other subject areas. There is not enough time allotted in the 45-60 minutes a day to cover the connections portion of the lesson.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Kindergarten do not meet the expectation for being consistent with the progressions in the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9e03672a-cd82-4955-a99f-9af7b16deada": {"__data__": {"id_": "9e03672a-cd82-4955-a99f-9af7b16deada", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "2": {"node_id": "98ba4670-ac96-41fc-a8e3-c16bb1ca3db2", "node_type": null, "metadata": {}, "hash": "0024ecb21e0cfccade219550f61a73220394cb10dc938c2d2b6ccddbf6c15742"}, "3": {"node_id": "21f21c77-8d92-4811-91ae-fc55f922e91d", "node_type": null, "metadata": {}, "hash": "f286026c9a206739dcadc405cb304f70d4812e82c5fee366436f2dd1d71d4a67"}}, "hash": "d9cba75221abf28f3827457771e3ab95176e6f774cf76f99f568bb3d144c62d1", "text": "Content from future grades is not clearly identified or connected to grade-level work and students are not given extensive work with grade-level problems.\nMaterial related to future grade-level content is not clearly identified or related to grade-level work. The Kindergarten materials have several instances where future grade-level content is present and not identified as such. For example, in Unit 1, Lesson 13 is focused on shape patterns which is a Grade 4 standard, 4.OA.C.5, and does not state it is future grade-level work or how it would relate to Kindergarten work. The same is true of Unit 4, Lesson 9, which measures mass, a Grade 3 standard, 3.MD.2, and Unit 6, Lesson 2, which orders lengths, a Grade 1 standard, 1.MD.A.1. This is true of almost all off grade-level work. The one exception is that the end of the year Daily Routines Calendar/time do state that they are preparing for first grade by introducing clock and time.\nThe content does not always meet the full depth of standards. This mainly occurs because of lack of lessons addressing the full depth. For example, there are some lessons which address K.OA.A.2; however, there are only six lessons which have students adding and subtracting within 10. Another example is K.NBT.A.1; only four lessons have students composing and decomposing numbers from 11 to 19. A third example is K.CC.A.2; only one lesson, 8-4, has students counting starting from any number.\u00a0\nDifferentiation options, present in most lessons, offer opportunities for students at different instructional levels to engage with the standards. In some instances, the differentiation tasks, while aligned to standards, are not aligned to the same standard as the focus lesson. An example of this is lesson 1-1. The lesson focus is K.MD.2, \"Directly compare two objects with a measurable attribute in common to see which has more of or less of the attribute and describe the difference.\" The readiness task asks students to match measurable attributes which does not address the same standard. The extra practice and enrichment tasks are aligned to the lesson standard.\nEveryday Mathematics Kindergarten materials do not provide extensive work with grade-level standards. For example, most materials focus on counting and cardinality or operations and algebraic thinking. Except for the Number of the Day routine, only six lessons are directly related to place value and the base-10 number system, 5-5, 5-6, 5-8, 5-12, and practices 6-3 and 6-10, which is a major standard for K students to connect to Grade 1 work.\nIn lessons where prior knowledge is needed, the instructional materials do not state that prior knowledge is being used. When future grade-level concepts are introduced, there is no mention that the concept will be used in future grades. If the teacher uses the spiral trace at the beginning of the lesson or unit, the teacher will know where prior knowledge is used based on the spiral trace and when the student will use the skill/concept again in the future. For example, in lesson 2-13 on page 154, the spiral snapshot shows how the standard progresses through the materials. The spiral tracker is listed by lessons and not connecting standards. At the beginning of each unit, the spiral trace provides an explanation of what will occur by the end of the unit, but the spiral trace does not explain any further and does not connect to the next standard.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and when the standards require. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings but missed opportunities to provide problems and activities that connect two or more clusters in a domain or two or more domains, when these connections are natural and important.\nAlthough the materials do not always reach the full depth of the standard, the materials do include learning objectives which are visibly shaped by CCSSM cluster headings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "21f21c77-8d92-4811-91ae-fc55f922e91d": {"__data__": {"id_": "21f21c77-8d92-4811-91ae-fc55f922e91d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "2": {"node_id": "9e03672a-cd82-4955-a99f-9af7b16deada", "node_type": null, "metadata": {}, "hash": "d9cba75221abf28f3827457771e3ab95176e6f774cf76f99f568bb3d144c62d1"}, "3": {"node_id": "b7e6f798-4c15-481a-890b-655d3e356450", "node_type": null, "metadata": {}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8"}}, "hash": "f286026c9a206739dcadc405cb304f70d4812e82c5fee366436f2dd1d71d4a67", "text": "In the teacher's lesson guide on page EM2, the materials show the Goals for Mathematical Content for Everyday Math and how they align to the CCSSM. From this alignment it is apparent the goals are shaped by the CCSSM cluster headings.\nInstructional materials shaped by cluster headings include the following examples:\n\nLesson 1-5, \"Getting to Know Numbers,\" is shaped by K.CC.B.\nLesson 2-10, \"Counting Collections,\" is shaped by K.CC.B.\nLesson 3-5, \"Longer or Shorter?\" is shaped by K.MD.A.\nLesson 5-5, \"Shapes All Around,\" is shaped by K.G.A.\n\nWhile the materials have many instances where two or more domains are connected, often the connections are only surface-level connections. For example, Lesson 1-10 shows a connection between K.CC.4, K.OA.3, and K.OA.5. The lesson has students subitizing but does not have students decomposing numbers. Lesson 4-1 shows a connection between K.CC.5, K.CC.6, K.MD.1, K.MD.3, and K.G.2. The lesson has students sorting by attribute, but only one question is suggested for K.CC and one for K.G.2. This does not have the deep connections expected. Lesson 6-10 shows a connection between K.MD.1, K.MD.2, K.G.2, and K.G.4; however, the lesson only has students do K.MD.2 and not the other standards. Additionally, 72 of the lessons are only aligned to one domain.\nAdditionally, there are many instances where lessons do not build on or connect to prior or next day materials. Lessons for supporting work appear to be randomly interjected once or twice throughout the unit. For example, when the focus lesson is counting and cardinality and the practice is shapes, little attempt is made to connect these concepts even though they are presented on the same day. Some examples of this are 5-11, 5-13, 6-1, 6-3, 6-4, 6-5, 6-7, 6-8, 6-9, and 6-10. Rarely do the connections from the Daily Routines play out in the lessons.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b7e6f798-4c15-481a-890b-655d3e356450": {"__data__": {"id_": "b7e6f798-4c15-481a-890b-655d3e356450", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "2": {"node_id": "21f21c77-8d92-4811-91ae-fc55f922e91d", "node_type": null, "metadata": {}, "hash": "f286026c9a206739dcadc405cb304f70d4812e82c5fee366436f2dd1d71d4a67"}, "3": {"node_id": "d14bafd8-e664-4b81-b1c4-30f2bb28c8c5", "node_type": null, "metadata": {}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57"}}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8", "text": "There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d14bafd8-e664-4b81-b1c4-30f2bb28c8c5": {"__data__": {"id_": "d14bafd8-e664-4b81-b1c4-30f2bb28c8c5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830be0dd-bc5b-463e-8348-f41c3b292f0f", "node_type": null, "metadata": {}, "hash": "e92ab3ba86101da7bb8a71eb1a3093b026a2b25e408b2c7526482f2e9a390bb1"}, "2": {"node_id": "b7e6f798-4c15-481a-890b-655d3e356450", "node_type": null, "metadata": {}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8"}}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57", "text": "websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "947bfb3c-aa6a-4d08-93b0-c6cd45e98d15": {"__data__": {"id_": "947bfb3c-aa6a-4d08-93b0-c6cd45e98d15", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "3": {"node_id": "2fffb5ca-ade0-4248-8568-5e8c9e976c7e", "node_type": null, "metadata": {}, "hash": "6b8ded8e6419514ead237c065c3ab183f01193f271862711f2f4be48613dd168"}}, "hash": "9683d0d592597a41f7ab93f8e4a46c8316cebf289eac716c50f5edbee31422ce", "text": "Big Ideas Math: A Common Core Curriculum - Algebra 1, Geometry, Algebra 2\n\nThe instructional materials reviewed for the Big Ideas Traditional series do not meet expectations for alignment to the CCSSM for high school. The materials do meet the expectations for allowing students to spend the majority of their time on the content from the CCSSM widely applicable as prerequisites, but they do not meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. The materials partially meet the expectations for the remainder of the indicators within Gateway 1, and since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Big Ideas Traditional series partially meet the expectation that materials attend to the full intent of the mathematical content contained in the high school standards for all students. For this Indicator, the materials were examined, guided by included correlation documents: Common Core State Standards for Mathematical Content Correlated to Algebra 1, Geometry, and Algebra 2 and a course specific table at the beginning of each book which listed the standards addressed in each lesson. Overall, most of the non-plus standards are included in the materials; however, some aspects of the non-plus standards have not been completely addressed by the instructional materials. Additionally at least two standards are completely omitted.\n\n\nG-CO.3: In Geometry, Lesson 4.2, students are asked about lines of symmetry but are not directly asked to describe the reflections that carry a specific polygon onto itself as called for in the standard. Lesson 4.3 does ask students to describe rotations that map a figure onto itself, page 195, problem 20, and to select angles of rotational symmetry for a given regular polygon, page 195, problems 21 - 24.\n    \nS-IC.4: In Algebra 2, Lesson 11.5, students are given a version of the Margin of Error formula and use it, but they do not develop the concept using simulations as required by the standard.\n    \nS-IC.5: In Algebra 2, Lesson 11.6, problems 3-4 and 7-9 do \"use data from a randomized experiment to compare two treatments,\" yet no evidence was found requiring students to \"use simulations to decide if differences between parameters are significant.\"\n    \nS-CP.5: In Geometry, Lesson 12.2, students are asked about a variety of everyday situations and whether they are independent (problems 3 - 10). However, there is no evidence of students connecting the concepts of conditional probability and independence.\n    \nN-Q.2 and N-Q.3: No evidence was found where students had to define their own quantities or determine the appropriate level of accuracy of quantities. These standards are indicated to be present throughout sections of Algebra 1 and Algebra 2 but are not noted as a primary focus in any lesson as stated on page xxxii in both the Algebra 1 and Algebra 2 Teaching Editions. Upon examining the identified sections in Algebra 1 and Algebra 2, no evidence of N-Q.2 or N-Q.3 was found to be incorporated into the lessons.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for Big Ideas Traditional Series do not meet the expectations that the materials attend to the full intent of the modeling process when applied to the modeling standards. For this indicator, materials were examined for the extent to which the modeling process is incorporated. The series shows the intention to incorporate the modeling process within each chapter; however, the majority of the problems lack the incorporation of the full modeling process as described in the CCSSM. Overall, very few problems throughout the materials integrate the entire modeling process.\n\n\n    Many of the modeling tasks include heavy scaffolding, and the following are some examples of this:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2fffb5ca-ade0-4248-8568-5e8c9e976c7e": {"__data__": {"id_": "2fffb5ca-ade0-4248-8568-5e8c9e976c7e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "947bfb3c-aa6a-4d08-93b0-c6cd45e98d15", "node_type": null, "metadata": {}, "hash": "9683d0d592597a41f7ab93f8e4a46c8316cebf289eac716c50f5edbee31422ce"}, "3": {"node_id": "6b4c21d4-1210-45b8-987d-0a46669c4ea4", "node_type": null, "metadata": {}, "hash": "95170999240285d1b11cdca306c628b044f740db7a4023807b645125adc67d24"}}, "hash": "6b8ded8e6419514ead237c065c3ab183f01193f271862711f2f4be48613dd168", "text": "Geometry, Chapter 11: Page 655 contains a performance task which asks students how much it would cost to reopen a water park if some of the structures have to be repainted, pools filled with water, and some flat surfaces have to be resurfaced. The prompt, however, takes away the modeling intent by directing students towards specific calculations and steps.\n    \nAlgebra 1, Chapter 6: The performance task asks students, given a map, to find the best place to locate bicycle rental stations. The question has the potential to incorporate the modeling process, but by providing leading questions the \u201cformulate\u201d and \u201cvalidate\u201d aspects of the modeling process are lost.\n    \nGeometry: On page 469, problems 13 and 14 are denoted as Modeling with Mathematics problems, yet the right triangles needed to solve the problems are superimposed on the real life pictures and labeled, students are instructed to use the Pythagorean theorem in order to solve and students are directed to look back at a previous example for support in solving. Being provided the physical model as well as the computations needed, the students are unable to experience the modeling process.\n    \n\n\n    The following are two of the few tasks that incorporate the full intent of the modeling process.\n\n\nAlgebra 1, Chapter 3: The performance task asks students to analyze and compare t-shirt ordering proposals from four different companies, then determine the best company to order from and create a proposal for the class officers as to why that company is the best deal.\n    \nGeometry, Chapter 12: The performance task asks students to put themselves in the shoes of a graphic designer and design a new dartboard. Students are placed into design teams, and each member of the team is given a different scenario for what the dartboard should look like and the probability of hitting certain colors. Students are asked to get creative and design various dartboards keeping probability in mind. The task does include a significant amount of questioning; however, the questions asked push student thinking and do not hinder the implementation of the full modeling process.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Big Ideas Traditional Series meet the expectation that the materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, post-secondary programs, and careers.\n\n\nThe materials provided for teachers suggest a timeline and show an overall focus on WAPs.\n        \nIn Algebra 1, the majority of the 160 days focus on the widely applicable prerequisites.\n            \nIn Geometry, of the 160-162 days, there is not a majority of days that focus on the widely applicable prerequisites.\n            \nIn Algebra 2, the majority of the 160 days focus on the widely applicable prerequisites.\n            \nViewing the series as a whole, the majority of days focus on the widely applicable prerequisites.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6b4c21d4-1210-45b8-987d-0a46669c4ea4": {"__data__": {"id_": "6b4c21d4-1210-45b8-987d-0a46669c4ea4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "2fffb5ca-ade0-4248-8568-5e8c9e976c7e", "node_type": null, "metadata": {}, "hash": "6b8ded8e6419514ead237c065c3ab183f01193f271862711f2f4be48613dd168"}, "3": {"node_id": "e60c5847-347f-4d9f-942d-576719eec52d", "node_type": null, "metadata": {}, "hash": "263c59aefb97e23e2ce44f380031383d7a0502485b5551531f7333f58ddf3412"}}, "hash": "95170999240285d1b11cdca306c628b044f740db7a4023807b645125adc67d24", "text": "In Algebra 2, students build upon their basic function concepts from grades 6-8 while exploring various functions: Linear Functions (Chapter 1), Quadratic Functions (Chapter 2), Polynomial Functions (Chapter 4), Radical Functions (Chapter 5), Exponential and Logarithmic Functions (Chapter 6), Rational Functions (Chapter 7), and Trigonometric Functions (Chapter 9).\n    \nGeometry lessons 11.1 and 11.2 review and extend measures of center and variation as well as box-and-whisker plots. Lesson 11.3 builds on these concepts from grades 6-8, addressing standard S-ID.2 in the WAPs.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for Big Ideas Traditional Series partially meet the expectations that the materials, when used as designed, provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics. Overall, the lessons are presented in a way that will allow students to fully learn many of the standards. Throughout the series, students are not spending time on content previously learned but are constantly moving forward. Students, however, are frequently not given the opportunity to develop their own definitions, and where the standards expect students to prove or develop a concept, the materials often provide students the information.\n\n\n    The following standards were included in the materials, yet were not presented in a way that would allow students to fully learn that standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e60c5847-347f-4d9f-942d-576719eec52d": {"__data__": {"id_": "e60c5847-347f-4d9f-942d-576719eec52d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "6b4c21d4-1210-45b8-987d-0a46669c4ea4", "node_type": null, "metadata": {}, "hash": "95170999240285d1b11cdca306c628b044f740db7a4023807b645125adc67d24"}, "3": {"node_id": "7d0f048e-0468-47bf-86e0-7e5e938cd3dd", "node_type": null, "metadata": {}, "hash": "c529883f51a21616343a18490992134306874b5025ea62c61c4db69bec3a517a"}}, "hash": "263c59aefb97e23e2ce44f380031383d7a0502485b5551531f7333f58ddf3412", "text": "S-ID.4: In Algebra 2, Lesson 11.1 includes practice on using \"the mean and standard deviation of a set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate.\" The materials make use of calculators and tables to estimate areas under the normal curve; however, they do not make use of spreadsheets as called for in the standard.\n    \nN-RN.3: In Algebra 1, Lesson 4.1, problems 99 and 100, students do a limited number of calculations with pre-selected numbers then use that information in problem 100 to answer if this is always, sometimes, or never true. This is the only place where the standard is located. With this limited amount of exposure to the standard, students may not reach the full depth of understanding.\n    \nG-MG.1: Students are frequently provided or told the exact geometric shape to use to solve a problem; the material does not offer students a chance to select for themselves the appropriate shape to model a situation. Throughout the series only one problem was located that asked students to \u201cdraw an object (or part of an object) that can be modeled\u201d by a certain shape (problem 40 on page 237 in the Geometry materials).\n    \nG-GPE.2: In Algebra 2, Lesson 2.3 the derivation of a parabola is given to students on pages 68-69. Students are not given the opportunity to derive the equation of a parabola given a focus and directrix for themselves.\n    \nG-C.5: In Geometry, lesson 11.1, page 597, students are provided with the derivation of the fact that the length of the arc intercepted by an angle is proportional to the radius. Students are not given the opportunity to complete this derivation for themselves.\n    \nG-CO.1: Throughout the geometry materials, students are not provided the opportunity to develop their own definitions as required by the standard; instead, the definitions were given to them. The textbook does tell students that there are undefined terms in geometry (with the exception of distance around a circular arc) and point, line, and plane are mentioned to be \u201cundefined terms;\u201d however, the textbook does not build the definitions through this notion.\n    \nA-APR.1: Students add, subtract and multiply polynomials, but the \u201cunderstanding\u201d aspect of this standard is not developed. In Algebra 2, Lesson 4.2 the closed nature of polynomials is explicitly stated; however, students are not required to demonstrate understanding of the concept.\n    \nA-SSE.1a: Problem 49 of lesson 3.2 in Algebra 1 is the only problem that addresses this standard. The materials list various other lessons in both Algebra 1 and 2 as addressing this standard; however, evidence of meeting the full depth of this standard was not found.\n    \nA-REI.4a: In Algebra 1, page 515, students are given the derivation of the quadratic formula and then work with a partner to provide the justification for the given steps. Students are never given the opportunity to derive the formula as stated in the standard.\n    \nG-CO.10: The standard calls for students to \u201cprove theorems about triangles;\u201d however, many proofs are simply provided by the materials throughout the geometry materials. For example, proof that the measures of interior angles of a triangle add to 180 degrees is provided as an example on page 234, proof that the base angles of isosceles triangles are congruent is provided as an example on page 252, and proof that the medians of a triangle meet at a point is offered as a theorem on page 320 with the proof provided online.\n    \nG-C.1: Proof that all circles are similar is provided for the students on page 541 of the Geometry textbook.\n    \nS-CP.2: There were four problems\u2014Geometry, lesson 12.2, problems 3-6 with an identical chapter in Algebra 2\u2014throughout the series that fully addressed this standard Geometry.\n    \nS-CP.6: Problem 23 in lesson 12.2 of the Geometry textbook is the one problem which addresses the standard.\n    \n\n\n    The following standards provide students thorough exposure through multiple experiences to fully learn each standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7d0f048e-0468-47bf-86e0-7e5e938cd3dd": {"__data__": {"id_": "7d0f048e-0468-47bf-86e0-7e5e938cd3dd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "e60c5847-347f-4d9f-942d-576719eec52d", "node_type": null, "metadata": {}, "hash": "263c59aefb97e23e2ce44f380031383d7a0502485b5551531f7333f58ddf3412"}, "3": {"node_id": "53026cfb-c0a9-49c0-97c3-2fbb56473fb9", "node_type": null, "metadata": {}, "hash": "165352b26fe9bfb00d025233f2c442d34bf834010a300786806d15b6d8ef4bda"}}, "hash": "c529883f51a21616343a18490992134306874b5025ea62c61c4db69bec3a517a", "text": "G-C0.4: Students are given several explorations throughout Chapter 4 of the Geometry materials through which they can develop the ideas of transformations before the mathematical definition is provided for them.\n    \nG-CO.12: Students are given opportunity to explore constructions using \u201ca variety of tools\u201d (i.e., compass, straightedge, paper folding, and dynamic software) as called for in the standard.\n    \nA-CED: The entire Creating Equations cluster is thoroughly developed throughout the algebra 1 and algebra 2 materials.\n    \n\n\n    The materials offer additional resources to help all students fully learn each standard.\n\n\nEach section begins with two or three exploration activities that offer students an opportunity to engage with the content before formal presentation of the terms, definitions, facts, theorems, or procedures. These explorations help students with content mastery by allowing them to \"play\" with the mathematics and familiarize themselves with the concepts in a seemingly informal way. Many of the explorations present content from different perspectives. For example, in Algebra 1, Lesson 1.4, students explore the concept of absolute value first by considering it as an equation and looking for values that make it true, then as a number line, and finally numerically using a spreadsheet.\n    \nThe end of each section offers suggestions for students who may need extra help as well as for students who may need additional challenge problems. The Resources by Chapter book provides on grade-level, additional problems for struggling students and extension problems for students who need a challenge. The extension problems focus on moving the learner forward. For example, in Algebra 1, section 5.2, the lesson dealt with solving systems of equations algebraically. The extension asks students to consider how to solve a system of three equations.\n    \n\"Laurie's Notes\" in every chapter and lesson provide guidance to teachers in presenting lessons, which in turn could help all students better learn all aspects of standards. Furthermore, the beginning of each chapter includes \"Scaffolding in the Classroom\" notes in the margin. Each lesson also includes \"Differentiated Instruction\" and \"English Language Learner\" boxes providing strategies for teachers to use in order to reach all learners. \"Assignment Guide and Homework Check\" boxes included before student exercises break down what problems teachers could use for Basic/Average/Advanced assignments and homework checks. After each Chapter Test in the book, teachers are given ideas on what materials to use if students need help or if students got the info. Students are given opportunities to use paper and pencil, graphing calculators, and dynamic software.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe Instructional materials reviewed for Big Ideas Traditional Series partially meet the expectation that all students engage in mathematics at a level of sophistication appropriate to high school. Overall, the materials offer real-life and relevant situations to high school students; however, problems often involve integers and avoid more complex solutions.\n\n\nThe materials present a majority of problems with integer values. In Algebra 1, Chapters 3 and 4 deal with linear functions, both graphing them and then writing equations. Students do not see non-integer y-intercepts until they are introduced to the linear regression feature of the calculator in Lesson 4.5. The majority of y-intercepts are integer values. Likewise, Chapter 5 (solving systems of equations) primarily contains solutions that consist of integer values. Algebra 2, Lesson 1.4 extends the ideas of solving a system of equations to three variables but still has a large majority of solutions that are integer values and rarely involves non-integer values. Similarly, the Geometry textbook remains focused on integer values much like that of the Algebra 1 and Algebra 2 textbooks.\n    \nThe materials offer students problems frequently based on real-life and relevant situations.\n        \nGeometry, page 198, problem 19 connects the Tetris game to rigid transformations.\n            \nGeometry, page 608, problem 37 connects pizza with circle/sector area and reasoning.\n            \nAlgebra 1, in the Chapter 6 Performance Task \"The New Car,\" students weigh the many costs of a car when deciding which is the best buy.\n            \nIn the Algebra 2, Chapter 2 Performance Task \"Accident Reconstruction,\" students analyze car speed and braking distance.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "53026cfb-c0a9-49c0-97c3-2fbb56473fb9": {"__data__": {"id_": "53026cfb-c0a9-49c0-97c3-2fbb56473fb9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "7d0f048e-0468-47bf-86e0-7e5e938cd3dd", "node_type": null, "metadata": {}, "hash": "c529883f51a21616343a18490992134306874b5025ea62c61c4db69bec3a517a"}, "3": {"node_id": "845d9800-0e98-4ced-8b60-efc16662ac65", "node_type": null, "metadata": {}, "hash": "e8cefa38bdb4f0fcad7db9b199e5034be0ff9b0b5a22dd8663924dadce3c53df"}}, "hash": "165352b26fe9bfb00d025233f2c442d34bf834010a300786806d15b6d8ef4bda", "text": "Daily journal entries, either online or utilizing the Student Journal book, are age appropriate for high school students.\n    \nOne worksheet per lesson provides problems for students working below course level as well as students working above level. These enrichment and extension worksheets are similar to that of the chapter.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for Big Ideas Traditional Series partially meet the expectations that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the standards. Overall, Chapter Summaries are provided at the beginning of each chapter that indicate what content the students should already be familiar with from previous grades and courses. The Common Core Progression offered at the beginning of each chapter indicates skills learned in previous courses, however does not make connections to specific standards.\n\n\nNotes for teachers are abundant in the margins and before each lesson; however, they focus mainly on identifying common errors, teacher\u2019s actions, and ideas for next steps for students. Connections within a course and across a series are not made explicit for the teacher.\n    \nEach course is presented in a traditional progression. Chapters are presented as isolated concepts or skills with little to no connection between mathematical concepts made explicit.\n        \nFor example, Algebra 1: Lessons 8.1-8.4 each focus on graphing various forms of quadratic functions (8.1 - \"Graphing f(x) = ax^2\", 8.2 - \"Graphing f(x) = ax^2 + c\", 8.3 - \"Graphing f(x) = ax^2+bx+c\", and 8.4 - \"Graphing f(x) = a(x-h)^2 +k\"), however not until Lesson 9.2 do students discuss solving a quadratic function by graphing. Lesson 9.2 makes no reference to concepts learned in Lessons 8.1 - 8.4.\n            \n\n\n\u201cCommon Core Progression\u201d boxes located at the beginning of each chapter indicate general connections to previous courses; however, no standards are cited, simply skills and concepts.\n        \nFor example, the \"Common Core Progression\" box at the beginning of Chapter 3 in Algebra 1 lists multiple skill focused statements not rooted in the standards in order to show connection among standards within and across courses.\n                \n\"Identify linear functions, using graphs, tables, and equations.\"\n                    \n\"Use function notation to evaluate, interpret, and graph functions.\"\n                    \n\"Find the slope of a line and use it to write a linear equation in slope-intercept form.\"\n                    \n\"Solve real-life problems using function notation, linear equations, slopes, and y-intercepts.\"\n                    \n\"Translate, reflect, stretch, and shrink graphs of linear and absolute functions, and combine transformations of graphs of linear and absolute functions.\"\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for Big Ideas Traditional Series partially meet the expectations that the materials explicitly identify and build on knowledge from grades 6-8 to the high school standards. Chapter Summaries and the Common Core Progression boxes indicate skills and procedures students should already be familiar with from previous mathematics classes; however, they do not explicitly identify the middle grades standards which they are referencing. Occasionally throughout the materials, explicit connections to middle grade standards are made in the Teacher Edition, specifically in \u201cLaurie\u2019s Notes\u201d and the \u201cMaintaining Mathematical Proficiency\u201d sections. In some lessons, topics that are middle school standards are presented as if they are high school standards being presented for the first time.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "845d9800-0e98-4ced-8b60-efc16662ac65": {"__data__": {"id_": "845d9800-0e98-4ced-8b60-efc16662ac65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "53026cfb-c0a9-49c0-97c3-2fbb56473fb9", "node_type": null, "metadata": {}, "hash": "165352b26fe9bfb00d025233f2c442d34bf834010a300786806d15b6d8ef4bda"}, "3": {"node_id": "416daf33-f3bf-4aa6-af6f-e4e6e8f14d80", "node_type": null, "metadata": {}, "hash": "e3a526b8c29953933f5a2fd81911bca1e5b0af5effa24c76df15341166328595"}}, "hash": "e8cefa38bdb4f0fcad7db9b199e5034be0ff9b0b5a22dd8663924dadce3c53df", "text": "\u201cMaintaining Mathematical Proficiency\u201d sections are included throughout the materials and clearly state that these are below grade-level problems that have been included to help students retain previously learned skills necessary for further growth in mathematics. The Teacher Edition explicitly references these middle school standards.\n    \nConnections to middle grades are typically mentioned for teachers in notes for the \u201cMaintaining Mathematical Proficiency\u201d sections at the beginning of each chapter. Explicit middle school standards are not referenced in these sections, but rather basic skills such as \u201cFinding x-intercepts\u201d and \u201cThe Distance Formula\u201d (Algebra 2, page T-45). These notes are not included for the students.\n    \nAt the beginning of each chapter, the Teacher Edition does identify skills, not standards, from grades 6-8 that students should already be proficient at performing. Individual lessons, however, do not reference these connections.\n    \nMultiple lessons present middle grades standards as if for the first time without identifying the standards are middle school standards but rather labeling them as high school standards. For example:\n\nAlgebra 1, Lesson 1.1 is about solving one-step, one variable equations, which is 8.EE.7, but is labeled as A-CED.1, A-REI.1, and A-REI.3. There is no mention in Lesson 1.1 that this is a concept that was previously learned and will be built upon.\n            \nAlgebra 1, Lesson 6.1 is a re-teach of the rules of exponents, 8.EE.1, but does not indicate this. The rules of exponents are extended to rational exponents in Algebra 2, Lesson 5.2.\n            \nAlgebra 1, Chapter 5 presents systems of equations to students as though the material is new, not a review of standards introduced in Grade 8, 8.EE.8.\n            \nThe Overview of Algebra 1, lesson 3.1 explicitly states \u201cStudents have prior knowledge of functions from Grade 8 (8.F.1 - 8.F.5). Their understanding may be limited to discrete functions.\u201d However, the lesson then proceeds as though the students have no understanding of the material.\n            \n\n\n\n\n    Middle grades standards are rarely explicitly noted throughout the materials. Specific reference to middle grade standards are only found in the Teacher Edition in \"Laurie\u2019s Notes\" and the Maintaining Mathematical Proficiency sections.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards, when included, are not clearly identified, and though some of the included plus standards do not unduly interfere with the course, there is no indication that they are optional or extensions.\n\n\nPlus standards are not explicitly identified throughout the materials. The correlation charts of lessons to standards and standards to lessons found in the front matter of the Teacher Editions does not denote which standards are plus standards. Furthermore, the plus standards are not identified at the beginning of the lessons when they are present.\n    \nPlus standards are present in both the Geometry and Algebra 2 textbooks.\n        \nAlgebra 2 materials include plus standards N-CN.8,9; A-APR.5,7; F-TF.9; S-CP.8,9; and S-MD.6,7 throughout Lessons 1.4, 4.2, 4.6, 7.3, 7.4, 9.8, 10.2, and 10.5.\n            \nGeometry materials include plus standards G-SRT.9-11; G-C.4; and G-GMD.2 throughout Lessons 9.7, 10.1, 11.5, and 11.8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "416daf33-f3bf-4aa6-af6f-e4e6e8f14d80": {"__data__": {"id_": "416daf33-f3bf-4aa6-af6f-e4e6e8f14d80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "845d9800-0e98-4ced-8b60-efc16662ac65", "node_type": null, "metadata": {}, "hash": "e8cefa38bdb4f0fcad7db9b199e5034be0ff9b0b5a22dd8663924dadce3c53df"}, "3": {"node_id": "fa3af123-7b37-4384-8be8-23b582272bfb", "node_type": null, "metadata": {}, "hash": "3752b635440cdad028e9420835654a28570ebcc33c96a1549e45bf4fb61b0caa"}}, "hash": "e3a526b8c29953933f5a2fd81911bca1e5b0af5effa24c76df15341166328595", "text": "Materials do not identify plus standards as optional or additional extension opportunities, rather they are presented in a way as being an expectation for all learners.\n        \nAlgebra 2, Lesson 4.6 is the Fundamental Theorem of Algebra and proposes to cover two plus standards (N-CN.8,9). While an appropriate extension into higher level mathematics, the textbook does not indicate that this should be considered optional or as an extension. It would not unduly interfere with the course for all students to complete it, but it is not necessary and could take time from other required standards.\n            \n\n\nSome plus standards are presented in a way that is distracting to the learning of the non-plus standards.\n        \nThe Binomial Theorem is presented on page 574 of the Algebra 2 materials, and it is part of the lesson on probability. This standard is not necessary for the understanding of probability as called for in the non-plus standards and could detract from the focus of the lesson.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fa3af123-7b37-4384-8be8-23b582272bfb": {"__data__": {"id_": "fa3af123-7b37-4384-8be8-23b582272bfb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e53f5e0-6804-418d-9a64-3a79f98094de", "node_type": null, "metadata": {}, "hash": "ba072619c2e4233ea3199022a444a54a91329a87eb8aa05d0ea399f9a58043a0"}, "2": {"node_id": "416daf33-f3bf-4aa6-af6f-e4e6e8f14d80", "node_type": null, "metadata": {}, "hash": "e3a526b8c29953933f5a2fd81911bca1e5b0af5effa24c76df15341166328595"}}, "hash": "3752b635440cdad028e9420835654a28570ebcc33c96a1549e45bf4fb61b0caa", "text": "Materials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6ad0ec93-0a2c-42a5-9b0c-1154da6d51cd": {"__data__": {"id_": "6ad0ec93-0a2c-42a5-9b0c-1154da6d51cd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "3": {"node_id": "140f8ebc-9d11-415d-88bd-169d8f07dc35", "node_type": null, "metadata": {}, "hash": "8c2cdb85b45a08b859c87a2e71d830d7cfcc6643325866e287f659556c5de2f9"}}, "hash": "0290423221c0bb37fee4863381e62d11b7dfc788e18ce1972816875cab578707", "text": "Bridges in Mathematics\n\nThe instructional materials reviewed for Kindergarten are aligned to the CCSSM. Most of the assessments are focused on grade-level standards, and the materials spend the majority of the time on the major work of the grade. The materials are also coherent. The materials follow the progression of the standards and connect the mathematics within the grade level although at times off-grade level content is not identified. There is also coherence within units of each grade. The Kindergarten materials include all three aspects of rigor, and there is a balance of the aspects of rigor. The MPs are used to enrich the learning, but the materials do not always attend to the full meaning of each MP and additional teacher assistance in engaging students in constructing viable arguments and analyzing the arguments of others is needed. Overall, the materials are aligned to the CCSSM.\n\nFocus & Coherence\n\nThe materials reviewed for Kindergarten meet the expectations for Gateway 1. These materials do not assess above-grade level content, and they spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are partially consistent with the mathematical progression in the standards, and students are offered extensive work with grade-level problems. Connections are made between clusters and domains where appropriate. Overall, the Kindergarten materials are focused and follow a coherent plan.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe assessment materials reviewed for Kindergarten meet expectations focus within assessment. Content from future grades was found to be introduced; however, above grade-level assessment items, and their accompanying lessons, could be modified or omitted without significantly impacting the underlying structure of the instructional materials.\nFor this indicator, the Kindergarten Assessment Map found on pages 12 \u2013 14 in the Assessment Overview section was used to identify \u201csummative\u201d assessments. The Assessment Map indicates when mastery of each standard is expected and where the mastery standard is assessed. Based on the Assessment Map, the following were considered to be the summative assessments and were reviewed for Indicator 1a:\n\nNumber Corner Checkups 1 \u2013 4\nthe Comprehensive Growth Assessment\nSelect Unit Checkpoints\n\n\nUnit 2 Module 1, Session 5, Count and Compare Checkpoint\nUnit 3 M1, Session 4, Beat You to Ten Checkpoint\nUnit 4 M3, Session 3, Counting and Writing Numbers Checkpoint\nUnit 5 M1, Session 4, Sort and Count Checkpoint\nUnit 5 M3, Session 4, 2-D Shapes and Their Attributes Checkpoint\nUnit 6 M1, Session 4, Cylinder Tens and Ones Checkpoint\nUnit 6 M2, Session 4, 3-D Shapes and Their Attributes Checkpoint\n\n\n\nAssessments are student observation/interview or written in nature. The Comprehensive Growth Assessment (CGA) and all of the Number Corner Quarterly Checkups are fully aligned to the Kindergarten CCSSM. In the Number Corner Quarterly Checkups, several skills/concepts in the K.CC cluster are benchmarked and assessed throughout the year. For example, K.CC.1 (Count to 100 by 1s) is assessed to 20 on NCCU1, to 60 on NCCU3, and to 100 on NCCU4.\nThe Unit Assessment Checkpoints that contain above grade-level or content not specifically required by the standards are noted in the following list:\n\nIn the Unit 4 Module 3 Session 3 Counting and Writing Numbers Checkpoint, Prompt 4, students are asked to count backward from a number (4 \u2013 9) until they reach zero. Counting backwards is not an explicit K CCSSM expectation; however, it makes mathematical sense to address it as a precursor to subtraction where counting backward is a necessary skill. This skill is identified in the assessment scoring guide as \u201cSupports K.CC.\u201d\nIn the Unit 5 Module 3 Session 4 Two-Dimensional Shapes & Their Attributes Checkpoint, students are expected to identify a rhombus and a trapezoid. Those shapes are not specifically identified in K.G.2; however, it makes sense to include them since they are shapes in the pattern block set students use throughout the unit.\nIn the Unit 6 Module 1 Session 4 Cylinder Tens & Ones Checkpoint, students are asked to create a cylinder using a strip of paper. Question 2 asks students to estimate how many unifix cubes they think it will hold and then to fill the cylinder with unifix cubes without counting them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "140f8ebc-9d11-415d-88bd-169d8f07dc35": {"__data__": {"id_": "140f8ebc-9d11-415d-88bd-169d8f07dc35", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "6ad0ec93-0a2c-42a5-9b0c-1154da6d51cd", "node_type": null, "metadata": {}, "hash": "0290423221c0bb37fee4863381e62d11b7dfc788e18ce1972816875cab578707"}, "3": {"node_id": "7babb2e3-9640-4f47-8a3d-6322c2e732e1", "node_type": null, "metadata": {}, "hash": "8089dd1f083affb1b59b5f15a729127e945ad57002b052aee48e0dc30d123373"}}, "hash": "8c2cdb85b45a08b859c87a2e71d830d7cfcc6643325866e287f659556c5de2f9", "text": "After dumping out the cubes and arranging them into tens and ones, they are asked to count them (Question 5) and then compare the actual number of cubes to their estimate to determine if their estimate was more or less than the actual number of cubes (Question 6). Since teachers are instructed to provide each student with 40 cubes, it is reasonable to believe that the number of cubes students will be expected to count will exceed the limit of 20 designated in K.CC.5 and subsequently, students may be comparing numbers greater than 20. Additionally, the estimation of quantities is not a Kindergarten expectation. Adjusting the size of the cylinder to ensure the counting of smaller quantities and eliminating the estimation portion of the assessment would be an easy fix and would not affect the integrity of the unit.\nIn the Unit 6 Module 2 Session 4 3-Dimensional Shapes and Their Attributes Checkpoint, the majority of the student observations are aligned to the K Geometry Standards: K.G.1, K.G.2, K.G.3, and K.G.4. However, in the observational task in which students use polydrons to build 3-D shapes, the teacher is to document if a student has successfully built rectangular prisms, triangular prisms and pyramids. This expectation is more appropriately aligned to 1.G.2 and not to K.G.5 (model shapes in the world by building shapes from components, e.g., sticks and clay balls, and drawing shapes) because the 3-D shapes identified in the K Geometry standards are limited to cube, cone, sphere and cylinder. However, as long as the focus is on building shapes and not naming them, this would be acceptable as most of these shapes are introduced within the K-2 grade band.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for focus by spending the majority of class time on the major clusters of the grade. All sessions (lessons), except summative and pre-assessment sessions, were counted as 60 minutes of time. Number Corner activities were counted and assigned 20 minutes of time. When sessions or Number Corner activities focused on supporting clusters and clearly supported major clusters of the grade, they were counted. Reviewers looked individually at each session and Number Corner in order to determine alignment with major clusters and supporting clusters. Optional Daily Practice pages and Home Connection pages were not considered for this indicator because they did not appear to be a required component of the sessions.\nWhen looking at the modules (chapters) and instructional time, when considering both sessions and Number Corners together, approximately 90 percent of the time is spent on major work of the grade.\n\nUnits \u2013 8 out of 8 units spend the majority of the unit on major clusters of the grade, which equals 100 percent. Each unit devotes most of the instructional time to major clusters of the grade.\nModules (chapters) \u2013 28 out of 32 modules spend the majority of the time on major clusters of the grade, which equals approximately 88 percent. Units 2, 5, 7 and 8 had three Modules that focused on major work of the grade, and all other units had all four Modules focused on major work of the grade.\nBridges Sessions (lessons) \u2013 143 out of 160 sessions focus on major clusters of the grade, which equals approximately 89 percent. Major work is not the focus of the following sessions:\n\n\nUnit 1, Module 4, Sessions 1, 2, 3 and 4\nUnit 2, Module 4, Sessions 1, 2, 3 and 4\nUnit 4, Module 3, Session 2\nUnit 5, Module 1, Session 1\nUnit 5, Module 2, Session 5\nUnit 5, Module 4, Sessions 2, 3 and 4\nUnit 6, Module 2, Session 4\nUnit 8, Module 4, Sessions 4 and 5", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7babb2e3-9640-4f47-8a3d-6322c2e732e1": {"__data__": {"id_": "7babb2e3-9640-4f47-8a3d-6322c2e732e1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "140f8ebc-9d11-415d-88bd-169d8f07dc35", "node_type": null, "metadata": {}, "hash": "8c2cdb85b45a08b859c87a2e71d830d7cfcc6643325866e287f659556c5de2f9"}, "3": {"node_id": "913e2da5-272e-4796-9c6c-2b173e9ff0b8", "node_type": null, "metadata": {}, "hash": "3c7bac352e71add31cc2a2e0926f0ce2b2ebba22011eb7d774fe95f8e66e33bd"}}, "hash": "8089dd1f083affb1b59b5f15a729127e945ad57002b052aee48e0dc30d123373", "text": "Bridges sessions require 60 minutes. A total of 143 sessions are focused on major work of the grade. Bridges sessions devote 8,580 minutes of 9,600 minutes to major work of the grade. A total of 155 days of Number Corner activities address major work of the grade. Number Corner activities are 20 minutes each adding another 3,100 minutes to this total. In all 11,680 of 13,000 minutes, approximately 90 percent, is devoted to major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Kindergarten meet expectations that supporting content enhances focus and coherence by engaging students in the major work of the grade.\nSupporting standard K.MD.1 is connected to K.CC and K.OA \u2014 major work of the grade \u2014 throughout the instructional materials. For example, in Unit 4, Module 3, Session 1, standard K.MD.1 supports major work of K.CC.6 by measuring and comparing lengths and then correlating the measurement into a number unit and comparing the quantities.\nSupporting standard K.MD.2 is connected to the major work of K.CC.6 throughout the instructional materials. For example, in Unit 4, Module 3, Session 1 standard K.MD.2 supports major work of K.CC.6 by measuring and comparing lengths and then correlating the measurement into a number unit and comparing the quantities.\nSupporting standard K.G.2 is connected to K.CC and K.OA, major work of the grade, throughout the instructional materials. For example, in Unit 5, Module 2, Sessions 1-3, after sorting, students are asked to count the number of shape cards in each category and then compare the quantities to find which group has the most or least, and combining amounts. This supports K.CC and cluster K.OA. Another example is found in Unit 6, Module 1, Session 2. In this session work in three-dimensional geometry is used as a vehicle to represent and solve addition situations. This supports K.OA. Also, in Unit 6, Module 2, Session 5, students use three-dimensional shapes as a vehicle to practice decomposing numbers and fluently adding within 5 (K.OA).\nSupporting standard K.MD.3 is connected to K.CC and K.OA, major work of the grade, throughout the instructional materials. For example, in Unit 5, Module 2, Sessions 1-3, while sorting shape cards in various ways, students are asked to count the number in each category and then compare the quantities to find which group has the most or least, and in some sessions combining amounts. This supports standards in K.CC and K.OA. Also, in the March and May Calendar Collector, students examine data and connect it to clusters K.CC and K.OA through questions about counting, comparing and combining.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for this indicator by providing a viable level of content for one school year. Overall, the materials have expectations for teachers and students that are reasonable.\n\nMaterials provide for 160 days of instruction. Each Unit has 20 sessions = 20 days. There are 8 Units. (20x8=160)\nThe prescribed daily instruction includes both unit session instruction and a Number Corners session. (170 days). There are no additional days built in for re-teaching.\nAssessments are incorporated into sessions and do not require an additional amount of time. Instead, they are embedded into module sessions one-on-one as a formative assessment.\nThe Number Corner Assessments/Checkups (a total of 10 assessments, 1 interview and 1 written, in each of the following months: September, October, January, March and May) would require additional time to conduct a 7-10 minute interview with each student.\nA Comprehensive Growth Assessment is completed at the end of the year and will require additional number of days to administer.\nThere are no additional time/days built in for additional Support, Intervention or Enrichment in the pacing guide. The Publisher recommends re-teaching of strategies, facts and skills take place in small groups while the rest of the class is at Work Places (math stations) or doing some other independent task. There is a concern that if a particular session\u2019s activities take up most of the 60 minutes allotted, there will be no time for the remediation and enrichment to take place.\nBased on the Bridges Publisher Orientation Video and Guide provided to the reviewers, unit sessions are approximately 60 minutes of each instructional day.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "913e2da5-272e-4796-9c6c-2b173e9ff0b8": {"__data__": {"id_": "913e2da5-272e-4796-9c6c-2b173e9ff0b8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "7babb2e3-9640-4f47-8a3d-6322c2e732e1", "node_type": null, "metadata": {}, "hash": "8089dd1f083affb1b59b5f15a729127e945ad57002b052aee48e0dc30d123373"}, "3": {"node_id": "0c37e641-78c7-4124-bce3-73aa5e17bd68", "node_type": null, "metadata": {}, "hash": "82529f98811f565fa504a4ab32717cca69a061c23ce6e95cae779805df3f9435"}}, "hash": "3c7bac352e71add31cc2a2e0926f0ce2b2ebba22011eb7d774fe95f8e66e33bd", "text": "Each unit session contains: Problems & Investigations (whole group), Work Places (math stations), Assessments (not found in each session), and Home Connections (homework assignments not found in each session).\n\n\nBased on the introduction section in the Number Corners Teacher Guide, as well as the Bridges Publisher Orientation Video, Number Corners sessions are approximately 20 to 25 minutes of each instructional day.\nApproximately 80-85 minutes is spent on the Bridges and Number Corner activities daily.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Kindergarten are partially consistent with the progressions in the standards. Although students are given extensive grade-level problems and connections to future work are made, future grade level content is not always clearly identified to the teacher or student.\nAt times, the session materials do not concentrate on the mathematics of the grade. Some of the sessions within each module focus on above grade-level concepts. Examples of this include addition and subtraction beyond 10, counting quantities beyond 20, the use of greater than and less than symbols, patterns, volume, and identifying and counting money amounts using coins. The inclusion of off-grade level concepts takes away from the number of sessions that could be spent more fully developing the work on the mathematics of the grade.\nIn some cases, the above-grade level content is identified as such by the publishers, and in other cases it is not. On the first page of every session, the Skills & Concepts are listed along with the standard to which it has been aligned by the publisher. In some cases, this alerts the user to the inclusion of off-grade level concepts. Examples include:\n\nUnit 5, Module 1, Exploring Shapes Overview, page 1, the publisher describes the work in Module 1 as \u201cextending the range of their counting and comparing skills\u201d which somewhat signifies that students will be moving beyond the expected range of Kindergarten standards.\nUnit 5, Module 1, Session 3 warm-ups include counting backward from 20 which is not a Kindergarten standard, but the publisher alerts teachers to this by aligning it to \u201csupports K.CC.\u201d\nUnit 5, Module 4, Session 5- students make a quilt following an AB pattern which publisher identifies as \u201ccreate and extend simple repetitive patterns with up to 3 elements. The publisher alerts teachers by aligning it to \u201csupports K.OA.\u201d\nIn the Unit 6 Introduction, page ii, the publishers state that \u201ca mastery of the forward and backward counting sequences, one-to-one correspondence, and cardinality helps students correctly determine sums and differences as they begin to solve addition and subtraction tasks,\u201d thereby explaining an inclusion of counting backwards throughout the unit even though it is not a Kindergarten expectation.\n\nIn other cases, the above-grade level concepts are not identified as such within the sessions in the \"Skills and Concepts\" listing or at the beginning of the Units in the \"Skills Across the Grade Levels\" sections. Examples of unidentified above-grade level content include:\n\nUnit 3, Module 1, Session 2 and Session : Counting by 2\u2019s is a skip counting strategy/skill that is not introduced until Grade 2 (2.NBT.2).\nUnit 4, Module 3 Sessions 2 -5: These focus on above-grade level content using standard units of measurement. The lessons are worded with the language of the standard for measurement in first grade (1.MD.1).\nUnit 4, Module 4, Session 2 and Session 5: Both sessions involve counting by 5\u2019s, which is a skip counting strategy/skill that is not introduced until Grade 2 (2.NBT.2).\nUnit 5, Module 1, Session 5: This focuses on addition to 20, number combinations, and comparing numbers. This goes beyond K.OA expectations of adding to 10 as it continues on to 20, asking questions such as \u201chow many more to 20?\u201d\nUnit 6, Module 1, Sessions 3 and 4: The comparison of the cylinders as to which one holds more is a volume activity which is more appropriate for Grade 4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0c37e641-78c7-4124-bce3-73aa5e17bd68": {"__data__": {"id_": "0c37e641-78c7-4124-bce3-73aa5e17bd68", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "913e2da5-272e-4796-9c6c-2b173e9ff0b8", "node_type": null, "metadata": {}, "hash": "3c7bac352e71add31cc2a2e0926f0ce2b2ebba22011eb7d774fe95f8e66e33bd"}, "3": {"node_id": "cd20845d-53ee-4dd1-910b-b5972715f6f4", "node_type": null, "metadata": {}, "hash": "60342a2e2804303f9a37b6272fdf8f1749c4e73cf9d205f72035bf00577a6567"}}, "hash": "82529f98811f565fa504a4ab32717cca69a061c23ce6e95cae779805df3f9435", "text": "Unit 6, Module 2: Activities involve three-dimensional shapes that go beyond the shape expectations as outlined in the K.G cluster. The activities in this module include drawing and identifying rectangular prisms, triangular prisms and pyramids.\nUnit 6, Module 3, Session 4: Money is a Grade 2 standard, but is not specifically identified as such by the publisher. In this session, students are determining the total value of a collection of coins.\nUnit, 8, Module 4, Sessions 4 and 5: Students use repetitive patterns while completing a double Irish chain frog quilt. This moves beyond the grade-level work.\n\nMaterials provide students opportunities to work with grade-level problems. The majority of differentiation/support provided is on grade-level. Extension activities are embedded within sessions and allow students to engage more deeply with grade-level work. Additional extension activities are also provided online.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for fostering coherence through connections at a single grade, where appropriate and when the standards require. The standards are referred to throughout the materials. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings and include problems and activities that connect two or more clusters in a domain or two or more domains when these connections are natural and important.\nInstructional materials shaped by cluster headings include the following examples:\n\nUnit 5, Module 2, Session 3, \"Sorting Shapes by Sides, and Corners,\" is shaped by K.G.B.\nUnit 6, Module 3, \"Exploring the Teen Numbers,\" is shaped by the K.NBT cluster heading.\nUnit 7, Module 1, Session 1, \u201cCompare Weights,\u201d is shaped by the K.MD.A cluster heading.\nUnit 8, Module 1, \u201cCatching, Counting, and Comparing,\u201d is shaped by the K.OA.A cluster heading.\nThe Unit 5, Module 1, Session 1 learning objectives include \"Classify objects into categories,\" which is visibly shaped by K.MD.B.\nThe Unit 5, Module 3, Session 1 learning objectives include \"Classify objects into given categories\" and \"Count the number of objects in each category,\" which are visibly shaped by K.MD.B cluster heading.\n\nUnits, modules, and sessions that connect two or more clusters in a domain or two or more domains include the following examples:\n\nUnit 1 Module 1, Session 1: \"One Shoe\" connects cluster K.CC.A to K.CC.B as students are counting the number of shoes up to 10, saying the number in the standard form and pairing each shoe with only one number name.\nUnit 1 Module 1, Session 2: \"Two Shoes\" connects clusters K.CC.A and K.CC.B to K.CC.C as students count the number of shoes to by ones, say the number in the standard form, pair each shoe with only one number name, and finally compare which group is greater than, less than, or equal.\nUnit 1 Module 1, Session 3: \"Five Shoes\" connects clusters K.CC.A and K.CC.B to K.CC.C as students count the number of shoes, saying the numbers in standard order and pairing each shoe with only one number name, and identifying whether the number of shoes in one group is greater than, less than, or equal to the number of shoes in the other group.\nUnit 1 Module 2, Session 1: \"Shoes to Toes\" connects cluster K.CC.B with K.OA.A as students are counting dots on five-frame cards, and then decomposing the sums in more than one way.\nUnit 1 Module 2, Session 2: \"Fabulous Fives\" connects cluster K.CC.B with K.OA.A as students are counting dots on five-frame cards, and then decomposing the sums in more than one way with Unifix cubes and five-frame cards.\nUnit 1 Module 2, Session 3: \"Fives with Fingers\" connects cluster K.CC.B with K.OA.A as students are counting dots on five-frame cards, and then decomposing the sums in more than one way with fingers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cd20845d-53ee-4dd1-910b-b5972715f6f4": {"__data__": {"id_": "cd20845d-53ee-4dd1-910b-b5972715f6f4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "0c37e641-78c7-4124-bce3-73aa5e17bd68", "node_type": null, "metadata": {}, "hash": "82529f98811f565fa504a4ab32717cca69a061c23ce6e95cae779805df3f9435"}, "3": {"node_id": "744d90a4-e680-4195-9dbf-61bb9a08e42e", "node_type": null, "metadata": {}, "hash": "f965367fc2a3249be164fd0010800e40e8c16b2d5a1f1dc6728f7c0c104d1b94"}}, "hash": "60342a2e2804303f9a37b6272fdf8f1749c4e73cf9d205f72035bf00577a6567", "text": "Unit 1 Module 2, Session 4: \"Numerals 1 to 5\" connects K.CC.A and K.CC.B with K.OA.A and K.MD.3 as students shake two-colored beans, count each color, find the sum and record numeral on sheet.\nUnit 1 Module 2, Session 5: \"Filling Five-Frames\" connects K.CC.B with K.OA.A as students are flashed five-frames they show the number of dots on one hand and the number of blank spaces on the other.\nUnit 1 Module 3, Session 4: \"Beat You to Five\" connects K.CC.A and K.CC.B with K.OA.A as students play the game of spinning a number and working in teams to see if they can cover five cubes on their frames before the teacher's side is covered. Students determine which group is greater than, less than, or equal to the number on the other side of the five-frame card.\nUnit 2 Module 1, Session 1: \"Two Red, Three Blue\" connects clusters K.CC.B to K.OA.A as students count, compare and answer how many more as they are looking at 5-frame cards.\nUnit 2 Module 1, Session 2: \"Funny Five-Frame Flash\" connects clusters K.CC.B to K.OA.A as students compare irregular 5-frame cards with regular 5-frame cards.\nActivities in Unit 5, Modules 1 and 2 connect K.G.4 with K.MD.3 when sorting pattern blocks, shapes and shape cards and then counting and recording the number of each.\nActivities in Unit 5, Module 3 connect K.G to K.CC.6 and K.MD.3 when sorting and recording the number in each category and then compare the quantities to find which is greater.\nActivities in Unit 6, Module 1 connect K.G to K.MD.3, K.CC.3, and K.CC.6 and K.CC.7 when sorting three-dimensional shapes into categories and counting and recording the number in each category and then comparing the numbers and quantities.\nActivities in Unit 6 Module 2 connect K.G to K.CC and K.OA.3 by playing a game \u201cMake it Five\u201d and recording combinations of five shapes.\nIn Unit 3, Module 3, Session 3, students are counting objects (K.CC.2), comparing amounts (K.CC.6), describing the attributes of the objects (K.MD.1), and comparing more and less of the objects (K.MD.2).\nIn Unit 4, Module 3, Session1 students work on counting and cardinality domain and all three clusters while comparing measurable attributes from the measurement and data domain.\nActivities in Unit 8, Module 1 connect K.CC.A to K.OA.A when counting objects and writing equations based on information from story problems.\n\nRigor & Mathematical Practices\n\nThe materials reviewed for Kindergarten meet the expectations for Gateway 2. The materials include each aspect of rigor: conceptual understanding, fluency and application. These three aspects are balanced within the lessons. The materials partially meet the expectations for the connections between the MP and the mathematical content. There are missed opportunities for attending to the full meaning of the MPs. More teacher guidance about how to support students in analyzing the arguments of others is needed.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe materials reviewed in Kindergarten for this indicator meet the expectations by attending to conceptual understanding within the instructional materials.\nThe instructional materials often develop a deeper understanding of clusters and standards by requiring students to use concrete materials and multiple visual models that correspond to the connections made between mathematical representations. The materials encourage students to communicate and support understanding through open-ended questions that require evidence to show their thinking and reasoning.\nThe following are examples of attention to conceptual understanding of K.CC.B:\n\nUnit 1, Module 1, Session 2: addresses and supports the developing understanding of cardinality and the conceptual understanding of K.CC.4 and K.CC.6 by sorting shoes in two lines then counting to identify which group is larger. The investigation uses concrete visual and verbal cues; there is correspondence across the mathematical representations as students are using verbal descriptions, concrete (actual shoes lined up on two different lines), and written value of each line.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "744d90a4-e680-4195-9dbf-61bb9a08e42e": {"__data__": {"id_": "744d90a4-e680-4195-9dbf-61bb9a08e42e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "cd20845d-53ee-4dd1-910b-b5972715f6f4", "node_type": null, "metadata": {}, "hash": "60342a2e2804303f9a37b6272fdf8f1749c4e73cf9d205f72035bf00577a6567"}, "3": {"node_id": "b145beb1-b107-4636-b651-42edf9d9bbd9", "node_type": null, "metadata": {}, "hash": "e53d8d8185c5d82080fb70208689d4a2680cf84fde86f60f3e23822c2ce367d7"}}, "hash": "f965367fc2a3249be164fd0010800e40e8c16b2d5a1f1dc6728f7c0c104d1b94", "text": "Unit 2, Module 1, Session 3: students reinforce their conceptual understanding of one-to-one correspondence (K.CC.4.A) as they are counting the number of boxes in the 10-frame and/or counting dots arranged on a ten-frame (K.CC.5). Students then use Unifix cubes to build a concrete representation of the 10-frame card, connecting the visual, verbal, and concrete representations.\n\nThe following are examples of attention to conceptual understanding of K.CC.6:\n\nUnit 2, Module 1, Sessions 4 and 5: conceptual understanding of comparing numbers is developed with a ten-frame. Strategies for determining which number has more or less are shared through discussion. In Session 5, the students play the game independently as the teacher observes and documents how students determine value of greater and less than.\nOctober Number Corner Calendar Collector: conceptual understanding is built with cubes and ten-frame representations. Discussion elicits evidence for which number is greater/less/equal by using multiple representations, including a simple array for comparison.\n\nThe following are examples of attention to conceptual understanding of K.OA.1:\n\nUnit 3, Module 2, Session 2: students develop conceptual understanding of addition and subtraction by acting out situations, using Unifix cubes, giving verbal explanations, and reading equations.\nUnit 6, Module 3, Session 3: students play the Work Place 6D Roll, Add & Compare game, roll 0-5 dice, build quantities to 10 with Unifix cubes, record the addition facts on a recording sheet, and then compare their total amount to their partners by snapping all their cubes together. Students are asked to justify their answer to who has more. Students connect the mathematical representations of dice, Unifix cubes/10-frames, written equations and Unifix trains to validate their comparison of who has more.\nApril Number Corner Calendar Collector: writing addition equations is represented through direct modeling of frogs and represented as unit squares. Conceptual understanding of the addition equation sequence can be determined in multiple ways (example: 2 +1 + 1 + 1 is the same as 2 + 3).\n\nThe following are examples of attention to conceptual understanding of K.OA.3:\n\nUnit 1, Module 3, Session 1: students move from the 5-frame to the 10-frame in Terrific Tens. The 10-frame model helps develop students' understanding of part-part-whole relationship of 10 (K.OA.3). As students explore the 10-frame, they use their fingers to show the amount on various 10-frames.\nUnit 8, Module 4, Session 1: students compose and decompose numbers less than or equal to 10 and explore how they might see equations in the ten-frame. Students record their way of seeing various quantities within 10: 5 = 4 + 1, 2 + 3, etc. Students are then asked to think about what subtraction equation they can write or the same 10-frames: 5 - 1 = 4, 5 - 3 = 2. Students are asked to \"show where they see the equation on the 10-frame\" and \"who has a different equation?\"\n\nThe following are examples of attention to conceptual understanding of K.NBT.1:\n\nUnit 7 Module 2 Session 1 and Session 2: conceptual understanding of teen numbers is elicited from building numbers on a double 10-frame to see the unit of 10 as a whole with some more (10 and 3 is 13). Number line representations are also used to guide the counting sequence of more than 10.\nUnit 8, Module 3, Session 1: students develop conceptual understanding using place value mats of ones/tens to build numbers in the 10-20 range in Place Value Build and Win. They build the quantity with cubes on the mat, compare the numbers, and write inequality statements using the greater than and less than symbols. Cubes are pre-grouped into trains of 10. As students build the numbers, they are asked to explain how they used their cubes to build the number. Emphasis is placed on the \"10 and some more\" concept.\nFebruary Number Corner Number Line: conceptual understanding of \u201cten and some more\u201d is reinforced through multiple and concrete representations (double 10-frame and a manipulative number line). Connections are made between the concrete visual representation of the teen number and the written numeral representation.\n\nThe following are examples of attention to conceptual understanding of K.G:\n\nUnit 2, Module 4, Session 3, Pattern Block Puzzles: students observe and explore pattern blocks, identify the shape using characteristics and correct mathematical name (K.G.2), describe the positions (above, below, beside) (K.G.1) and develop understanding that shapes are the same regardless of orientation or size.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b145beb1-b107-4636-b651-42edf9d9bbd9": {"__data__": {"id_": "b145beb1-b107-4636-b651-42edf9d9bbd9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "744d90a4-e680-4195-9dbf-61bb9a08e42e", "node_type": null, "metadata": {}, "hash": "f965367fc2a3249be164fd0010800e40e8c16b2d5a1f1dc6728f7c0c104d1b94"}, "3": {"node_id": "2953c614-2502-45a5-91aa-def473e41172", "node_type": null, "metadata": {}, "hash": "91fd145b7388b63c46c680f7ac4077eae9df41a59baed8a0e5f4f3c2161b5552"}}, "hash": "e53d8d8185c5d82080fb70208689d4a2680cf84fde86f60f3e23822c2ce367d7", "text": "Students also compose simple shapes to form larger shapes (K.G.6), as they cover various shapes with smaller pattern blocks. There is correspondence across mathematical representations as student give verbal descriptions of a shape's characteristics, practice using the correct word for the shape, use concrete pattern blocks to compose a larger shape. Conceptual discussions with high level questions occur (students quietly observe the shapes of various pattern blocks and then are asked, \"Can you tell me about these shapes?\") Students pair-share ways to build designs, have the opportunity to build, and then are invited to share design and finally asked, \"Can you show me a different way to cover the shapes?\"\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe Kindergarten materials meet the expectations for procedural skill and fluency by giving attention throughout the year to individual standards which set an expectation of procedural skill and fluency.\n\nThroughout the materials, computational fluency is elicited with both addition and subtraction equations. Students are able to use counters, 10-frames or drawings to assist them. Evidence is gathered to note if a student has moved to procedural fluency and no longer needs concrete materials to add and subtract within five or within ten by using a unit of five. The expectation within the last two units is that students will be able to decompose five into parts fluently without the support of concrete materials to show procedural understanding.\nStudents spend a significant amount of time and have a variety of opportunities to fluently add and subtract throughout number corners activities. K.OA.5 is addressed in two areas of Number Corner. Although the publisher does not list the K.OA.5 standard in any of their Computational Fluency workouts, instead most often listing K.OA.4 in relation to adding and subtracting within five, Computational Fluency workouts use finger patterns, 5-frames, and the number line to help students develop fluency with addition and subtraction facts to the number five. Calendar Collector workouts have students collecting various items to count throughout the month.\n\n\nIn the March Calendar procedural fluency is guided by using subitizing images to state how many more to make a unit of 10. This builds from the conceptual understanding within an organized structure to see the parts of ten fluently without having to count (perceptual subitizing).\nIn the May Computational Fluency workout fact fluency to 5 is investigated by using multiple representations (number cards, 10-frames). Routines focus on looking at decomposing 5 into 2 or even 3 addends to build number flexibility.\n\n\nFluency is developed throughout the sessions of the Kindergarten instructional materials.\n\n\nIn Unit 1, Module 2, Session 3 in \u201cFives with Fingers,\u201d frames are flashed and students show number of dots with fingers of one hand and use their other hand to show how many empty boxes there are in the 5-frame and then add to find the total in all.\nIn the Unit 6, Module 4, Session 1 Work Place \u201cShake Those Beans,\u201d students count how many red and how many white beans and how many in all to determine all combinations of five.\nIn Unit 7, Module 3, Session 5 in \u201cCubes in My Hand,\u201d the teacher divides five cubes between her two hands. The teacher opens one hand to reveal cubes while keeping the other cubes hidden in other hand. Students determine how many cubes are hiding and then write the equations that represent the investigation.\nIn Unit 8, Module 1 students fluently subtract with minuends to 5 by using spinners and drawings to represent minuends and subtrahends.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nMaterials meet the expectations for having engaging applications of mathematics as they are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.\nMaterials include multiple opportunities for students to engage in application of mathematical skills and knowledge in new contexts. The materials provide single step contextual problems that revolve around real world applications. Major work of the grade level is addressed within most of these contextual problems. The majority of the application problems are done with guiding questions elicited from the teacher through whole group discussions that build conceptual understanding and show multiple representations of strategies. Materials could be supplemented to allow students more independent practice for application and real world contextual problems that are not teacher guided within discussions. This would provide students opportunities to show more evidence of their mathematical reasoning through common addition and subtraction situations as outlined in the CCSSM Glossary, Table 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2953c614-2502-45a5-91aa-def473e41172": {"__data__": {"id_": "2953c614-2502-45a5-91aa-def473e41172", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "b145beb1-b107-4636-b651-42edf9d9bbd9", "node_type": null, "metadata": {}, "hash": "e53d8d8185c5d82080fb70208689d4a2680cf84fde86f60f3e23822c2ce367d7"}, "3": {"node_id": "63ae4e80-170e-4f51-8b50-2998b9aa80bc", "node_type": null, "metadata": {}, "hash": "5b5c357b37e33db63d005003b97a08db471e11eeb65fba9975d337d82e2c692e"}}, "hash": "91fd145b7388b63c46c680f7ac4077eae9df41a59baed8a0e5f4f3c2161b5552", "text": "The instructional materials include problems and activities aligned to K.OA.2 that provide multiple opportunities for students to engage in application of mathematical skills and knowledge in new contexts. Examples of these applications include the following:\n\nIn Unit 3, Module 3, Session 2, \"Bicycle story problems,\" students are using their 10-frames to solve story problems given to them orally.\nIn Unit 6, Module 4, students engage in application of addition skills to solve story problems.\nIn Unit 7, Module 3, Sessions 1, 2 and 3, students solve frog addition/subtraction word problems using pictures. Students share out their strategies for solving. Students use Unifix cubes to model story problems and solve.\nIn Unit 8, Module 1, Sessions 1-4, students use manipulatives, pictures, and 10-frame counting mats to demonstrate application of addition and subtraction skills for solving story problems.\nThis module contains story problems set in the context of addition and subtraction. Student strategies are shared to elicit more sophisticated strategies over time within the unit. The unit also contains a checkpoint small group formative assessment to gather data to evaluate student strategies and misconceptions.\nIn the Number Corner February Computational Fluency, students began to add to 10 in the context of themed story problems and application within the number corner computational fluency routine. Thinking within these contextual situations is extended toward building conceptual understanding of subtraction as a missing addend problem.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe materials reviewed in Kindergarten meet the expectations for providing a balance of rigor. The three aspects are not always combined nor are they always separate.\nIn the Kindergarten materials all there aspects of rigor are present in the instructional materials. All three aspects of rigor are used both in combination and individually throughout the Unit Sessions and in Number Corner activities. Application problems are seen to utilize procedural skills and require fluency of numbers. Conceptual understanding is enhanced through application of previously explored clusters. Procedural skills and fluency learned in early units are applied in later concepts to improve understanding and conceptual understanding.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for identifying the MPs and using them to enrich the mathematical content. Although a few entire sessions are aligned to MPs without alignment to grade-level standards, the instructional materials do not over-identify or under-identify the MPs and the MPs are used within and throughout the grade.\nThe Kindergarten Assessment Guide provides teachers with a Math Practices Observation Chart to record notes about students' use of MPs during Sessions. The Chart is broken down into four categories: Habits of Mind, Reasoning and Explaining, Modeling and Using Tools, and Seeing Structure and Generalizing. The publishers also provide a detailed, \"What Do the Math Practices Look Like in Kindergarten?\" guide for teachers (AG, page 16).\nEach Session clearly identifies the MPs used in the Skills & Concept section of the Session. Some Sessions contain a \"Math Practice In Action\" sidebar that explicitly states where the MP is embedded within the lesson and provides an in-depth explanation for the teacher that shows the connection between the indicated MP and the content standard. Examples of the MPs in the instructional materials include the following:\n\nIn Unit 1, Module 3 each of the six sessions list the same two Math Practices: MP6 and MP7. There is a \"Math Practices In Action\" reference in two of the six Sessions.\nIn Unit 2, Module 3 in the Skills & Concepts section, four sessions (1, 2, 3, 6) list MP6, four sessions (1, 2, 5, 6) list MP7, three sessions list MP8 (3, 4, 5) and one session lists MP3 (4).\nIn Unit 2, Module 3, Sessions 1, 4 and 6 reference the MPs within the Problems and Investigations portion of the session as, \"Math Practices in Action.\"\nIn Unit 4, Module 2 all five sessions list in the Skills & Concepts section two MPs: MP6 and MP7.\nIn Unit 7, Module 1, sessions 2 and 5 reference the MPs within the Problems and Investigations portion of the session as, \"Math Practices in Action.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "63ae4e80-170e-4f51-8b50-2998b9aa80bc": {"__data__": {"id_": "63ae4e80-170e-4f51-8b50-2998b9aa80bc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "2953c614-2502-45a5-91aa-def473e41172", "node_type": null, "metadata": {}, "hash": "91fd145b7388b63c46c680f7ac4077eae9df41a59baed8a0e5f4f3c2161b5552"}, "3": {"node_id": "a1ef65ed-12e0-446a-aae4-17c1966fad66", "node_type": null, "metadata": {}, "hash": "60ade9074347303ef84cca31b0d8d582969b87438759f65d321b55c824766592"}}, "hash": "5b5c357b37e33db63d005003b97a08db471e11eeb65fba9975d337d82e2c692e", "text": "In the September Number Corner MP2 is referenced in the Calendar Collector; MP4 is referenced in Days in School; MP7 is addressed in Calendar Grid, Computational Fluency, and Number Line; and MP8 is addressed in Calendar Grid, Computational Fluency, Number Line, Days in School and Calendar Collector.\n\nLessons are aligned to MPs with no alignment to Standards of Mathematical Content. These lessons occur at the beginning and the end of the year. These sessions that focus entirely on MPs include the following:\n\nUnit 1, Module 4, Session 1\nUnit 1, Module 4, Session 2\nUnit 1, Module 4, Session 3\nUnit 1, Module 4, Session 4\nUnit 8, Module 4, Session 4\nUnit 8, Module 4, Session 5\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe materials partially meet the expectations for attending to the full meaning of each practice standard. Although the instructional materials often attend to the full meaning of each practice standard, there are instances where the MPs are only attended to superficially. There is limited discussion or practice standards within Sessions, Number Corner, and Assessments.\nEach Session clearly identifies the MPs used in the Skills & Concept section of the Session. Typically there are two MPs listed for each session, so there is not an overabundance of identification. Some Sessions contain a \"Math Practice In Action\" sidebar that explicitly states where the MP is embedded within the lesson and provides an in-depth explanation for the teacher. Although the MPs are listed at the session level, they are not discussed or listed in unit overviews or introductions (Major Skills/Concepts Addressed); however, they are listed in Section 3 of the Assessment Overview. With limited reference in these sections, overarching connections were not explicitly addressed.\nIn Number Corners, the MPs are listed in the Introduction in the Target Skills section with specific reference to which area of Number Corner in which the MP is addressed (Calendar Grid, Calendar Collector, Days in School, Computational Fluency, Number Line). The MP are also listed in the Assessment section of the Introduction as well. Although the MPs are listed in these sections, there is no further reference to or discussion of them within Number Corner.\nAt times, the instructional materials fully attend to a specific MP. The following are examples:\n\nIn Unit 1, Module 3, Session 2, the Skills & Concepts section lists MP6 and MP7. The session also references the MPs within the Problems and Investigations portion of the session as, \"Math Practices in Action.\" This section states that \"(w)hen students pair the numerals and quantities and then arrange them in order, they are looking for and making use of structure...\" Students were provided with several opportunities to \"communicate precisely to others\" their counting strategies as they are asked to explain how they counted their 10-frame cards, asked to explain other ways to count, and asked if there an easy way to count the dots? Students paired numerals with 10 frame cards and then arranged them in order; they are using the structure of the 10-frame cards to recognize patterns and describe the structure through repeated reasoning.\nIn Unit 1, Module 3, Session 4, the Skills & Concepts section lists MP6 and MP7. The session also references the MPs within the Problems and Investigations portion of the session as, \"Math Practices in Action.\" This sections states that \"(w)hen you help young students keep track of their counting, you are helping them attend to precision...\" Students are playing the game, \"Beat you to Five.\" They are counting accurately attending to precision using strategies so that they include each object once without losing track. As students spin, they are using the Unifix cubes to show the number needed to reach five.\nUnit 4, Module 2, Session 5 attends to MP7. In the \"Beat You to Twenty\" Work Place, grouping the cubes by 10 and having students count on from 10 helps them recognize the structure of our number system.\n\nAt times, the instructional materials only attend superficially to MPs. The following are examples:\n\nStandard MP3 is addressed in Unit 2, Module 3, Session 4. Students play the game, \"Which Bug Will Win?\" by spinning a spinner with two different bugs. Students mark an \"x\" on the column according to which bug the spinner landed on. The first student to fill a column wins. Students are asked, \"Who won?\" and \"Why?\" This session does not attend to the full meaning of constructing mathematical arguments and/or critiquing the reasoning of others.\nMP8 is addressed in Unit 2, Module 3, Session 3.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a1ef65ed-12e0-446a-aae4-17c1966fad66": {"__data__": {"id_": "a1ef65ed-12e0-446a-aae4-17c1966fad66", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "63ae4e80-170e-4f51-8b50-2998b9aa80bc", "node_type": null, "metadata": {}, "hash": "5b5c357b37e33db63d005003b97a08db471e11eeb65fba9975d337d82e2c692e"}, "3": {"node_id": "a3280374-f468-4ef8-966e-3f565bec2c55", "node_type": null, "metadata": {}, "hash": "e82393ec432308fcf150ce36ea2da323c31df08eb20dcb567defa937fcf9455b"}}, "hash": "60ade9074347303ef84cca31b0d8d582969b87438759f65d321b55c824766592", "text": "MP8 is addressed in Unit 2, Module 3, Session 3. As students play the game, \"Which Bug Will Win?,\" they make predictions about the two different spinners (one has an equal amount of two different bugs and the other spinner has four of one bug and two of the other). Students then play the game multiple times using the two different spinners and then adjust their predictions based on their outcomes. Students are looking for regularities as they spin multiple times during the game. There is a missed opportunity to revisit students' predictions during the final discussion. Students could identify the differences in the spinners and then describe why one spinner results in a different outcome than the other spinner.\nThe materials partially attend to the meaning of MP4. The intent of this practice standard is to apply mathematics to contextual situations in which the math arises in everyday life. Often when MP4 is labeled within the instructional materials students are simply selecting a model to represent a situation. For example, in Unit 3, Module 1, Session 1, MP 4 is indicated, but students are simply representing a number on a ten frame. The Math Practices in Action note states that \"Students will use drawings, numbers, expressions, and equations to model with mathematics.\"\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Kindergarten meet the expectations of this indicator by attending to the standards' emphasis on mathematical reasoning.\nStudents are asked to explain their thinking, listen to and verify other's thinking, and justify their reasoning. This is done in interviews, whole group teacher lead conversations, and in student pairs. For the most part, MP3 is addressed in classroom activities and not in Home Connection activities.\n\nIn Unit 2, Module 1, Session 2, within the Problems and Investigations portion, students are introduced to the \"think-pair-share\" routine. They are asked to listen and explain their partners' thinking.\nIn Unit 5, Module 4, Session 2 students are introduced to \"There's a Shape in My Pocket.\" In this activity, students present arguments and critique the reasoning of their classmates to come to an agreement about which cards to remove.\nIn Unit 7, Module 4, Session 1 students engage in a \"think-pair-share\" routine. As in other Sessions in the instructional materials, this activity allows students to share their thoughts, listen to the thoughts of classmates, and justify their own reasoning.\nIn the March Calendar Grid and Number Line students share their thinking and justify their reasoning in developing their combinations of numbers to construct a ten.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Although the instructional materials often assist teachers in engaging students in constructing viable arguments, there is minimal assistance to teachers in how to guide their students in analyzing the arguments of others.\nThere are Sessions containing the \"Math Practice In Action\" sidebars that explicitly states where the MP is embedded within the lesson and provides an in-depth explanation for the teacher. A few of the sessions contain direction to the teacher for prompts and sample questions and problems to pose to students.\nMany lessons give examples of teacher/student discourse by providing teachers a snapshot of what questions could be used to generate conjectures and possible student thinking samples. The following are examples of sample discourse:\n\nUnit 4, Module 1, Session 2\nUnit 7, Module 2, Session 5\nUnit 8, Module 1, Session 5\n\nAlthough teachers are provided guidance to help students construct arguments and students are provided many opportunities to share their arguments, more guidance is need to support teachers in guiding their students through the analysis of arguments once they are shared. For example, in Unit 5, Module 4, Session 2, students are asked to think-pair-share about their observations of a Shape Card pocket chart. Students are invited to report to the group what they heard their partner say. Students continue to engage as they turn and talk to their partner about what problem they are trying to solve and asking questions about the shape cards, and finally coming to an agreement about which cards should be removed. When students come to an agreement about which cards to remove, they are presenting arguments and critiquing the reasoning of their classmates, engaging in logical reasoning. Although this activity allows students to analyze the arguments of classmates, the teacher is not provided enough support to help students with this analysis.\n\nMaterials explicitly attend to the specialized language of mathematics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a3280374-f468-4ef8-966e-3f565bec2c55": {"__data__": {"id_": "a3280374-f468-4ef8-966e-3f565bec2c55", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "a1ef65ed-12e0-446a-aae4-17c1966fad66", "node_type": null, "metadata": {}, "hash": "60ade9074347303ef84cca31b0d8d582969b87438759f65d321b55c824766592"}, "3": {"node_id": "938a8acc-74fa-463f-9faf-a129d9508b54", "node_type": null, "metadata": {}, "hash": "03ab10f9b2ea74c0e3e770d5b305fd4d6cf4bfdeed8ff93e1562b735b4b0ced2"}}, "hash": "e82393ec432308fcf150ce36ea2da323c31df08eb20dcb567defa937fcf9455b", "text": "Materials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that is present throughout the materials.\nThe instructional materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. Students have opportunities to explain their thinking while using mathematical terminology, graphics, and symbols to justify their answers and arguments in small group, whole group teacher directed, and teacher one-to-one settings.\nThe materials use precise and accurate terminology and definitions when describing mathematics and support students in using them. Examples of this include using geometry terminology such as rhombus, hexagon, and trapezoid and using operations and algebraic thinking terminology such as equation, difference, and ten-frame.\n\nMany sessions include a list of mathematical vocabulary that will be utilized by students in the session.\nThe online Teacher Materials component of Bridges provides teachers with \"Word Resources Cards\" which are also included in the Number Corner Kit. The Word Resources Cards document includes directions to teachers regarding the use of the mathematics word cards. This includes research and suggestions on how to place the cards in the room. There is also a \"Developing Understanding of Mathematics Terminology\" included within this document which provides guidance on the following: providing time for students to solve problems and ask students to communicate verbally about how they solved, modeling how students can express their ideas using mathematically precise language, providing adequate explanation of words and symbols in context, and using graphic organizers to illustrate relationships among vocabulary words\nAt the beginning of each section of Number Corner, teachers are provided with \"Vocabulary Lists\" which lists the vocabulary words for each section.\nIn Unit 6, Module 1, Section 5, in the Problems & Investigation section, the teacher is reminded to use the vocabulary for three-dimensional shapes, such as edge, face, vertex, surface.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe sessions within the units distinguish the problems and exercises clearly. In general, students are learning new mathematics in the Problems & Investigations portion of each session. Students are provided the opportunity to apply the math and work toward mastery during the Work Station portion of the session as well as in daily Number Corners.\n\n\n\n\n\n    For example, in Unit 2, Module 2 of Session 4, students are learning the new mathematics and in Session 5, students are applying that learning in the Work Station. In the Problem & Investigations, students are learning the new mathematics concept of identifying if the number of objects in one group is greater than, less than, or equal to the number of objects in another group. They initially observe the Count and Compare game board and discuss the meaning of the words \"greater than,\" \"less than,\" and \"equal to.\" Students are shown and then demonstrate hand movements that represent greater than, less than, and equal to. Students and teacher each choose a 10-frame dot card and share strategies for determining the amount. Students then spin the greater than/less than spinner to determine who wins the two cards. In another Problems & Investigations, students get another opportunity to play the game Count and Compare Dots. The teacher observes students at play, checking for understanding of the greater than/less than concept as well as the directions of the game, and clarifies any questions. In the Work Place, students engage in the game Count and Compare Dots where they apply their understanding of identifying if the number of objects in one group is greater than, less than, or equal to the number of objects in another group (K.CC.6).\n\n\n    In the October Calendar Collector, students are given another opportunity to apply their understanding of identifying if the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Students are observing the weekly Pattern Blocks Data Collection Graph. Students use the Word Resource Cards in the pocket chart; the cards show greater than, less than, most, least, and equal. Each card contains a base ten model that represents the word on the card. Students share their observations of the graph and are encouraged to use the mathematical terms on the Word Resource Cards.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe assignments are intentionally sequenced, moving from introducing a skill to developing that skill and finally mastering the skill. After mastery, the skill is continuously reviewed, practiced and extended throughout the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "938a8acc-74fa-463f-9faf-a129d9508b54": {"__data__": {"id_": "938a8acc-74fa-463f-9faf-a129d9508b54", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "a3280374-f468-4ef8-966e-3f565bec2c55", "node_type": null, "metadata": {}, "hash": "e82393ec432308fcf150ce36ea2da323c31df08eb20dcb567defa937fcf9455b"}, "3": {"node_id": "5b9c067f-ab8b-4444-aaee-f87807442f01", "node_type": null, "metadata": {}, "hash": "186daf12558a1d15a52e89847af23b89d0a2b44915fe4a4baa9d5e4f371063e6"}}, "hash": "03ab10f9b2ea74c0e3e770d5b305fd4d6cf4bfdeed8ff93e1562b735b4b0ced2", "text": "The \"Skills Across Grade Level\" table is present at the beginning of each Unit. This table shows the major skills and concepts addressed in the Unit. The table also provides information about how these skills are addressed elsewhere in the Grade, including Number Corner, and in the grade that follows. Finally, the table indicates if the skill is introduced (I), developed (D), expected to be mastered (M), or reviewed, practiced or extended to higher levels (R/E).\n\n\n    For example, K.CC.6 is found in Units 1, 2, 3, 4, 5, 6, 7, 8 and in Number Corner in October, December, January, February, March, April, and May. In Unit 1 this standard is introduced. In Units 2, 3, 4 and 5 it is developed, and in Unit 6 the standard is mastered. The standard is again Reviewed/Practiced/Extended in Units 7 and 8. Another example is K.CC.4.B found in Units 1, 2, 3, 4, 6 and in all Number Corners. In Unit 1 this standard is introduced. It is developed in Units 2 and 3, and it is mastered in Unit 4. The standard is once again Reviewed/Practiced/Extended in Unit 6.\n\n\n    Concepts are developed and investigated in daily lessons and are reinforced through independent and guided activities in Work Places. Number Corner, which incorporates the same daily routines each month (not all on the same day) has a spiraling component that reinforces and builds on previous learning. Assignments, both in class and for homework, directly correlate to the lesson being investigated within the unit.\n\n\n    The sequence of the assignments is placed in an intentional manner. First, students complete tasks whole group in a teacher directed setting. Then students are given opportunities to share their strategies used in the tasks completed in the Problems & Investigations. The Work Place activities are done in small groups or partners to complete tasks that are based on the problems done as a whole group in the Problems & Investigations. The students then are given tasks that build on the session skills learned for the home connections. For example, in Unit 7, Module 2, Session 1 the focus in the Problems & Investigations is using double 10-frames to identify numbers between 10 and 20 with sight and equations. Then, students use a number line to determine how far from 20 the number is so they can determine the winner. Then, in the Work Place, students are given the same tasks of identifying numbers between 10 and 20 with sight and equations and determining, on a number line, how far from 20 the number line is with partners.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nThere is variety in what students are asked to produce. Throughout the grade, students are asked to respond and produce in various manners. Often, working with concrete and moving to more abstract models as well as verbally explaining their strategies. Students are asked to produce written evidence using drawings, representations of tools or equations along with a verbal explanation to defend and make their thinking visible.\n\n\n    For example, in Unit 2, Module 2, Session 5 in the Problems & Investigation section of the lesson, students are working with three different models to show combinations of 5: 5-frames, finger patterns, and number racks. First, students are flashed 5-frame cards and asked to show the number of red dots with their fingers on one hand and the number of blue dots with their fingers on their other hand. Students are asked to determine the total number of dots. Various 5-frame cards are flashed as students are working to support their development of cardinality. Next, students transition to the number racks, moving their beads to represent the 5-frame cards and are guided to verbally explain the process: \"I pushed 3 red beads and then I added 2 white beads. Now I have 5 beads in all.\" Students continue to represent the amounts on various five-frame cards and turn and talk to their partners to describe what they did using the sentence frame. The lesson is wrapped up with students using the think-pair-share routine to discuss the various ways they built combinations of five.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nManipulatives are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods. Manipulatives are used and provided to represent mathematical representations and provide opportunities to build conceptual understanding. Some examples are the 10-frames, number lines, Unifix cubes, number racks, coins, craft sticks and tiles. When appropriate, they are connected to written representations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b9c067f-ab8b-4444-aaee-f87807442f01": {"__data__": {"id_": "5b9c067f-ab8b-4444-aaee-f87807442f01", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "938a8acc-74fa-463f-9faf-a129d9508b54", "node_type": null, "metadata": {}, "hash": "03ab10f9b2ea74c0e3e770d5b305fd4d6cf4bfdeed8ff93e1562b735b4b0ced2"}, "3": {"node_id": "23c10d30-0765-408f-879a-7768f61f5924", "node_type": null, "metadata": {}, "hash": "20f8fe38309cbfaff487e35d3f9b9a5330570cdf5086f5df98dc0d26f299ab58"}}, "hash": "186daf12558a1d15a52e89847af23b89d0a2b44915fe4a4baa9d5e4f371063e6", "text": "For example, in Unit 8, Module 2, Session 4, students are working with Unifix cubes to measure various items around the room. After recording their estimates and actual measurements, they write actual measurements in expanded form. Also, in the Number Corner February Number Line, students are playing a game called Roll & Count On From Ten. They roll a die to determine how many hops forward the frog will make on the number line. They connect the number line to an equation to represent the frog's hops forward. Another example is Unit 4, Module 2, Session 4. Students take turns rolling the numbered 0-5 die and covering the indicated number of pictured cubes with Unifix cubes. Students work together to see if they can be the first to collect 20 Unifix cubes on their side of the game board.\n\n\n    Also, in Unit 7, Module 4, Session 1, students use double 10-frames and craft stick bundles to demonstrate counting by 10's and 1's and organizing the counting process. The 10-frame numbers are compared to the task of bundling the sticks into groups of 10's and 1's.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe material is not distracting and does support the students in engaging thoughtfully with the mathematical concepts presented. The visual design of the materials is organized and enables students to make sense of the task at hand. The font, size of print, amount of written directions and language used on student pages is appropriate for kindergarten. The visual design is used to enhance the math problems and skills demonstrated on each page. The pictures match the concepts addressed such as having the characters that are in the story problems placed in picture format on the page as well. Some problems may even require students to use the pictures to solve the story problems.\n\n\n    For example, in the Number Corner March Calendar Grid, the grid is visually appealing, with easy to read/interpret diagrams of a sequence of numbers that represent the specific day of the month. There is also a corresponding 20-frame that represents the number as well. Kindergarteners would easily be able to see that the diagrams and 20-frame representations are increasing by one each day.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students\u2019 mathematical development. Lessons provide teachers with guiding questions to elicit student understanding and opportunities for discourse to allow student thinking to be visible. Discussion questions provide a context for students to communicate generalizations, find patterns, and draw conclusions.\n\n\n    Each unit has a sessions page, which is the daily lesson plan. The materials have quality questions throughout most lessons. Most questions are open-ended and prompt students to higher level thinking.\n\n\n    In Unit 1, Module 1, Session 2, teachers are prompted to ask the following questions:\n\n\nWhat did you notice is the same about these two shoes?\n    \nHow are these two shoes alike?\n    \nHow do you know there are two?\n    \n\n\n    In Unit 1, Module 4, Session 4, students are working with patterns, and teachers are prompted to ask the following questions:\n\n\nSo, you're saying that these cards all show a pattern? How do you know?\n    \nIs that true for all the cards?\n    \nCan you show us what you mean with cubes?\n    \nWhat should come next? How do you know?\n    \n\n\n    In Unit 7, Module 4, Session 2, students are working to count dots on a double 10-frame, and teachers are prompted to ask the following questions:\n\n\nWhat do you think is the same and what is different about these cards?\n    \nWhat else do you notice?\n    \nWhat do you mean they look different?\n    \nCan you tell me a bit more? How do they look different?\n    \n\n\n    In Number Corners, there are are sidebars labeled \"Key Questions\" throughout the sections. For example, in the Number Corner December Calendar Grid, the\"Key Questions\" sidebar includes the following examples:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "23c10d30-0765-408f-879a-7768f61f5924": {"__data__": {"id_": "23c10d30-0765-408f-879a-7768f61f5924", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "5b9c067f-ab8b-4444-aaee-f87807442f01", "node_type": null, "metadata": {}, "hash": "186daf12558a1d15a52e89847af23b89d0a2b44915fe4a4baa9d5e4f371063e6"}, "3": {"node_id": "657b4456-543f-4159-bfaa-dcf5a848ef18", "node_type": null, "metadata": {}, "hash": "62d99f534122d97e4c60697c3cc8bea89c65b89605be2fab5831e0afba491b8e"}}, "hash": "20f8fe38309cbfaff487e35d3f9b9a5330570cdf5086f5df98dc0d26f299ab58", "text": "Where do you think the teddy bear will be on the next marker? Why?\n    \nWhere is the bear on the 3rd marker?\n    \nI see a teddy bear behind a box, which marker am I looking at?\n    \nCan you use the patterns we've discovered to predict what the marker for the day after tomorrow will look like?\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials; however, additional teacher guidance for the use of embedded technology to support and enhance student learning is needed.\n\n\n    There is ample support within the Bridges material to assist teachers in presenting the materials. Teacher editions provide directions and sample scripts to guide conversations. Annotations in the margins offer connections to the mathematics practices and additional information to build teacher understanding of the mathematical relevance of the lesson.\n\n\n    Each of the eight units also have an Introductory section that describes the mathematical content of the unit and includes charts for teacher planning. Teachers are given an overview of mathematical background, instructional sequence, and the ways that the materials relate to what the students have already learned and what they will learn in the future units and grade levels. There is a Unit Planner, Skills Across the Grade Levels Chart, Assessment Chart, Differentiation Chart, Module Planner, Materials Preparation Chart. Each unit has a Sessions page, which is the Daily Lesson Plan.\n\n\n    The Sessions contain:\n\n\nSample Teacher/Student dialogue;\n    \nMath Practices In Action icons as a sidebar within the sessions - These sidebars provide information on what MP is connected to the activity;\n    \nA Literature Connection sidebar - These sidebars list suggested read-alouds that go with each session;\n    \nELL/Challenge/Support notations where applicable throughout the sessions; and\n    \nA Vocabulary section within each session - This section contains vocabulary that is pertinent to the lesson and indicators showing which words have available vocabulary cards online.\n    \n\n\n    Technology is referenced in the margin notes within lessons and suggests teachers go to the online resource. Although there are no embedded technology links within the lessons, there are technology resources available on the Bridges Online Resource page such as videos, whiteboard files, apps, blogs, and online resource links (virtual manipulatives, images, teacher tip articles, games, references). However, teacher guidance on how to incorporate these resource is lacking within the materials. It would be very beneficial if the technology links were embedded within each session, where applicable, instead of only in the online teacher resource. For instance, the teacher materials would be enhanced if a teacher could click on the embedded link, (if using the online teacher manual) and get to the Whiteboard flipchart and/or the virtual manipulatives.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain adult-level explanations of the mathematics concepts contained in each unit. The introduction to each unit provides the mathematical background for the unit concepts, the relevance of the models and representations within the unit, and teaching tips. When applicable to the unit content, the introduction will describe the algebra connection within the unit.\n\n\n    At the beginning of each Unit, the teacher's edition contains a \"Mathematical Background\" section. This includes the mathematics concepts addressed in the unit. For example, Unit 1 states, \"This unit addresses three major concepts... First, students must master the number word sequence, that is they must be able to say the number words in the correct order... Students must also understand one-to-one correspondence, the idea that when counting to find the total number of objects in a collection, they must count each object once and only once... Finally, students must have a full grasp of cardinality, that is, that the last number they say when counting a group of objects indicates the total number in the collection.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "657b4456-543f-4159-bfaa-dcf5a848ef18": {"__data__": {"id_": "657b4456-543f-4159-bfaa-dcf5a848ef18", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "23c10d30-0765-408f-879a-7768f61f5924", "node_type": null, "metadata": {}, "hash": "20f8fe38309cbfaff487e35d3f9b9a5330570cdf5086f5df98dc0d26f299ab58"}, "3": {"node_id": "761952e9-07fa-497a-b68a-45833e542a80", "node_type": null, "metadata": {}, "hash": "1d6cbe8950825ebc9f199e3a6ac4c5c3fbc7a58db7249a32682f1a0b86e9fe72"}}, "hash": "62d99f534122d97e4c60697c3cc8bea89c65b89605be2fab5831e0afba491b8e", "text": "The Mathematical Background also includes sample models with diagrams and explanations, strategies, and algebra connections. There is also a Teaching Tips section following the Mathematical Background that gives explanations of routines within the sessions such as think-pair-share, craft sticks, and choral counting. There are also explanations and samples of the various models used within the unit such as frames, number racks, tallies/bundles/sticks, and number lines.\n\n\n    In the Implementation section of the Online Resources, there is a \"Math Coach\" tab that provides the Implementation Guide, Scope & Sequence, Unpacked Content, and CCSS Focus for Kindergarten Mathematics.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials contain a teacher\u2019s edition (in print or clearly distinguished/accessible as a teacher\u2019s edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.\n\n\n    In the Unit 1 binder there is a section called \"Introducing Bridges in Mathematics.\" In this section there is an overview of the components in a day (Problems & Investigations, Work Places, Assessments, Number Corner). Then there is an explanation of the Mathematical Emphasis in the program. Content, Practices, and Models are explained with pictures, examples and explanations. There is a chart that breaks down the mathematical practices and the characteristics of children in that grade level for each of the math practices. There is an explanation of the skills across the grade levels chart, the assessments chart, and the differentiation chart to assist teachers with the use of these resources. The same explanations are available on the website. There are explanations in the Assessment Guide that goes into they Types of Assessments in Bridges sessions and Number Corner.\n\n\n    The CCSS Where to Focus Kindergarten Mathematics document is provided in the Implementation section of the Online Resources. This document lists the progression of the major work in grades K-8.\n\n\n    Each unit introduction outlines the standards within the unit. A \u201cSkills Across the Grade Level\u201d table provides information about the coherence of the mathematics standards that are addressed in other units in Kindergarten and in Grade 1. The \"Skills Across the Grade Level\" document at the beginning of each Unit is a table that shows the major skills and concepts addressed in the Unit and where that skill and concept is addressed in the curriculum in the previous grade as well as in the following grade.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe materials provide a list of lessons in the teacher's edition cross-referencing the standards covered and providing an estimated instructional time for each lesson and unit. The \"Scope and Sequence\" chart lists all modules and units, the CCSSM standards covered in each unit, and a time frame for each unit. There is a separate \"Scope and Sequence\" chart for Number Corners.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\n\n    Home connection materials and games sometimes include a \u201cNote to Families\u201d to inform them of the mathematics being learned within the unit of study.\n\n\n    Additional Family Resources are found at the Bridges Educator's Site.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "761952e9-07fa-497a-b68a-45833e542a80": {"__data__": {"id_": "761952e9-07fa-497a-b68a-45833e542a80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "657b4456-543f-4159-bfaa-dcf5a848ef18", "node_type": null, "metadata": {}, "hash": "62d99f534122d97e4c60697c3cc8bea89c65b89605be2fab5831e0afba491b8e"}, "3": {"node_id": "e7cdefc7-209d-47a7-81b4-3f925d5799c4", "node_type": null, "metadata": {}, "hash": "2900b8ec6bcf26b123a5758b6f03210f0e3d1dac06935891fe072296849704c9"}}, "hash": "1d6cbe8950825ebc9f199e3a6ac4c5c3fbc7a58db7249a32682f1a0b86e9fe72", "text": "Additional Family Resources are found at the Bridges Educator's Site.\n\n\nGrade K Family Welcome letter in English and Spanish- This letter introduces families to Bridges in Mathematics, welcomes them back to school, and contains a broad overview of the year's mathematical study.\n    \nGrade K Unit Overviews for Units 1-8, in English and Spanish.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain explanations of the instructional approaches of the program. In the beginning of the Unit 1 binder, there is an overview of the philosophy of this curriculum and the components included in the curriculum. There is a correlation of the CCSSM and MPs as the core of the curriculum in the Mathematical Emphasis section. The assessment philosophy is given in the beginning of the assessment binder. The types of assessments and their purpose is laid out for teachers. For example, informal observation is explained as \"one of the best but perhaps undervalued methods of assessing students...Teachers develop intuitive understandings of students through careful observation, but not the sort where they carry a clipboard and sticky notes. These understandings develop over a period of months and involve many layers of relaxed attention and interaction.\"\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\n\n    The September Number Corner Baseline Assessment is designed to gauge incoming students' numeracy skills. Also, the Comprehensive Growth Assessment contains 22 interview items and 8 written items and addresses every Common Core standard for Kindergarten. This can be administered as a baseline assessment as well as an end of the year summative or quarterly to monitor students' progress. Each unit contains at least two interview checkpoints within small groups to gather data for progress monitoring within the unit.\n\n\n    Informal observation is used to gather information. Many of the sessions and Number Corner workouts open with a question prompt: a chart, visual display, a problem, or even a new game board. Students are asked to share comments and observations, first in pairs and then as a whole class. This gives the teacher an opportunity to check for prior knowledge, address misconceptions, as well as review and practice with teacher feedback. There are daily opportunities for observation of students during whole group and small group work as well as independent work as they work in Work Places.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\n\n\n\n\n    Most Sessions have a Support section and ELL section that suggests common misconceptions and strategies for re-mediating these misconceptions that students may have with the skill being taught.\n\n\n    Materials provide sample dialogues to identify and address misconceptions. For example, the Unit 2 Module 2 Session 5 \u201cSupport\u201d section gives suggestions for students struggling with one-to-one correspondence and cardinality. Each unit assessment also lists reteaching suggestions for students who did not master the learning targets for the unit.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials provide opportunities for ongoing review and practice, with feedback for students in learning both concepts and skills.\n\n\n    The scope and sequence document identifies the CCSS that will be addressed in the Sessions and in the Number Corner activities. Sessions build toward practicing the concepts and skills within independent Work Places. Opportunities to review and practice are provided throughout the materials. Ongoing review and practice is often provided through Number Corner routines. Each routine builds upon the previous month\u2019s skills and concepts. For example, K.CC.2 is reviewed and practiced in Bridges Units 4, 6 and 8, and this standard is reviewed and practiced in all Number Corner months.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAll assessments, both formative and summative, clearly outline the standards that are being assessed. In the assessment guide binder, the assessment map denotes the standards that are emphasized in each assessment throughout the year. Each assessment chart notes which CCSS is addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e7cdefc7-209d-47a7-81b4-3f925d5799c4": {"__data__": {"id_": "e7cdefc7-209d-47a7-81b4-3f925d5799c4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "761952e9-07fa-497a-b68a-45833e542a80", "node_type": null, "metadata": {}, "hash": "1d6cbe8950825ebc9f199e3a6ac4c5c3fbc7a58db7249a32682f1a0b86e9fe72"}, "3": {"node_id": "470cbbaf-8e6f-4706-9eec-3b777b1fad17", "node_type": null, "metadata": {}, "hash": "0fb8680c7eadd304fb8646f0b95247b565b301b3553ebaafd8d501eaa0e0acdc"}}, "hash": "2900b8ec6bcf26b123a5758b6f03210f0e3d1dac06935891fe072296849704c9", "text": "For example, in Unit 1, Module 2, Session 5, the \u201cElements of Early Number Sense Checkpoint\u201d includes four prompts targeting standard K.CC.4.B. There is a Checkpoint Scoring Guide that lists each prompt and each standard. Another example is Number Corner Checkup 2; the Interview Response Sheet has a CCSS Correlation for each of the questions at the top of the Response Sheet as well as a Number Corner Checkup 2 Scoring Guide. Also, each item on the Comprehensive Growth Assessment lists the standard being emphasized listed on the Skills & Concepts Addressed sheet as well as on the Interview Materials List and the Interview and Written Scoring Guides.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting students' performance and suggestions for follow-up.\n\n\n\n\n\n    All Checkpoints, Check-ups, Comprehensive Growth Assessment, and Baseline Assessments are accompanied by a detailed rubric and scoring guideline that provide sufficient guidance to teachers for interpreting student performance. There is a percentage breakdown to indicate Meeting, Approaching, Strategic, and Intensive scores. Section 5 of the Assessments Guide is titled \"Using the Results of Assessments to Inform Differentiation and Intervention.\u201d This section provides detailed information on how Bridges supports RTI through teachers' continual use of assessments throughout the school year to guide their decisions about the level of intervention required to ensure success for each student. There are cut scores and designations assigned to each range to help teachers identify students in need of Tier 2 and Tier 3 instruction. There is also a breakdown of Tier 1, 2 and 3 instruction suggestions.\n\nMaterials encourage students to monitor their own progress.\n\nThere is limited evidence in the instructional materials that students are self-monitoring their own progress.\n\n\n    Section 4 of the Assessment Guide is titled, \"Assessment as a Learning Opportunity.\" This section provides information to teachers guiding them in: setting learning targets, communicating learning targets, encouraging student reflection, exit cards and comparing work samples from earlier and later in the school year.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\n\n    Units and modules are sequenced to support student understanding. Sessions build conceptual understanding with multiple representations that are connected. Procedural skills and fluency are grounded in reasoning that was introduced conceptually, when appropriate. An overview of each unit defines the progression of the four modules within each unit and how they are scaffolded and connected to a big idea. For example, in Unit 2 \u201cNumbers to Ten\u201d (K.CC) Module 1 compares five with ten frames, Module 2 compares five and ten units using the number rack (rekenrek), and Module 3 compares numbers within 10 using multiple visual models (10-frames, number rack, tally cards, craft sticks).\n\n\n    In the Sessions and Number Corner activities there are ELL strategies, support strategies, and challenge strategies to assist with scaffolding lessons and making content accessible to all learners.\n\n\n    The Assessment & Differentiation portion of Unit 1, Session 2, Module 4 in the \u201cSpill 5 Beans\u201d Work Place Guide provides suggestions for teachers on how to scaffold the Work Place. Guidance includes \u201c(i)f you see that...(a) student is struggling with one-to-one correspondence then... support the student by pairing the student with someone with solid one-to-one correspondence. Together they can pull off and count beans as they organize them on 5-frame counting mat.\u201d\n\n\n    In the Unit 7, Module 3, Session 1 Problem & Investigation, students are solving word problems by counting the number of eyes on the frogs. The following is \"Support\" and \"ELL\" suggestions are provided:\n\n\n\"Support\" - Some students may be completely stumped and not know how to start. Have them look at the picture and ask again, \"How many frogs could there be?\" Continue with, \"Can you think of something to use to help you?\"\n    \n\"ELL\"- As you discuss and read the problem, be sure to point to the parts (eyes, log, pond) as you say them, circle all the eyes as you say, \"8 eyes,\" point to the eyes as they're counted.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "470cbbaf-8e6f-4706-9eec-3b777b1fad17": {"__data__": {"id_": "470cbbaf-8e6f-4706-9eec-3b777b1fad17", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "e7cdefc7-209d-47a7-81b4-3f925d5799c4", "node_type": null, "metadata": {}, "hash": "2900b8ec6bcf26b123a5758b6f03210f0e3d1dac06935891fe072296849704c9"}, "3": {"node_id": "117ac346-2b96-4679-b5b3-2998b63aa7ef", "node_type": null, "metadata": {}, "hash": "0918296ef56e35374921ba3269204882f13444868ed034c0b16b74476ee8d03d"}}, "hash": "0fb8680c7eadd304fb8646f0b95247b565b301b3553ebaafd8d501eaa0e0acdc", "text": "In the January Number Corners Number Line, as students are working on the number line to determine which number is greater and less than another number, the following \"Support\" suggestion is provided:\n\n\nIf students are having a difficult time telling which number is greater than the other using numeral cards, show your class two small groups of cubes or other small objects, count the items into 10-frames, and ask which group has the greater number - reminding them that the word \"greater\" in mathematics means \"more.\"\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials provide teachers with strategies for meeting the needs of a range of learners.\n\n\n    A chart at the beginning of each unit indicates which sessions contain explicit suggestions for differentiating instruction to support or challenge students. Suggestions to make instruction accessible to ELL students is also included in the chart. The same information is included within each session as it occurs within the teacher guided part of the lesson. Each Work Place Guide offers suggestions for differentiating the game or activity. The majority of activities are open-ended to allow opportunities for differentiation. Support and intervention materials are provided online and include practice pages, small-group activities and partner games.\n\n\n    In Unit 2, Module 2, Session 1, as students are working with two-color 10-frames, the teacher is provided with ELL, Support, and Challenge strategies to meet the needs of a range of learners.\n\n\nELL - \"When asking students about the top row and bottom row be sure to point to that row on the card, and when asking about how many there are in all, sweep your hand in a circular motion to indicate what you mean.\"\n    \nSupport - \"Seat students who are not yet solid with one-to-one correspondence and numeral counting sequences to ten, close to or right in front of you. Once you have flashed the 10-frame to the rest of the students, continue to show the 10-frame to these students to view while they build what they see. Show the 10-frame again and give students the opportunity to check their work as you leave the card displayed.\"\n    \nChallenge - \"Provide students who are already facile with subitizing and building quantities to ten with a student whiteboard and dry erase marker and ask them to record an equation that describes the 10-frame.\u201d\n    \n\n\n    In Unit 6, Module 3, Session 2, as students are working on guessing and writing the mystery numbers, the teacher is provided with Support and Challenge strategies to meet the needs of a range of learners.\n\n\nSupport - \"If students have difficulty writing the numerals, say aloud what you are doing as you write them. For example, when writing 17, say, \"For the 1, I'll start at the top and make a straight line down. For the 7, I'll start at the top and make a short line straight across and then make another slanted line down to the bottom.\"\n    \nChallenge - \"Ask students to explain the \"10 and some more\" property of each number (14 means there are 10 and 4 more).\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations. Tasks are typically open ended and allow for multiple entry-points in which students are representing their thinking with various strategies and representations (concrete tools as well as equations).\n\n\n    In the Problems and Investigations section, students are often given the opportunities to share strategies they used in solving problems that were presented by the teacher. Students are given multiple strategies for solving problems throughout a module. They are then given opportunities to use the strategies they are successful with to solve problems in Work Places, Number Corner and homework.\n\n\n\n\n\n    For example, in Unit 1, Module 3, Session 2, students are using the 10-frame, counting how many dots they see, and discussing various ways they counted. As students share their strategies, the following sample dialogue is provided: T - \"How did you count the dots?\" S - \"I knew that there were 5 on the top and then I said 6, 7, 8.\" T - \"Does someone have a different way that they counted?\" S - \"I just counted them all 1, 2, 3, 4, 5, 6, 7, 8.\" S - \"There's 10 boxes and 2 are empty, so that makes 8 with dots.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "117ac346-2b96-4679-b5b3-2998b63aa7ef": {"__data__": {"id_": "117ac346-2b96-4679-b5b3-2998b63aa7ef", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "470cbbaf-8e6f-4706-9eec-3b777b1fad17", "node_type": null, "metadata": {}, "hash": "0fb8680c7eadd304fb8646f0b95247b565b301b3553ebaafd8d501eaa0e0acdc"}, "3": {"node_id": "cee554c7-e6f9-4565-8044-f12f0bdd72ec", "node_type": null, "metadata": {}, "hash": "0f7e074a92fe17bfa3502bfd90b35164424038c63e40d2630e313493ee939a6a"}}, "hash": "0918296ef56e35374921ba3269204882f13444868ed034c0b16b74476ee8d03d", "text": "Another example is found in Unit 2, Module 2, Session 5, as students are working with the number rack, 5-frames, fingers, and equations to build combinations of 5. Students practice building these combinations and, then, share out the various ways they can build combinations of 5 using the various models.\n\n\n    In Unit 6, Module 4, Session 1, students are identifying the attributes of the group of students selected by the teacher. Students can enter the discussion with a wide variety of attributes they noticed and then provide various strategies to represent the attributes. For example, they can draw a picture of the short-sleeve shirts and the long-sleeve shirts, write 3 short-sleeve and 2 long-sleeve, write 3 + 2, write 2 + 3, or write 2 + 3 = 5. Students are able to respond with sketches, words and numbers, just numbers, expressions and equations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials suggest supports, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.\n\n\n    Online materials support students whose primary language is Spanish. The student book, home connections and component masters are all available online in Spanish. Materials have built in support in some of the lessons in which suggestions are given to make the content accessible to ELL students of any language.\n\n\n    There are ELL, Support, and Challenge accommodations throughout the Sessions and Number Corner activities to assist teachers with scaffolding instructions. Examples of these supports, accommodations and modifications include the following:\n\n\nIn Unit 6, Module 4, Session 3, students are introduced to a new game called \"Fill It Up Five +.\" Students are working on filling a 10-frame with 5 and some more. The ELL support provided for this session suggests \"When using the terms, \u2018top row\u2019 and \u2018bottom row\u2019 be sure to point to that row on the display card, and run your hand in a circular motion around the card when you say \u2018in all.\u2019\u201d\n    \nFor ELL support, in Unit 7, Module 2, Session 2, the materials suggest stressing the \"-teen\" ending of the numbers to differentiate from numbers ending in \"-ty.\"\n    \nFor ELL and Support, Unit 7, Module 4, Session 2 suggests that teachers \u201c(r)emind students what less means by demonstrating with a large pile of cubes and a small pile of cubes.\u201d\n    \nThe Number Corner December Computational Fluency \"Five and More\" page in Activity 3 suggests \u201casking students to work together at the same pace while you read each prompt aloud. Students who are able to work ahead may do so, but providing this kind of scaffolding may help the students who are still learning to read and write numbers.\u201d\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials provide opportunities for advanced students to investigate mathematics content at greater depth. The Sessions, Work Places, and Number Corners include \"Challenge\" activities for students who are ready to engage deeper in the content.\n\n\n    Challenge activities found throughout the instructional materials include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cee554c7-e6f9-4565-8044-f12f0bdd72ec": {"__data__": {"id_": "cee554c7-e6f9-4565-8044-f12f0bdd72ec", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "117ac346-2b96-4679-b5b3-2998b63aa7ef", "node_type": null, "metadata": {}, "hash": "0918296ef56e35374921ba3269204882f13444868ed034c0b16b74476ee8d03d"}, "3": {"node_id": "ca439f29-2254-445b-8715-e53a3facc395", "node_type": null, "metadata": {}, "hash": "15552312b282156cf73617087f211a971926f5f6db9d4ac100806b4fab53c32f"}}, "hash": "0f7e074a92fe17bfa3502bfd90b35164424038c63e40d2630e313493ee939a6a", "text": "Challenge activities found throughout the instructional materials include the following:\n\n\nIn Unit 2, Module 2, Session 3, the challenge part of this session encourages students to write equations related to the number rack investigation of counting two sets of beads.\n    \nIn Unit 4, Module 2, Session 5, as students are working in the Work Place, \"Beat You to Twenty.\" the Work Place Guide offers the following differentiation to challenge students: \u201cHave students record an equation to describe their turn. Invite students to play Game Variation A or B.\u201d\n    \nIn Unit 5, Module 4, Session 4, students are working on sorting 2-D shapes using Shape Sorting Cards. Students use characteristics from the cards such as \"curved sides\"and \"three corners to eliminate all shapes that do not have the card's characteristic. The \"Challenge\" suggestion is to have students explain why there are squares in the \"blue group\" instead of in the \"square group.\u201d\n    \nIn the May Number Line Number Corners, students are playing \"Cross out Fifty,\" a game requiring naming and crossing out all of the numbers to 50 on the One Hundred Grid. There are three \"Challenge\" suggestions: 1) Each time a team rolls, before the numbers are crossed out, ask students to figure out the last number that will be crossed out on that turn and explain their thinking. 2) Ask students to figure out how many more squares need to be crossed out to reach 50. How do they know? Can they prove it? 3) With input from the class, write an inequality statement about the two color amounts or write an addition equation about the two color amounts and the total number of squares.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe materials provide a balanced portrayal of demographic and personal characteristics. Most of the contexts of problem solving involve objects and animals, such as frogs and penguins. When students are shown performing tasks, there are cartoons that appear to show a balance of demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials provide opportunities for teachers to use a variety of grouping strategies.\n\n\n\n\n\n    The instructional materials offer flexible grouping and pairing options. Throughout the Units, Work Places, and Number Corners there are opportunities to group students in various ways such as whole group on the carpet, partners during pair-share, and small groups during Problem & Investigations and Work Places.\n\n\n    In Unit 1, Mocule 2, Session 4, students are playing the game \"Spill Five Beans\" with a partner. In Unit 4, Module 2, Session 5, students begin the session sitting whole group in a discussion circle. In this Session, they move into Work Places where they get to choose what Work Place they would like to participate in. Grouping can be individual, pairs, or small groups, depending on the Work Place chosen.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThere is limited evidence of the instructional materials encouraging teachers to draw upon home language and culture to facilitate learning. The materials provide parent welcome letters and unit overview letters that are available in English and Spanish.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe digital materials are web-based and compatible with multiple internet browsers. They appear to be platform neutral and can be accessed on tablets and mobile devices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca439f29-2254-445b-8715-e53a3facc395": {"__data__": {"id_": "ca439f29-2254-445b-8715-e53a3facc395", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "0a66771b-8a6c-4059-a63f-c19171aef204", "node_type": null, "metadata": {}, "hash": "25ac4bb0123dc6d0b31bf0b6677aea9647b0097a6d02d8bd9bec1caf8b741a71"}, "2": {"node_id": "cee554c7-e6f9-4565-8044-f12f0bdd72ec", "node_type": null, "metadata": {}, "hash": "0f7e074a92fe17bfa3502bfd90b35164424038c63e40d2630e313493ee939a6a"}}, "hash": "15552312b282156cf73617087f211a971926f5f6db9d4ac100806b4fab53c32f", "text": "All grade level Teacher Editions are available online at bridges.mathlearningcenter.org. Within the Resources link (bridges.mathlearningcenter.org/resources), there is a sidebar that links teachers to the MLC, Math Learning Center Virtual Manipulatives. These include games, Geoboards, Number Line, Number Pieces, Number Rack, Number Frames and Math Vocabulary. The resources are all free and available in platform neutral formats: Apple iOS, Microsoft and Apps from Apple App Store, Window Store, and Chrome Store. The apps can be used on iPhones and iPads. The Interactive Whiteboard files come in two different formats: SMART Notebook Files and IWB-Common Format. From the Resource page there are also many links to external sites such as ABCYA, Sheppard Software, Illuminations, Topmarks, and Youtube.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials do not include opportunities to assess student mathematical understanding and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials are not easily customizable for individual learners or users. Suggestions and methods of customization are not provided.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials provide opportunities for teachers to collaborate with other teachers and with students, but opportunities for students to collaborate with each other are not provided. For example, a Bridges Blog offers teacher resources and tools to develop and facilitate classroom implementation.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the MPs.\n\n\n    Each session within a module offers online resources that are in alignment with the session learning goals. Online materials offer an interactive whiteboard file as a tool for group discussion to facilitate discourse in the MPs. Resources online also include virtual manipulatives and games to reinforce skills that can be used at school and home. In the Bridges Online Resources there are links to the following:\n\n\nVirtual Manipulatives - a link to virtual manipulatives such as number lines, geoboard, number pieces, number racks, number frames, and math vocabulary\n    \nInteractive Whiteboard Files - Whiteboard files that go with each Bridges Session and Number Corner\n    \nOnline Games- online games such as 100 Hunt using the hundreds grid, 2-D Shape Pictures, Interactive math dictionary, Addition With Manipulatives, and Balloon Pop Comparisons (greater than/less than)\n    \nImages - for example, 1,000 M&M candies arranged on hundred grids by students\n    \n\n\n    Within the Teacher's Edition, there is no direct reference to online resources. If embedded within the Teacher's Edition, the resources would be more explicit and readily available to the teacher.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "514ac14a-be4e-4aca-838f-5668469b6b29": {"__data__": {"id_": "514ac14a-be4e-4aca-838f-5668469b6b29", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "3": {"node_id": "d3ec1e1f-ee46-4a73-9e3c-fe20fe20d3c8", "node_type": null, "metadata": {}, "hash": "e727a414494fea2cc80f18b92c572e6ae584e31ecb248a595864570599adfd2c"}}, "hash": "833bca16741f44aa3de6c53db4de9097c66cf04daffa08d740e2b87a2cfbc26d", "text": "CCSS Mathematics Integrated Pathway\n\nThe instructional materials reviewed for the Walch Integrated series partially meet the expectations for Alignment to the CCSSM. The materials partially meet the expectations for Focus and Coherence as they show strengths in: attending to the full intent of the mathematical content for all students; spending the majority of time on content widely applicable as prerequisites; and making meaningful connections in a single course and throughout the series. The materials partially meet the expectations for Rigor and Mathematical Practices as they partially meet the expectations for Rigor and Balance and partially meet the expectations for Practice-Content Connections. Within Rigor and Balance, the materials did show strengths with providing students opportunities for developing procedural skills and working with applications, and within Practice-Content Connections, the materials showed strengths in developing overarching, mathematical practices (MPs 1 and 6).\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for Walch Integrated Math Series meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. There are a few instances where all of the aspects of the standards are not addressed. Overall, nearly every non-plus standard is addressed to the full intent of the mathematical content by the instructional materials.\n\n\n    The following are examples of standards that are fully addressed:\n\n\nA-SSE.1a: In each of the three courses, parts of expressions are reinforced when dealing with different types of expressions as they are introduced (i.e. linear expressions in Mathematics 1 Unit 1 Lesson 1.1.1). Materials also move beyond simple identification of terms into an explanation of what terms, factors, and coefficients represent.\n    \nF-IF.5: The domain of a function is emphasized throughout the entire series. Students determine the domain for functions from all function families and are asked to describe what the domain represents in a given context. For example, in Mathematics II Lesson 2.2.2, students are asked to \u201cdescribe the domain of the function\u201d and determine a reasonable domain within the context of a diver jumping from a platform into the pool.\n    \nS-IC.3: In Mathematics III Unit 1 Lessons 1.3.1 and 1.3.2, students recognize the purposes of and the differences between sample surveys, experiments, and observational studies by analyzing a variety of methods of study.\n    \n\n\n    The following standards are partially addressed:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d3ec1e1f-ee46-4a73-9e3c-fe20fe20d3c8": {"__data__": {"id_": "d3ec1e1f-ee46-4a73-9e3c-fe20fe20d3c8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "514ac14a-be4e-4aca-838f-5668469b6b29", "node_type": null, "metadata": {}, "hash": "833bca16741f44aa3de6c53db4de9097c66cf04daffa08d740e2b87a2cfbc26d"}, "3": {"node_id": "c57adf7d-8d63-430c-a1f6-6da4e8adf649", "node_type": null, "metadata": {}, "hash": "49c550339efd6ec2e399a17e972d50480d3fb908c036b9b77340ff4e7a3fe6ec"}}, "hash": "e727a414494fea2cc80f18b92c572e6ae584e31ecb248a595864570599adfd2c", "text": "The following standards are partially addressed:\n\n\nN-RN.1: Mathematics II Unit 1 Lesson 1.1.1 contains material related to rational exponents; however, no opportunity is provided for either the student or teacher to give an explanation of how rational exponents follow from integer exponents.\n    \nN-RN.3: Mathematics II Unit 1 Lesson 1.1.2 contains problems that ask if a sum or product is rational or irrational; however, neither student nor teacher materials provide an explanation of how a sum or product is rational or irrational. An overview in the teacher\u2019s resource manual simply states \u201crational + rational = rational\u201d as well as other sums and products.\n    \nA-REI.5: While students do solve equations using elimination by way of replacing one equation by the sum of that equation and a multiple of the other in Mathematics 1 Unit 3 Lesson 3.2.1, proof by a comparison of methods or how this method works is not provided nor alluded to in materials.\n    \nF-IF.8a: Mathematics II Unit 2 Lesson 2.1.2 and Lesson 2.3.1 have students identify zeros, extreme values, and the axis of symmetry within terms of a context. However, completing the square is not used in order to reveal these properties of quadratic functions.\n    \nF-BF.2: Students write arithmetic and geometric sequences recursively and explicitly in Mathematics I Unit 2 Lessons 2.9.1 and 2.9.2 and use them to model situations. While students do convert from a recursive formula to an explicit formula, students are not given the opportunity to convert from an explicit formula to a recursive formula.\n    \nG-CO.8: Students solve problems about triangle congruence using ASA, SAS, and SSS in Mathematics 1 Unit 5 Lesson 5.6.2. An introduction paragraph is provided on page 337 of the teacher\u2019s resource manual, but it does not explain how these criteria for triangle congruence follow from the definition of congruence in terms of rigid motions.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Walch Integrated Math Series partially meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. Overall, most of the modeling standards are addressed with various aspects of the modeling process present in isolation or combinations. However, opportunities for the full modeling process are absent throughout the instructional materials.\n\n\n    The materials often allow students to incorporate their own solution method to find a particular predetermined quantity or range of quantities. Modeling opportunities in the materials are thus \u201cclosed\u201d in beginning and end while \u201copen\u201d in the middle. However, students are rarely given the opportunity to question their reasoning and \u201ccycle\u201d through the modeling process by validating their conclusions and potentially making improvements to their model.\n\n\n    The following examples address much of the modeling process; however, students are not given the opportunity to validate and adjust their model as needed:\n\n\nMathematics I, Unit 4, Lesson 4.1.2 Problem-Based Task (S-ID.2): Students are provided a problem and data from which they need to construct a graph, and they use the graph to interpret differences as they compare two types of cars. Students also compute measures of center and spread in order to further compare cars. The task is completed when students report as to which car would be the better buy.\n    \nMathematics II Unit 2 Lesson 2.3.1 Problem-Based Task (F-BF.1a): Students must create a model to predict the effect that more wells will have on oil production. Students must then use their model to determine the maximum number of wells needed to maximize oil production.\n    \nMathematics III Unit 2A Lesson 2A.5.2 Problem-Based Task (A-SSE.2): Students are asked to use a formula to compute a refinanced payment, interpret the payment in terms of the aunt\u2019s current financial situation, validate results by comparing prices over a 15 year time period and over a 30 year time period, and finally make a recommendation to the aunt regarding which refinancing option is the best.\n    \n\n\n    The following examples allow students to engage in only a part of the modeling process:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c57adf7d-8d63-430c-a1f6-6da4e8adf649": {"__data__": {"id_": "c57adf7d-8d63-430c-a1f6-6da4e8adf649", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "d3ec1e1f-ee46-4a73-9e3c-fe20fe20d3c8", "node_type": null, "metadata": {}, "hash": "e727a414494fea2cc80f18b92c572e6ae584e31ecb248a595864570599adfd2c"}, "3": {"node_id": "9a03b41a-4df5-4f33-8a2d-50c13c58b748", "node_type": null, "metadata": {}, "hash": "0ce549ee9533b7f155673ff65fb81aa9090f1e49446877ca7f23995b2fe1429f"}}, "hash": "49c550339efd6ec2e399a17e972d50480d3fb908c036b9b77340ff4e7a3fe6ec", "text": "Mathematics II Unit 2 Lesson 2.5.1 Problem-Based Task (F-IF.8 ): Students engage in all aspects of the modeling process except formulate. Students are given a problem to consider and formulas representing the scenario (students do not generate the formulas). Students use the formulas to make computations, interpret results, validate their results through comparison, and report on which car to purchase.\n    \nMathematics II Unit 2 Lesson 2.3.2 Problem-Based Task (F-BF.2): Students develop a function to calculate the amount of paper needed to make each note card and corresponding envelope; however, students do not use this function to actually calculate.\n    \nMathematics I Unit 1 Lesson 1.2.1 Example 4 (N-Q.2): Students are given several scenarios and need to consider what units would be appropriate to report answers. While this is an important step in the modeling process, this example does not connect to the remaining steps in the modeling process.\n    \nMathematics III Unit 4B Lesson 4B.5.2 Problem-Based Task (G-MG.2): Students are asked to find a function model for a provided set of data in a graph and a table related to water density as ice melts. While students are asked to find an appropriate model, students do not use the model to complete calculations to finish the modeling cycle.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Walch Integrated Series meet the expectations for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs). (Those standards that were not fully attended to by the materials, as noted in indicator 1ai, are not mentioned here.)\n\n\n    In Mathematics I, students spend most of their time working with WAPs from the Algebra, Functions, Statistics and Probability, and Geometry categories. The Mathematics II course focuses on the WAPs in the Functions, Algebra, and Geometry categories. During Mathematics III, students spend most of their time working with WAPs from Statistics and Probability, Algebra, and Functions. Throughout all three courses, students also spend time on the Number and Quantity WAPs.\n\n\n    Examples of students engaging with the WAPs include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9a03b41a-4df5-4f33-8a2d-50c13c58b748": {"__data__": {"id_": "9a03b41a-4df5-4f33-8a2d-50c13c58b748", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "c57adf7d-8d63-430c-a1f6-6da4e8adf649", "node_type": null, "metadata": {}, "hash": "49c550339efd6ec2e399a17e972d50480d3fb908c036b9b77340ff4e7a3fe6ec"}, "3": {"node_id": "2182593c-70a8-4ff8-8e65-384b0f4e5025", "node_type": null, "metadata": {}, "hash": "c48ba2b94d2ee3a868395111a3e9f2ae87de4bf0fff4ac420720e63ce1deeff5"}}, "hash": "0ce549ee9533b7f155673ff65fb81aa9090f1e49446877ca7f23995b2fe1429f", "text": "Examples of students engaging with the WAPs include:\n\n\nMathematics I Unit 2 Lesson 2.4 provides multiple opportunities to explore and interpret key features of linear and exponential relationships with scenarios such as interest on investments and depreciation of a vehicle to make wise decisions with money based on the relationships. (F-IF.4 and F-IF.5) Unit 2 Lesson 4 extends the study of functions with analyzation of the key features of a linear and exponential graph with exercises using contexts such as school fundraisers, investment growth, and appreciation of assets. Both Lessons 4 and 5 provide science applications with bacteria, population growth, decay, and half-life.\n    \nIn Mathematics II Unit 3, the majority of the time is spent in the Algebra category with a focus on A-SSE. The students begin by developing a sense of the structure of quadratic functions and equations. The focus shifts to using the structure to devise multiple methods of solving quadratics. The unit ends with students examining the structure of rational equations and exponential equations with a goal of finding ways to solve them.\n    \nIn Mathematics II Unit 5, students extend prior knowledge of transformations from Mathematics I to work with dilations and scale factor (G-SRT.1). Focus shifts to triangle similarity (G-SRT.2-5) in Lessons 5.2 and 5.3 as materials make connections to dilations. Lessons 5.8 and 5.9 address problem solving with trigonometric ratios (G-SRT.6,7,9) as an extension of similarity.\n    \nMathematics III Unit 1 Lesson 2 allows students to expand upon 7.SP.A \u201cUse random sampling to draw inferences about a population.\u201d Students use their prior knowledge of sampling in order to draw inferences about population parameters for the widely applicable prerequisite S-IC.1. Instruction in the materials provides students the opportunity to address any sampling errors that may occur that could result in a biased sample.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Walch Integrated Math Series, when used as designed, partially meet the expectation for allowing students to fully learn each non-plus standard. Overall, the series addresses many, yet not all, of the standards in a way that would allow students to fully learn the standards.\n\n\n    The materials combine classroom practice, additional practice, problem-based tasks, supplemental workbooks, and IXL internet links. (It should be noted that the IXL links provide supplemental practice of up to 12 practice problems per IP address per day, as it is only a trial version and does not provide full access.) However, cases exist where the instructional materials devoted to the standard are insufficient.\n\n\n    The following are examples where the materials partially meet the expectation for allowing students to fully learn each standard.\n\n\nN-CN.7: In Mathematics II Unit 3 Lesson 3.4.2, there are a limited number of problems that allow students to solve quadratic equations with real coefficients with complex solutions. Seven problems were identified in the practice, additional practice in the student resource book, and the support supplement workbook.\n    \nA-SSE.3a: There are a limited number of problems that allow students to factor quadratic expressions to reveal zeros. Mathematics II Unit 3 Lesson 3.3.1 provides two example problems that show students two methods to solve the quadratic expression provided (factoring and the quadratic formula). The materials advocate for students to use the quadratic formula over factoring as \u201cthe quadratic formula always works\u201d (page 122).\n    \nA-SSE.3b: No evidence was found where the materials directly give students the opportunity to complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. However, in Mathematics II students use the vertex form of quadratic equations to determine the maximum or minimum value of the function. In Mathematics II Unit 3 Lesson 3.3.3, students complete the square to convert quadratic functions into vertex form. The materials do not explicitly make the connection from completing the square to revealing the maximum or minimum value of a quadratic expression via usage of the vertex form. As such, students are not provided specific opportunities to practice finding extreme values of quadratics by completing the square.\n    \nA-APR.3: There are a limited number of opportunities for students to use zeros of polynomials to complete a rough sketch.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2182593c-70a8-4ff8-8e65-384b0f4e5025": {"__data__": {"id_": "2182593c-70a8-4ff8-8e65-384b0f4e5025", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "9a03b41a-4df5-4f33-8a2d-50c13c58b748", "node_type": null, "metadata": {}, "hash": "0ce549ee9533b7f155673ff65fb81aa9090f1e49446877ca7f23995b2fe1429f"}, "3": {"node_id": "bb5e069c-0483-4c76-9fe8-1d10537d8266", "node_type": null, "metadata": {}, "hash": "d13d58e73608059810ba3b76abe8b60f9328f51e44fcf0bece6b4cde734928c4"}}, "hash": "c48ba2b94d2ee3a868395111a3e9f2ae87de4bf0fff4ac420720e63ce1deeff5", "text": "While sufficient practice is provided with quadratics in Mathematics II, students are given few opportunities to work with higher-order polynomials in Mathematics III.\n    \nA-APR.4: Proofs are provided of polynomial identities in Mathematics III Unit 2A Lesson 2A.2. 1 thru Lesson 2A.2.3. While students do use the provided identities sufficiently, students do not prove the identities for themselves as required by the standard.\n    \nA-APR.6: In Mathematics III Unit 2A Lesson 2A.3.2 students use long division to rewrite simple rational expressions in Example 1. The materials do not require students to use long division in the other examples in the lesson, but materials instead require synthetic division. There are a limited number of problems for students to practice long division of polynomials so that students fully learn the material in Lesson 2A.3.2.\n    \nA-REI.2: Solving simple rational equations is first taught in Mathematics II Unit 3 Lesson 3.5.1. Students are introduced to the term extraneous solution; however, none of the examples incorporate a problem with an extraneous solution. Solving simple rational equations is later taught in Mathematics III Unit 2B Lesson 2B.2.1 in which extraneous solutions are once again discussed, and students see examples that result in one or more extraneous solution. Solving radical equations is taught in Mathematics III Unit 2B Lesson 2B.2.2. No examples in this lesson incorporate extraneous solutions with regards to radical equations.\n    \nF-IF.3: In Mathematics I Unit 2 Lesson 2.3.1, students are not asked to identify sequences as functions. The materials only list this fact in the introduction on page 146. Also, the instructional materials do not discuss the domain of a sequence other than in the introduction of the lesson.\n    \nF-IF.7e: Mathematics III Unit 4A Lesson 4A.3.1 provides opportunities for students to graph sine functions, and Lesson 4A.3.2 provides opportunities for students to graph cosine functions. However, graphing of tangent functions is included in one problem in the station activity provided within Unit 4A.\n    \nF-LE.1a: Although a single problem was found in Mathematics I Unit 2 Lesson 2.4.2, the materials do not allow students sufficient opportunity to compare and contrast how linear functions grow by equal differences over equal intervals whereas exponential functions grow by equal factors over equal intervals.\n    \nG-CO.5: In Mathematics I Unit 5 Lessons 5.2.1 and 5.2.2, students are provided limited opportunities to specify a sequence of transformations that will carry a given figure onto another.\n    \nG-CO.10: The standard calls for students to \u201cprove theorems about triangles;\u201d however, many proofs are provided by the materials. For example, the following proofs are provided in the materials: Triangle Sum Theorem in Mathematics II Unit 5 Lesson 5.6.1, base angles of isosceles triangles in Mathematics II Lesson 5.6.2, Midsegment Theorem in Mathematics II Lesson 5.6.3, and medians of a triangle in Mathematics II Lesson 5.6.4.\n    \nG-CO.11: The standard calls for students to \u201cprove theorems about parallelograms;\u201d however, many proofs are provided by the materials. For example, the following proofs are provided in the materials: the opposite sides are congruent, the opposite angles are congruent, and the diagonals are congruent are all proofs found in Mathematics II Lesson 5.7.1 and 5.7.2.\n    \nG-C.5: While the teacher materials incorporate similarity into the definition for arc length, students do not derive by similarity that the length of the arc intercepted by an angle is proportional to the radius in Mathematics II 6.4.1 or 6.4.2.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed partially meet the expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The materials regularly use age-appropriate contexts and apply key takeaways from Grades 6-8, yet they do not vary the types of real numbers being used.\n\n\n    Materials use age appropriate and relevant contexts throughout the series. The following examples illustrate appropriate contexts for high school students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb5e069c-0483-4c76-9fe8-1d10537d8266": {"__data__": {"id_": "bb5e069c-0483-4c76-9fe8-1d10537d8266", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "2182593c-70a8-4ff8-8e65-384b0f4e5025", "node_type": null, "metadata": {}, "hash": "c48ba2b94d2ee3a868395111a3e9f2ae87de4bf0fff4ac420720e63ce1deeff5"}, "3": {"node_id": "4a357f9f-a5ec-4815-a41d-2fd95f61715e", "node_type": null, "metadata": {}, "hash": "e552459bd531d06229453134381026b82fb722794ca0fc3d6f6495a807b59429"}}, "hash": "d13d58e73608059810ba3b76abe8b60f9328f51e44fcf0bece6b4cde734928c4", "text": "Mathematics I Unit 2 Lesson 2.4.1: Students interpret an appropriate domain of a function in the context of buying a vehicle and considering how that vehicle will depreciate over time.\n    \nMathematics I Unit 1 Lesson 1.1.2: Students decide how best to invest money.\n    \nMathematics II Unit 5 Lesson 5.42: Students use similarity to determine the diameter of a sinkhole in Louisiana.\n    \nMathematics II Unit 2 Lesson 2.4: Students find the volume of a swimming pool.\n    \nMathematics III Unit 2A Lesson 2A.5.2: Students compare home refinancing options and college loan payment options in their work with geometric series.\n    \nMathematics III Unit 1 Lesson 1.3.1: Students decided how to test if soda is linked to cancer.\n    \nMathematics III Unit 2B Lesson 2b.1.4: Students discuss fuel economy through rational expressions.\n    \n\n\n    The following problems represent key takeaways from Grades 6-8:\n\n\nProportional relationships are used to show similarity of two triangles in Mathematics II Unit 5 Lessons 4 and 5. Students have to extend the knowledge of ratios and proportions to determine the golden ratio in Mathematics II Unit 3.\n    \nStudent knowledge of ratios is built upon as students explore the trigonometric identities of sine, cosine, and tangent in Mathematics II Unit 5 Lessons 5.8.1 and 5.8.2.\n    \nInstructional materials support student development in applying basic function concepts. Students create and graph linear, exponential, quadratic, polynomial, and other types of functions across the series. Particularly, the F-IF standards, which are included in all Mathematics courses, support the takeaways from Grades 6-8.\n    \nAnalyzing concepts and skills of geometric measurement is further developed at the high school level within the context of coordinate geometry in Mathematics II Unit 5 and Mathematics III Unit 6. Students also compute perimeter and area using coordinate distances in Mathematics I Unit 6 Lesson 6.1.2.\n    \nInstructional materials support student development in applying concepts and skills of basic statistics and probability first taught in Grades 6-8. Students expand their statistical knowledge as they learn how to represent and interpret data and make inferences from sample surveys, experiments, and observational studies. Students expand their knowledge of probability as they learn about independent and conditional probability and rules to compute probabilities of compound events.\n    \n\n\n    Problems throughout the series provide regular practice with operations on integers and whole numbers. However, problems throughout the series provide limited practice with operations on fractions, decimals, and irrational numbers. The majority of the series uses whole number coefficients and values unless the context involves money, percents, or irrational constants like \u03c0 or e. Examples include the following:\n\n\nIn Mathematics I Unit 3, students solve linear equations and inequalities and exponential equations. Problems in this unit typically feature integer answers. There are few problems that have fractional answers, and most decimal answers are present only in problems that reference money. For example, see Practice 3.2.1.\n    \nIn Mathematics II Unit 5, students solve problems using right triangles, trigonometry, and proofs. The majority of problems in this unit have integer answers. For example, practice problems using midpoints for Practice 5.1.1 do not feature decimal, fractional, or irrational answers.\n    \nIn Mathematics III Unit 2B, students solve problems using rational and radical relationships. Few problems in this unit allow students to work with irrational and decimal answers.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe materials meet the expectation for fostering coherence through meaningful connections in a single course and throughout the series. Overall, connections between and across multiple standards are made in meaningful ways. Each course in the series includes a \u201cTopics for Future Courses\u201d in the program overview. This section describes when a topic is introduced, where the topic can be addressed in future courses, and how the topic can be addressed. Each lesson includes a list of prerequisite skills and a warm-up exercise intended to connect previously learned concepts. Materials often refer to previously taught concepts in the \u201cConnection to the Lesson\u201d section and in the \u201cConcept Development\u201d section of the lesson.\n\n\n    Examples of connections made within courses are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4a357f9f-a5ec-4815-a41d-2fd95f61715e": {"__data__": {"id_": "4a357f9f-a5ec-4815-a41d-2fd95f61715e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "bb5e069c-0483-4c76-9fe8-1d10537d8266", "node_type": null, "metadata": {}, "hash": "d13d58e73608059810ba3b76abe8b60f9328f51e44fcf0bece6b4cde734928c4"}, "3": {"node_id": "33bc7cf6-a5c7-4216-9f6a-9fa71ddb1072", "node_type": null, "metadata": {}, "hash": "18dd97c36ba06ae6607ec4549063605b954cece9b3a5b1ee4f3d65d3b15bcab1"}}, "hash": "e552459bd531d06229453134381026b82fb722794ca0fc3d6f6495a807b59429", "text": "Examples of connections made within courses are:\n\n\nIn Mathematics I Unit 2 Lesson 2.1, students connect graphs as solution sets (A-REI.10,11) and as functions. (F-IF.1,2). Unit 1 Lesson 2.1 (A-CED.1, N-Q.2, and N-Q.3) has students create linear equations in one variable. Unit 1 Lessons 1.3.1 and 1.3.2 (A-CED.2 and N-Q.1) has students create and graph linear and exponential equations. In Unit 2 Lesson 2.4.2 (F-IF.6 and F-LE.1a) students prove average rate of change, and Lesson 2.4.3 makes connections among F-IF.6, F-LE.1b, and F-LE.1c.\n    \nIn Mathematics II Unit 3 Lesson 3.2, students create and solve quadratics (A-CED.1 & A-REI.4) while using the structure of the equations (A-SSE.2). Unit 3 Lesson 3.3 (A-SSE.3a and A-CED.2) has students create and graph equations.\n    \nIn Mathematics III Unit 4B Lesson 4B.4.1 thru Lesson 4B.4.3 students work on choosing models. They are asked to create graphs (A-CED.2), identify key features of a graph (F-IF.4), and work with the effects of graph transformations (F-BF.3). Mathematics III Unit 2A Lesson 2a.2.1, 2a.2.2, and 2a.2.3 ( A-SSE.1b, A-APR.4) has students identify and use polynomial identities. Unit 2A Lesson 2a.3.4 has students find zeros using A-APR.3 and F-IF.7c. Unit 2B Lessons 2b.1.2 thru 2b.1.4 (A-SSE.2 and A-APR.7) has students work operations with rational expressions.\n    \n\n\n    Examples of connections made between the courses include the following:\n\n\nMathematics I Unit 1 Relationship between Quantities: Vocabulary and expressions connect Math II Unit 3 and Math III Units 1 and 2 as the topics are extended to include more complex expressions and higher polynomials.\n    \nTreatment of Geometric topics builds across the courses as students work with segments, angles, and triangles in Mathematics I, more advanced triangle relationships such as trigonometry in Mathematics II, and the unit circle and law of sines and cosines in Mathematics III.\n    \nThe treatment of F-IF standards builds throughout the coursework. Students work with linear equations, inequalities, and exponential equations in Mathematics I. In Mathematics II students continue to work with functions using quadratics, and finally in Mathematics III students work with radical, rational, and polynomial functions.\n    \nMathematics I Unit 2 Linear and Exponential Relationships: Linear graphs and exponential graphs are extended to the study of other types of equations that are more complex, such as logarithmic, radical, and rational, in Math II Units 2 and 3 and in Math III Units 2 and 4.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed partially meet the expectations that the series explicitly identifies and builds on knowledge from Grades 6-8. Materials include and build on content from grades 6-8, however, the content is not clearly identified or connected to a specific middle school standard. Although the provided content from Grades 6-8 fully supports progressions of the high school standards, the Grade 6-8 standards are not identified in either the teacher or student materials.\n\n\n    The following are examples of where the materials do not explicitly identify and/or build on standards from Grades 6-8.\n\n\n    Mathematics I:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "33bc7cf6-a5c7-4216-9f6a-9fa71ddb1072": {"__data__": {"id_": "33bc7cf6-a5c7-4216-9f6a-9fa71ddb1072", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "4a357f9f-a5ec-4815-a41d-2fd95f61715e", "node_type": null, "metadata": {}, "hash": "e552459bd531d06229453134381026b82fb722794ca0fc3d6f6495a807b59429"}, "3": {"node_id": "7b11049a-f46c-4800-9bdd-22e0cd3bb840", "node_type": null, "metadata": {}, "hash": "b964793b6b60b1950c374f703a2b60cdbac6e93a93db758177cb9d244a24b0a8"}}, "hash": "18dd97c36ba06ae6607ec4549063605b954cece9b3a5b1ee4f3d65d3b15bcab1", "text": "Mathematics I:\n\n\nStations Activity Set 1 Unit 1 involves ratios and proportions. While the indicated standards are N-Q.1 and A-CED.1, no indication is made to middle school standards or how the material relates to prior grade-levels.\n    \nEach lesson indicates prerequisite skills. For example, in Unit 1 Lesson 1.2.3 students are expected to work with exponents and apply the order of operations within the lesson. However these skills are not identified by standard or connected explicitly to the current material within the lesson.\n    \nUnit 1 Lesson 1.3.1, page 97, under key concepts, lists reviewing linear equations are provided, but the information is presented as new content within the teacher commentary. The information is not identified by a standard.\n    \nLinear study is extensive in Grade 8, and the high school series works throughout to solidify the understanding of linear relationships. Mathematics I Unit 2 includes domain and range, function notation, key features of linear graphs, proving average rate of change, comparing linear functions to one another, and exponential functions.\n    \nA-REI.C: Mathematics I Unit 3 Lesson 3.2 focuses on solving systems of equations which extends from 8.EE.8 \u201cAnalyse and solve pairs of simultaneous linear equations.\u201d Students solve systems of equations algebraically and graphically as well as solve systems of equations within a real world context.\n    \nF-IF.A: Mathematics I Unit 2 extends student understanding of the concept of function introduced in 8th grade. Instructional materials have students consistently use function notation and identify domain and range of a function given an equation and within a context.\n    \nS-ID.B: Mathematics I Unit 4 extends 8.SP.A, \u201cInvestigate patterns of association in bivariate data.\u201d Instructional materials reinforce students\u2019 knowledge of using a scatterplot to represent data and fitting a line to data At the high school level, students then assess this best fit line using residuals and interpret the model within a given context.\n    \nIn Unit 4 Lesson 1 the material discusses finding the median, first and third quartiles, and minimum and maximum values. It does not specifically reference 6.SP.2.\n    \n\n\n    Mathematics II:\n\n\nN-RN.A: 8.EE.A, \u201cWork with radicals and integer exponents,\u201d is built upon in Mathematics II Unit 1 Lessons 1.1.1 and 1.1.2 as students extend the properties of exponents to rational exponents.\n    \nG-SRT.A: 8.G.A, \u201cUnderstand congruence and similarity,\u201d primarily focuses on similarity and congruence within the context of transformations. Mathematics II Unit 5 builds upon this prior knowledge by defining similarity and congruence in terms of transformations. Instructional materials build upon this knowledge to include using the definition of similarity and congruence to prove theorems (particularly related to triangles).\n    \nG-GMD.A: Middle school standards related to calculating volume of three-dimensional figures are built upon in high school as students use Cavalieri\u2019s principle to justify volume formulas in Mathematics II Lesson 6.5.2.\n    \nG-CO.C: Mathematics II Unit 5 extends students\u2019 knowledge about \u201c...facts about supplementary, complementary, vertical, and adjacent angles\u2026\u201d from 7.G.5 as students prove theorems about lines, angles, triangles, and parallelograms at the high school level.\n    \nIn Unit 1 Lesson 1 the material discusses evaluating expressions involving integer powers, but it does not reference 8.EE.1 as a prior standard.\n    \nIn Unit 5 Lesson 3 the material discusses creating ratios and solving proportions. It does not specifically reference 6.RP.1 or 7.RP.3.\n    \n\n\n    Mathematics III does not contain references to content from Grades 6-8.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b11049a-f46c-4800-9bdd-22e0cd3bb840": {"__data__": {"id_": "7b11049a-f46c-4800-9bdd-22e0cd3bb840", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "33bc7cf6-a5c7-4216-9f6a-9fa71ddb1072", "node_type": null, "metadata": {}, "hash": "18dd97c36ba06ae6607ec4549063605b954cece9b3a5b1ee4f3d65d3b15bcab1"}, "3": {"node_id": "244bf623-7aa6-4cee-ad01-4be622333e5a", "node_type": null, "metadata": {}, "hash": "aa75ea04b99bba4c2683747eb379c51f290704a5728b2895a8744c9aae3095dd"}}, "hash": "b964793b6b60b1950c374f703a2b60cdbac6e93a93db758177cb9d244a24b0a8", "text": "Of the 43 plus standards and 5 plus substandards included in the CCSSM, the materials work with 18 of them: N-CN.3, N-CN.8, N-CN.9, A-APR.5, A-APR.7, F-IF.7d, F-BF.4d, F-BF.5, F-TF.3, G-SRT.9, G-SRT.10, G-SRT.11, G-C.4, S-CP.8, S-CP.9, S-MD.2, S-MD.6, and S-MD.7. The materials attend to the depth required by these standards with the exception of A-APR.7, G-SRT.9, and G-SRT.10. In general, the materials treat these 18 standards as additional content that extends or enriches topics within the unit and do not interrupt the flow of the course. No plus standards were located within the first course of the series, Mathematics I.\n\n\n    The following are examples of components of the materials address the full intent of the plus standards:\n\n\nMathematics II Unit 1 Lesson 1.3.3: Students find the conjugates of complex numbers. (N-CN.3)\n    \nMathematics II Unit 6 Lesson 6.3.1: Students complete constructions that include the construction of a tangent line to a point outside the circle and a construction of a tangent line to a point on the circle.(G-C.4)\n    \nMathematics III Unit 1 Lesson 1.6.1: Students calculate the expected value of a random variable. (S-MD.2)\n    \n\n\n    The following components of the materials do not address the full intent of the plus standards:\n\n\nA-APR.7: In Mathematics III Unit 2B Lesson 2B.1.2 (add/subtract rational expressions), 2B.1.3 (multiply rational expressions), and 2B.1.4 (divide rational expressions), practice is provided performing all of these operations; however, materials do not provide evidence that rational expressions are closed under these operations.\n    \nG-SRT.9: In Mathematics III Unit 3 Lesson 3.2.1, students do not derive the formula for the area of a triangle using the sine function but are coached through it in Example 4. However, students do use to formula to solve problems.\n    \nG-SRT.10: In Mathematics III Unit 3 Lesson 3.2.1 and Lesson 3.2.2, students do not prove the law of sines and cosines themselves; however, practice is provided for students to solve problems using the law of sines and cosines.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for Walch Integrated Math Series do not meet the expectations for giving attention to conceptual understanding. The materials rarely develop conceptual understanding of key mathematical concepts where called for in specific content standards or cluster headings. The materials rarely offer opportunities for students to engage with concrete and semi-concrete representations, as well as verbalization and writing, when developing conceptual understanding.\n\n\n    The following examples indicate where the materials lack the opportunity to develop conceptual understanding:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "244bf623-7aa6-4cee-ad01-4be622333e5a": {"__data__": {"id_": "244bf623-7aa6-4cee-ad01-4be622333e5a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "7b11049a-f46c-4800-9bdd-22e0cd3bb840", "node_type": null, "metadata": {}, "hash": "b964793b6b60b1950c374f703a2b60cdbac6e93a93db758177cb9d244a24b0a8"}, "3": {"node_id": "683b0e5c-6def-4d62-a8ac-4508952c95a8", "node_type": null, "metadata": {}, "hash": "2a8abbb7f76c0173c1fc1f8b7d0439bd411d0cd6e2eec4cdddfb17d46a972056"}}, "hash": "aa75ea04b99bba4c2683747eb379c51f290704a5728b2895a8744c9aae3095dd", "text": "The following examples indicate where the materials lack the opportunity to develop conceptual understanding:\n\n\nMathematics III Unit 2A Lesson 2A.3.3 (A-APR.B): The cluster is intended to build an understanding of the relationship between zeros and factors of polynomials. The materials do not connect the concepts of zeros, factors, and the shapes of the graphs. The connection between zeros and factors of polynomials is an area that lacks conceptual problems and conceptual discussion questions. The majority of the problems focus on finding factors of a problem to sketch a graph. The text also provides step-by-step directions for how to graph polynomial functions.\n    \nMathematics II Unit 5 Lesson 5.8 (G-SRT.6): The instruction portion of the lesson (page 502, TR) leads the student to see the connection between ratios of sides in similar triangles and the definition of trigonometric ratios. Then in Example 3 on page 510 the materials state that \u201cwithout drawing another triangle, compare the trigonometric ratios of Triangle ABC with those of a triangle that has been dilated by a factor of K=3.\u201d The remainder of the section, including any examples and practice exercises, are just procedural in nature.\n    \nMathematics I Unit 2 Lesson 2.4 (F-LE.1): Students are not given the opportunity to distinguish between linear and exponential situations; they are usually directed toward a particular model. Mathematics I Lessons 2.5.1 and 2.5.2 also have students work with linear and exponential models. In the Problem-Based Task for Lesson 2.5.2, students needed to determine whether a scenario would best be modeled by a linear or exponential function and then create that model and use that model to answer questions. However, problems in Practice 2.5.2 tell students to \u201c(w)rite an exponential function to model the scenario\u201d rather than providing them the opportunity to determine whether a linear or exponential model is most appropriate based on the scenario. Students are not given independent opportunities to demonstrate their conceptual understanding of this standard.\n    \nMathematics III Unit 3 Lesson 3.1.3 (F-TF.2): While guided practice connects the unit circle to the coordinate plane, students are not asked to explain or expand on the connection. Whereas problem 10 on page 69 (TR) does ask students to sketch the unit circle and label, this could be memorized and practice problems are procedural in nature.\n    \nMathematics I Unit 5 Lesson 5.6.2 (G-CO.8): Students are asked to explain why two triangles cannot be deemed similar. The example provided in the guided practice (Example 4) demonstrates what to do if something is not similar. The indicated correct response indicates that the triangles are not similar because \u201cno congruence statement that allows us to state that the two triangles are congruent based on the provided information.\u201d This is a missed opportunity where the text could have developed conceptual understanding geared towards use of transformations.\n    \nMathematics III Unit 2A Lesson 2A.4.1 (A-REI.11): Problems are procedural in nature and require students to verify if the intersections are solutions. The indicated correct responses in the teacher's\u2019 resource indicate that if the solutions are solutions to the original equations then the answers are solutions. However, students are not asked to explain why, but rather it is provided in the materials.\n    \n\n\n    The following examples indicate where the materials develop conceptual understanding:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "683b0e5c-6def-4d62-a8ac-4508952c95a8": {"__data__": {"id_": "683b0e5c-6def-4d62-a8ac-4508952c95a8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "244bf623-7aa6-4cee-ad01-4be622333e5a", "node_type": null, "metadata": {}, "hash": "aa75ea04b99bba4c2683747eb379c51f290704a5728b2895a8744c9aae3095dd"}, "3": {"node_id": "150a391c-5a4b-4265-87a7-5fc801c9398a", "node_type": null, "metadata": {}, "hash": "40a207ebe57ce03bd31bca996fa75298837c4eb553f565d82559f25e902020c9"}}, "hash": "2a8abbb7f76c0173c1fc1f8b7d0439bd411d0cd6e2eec4cdddfb17d46a972056", "text": "The following examples indicate where the materials develop conceptual understanding:\n\n\nMathematics I Unit 3 Lesson 3.1 (A-REI.1): Students work with solving linear equations by explaining the connection between each step in solving and a property of equality. In Mathematics I Lesson 3.1.1, the Problem Based Task has students answer a magic number problem: \u201cThink of a number. Then double it. Now add 6. Take half of that number. Finally, subtract the number you started with. Your answer is 3.\u201d As students consider why this works and how this is possible, they are analyzing their reasoning as they progress from one step to the next (A-REI.A).\n    \nMathematics I Unit 2 Lesson 2.1 (A-REI.10): Through the examples and the practice problems, the students are given several opportunities to discuss how the graph represents all of the solutions.\n    \nMathematics I Unit 2 Lesson 2.1.3 has students consider whether a relation is a function using multiple means (mapping, analysis of coordinates, and the vertical line test) as they seek to better conceptually understand what a function is, how it is represented, and what it looks like (F-IF.A).\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe materials meet the expectation for providing intentional opportunities for students to develop procedural skills and fluency. Within the lessons, students are provided with opportunities to develop procedures for solving problems that begin to develop fluency. A practice set that includes 10-15 problems is present for each lesson. These practice sets are often \u201cnaked number\u201d problems with no context and provide students the opportunity to practice procedural skills.\n\n\n    Some highlights of strong development of procedural skills and fluency include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "150a391c-5a4b-4265-87a7-5fc801c9398a": {"__data__": {"id_": "150a391c-5a4b-4265-87a7-5fc801c9398a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "683b0e5c-6def-4d62-a8ac-4508952c95a8", "node_type": null, "metadata": {}, "hash": "2a8abbb7f76c0173c1fc1f8b7d0439bd411d0cd6e2eec4cdddfb17d46a972056"}, "3": {"node_id": "655e5a69-8840-4c4f-ae70-276f4099dcb0", "node_type": null, "metadata": {}, "hash": "41dd7724f084a588f5289a03ffa82de29eb46ab6821d6b2feee98027db6b9d63"}}, "hash": "40a207ebe57ce03bd31bca996fa75298837c4eb553f565d82559f25e902020c9", "text": "Some highlights of strong development of procedural skills and fluency include the following:\n\n\nA-APR.1: Mathematics II Unit 1 Lesson 1.2.1 and Mathematics III Lesson 2A.1.2 provide opportunities for students to add, subtract, and multiply polynomials. Mathematics III questions extend students\u2019 procedural fluency from those problems students were exposed to in Mathematics II by using larger exponents and more terms in a polynomial expression.\n    \nA-SSE.2: Mathematics II Unit 3 Lesson 3.1 on pages 63-104 reinforces vocabulary and concepts of the parts of expressions and develops skill with writing expressions in different ways in the practice tasks. Mathematics III Unit 2A (pages 46-91) and Unit 2B (pages 5-79), in the Station Activities Set 1, have students build on previous concepts of simplification to rewrite complicated expressions. These stations develop procedural skills as students are required to work from both representations of expressions.\n    \nF-BF.3: There are opportunities provided throughout the series for students to identify the effect of replacing f(x) by f(x)+k, k f(x), f(kx), or f(x + k). Mathematics I Unit 2 Lesson 2.8.2 provides practice with linear and exponential functions; Mathematics II Unit 4 Lessons 2.4.1, 2.4.2, 2.6.1, and 2.6.2 provide practice with quadratic, square root, cube root, and absolute value graphs; and Mathematics III Lessons 3.3.1 and 4B.2.1 provide practice with trigonometric, quadratic, exponential, logarithmic, and linear functions.\n    \nG-GPE.4: Mathematics II Unit 5 Lessons 5.7.1 and 5.7.2 provide opportunities (examples, problem-based task, and practice exercises) for students to use the slope formula, distance formula, and midpoint formula to classify quadrilaterals. Several cases are considered (not only proving a quadrilateral is a parallelogram), and students also work with multiple problems during the practice and guided practices to develop the procedural steps required to prove geometric theorems using coordinates in Mathematics I Unit 6 Lesson 6.1.2.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe materials meet the expectation of the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Students work with mathematical concepts within a real-world context. Each lesson contains a problem-based task at the end of the lesson. The problem-based task includes material found in each lesson in a contextualized situation. Single-step and multi-step contextual problems are used throughout all series\u2019 materials. Non-routine contextual problems are also present within the materials. The problem-based tasks also require greater levels of problem solving sophistication as the series progresses.\n\n\n    Examples of mathematical concepts found in application are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "655e5a69-8840-4c4f-ae70-276f4099dcb0": {"__data__": {"id_": "655e5a69-8840-4c4f-ae70-276f4099dcb0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "150a391c-5a4b-4265-87a7-5fc801c9398a", "node_type": null, "metadata": {}, "hash": "40a207ebe57ce03bd31bca996fa75298837c4eb553f565d82559f25e902020c9"}, "3": {"node_id": "3d6dac92-b8a2-4ead-bb76-a3f7702f047c", "node_type": null, "metadata": {}, "hash": "a2642bb2ea0212040d7ac1dfa6e4417d61433dc8a045abd078e048799f13ab68"}}, "hash": "41dd7724f084a588f5289a03ffa82de29eb46ab6821d6b2feee98027db6b9d63", "text": "Examples of mathematical concepts found in application are as follows:\n\n\nG-SRT.8: In Mathematics I Unit 5 Lesson 5.9.3, students use trigonometric functions to solve angle of elevation and depression problems. Practice problems include word problems where students must sketch a diagram of the situation and then solve the problem. The problem-based task for the lesson requires students to complete two trigonometric functions and then subtract to find the answer, therefore creating a multi-step contextual problem. In Mathematics II Unit 5 Lesson 5.8, students are asked to determine the dimensions of a ramp using right triangle trigonometry.\n    \nG-MG.2: In Mathematics III Unit 4B Lesson 4b.5.2, a non-routine contextual problem is located on page 363 as students relate the density of ice to a graph and table and determine an equation to represent the data.\n    \nA-SSE.3: In Mathematics I Unit 1 Lesson 1.2.1 Problem Based Tasks, scaffolding practice, and student practice stress the application of mainly linear relationships. For example, in Guided Practice 3, students must create linear equations to determine when two cars will meet. In Mathematics II Unit 3, the unit has various application problems where station activities and large group discussions provide for application scenarios.\n    \nF-IF.4: In Mathematics I Unit 2 Lesson 2.4, students are asked to use information about the purchase of a car to construct a graph of the value of the car over time and identify key features of the graph.\n    \nA-CED.4: In Mathematics III Unit 4B Lesson 4b.1, students are given formulas which relate the frequency and length of the strings on stringed instruments and asked to create a combined formula to determine the tension on the string.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe materials partially meet the expectations for not always treating the three aspects of rigor together and not always treating them separately. Each lesson has an application warm-up exercise, procedural concept development section (guided practice), a problem-based task, and procedural individual practice, regardless of the standards addressed in the lesson. Materials rarely incorporate conceptual understanding into a lesson. The three aspects are not balanced with respect to the standards being addressed as minimal evidence of conceptual understanding can be found throughout the content. The majority of lessons are heavily focused on procedural skill and application. Instructional materials balance procedural fluency problems with application problems throughout the entire series. Procedural skills are enhanced when practiced within the context of an application problem. Instructional materials missed opportunities to incorporate conceptual-based problems throughout the series, thus preventing the balance of all three.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials meet the expectation for supporting the intentional development of overarching, mathematical practices (MPs 1 and 6). Overall, the instructional materials develop both MP1 and MP6 to the full extent of the mathematical practice standards. Accurate and precise mathematical language and conventions are encouraged by both students and teachers as they work with course materials. In each of the units there is also a set of station activities that includes a discussion guide. These discussion guides prompt the instructor to ask discussion questions to help students to make sense of the task and to provide responses including precise vocabulary. Emphasis is placed on using units of measure and labeling axes throughout the series (explicit instruction in Mathematics I Lesson 1.2.1 and expectations of using correct units carried throughout the rest of the series). Making sense of answers within the context of a problem is also emphasized. Students also persevere in problem solving in each problem-based task at the end of each lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3d6dac92-b8a2-4ead-bb76-a3f7702f047c": {"__data__": {"id_": "3d6dac92-b8a2-4ead-bb76-a3f7702f047c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "655e5a69-8840-4c4f-ae70-276f4099dcb0", "node_type": null, "metadata": {}, "hash": "41dd7724f084a588f5289a03ffa82de29eb46ab6821d6b2feee98027db6b9d63"}, "3": {"node_id": "82bed57c-7ca1-4488-bd38-4c1cb0893799", "node_type": null, "metadata": {}, "hash": "b9300120753fb1a5a823aaa5c355fb398bf0b9debe53d3fd5bf07f2359c59e80"}}, "hash": "a2642bb2ea0212040d7ac1dfa6e4417d61433dc8a045abd078e048799f13ab68", "text": "Mathematics II Unit 3 Lesson 2.3. (A-SSE.2): Students solve a quadratic equation and determine whether both solutions make sense in the context of a throwing a basketball.\n    \nMathematics I Unit 2 Lesson 10.1 (F-LE.5): Students need to interpret what the parameters represent in the context of a problem in order to determine whether a solution makes sense. In the implementation guide for the problem-based task with this lesson, teachers are reminded to \"check to make sure that students understand how the pricing on the cell phone plans works. Ask them to determine how much someone would pay under each plan for a given number of minutes.\"\n    \nMathematics I Unit 5 Lesson 6.1 (G-CO.7): Students identify corresponding parts of congruent triangles as they are introduced to symbolic notation and markings used to represent congruent side and angles in geometric figures. In the implementation guide for the problem-based task with this lesson, teachers are reminded to \"encourage students to discuss their prior knowledge of angle pairs formed by a transversal that intersects parallel lines.\"\n    \nMathematics III Unit 2 Lesson 2.2: Students use A-REI.2 and the Pythagorean Theorem (G-SRT.8) to solve problems involving radicals. Students are asked to solve applications in both the warmup and problem-based task that require sense-making and perseverance to initiate and precision of units and language to solve.\n    \nMathematics III Unit 4A Lesson 4a.3: Students work on F-IF.7e. The problem-based task involves creating functions that model the voltage in a three phases of AC coming from a generator. Students will need to persevere to begin the problem and will need to be precise in mathematical language to finish the problem.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials partially meet the expectations for supporting the intentional development of reasoning and explaining (MPs 2 and 3).\n\n\n    The materials develop MP2 as students are provided opportunities in which they can develop their mathematical reasoning skills. Examples of the materials providing opportunities for students to develop MP2 include:\n\n\nIn Mathematics I Unit 1 Station Activities Set 2 Station 4, students are asked to match inequalities to real-world situations. After completing this matching task, students are asked to \u201cexplain the strategies you used to match the inequalities to the situations.\u201d In this activity students decontextualize a situation to represent it symbolically, and they contextualize the symbolic representations by considering if the calculated quantities make sense in the given real-world situations.\n    \nIn Mathematics II Unit 5 Lesson 6.4, the implementation guide for the problem-based task with this lesson reminds teachers that \"students will reason abstractly as they make sense of the information represented in the scenario ... and will reason quantitatively as they calculate the midpoints and slopes of each side length of the triangle.\"\n    \nIn Mathematics III Unit 4A Lesson 2.3, students reason abstractly by determining how to organize data presented to them in a paragraph so that they can find a logarithmic function that models the data. Students also reason quantitatively by determining if the corresponding exponential function models the given data.\n    \n\n\n    The materials do not develop MP3 to its full extent. In the materials, students construct viable arguments, but students are not prompted to critique the reasoning of others. As students complete problem-based tasks, they construct arguments to explain their solutions, but there are no questions or directions in the prompts for students to critique the reasoning of other students regarding the task. In addition, teachers are provided with general instructions to have students discuss their own arguments with each other and explain their own reasoning if disagreements arise while students complete problem-based tasks. Examples of how students do not have to critique the reasoning of others include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "82bed57c-7ca1-4488-bd38-4c1cb0893799": {"__data__": {"id_": "82bed57c-7ca1-4488-bd38-4c1cb0893799", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "3d6dac92-b8a2-4ead-bb76-a3f7702f047c", "node_type": null, "metadata": {}, "hash": "a2642bb2ea0212040d7ac1dfa6e4417d61433dc8a045abd078e048799f13ab68"}, "3": {"node_id": "149910dc-1f8a-484f-be8c-e1d8de88c184", "node_type": null, "metadata": {}, "hash": "8ad1c3c1cddd2e1dfcb14a7338475a2fa8faf406446788321eb254a9ff354b39"}}, "hash": "b9300120753fb1a5a823aaa5c355fb398bf0b9debe53d3fd5bf07f2359c59e80", "text": "In Mathematics I Unit 2 Lesson 4.1, students construct an argument that supports their conclusions about an exponential graph, and the accompanying function, for the depreciating value of a car based on given information. The implementation guide for the problem-based task has teachers \"encourage students to share their thoughts and ideas with others and to defend their ideas should disagreements arise.\"\n    \nIn Mathematics II Unit 3 Lesson 6.1, students construct an argument to determine which of two options is better for investing $20,000 over 5 years. The implementation guide for the problem-based task has teachers \"encourage students to discuss their arguments with each other and explain their reasoning if they do not agree with each other.\"\n    \nIn Mathematics III Unit 2A Lesson 1.3, students construct an argument while determining an expression that can be used to represent the area of a walkway. The implementation guide for the problem-based task has teachers \"encourage students to describe their own solution methods, listen to and critique their classmates\u2019 methods, and discuss which method, if any, is best.\" The implementation guide also states that students could possibly answer \"we agreed that there was no best method because all of our methods worked.\"\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials partially meet the expectations for supporting the intentional development of modeling and using tools (MPs 4 and 5).\n\n\n    The materials fully develop MP4 as students build upon prior knowledge to solve problems, and they create and use models in the problem-based tasks provided with most lessons. The materials pose problems connected to previous concepts and a variety of real-world contexts. Students are provided meaningful real-world problems to model using mathematics as they identify important relationships when there are opportunities to compare and contrast or draw conclusions. In the implementation guides for the problem-based tasks, references to MP4 typically describe how students will translate the context of the tasks into either an algebraic or graphical model.\n\n\n    The materials do not fully develop MP5 as students are not given the opportunity to choose their own tools, but rather, tools are provided to them. The materials do not encourage the use of multiple tools to complete investigations even though tools are incorporated throughout the series as students engage in mathematics; for example, students use a compass and patty paper to perform geometric constructions, a graphing calculator and pencil/paper to graph equations, and a graphing calculator to determine statistics of a data set. While tools are appropriately modeled throughout the series (step-by-step instructions are provided), limited opportunities exist for students to discuss their benefits/limitations and when to use one tool over another. In the implementation guides for the problem-based tasks, references to MP5 typically describe how students will use a form of graphing technology to help them complete the given task.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "149910dc-1f8a-484f-be8c-e1d8de88c184": {"__data__": {"id_": "149910dc-1f8a-484f-be8c-e1d8de88c184", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "82bed57c-7ca1-4488-bd38-4c1cb0893799", "node_type": null, "metadata": {}, "hash": "b9300120753fb1a5a823aaa5c355fb398bf0b9debe53d3fd5bf07f2359c59e80"}, "3": {"node_id": "61e60dc8-1152-477f-ab31-8d6fc38caf98", "node_type": null, "metadata": {}, "hash": "8e23ecf1fa8cd4d08444492ac43738e8bade8d7e85548c0def8c1262cd3926f1"}}, "hash": "8ad1c3c1cddd2e1dfcb14a7338475a2fa8faf406446788321eb254a9ff354b39", "text": "In Mathematics I Unit 3 Station Activities Set 3 Station 3, students use a graphing calculator to solve a system of equations rather than allowing students to use the method they choose to solve the system of equations.\n    \nMathematics I Unit 5 has a strong emphasis on performing geometric constructions. While lessons include step-by-step instructions on how to perform constructions with a compass and straightedge in addition to using patty paper, all examples, problem-based tasks, and practice exercises have students use a compass and straightedge to perform constructions. Directions throughout the unit explicitly state, \u201cUse a compass and straightedge to \u2026\u201d Mathematics I Unit 5 Station Activity Set 2 Station 1 has students show that two triangles are congruent using a ruler and then show the same two triangles are congruent using a protractor. In doing so, students can compare the tools, but the materials do not support students to evaluate the benefits or limitations of each tool or which tool is \u201cbetter\u201d to use in the given context.\n    \nIn Mathematics I Unit 6 Station Activities Set 2 Station 2, the materials state, \u201cDo NOT use your protractor\u201d to determine whether or not two lines are perpendicular. Students are instructed to \u201c...use your protractor to determine whether or not the lines are perpendicular\u201d in the second part of the station task.\n    \nIn Mathematics II, Unit 5 Station Activities students use the provided tools, rather than choosing their own, to investigate angles formed by parallel lines.\n    \nIn Mathematics II Unit 6 Station Activities Set 2, the materials state students \"will be given a ruler, a compass, a protractor, and a calculator\" as they work in groups to answer questions investigating and drawing conclusions about secant and tangent lines to circle theorems.\n    \nIn Mathematics III Unit 1 Lesson 1.1, students engage with S-ID.4 as they determine the mean and standard deviation of data sets. Every example has the students follow a set of steps on a TI calculator to solve for the values. The materials offer little opportunity for students to choose an appropriate tool.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials partially meet the expectations for supporting the intentional development of seeing structure and generalizing (MPs 7 and 8).\n\n\n    The materials develop MP7 as students are provided opportunities in which they can look for and make use of structure. Examples of the materials providing opportunities for students to develop MP7 include:\n\n\nIn Mathematics I Unit 1 Lesson 4.1, students look for and make use of the structure of the information provided about two types of skates to create two linear inequalities in two variables. Students use the linear inequalities to determine possible combinations of the two types of skates that could be made.\n    \nIn Mathematics II Unit 5 Lesson 3.1, students use the structure of similar figures to determine the two possible locations for a vertex of a triangle on the coordinate plane.\n    \nIn Mathematics III Unit 2A Lesson 5.1, students look for and make use of the structure of the information provided to write an explicit formula for a geometric sequence that models the number of people that will hear a positive restaurant experience n weeks after the positive experience was had.\n    \n\n\n    The materials do not develop MP8 to its full extent. In the materials, there are many tasks where students engage in repeated calculations or reasoning, but students do not use the repeated calculations or reasoning to make mathematical generalizations. Examples where students do not use repeated calculations or reasoning to make mathematical generalizations include:\n\n\nIn Mathematics I Unit 2 Lesson 3.1, the implementation guide for the problem-based task states that students engage in MP 8 by \"noticing that the same calculations are performed repeatedly in order to achieve the desired results and recognize that the same domain value is used in order to evaluate the sequences for all three species of trees.\" The repeated calculations are used to answer questions about the diameters of trees and determine which type of trees should be purchased, but the repeated calculations are not used to make any mathematical generalizations. The calculations were made using general formulas provided for each species of tree.\n    \nIn Mathematics II Unit 4 Lesson 1.3, the implementation guide for the problem-based task states that students engage in MP 8 by \"using repeated reasoning as they determine a pattern of possible outcomes when two coins are tossed and using the repeated process of calculating probabilities for each event.\" The pattern of possible outcomes and calculated probabilities are not used to make any mathematical generalizations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "61e60dc8-1152-477f-ab31-8d6fc38caf98": {"__data__": {"id_": "61e60dc8-1152-477f-ab31-8d6fc38caf98", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "149910dc-1f8a-484f-be8c-e1d8de88c184", "node_type": null, "metadata": {}, "hash": "8ad1c3c1cddd2e1dfcb14a7338475a2fa8faf406446788321eb254a9ff354b39"}, "3": {"node_id": "04c92e69-e567-4144-97c3-1948457315ca", "node_type": null, "metadata": {}, "hash": "48b4a43b87a9f7462754a3f4b2288e830e3d40572f911f32ec98a6dd723c868e"}}, "hash": "8e23ecf1fa8cd4d08444492ac43738e8bade8d7e85548c0def8c1262cd3926f1", "text": "In Mathematics III Unit 4A Lesson 1.1, the implementation guide for the problem-based task states that students \"express regularity in repeated reasoning as they explain and justify their steps involved in determining the inverse of the function representing the motion of the overhang of rocks.\" The inverse function that is created is specific to the problem-based task and does not represent any mathematical generalization.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "04c92e69-e567-4144-97c3-1948457315ca": {"__data__": {"id_": "04c92e69-e567-4144-97c3-1948457315ca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45db4ea9-f471-4d17-9264-28246bf12424", "node_type": null, "metadata": {}, "hash": "67a2333494755399a18d138c0049af0743d1b28aace39018b97b4f3f39d055cc"}, "2": {"node_id": "61e60dc8-1152-477f-ab31-8d6fc38caf98", "node_type": null, "metadata": {}, "hash": "8e23ecf1fa8cd4d08444492ac43738e8bade8d7e85548c0def8c1262cd3926f1"}}, "hash": "48b4a43b87a9f7462754a3f4b2288e830e3d40572f911f32ec98a6dd723c868e", "text": "Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "61b61a63-6b49-4357-b53f-846faf2098f4": {"__data__": {"id_": "61b61a63-6b49-4357-b53f-846faf2098f4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "3": {"node_id": "75ba7b2f-10ff-46a2-bc3d-a9c0dd0e4452", "node_type": null, "metadata": {}, "hash": "8d50efcc70540eed765195aecc0f87b2e7dee20607567dc1aa13bcb7e76d6b24"}}, "hash": "a96b152a5a149abd7daf4c87c6df7d013750dad69e6d5e14c729b3a507156936", "text": "Collections\n\nThe instructional materials reviewed for Grade 6 partially met expectations for alignment to the CCSS. The instructional materials partially meet the expectations for Gateway 1 as they feature engaging texts, tasks and questions grounded in evidence, and opportunities for rich reading and literacy growth but inconsistently support speaking and listening. Writing support meets the requirements of the standards, although grammar and conventions lessons and practice are not always connected to the materials at hand in multiple contexts, and culminating tasks are of value but sometimes disconnected to the rich questions and reading that precede them. The instructional materials partially meet the expectations of Gateway 2 as they feature engaging and relevant texts and text sets organized around topics or themes to support students\u2019 growing knowledge deeply but partially support students\u2019 academic vocabulary development and growing integrated skills in literacy. Students are inconsistently asked to integrate their literacy skills (reading, writing, speaking, and listening) into full culminating tasks, and support for students to learn and practice vocabulary to build knowledge as they read texts is minimal. The overall year-long plans and structures for writing and for research instruction are partially present, with inconsistent supports, and there is no year-long plan for independent reading.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 6 materials partially meet the expectations for text quality and complexity and alignment to the standards. The texts used over the course of the year are engaging, rigorous, and organized to supports students' growing literacy skills. Tasks and questions in writing are grounded in evidence, and instructional materials provide many opportunities for rich reading and literacy growth. The materials inconsistently support speaking and listening opporutnities with limited implementation support and accountability, and students do not have consistent opportunities to model the use of academic vocabulary learned in their texts. Writing support meets the requirements of the standards, although grammar and conventions lessons and practice are not always connected to the materials at hand in multiple contexts. Culminating tasks are of value but sometimes disconnected to the rich questions and reading that precede them.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 1a. The anchor texts within each collection are of high quality, engaging to students in Grade 6, and have rich language and themes. There are a total of six Collections throughout the Student Edition. Each Collection labels anchor texts, which drive each collection and provide a cornerstone for exploring the collection topic and culminating performance task. Anchor text topics are engaging to students in Grade 6 and include a variety to keep students\u2019 interest over the course of the school year. Many anchor texts are written by award-winning authors, such as Mark Twain, P.G. Wodehouse, Maya Angelou, and Henry Wadsworth Longfellow.\n\n\n    Some samples of anchor texts that support the high-quality expectations of this indicator include:\n\n\n    Collection 1: \"Facing Fear\" engages students by incorporating an anchor text with the main character at the middle school age.\n\n\n\"The Ravine,\u201d a short story by Graham Salisbury, includes rich figurative language throughout the text (e.g. pg 10, \u201c\u2026little rivulets of water that bled from the side of the cliff.\")\n    \n\"Fears and Phobias,\" is an informational article about experiencing fear at different degrees and explains how fear works.\n    \n\n\n    Collection 2: Animal Intelligence include texts exploring various perspectives on the intelligence of animals.\n\n\n\"The Mixer\" by P.G. Wodehouse, a an engaging story told from a dog's point of view.\n    \nfrom \"How smart Are Animals\" the lens of animal intelligence from a scientific point of view.\n    \n\n\n    Collection 3, \u201cDealing with Disaster\u201d includes texts about natural disasters. Both examples are relevant and interesting to students in Grade 6. Students will be able to relate to characters who are about the same age as them in \u201cFacing Fear.\u201d They are also exposed to news stories about disasters daily in both national and social media.\n\n\n    Collection 4, \u201cMaking Your Voice Heard,\u201d involves anchor texts about people expressing themselves and their ideas.\n\n\n\"Wild Animals aren't Pets\" and \"Let People Own Wild Animals\" are paired texts. Students read opinion pieces on the merits of owning exotic animals and then form their own opinion on this matter.\n    \n\n\n    Collection 5, \u201cDecisions That Matter,\u201d has material that encourages students\u2019 self-advocacy.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "75ba7b2f-10ff-46a2-bc3d-a9c0dd0e4452": {"__data__": {"id_": "75ba7b2f-10ff-46a2-bc3d-a9c0dd0e4452", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "61b61a63-6b49-4357-b53f-846faf2098f4", "node_type": null, "metadata": {}, "hash": "a96b152a5a149abd7daf4c87c6df7d013750dad69e6d5e14c729b3a507156936"}, "3": {"node_id": "b7d5b3f2-bdf1-4a28-b913-0bb9db771c9b", "node_type": null, "metadata": {}, "hash": "62f370ac87e52d6fb5e2608a6e40202b44c1b4ab031c2583c48ed7dd4ff200da"}}, "hash": "8d50efcc70540eed765195aecc0f87b2e7dee20607567dc1aa13bcb7e76d6b24", "text": "from \"It worked for Me: in Life and Leadership\" / from Colin Powell: Military Leader introduces two different genres on the same subjects reveal different aspects.\n    \nPaul Revere's Ride, both a written poem and an audio version; using the power of poetry to immortalize a person and an event decades after its occurrence.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reflect the distribution of text types and genres required by the standards for Grade 6, and therefore fully meet the criteria of indicator 1b. The materials include a mix of informational and literary texts that are aligned to the suggested balance in the CCSS for Grade 6. The ratio of text types (literary to informational text) is roughly 50/50 throughout the student edition, both in numbers of text and in approximate instructional minutes afforded. While this does not account for the reading done outside of the English language arts block, the whole of the program does support students' access to many strong informational pieces of text.\n\n\n    The following are examples of literature found in two collections within the instructional materials:\n\n\n    Collection 3, \u201dDealing with Disasters,\u201d contains eight texts: three informational texts and three literary texts are located in the anthology; two informational and one literary are located in the Close Reader.\n\n\n    Informational:\n\n\n\u201cMammoth Shakes and Monster Waves: Destruction in 12 Countries,\u201d by Brena Z. Guiberson\n    \nFrom A Night to Remember, history writing by Walter Lord\n    \nFrom Titanic at 100: Mystery Solved, a documentary by James Cameron\n    \n\n\n    Literary:\n\n\nFrom \u201cAfter the Hurricane,\u201d a poem by Rita Williams-Garcia, paired with \u201cWatcher, After Katrina, 2005\u201d a poem by Natasha D. Tretheway.\n    \n\u201cThere Will Come Soft Rains,\u201d a short story by Ray Bradbury\n    \n\n\n    Collection 5, \u201cDecisions that Matter,\u201d contains ten texts: four informational texts and three literary texts located in the anthology; two informational and one literary located in the Close Reader.\n\n\n    Informational:\n\n\nFrom It Worked for Me: In Life and Leadership, memoir by Colin Powell\n    \nFrom Colin Powell: Military Leader, biography by Warren Brown\n    \nFrom Every Day is a Good Day: Reflections by Contemporary Indigenous Women, by Wilma Mankiller A1 paired with \u201cCommunity Hero: Chief Wilma Mankiller,\u201d Essay by Susan Abbey\n    \n\u201cOn Doomed Flight, Passengers Vowed to Perish Fighting,\u201d News Article by Jodi Wilgoren and Edward Wong\n    \n\u201cMemorial is Unveiled for Heroes of Flight 93,\u201d TV Newscast by CBS news\n    \n\n\n    Literary\n\n\n\u201cThe First Day of School,\u201d short story by R.V. Cassill\n    \n\u201cThe Road Not Taken,\u201d poem by Robert Frost\n    \n\u201cPaul Revere\u2019s Ride,\u201d poem by Henry Wadsworth Longfellow\n    \n\u201cThe Light - Ah! The Light!,\u201d poem by Joyce Sidman\n    \n\n\n    For Grade 6, the Close Reader contains an additional twelve texts. Eight of the twelve are literary. The Close Reader includes more literary texts, but in delivering the materials, the balance of text types remains close to that called for in the CCSS. Literary texts in the student edition and the Close Reader include short stories, poems, memoirs, biographies and autobiographies, dramas, myths, and folktales. Some examples include:\n\n\n\u201cFine?,\u201d Short Story by Margaret Peterson Haddix\n    \n\u201cAnimal Wisdom,\u201d Poem by Nancy Wood\n    \nFrom It Worked for Me: In Life and Leadership, memoir by Colin Powell\n    \nFrom Colin Powell: Military Leader, biography by Warren Brown\n    \nFrom The Prince and the Pauper, drama by Mark Twain A2\n\nFrom Black Ships Before Troy: The Story of THE ILLIAD, Greek Myth by Rosemary Sutcliffe\n    \n\u201cYeh-Shen: A Cinderella Story from China,\u201d Chinese Folk Tale by Ai-Ling Louie", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b7d5b3f2-bdf1-4a28-b913-0bb9db771c9b": {"__data__": {"id_": "b7d5b3f2-bdf1-4a28-b913-0bb9db771c9b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "75ba7b2f-10ff-46a2-bc3d-a9c0dd0e4452", "node_type": null, "metadata": {}, "hash": "8d50efcc70540eed765195aecc0f87b2e7dee20607567dc1aa13bcb7e76d6b24"}, "3": {"node_id": "f3eb67bb-d357-476a-adf8-eeb7cbcda581", "node_type": null, "metadata": {}, "hash": "5ee7d975c7116d4e761ce380bf6679c6c4c0cc3adafccc487b3e514739668589"}}, "hash": "62f370ac87e52d6fb5e2608a6e40202b44c1b4ab031c2583c48ed7dd4ff200da", "text": "Informational texts in the student edition and Close Reader include articles, videos, speeches, documentaries, commentaries, editorials, and newscasts. Some examples include:\n\n\n\u201cFears and Phobias,\u201d online article by kidshealth.org\n    \n\u201cWired for Fear,\u201d online science exhibit with video by the California Science Center\n    \n\u201cTribute to the Dog,\u201d speech by George Graham Vest\n    \nFrom Titanic at 100: Mystery Solved, Documentary by James Cameron\n    \n\u201cLet People Own Exotic Animals,\u201d commentary by Zuzana Kukol\n    \n\u201cWild Animals Aren\u2019t Pets,\u201d editorial by USA TODAY\n    \n\u201cMemorial is Unveiled for Heroes of Flight 93,\u201d TV newscast by CBS News\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials for Grade 6 fully meets the expectations of indicator 1c. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. The range of texts from a quantitative standpoint are appropriate for the grade band, offering students opportunities to grow and stretch with varying degrees of difficulty. Included in the materials are texts which cannot be measured appropriately with quantitative metrics, such as poetry and shorter pieces.\n\n\nCollection 1 has texts that range from a Lexile measure of 680 up to 1420\n    \nCollection 2 texts range from a Lexile measure of 660 to 1170\n    \nCollection 3 texts range from a Lexile measure of 820 and 1340\n    \nCollection 4 texts range from a Lexile measure of 610 to 1450\n    \nCollection 5 texts range from a Lexile measure of 430 to 1340\n    \nCollection 6 texts range from a Lexile measure of 920 to 1120\n    \n\n\n    From a qualitative standpoint, the texts meet the appropriate levels of rigor and complexity throughout the materials. Some specific examples that demonstrate this include the following:\n\n\n    \"My Wonder Horse\u201d from Collection 2 begins with complex figurative language:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f3eb67bb-d357-476a-adf8-eeb7cbcda581": {"__data__": {"id_": "f3eb67bb-d357-476a-adf8-eeb7cbcda581", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "b7d5b3f2-bdf1-4a28-b913-0bb9db771c9b", "node_type": null, "metadata": {}, "hash": "62f370ac87e52d6fb5e2608a6e40202b44c1b4ab031c2583c48ed7dd4ff200da"}, "3": {"node_id": "8ada58ec-0b08-48d4-9290-6d7c57773ade", "node_type": null, "metadata": {}, "hash": "656fbabd424c6cb0661937ad5c00d3bea5f5e6fbf5804b4366795eb5bb2d11b0"}}, "hash": "5ee7d975c7116d4e761ce380bf6679c6c4c0cc3adafccc487b3e514739668589", "text": "\u201cHe was white. White as memories lost. He was free. Free as happiness is. He was fantasy, liberty, and excitement.\u201d The language and vocabulary is much richer: \u201cvision evoked,\" \u201cparaded his harem,\" \u201clordly rejoicing\u201d\u2026all appear on the first page of the story.\n    \nThe verb tense shifts from present to past throughout the story: \u201cHe allowed himself to be admired,\u201d followed by, \u201cA sudden, violent scream breaks the silence.\" The story is slightly more complex in construction. The principal character struggles with manhood, as represented by the horse. This symbolism engages students in a rigorous critical analysis when they read.\n    \nAnother example comes from Collection 6, a set of traditional stories and the value of culture: Greek mythology, poetry, an excerpt from the Iliad. High qualitative rigor in this collection can be determined from its story structures to archaic language.\n\n\"Black Ships Before Troy, the Story of the Iliad\u201d from Collection 6 contains three stories. These are myths with characters and settings from long ago, adding a layer of complexity absent in the two selections above. Students won\u2019t immediately relate to either and will do so only after a close reading of the text.\n    \nMany principal characters interact with one another, creating multiple parallel episodes.\n    \nThe language contains ancient names, such as Thetis, Priam, Queen Hecuba, Chryseis, and Achilles.\n    \nThe selection includes rigorous vocabulary, such as allied, skirmish, befitted, heralds and pestilence.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials for Grade 6 meet the criteria for 1d. Instructional materials meet the expectation of supporting students\u2019 increasing literacy skills over the course of the school year. Each collection builds in rigor over the course of the school year, providing students opportunities to learn and demonstrate literacy skills at grade level by the end of the school year. Series of texts have a variety of complexity levels and are accompanied by tasks that provide opportunity to practice increasingly rigorous skills. Although there are a few times the quantitative measure extends into the 2-3 grade band, and expands into the 9-10 grade band, the qualitative features keep the texts appropriate for students in Grade 6. \"Using the Collection Your Way\" found on the first page of the \u201cPlan\u201d section in each collection, encourages teachers to structure each collection in various ways.\n\n\n    The knowledge, structure, and language use within the texts expand through the collections. Some examples of this expanding rigor are found in the following examples:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8ada58ec-0b08-48d4-9290-6d7c57773ade": {"__data__": {"id_": "8ada58ec-0b08-48d4-9290-6d7c57773ade", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "f3eb67bb-d357-476a-adf8-eeb7cbcda581", "node_type": null, "metadata": {}, "hash": "5ee7d975c7116d4e761ce380bf6679c6c4c0cc3adafccc487b3e514739668589"}, "3": {"node_id": "93d46327-4cf3-4686-8553-6d088c0d8bb1", "node_type": null, "metadata": {}, "hash": "d4d55d55162bf0c27a97e57296c8acfd91da810081de399916f7d82b11620483"}}, "hash": "656fbabd424c6cb0661937ad5c00d3bea5f5e6fbf5804b4366795eb5bb2d11b0", "text": "Collection 1: \u201cThe Ravine\u201d depicts one principal character battling his fear and the peer pressure that surrounds him. There are no parallel episodes nor significant shifts in time or setting. The vocabulary is mostly simple and conversational, although sometimes venturing into figurative language. The text is at an appropriate level for a student at the beginning of the Grade 6 year.\n    \nCollection 4: \"My Wonder Horse\u201d, a short story by Sabine R. Ulibarri, begins with complex figurative language. For example the text states, \u201cHe was white. White as memories lost. He was free. Free as happiness is. He was fantasy, liberty, and excitement.\u201d The language and vocabulary are much richer than the texts within Collection 1 (for example in \"My Wonder Horse,: \u201cvision evoked,\" \u201cparaded his harem,\" \u201clordly rejoicing\u201d all appear on the first page of the story). Also, the verb tense shifts from present to past throughout the story such as,\u201cHe allowed himself to be admired.\u201d This is followed by, \u201cA sudden, violent scream breaks the silence.\" The story is more complex in construction since the main character is represented by a horse. This symbolism helps to build a more complex text.\n    \nCollection 6 includes Greek mythology, poetry, and an excerpt from the Iliad. These texts are rigorous in that they include unfamiliar story structures and often use of archaic language. The selection \"Black Ships Before Troy, the Story of the Iliad\u201d contains three stories. These are myths with characters and settings from long ago, adding a layer of complexity absent in the year's previous collections. Students won\u2019t immediately relate to either and will do so only after a close reading of the text. Many principal characters interact with one another, creating multiple parallel episodes. The language contains ancient names, such as Thetis, Priam, Queen Hecuba, Chryseis, and Achilles. The selection includes rigorous vocabulary, such as allied, skirmish, befitted, heralds and pestilence.\n    \n\n\n    Overall:\n\n\nThe complexity of anchor texts students read provides an opportunity for students\u2019 literacy skills to increase across the year, and encompasses an entire year\u2019s worth of growth.\n    \nThe complexity of anchor texts support students\u2019 proficiency in reading independently at grade level at the end of the school year.\n    \nSeries of texts include a variety of complexity levels.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials for Grade 6 meet the criteria for Indicator 1e, providing information to the teacher about the text complexity and features of the anchor texts.Anchor texts and series of texts connected to them are accompanied by a text complexity analysis. A rationale for educational purpose and placement in the grade level is included.\n\n\n    Each text is accompanied by a text complexity rubric, found within the Teacher Edition, with quantitative, qualitative and reader/task considerations. There is a rationale for each selection presented under the title and author's name, along with a key learning objective. The information provided includes the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "93d46327-4cf3-4686-8553-6d088c0d8bb1": {"__data__": {"id_": "93d46327-4cf3-4686-8553-6d088c0d8bb1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "8ada58ec-0b08-48d4-9290-6d7c57773ade", "node_type": null, "metadata": {}, "hash": "656fbabd424c6cb0661937ad5c00d3bea5f5e6fbf5804b4366795eb5bb2d11b0"}, "3": {"node_id": "0a769490-5b76-482b-81b9-a81bec1f1715", "node_type": null, "metadata": {}, "hash": "23ea87ee1150a0e3afd9169d804936e5fc0ea92620ccf716a13a4642bd7b6f24"}}, "hash": "d4d55d55162bf0c27a97e57296c8acfd91da810081de399916f7d82b11620483", "text": "A \u201cCommon Core State Standards Connection\u201d lists which common core standards are met within the piece.\n    \nA text complexity rubric, which rates the material on a sliding scale for qualitative measures and states the Lexile for quantitative.\n    \nA rationale for placement, which is the \u201cWhy This Text?\u201d section that states in a few sentences why the text is applicable to the student.\n        \nFor example, \u201cStudents regularly encounter complex works of fiction that present a variety of challenges. This lesson explores the themes and conflicts in a coming-of-age story in which a boy struggles to come to terms with life and its challenges\u201d (HMH 6th Grade, Collection 4, 211A).\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials for Grade 6 partially meet the criteria for indicator 1f. Students are exposed to, and read, a range and volume of texts like long literary essays, brief excerpts, short informational biographies to longer documentaries, drama and poetry, in anchor readings as well as supportive readings. The materials provide text of varying lengths to support students' practicing building stamina with texts over the course of the school year. The Grade 6 materials provide some opportunities to capture fluency practice with oral or silent opportunities within the text in the first part of the year. However, practice and support for students to read silently or orally are minimal and inconsistent in the second half of the year's worth of materials. Materials do not include a mechanism for teachers and/or students to monitor progress toward comprehension of grade level texts by the end of the school year, and as such students may not be supported to be able to comprehend grade level texts at the end of 6th grade.\n\n\n    There are few, general opportunities for students to engage in silent reading but it is not explicitly stated in the instructional materials. In the Student Edition, students are directed to reread lines from the text, supporting silent reading. Before each piece, the teacher is instructed to \u201cHave the students read the background information.\u201d\n\n\n    When looking at the Close Reader, the teacher could choose to have students read the pieces independently, but there is little explicit guidance for encouraging students do so. There are directions before each piece that might be interpreted as suggesting the pieces could be read independently: \u201cStudents should read this argument carefully all the way through\u201d (HMH 6th Grade, Collection 3, 196c). However, there are discussion questions throughout the Teacher Edition for these texts, which makes the reading appear to be led by the teacher and not independent.\n\n\n    There are limited and inconsistent opportunities for oral reading in the materials. Some examples of oral reading opportunities include:\n\n\nCollection 1: After \u201cLife Doesn\u2019t Frighten Me Yet,\u201d by Maya Angelou, the students are asked to complete the Performance Task: \u201cDifferent people can read the same poem aloud in very different ways. Prepare an oral reading of all or a part of \u2018Life Doesn\u2019t Frighten Me Yet.\u2019\u201d This is an example of oral practice with the text. Students are directed to practice independently speaking in front of a mirror or recording and listening to it.\n    \nCollection 2: In the Extend and Reteach section of the Teacher Edition, one task students can practice and apply with either the text \u201cAnimal Wisdom\u201d or \u201cThe Last Wolf\u201d asks students to read the poem aloud a few times, taking turns reading each stanza. It directs teachers to guide students to express the meaning of the poem, using the line breaks and other elements of form to guide them.\n    \nCollection 5: \u201cThe First Day of School,\u201d on page 271 in the Teacher Edition has directions under \u201cScaffolding for ELL Students: Fluent Reading, \u201c that include, \"Listening to fluently read text and being able to read text fluently themselves will help all students comprehend and enjoy the text. Use one of the following approaches to developing fluency that is compatible with your classroom and your students\u2019 needs and abilities.\u201d\n    \n\n\n    Additional oral reading statements are limited to just a few occurrences throughout the Teacher Edition for multiple texts. These include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0a769490-5b76-482b-81b9-a81bec1f1715": {"__data__": {"id_": "0a769490-5b76-482b-81b9-a81bec1f1715", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "93d46327-4cf3-4686-8553-6d088c0d8bb1", "node_type": null, "metadata": {}, "hash": "d4d55d55162bf0c27a97e57296c8acfd91da810081de399916f7d82b11620483"}, "3": {"node_id": "90e409b3-f227-4dcc-bfac-288e128f3e06", "node_type": null, "metadata": {}, "hash": "d6aff7dc73a76d5fdf93c20c85dcab2a78304b12201abbe3be9993374a48ac73"}}, "hash": "23ea87ee1150a0e3afd9169d804936e5fc0ea92620ccf716a13a4642bd7b6f24", "text": "Pair proficient and less proficient readers for paired oral reading.\n    \nChoral read with small groups of students.\n    \nMeet with individual students to echo read part of the text, sentence by sentence.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe materials reviewed for Grade 6 meet the criteria for indicator 1g. Most questions, tasks, and assignments are text-specific and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the texts. Questions draw the reader back into the text and support students\u2019 literacy growth over the course of the school year. The vast majority of tasks focus on central ideas and key details of the text, rather than superficial or peripheral aspects. Reading and writing (and speaking and listening) are done in a cohesive learning environment. Students read and reread to write and discuss. Students refer to how the textbooks' authors write as they write. The materials provide opportunities for evidence-based discussions and writing.\n\n\n    In the main anthology, each set of 6-7 questions include the global statement, italicized and highlighted: \"Support your responses with evidence from the text.\" In addition, most questions draw the reader back to the text with references to lines from the text. \"In lines 126-136...,\" \"Reread lines 295-337,\" \"Review lines 333-357,\" \"Name a detail from the story that...,\" etc. This is consistent throughout the anthology.\n\n\nThe directions at the top of the set of questions say, \u201cCite Text evidence,\u201d which is italicized and highlighted. This is a global emphasis/reminder.\n    \nSome questions have specific lines referenced such as, \u201cReview lines 38-65.\u201d\n    \nStudents are not asked to think about their feelings or opinions.\n    \nIn the Close Reader supplemental book, phrases such as \"cite text evidence\" or \"continue to cite text evidence\" \"support your answer with explicit textual evidence\" directions to \"circle\" and \"underline\" information in the text are often used.\n    \n\n\n    Below are examples of text-dependent and specific questions and discussions included at the end of selections:\n\n\n    Collection 1:\n\n\n\u201cReview lines 1-9 and lines 37-40. What conclusions can you draw about the speaker\u2019s age and personality?\u201d (HMH 6th Grade, Collection 1, 40).\n    \n\u201cReread lines 34-47. Explain why the experiment the author proposes is valuable to the reader\u201d (HMH 6th Grade, Collection 1, 56).\n    \n\u201cCollaborative Discussion: With a partner, discuss the facts and ideas that explain glossophobia and why it is a fear that people must work at overcoming\u201d (HMH 6th Grade, Collection 1, 54).\n    \n\n\n    Collection 2:\n\n\n\u201cReread lines 72-86. Describe the dog\u2019s character. How is his personality the same as or different from any other dog\u2019s personality?\u2019\u201d (HMH 6th Grade, Collection 2, 90).\n    \n\u201cCollaborative Discussion: Can we know for certain whether an animal is showing intelligence, or whether it is simply highly trainable? What are some challenges scientists face in trying to determine animal intelligence? Discuss these questions with a small group. Be sure to cite evidence from the text\u201d (HMH 6th Grade, Collection 2, 112).\n    \n\n\n    Collection 4:\n\n\n\u201cReread lines 62-78. What is the internal conflict? How has this conflict developed and intensified?\u201d (HMH 6th Grade, Collection 4, 220).\n    \n\u201cReread lines 10-15. According to the writer, where are most exotic animals kept and what is the benefit of breeding them?\u201d (HMH 6th Grade, Collection 4, 229).\n    \n\u201cWith a partner, discuss how the story events and other characters affect the narrator\u2019s feelings. Cite specific passages to support your ideas\u201d (HMH 6th Grade, Collection 4, 236).\n    \n\n\n    Collection 5:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "90e409b3-f227-4dcc-bfac-288e128f3e06": {"__data__": {"id_": "90e409b3-f227-4dcc-bfac-288e128f3e06", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "0a769490-5b76-482b-81b9-a81bec1f1715", "node_type": null, "metadata": {}, "hash": "23ea87ee1150a0e3afd9169d804936e5fc0ea92620ccf716a13a4642bd7b6f24"}, "3": {"node_id": "06bdb99a-857b-40d5-895c-08afdc3b3600", "node_type": null, "metadata": {}, "hash": "8dea6eabded3f605a8e9c5579150d5dfd6a50709b9cf3ed3dfd339577f32065f"}}, "hash": "d6aff7dc73a76d5fdf93c20c85dcab2a78304b12201abbe3be9993374a48ac73", "text": "Collection 5:\n\n\n\u201cReview lines 1-15 in It Worked for Me and lines 148-158 in Colin Powell: Military Leader. How does the portrayal of Powell\u2019s after-school job differ in each text? Explain why each author treated this event differently\u201d (HMH 6th Grade, Collection 5, 268).\n    \n\u201cReread lines 114-121. Why does John envy the chicken?\u201d (HMH 6th Grade, Collection 5, 278).\n    \n\u201cCollaborative Discussion: With a small group, discuss how John, Audrey, and their parents react to and feel about the first day of school, citing text evidence to support your ideas\u201d (HMH 6th Grade, Collection 5, 276).\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials partially meets the expectations of indicator 1h for 6th Grade. The culminating tasks are always performance tasks which incorporate reading, writing and speaking. Students draw on their reading and analysis of the collection's selections as well as additional research and the close reading skills gathered while working through each collection. They also direct students back to elements of the read texts and expand upon it. In each collection, the introduction page tells students what their end performance task(s) will be. The disconnect is in the amount of these culminating task where students are using the writing process to complete the task. To complete a performance task, students draw on their reading and analysis of the collection's selections as well as additional research. However, the skills identified in the \"analyzing the text\" section after each piece support students in close reading skills, but do not fully support students performance on the culminating performance task which is most often a writing project.\n\n\n    Throughout Grade 6, the students will complete the following performance tasks:\n\n\nWrite a short story\n    \nWrite two expository essays\n    \nWrite two literary analysis essays\n    \nCreate a multimedia presentation\n    \nWrite a narrative nonfiction\n    \nWrite and present an argument in a speech\n    \nWrite a personal narrative\n    \nWrite an opinion essay\n    \nWrite a play\n    \n\n\n    The following are examples of how the performance tasks partially meet the expectations of this indicator:\n\n\n    Collection 1\n\n\nThe first performance task is to write a short story \u201c. . . in which the main character experiences a personal fear\u201d (HMH 6th Grade, Collection 1, 63). The elements discussed during and after each fictional selection are character, setting, plot, suspense, and central idea. These support the first performance task as they are elements of a short story.\n    \nThe second performance task is to \u201cchoose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.\u201d The elements discussed during the reading of the informational pieces are citing evidence, text features (heading, subheadings, sidebars), central idea, supporting details (fact vs. opinion), and purpose. These support the second performance task as they are elements of expository writing.\n    \n\n\n    Collection 2\n\n\nThe first performance task is a literary analysis essay that analyzes \u201c. . . the dog as the main character and narrator in \u2018The Mixer\u2019\u201d (HMH 6th Grade, Collection 2, 129). The literary elements studied in this collection are characters\u2019 responses, point of view, figurative language, and poetry structure. The elements discussed during the study of \u201cThe Mixer,\u201d in particular, coincide with the first performance task.\n    \nThe second performance task is an expository essay \u201c. . . on how animals exhibit intelligence\u201d (HMH 6th Grade, Collection 2, page 133). The elements studied during the reading of the informational pieces in this collection are the following: trace and evaluate an argument, persuasive techniques, summarize text, author\u2019s purpose, anecdotes, and integrate information. Some of these elements support the performance task, but not all.\n    \n\n\n    Collection 3\n\n\nPerformance Task A is to \u201cCreate a Multimedia Presentation.\u201d The students are instructed to \u201cDo Further Research \u2013 Gain a better understanding of how to prepare for a tsunami or other natural disaster. Review at least two additional print and digital sources to find out what you can do.\u201d No supplementary materials are provided for the teacher to help students in researching.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06bdb99a-857b-40d5-895c-08afdc3b3600": {"__data__": {"id_": "06bdb99a-857b-40d5-895c-08afdc3b3600", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "90e409b3-f227-4dcc-bfac-288e128f3e06", "node_type": null, "metadata": {}, "hash": "d6aff7dc73a76d5fdf93c20c85dcab2a78304b12201abbe3be9993374a48ac73"}, "3": {"node_id": "41fbfc6c-58f0-417d-b1be-332d47ca73b0", "node_type": null, "metadata": {}, "hash": "0d99dffa1d74766c3e0e5be7c7ffc2e94e2fc5b95bdaf47d02526fa01f4537a8"}}, "hash": "8dea6eabded3f605a8e9c5579150d5dfd6a50709b9cf3ed3dfd339577f32065f", "text": "Collection 5\n\n\nThe first performance task is to write a personal narrative \u201cabout a decision [students] made or will make that will have an impact on [their] immediate future.\u201d The directions ask the students to think about the Colin Powell piece and reflect on how that decision affected his life. In the teacher edition sidebars, teachers are told to explain that memoirs use first-person point of view, may choose to tell about people or events that had a strong impact, share personal thoughts and feelings, and reflect on his/her life. The three questions after the Powell piece in the unit focus on summarizing, interpreting, and evaluating which person or event was most influential to his life. The task relates to the elements of the memoir that were discussed during the reading of the piece.\n    \n\n\n    Collection 6\n\n\nIn Collection 6, The second performance task is to \u201cadapt another selection (or part of a selection) in this collection as a play. Then [the student] will perform the play for the audience.\u201d This task requires students to pick a selection and deeply understand the plot and setting. The student determines the characters and what kind of dialogue to include, as well as stage directions. They will model this after The Prince and the Pauper. The questions after the play in the book do not discuss the structure of the drama; however, there is a page after the play that goes into detail describing drama.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials for Grade 6 partially meet the requirements of indicator i. The materials provide some opportunities for evidence-based discussions and some use of modeling and use of academic vocabulary and syntax, although implementation in the classroom is not explicitly supported with guidance for misunderstandings nor with accountability.\n\n\n    The materials partially support the use and practice with academic vocabulary, providing frequent and repeated exposure to a list of Grade 6-appropriate words (five words per collection); there is encouraged use of these words in each of the collaborative discussions and performance tasks (a sidebar next to the \u201cPlan\u201d section) throughout each collection. The teacher is prompted to pronounce each word aloud so students can hear the correct pronunciation. However, protocols to engage students in developing their speaking and listening are minimally provided to support this work. There is minimal support for students who misunderstand the use of vocabulary and syntax.\n\n\n    Following are some examples that represent how the program partially meets the expectation of this indicator over the year's worth of materials:\nCollection 1\n\nStudents are asked to discuss story elements with a partner. No protocols for speaking and listening are provided\n    \n\"With a partner, students explain glossophobia using evidence from the text.\" No protocols for speaking and listening are provided, nor are there supports around understanding the importance of this particular word in or out of context of the text itself.\n    \n\n\n    Collection 4: Academic Vocabulary include: appropriate, authority, consequence, justify, and legal.\n    Teacher notes: \"as you discuss Wild Animals Aren't Pets, students are applying authority and legalize\" in their conversation. No guidance for teachers to support this is included.\n\n\n    Collection 5: on page 282 - Students discuss the title of the poem and are instructed to consider why the author chose that title, using evidence from the text. No protocols for speaking and listening are provided.\n\n\n    Collection 6\n\n\nAcademic Vocabulary include: emphasize, occur, period, relevant, tradition are listed as key words to engage with in the collection.\n    \n\u201cAs you discuss Black Ships Before Troy, apply occur, occurred and period in your discussion.\u201d No further support nor explanation is present for teacher or student.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials for Grade 6 partially meet the criteria for indicator 1j. Speaking and listening work that is assigned requires students to collect evidence from multiple texts and sources, but there are few directions and minimal support for implementation in the classroom. Few speaking opportunities are included in small group and class projects; most speaking is somewhat incidental or noted as something students will do (rather than a supported protocol or organized structured lesson). The sections and lessons supporting speaking and language standards are present, but lacking direction and support for implementation in the classroom. For example, teacher notes will indicate students are to have a debate, but there is no protocol nor instructional support for the debate that incorporates specific, useful evidence from the texts themselves.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "41fbfc6c-58f0-417d-b1be-332d47ca73b0": {"__data__": {"id_": "41fbfc6c-58f0-417d-b1be-332d47ca73b0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "06bdb99a-857b-40d5-895c-08afdc3b3600", "node_type": null, "metadata": {}, "hash": "8dea6eabded3f605a8e9c5579150d5dfd6a50709b9cf3ed3dfd339577f32065f"}, "3": {"node_id": "4ab14a09-368a-4f6d-982f-36d441309c8c", "node_type": null, "metadata": {}, "hash": "0e477fbe96f69ed5698553e05f96129aa8d27cf74f3d3011cee79e64827702d2"}}, "hash": "0d99dffa1d74766c3e0e5be7c7ffc2e94e2fc5b95bdaf47d02526fa01f4537a8", "text": "Some speaking and listening components within assignments provided in the student and teacher edition include the following representative examples. In some cases, instruction on classroom implementation is minimal or absent, and in others, there is minimal connection to the texts being studied.\n\n\n    Collection 1\n\n\nOn page 62, after \u201cWired for Fear,\u201d students create an audio recording for a podcast with a partner or individually. They present these to a small group first for critique and then the entire class. Students are given a short, bullet list for directions.\n    \nOn page 69, part of Performance Task B; write an expository essay, students can choose to present their finished copy through a speech or recording the essay as a news report and sharing it, but lacks direction for how to do these. There is minimal direction regarding how to incorporate specific evidence from the text.\n    \n\n\n    Collection 3\n\n\nOn page 170, after \u201cWatcher,\u201d students are asked to create a poem for a performance task. In the teacher edition, it says students can share their poems with the class, but not specific direction for verbally sharing their poem nor for identifying how evidence should be incorporated into the poem creation.\n    \nOn page 182, after \u201cThe Banana Tree,\u201d students are asked to write a description for the performance task. In the teacher edition, it says \u201cStudents can present descriptions to the class and discuss each storm.\u201d It includes not direction for how to present the materials, nor are there suggestions about the levels or types of evidence that should be incorporated in the descriptions.\n    \nOn page 200, after \u201cTitanic at 100: Mystery Solved,\u201d the performance task to create a multimedia presentation or poster that describes how the excerpt from A Night to Remember and the film clip from Titanic at 100: Mystery Solved work together to give students a clearer understanding of what happened the night Titanic sank. Students then present their work to the class, but only a few bullets for how to prepare the work in content and in process. There is minimal direction for delivering the presentation.\n    \n\n\n    Collection 4\n\n\nOn page 238, after \u201cEleven,\u201d students hold a small group discussion on the role of Mrs. Price as a minor character. Then they share the group\u2019s ideas with the rest of the class using examples from th text, but there is minimal direction for what \"sharing\" will look like.\n    \nOn page 234, the performance task is an argumentative speech. The textbook includes 1-1/2 pages of instruction on how to plan it (choose your position, gather information, do further research, organize your ideas, and consider your purpose and audience). The producing of the speech is less than 1-1/2 pages long (draft your speech, prepare visuals, practice your speech, evaluate your speech, and deliver your speech). Focus on eliciting strong evidence from the texts used is minimal.\n    \n\n\n    Collection 6\n\n\nOn page 334, after \u201cThe Apple of Discord I,\u201d students give a speech that presents their opinion on whether they agree with Eris, the Goddess of Discord. A short, bullet list for speech practice is provided. There is minimal support around how to incorporate evidence from the reading.\n    \nOn page 363, after The Prince and the Pauper, students complete a dramatic reading of a portion of the play in a small group with no protocol for how to speak the parts.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials for Grade 6 partially meet the expectations for indicator 1k. Materials include a mix of both on-demand and process writing; however, there are minimal supports to ensure the students and teachers can account for progress, dive deeper into writing practice when it is needed, and attend to misunderstandings. The on-demand writing is only found in the Performance Assessment booklet. Although the longer writing pieces contain the instruction to have students revise and/or edit, the shorter writing pieces do not. The longer writing pieces contain rubrics, but the shorter pieces do not.\n\n\nOn-Demand\n\n\n    Productive writing is found in the \u201cPerformance Assessment\u201d booklet, which is consumable. The tasks in this book are step by step culminating projects where students read multiple sources on the same topics, review models and respond by writing one of each over the span of the year: argumentative, informative or literary analysis essay.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ab14a09-368a-4f6d-982f-36d441309c8c": {"__data__": {"id_": "4ab14a09-368a-4f6d-982f-36d441309c8c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "41fbfc6c-58f0-417d-b1be-332d47ca73b0", "node_type": null, "metadata": {}, "hash": "0d99dffa1d74766c3e0e5be7c7ffc2e94e2fc5b95bdaf47d02526fa01f4537a8"}, "3": {"node_id": "ec2c33ab-3fed-4a1d-b2fa-c11c23b3f34f", "node_type": null, "metadata": {}, "hash": "ede808db604e6f7c646aca936223cd4da6158300364f7c09cbd6023003081a19"}}, "hash": "0e477fbe96f69ed5698553e05f96129aa8d27cf74f3d3011cee79e64827702d2", "text": "The on-demand portion of the book is found in Unit 4: Mixed Practice. These are research simulations. Students write an argumentative, informative and literary analysis essay in a timed situation. The directions before each say, \u201cThere are two parts to most formal writing tests. Both parts of the tests are timed, so it\u2019s important to use your limited time wisely\u201d\n\n\nProcess Writing\n\n\n    Process writing occurs in both the textbook and the Performance Assessment booklet. The shorter writing pieces are found after each text in the main textbook in the \u201cPerformance Task\u201d box. The longer writing pieces are found at the end of each collection in the textbook and in the Performance Assessment booklet.\n\n\n    The shorter writing pieces have very little direction for the students and/or teacher. There are few rubrics, graphic organizers or other supplemental material to help the teacher guide the student through the multiple processes of writing.\n\n\n    Below is an example of directions for a short writing activity that encourages students to practice the writing process. There is no rubric nor teacher support to help students who may need help:\n\n\nWrite a one-page essay to explain the author\u2019s purpose in writing How Smart Are Animals?\n    \n\n\nReview the selection. Note clues that help you determine author\u2019s purpose in writing it.\n    \nSummarize the important ideas from the text.\n    \nCite relevant textual evidence to support your analysis such as facts, definitions, details and examples that help show the author\u2019s purpose.\n    \n\n\n    Extended writing pieces occur at the end of the collection and provide about four pages of directions for the student, one of which is the rubric. The directions for writing are broken down into four steps: plan, produce, revise, and present. Each step takes up approximately half of a page of the student edition; the plan step is the exception as those directions usually cover an entire page. The teacher edition has a small paragraph for each step that has the teacher remind or explain something to the student about that step in the process. Below is an example from Collection 2, page 129-131:\n\n\n    Assignment - Write a literary analysis essay in which you write an analysis of the dog as the main character and narrator in \u201cThe Mixer.\u201d\n\n\nPlan:\n\nGather Information - Jot down information about the dog\u2019s personality and character traits and how these influence how he narrates the story.\n            \n\n\nOrganize Your Ideas - Think about how you will organize your ideas. A three-column chart can help you present your ideas effectively. [Underneath this in the book is an example of a chart.]\n            \n\n\nConsider Your Purpose and Audience - Think about who will read or listen to your analysis and what you want them to understand. Keep this in mind as you prepare to write.\n            \n\n\nProduce:\n\nWrite Your Analysis - Review your notes and the information in your chart as you begin your draft. [There are four bullets beneath this give students further instruction on what to include in the draft.]\n            \n\n\nRevise:\n\nReview Your Draft - Use the chart on the following page [rubric] to evaluate your draft. Work with a partner to determine if you have explained your ideas clearly. [There are four bullets below this for things to consider as students are editing.]\n            \n\n\nPresent:\n\nCreate a Finished Copy - Finalize your analysis and choose a way to share it with your audience. [There are three bullets under this for students to consider.]", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ec2c33ab-3fed-4a1d-b2fa-c11c23b3f34f": {"__data__": {"id_": "ec2c33ab-3fed-4a1d-b2fa-c11c23b3f34f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "4ab14a09-368a-4f6d-982f-36d441309c8c", "node_type": null, "metadata": {}, "hash": "0e477fbe96f69ed5698553e05f96129aa8d27cf74f3d3011cee79e64827702d2"}, "3": {"node_id": "bf3e0169-9317-4f44-86ff-05e18a83908c", "node_type": null, "metadata": {}, "hash": "f3300f6e6da864d6c453fbcb8b97a3dd2428e2101d31504ab2a210e42260e35b"}}, "hash": "ede808db604e6f7c646aca936223cd4da6158300364f7c09cbd6023003081a19", "text": "Extended process writing is also found in the Performance Assessment booklet in Units 1, 2, and 3. Directions for the writing in this booklet walks the students through a close reading of two texts. After reading, Step 1 has the students answer multiple choice questions that will help them in writing the essay. In Step 2, students answer \u201cProse Constructed-Response\u201d questions to get them thinking about the topic. Step 3 includes a graphic organizer to help the students finalize their plan for their essay. Step 4 is a bulleted list for students to think about while they draft their essay. Step 5 is a revision checklist so students can self-evaluate their writing. Step 6 is a revision checklist for a peer to edit their paper. The last step is for students to turn in the final draft of their essay.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials for Grade 6 fully meet the criteria for indicator 1l. Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards.\n\n\n    Students are writing literary and expository essays, poems, analysis, a play, an argumentative speech argumentative, and narrative and informative pieces. Students are also required to do short research projects and gather evidence from multiple sources. The instructional materials include opportunities for students to write in all modes required by the CCSS for Grade 6: argumentative, narrative, and informative/expository.\n\n\n    Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). The Performance Assessment consumable booklets provide anchors and models prior to students writing on their own. The mini and culminating performance tasks are all modeled through the texts they read.\n\n\n    Examples of different writing opportunities in the materials include:\n\n\nShorter Process Writing:\n        \nCollection 1 - essay, narrative, summary, and letter. The directions for this writing are brief and usually given in three to four bullets.\n            \nCollection 2 - three essays and a slideshow presentation.\n            \nCollection 3 - poem, description, research, and a computer presentation.\n            \nCollection 4 - two essays and a poem.\n            \nCollection 5 - speech, essay, analysis and a commentary.\n            \nCollection 6 - analysis, speech, and a narrative.\n            \n\n\nExtended Process Writing\n        \nCollection 1 - short story and expository essay.\n            \nCollection 2 - literary analysis essay and expository essay.\n            \nCollection 3 - multimedia presentation and narrative nonfiction\n            \nCollection 4 - argument in a speech.\n            \nCollection 5 - personal narrative and opinion essay.\n            \nCollection 6 - literary analysis essay and a play.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 1m. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around student analyses and claims developed from reading closely and working with source. Materials provide opportunities that build students\u2019 writing skills over the course of the school year.\n\n\n    Students are consistently prompted back to models and texts for evidence when writing. Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Students are frequently asked to prove their claims with evidence from the text, from \"Analyzing the Text\" questions to Performance Tasks.\n\n\n    Some examples of evidence-based writing include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bf3e0169-9317-4f44-86ff-05e18a83908c": {"__data__": {"id_": "bf3e0169-9317-4f44-86ff-05e18a83908c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "ec2c33ab-3fed-4a1d-b2fa-c11c23b3f34f", "node_type": null, "metadata": {}, "hash": "ede808db604e6f7c646aca936223cd4da6158300364f7c09cbd6023003081a19"}, "3": {"node_id": "385975b0-2676-4b58-8bdb-7c173d09d3b0", "node_type": null, "metadata": {}, "hash": "b72d469bf484e406900783e39f4f53b6fb484f3714493a3c0fc94790cb8c7bf2"}}, "hash": "f3300f6e6da864d6c453fbcb8b97a3dd2428e2101d31504ab2a210e42260e35b", "text": "Some examples of evidence-based writing include:\n\n\nCollection 1: Students \u201cchoose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.\u201d\n    \nCollection 2: Students write a literary analysis of The Mixer.\n\nCollection 4: Students write an argument speech and use two texts from the collection, \u201cWild Animals Aren\u2019t Pets\u201d and \u201cLet People Own Exotic Animals\u201d to help form and support their stance.\n    \n\n\n    Overall:\n\n\nMaterials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence.\n    \nWriting opportunities are focused around student analyses and claims developed from reading closely and working with sources\n    \nMaterials provide opportunities that build students\u2019 writing skills over the course of the school year.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 1n. Materials include some explicit instruction of grammar and convention standards, but grammar and convention instruction is not provided in a sequence of increasingly sophisticated contexts over the course of the year. There are opportunities for students to demonstrate some application of skills in context, but they are infrequent. While there are pages dedicated to the grammar standards for this grade level, and definitions/examples are provided along with practice sentences, the student edition does not provide explicit instruction on how to execute the skill. After each piece in the Collection, there is a \u201cCritical Vocabulary, Vocabulary Strategy, and Language Conventions\u201d section. The skills practiced go along with the piece that students just read. While these sections use sentences from the selection as examples, this language practice is still done out of context.\n\n\n    The textbook does contain instruction for the language skills identified in the CCSS-ELA Grade 6; however, the guidance for instruction is minimal. There are times when the grammar is taught in context, but the connection is insufficient. Skills taught out of context do not provide sufficient practice to allow for mastery of the standards. In order to teach the language skills adequately, teachers will have to supplement with curriculum of their own making, or by purchasing supplementary materials.\n\n\n    The following are the list of language and style skills covered in all of the collections:\n\n\nCollection 1 - Recognize Variations from Standard English; Commas and Dashes; Subjective and Objective Pronouns; Possessive Pronouns.\n    \nCollection 2: Intensive Pronouns; Relative Pronouns (who and whom); Pronoun Number; Capitalization.\n    \nCollection 3: Shifts in Pronoun Person; Capitalization; Consistency in Style and Tone.\n    \nCollection 4: Improving Expression; Spell Words Correctly; Punctuating Dialogue.\n    \nCollection 5: Analogies; Using a Thesaurus.\n    \nCollection 6: Spell Words Correctly; Parenthesis.\n    \n\n\n    Here is a representative example of how the materials partially meet the expectation of indicator 1n:\n\n\n    In Collection 2, \u201cLanguage Conventions: Intensive Pronouns\u201d is paired with \u201cThe Mixer.\u201d\u201cLanguage Conventions: Intensive Pronouns\u201d is paired with \u201cThe Mixer.\u201d\n\n\nA definition of what students are working on is included: \u201cIntensive pronouns are formed by adding -self or - selves to certain personal pronouns and are used to intensify, or emphasize, the nouns or pronouns to which they refer.\u201d\n    \nOne example sentence from the selection is provided: \u201c\u2018Here is an example of an intensive pronoun from \u2018The Mixer.\u2019 \u2018Then somebody struck a light, and it was the man himself.\u201d After that example, four more general examples are provided. \u201cHere are some more examples:\u201d\n    \nAfter one sentence of further explanation, five practice sentences in the practice and apply section are included. These sentences are not from the story - \u201cComplete each sentence with the correct intensive pronoun.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "385975b0-2676-4b58-8bdb-7c173d09d3b0": {"__data__": {"id_": "385975b0-2676-4b58-8bdb-7c173d09d3b0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "bf3e0169-9317-4f44-86ff-05e18a83908c", "node_type": null, "metadata": {}, "hash": "f3300f6e6da864d6c453fbcb8b97a3dd2428e2101d31504ab2a210e42260e35b"}, "3": {"node_id": "fa84db54-b767-4954-91bc-08719d5365b9", "node_type": null, "metadata": {}, "hash": "efd24dae6eca848b5ad021d18c17e9eefad633c566f2b89682c35efb16e504c1"}}, "hash": "b72d469bf484e406900783e39f4f53b6fb484f3714493a3c0fc94790cb8c7bf2", "text": "The students ____________ made all the refreshments.\n            \nI _____________ had the best audition.\n            \nJudith _____________ is to blame.\n            \nYou ____________ have to take responsibility for this.\n            \nRico will finish the diorama _________________.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials for Grade 6 partially meet the expectations of Gateway 2: Building Knowledge with Texts, Vocabulary, and Tasks. Texts and text sets are organized around topics or themes to support students\u2019 growing knowledge deeply. Topics and themes are relevant and engaging to students, and writing and speaking tasks are connected to the themes shared. The materials partially support students\u2019 academic vocabulary development and growing integrated skills in literacy. There are some questions and tasks that grow students\u2019 knowledge of some literary terms, but the practice in this area focuses mostly on surface elements of the text and text features, rather than diving deeply into the text. Students may miss opoportunities to develop and extend their knowledge of the topics or themes without more guidance and support from the teacher. Students have some opportunities to think critically and analyze concepts across multiple texts, but these opportunities are inconsistent and not explicitly engaged over the whole school year. Additionally, students are inconsistently asked to integrate their literacy skills (reading, writing, speaking, and listening) into full culminating tasks. Frequently, culminating tasks focus on only one skill or do not require students to incorporate the text itself to complete the task. Other tasks have connections that are weak and/or missing instructional supports for the teacher to attend to misunderstandings. Academic vocabulary structures are in place, but support for students to learn and practice this vocabulary to build knowledge as they read texts is minimal. Much academic vocabulary practice is disconnected from the texts and text sets, although in some instances there are opportunities for students to focus in on author\u2019s choices of words and structures. The overall year-long plans and structures for writing and for research instruction are partially present, with inconsistent supports. The writing instruction, while it does have key components, does not support students\u2019 increasing skills over the year. Research skills are not taught in a progression of focused projects over the course of the school year. Overall, the materials partially build knowledge through integration of reading, writing, speaking, listening, and language activities as they learn about topics and themes. To wholly ensure students\u2019 growing literacy skills, the teacher will need to provide supplementary support and more focused attention on building strong academic vocabulary. There is no year-long independent reading plan.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe materials reviewed for Grade 6 meet the criteria for texts being organized around a topic/topics or themes to build students\u2019 ability to read and comprehend complex texts independently and proficiently. Texts included in Collections are sometimes organized around topics, but more commonly organized around themes, which is appropriate for grades 6-8. The series of texts in each collection are cohesive and are related to the anchor texts.\n\n\n    Collection 1: The collection is organized under the theme: \u201cFacing Fear\u201d and the topic of phobias. There are five informational pieces in this collection which cover what a fear/phobia is, how it would affect a person, how to get over it, the science behind the fear of public speaking, and a video that shows how the brain deals with fear. There are four literary pieces that also deal with fear. Samples from the text selections include:\n\n\n\u201cFears and Phobias\u201d is an article describing the nature of fear and how it can affect daily life.\n    \n\u201cFace Your Fears: Choking Under Pressure is Every Athlete\u2019s Worst Nightmare\u201d is an article about struggling and failing during athletic events\n    \n\u201cIn the Spotlight\u201d is an article that discusses the fear of public speaking and specifically addresses students.\n    \n\u201cFace your Fears and Scare the Phobias Out of Your Brain\u201d is an article that examines a new form of therapy that has people face their phobias.\n    \n\u201cWired for Fear\u201d is an online exhibit that shows how fear affects the brain.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fa84db54-b767-4954-91bc-08719d5365b9": {"__data__": {"id_": "fa84db54-b767-4954-91bc-08719d5365b9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "385975b0-2676-4b58-8bdb-7c173d09d3b0", "node_type": null, "metadata": {}, "hash": "b72d469bf484e406900783e39f4f53b6fb484f3714493a3c0fc94790cb8c7bf2"}, "3": {"node_id": "5e0b9778-757c-4f3b-b048-919a31178957", "node_type": null, "metadata": {}, "hash": "e4153a9012f70da6702857ed2c0112582c29d3895a474feb776d319d1f092af7"}}, "hash": "efd24dae6eca848b5ad021d18c17e9eefad633c566f2b89682c35efb16e504c1", "text": "Collection 2: This collection is organized under the topic of \u201cAnimal Intelligence.\u201d The first texts are literary texts and a persuasive speech, the poetry is about wild animals, followed by four informational pieces combining both domestic and wild animal intelligence. Samples from the text selections include:\n\n\n\nThe Mixer by P.G. Wodehouse is a literary story about how a dog\u2019s actions affect his master\u2019s plan.\n    \n\u201cTribute to the Dog,\u201d by George Graham West is a persuasive speech about the dog\u2019s value to people, and how dogs are more faithful than people.\n    \n\n\u201cAnimal Wisdom\u201d by Nancy Wood and \u201cThe Last Wolf\u201d by Mary TallMountain form a poem pair that create certain impressions and insights and understanding of wild animals, their intelligence, and their environment.\n    \n\nHow Smart are Animals? by Dorothy Hinshaw is an informational about distinct traits.\n    \n\n\n    Collection 3: This collection is organized under the theme \u201cDealing with Disaster.\u201d The topic that comes through these pieces is disasters. The informational texts in this collection deal with tsunamis and the sinking of the Titanic. There are three literary texts that deal with hurricanes. Samples from the text selections include:\n\n\n\"Mammoth Shakes and Monster Waves, Destruction in 12 Countries\u201d describes the 2004 Tsunami and the cause and effect of the tsunami. It uses scientific descriptions as well as personal stories.\n    \nThe second text is a book review about a cargo ship dumping bath toys in the ocean.\n    \nOther short pieces include, \u201cAfter the Hurricane,\" \u201cWatcher, After Katrina, 2005,\" and \u201cThere Will come Soft Rains\"\n    \n\n\n    Collection 4: This collection is organized under the theme \u201cMaking Your Voice Heard.\u201d The topic in this unit is self-expression. Students encounter a variety of text including; short story, editorial/commentary, informational text, then short stories and poems. Samples from the text selections include:\n\n\n\u201cMy Wonder Horse\u201d is a short story by Sabine R. UliBarri (realistic fiction) a coming of age story that teaches the theme of internal vs. external conflict.\n    \n\u201cWild Animals Aren\u2019t Pets\u201d is an editorial published in USA Today.\n    \n\u201cEleven\u201d is a short story by Sandra Cisneros about the only female in a family with seven children and an experience she has in her classroom.\n    \n\u201cWhat Do Fish Have to Do with Anything?\u201d is a short story by Avi on a student's struggle.\n    \n\u201cA Voice,\u201d by Pat Mora and\u201cWords Like Freedom,\u201dby Langston Hughes form a poem pair on themes of immigration and freedom.\n    \n\n\n    Collection 5: This collection is organized under the theme \u201c(Making) Decisions That Matter.\u201d Students read about different decisions that had substantial consequences in history, and read fictional pieces that explore the theme. Samples from the text selections include:\n\n\n\nIt Worked for Me: In Life and Leadership, and Colin Powell: Military Leader, which are selections from Colin Powell\u2019s memoir and a biography of Powell.\n    \n\nEvery Day is a New Day and \u201cCommunity Hero: Chief Wilma Mankiller,\" Wilma Mankiller\u2019s autobiography and an essay about her.\n    \n\u201cThe First Day of School\u201d is a short story (realistic fiction) on desegregation.\n    \n\u201cPaul Revere's Ride\u201da Longfellow poem.\n    \n\n\u201cThe Light - Ah! The Light\u201d is a poem about Marie Curie discovering radioactivity principles.\n    \n\n\u201cOn Doomed Flight, Passengers Vowed to Perish Fighting,\u201d and \u201cMemorial Is Unveiled for Heroes of Flight 93,\u201d which are respectively a news article and TV newscast.\n    \n\n\n    Collection 6: The theme for Collection 6 is \"What Tales Tell,\" and digs into topics by including stories that reveal the values of cultures. Samples from the text selections include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e0b9778-757c-4f3b-b048-919a31178957": {"__data__": {"id_": "5e0b9778-757c-4f3b-b048-919a31178957", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "fa84db54-b767-4954-91bc-08719d5365b9", "node_type": null, "metadata": {}, "hash": "efd24dae6eca848b5ad021d18c17e9eefad633c566f2b89682c35efb16e504c1"}, "3": {"node_id": "2a0921c6-7012-4cc1-ad1e-1e356d84ab9f", "node_type": null, "metadata": {}, "hash": "340756e4d429565476dd5f0ca58f773d283e60055d403231fd279a9043221a5f"}}, "hash": "e4153a9012f70da6702857ed2c0112582c29d3895a474feb776d319d1f092af7", "text": "The Iliad (The Classics), by Rosemary Sutcliffe tell classic adventures of well-known heroes.\n    \n\n\u201cMedusa's Head\u201d retold by Olivia Coolidge, and \u201cMedusa,\u201d by Agha Shahid Ali are a retelling of the myth and a poem.\n    \n\n\u201cThe Apple of Discord,\u201d by Kate Hovey is a poem on the viewpoint of humans and gods.\n    \n\nYeh-Shen: A Cinderella Story from China \u2013 a Chinese folktale to compare stories across time and place.\n    \n\nThe Prince and the Pauper, by Mark Twain reveals ideas of the rich and poor in society.\n    \nA dramatic version of Mark Twain\u2019s The Prince and the Pauper by Joellen Bland, and Marvel Comics\u2019 graphic novel.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nMaterials reviewed for Grade 6 partially meet the criteria for indicator 2b. Materials contain sets of questions and tasks, but they inconsistently require students to analyze the language, key ideas, details, craft, and structure of individual texts in a coherent sequence related to the standards. Over the course of the year, instructional materials and identified elements stay consistent and do not grow in rigor from early in the year (considering smaller components) to being more embedded in student work at the end of the year. There are limited rubrics and scoring guides for students to work with the specifics of text components as they grow their understanding of topic and theme.\n\n\n    At the beginning of each text, there is a \u201cWhy this Text?\u201d box which includes a lesson focus for that text. Underneath this box, is the \u201cKey Learning Objective.\u201d Each text has guided discussions in the margins of the teacher edition. These discussions focus around two or three key skills. Each text also has a set of analysis questions at the end where students typically answer five to eight questions, each with a specific target. Each set of analysis questions that accompany individual texts start with the global phrase \"Cite Text Evidence \u2013 Support your responses with evidence from the text.\"\n\n\n    There is an outline provided that indicates at what point students will practice analyzing different components of the texts. For example, according to these overviews, the following skills will be covered (examples include some but not all indicated components of study):\n\n\n\n\n\nCollection 1: The student will be able to:\n\n\nDescribe characters and setting and make inferences in the context of a short story.\n    \nDescribe plot elements and analyze point of view in a short story.\n    \nDescribe the structure of a lyric poem and identify repetition and rhyme scheme.\n    \nCite textual evidence to analyze text features and structure.\n    \nDetermine central ideas and supporting details in informational text.\n    \n\n\nCollection 2: The student will be able to:\n\n\nDescribe how characters respond and change and analyze point of view in a short story.\n    \nUnderstand how personification and imagery emphasize themes and ideas in poetry and learn how to paraphrase these ideas.\n    \nSummarize central ideas and important details and determine author\u2019s purpose\n    \nAnalyze how anecdotes and text features contribute to the structure of a text.\n    \n\n\n\n\n\nCollection 3: The student will be able to:\n\n\nIdentify and analyze cause-and-effect organization and determine meanings of technical language in an informational text.\n    \nAnalyze and compare poetic form and learn how poets use form, alliteration, and tone to express feelings and ideas.\n    \nIdentify and analyze how dialect and imagery, including figurative language, bring a story to life.\n    \nAnalyze elements of narrative nonfiction, including how authors establish style and tone in their writing.\n    \nUnderstand the features and analyze the purpose of a documentary, as well as integrate its information with other sources.\n    \n\n\n\n\n\nCollection 6: The student will be able to:\n\n\nDescribe literary elements and determine themes in a Greek myth.\n    \nUnderstand and identify the elements of a parody and learn to compare and contrast texts in different genres.\n    \nAnalyze structure and cite textual evidence.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2a0921c6-7012-4cc1-ad1e-1e356d84ab9f": {"__data__": {"id_": "2a0921c6-7012-4cc1-ad1e-1e356d84ab9f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "5e0b9778-757c-4f3b-b048-919a31178957", "node_type": null, "metadata": {}, "hash": "e4153a9012f70da6702857ed2c0112582c29d3895a474feb776d319d1f092af7"}, "3": {"node_id": "763f86dd-51b6-4dfa-b368-d774a62d988c", "node_type": null, "metadata": {}, "hash": "fd158866a62ae225d38adc5df7ec504a49a1ddd243cd1f7b9f031a2a336d5120"}}, "hash": "340756e4d429565476dd5f0ca58f773d283e60055d403231fd279a9043221a5f", "text": "There are questions and tasks that support students\u2019 understanding of these components, but they are infrequently employed over the course of the school year. Guidance for teachers to support students who exhibit misunderstandings or struggle are minimal. The following examples are representative of questions and tasks that do support students\u2019 development in this area, but are missing instructional supports to assure learning:\n\n\nFrom Collection 2: \u201cExamine lines 12-17 of \u2018Animal Wisdom.\u2019 Find two examples of imagery and describe the image that each suggests\u201d (page 104).\n    \nFrom Collection 3: \u201cReview lines 129-142. Then reread the footnote for aboriginal. What does the footnote explain that helps you understand the people\u2019s response to the tsunami?\u201d (page 154). Also: \u201cReview lines 101-121 and examine how the poet arranges the words and lines. Describe the variations in line lengths. What circumstances is the poet trying to explain, and how does the form support those ideas?\u201d (page 165).\n    \nFrom Collection 6: \u201cRead lines 8-20. Identify the central idea in this paragraph. What details support the central idea?\u201d (page 370).\n    \n\n\n    Below is specific evidence from an anchor text in Collection 1 that is representative of how the materials partially meet the expectations of this indicator:\n\n\n\n\n\nAnalysis of Materials for \u201cThe Ravine\u201d\n\n\n    The key learning objective of this story is that the student will be able to describe characters and setting and make inferences in the context of a short story. The textbook gives the teacher the following to facilitate the learning and assess if the objective is understood by the students:\n\n\nDiscussion questions during the reading \u2013 ten focused on character, two focused on setting, five on inferences.\n    \nDescription of how to extend and reteach conflict and character development.\n    \nFive questions that focus on characterization and plot and one that focuses on setting.\n    \nA three-paragraph essay that compares and contrasts character traits.\n    \n\n\n    Although all of the discussion and short answer questions focus on the key learning objective, they are not equally distributed and there is minimal opportunity for teachers to evaluate the level of understanding from each student. Much of the directions in the teacher edition are intended for whole class discussions. The short answer questions mainly assess the students\u2019 understanding of characterization and plot; study of setting is only covered in one question. The longer performance task will also assess characters as it asks students to compare and contrast character traits. This assessment pieces in this story will really only give teachers insight into how each student understands the characters, but will not provide a deeper look into students\u2019 understanding of key details, vocabulary, and overall craft of the piece.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nMaterials reviewed for Grade 6 partially meet the expectations of indicator 2c. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts, but instructional direction for teachers to support students' engaging in this work is not consistent nor clear. The majority of analysis questions and tasks apply to single texts, although there are occasional cross-text tasks and questions. Students may not be prepared to demonstrate mastery of integrating knowledge and ideas as an embedded part of their regular work by the end of the year, and in this case the teacher will need to create or identify resources outside the materials to support their building knowledge and demonstrating skill in this area.\n\n\n    Within each collection, text-specific questions appear in \u201cAnalyzing the Text\u201d section. There are typically a range of 5-8 questions following each selection. Some questions and tasks do meet these expectations. For example, on page 126 of the Student Edition, question 5 says, \"A rattlesnake and a special whale find their prey in different ways.\" Students are asked to to \"prove\" this statement by reviewing and using information from a particular part of the text.\n\n\n    Other questions lead the student to write more commentary and don\u2019t specifically ask for evidence other than the general line at the top of each question section. For example, \u201cWhat opinion does the author of Tall Mountain have of the wolf and of people and their effect on the environment?\u201d Teacher directions are not included with questions like this to attend to misunderstandings about the text or its content.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "763f86dd-51b6-4dfa-b368-d774a62d988c": {"__data__": {"id_": "763f86dd-51b6-4dfa-b368-d774a62d988c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "2a0921c6-7012-4cc1-ad1e-1e356d84ab9f", "node_type": null, "metadata": {}, "hash": "340756e4d429565476dd5f0ca58f773d283e60055d403231fd279a9043221a5f"}, "3": {"node_id": "410ab57e-05a4-4d12-ba7f-870ab210ad00", "node_type": null, "metadata": {}, "hash": "0ef340ca892f44861013c23ddf5a9d8024d4c6e00387f902a549b8e363edf3cf"}}, "hash": "fd158866a62ae225d38adc5df7ec504a49a1ddd243cd1f7b9f031a2a336d5120", "text": "In Collection 6, What Tales Tell, has students comparing versions of \"The Prince and the Pauper,\" including a drama by Joellen Bland and a graphic story by Marvel Comics. After the third version of the story, in the Close Reader (page 128), students are asked to \"Analyze the way you learn about Tom and the prince's similarities in the three versions of the story. Which version was most effective? Review your reading notes and cite text evidence in your response.\" This sample of work supports students' working with knowledge across texts, but this is one of the few examples across the program's year's worth of materials.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 2d. Students are sometimes offered the opportunity to demonstrate their knowledge through culminating tasks that integrate skills. Each Collection typically provides two performance tasks as culminating projects. These are often full writing projects requiring some components of research and the writing process; there are also are speaking and listening and multimedia expectations in many. To complete the performance tasks, students draw on their reading and analysis of the collection's selections as well as additional research.\n\n\n    However, the skills studied in the \"analyzing the text\" section after each piece do not necessarily lead to the culminating performance task of a writing project. The reading standards that are the focus of each analyzing the text section prepare students to be close readers, but teachers will need to rely on the Performance Assessment booklet to guide students in the writing process to support written culminating tasks. There is minimal support for the teacher to identify how and when this Performance Assessment work is used in conjunction with the main student edition.\n\n\n    The skills studied in the \"Analyzing the Text\" section after each piece sometimes lead students to completing the culminating writing performance tasks. Teachers will need to rely on the Performance Assessment booklet to guide students in the writing process in order to support written culminating tasks, as there is less guidance to support students in this area in the main student edition.\n\n\n    For some culminating tasks, the questions and tasks preceding do align and support students' understandings and abilities to complete the assignments. In others, the teacher will need to create or obtain other supports to ensure students have the knowledge and tools to complete the tasks.\n\n\n    Examples representative of the program supporting students in demonstrating knowledge through an integrated culminating task include (but are not limited to) the following:\n\n\nCollection 4 has one performance task \u2013 \"present an argument in a speech.\" This performance task asks students to gather evidence for their arguments about whether people should own exotic animals, based on texts in the collection. There is no outside research, so students gather all evidence they need from the pieces in the textbook. This collection also has questions following the argument pieces in it that ask students whether the argument is convincing; this is preparation for the performance task.\n    \n\n\n    Students will need exposure to additional language arts skills independently to prepare for the end of unit performance task. Examples representative of the need for more support in this area include (but are not limited to) the following:\n\n\nIn Collection 1, the second performance task is to write an expository essay about fear. Content understanding is definitely supported with the theme of all of the pieces; however, skills support leading up to this big task is not explicit. The assignment is to \u201cchoose a fear and write an expository essay about it, using the texts [students] have read in this collection and adding [their] own research.\u201d There are informational pieces in the collection that will help the students complete this essay, and some of the questions they have answered after each selection can be used as evidence in the essay. However, this is not explicitly stated in the textbook; rather, the teacher will have to make those connections and illustrate them to the students.\n    \n\n\n    For example, after the piece, \"Fear and Phobias,\" there is the following question: \"What causes phobias? Cite evidence from the text that explains where phobias come from\" (page 48). The answer to this question can help the students with evidence for the culminating project; however, nowhere in the teacher's or student's edition does it connect this. In the directions for the Performance Task B, under \"Plan,\" the instructions include: \"Look for information about the type of fear you are investigating. Jot down important facts, examples and definitions . . . .\" (page 67). The teacher will need to fill in instructional supports for students to complete the essay.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "410ab57e-05a4-4d12-ba7f-870ab210ad00": {"__data__": {"id_": "410ab57e-05a4-4d12-ba7f-870ab210ad00", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "763f86dd-51b6-4dfa-b368-d774a62d988c", "node_type": null, "metadata": {}, "hash": "fd158866a62ae225d38adc5df7ec504a49a1ddd243cd1f7b9f031a2a336d5120"}, "3": {"node_id": "a86c3da1-2269-4fa5-b9b6-e8ca6e9689f6", "node_type": null, "metadata": {}, "hash": "9f450f49a19c76aa9410654d621c2dfbc8d4909fe319dccc0aec1886636f7649"}}, "hash": "0ef340ca892f44861013c23ddf5a9d8024d4c6e00387f902a549b8e363edf3cf", "text": "In Collection 5, the first performance task is to write a personal narrative \u201cabout a decision [students] made or will make that will have an impact on [their] immediate future.\u201d The directions ask the students to think about the Colin Powell piece and reflect on how that decision affected his life. However, the questions after the Colin Powell piece in the unit do not focus on analyzing his decisions. Teachers will need to support students' understanding of the connections between the task and the text to ensure students are able to complete the culminating task.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 2e. There are academic vocabulary assignments and lessons present, but the materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Each collection has a box for \u201cAcademic Vocabulary\u201d at the beginning stating, \u201cStudy the words and their definitions in the chart below. You will use these words as you discuss and write about the texts in this collection.\u201d There are generally five words in this box. As a blanket statement, students are encouraged to practice using these vocabulary words in the following areas within the collection: \"Collaborative Discussion\" at the end of each selection, \"Analyzing the Text\" questions for each selection, brief performance tasks, and the End-of-Collection Performance Tasks. Once into those sections, there is no explicit instructions for teacher guidance to support students' vocabulary development. The teacher and students must remember to include the use of the words in these areas. There is little evidence of an actual scope and sequence of skills or a \"year-long plan\" beyond these labeled components. There is little explicit vertical articulation of vocabulary skills or use of academic vocabulary across collections within a grade level throughout the year.\n\n\n    Examples of resources for vocabulary include multiple pages, although they are disconnected from the contexts of the texts:\n\n\nStudents' texts include several reference pages on vocabulary and spelling (pages R52-R59), as well as a glossary of academic vocabulary (page R76) and a glossary of critical vocabulary (pages R77-R79).\n    \nThe strategy of \"Using Context Clues\" on page 15 is not connected to other texts or vocabulary practice pages.\n    \n\n\n    For each text from the teacher edition anthology, the teacher is directed to discuss the academic vocabulary with the students from the \u201cApplying Academic Vocabulary\u201d section. General instructions are given before each discussion point. At the end of each text, students encounter a critical vocabulary section which encourage use of all of the critical vocabulary words with practice outside of the text content. Students are invited to discuss vocabulary as it relates to the text and/or topic and theme being studied. Support for these conversations and tasks is minimal:\n\n\nIn each Collection there are directions to the teacher to share with the students this type of prompt: \"As you discuss (title), incorporate the following Collection 1 academic vocabulary words: evident, factor, indicate, similar, and specific.\" Further instruction and modeling on how to incorporate these words is minimal.\n    \nPerformance Task A for Collection 2 has a sidebar in the plan section stating \u201cAs you plan, write, and review your draft, be sure to use the academic vocabulary words.\u201d It repeats this for Performance Task B.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 2f. Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole year. However, materials do not support students' increasing skills over the course of the school year. Materials within the anthology include prompts but do not include a full year-long plans, models nor protocols to support students' writing. The addition of the Performance Assessment booklet will be needed to support modeling, process, and practice of writing. The Performance Assessment booklet contains three individual units and one comprehensive unit. Since each of the six collections throughout the year contain multiple types of writing experiences, in order to receive the full instruction on the writing process for each mode of writing, the entire Performance Assessment booklet would need to be taught prior to end-of-collection performance tasks found within the anthology.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a86c3da1-2269-4fa5-b9b6-e8ca6e9689f6": {"__data__": {"id_": "a86c3da1-2269-4fa5-b9b6-e8ca6e9689f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "410ab57e-05a4-4d12-ba7f-870ab210ad00", "node_type": null, "metadata": {}, "hash": "0ef340ca892f44861013c23ddf5a9d8024d4c6e00387f902a549b8e363edf3cf"}, "3": {"node_id": "7a03c8a3-36ec-4c5d-b1df-7ab7ef453b15", "node_type": null, "metadata": {}, "hash": "49bc5f3f633ebd25d69820a472c2df4ee9437b3a81e87f56e1f9a97416883ebc"}}, "hash": "9f450f49a19c76aa9410654d621c2dfbc8d4909fe319dccc0aec1886636f7649", "text": "The materials includes opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 6 (argumentative, narrative, and informative). It also has students do short research projects and gather evidence from multiple sources. Although it does all of these things, it does not do them in a complete manner. Teachers will sometimes need to add supplementary materials for certain tasks such as rubrics, graphic organizers, etc. to support students' learning. The anthology provides a simple outline to provide support for the specific performance task topic, but no support for the full writing process.\n\n\n    Performance Assessment booklet: The Performance Assessment booklet has the most complete instruction for students and teachers, however is a stand-alone piece that does not necessarily connect to the texts in the anthology. Within the Performance Assessment booklet, HMH walks students through the three types of writing; argumentative, informative, and a literary analysis essay. Students are provided sources and the ability to write in the booklet and take notes. There are close reading questions after each source that assists students in the writing task. However, for Unit 1, this sequence builds students toward writing an argumentative essay, a text type they have not even read within the anthology selections.\n\n\n    Within each collection in the anthology, most culminating tasks are written performance tasks. The performance tasks are engaging and meaningful activities on their own, but there is no writing support within the collection itself. Students\u2019 reading provides models of the type of writing they will be asked to do. While students encounter multiple opportunities to build their close reading skills throughout the collection, they do not directly prepare students for the culminating performance task using the full writing process.\n\n\n    Collection 1 has two tasks:\n\n\nPerformance Task A - Write a short story. While students closely read and analyze short stories throughout Collection 1, there is no direct instruction as to how they should brainstorm, plan, organize, draft, revise, and publish written work. This is also the first time they've even been exposed to the rubric.\n    \nPerformance Task B - Write your own Expository Essay. Even though they have written explanatory answers to text-dependent questions, students have not had exposure to crafting their own expository essay within the collection.\n    \n\n\n    Examples of performance tasks across the collections during the school year that involve writing include expository essay, short story, nonfiction narrative, personal narrative, multimedia presentation and opinion essay. The teacher will have to supplement instruction for these pieces over the year. Each section has a Plan, Produce, Revise and Edit and Present section. The Plan section is usually the most in depth and supports students in the topic they will be writing about. The Revise and Edit section contains very general instructions such as, \u201cUse the chart on the next page to evaluate the content and style of your draft.\u201d Then there are four to five bullets with more detail. The book relies on the rubric included for students to edit.\n\n\n    Shorter Writing Opportunities:\n\n\n    After each text within a collection, there is a shorter performance task. The instructions for this performance task are usually brief and contain general instructions. In the teacher edition, there are ideas for how to implement this task. There is no rubric for this task given with the materials. Teachers would have to decide how many points to assign this and on what skills they will focus for the rubric. These shorter performance tasks include styles of writing like: essay, narrative, summary, letter, poem, description, research and analysis.\n\n\n    As an example, here is an excerpt from Collection 5, page 292:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a03c8a3-36ec-4c5d-b1df-7ab7ef453b15": {"__data__": {"id_": "7a03c8a3-36ec-4c5d-b1df-7ab7ef453b15", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "a86c3da1-2269-4fa5-b9b6-e8ca6e9689f6", "node_type": null, "metadata": {}, "hash": "9f450f49a19c76aa9410654d621c2dfbc8d4909fe319dccc0aec1886636f7649"}, "3": {"node_id": "2fa2cc9f-fcaa-400f-b54c-24e4ccb36662", "node_type": null, "metadata": {}, "hash": "9962119e8d42f7cf246fa6ad73419ddaf52941e48a26fc3b7d8a244edebe4705"}}, "hash": "49bc5f3f633ebd25d69820a472c2df4ee9437b3a81e87f56e1f9a97416883ebc", "text": "As an example, here is an excerpt from Collection 5, page 292:\n\n\n    \u201cWrite an essay that analyzes how the individual stanzas fit into the poem\u2019s overall structure. Choose three or four stanzas. Decide how each stanza helps develop the plot. Note the ideas you want to include. Take notes about details and information you will include to support your ideas. Plan and organize your essay. Draft three ideas you will discuss and details to support them. Use a formal writing style. Include linking and transition words to show how your ideas are related. Use clear, precise language. Be sure your introduction and conclusion help readers understand your topic.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials for Grade 6 partially meet the expectations of indicator 2g. While students consistently confront and analyze different aspects of a topic using multiple texts and source materials, the materials do not include a progression of focused research projects providing students robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. Research skill practice and learning do not follow a clear progression; there is not an overview of research skill progressions.\n\n\n    When looking at the Student Resources Index of Skills for Grade 6, page R84, there are two different categories listed under research: \u201cresearch, conducting, 67-68, 133-134, R8-R9\u201d and \u201cresearch questions, 186, 191.\u201d The standards ask sixth graders to \u201cGather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.\u201d In order to accomplish that with this project, teachers will have to add a lot of extra instruction and materials.\n\n\n    Conducting Research\n\n\n    The first instruction in research skills is found in Collection 1, pages 67-68. This is the Performance Task B \u2013 write an expository essay. There are two pages of instruction for how to do the research. These are very general. For example, \u201cGather Information: Look for information about the type of fear you are investigating. Jot down important facts, examples, and definitions, including: what causes this type of fear; what happens to our bodies and emotions in response to this fear; what methods can be sued to overcome this fear\u201d (Collection 1, page 67). The only instruction for finding credible sources is the following: \u201cMake sure facts are credible. If possible, back up facts with research or endorsements from experts\u201d (Collection 1, page 67).\n\n\n    The second instruction in research skills is found in Performance Task B \u2013 write an expository essay in Collection 2, pages 133-134. There are two pages of instruction for how to complete the research. The instructions are almost identical to the research project in Collection 1.\n\n\n    Below are the instructions for \u201cDo Research\u201d from the task in Collection 1 and 2 for comparison:\n\n\nCollection 1, pages 67-68:\n\n\n    Do Research - Use print and digital sources to find additional definitions, information, and quotations from experts.\n\n\nSearch for unique or little-known facts. Make sure facts are credible. If possible, back up facts with research or endorsements from experts.\n    \nCite real-life examples of people living with this fear and explain how they overcame it.\n    \nExplore and provide links to websites that can be used as resources for understanding this fear.\n    \nIdentify any visuals, such as pictures or graphs that illustrate your ideas.\n    \n\n\nCollection 2, pages 133-134:\n\n\n    Do Research \u2013 Use print and digital sources to gain a better understanding of how animals show intelligence.\n\n\nSearch for facts that support your ideas. If possible, back up facts with research or endorsements from experts.\n    \nUse relevant sources. Find sources online using appropriate keywords. Also use your school library to research books and magazines.\n    \nCite real-life examples of animal intelligence from credible sources.\n    \nCheck that the information you find is supported by the information you read in the collection.\n    \n\n\n    As seen in the examples, the instruction and support for the teacher to implement is inconsistently comprehensive.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe materials for Grade 6 do not meet the expectations of indicator 2h.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2fa2cc9f-fcaa-400f-b54c-24e4ccb36662": {"__data__": {"id_": "2fa2cc9f-fcaa-400f-b54c-24e4ccb36662", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fbe169ae-2321-42b6-b493-3272ebc503cf", "node_type": null, "metadata": {}, "hash": "7ed239980094999ffe37061d14c9eccf7591de64a8162dfd6fa508f3a10022a5"}, "2": {"node_id": "7a03c8a3-36ec-4c5d-b1df-7ab7ef453b15", "node_type": null, "metadata": {}, "hash": "49bc5f3f633ebd25d69820a472c2df4ee9437b3a81e87f56e1f9a97416883ebc"}}, "hash": "9962119e8d42f7cf246fa6ad73419ddaf52941e48a26fc3b7d8a244edebe4705", "text": "There is no evidence of independent reading in this curriculum. There is no explicit instruction for this. Materials do not provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Independent reading is not a part of this curriculum.\n\n\n    The \"Close Reader\" book is closest to having students read on their own; however, there is not explicit instruction on that. There is language stating students should be reading this on their own is the following: \"Students should read this short story carefully all the way through.\" (HMH Collections 7th Grade Teacher's Edition 18c).\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b00944fb-999a-46aa-b7e6-0b61c8be62c6": {"__data__": {"id_": "b00944fb-999a-46aa-b7e6-0b61c8be62c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "3": {"node_id": "b2c62479-52aa-41b4-bea4-f2e1c3fc3038", "node_type": null, "metadata": {}, "hash": "684ca27a3a89357f403a5c79babd41744c35ad078c853baade30e549c446a6f8"}}, "hash": "e58d0dde08a812ab56eff7f1c5385ef86abacc86c34a04f9255f5085b4067c86", "text": "Core Knowledge Language Arts (CKLA)\n\nCore Knowledge Language Arts Grade 2 instructional materials meet expectations of alignment to the standards. Texts included with the materials are of quality and consistently demonstrate appropriate and growing complexity for the students and related tasks. Texts are organized and bolstered with evidence-based questions and tasks to support students\u2019 growing literacy skills. These evidence-based questions and tasks build students\u2019 knowledge on topics while engaging them in rich, rigorous discussions, grounded in evidence and providing meaningful opportunities for academic vocabulary practice. The materials fully engage students in the development of their foundational skills. Writing instruction over the course of the school year is consistent and organized to support students\u2019 development of different types of writing as outlined in the standards. The materials provide practical opportunities for students to demonstrate both growth and proficiency at grade level in reading, writing, speaking, and listening.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe instructional materials for Grade 2 meet the expectations of Gateway 1. Texts are appropriately rigorous and organized in a manner to support students' skill development. Texts are of high quality and are engaging with rich language. The materials provide many opportunities for text-based questions and tasks and writing instruction that encompasses the standards. Discussion includes modeling and practice of academic vocabulary. The materials support teachers to teach foundational skills to build reading acquisition by providing systematic and explicit instruction.\n\nText Complexity & Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.\n\nThe instructional materials for Grade 2 meet the expectation that anchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests. It is clear that the majority of the texts are of publishable quality. Domain 1 consists of fairy tales and tall tales. Included in Domain 1 are \u201cThe Fisherman and his Wife,\u201d \u201cThe Emperor\u2019s New Clothes,\u201d and \u201cBeauty and the Beast.\u201d Other domains have some texts that are published, such as in Domain 2, where the famous folktale, \u201cThe Tiger, the Brahman, and the Jackal\u201d is included. Domain 4 contains famous Greek myths, including \u201cPrometheus and Pandora,\u201d \u201cArachne the Weaver,\u201d and \u201cDaedalus and Icarus.\u201d\n\n\n    In other domains, it is not clear that the texts have been previously published, but the content is rich. The texts are of publishable quality and include topics interesting to students at Grade 2. For example, in Domain 3, according to CKLA, \u201cStudents will learn about the gods and goddesses of the ancient Greeks, the city-states of Sparta and Athens, and the philosophers Socrates, Plato, and Aristotle. They will learn about the first Olympic Games held in honor of Zeus, the significance of the battles of Marathon and Thermopylae, and the conquests of Alexander the Great\u201d (page 2). In Domain 5, the topic focuses on the War of 1812, and again the content is complex, the vocabulary is rich, and the images and illustrations are accurate. It should be noted that there are no acknowledgements or references available for the writers or for the development of the information.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b2c62479-52aa-41b4-bea4-f2e1c3fc3038": {"__data__": {"id_": "b2c62479-52aa-41b4-bea4-f2e1c3fc3038", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "b00944fb-999a-46aa-b7e6-0b61c8be62c6", "node_type": null, "metadata": {}, "hash": "e58d0dde08a812ab56eff7f1c5385ef86abacc86c34a04f9255f5085b4067c86"}, "3": {"node_id": "7b902c26-2d99-4fdb-bf0b-562547b79bc3", "node_type": null, "metadata": {}, "hash": "aa471e18da96812e74d7495297f7b0d50ed203c5a24e2f8a78548e260f778955"}}, "hash": "684ca27a3a89357f403a5c79babd41744c35ad078c853baade30e549c446a6f8", "text": "While some texts do not appear to be previously published, they do appear to be of publishable quality due to the engaging vocabulary in each of the texts. Some examples of these texts include \u201cBroad Stripes and Bright Stars\u201d (Domain 5, Lesson 6), \u201cThe Trail of Tears\u201d (Domain 7, Lesson 5), and \u201cA Mosaic of Immigrants\u201d (Domain 11, Lesson 7). Vocabulary words are defined within the texts to help students better understand the content.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials for Grade 2 meet the expectations that texts reflect the distribution of text types and genres required by the standards. There are a variety of text types and genres including literature, literary nonfiction, informational texts, folktales, and poems in the Grade 2 domains. Each domain is organized around a topic, and the read-aloud texts within the domains include literature and informational texts; most of them contain informational texts. Some domains are specifically literary or informational. It should be noted, however, that the last six domains contain all informational texts. Of the 12 domains, only two are dedicated to literary/fictional topics. Of the 95 texts in this series, only 21 are literary.\n\n\n    Domain 1 covers fairy tales and tall tales. Domain 4 is dedicated to Greek myths. The rest of the domains are focused on either a science topic or a social studies topic, although some of the domains include literary texts and informational texts. For example, while the majority of Domains 2, 3, and 6 contain informational texts, some literary texts are found in those domains. Other domains contain only informational text, including Domains 5, 7, 8, 9, 10, 11, and 12. There is not an equal distribution of literary and informational in the Grade 2 curriculum. It should be noted that according to the K-2 Program Guide, \u201cThe amount of nonfiction gradually increases, reaching the 50-50 balance of fiction and nonfiction by third grade.\u201d The Program Guide also states that the balance is achieved throughout the day, not just in the language arts block, and teachers should have students read literature and informational texts in all subjects.\n\n\n    Below is each domain with the text types within:\n\n\nDomain 1: Fairy Tales and Tall Tales\n        \nThis domain contains 8 stories, including popular folktales such as \u201cThe Fisherman and His Wife\u201d and \u201cBeauty and the Beast\u201d and folktales such as \u201cPaul Bunyan\u201d and \u201cPecos Bill.\u201d\n            \n\n\nDomain 2: Early Asian Civilizations\n        \nThis domain contains 3 stories, including \u201cThe Tiger, the Brahman, and the Jackal\u201d and \u201cThe Blind Men and the Elephant.\u201d It contains 11 informational texts about ancient China and India, including original fiction from ancient India.\n            \n\n\nDomain 3: The Ancient Greek Civilizations\n        \nThis domain contains 3 literary texts, including one about a boy who lived in Sparta and how on his seventh birthday, his life changed forever. There are 9 informational texts.\n            \n\n\nDomain 4: Greek Myths\n        \nThis domain contains 10 literary texts, including \u201cThe Twelve Gods of Mount Olympus\u201d and \u201cTheseus and the Minotaur.\u201d\n            \n\n\nDomain 5: The War of 1812\n        \nThis domain has 8 informational texts, including literary nonfiction such as a story of a grandfather telling his grandchildren about the War of 1812.\n            \n\n\nDomain 6: Cycles in Nature\n        \nThis domain has 1 poem and 8 informational texts such as \u201cThe Reasons for Seasons\u201d and \u201cThe Water Cycle.\u201d\n            \n\n\nDomain 7: Westward Expansion\n        \nThis domain has 9 informational texts, including a journal entry.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b902c26-2d99-4fdb-bf0b-562547b79bc3": {"__data__": {"id_": "7b902c26-2d99-4fdb-bf0b-562547b79bc3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "b2c62479-52aa-41b4-bea4-f2e1c3fc3038", "node_type": null, "metadata": {}, "hash": "684ca27a3a89357f403a5c79babd41744c35ad078c853baade30e549c446a6f8"}, "3": {"node_id": "04b3f6c0-a1a3-415d-ae73-a1e24c677d63", "node_type": null, "metadata": {}, "hash": "ba61226d9e6105af3ebbc91cfd37531f494235de124f4b5b851cf048cfe4135d"}}, "hash": "aa471e18da96812e74d7495297f7b0d50ed203c5a24e2f8a78548e260f778955", "text": "Domain 8: Insects\n        \nThis domain contains 8 informational texts. \u201cEach of the read-alouds in this domain is narrated by a different character. Lessons 1 through 7 are narrated by an insect character, and Lesson 8 is narrated by an entomologist\u201d (page 2).\n            \n\n\nDomain 9: The U.S. Civil War\n        \nThis domain has 11 informational texts, including \u201cAbraham Lincoln\u201d and \u201cClara Barton.\u201d\n            \n\n\nDomain 10: Human Body: Building Blocks of Nutrition\n        \nThis domain has 9 informational texts. A nutritionist character reinforces the basic facts students learn throughout the domain.\n            \n\n\nDomain 11: Immigration\n        \nThis domain has 10 informational texts, including \u201cE Pluribus Unum\u201d and \u201cGold Mountain.\u201d\n            \n\n\nDomain 12: Fighting for a Cause\n        \nThis domain contains 9 informational texts such as \u201cMary McLeod Bethune: A Dedicated Teacher\u201d and \u201cCesar Chavez: Protector of Workers\u2019 Rights.\u201d\n\nTexts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\nThe materials reviewed for Grade 2 meet expectations that texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity according to quantitative analysis, qualitative analysis, and a relationship to their associated student task.\n\n\n    For example, in Domain 2, Lesson 8, the read-aloud text, \u201cThe Yellow and the Yangtze Rivers,\u201d has a Lexile of 940. The knowledge demands are moderately to very complex, because students need to remember other rivers they have read about that support ancient cultures. There are many academic vocabulary words, but understanding of the words comes from the teacher questioning students or defining the word while reading the text.\n\n\n    One example of a read-aloud text being complex for Grade 2 students is in Domain 3, Lesson 5 \u201cAll for Sparta.\u201d The Lexile is a 1070, and the qualitative features are very complex. The language features are very complex because of the complex sentences and the difficulty of identifying who is speaking at times in the text. The meaning is also very complex because the theme is implicit. There are supports built within the lesson, such as defining words in the text. For example, on page 69 it says, \u201cThe Spartans fought a long war of conquest against this city. That means they forcefully took over the city.\"\n\n\n    \u201cArachne, the Weaver\u201d is a complex read-aloud text in Domain 4, Lesson 4, with a Lexile of 940. While the text structure is only slightly complex due to the single story line, the language features are moderately complex due to its complex vocabulary words. Many of the complex vocabulary words are defined or discussed. The knowledge demands are moderately complex, because the students need to have knowledge of other Greek myths and gods. The task for this story is for students in groups to create a tapestry that retells this story.\n\n\n    In Domain 5, Lesson 7, the read-aloud text, \u201cThe Battle After the War,\u201d is also appropriately complex. It has a Lexile of 910, and the qualitative features are moderately to very complex. For example, the majority of the sentences are complex sentences with some archaic vocabulary words. Supports are provided throughout the lesson to help students complete the task of explaining why the War of 1812 is often called America\u2019s second war for independence. One such support is using Flip Book images from Lesson 6 to help students remember the events in chronological order.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "04b3f6c0-a1a3-415d-ae73-a1e24c677d63": {"__data__": {"id_": "04b3f6c0-a1a3-415d-ae73-a1e24c677d63", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "7b902c26-2d99-4fdb-bf0b-562547b79bc3", "node_type": null, "metadata": {}, "hash": "aa471e18da96812e74d7495297f7b0d50ed203c5a24e2f8a78548e260f778955"}, "3": {"node_id": "0e660fc6-d9c0-4ba3-8c01-df1b57bfd2a9", "node_type": null, "metadata": {}, "hash": "2d31e05664afcede292f075360f7b1bebb4ef1386467005dd56390031e5548c5"}}, "hash": "ba61226d9e6105af3ebbc91cfd37531f494235de124f4b5b851cf048cfe4135d", "text": "In Domain 6, Lesson 3, \u201cFour Seasons in One Year\u201d is also complex with a Lexile of 1000. There are complex sentences and complex vocabulary such as migrate, absorbed, and minimum, but these words are defined for students by the teacher. This text requires different knowledge demands, depending on where the student is located. If the student is familiar with the four seasons the text is less complex, compared to if the student is not familiar with the four seasons. However, the teacher's guide says that if this is the case, the teacher should show additional images of seasons that students may not know.\n\n\n    In Domain 7, Lesson 3, the read-aloud text, \u201cThe Journey of a Twelve-Year-Old on the Erie Canal\u201d has a Lexile of 1250. However, the qualitative features are only slightly to moderately complex, making it accessible as a read aloud. The task is for students to compare and contrast the events described in the story with the lyrics of \u201cThe Erie Canal.\u201d\n\n\n    Another example of a read-aloud text being appropriately complex for Grade 2 students is in Domain 8, Lesson 1, \u201cInsects Everywhere!\u201d The Lexile is 830, and the qualitative measures range from slightly to very complex. The language features are very complex: \u201cHarder to spot is the tiny leafhopper, but this wedge-shaped insect can slow down the host plant\u2019s growth, turning the plant brown as it sucks nutrition from it\u201d (page 14). The task connected to this lesson is not text-dependent. However, the task\u2019s complexity depends on the individual student since it asks the student to describe a past experience with an insect.\n\n\n    In Domain 10, Lesson 1, the read-aloud text, \u201cThe Amazing Human Body,\u201d has a Lexile of 810. Similar to the read-aloud text in Domain 8, the language features in this text are very complex: \u201cYou can\u2019t see them, but they tell your brain what is touching your skin, and your brain reacts to the touch. Some touches, like petting a dog, can be very positive, while others, like touching a hot stove, can be quite painful\u201d (page 10). The task is to write an entry in the My Human Body Journal, which describes the five senses.\n\n\n    The very first read-aloud text of the instructional materials in Domain 1, Lesson 1, \u201cThe Fisherman and his Wife,\u201d is not complex for students in Grade 2. The Lexile of 540 falls within the 2-3 grade band for students to read independently. This is not appropriate as a read-aloud. Fairy tales are introduced in the Kindergarten year of this program, so those who have received CKLA instruction since Kindergarten will engage with some prior knowledge.\n\n\n    Another example of a less complex read-aloud text is in Domain 2, Lesson 4. The read-aloud text, \u201cThe Tiger, the Brahman, and the Jackal,\u201d has a Lexile of 670. In this read-aloud text, there are some complicated vocabulary words; however, the words are used frequently and defined often. In addition, similar to the text in Domain 1, this is also a folktale, so students who are accustomed to CKLA will be familiar with this text structure.\n\n\n    Another example of a read-aloud text having a low Lexile measure where students could read it on their own, especially toward the end of the year, is in Domain 12, Lesson 3. The text, \u201cEleanor Roosevelt: A Voice for Human Rights,\u201d has a Lexile of 740. While the language features are very complex, the text structure and purpose are only moderately complex.\n\nMaterials support students' literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 2 meet the expectations that the materials support students\u2019 literacy skills over the course of the school year. The domains and units build upon each other with increasing demand and application as the students progress through each lesson throughout the year. In addition, the length and structures of the texts increase in complexity in Grade 2. By the end of the school year, the Readers are over 130 pages long.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0e660fc6-d9c0-4ba3-8c01-df1b57bfd2a9": {"__data__": {"id_": "0e660fc6-d9c0-4ba3-8c01-df1b57bfd2a9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "04b3f6c0-a1a3-415d-ae73-a1e24c677d63", "node_type": null, "metadata": {}, "hash": "ba61226d9e6105af3ebbc91cfd37531f494235de124f4b5b851cf048cfe4135d"}, "3": {"node_id": "c6f2845d-b88f-4853-8476-0c8aaa681a90", "node_type": null, "metadata": {}, "hash": "14d086daa8b2f54a23cdae5ad6595b71cf8535e8c6f8cdcf798ddbb19348aeb1"}}, "hash": "2d31e05664afcede292f075360f7b1bebb4ef1386467005dd56390031e5548c5", "text": "In the Knowledge Strand, which has the anchor texts, the complexity of knowledge does increase significantly throughout the year. The beginning domains include folktales (a familiar genre for students), while later domains include more complicated and novel topics such as Greek myths. For example, in Domain 12, Lesson 3, there is a text with a Lexile of 740 (\u201cEleanor Roosevelt: A Voice for Human Rights\u201d). This is the last domain of the year, and the majority of the other texts in the materials before this domain are more complex. Also, this complexity level is one that Grade 2 students could read on their own according to the Common Core Lexile Band for grades 2-3. Some of the read-alouds are below the complexity level for a read aloud, such as a Lexile of 540 in Domain 1 and a 670 Lexile in Domain 2. Each of the texts contain questions to help students become more proficient at comprehension, and there is a greater focus on evaluative and inferential questions rather than on literal questions.\n\n\n    The Skills Strand has more materials and opportunities to support students\u2019 literacy skills. The first four units contain 100% decodable texts for students to read. Beginning in Unit 3, there are close reading lessons incorporated into the daily plans, with roughly one lesson per week. As the Teacher Guide states, the close reading lessons will intensify in each unit as the units progress. In Unit 5, the texts have a decrease in the number of individual words and spelling reviewed in isolation for decoding purposes before students read the story. This is to help students assume ever increasing responsibility and independence in reading texts. In addition, beginning in Unit 5, not all of the words in the story are decodable, providing appropriate challenge.\n\n\n    In most instances, the Skills Strand and the Knowledge Strand do not correlate to further help students develop independence of grade level skills; however in Unit 6, students read \u201cThe War of 1812,\u201d which this topic was already covered in an earlier domain. This Reader also has a glossary which is a new text feature to help students with domain-specific vocabulary.\n\n\n    Some of the lessons also contain supports that will help students develop independence in grade level skills. One example of it occurs in Unit 4, Lesson 2, where the materials suggest that the teacher creates a chart in the classroom describing the text features and how to refer to it to better visualize the setting. In Unit 6, Lesson 3, it is suggested that the teacher ask probing questions about text features or information in the text that will help guide student thinking.\n\nAnchor texts (including read-aloud texts in K-2) and series of texts connected to them are accompanied by a text complexity analysis.\n\nThe materials for Grade 2 partially meet the expectations that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Although text complexity analysis information is available for the Grade 2 texts as a whole, and rationales for purpose and placement of texts are found at the beginning of each unit, this information is not provided for individual texts. To assist teachers in identifying and attending to students' growing literacy abilities in Grade 2, the teacher would need to do an independent study to implement appropriate strategies and differentiation support for all students.\n\n\n    Beginning on page 74 of the K-2 Program Guide (PG), there is prose describing the quantitative measures, qualitative features, and reader characteristics and task demands that were considered when selecting and creating texts for the program. According to the Program Guide, the Read Aloud texts fall within the 780-1060L band, and the texts within the Skills Section fall within the 430-660L band. Lexile information is not provided for individual texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6f2845d-b88f-4853-8476-0c8aaa681a90": {"__data__": {"id_": "c6f2845d-b88f-4853-8476-0c8aaa681a90", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "0e660fc6-d9c0-4ba3-8c01-df1b57bfd2a9", "node_type": null, "metadata": {}, "hash": "2d31e05664afcede292f075360f7b1bebb4ef1386467005dd56390031e5548c5"}, "3": {"node_id": "bab4c642-9dc6-4d72-b560-87b9feb19b03", "node_type": null, "metadata": {}, "hash": "c79063378fbc96d6458e818738d100c61ebfd42bf75e54c228191acdbc0d815f"}}, "hash": "14d086daa8b2f54a23cdae5ad6595b71cf8535e8c6f8cdcf798ddbb19348aeb1", "text": "The beginning of each Grade 2 reading unit includes an introduction that describes why the texts were chosen for the program. For example, in Unit 3, \"Ancient Greek Civilizations,\u201d students read texts that will teach them about \u201cthe gods and goddesses of ancient Greeks, the city-states of Sparta and Athens, and the philosophers Socrates, Plato, and Aristotle. This domain is important because it lays the foundation for further study of the ancient Greek civilization in future grades. Unit 9, \u201cU.S. Civil War,\u201d introduces students to the controversy over slavery between the North and the South which eventually led to the U.S. Civil War. As in many other domains, it specifies which domains in previous grades will help students understand the material. For this domain the Kindergarten domain, \u201cPresidents and American Symbols,\u201d and the Grade 1 domain, \u201cA New Nation: American Independence,\u201d provide background information to help students with this domain.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 2 partially meet the expectations that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Students work with a wide range of topics covered throughout the read alouds. There are few structured times for students to engage with a wide variety of texts in additional to the read alouds and the Readers. Pacing guides are provided and found in the K-2 Program Guide, starting on page 136. There is a read aloud lesson provided for all 180 school days.\n\n\n    The Knowledge Strand domains are centered around complex narrative and informational read aloud texts that include some poetry, such as in Domain 2, Lesson 5 \u201cThe Blind Man and the Elephant\u201d and \u201cBed in Summer,\u201d by Robert Louis Stevenson (Domain 6, Lesson 2) and \u201cBee! I\u2019m Expecting You!\u201d by Emily Dickinson (Domain 6, Pausing Point). Some of the literature texts include folktales such as \u201cThe Tiger, the Brahman, and the Jackal\u201d in Domain 2, Lesson 4 and biographies such as \u201cConfucius\u201d (Domain 2, Lesson 13). During the read-alouds, there are Flip Books with no texts which students see while the teacher reads the words from the Teacher Guide.\n\n\n    Students engage with the Readers in multiple ways including whole group reading, partner reader, chapters to read at home, and close reading. The purpose of close reading is for students to focus on the text itself and what meanings can be derived from close examination of each reader. In some lessons students are asked to read and work with a partner, such as \u201cThe Chicken Nugget\u201d (Unit 1, Lesson 13). A few times throughout the instructional materials, students are asked to work independently, such as in \u201cThe Catfish,\u201d when students read the text, answer multiple choice questions, and short answer questions (Unit 1, Lesson 22). This activity is used as an assessment. There are also opportunities for small group time. It is suggested that the teacher works with students who are struggling instead of making a plan to see each student at least once per week.\n\n\n    The curriculum suggests additional opportunities for students to read, but the texts are not included, nor is the time scripted. In the Knowledge Strand materials it is suggested, \u201cYou should consider various times throughout the day when you might infuse the curriculum with authentic domain-related literature. If you are able to do so, you may recommend students select books from the Recommended Resources list. In addition, if you recommend that families read aloud with their child each night, you may wish to suggest that they choose titles from this list to reinforce the concepts covered in this unit.\u201d The directions to the teacher suggest teachers create a classroom lending library.\n\n\n    Other directions in the instructional materials suggest additional times for students to read; however, it is not explicitly stated that students have to engage in these types of texts or activities. For example, in many of the Pausing Points, it is suggested: \u201cRead a trade book to review a particular event, person, or concept. Refer to the books listed in the Recommended Resources.\u201d However, it is not clear who is doing the reading nor if this is required.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bab4c642-9dc6-4d72-b560-87b9feb19b03": {"__data__": {"id_": "bab4c642-9dc6-4d72-b560-87b9feb19b03", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "c6f2845d-b88f-4853-8476-0c8aaa681a90", "node_type": null, "metadata": {}, "hash": "14d086daa8b2f54a23cdae5ad6595b71cf8535e8c6f8cdcf798ddbb19348aeb1"}, "3": {"node_id": "8706a704-9f0f-4cd5-af48-a62133b7db09", "node_type": null, "metadata": {}, "hash": "2e3e79fe500084af8803199736f571d6db7db635d9bfbb8ba279e09633b80359"}}, "hash": "c79063378fbc96d6458e818738d100c61ebfd42bf75e54c228191acdbc0d815f", "text": "To determine if students are achieving grade level reading proficiency, there are points in the instructional materials that allow for progress monitoring. It is suggested that portfolios be used throughout the year; however, this is mentioned only in the K-2 Program Guide (page 109), not in the Teacher Guide. This could result in teachers not doing portfolios or not knowing what or when to include student work. Many of the other tasks to monitor progress are regarding the foundational skills. However, teachers have the option of using an observation record and story question activity pages, which are found at the back of the Teacher Guides. At the end of Unit 5, there is a group and individual Student Performance Assessment where, among other things, students read and answer questions about a story from the Reader.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 2 meet the expectations of most questions, tasks, and assignments being text-based. There are several places in each lesson that require students to answer using evidence from the text.\n\n\n    Examples in the materials that meet the indicator are the Check for Understanding questions which occur during the daily text and are also used the following day to review the text. These questions assure students understand the story on a literal basis and sometimes an evaluative basis. Some examples include:\n\n\nIn Domain 7, Lesson 9, \u201cWith your partner, discuss how Westward Expansion in the United States affected the bison.\u201d\n    \nIn Domain 10, Lesson 1, \u201cWhy did the author call the human body \u2018the human machine\u2019?\u201d\n    \n\n\n    In addition, each read aloud has an interactive component. In the read-alouds there are suggested stopping places for each image projected with questions either about the image or about the text the students just heard. At the end of each read aloud there are comprehension questions that include a mix of literal and inferential questions, as well as some evaluative questions.\n\n\n    Examples of literal questions are:\n\n\n\u201cWhat do the swindlers do to make the emperor believe he had new clothes?\u201d (Domain 1, Lesson 2)\n    \n\u201cWhat was the name of the religious festival, or sacred celebration, that people from all directions traveled to see and compete in, and where was it held?\u201d (Domain 3, Lesson 4)\n    \n\u201cAccording to Greek mythology, who made the first mortal creatures?\u201d (Domain 4, Lesson 2)\n    \n\n\n    Examples of inferential questions are:\n\n\n\u201cHow does the mother hen help her chicks grow inside the eggs?\u201d (Domain 6, Lesson 6)\n    \n\u201cWhat difficulties did the Morgans face on their trip?\u201d (Domain 7, Lesson 1)\n    \n\u201cWhy is it important to have clean blood?\u201d (Domain 10, Lesson 5)\n    \n\u201cThe author of this read aloud made the statement that ants are social insects. What reasons, or facts, did the author give to support his statement?\u201d (Domain 8, Lesson 5)\n    \n\n\n    Some of the questions contain both text-based and opinion-based responses, such as in Domain 5, Lesson 2, when the teacher asks, \u201cHave you ever had two friends who were upset with each other? How did you feel? Whose side did you take? How do you think the United States felt in the early 1800s when France and Great Britain were at war?\u201d There are some non text dependent questions as well, such as \u201cIn what hemisphere do you live?\" (Domain 6, Lesson 2)\n\n\n    Some lessons have an Exit Pass that is text-based. Some examples of this include:\n\n\nIn Domain 4, Lesson 4, \u201cWrite one to two sentences to answer the following question: What lesson do you think Arachne learns in this story?\u201d\n    \nIn Domain 9, Lesson 6, \u201cStudents will identify at least two reasons the author gives for why the Civil War was longer and bloodier than the North thought it would be.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8706a704-9f0f-4cd5-af48-a62133b7db09": {"__data__": {"id_": "8706a704-9f0f-4cd5-af48-a62133b7db09", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "bab4c642-9dc6-4d72-b560-87b9feb19b03", "node_type": null, "metadata": {}, "hash": "c79063378fbc96d6458e818738d100c61ebfd42bf75e54c228191acdbc0d815f"}, "3": {"node_id": "49cf94e4-c521-4634-a017-78ba7401c7cf", "node_type": null, "metadata": {}, "hash": "37b143fdfe20d894bde4c5557b0fc925818e068c11d919d85a7fe37775afb510"}}, "hash": "2e3e79fe500084af8803199736f571d6db7db635d9bfbb8ba279e09633b80359", "text": "Finally, there are assessments interspersed in the text which require that the students draw upon texts they have heard to answer questions.\n\n\n    There are also some text-to-world and text-to-self questions included in the lessons that would not require students to revisit the text and that students with background knowledge of the topics would have more access to answering the questions. For example, in Domain 6, Lesson 3, a question is, \u201cHow do people adapt to winter and summer?\u201d While this could be answered from reading the text, this could also be answered by students with background knowledge, especially if they live in an area with the seasons. In addition, during the read-alouds there are questions to help the students understand the text better, but at times these are also questions with connections. For example, in Domain 10, Lesson 9, one of the text questions is, \u201cWhat kinds of exercise do you enjoy?\u201d In addition, prior to each read aloud there is background information for teachers to share with students. This background knowledge helps to prepare the students and set a purpose for listening.\n\nMaterials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).\n\nThe materials for Grade 2 meet expectations that materials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding. There are culminating assessments and optional culminating tasks that serve as remediation or enrichment for the students. The purpose of the tasks, according to the materials, is to enliven their experiences with domain concepts.\n\n\n    At the end of each domain there are assessments. The assessments include a vocabulary component as well as two or three components that address the content targeted in the domain. For example, in Domain 2, there are 15 vocabulary questions such as \u201cIs the Indus River an important river in ancient Egypt?\u201d As part of the core content assessment component, students need to label the mountains, rivers, and countries from the domain on a map. Previously in the domain, students answered questions about the Himalayas and Indus River. Another example to demonstrate core content knowledge is in Domain 7. Students have to write complete sentences to answer a question, such as \u201cWhy did many pioneer families choose to move to the West in the 1800s?\u201d\n\n\n    There are also Mid-Domain assessments in some of the units. For example, in Domain 2, students need to cut and paste images related to early Indian Civilizations into the correct rows for classification purposes. Previously, students answered questions in Lesson 7 about Hinduism and Buddhism. In Domain 6, students answer, \u201cWould it be easier for you to observe the complete life cycle of a sunflower plant or a tree?\u201d Then in the Mid-Domain assessment, students cut out images of the sunflower life cycle and put them in the correct order.\n\n\n    The purpose of the culminating activities is for remediation and for enrichment. The suggested remediation activities are constant throughout each of the domains. They include revisiting lessons and rereading selected stories. The enrichment activities vary, based on the domain. In Domain 1, students make simple puppets of the characters from a particular tall tale and then use them to retell the story. An example of an enrichment activity in Domain 2 is reading related trade books. In Domain 6, students can draw a life cycle or compare and contrast the life cycles of different animals. Previously in Domain 6, students answer questions about animal life cycles, such as \u201cWhat does a growing chick use for food before it hatches?\u201d and \u201cHow are the chicken and frog\u2019s life cycles similar?\u201d Domain 7 is the first domain that requires students to build on what they learn in each lesson to complete a task. They make quilts to help them remember important things they learned about westward expansion in each lesson. In addition, they begin making a timeline starting in Lesson 1 that will help them remember the events of westward expansion.\n\n\n    Some of the culminating tasks are not text-based and do not integrate the skills learned in the domain. One example is in Domain 1: the teacher plans a tall tale breakfast with maple syrup, bacon, and blueberries, because maple syrup and blueberries are from Maine (from where Paul Bunyan comes). Another example is in Domain 2: some of the tasks include inviting in guest speakers or holding a Chinese New Year celebration. In Domain 3, one suggested activity is having an Olympic Games day.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "49cf94e4-c521-4634-a017-78ba7401c7cf": {"__data__": {"id_": "49cf94e4-c521-4634-a017-78ba7401c7cf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "8706a704-9f0f-4cd5-af48-a62133b7db09", "node_type": null, "metadata": {}, "hash": "2e3e79fe500084af8803199736f571d6db7db635d9bfbb8ba279e09633b80359"}, "3": {"node_id": "27d39fbd-a1ed-42ad-8d3e-6b225b6ed114", "node_type": null, "metadata": {}, "hash": "d76b7a3c5d9d78359e95b03b361ccfb5267633a132ffcfd0b6b403a202d3133e"}}, "hash": "37b143fdfe20d894bde4c5557b0fc925818e068c11d919d85a7fe37775afb510", "text": "Also, some of the purposes for learning stated in the beginning of the domains are not evaluated in the end. The intention for a culminating writing piece is evident; however, it is not always clear or sequenced in a way that is easy for the teacher or student to navigate or to understand. For example, in Domain 3 students draft an opinion about what city-state they would have preferred to live in (Sparta or Athens). Leading up to the opinion writing, students answered questions about Sparta and Athens. In Domain 5, after learning how to plan, draft, and present a persuasive speech, the teacher is expected to use the persuasive speech rubric to assess the students\u2019 persuasive speeches.\n\n\n    In addition to the end of domain assessments or activities, some of the lessons have individual culminating writing activities. For example, in the Skills Section in Unit 4, Lesson 4, students engage in a close reading activity of the book, \u201cDrummer\u2019s Grove,\u201d and students answer \u201cWhat is Drummer\u2019s Grove?\u201d and \u201cWhat did the drummer tell Kurt about his hands?\u201d After the Close Reading, the teacher can engage \u201cstudents in a culminating writing activity completed independently, if possible.\u201d In Lesson 8 of the same unit, students end up writing a summary of what Kurt learned about diners in the story \u201cThe Diner.\u201d In Lesson 8, students answer who and what questions about the details in \u201cThe Diner.\u201d\n\nMaterials provide frequent opportunities and protocols for evidence-based discussions (small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\nThe materials reviewed for Grade 2 meet the expectation that materials provide frequent opportunities and protocols for evidence-based discussions (e.g., small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax. There are opportunities for students to turn and talk or answer questions orally in a whole group setting, a few opportunities for small group discussion, and there are some protocols for evidence-based discussion. In addition, there is modeling of speaking with correct syntax and academic vocabulary.\n\n\n    There are think-pair-share or a turn and talk questions in the majority of the lessons. For example, in Domain 2, Lesson 1, students turn to a partner to discuss some features of Indus River communities that were common among ancient civilizations. They also formulate their own questions for their partner, such as in Domain 2, Lesson 4: \u201cThink of a question you can ask your neighbor about the read-aloud that starts with the word who. Turn to your neighbor, and ask your who question. Listen to your neighbor\u2019s response. Then your neighbor will ask a new question, and you will get a chance to respond.\u201d In Domain 4, Lesson 3, students have to describe with a partner why Hades returns Persephone to her mother, but only for part of the year. In Domain 6, Lesson 8, students work with a partner to describe the life cycle of a butterfly. In Domain 9, Lesson 6, students work with a partner to retell how Robert E. Lee came to be the commander of the Confederate Army.\n\n\n    For the majority of the Think-Pair-Share questions, as well as the comprehension questions after each read-aloud that are done orally in whole group settings, there are supports in place to scaffold speaking and listening skills for students within the lessons to include emerging, expanding, and bridging skills. For example, in Domain 3, Lesson 4, students who are emerging will have the question reframed as a simple yes/no question, while the expanding students will be provided with a specific sentence frame, and the bridging students will be encouraged to use key details in complete sentences.\n\n\n    There are also small group discussions and activities. For example, in Domain 4, Lesson 4, the teacher splits the class into five groups. Each group will make one part of a tapestry. They need to discuss and create illustrations. The teacher is encouraged to help the students use richer and more complex language including, if possible, vocabulary from the read aloud. In Domain 7, Lesson 9. students are put into groups to discuss any positive changes caused by the inventions and events during the time of westward expansion as well as any negative changes caused by the inventions and events in the time of westward expansion.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27d39fbd-a1ed-42ad-8d3e-6b225b6ed114": {"__data__": {"id_": "27d39fbd-a1ed-42ad-8d3e-6b225b6ed114", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "49cf94e4-c521-4634-a017-78ba7401c7cf", "node_type": null, "metadata": {}, "hash": "37b143fdfe20d894bde4c5557b0fc925818e068c11d919d85a7fe37775afb510"}, "3": {"node_id": "932d7704-1888-4077-acdc-9872899eaab8", "node_type": null, "metadata": {}, "hash": "000cb467a728470895cac25fc9dc62d4fc81751cf2a97696761bdfbf153b7ba5"}}, "hash": "d76b7a3c5d9d78359e95b03b361ccfb5267633a132ffcfd0b6b403a202d3133e", "text": "In the Skills Section of the materials, students begin engaging in close reading of texts in Unit 4. For the majority of these lessons, students read the text in pairs, answer text-based questions, and discuss Tier 2 Vocabulary. For this, teachers identify and discuss the vocabulary. In the Skills Section of Unit 6, Lesson 12, students discuss sections of the text that might pose difficulty due to complex syntax, dense information, challenging transition, or that require making inferences.\n\n\n    In a few instances, there are evidence-based discussions that encourage the use of academic vocabulary. For example, in Domain 4, Lesson 5, students have to turn and talk to think of a word to describe King Minos and to think of a word to describe Daedalus. In Domain 6, Lesson 9, students turn to a partner to discuss why precipitation (an academic vocabulary word) is important. In Domain 7, Lesson 8, students discuss with a partner why the transcontinental railroad was so important. In Domain 7, Lesson 9, students discuss with a partner how westward expansion affected Native American tribes living in the United States, using at least 6 words to describe how they were affected.\n\n\n    In some lessons, there are syntactic activities. These activities provide students with modeling, exposure, and practice expanding sentences using details from the text that they are reading. In these activities, teachers are expected to restate students\u2019 sentences so that the sentences are grammatically correct. One example of this is two partners will be making up different kinds of sentences based on what they see in the picture in as descriptive a way as possible. It states that they should make up a question that Disa asks Lysander from the read-aloud in Domain 3, Lesson 5.\n\nMaterials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.\n\nThe materials reviewed for Grade 2 meet the expectation that materials support students' listening and speaking about what they are reading (or read-aloud) and researching (shared projects) with relevant follow-up questions and supports. They are asked roughly five comprehension questions about the text and have to share their answers orally. Many of the activities also use Think-Pair-Share as a way for students to express and share ideas. There are supports in every lesson that offer scaffolds labeled as emerging, expanding, and bridging support.\n\n\n    In each lesson there is an objective that tells the teacher the purpose of the read aloud, and there is also a purpose for listening which is read/told to the students. For example, the purpose of Domain 4, Lesson 4 is to \u201cFind out what animal is an arachnid and to find out what this myth explains about nature.\u201d In Domain 6, Lesson 7, students hear about the life cycle of a frog. They need to listen and watch carefully to learn all about the frog's transformation during the main topic of the read-aloud. In Domain 11, Lesson 8, the purpose is to \u201cFind out what it means to be a citizen and how immigrants can become citizens of the United States.\u201d\n\n\n    In the majority of the lessons there are different supports for three types of learners to be able to listen to and comprehend the read aloud, as well as speak about it. For example, in Domain 2, Lesson 6, the supports include reframing a question to make it a simple yes/no question, providing students with a simple sentence frame, or encouraging students to use key details in complete sentences. Similarly, in Domain 7, Lesson 6, students present information in formal presentations. Some students will plan a very brief presentation, choosing one setting, one or two characters, and one situation. Other students will plan a brief presentation, choosing one to two settings, two or three characters, and one or two situations. Students can also plan a longer presentation, choosing two or three settings, two or three characters, and two or three situations.\n\n\n    Throughout the domains, the end of every read aloud includes activities that involve speaking and listening in addition to comprehension questions. For example, in Domain 4, Lesson 4, small groups of students will illustrate one event from \u201cArachne the Weaver\u201d to create a class summary. In Domain 5, Lesson 5, students ask their neighbor a question about the read aloud, using the word what. Then the neighbor will ask a different question with the same guideline.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "932d7704-1888-4077-acdc-9872899eaab8": {"__data__": {"id_": "932d7704-1888-4077-acdc-9872899eaab8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "27d39fbd-a1ed-42ad-8d3e-6b225b6ed114", "node_type": null, "metadata": {}, "hash": "d76b7a3c5d9d78359e95b03b361ccfb5267633a132ffcfd0b6b403a202d3133e"}, "3": {"node_id": "c066e221-ec74-49c6-a245-6d17ef0dc23d", "node_type": null, "metadata": {}, "hash": "b54a3a06c725a47593b452b300de69c82afc76a6d2e4c48a829a553bf95e7212"}}, "hash": "000cb467a728470895cac25fc9dc62d4fc81751cf2a97696761bdfbf153b7ba5", "text": "Think-Pair-Share is also used throughout the knowledge domains to support students\u2019 speaking and listening skills. For example, in Domain 3, Lesson 2, the directions are: \u201cChoose a god or goddess from the story, but don\u2019t tell your partner who you have chosen. Describe him/her to your partner using adjectives, and see if your partner can guess which god or goddess you are describing.\u201d Turn and Talk is another support used throughout the domains. For example, in Domain 5, Lesson 2: \u201cTurn to your partner and share one reason the War Hawks wanted to go to war with Great Britain. Then have your partner turn to you and share one reason many merchants did not want to go to war with Great Britain.\u201d During the read-alouds there are also Check for Understanding Questions, where the teacher stops reading, and students answer a question with a partner, such as, \u201cWhat are some of the similarities between the song and the boy\u2019s journal entry?\u201d (Domain 7, Lesson 3) \u201cWithin your group, discuss the various settings, characters, and situations in the read aloud.\u201d (Domain 7, Lesson 4) Another example is: \u201cThink of a word or phrase that describes immigrants\u2019 experiences in United States cities in the 1880s and 1920s.\" (Domain 11, Lesson 5)\n\n\n    In addition to the lessons in the Knowledge section, there are additional supports for speaking and listening in the Skills Section. For example, in Unit 4, Lesson 4, when students read \u201cDrummer\u2019s Drove,\u201d students discuss the text, especially the difficult sections due to complex syntax, dense information, challenging transitions, or that require inferences. In Unit 4, Lesson 15, students engage in a Think-Pair-Share after reading \u201cThe Daydream.\u201d They describe the plot of this story as well as what they like to daydream about. In Unit 4, Lesson 16, the teacher has students answer questions in complete sentences orally, citing the part of the story that guided their answer.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe materials reviewed for Grade 2 meet the criteria for materials including a mix of on-demand and process writing and short, focused projects, incorporating digital resources where appropriate. Materials include short and longer writing tasks and projects, and there are opportunities for students to revise and edit. In addition, the writing tasks and projects are aligned to the grade level standards.\n\n\n    Within the Grade 2 materials, there are multiple opportunities for students to produce on-demand writing. They work on note-taking with charts and graphic organizers, opinion and persuasive pieces, as well as narratives. For example, in Domain 1, students work independently to rewrite a fairy tale by changing one element of \u201cThe Fisherman and his Wife,\u201d Also in Domain 1, there is a pausing point where students complete the sentence: \u201cWhen the emperor realized he could not see the magic clothes, he should have....\u201d In Domain 3, students write a short opinion on whether they would prefer to live in Athens or Sparta. Another example is found in Domain 4, where students write a brief summary of a Greek myth in preparation for their own Greek myth later in the domain. In Domain 7, students write short informational texts after hearing the read aloud to answer questions, such as how steamboats affected westward expansion and why Sequoyah thought it was important to invent a writing system for the Cherokee language (Lessons 1, 2, 4, 5, 8, and 9). In Domain 9, students write entries into a Civil War journal, detailing various events and people associated with the Civil War (Lessons 1, 3, 4, 5, 7, 8, 9, 10, and 11). In Lesson 6, they have exit passes that include writing at least two reasons that the author gave in the read aloud for the Civil War being longer and bloodier than the North thought it would be. In Lesson 7, students write two or three sentences about General Robert E. Lee and the role he played in the U.S. Civil War. In Domain 11, students write short summaries about what they have learned about immigration.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c066e221-ec74-49c6-a245-6d17ef0dc23d": {"__data__": {"id_": "c066e221-ec74-49c6-a245-6d17ef0dc23d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "932d7704-1888-4077-acdc-9872899eaab8", "node_type": null, "metadata": {}, "hash": "000cb467a728470895cac25fc9dc62d4fc81751cf2a97696761bdfbf153b7ba5"}, "3": {"node_id": "08829d9a-5e0a-4d2a-b77e-fd820d7f2f76", "node_type": null, "metadata": {}, "hash": "a88659a846b177169e8f605591f7ff19c12e28d695c5f7ff7872159fb3b28a49"}}, "hash": "b54a3a06c725a47593b452b300de69c82afc76a6d2e4c48a829a553bf95e7212", "text": "The Grade 2 materials also have multiple opportunities for students to produce process writing. There is repetition, review, and practice with the steps of the writing processes, including drafts and edits, presented to ensure understanding of foundations of writing. Formal writing instruction designed to address the standards for writing starts in Unit 2. Students receive instruction using a four-step writing process that includes planning, drafting, editing, and publishing. In the Skills Section, Unit 2, students write a book report on \u201cThe Hare and Hedgehog,\u201d and students are taught how to plan, draft, and edit. They use an editing checklist with a peer and produce a final copy, by copying the edited draft on a clean sheet of paper. In the Knowledge section in Domain 2, Lesson 6, students write a brief description of an image of a Diwali celebration, receive peer feedback, and incorporate that feedback in their writing. Another example is in the Unit 3 Skills Section when students begin to explore the genre of fiction writing. They establish a character and incorporate facts about ancient Greece into a fictional piece of writing. During this project, they engage in the writing process. In Domain 5, students plan, draft, and present a persuasive speech. In Domain 4, students use a planning template to brainstorm ideas for a new persuasive argument, use these ideas to write a draft of a persuasive letter, and use an editing checklist to review the draft. In Unit 6 of the Skills Section, students learn how to write a report. They use the same three step process, but there are additional steps for the report. They spend several days drafting the two paragraphs and editing them.\n\n\n    There is also evidence that supports that students engage in focused projects that incorporate digital resources where appropriate. For example, in Domain 4, it is suggested that students use a word processing program to prepare their letters for display or publication. Another example is in Domain 7: the culminating activity is a research project on westward expansion. Students are encouraged to use internet resources to conduct research.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials for Grade 2 meet the expectation that materials provide opportunities for students to address the different texts types of writing (year long), that reflect the distribution required by the standards.\n\n\n    Students write narratives in which they recount a well-elaborated event or short sequence of events. In the beginning of the year in Domain 1, Lesson 1, the students create their own version of a story by changing one element of the story, \u201cThe Fisherman and his Wife.\u201d They also retell one of four tall tales by brainstorming the beginning, middle, and end of the story in Lesson 8. In Domain 3, they also write fictional narratives. They are taught how to establish characters and then incorporate facts about ancient Greece into a fictional writing piece. In Domain 4, students write a brief summary of a Greek myth in preparation for writing their own Greek myth later in the domain. In Domain 11, students explore the genre of letter writing. They plan and draft a letter as a fictional immigrant to a family member or friend in the country from which they emigrated. In each domain, there are also pausing points to give the teacher additional opportunities to practice skills. There are writing prompts that will help students with narrative writing such as in Domain 1, where students can respond to the prompts: \u201cIf a magic fish could grant me a wish I would wish for\u2026.\u201d or \u201cWhen the emperor realized he could not see the magic clothes, he should have\u2026.\u201d In addition, the Skills Section also has lessons involving narrative writing. For example, in Unit 1, students are taught how to write a personal narrative in Lesson 15, by drawing and coloring a self portrait and then writing a short story about the things they do with a pal. In Unit 3, students practice writing their own personal narrative. The direct instruction begins in Lesson 22 and ends in Lesson 24. Unit 5 involves direct, explicit instruction on narrative writing (Lessons 17, 18, and 19).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "08829d9a-5e0a-4d2a-b77e-fd820d7f2f76": {"__data__": {"id_": "08829d9a-5e0a-4d2a-b77e-fd820d7f2f76", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "c066e221-ec74-49c6-a245-6d17ef0dc23d", "node_type": null, "metadata": {}, "hash": "b54a3a06c725a47593b452b300de69c82afc76a6d2e4c48a829a553bf95e7212"}, "3": {"node_id": "b6acdac0-29ec-4b3c-a1a2-f62deb6e38f3", "node_type": null, "metadata": {}, "hash": "b9aa2378d1fac639313bb0e8b6877a338487b777fa12bdf47b4cc4008a13226a"}}, "hash": "a88659a846b177169e8f605591f7ff19c12e28d695c5f7ff7872159fb3b28a49", "text": "In addition, students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement. In Domain 2, students are first taught to collect and synthesize information and then write one to three sentences in response to read alouds. They also publish an informational book about writing in ancient China. In Domain 3, students collect and synthesize information by using note taking tools such as charts and graphic organizers. They do this beginning in Lesson 1, using a notebook. In Domain 5, students make portraits to help them remember some of the important people and places connected to the War of 1812 (Lesson 1), and they also write a short speech from the point of view of either a War Hawk or a merchant in America in 1812 (Lesson 2). In Domain 6, students complete a shared research project by recording observations of scientific phenomena and practicing summarizing of knowledge about cycles in order to write an informational paragraph summarizing the life cycle of a frog. In Domain 7, students write informational text in the format of a Westward Expansion Quilt. In Domain 8, students write about a past experience with an insect. In Domain 9, students write entries into a Civil War journal, describing various events and people associated with the Civil War (Lessons 1, 3, 4, 5, 7, 8, 9, 10, and 11). In Domain 10, Lesson 1, students begin to write entries in their Human Body Journal, where they describe their five senses. In Domain 11, the students collect and synthesize information by using note-taking tools, and they write short summaries of what they have learned about immigration. Lastly, students write a free verse poem in Domain 12. In the Skills Section, students create a paragraph by writing three sentences that follow a short topic sentence (Lesson 6) and use that paragraph to help write a report on the National Anthem (beginning in Lesson 29).\n\n\n    Finally, students also write opinion pieces in which they introduce an opinion of a topic or book, supply reasons that support their opinion, and provide a concluding statement. In Domain 3, students write a short opinion on whether they would prefer to live in Athens or Sparta. In Domain 4, students plan, draft, and present a persuasive speech in Lessons 2, 3, 4, and Pausing Points. They will present arguments either for or against going to war with Great Britain in 1812. In Unit 4 of the Skills Section, students begin a series of lessons on writing a persuasive letter to the principal. Students state their opinion and provide reasons that support their opinion.\n\nMaterials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\nThe instructional materials for Grade 2 meet the expectation that materials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level. There are multiple opportunities for students to use evidence based writing to detail comparisons of characters, provide opinions of stories, complete note-taking based on informational charts and materials, provide important details based on stories, and present specific details of places, people, and events in the materials being presented.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b6acdac0-29ec-4b3c-a1a2-f62deb6e38f3": {"__data__": {"id_": "b6acdac0-29ec-4b3c-a1a2-f62deb6e38f3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "08829d9a-5e0a-4d2a-b77e-fd820d7f2f76", "node_type": null, "metadata": {}, "hash": "a88659a846b177169e8f605591f7ff19c12e28d695c5f7ff7872159fb3b28a49"}, "3": {"node_id": "990befe5-e844-447a-9a87-1199ec00ae53", "node_type": null, "metadata": {}, "hash": "bfa7e4ffe5e9711a36a4c8502e991982b03cc2cad4e7b4f90f400c3d1def1a06"}}, "hash": "b9aa2378d1fac639313bb0e8b6877a338487b777fa12bdf47b4cc4008a13226a", "text": "In each domain, there are multiple opportunities for students to complete evidence-based writing. For example, in Domain 1, students have to decide on which scene they enjoy the most from \u201cBeauty and the Beast\u201d and write two or three sentences to describe the scene. In addition, in the Pausing Point, students write their own book that is a retelling of one of the fairy tales from the domain. In Domain 2, Lesson 2, students write one to three facts about Moenjodaro that indicate it was part of civilization. In Domain 3, students write one sentence describing the city-state of Sparta in ancient Greece. In Domain 4, Lesson 2, students record information about a character\u2019s point of view from the Greek myth, \"Prometheus and Pandora,\u201d as a formative assessment. In Domain 5, Lesson 5, students sequence events from the War of 1812, using time-order words. Students write and illustrate key information about the life cycle of a chicken in Domain 6, Lesson 6. In Domain 7, students write an informational text in the format of a Westward Expansion Quilt in Lessons 1, 2, 4, 5, 8, and 9. In Domain 9, students write entries into a Civil War journal, detailing various events and people associated with the Civil War in Lessons 1, 3, 4, 5, 7, 8, 10, and 11. In Domain 10, students are asked to use Activity page 2.1 and write three sentences about Anton van Leeuwenhoek. In Domain 11, students work independently throughout the domain to write short summaries of what they have learned about immigration. Each of these activities requires students to write, using evidence from texts to support their answers.\n\n\n    In addition to the Knowledge section, there are multiple opportunities for the students to write with evidence after reading a story in order to answer questions specific to a text. In Unit 1, for example, students are asked, \u201cWhat did the cat bandit do when he jumped off the shed in \u2018Milk\u2019?\u201d In Unit 2, students are asked, \u201cWhy did Mike make a face in \u2018Mike\u2019s Bedtime\u2019?\u201d In Unit 3, students are asked, \u201cHow old are the spellers in the spelling bee in \u2018Spelling Bee\u2019?\u201d In Unit 4, students are asked to turn to Activity 8.2 and summarize what Kurt learned about diners.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials for Grade 2 meet the expectation that materials include explicit instruction of the grammar and conventions/language standards for grade level, as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\n\n    Grammar and conventions are taught in a sequence consistent with the demands of the standards and are integrated with the reading and writing instruction in both explicit sections and embedded into the curriculum. Students are provided opportunities to grow their skills with these standards through practice and application. Students have multiple practice opportunities to integrate the grammar expectations into their learning. The introduction of skills in a sequential manner allows for students to utilize skills taught in a manner that builds. The opportunities are built in and out of context for learning and applying grammar. Grammar is taught predominantly in the Skills Section.\n\n\n    In Skills Unit 1, students first learn concepts and practice them orally, and then they are reinforced in written text. There are grammar teaching opportunities in demonstration stories as well as daily warm ups. Instruction begins in Lesson 12 of this unit. One example of a lesson including students editing incorrectly written sentences is reviewing capitalization of the first word in a sentence and also properly using a question mark at the end of an interrogative sentence (Lesson 12). There are also activities for Pausing Points involving capitalization and punctuation.\n\n\n    In Skills Unit 2, students work on end punctuation and quotation marks as well as capitalizing the first word in a sentence. Some examples of this in Lesson 4 include students recognizing that quotation marks are used for dialogue and writing quotation marks around dialogue in written sentences. In Lesson 11. students use commas and quotation marks to designate dialogue in written text and apply proper capitalization and punctuation in written sentences.\n\n\n    In Skills Unit 3, students continue to focus on capitalization, quotation marks, and ending punctuation, as well as new instruction on common and proper nouns, antonyms, synonyms, and verbs. In Lesson 12, students distinguish between common and proper nouns in word pairs and identify both types of nouns in short written sentences. In Lesson 22, students identify action verbs in oral and written sentences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "990befe5-e844-447a-9a87-1199ec00ae53": {"__data__": {"id_": "990befe5-e844-447a-9a87-1199ec00ae53", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "b6acdac0-29ec-4b3c-a1a2-f62deb6e38f3", "node_type": null, "metadata": {}, "hash": "b9aa2378d1fac639313bb0e8b6877a338487b777fa12bdf47b4cc4008a13226a"}, "3": {"node_id": "d668af5f-a9cc-4ad5-a8b1-3bd2e8aa0697", "node_type": null, "metadata": {}, "hash": "a52454ad4e253dafba53ed2bb3bc753a62cdea6360e364919430209e6be33e6c"}}, "hash": "bfa7e4ffe5e9711a36a4c8502e991982b03cc2cad4e7b4f90f400c3d1def1a06", "text": "In Skills Unit 4, students review singular and plural regular nouns, as well as common and proper nouns. They also review synonyms, antonyms, contractions, and quotations. In addition, students learn the formation of irregular plurals, the use of apostrophe -s with nouns to indicate possession, and the use of titles such as Mr., Mrs., and Ms.. Students also continue to work on verbs, reviewing action verbs (Lesson 4), learning about \u2018to be\u2019 verbs, and working with verb tenses. In Lesson 7, the students learn that some singular nouns are exceptions to the general rule about adding the ending -s or -es to create the plural form. In Lesson 9, students read short sentences, identify nouns and action verbs in those sentences, and orally provide proper nouns to replace the common nouns. In Lesson 13, students correct and rewrite sentences, adding appropriate capitalization and punctuation to all proper nouns, including periods at the end of abbreviated titles and apostrophes to show possession.\n\n\n    In Skills Unit 5, students review previously taught grammar skills including capitalization and punctuation and are taught adjectives as a new part of speech and the concept of verb tenses and the components of a sentence, subject, and predicate. Some examples of this include students identifying the adjectives and the nouns (Lesson 3). Students identify the subject and predicate in sentences and complete fill-in-the-blank sentences with a noun, verb, and adjectives (Lesson 7), and students complete a chart with the correct present, past, and future tense verb forms for respective pronouns (Lesson 23).\n\n\n    In Skills Unit 6, students continue to review grammar skills introduced in previous units. The focus of this unit is on the sentence as a unit. They learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences as well as ways to correct these sentences. In Lesson 7, students learn that an adverb is a word that describes a verb, and will identify adverbs, nouns, and verbs in oral sentences. In Lesson 12, students will distinguish between complete and incomplete sentences, will correct run-on sentences by rewriting each as two sentences, using correct capitalization and punctuation, and will combine the ideas of a run-on sentence to create one scene.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d668af5f-a9cc-4ad5-a8b1-3bd2e8aa0697": {"__data__": {"id_": "d668af5f-a9cc-4ad5-a8b1-3bd2e8aa0697", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "990befe5-e844-447a-9a87-1199ec00ae53", "node_type": null, "metadata": {}, "hash": "bfa7e4ffe5e9711a36a4c8502e991982b03cc2cad4e7b4f90f400c3d1def1a06"}, "3": {"node_id": "2a0dec7d-ef1a-4398-8488-148fd198bf45", "node_type": null, "metadata": {}, "hash": "2ef96c8d09a6a5e9df557f5afce192bdf1753639701e9aa63415a138f638e7cb"}}, "hash": "a52454ad4e253dafba53ed2bb3bc753a62cdea6360e364919430209e6be33e6c", "text": "In addition to Skills Lessons, there is some focus on grammar in the Knowledge section; however, this primarily deals with figurative language. For example, in Domain 1, Lesson 4, students analyze the statement, \u201cbetter late than never.\u201d In Domain 1, Pausing Point, they also discuss the statement \u201cdon't judge a book by its cover.\u201d They also learn various prefixes and suffixes. For example, in Domain 1, Lesson 1, students are taught that the prefix dis- often makes a word have opposite meaning, and in Lesson 3 they learn that the prefix mis- often also makes the word have opposite meaning. In Domain 5, Lesson 5, students learn that the suffix -less means without. Lastly, the lesson's focus is on words that students can use in their writing to make it more descriptive. In Domain 4, Lesson 6, students use adjectives to describe images. In Domain 3, Lesson 5, students are asked to use other words and adjectives to describe life in Sparta.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relations, phonemic awareness, phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 2 meet the expectation that materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context. While the first three Units are all review, new phonics patterns are introduced in Units 4, 5, and 6, such as /i/ as y, /ee/ as y and ey, and /f/ as ph. According to the program, by Grade 2 \u201cstudents who have mastered the letter-sound correspondences taught in CKLA up to this point have learned most of the important letter-sound correspondences they need to read English writing.\" Most students will be able to decode the occasional unusual spelling by using the puzzling strategies that have been taught. Units 1-4 include 100% decodable texts, but in Unit 5 the texts are not 100% decodable. Students are expected to use strategies such as segmenting in order to read challenging, unfamiliar words.\n\n\n    Beginning in Unit 4, alternative spellings for vowel sounds are introduced such as /er/ for her in Lesson 2 and /ie/ for y as in try in Lesson 4. Unit 6 also includes several new spelling alternatives and consonant sounds such as /k/ for ch as in school. In Unit 6, Lesson 2, students begin reading words with alternative spellings such as the /n/ sound spelled either with \u2018n\u2019 or \u2018kn\u2019 and the /r/ sound spelled either with \u2018wr\u2019 or \u2018r'.\n\n\n    Some of the review activities in the beginning of the materials include chaining, which is included in Unit 1, Lesson 3. In Unit 1, Lesson 11, students segment, blend, and then spell a variety of one- and two- syllable short vowel words. In Unit 3, Lesson 6, students engage in a word sort of words that make the /oe/ sound based on the spellings of o_e, o, oe, and oa. Distinguishing between long and short vowels is reviewed in Unit 2, such as reading a word with a short vowel sound, adding an ending -e, and then reading the new word. Students also continue practicing reading words with inflectional endings, such as in Unit 3, Lesson 10, when students read the root word and then add the -ed and read the new word.\n\nMaterials, questions, and tasks provide explicit instruction for and regular practice to address the acqusition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\nThe instructional materials reviewed for Grade 2 meet the expectation that materials, questions, and tasks provide explicit instruction and regular practice to address the acquisition of print concepts for including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2). The majority of the instruction reinforces print concepts that were taught in Kindergarten and Grade 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2a0dec7d-ef1a-4398-8488-148fd198bf45": {"__data__": {"id_": "2a0dec7d-ef1a-4398-8488-148fd198bf45", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "d668af5f-a9cc-4ad5-a8b1-3bd2e8aa0697", "node_type": null, "metadata": {}, "hash": "a52454ad4e253dafba53ed2bb3bc753a62cdea6360e364919430209e6be33e6c"}, "3": {"node_id": "bebaa8a8-a1db-4734-b9cf-7574f27d5939", "node_type": null, "metadata": {}, "hash": "23edb160267ef0e669690a2832910ecea2b8f504a6924eb45c38abd551fa9349"}}, "hash": "2ef96c8d09a6a5e9df557f5afce192bdf1753639701e9aa63415a138f638e7cb", "text": "Lessons about text structure focus more on genre than structure. In Unit 6, Lesson 2, students are explicitly taught the difference between fiction and nonfiction texts. Students create a T-chart to identify the differences and use previously read stories to gather evidence in a whole group. There is a missed opportunity for students to identify text structure such as main idea and details, but the Teacher\u2019s Guide provides this information for the teacher. For example in Unit 4, Lesson 17, it states, \u201cThe main idea of the story is the continuing job hunt, this time, at a bakery. Key details of the text include Kim asking about positions and being given paperwork to fill out, and eating a muffin and deciding he wanted to be a baker when he grows up.\u201d In another example, the students are told that the story is a trickster tale, verses the students identifying this on their own (Unit 2, Lesson 5).\n\n\n    There are some lessons that involve text features such as in Unit 1, Lesson 1, the teacher points to the title of the story and reminds the students the title provides an idea of what the story is about. In Unit 5, students are provided multiple opportunities to use information from the illustrations and texts that they read to demonstrate understanding of the text. In Unit 6, Lesson 3, students have to identify the table of contents and the glossary in the story.\n\nInstructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\nThe instructional materials for Grade 2 meet the expectation that instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 through Grade 2.\n\n\n    There are multiple opportunities for students to read on-level texts throughout the year. In each unit, students are provided a decodable reader which contains all decodable words in Units 1-4 and almost all decodable words afterwards. In addition, students engage in close reading of these texts once a week.\n\n\n    There are opportunities for students to improve their accuracy, rate, and expression in oral reading with on-level texts and grade-level decodable words. There is a separate Fluency Packet that is available for download at ckla.amplify.com which includes poems, informational pieces, a Reader\u2019s Theater, realistic fiction, and a science and social studies selection. The selections are grouped by unit and the selected topics relate to the content of the respective unit in the Decodable Readers. Most lessons throughout the year have an objective that states, \u201cPractice reading with accuracy, appropriate rate, and expression\u201d such as Unit 1, Lesson 11. Some lessons have students read with different voices for different characters to support expression (Unit 2, Lesson 4 and 5).\n\n\n    Students are provided opportunities to practice and read irregularly spelled words. Sight words are identified in each lesson such as in Unit 2, Lesson 2: my, by, and have and in Unit 2, Lesson 10: they and their. In Unit 4, tricky words are also included such as people, walk, grownup (Lesson 3), and building (Lesson 16).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bebaa8a8-a1db-4734-b9cf-7574f27d5939": {"__data__": {"id_": "bebaa8a8-a1db-4734-b9cf-7574f27d5939", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "2a0dec7d-ef1a-4398-8488-148fd198bf45", "node_type": null, "metadata": {}, "hash": "2ef96c8d09a6a5e9df557f5afce192bdf1753639701e9aa63415a138f638e7cb"}, "3": {"node_id": "fab593f1-d863-4230-b0fb-e9b0be116d24", "node_type": null, "metadata": {}, "hash": "d9f0a187c0b0f04f269594b58fc68b0de84f4aeca9ffa945f2a99f5d0a67d760"}}, "hash": "23edb160267ef0e669690a2832910ecea2b8f504a6924eb45c38abd551fa9349", "text": "There are some supports to teach reading strategies, especially rereading. For example in Lesson 3 and 7 of Unit 2, students are expected to reread with a partner. In addition, as students come across words that are not decodable, they are encouraged to use their \u201cpuzzling skills\u201d such as chunking words into syllables, referring to their Individual Code Chart, or using the context where they encounter these words (Unit 6).\n\nMaterials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\nThe instructional materials for Grade 2 meet the expectation that materials, questions, and tasks provide systematic and explicit instruction and practice of word recognition and analysis skills in a research-based progression in connected text and tasks. In the beginning of the units, many of the skills are review such as vowel teams, but in later units alternative spellings are taught. According to CKLA, students who have mastered the letter-sound correspondences taught in CKLA up to this point have learned most of the important letter-sound correspondences they need to read English and students are encouraged to select books that interest them. The Decodable texts in Units 1-4 are 100% decodable, meaning that all of the words in the texts have been taught, but beginning in Unit 5, not all of the words are decodable. Students are expected to use strategies taught such as chunking or segmentation in order to read unknown words.\n\n\n    The back of each unit\u2019s decodable lists the core knowledge that students will have already mastered before reading as well as the core knowledge gradually added to the reader for students to practice. Prior to each text, the teacher is expected to preview some of the words with the spelling patterns taught or reviewed in the lesson. For example, in Unit 1 students read words with the letter 'a' pronounced as /a/ versus the alternatives for this letter. Students are also introduced to more multisyllable words, and these words are present more in the decodables. In Unit 2, Lesson 13, words previewed have either 'ar', 'er', or 'or' spelling patterns or are two-syllable words. Beginning in Unit 6, students read the text first before instruction as a way to prepare them for CKLA Grade 3. It is suggested that teachers also preview tricky words before reading chapters such as in Unit 6, Lesson 5, where the teacher is supposed to preview Great Britain, Europe, native, Americans, war, and signature.\n\nMaterials support ongoing and frequent assessment to determine student mastery and inform meantingful differentiantion of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\nThe instructional materials for Grade 2 meet the expectation that materials support ongoing and frequent assessments to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported. The multitude of formative and summative assessments enable the teacher to determine who needs more support, and suggestions on how to provide that support are given in many instances.\n\n\n    In each Skills Unit there are formative assessments clearly marked for monitoring individual student performance. Teachers can implement various Additional Support Activities found at the end of each lesson, based on each student's needs. There are places where the materials say to collect the Activity Page in order to analyze the work, as in Unit 3, Lesson 15, where the teacher analyzes the student\u2019s dictation ability. An analysis is included to determine weaknesses as well as what remediation the individual student or groups of students need.\n\n\n    The weekly spelling tests in Grade 2 align to the phonics pattern of the week. Teachers are expected to analyze each student's performance on spelling assessments to gain insight into specific gaps in knowledge. Each spelling test comes with a spelling analysis chart and directions to summarize the errors to determine next steps. In many cases the spelling assessment states, \u201cIf the student makes more than six mistakes, he or she is having problems with word recognition and may need additional practice decoding specific spelling (Unit 2). Spelling assessments and analyses come every five days.\n\n\n    Similarly, there are fluency assessments embedded in the curriculum where the teacher takes a running record and records errors as well as rate. If a student's results fall below the 50th percentile, it is suggested that this may be an area of concern, and additional fluency practice should be included.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fab593f1-d863-4230-b0fb-e9b0be116d24": {"__data__": {"id_": "fab593f1-d863-4230-b0fb-e9b0be116d24", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "bebaa8a8-a1db-4734-b9cf-7574f27d5939", "node_type": null, "metadata": {}, "hash": "23edb160267ef0e669690a2832910ecea2b8f504a6924eb45c38abd551fa9349"}, "3": {"node_id": "f0118bd4-a4ae-4558-b587-f46a3e13f26e", "node_type": null, "metadata": {}, "hash": "c16fe219e4897558d63d2a9a0fe05ecaa672bae589c14078c3e79909584e4b41"}}, "hash": "d9f0a187c0b0f04f269594b58fc68b0de84f4aeca9ffa945f2a99f5d0a67d760", "text": "At the beginning of the curriculum there is a Placement Overview which helps \u201cinform decisions as to whether students are ready to continue with Grade 2, Unit 2 instruction or whether other instruction is needed to ensure mastery of skills taught in CKLA at the Grade 1 level\u201d (p. 104). The curriculum specifically says that it is important to stop and work on any knowledge gaps with phonics versus pushing through the CKLA Grade 2 materials. At the End of Unit Assessment, there is an ability to do additional follow-up assessments. There is also a scoring and analysis section for the Word Reading in Isolation Assessment. Because this is an end of unit assessment, there is no direction for the teacher to provide additional instruction; however, it is recommended that the teacher give the analysis record to the following year's teacher. There is a summary sheet provided for the teacher to complete and give to the Grade 3 teachers with the students' assessment information.\n\n\n    In each Skills Unit, there are also Pausing Points. It is suggested that teachers stop and spend four to five days in each unit to provide targeted remediation for individuals or groups of students in the areas in which they performed poorly on the end of unit assessment, as well as enrichment activities for students who performed well.\n\n\n    Lastly, there is a separate publication called the Assessment and Remediation Guide that is online. It provides further guidance in assessing, analyzing, and remediating specific skills.\n\nMaterials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.\n\nThe instructional materials for Grade 2 meet the expectation that materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.\n\n\n    At the end of each unit, there is a Pausing Point section where teachers can determine which activities students need to complete over the course of several days, based on their strengths and weaknesses. This allows for targeted remediation for individuals or groups of students in any areas in which they performed poorly on the end of unit assessment. Some of the activities address vowel digraphs, two-syllable words, and sight words.\n\n\n    In some of the individual lessons there are suggested supports and challenges for students that teachers can choose to implement. For example, in Unit 2, Lesson 8, one such support is: \u201cAs you complete the chain, remind students that vowel digraphs are made up of two letters; however, since they stand for one sound they will count as one change when chaining.\u201d In the same lesson, a challenge for students is \u201cHave pairs of students hunt for words in a teacher-selected book for exceptions to the a_e and i_e rule. The students then write the words on paper and sort them into piles, separating the a_e and i_e words.\u201d Another example of a support is in Unit 6, Lesson 11, where it is suggested that the teacher use syllable division strategies to scaffold reading of multisyllabic words. In Lesson 13, teachers can remind students that \u2018i\u2019 is also a tricky spelling, as students have previously learned \u2018i\u2019 as /i/ and as /ie/.\n\n\n    At the back of each lesson there is also an additional support section, which provides teachers with activities for students who need remediation on the skill taught. Some examples are in Unit 2, which include more assistance with splitting digraphs (Lesson 2) and having students practice reading phrases, sentences, and short stories that include the Tricky Words, were and some (Lesson 6).\n\n\n    Some lessons contain small group work, so teachers can provide more targeted instruction. For example, in Unit 2, Lesson 15, one group works with the teacher to complete Activity Page 15.2 as the other students work with a partner. It is suggested that \u201chomogenous groupings for Skills instruction is the most efficient and effective way to differentiate instruction and meet students\u2019 needs when teaching phonics skills,\u201d and students who are lagging in specific skills should be receiving extra practice. Teachers are expected to collect the Activity Sheets periodically to analyze work and plan for remediation. One example of this is Unit 3, Lesson 15, where the teacher is instructed to use the Midpoint Dictation Identification Analysis located in the Teacher Resources to analyze student errors and determine what remediation individual students or groups of students may need. Another example of this is Unit 6, Lesson 17, where teachers should analyze the work; students who did not correctly identify words by their parts of speech may benefit from additional practice identifying words by their parts of speech at a later time.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f0118bd4-a4ae-4558-b587-f46a3e13f26e": {"__data__": {"id_": "f0118bd4-a4ae-4558-b587-f46a3e13f26e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "fab593f1-d863-4230-b0fb-e9b0be116d24", "node_type": null, "metadata": {}, "hash": "d9f0a187c0b0f04f269594b58fc68b0de84f4aeca9ffa945f2a99f5d0a67d760"}, "3": {"node_id": "7abd3ee9-aa5f-40f1-80a9-237938a023d1", "node_type": null, "metadata": {}, "hash": "541c4527a45e93ff47d5415b1467665c359225efaf9327aabd10728544b7ed3f"}}, "hash": "c16fe219e4897558d63d2a9a0fe05ecaa672bae589c14078c3e79909584e4b41", "text": "For students who are having success with the Skills, it is suggested that these students read trade books and text books written at an appropriate level, which is another form of differentiation.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe materials reviewed meet the Gateway 2 expectations of building knowledge with texts, vocabulary, and tasks. Materials are organized in topics to build students' knowledge and to support academic vocabulary development. Students are supported to accelerate vocabulary learning with vocabulary in their reading, listening, speaking, and writing. The materials contain a year long, cohesive plan of writing instruction and tasks that support students. The materials support the integration of skills and of considering ideas and content across and within texts. Independent reading supports to grow reading beyond structured in-class activities are less prominent.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.\n\nThe materials reviewed for 2nd grade meet the expectations for texts organized around topic/topics to build students\u2019 knowledge and their ability to read and comprehend complex texts proficiently. All of the domains created in K-2 revolve around a topic through a set of texts rather than an anchor text. The Program Guide states, \u201cIn the Knowledge Strand, students spend several weeks at a time learning about a topic in science, social studies, history, literature, etc.\" (CKLA, Program Guide, page 45). The purpose of the domains is to immerse students in a topic for several weeks. \u201cChildren gain deep exposure to topics such as nursery rhymes and fables; seasons and weather; and presidents and American symbols\u201d (CKLA Program Guide page 30). The topics also build on each other through each year.\n\n\n    All of the domains in the Grade 2 curriculum are centered around a topic. The topics are as follows: Fairy Tales and Tall Tales, Early Asian Civilizations, Ancient Greek Civilizations, Greek Myths, War of 1812, Cycles in Nature, Westward Expansion, Insects, U.S. Civil War, Human Body: Building Blocks of Nutrition, Immigration, and Fighting for a Cause.\n\n\n    Texts included in each domain support the building knowledge about the topic. A specific example is in Domain 3, The Ancient Greek Civilization. Topics in the texts include Ancient Greeks, Mount Olympus, the Olympic Games, Sparta, Athens and the Olive Tree, Athens, the Birthplace of Democracy, the Marathon, Thermopylae, Persians Strike Again, the Great Thinkers of Greece, and Alexander the Great. Another example is in Domain 10, Human Body: Building Blocks and Nutrition. Topics in the texts include Anton van Leeuwenhoek, cells and tissues, organs, the digestive system, the excretory system, nutrients, a well-balanced diet, and a healthy human body.\n\n\n    These topics will help students develop their knowledge of both social studies and science content.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe curriculum materials in Grade 2 meet the expectations that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. The materials contain many opportunities for students to look at key ideas and details.\n\n\n    Some examples of questions that show students being required to analyze include those found in Domain 3, Lesson 5. \u201cWhy do you think it was important to Lysander to look brave in front of Platon when he was leading them away from his family?\u201d To engage this question, students need to have comprehension of the text as well as a grasp of the main ideas and relationships between characters.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7abd3ee9-aa5f-40f1-80a9-237938a023d1": {"__data__": {"id_": "7abd3ee9-aa5f-40f1-80a9-237938a023d1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "f0118bd4-a4ae-4558-b587-f46a3e13f26e", "node_type": null, "metadata": {}, "hash": "c16fe219e4897558d63d2a9a0fe05ecaa672bae589c14078c3e79909584e4b41"}, "3": {"node_id": "2b051218-9eb0-4cef-8b68-28d6265e8a50", "node_type": null, "metadata": {}, "hash": "caf87bc3c32c84feeca455313a8c7a6d9cc14acfdad1c47accfd9b1287eeee58"}}, "hash": "541c4527a45e93ff47d5415b1467665c359225efaf9327aabd10728544b7ed3f", "text": "In some of the skills lessons, there are close reading lessons that include analysis of the text. One example is in Skills, Unit 2, Lesson 3, where the question is, \u201cAs she went, she was the king of the cash she would get from selling the milk. What does this mean?\u201d Another example is, \u201cIn the second paragraph of page 56, reread the parts of the story that let us know if this is fiction.\u201d (Unit 2, Lesson 12) The materials support the teacher guiding students to re-read and to identify details at both the explicit and implicit levels.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe materials in Grade 2 meet the requirement that materials contain a coherently sequenced set of text-based questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\n\n    At the end of each read aloud the teacher asks the students comprehension questions that range from literal recall questions, to inferential questions, to evaluative questions. For example, in Domain 3, Lesson 7, students have to answer the literal question, \"How did the city-state Athens get its name?\" and the inferential question, \"What were all the benefits of the olive tree that Athena went on to describe?\u201d Similarly, in that same lesson, examples of a literal question and an evaluative question are, \u201cWhat two main city-states have you learned about? How are they similar? How were they different?\u201d An example of a question that is both literal and evaluative is in Domain 5, Lesson 1, when students have to answer the question, \u201cAfter the Revolutionary War, what was the type of government formed in the United States, and how was it different from a government ruled by a king?\"\n\n\n    In some lessons, students have to compare characters and knowledge across more than one text. This helps them to build knowledge and integrate ideas across multiple texts. For example, in Domain 1, Lesson 6, students have to compare and contrast other elements of \"Pecos Bill\" and \"Paul Bunyan\". In Lesson 8 of that domain, student complete a Venn Diagram comparing and contrasting the characters in \"John Henry\" and \"Casey Jones\".\n\n\n    Before each lesson, students also have to review what they previously read and answer questions about what they read. This helps to integrate the knowledge across each text that the students read in the Domain. For example, in Domain 8, lesson 3, students begin by reviewing the characteristics of insects. Then the teacher asks questions about information that they read previously such as \u201cWhat is a life cycle?\u201d and \u201cWhat are the stages of a human being\u2019s life cycle?\u201d This type of previewing to support the building of background knowledge as well as questioning to integrate the knowledge is seen in each lesson. Another example is in Domain 12, Lesson 7, where students first have to answer recall-type comprehension questions about what they have read so far, including \u201cWhat were some of the causes for which Eleanor Roosevelt fought?\" and \u201cHow would you describe Jackie Robinson\u2019s achievements?\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe materials in Grade 2 meet the requirements of this indicator. Students demonstrate knowledge through multiple standards through the Pausing Points activities and through the Assessments (both mid-domain and end of domain), which provide ample opportunities for the teacher to identify students' knowledge and skills development.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b051218-9eb0-4cef-8b68-28d6265e8a50": {"__data__": {"id_": "2b051218-9eb0-4cef-8b68-28d6265e8a50", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "7abd3ee9-aa5f-40f1-80a9-237938a023d1", "node_type": null, "metadata": {}, "hash": "541c4527a45e93ff47d5415b1467665c359225efaf9327aabd10728544b7ed3f"}, "3": {"node_id": "f556607c-0f33-46bb-8fc6-e692e0172533", "node_type": null, "metadata": {}, "hash": "a3cbe4adfa9e4d44a4fa8884f10b2d3406a46a4249e6dc5ac976d2a2a1864bc8"}}, "hash": "caf87bc3c32c84feeca455313a8c7a6d9cc14acfdad1c47accfd9b1287eeee58", "text": "Some of the culminating activities at the end of Domains are optional and geared towards students who do not require remediation after the culminating assessment, although teacher notes provide explicit suggestions for deploying them. For example, in Domain 1, students make their own book retelling one of the fables they heard. In Domain 3, students form five groups, and each group is assigned to one component of ancient Greek civilization that they draw a picture about and write a sentence explaining the image. In Domain 5, students pretend they were at one of the important events during the War of 1812 and describe what they saw and heard. In Domain 8, students search through trade books in the classroom to look up answers about insects. They journal their information, which integrates reading and writing and knowledge from texts read and heard. In the Student Performance Task Assessment for this domain, students label a visual of an insect with academic vocabulary from a provided word bank (Instructional Master page 1). Each of these tasks demonstrate knowledge gained from texts in the Domain.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe materials Grade 2 meet the requirements that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Vocabulary is repeated both in context and across multiple texts. Students are supported to accelerate vocabulary learning with vocabulary in their reading, listening, speaking, and writing. Each Knowledge lesson has the introduction of the vocabulary, use of the vocabulary in the application section, key vocabulary brainstorming in the Domain review, and a vocabulary assessment. The end of domain Vocabulary Assessment is used to determine students\u2019 understanding of the vocabulary words in context. The assessment evaluates each student\u2019s retention of domain and academic vocabulary words.\n\n\n    In each Domain Unit, four to six words are introduced with each new word read aloud. These words show up in either the pre-reading activities that help to build the background knowledge or during the read aloud itself. Some examples include: in Domain 8, Lesson 5, the words are aggressive, chambers, destructive, emit, nurseries, and in Domain 9, Lesson 9, the words are abolished, cabinet, emancipation, proclamation, scroll and in Domain 10, Lesson 4, the words are collapse, kidneys, liver, nourish, transplant, and in Domain 12, Lesson 6, the words are assigned boycott, disrupted, injustice, and segregation. In each word list, there is one word that is in bold, which is explained in more depth to the students. The students engage in an activity with these words, including hearing a variety of sentences and deciding if a sentence describes the word or not. For example, in Domain 1, Lesson 5, the word is admiration, and the students describe someone for whom they have admiration. At the end of each Domain, there is also an assessment that evaluates students\u2019 retention of domain and academic vocabulary words.\n\n\n    In the Skills Strand, before a new chapter is read the teacher previews and discusses vocabulary. In the close reading lessons, there are questions focusing on the vocabulary words.\n\n\n    Students are also taught formal dictionary skills in Grade 2. According to the Program Guide, the students \u201cshould be encouraged to apply the formal morphology knowledge to deciphering the meaning of new words in new contexts.\"\n\n\n    Throughout the lessons there are supports and challenges embedded. In Domain 9, a challenge is for students to explain the meaning of the phrase, \"her body and mind cried out for sleep,\" and a support is to review the meaning of the word value.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe materials reviewed for Grade 2 meet the expectations of materials containing writing tasks and instruction which support students in building and communicating substantive understanding of topics and texts. Across both sections, a four step plan is used that helps students plan, draft, revise, and publish.\n\n\n    In both the Domain and Skills Sections, the writing lessons cover narrative, informative, and opinion writing. Formal writing instruction begins in Unit 2 of the Skills Section with lessons on narrative writing. They begin by retelling a fable in writing, and they later complete a book report. In both cases, students go through the writing process. They revisit narrative writing in Skills, Unit 3. In Unit 6, students engage in report writing. They learn to take notes to complete the report, and they write a multi-paragraph essay.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f556607c-0f33-46bb-8fc6-e692e0172533": {"__data__": {"id_": "f556607c-0f33-46bb-8fc6-e692e0172533", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "2b051218-9eb0-4cef-8b68-28d6265e8a50", "node_type": null, "metadata": {}, "hash": "caf87bc3c32c84feeca455313a8c7a6d9cc14acfdad1c47accfd9b1287eeee58"}, "3": {"node_id": "adc1b02f-55a6-478d-b0ae-b00f43e7dd95", "node_type": null, "metadata": {}, "hash": "c07064f5569a477abf1d3cff887bab1d354bdf8a235e278efaf9ba57ceadab33"}}, "hash": "a3cbe4adfa9e4d44a4fa8884f10b2d3406a46a4249e6dc5ac976d2a2a1864bc8", "text": "A further connection between the Skills Section and the Knowledge section is evidenced in the persuasive letter writing in Skills, Unit 4, and the persuasive speech writing in Domain 5, which both revolve around the War of 1812. In Domain 5, students deliver a written persuasive speech, while in Skills, Unit 4, students are required to take what they read about the War of 1812 and write a persuasive letter. They practice the skills of persuasive letter writing in Lesson 14 and 15 and then start the process independently in Lesson 16. The persuasive speech is from the point of view of either a War Hawk or a merchant in America, and the students need to convince James Madison to either go to war with Britain or not to go to war with Britain.\n\n\n    While no formal evaluation tool is used in this curriculum, a writing portfolio is suggested. There are specific items that are suggested to be included in the portfolio. Writing is also used to determine if students understand information. For example, in Domain 3, Lesson 7, students write a paragraph explaining why they would rather live in the city-state of Sparta or Athens.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 2 meet the expectations of materials including a progression of focused, shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials. The structure of units focusing on one topic each does support enhanced student understanding and knowledge development around the unit materials. Students engaging with the materials are writing, reading, and seeking out new information as well as beginning to synthesize information for research, developing presentations, and sharing their work in the class.\nStudents are provided with background information in each lesson that is intended to give the students the information they need for the text being covered. There is some guidance for teachers to build students' independent study and researching skills. Some of these components are optional and come as part of the Pausing Points and/or domain reviews and assessments, although the directions to the teacher identify the focus.\n\n\n\n\n    Examples of how the Grade 2 materials support students' growing research skills include, but are not limited to, the following examples:\n\n\nIn Domain 1, students can conduct online research to find out where specific statues, monuments, or museums are located. Using multimedia in identifying/classifying specific information and quality sources is key to further research understanding.\n    \nIn Domain 5, student prepare individual research papers related to the War of 1812 after small groups research about people and events. This work includes speaking and listening, collaboration, reading different modes of text, taking notes, classifying information, and preparing a written culminating project.\n    \nIn Domain 6, students practice collecting and synthesizing information by using note-taking tools such as charts and graphic organizers. The class participates in a shared research project by recording observations of scientific phenomena. There are also suggestions for students who need a challenge to research outside of the domain's additional facts as suggested in Lessons 5 and 6.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nInstructional materials reviewed for Grade 2 partially meet expectations for providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Students do have opportunities during some lessons to read independently from the student reader and answer questions or complete activities assigned by the teacher. Much in-class independent reading only requires student to read short passages, typically only a page or two at a time. Some independent reading Activity Book pages are assigned as take-home with instructions to read aloud to an adult, but there are no apparent follow-up activities to assess completion of the reading.\n\n\n    There is no support for how to organize independent reading in the lessons and how to provide guidance to foster independence. The teacher will have to identify a tracking system for independent reading. The materials do state, \u201cYou should consider various times throughout the day when you might infuse the curriculum with authentic, domain-related literature. If you are able to do so, you may recommend students select books from the Recommended Resources list. If you recommend that families read aloud with their child each night, you may wish to suggest that they choose titles from this list to reinforce the concepts covered in this unit.\u201d In addition, every unit also says, \u201cYou might also consider creating a classroom lending library, allowing students to borrow domain-related books to read at home with families. The Recommended Resources list, which also includes online resources, can be found online.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "adc1b02f-55a6-478d-b0ae-b00f43e7dd95": {"__data__": {"id_": "adc1b02f-55a6-478d-b0ae-b00f43e7dd95", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "f556607c-0f33-46bb-8fc6-e692e0172533", "node_type": null, "metadata": {}, "hash": "a3cbe4adfa9e4d44a4fa8884f10b2d3406a46a4249e6dc5ac976d2a2a1864bc8"}, "3": {"node_id": "31bc8a48-8e32-48a5-92b6-6de9b9c30662", "node_type": null, "metadata": {}, "hash": "a187566e7d2ad2edc54aae9f657cda07dfd76f39a2759cb5c0b797217b80e048"}}, "hash": "c07064f5569a477abf1d3cff887bab1d354bdf8a235e278efaf9ba57ceadab33", "text": "The program guide does suggest \u201ca flexible amount (we suggest a minimum of 20 minutes a few times a week) of additional independent or group reading time.\u201d However, again this is optional and does not provide a system for accountability on the students or the teacher.\n\nUsability\n\nUse & Design\n\nMaterials are well designed and take into account effective lesson structure and pacing.\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 2 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.\n\n\n    The materials are designed to immerse students in all areas of the standards and provide explicit lesson structure with embedded teacher direction as well as recommendations for supporting all learners. The Teacher Guides clearly instruct the teacher throughout each lesson on its implementation before, during, and after the readings and activities, as well as recommendations for scaffolded support throughout.\n\n\n    The materials for K-2 include two strands of instruction; Skills and Knowledge Domains. The program guide states, \u201cThe Skills Strand provides comprehensive instruction in foundational reading skills, such as phonological awareness, phonics, word recognition, language skills (including conventions of English, spelling, and grammar), reading comprehension, and writing instruction. The Knowledge Strand teaches background knowledge, comprehension, vocabulary, analysis of complex text, and speaking and listening.\u201d\n\n\n    Each strand is designed for a 60-minute lesson totaling 120 minutes of instruction daily.\n\n\n    Every lesson is effectively broken down into time frames for coverage of material. At the beginning of each lesson there is a \u201cLesson at a Glance\u201d that maps out the skill being covered, grouping suggestions for students, the time each skill section should take, and the materials that will be needed.\n\n\n    For example, in the Knowledge Strand of Domain 4, the Lesson 3 at a Glance shows the 60 minute lesson breakdown as \u201cIntroducing the Read Aloud\u201d (10 minutes), \u201cRead Aloud\u201d (30 minutes), and \u201cApplication\u201d (20 minutes). An example of this in the Skills Strand from Unit 3 shows the 60 minute Lesson 11 Foundational Skill warm-up, using a Board Sort (10 minutes), Spelling Trees (15 minutes), and Practice Skills (10 minutes). Next is reading, with five minutes to introduce the story and 15 minutes for the close read. Then, there is Language (a spelling introduction) for five minutes.\n\n\n    The Contents page of each unit states the topic of each lesson, the skills to be addressed in that lesson (reading, writing, speaking/listening, language, etc.), and the time allotted for each.\n\n\n    Materials include a curriculum map located in the Program Guide that tracks the \u201cKnowledge Domains\u201d that students will be working in through each grade. In each unit, students are immersed in a domain topic that centers on science, social studies, or literature. The Program Guide states, \u201cIn the Knowledge Strand, students spend several weeks at a time learning about a topic in science, social studies, history, literature, etc.\u201d\n\n\n    Also included within the materials is a research guide for the Skills Strand available as an \u201cOnline companion to the Program Guide\u201d that details the rationale for its approach to decoding/encoding, letter/sound correspondences, systematic phonics, and focus on phonemes.\n\n\n    Out of the 12 Domains (units) in grade 2, three are based in science, seven in social studies, and two in literature. The Skills Strands contain decodable texts, and all six units contain literary stories with controlled text.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 2 partially meet the expectations that the teacher and student can reasonably complete the content within a regular school year. The pacing may not allow adequate enough time for review, re-teaching, or enhancing, and/or extending student learning for maximum understanding.\n\n\n    The Knowledge Domains are made up of 12 units and, depending on the unit, are designed for 12-18 instructional days including one to three \u201cPausing Points\u201d for further instruction. The Skills Strand is made up of six units with anywhere from 16-36 instructional days per unit, and four to six Pausing Point days for a total of 180-186 instructional days.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "31bc8a48-8e32-48a5-92b6-6de9b9c30662": {"__data__": {"id_": "31bc8a48-8e32-48a5-92b6-6de9b9c30662", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "adc1b02f-55a6-478d-b0ae-b00f43e7dd95", "node_type": null, "metadata": {}, "hash": "c07064f5569a477abf1d3cff887bab1d354bdf8a235e278efaf9ba57ceadab33"}, "3": {"node_id": "f37b0196-8991-4ea4-85a2-7a3652780258", "node_type": null, "metadata": {}, "hash": "fca56072534315deca0a2a283e3975bfafaeb9375fe261ca500501e243454e1b"}}, "hash": "a187566e7d2ad2edc54aae9f657cda07dfd76f39a2759cb5c0b797217b80e048", "text": "The Pausing Points are times for teachers to re-teach and/or enhance understanding of the curriculum with embedded enrichment activities. The Teacher Guide states, \u201cTeachers may choose from a variety of recommended activities designed to reinforce domain content and skills on Pausing Point days.\u201d While these are built into the pacing of the curriculum, they only allow for two-three days in each unit, which may not provide enough time for re-teaching, enhancing, and/or enriching the curriculum.\n\n\n    The Pausing Point within the Knowledge Domain Unit 1 states, \u201cYou should pause here and spend one day reviewing, reinforcing, or extending the material taught thus far. You may have students do any combination of the activities listed below, but it is highly recommended that you use the Mid-Domain Student Performance Task Assessment to assess students\u2019 knowledge of fairy tales. The other activities may be done in any order. You may also choose to do an activity with the whole class or with a small group of students who would benefit from the particular activity.\u201d\n\n\n    The Pausing Point within the Skills Strand Unit 1 states, \u201cYou should pause here and spend additional time reviewing the material taught in Unit 1 as needed. Students can do any combination of the exercises listed below, in any order. The exercises are listed by unit objectives. Exercises that were part of the lessons are listed here only by name with a reference to their respective lessons. All other exercises have full descriptions. You may find that different students need extra practice with different objectives. It can be helpful to have students focus on specific exercises in small groups.\u201d\n\n\n    Given the importance of practicing and solidifying skills, the current design may not allow for completion within a year.\n\n\n    Also, there are additional supports and assessments provided for teachers to implement that are not included in the pace of instruction. For example, of the additional supports, the Program Guide states, \u201cThese provide thirty minutes of additional instruction on new skills at the end of each Skills lesson.\u201d And of the Assessment and Remediation Guide: \u201cThis can be used for additional lessons that support students who need extra practice or remediation on foundational skills and comprehension.\u201d\n\n\n    Again, this may make it difficult to complete the content using the resources available in a year.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 2 meet expectations that the student resources include ample review and practice resources, clear directions and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    Materials include but are not limited to photos, captions, glossaries, charts, diagrams, illustrations, sentence strips, graphic organizers, rubrics, digital images, labeled supports, activity pages, timing reminders, tiered vocabulary charts, notes to teachers, image cards, chaining charts, writing prompts and journals.\n\n\n    In Knowledge Domain 4, Lesson 3, the Teacher Guide states, \u201cShow image 3A-4: Demeter searching for Persephone. How does Demeter feel when she realizes Persephone is missing, and how do you know?\u201d\n\n\n    Skills Unit 1, Lesson 12 states, \u201cCopy the sentences for the Sentence Capitalization and Punctuation activity (Digital Component 12.1) on to the board/chart paper or prepare to display the digital version.\u201d\n\n\n    Teacher and student resources include clear directions. Activities that are completed with teacher guidance have directions included throughout the lessons. Suggestions for grouping, additional supports, challenge ideas, and direct instruction are clearly defined, explained, and embedded throughout. Each lesson provides the \u2018primary focus\u2019 and 'advance preparation\u2019 of the lesson, the \u2018formative assessment(s),\u2019 \u2018lesson at a glance,\u2019 \u2018recommendations for universal access,\u2019 and a \u2018check for understanding\u2019 section. Activity pages correspond correctly to the Teacher Guide and make finding information seamless and efficient.\n\n\n    An Additional Support example from Skills Unit 3, Lesson 11 states, \u201cMake a copy of the Swim to the Finish game board (Activity Page TR 11.1) for each group of up to four students. Copy and cut out one set of Swim to the Finish word cards (Activity Page TR 11.2) for each group.\u201d\n\n\n    The Primary Focus in Lesson 3 of Knowledge Domain 1 states, \u201cStudents will compare and contrast aspects of \u201cThe Fisherman and His Wife\u201d and \u201cThe Emperor\u2019s New Clothes.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f37b0196-8991-4ea4-85a2-7a3652780258": {"__data__": {"id_": "f37b0196-8991-4ea4-85a2-7a3652780258", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "31bc8a48-8e32-48a5-92b6-6de9b9c30662", "node_type": null, "metadata": {}, "hash": "a187566e7d2ad2edc54aae9f657cda07dfd76f39a2759cb5c0b797217b80e048"}, "3": {"node_id": "818ab7ea-fb08-45ce-8c3d-7ab289e8e7f0", "node_type": null, "metadata": {}, "hash": "a40452d3667d63cbf5557aed555cdcc18d6009f7272e612cae17240b272f31df"}}, "hash": "fca56072534315deca0a2a283e3975bfafaeb9375fe261ca500501e243454e1b", "text": "Reference aids including vocabulary charts, lessons at a glance, visual resources such as images, illustrations, and digitally presented graphics, correlating activity pages, and rubrics are clearly and correctly labeled throughout the Teacher Guide, activity book, and image cards. For example;\n\n\nThe formative assessment for Knowledge Domain 7, Lesson 3 provides corresponding Activity Book page 3.1 \u201cLayers of the Earth: Students will color code and label the layers of the earth.\u201d\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 2 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    Alignment to the CCSS is documented in multiple places throughout the curriculum. The alignment chart for the CCSS standards are documented in the K-2 Program Guide and in the contents pages of each unit. At the beginning of every lesson under \u2018Primary Focus of the lesson\u201d the standards being addressed are clearly stated as well as within the formative assessments for what is being measured. The same is true for the unit assessments in which the standards being measured are also found under the \u201cprimary focus\u201d and formative assessments given through the activity pages. Within the sidebars of the Teacher Guide there are standards listed within the scaffolding of the lesson for \u201cemerging/expanding/extending\u201d the learning.\n\n\n    For example, the Primary Focus in Knowledge Domain 4, Lesson 4 states, \u201cReading: Students will evaluate what \u201cArachne the Weaver\u201d explains about nature and the lesson it teaches. [RL.2.2; ELD.PI.2.6] Language: Students will demonstrate an understanding of the Tier 2 word flattered and generate related words. [L.2.5; ELD.PI.2.12b]\n\n\n    An example of alignment provided for formative assessments can be seen in Skills Unit 1, Lesson 13, \u201cSuffix Spelling Patterns [RF.2.3a,d; L.2.2d; ELD.PIII.Phonics and Word Recognition] Anecdotal Reading Record 'The Chicken Nugget' (Group 1) [RF.2.4a\u2013c; ELD.PIII.Fluency]\u201d\n\n\n    An example of standards listed within the scaffolding sidebars in Knowledge Domain 4, Lesson 3, \u201cWriting (ELD.PI.2.10): Emerging\u2014Have students dictate facts using familiar vocabulary to a teacher to be recorded; Expanding\u2014Have students write phrases using familiar vocabulary to a peer to be recorded; Bridging\u2014Have students independently write facts using familiar vocabulary.\"\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 2 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The design of the materials throughout the curriculum supports students' learning through graphics, tables, charts, illustrations, digital images, pictures and consistent font. The Teacher Guide, student reader, and activity book present material in appropriate, easy-to-read font with bold and italicized words used to enhance understanding for teachers and students. There are often pictures and images of real life examples for expository/informational text as well as colorful illustrations to accompany stories and narratives throughout.\n\n\n    Digital resources are also available to display media to students to enhance lessons throughout the units. Within the Skills Strand there are models of the pocket chart images and letter set-ups to assist the teacher prior to instruction as well as visual images to support oral segmenting activities using fingers. There are no distracting images, and all space appears to be appropriately designed for the most beneficial use. Activity book directions are clear and suitable for student understanding. Illustrations and pictures for activities are appropriate, and Illustrations are designed to enhance understanding of the information being presented.\n\n\n    In Knowledge Domain 12, Lesson 1 states, \u201cPrepare and display a Main Idea/Details Web similar to the one below. Alternatively, you may find a digital version in the digital components for this domain..\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "818ab7ea-fb08-45ce-8c3d-7ab289e8e7f0": {"__data__": {"id_": "818ab7ea-fb08-45ce-8c3d-7ab289e8e7f0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "f37b0196-8991-4ea4-85a2-7a3652780258", "node_type": null, "metadata": {}, "hash": "fca56072534315deca0a2a283e3975bfafaeb9375fe261ca500501e243454e1b"}, "3": {"node_id": "4cec91a6-0355-491e-af5d-e1553f920d34", "node_type": null, "metadata": {}, "hash": "eb61ccb42af2b4258fad7a11e28a0d9abf83cffad45960fca13d84d79342c5dd"}}, "hash": "a40452d3667d63cbf5557aed555cdcc18d6009f7272e612cae17240b272f31df", "text": "Skills Unit 3, Lesson 12 states, \u201cThe spellings can be found on the following pages in the Vowel Code Flip Book and in students\u2019 Individual Code Charts. Turn to Vowel Code Flip Book page 10 and put the Spelling Card for \u2018ie\u2019 on the appropriate space. Discuss the power bar.\u201d\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Grade 2 meet the criteria for materials containing teacher editions with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Materials include teacher guidance for the use of embedded technology to support and enhance student learning. Materials provide support for instructional planning in multiple ways.\n\n\n    The Teacher Guide gives clear annotations and suggestions on how to present content. At the beginning a unit, teachers are encouraged to read the introduction, alignment chart, assessments, and to review the pausing points for the lessons. At the beginning of each lesson, teachers are encouraged to use the Lesson at a Glance to review the primary focus and formative assessments. There is also an Advance Preparation section included in the Universal Access section that helps to support teachers. Throughout the lessons, sidebars are included to support teachers in how to present materials to both support and challenge student learning.\n\n\n    There are also Additional Support activities within and/or at the end of lessons that provide assessment and remediation for skills lessons. Teachers are directed to consider whether additional activities in the Assessment and Remediation Guide or Decoding and Encoding Supplement should be utilized for students who may need additional support. Teachers are also instructed to review Language Studio content for English Language Learner students.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Grade 2 meet the criteria for materials containing a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. The introduction section of each Teacher Guide fully explains the primary purpose and goals of the unit including readers, writing, vocabulary, and beginning-of-year assessments where applicable. The Teacher Guide for the Skills Strand also includes guidance for how to implement basic skill instruction. There are also teacher resources at the end of each unit that assist with the implementation and direct instruction of the lessons including, but not limited to, dialogue starters, rubrics, checklists, image cards, activity book answer keys, and code charts. Teacher guidance throughout every step of the lesson is clear and explicit. Within Unit 1 there are also appendices that offer understanding of more advanced literacy concepts for teachers to improve their knowledge of the subject, although the scripted explanations for the students' understanding is clear.\n\n\n    An example in the Skills Strand Teacher Guide for Unit 2 states, \u201cThese lessons are carefully crafted to focus students on the text itself and precisely what meanings can be derived from close examination of said text. If you wish to read more about close reading or compose some close reading lessons of your own, please visit this web site: achievethecore.org.\u201d\n\n\n    Another example in the introduction in Skills Unit 2 states, \u201cWhen introducing this word, be sure to draw attention to the parts read (and spelled) just as students would expect, based on what they have learned so far. Also, identify the tricky parts of the word.\u201d\n\n\n    Appendix A in the Unit 1 Skills Strand offers information about the program and philosophy behind its design. For example, the appendix states, \u201cCKLA does place the initial emphasis on reading regular words. But that does not mean high-frequency sight words are not being learned. In fact, as noted above, many sight words are completely regular and become decodable as students learn letter-sound correspondences. This means that CKLA is a very effective program for teaching sight words.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4cec91a6-0355-491e-af5d-e1553f920d34": {"__data__": {"id_": "4cec91a6-0355-491e-af5d-e1553f920d34", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "818ab7ea-fb08-45ce-8c3d-7ab289e8e7f0", "node_type": null, "metadata": {}, "hash": "a40452d3667d63cbf5557aed555cdcc18d6009f7272e612cae17240b272f31df"}, "3": {"node_id": "2bacd6ed-cc06-4dde-9299-977409284f72", "node_type": null, "metadata": {}, "hash": "95cadfc4ca9e865fe70401d8c2e2097bf3fe43af6fdf06beb48bc90b9fadf8d8"}}, "hash": "eb61ccb42af2b4258fad7a11e28a0d9abf83cffad45960fca13d84d79342c5dd", "text": "Another example from Skills Unit 1 Appendix A states, \u201cA much better strategy is to introduce the English spelling code explicitly, beginning with the easiest, least ambiguous, and most frequently used parts of the code and then adding complexity gradually. That is the central strategy on which this program is based.\u201d\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe instructional materials reviewed for Grade 2 meet the criteria for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. The Program Guide for grades K-2 contains explicit instruction on the role of the standards in the overall curriculum. It details the qualitative and quantitative text complexity of each unit, the balance of literary and informational texts, the basis of foundational skill instruction, the complexity and task demands of units, as well as the language demands on student understanding by topics and grade. The appendices in Unit 1 also provide the Scope and Sequence of Foundational Skills.\n\n\n    The Program Guide states, \u201cThe knowledge sequence, which underpins the Knowledge Strand, introduces consecutively more complex topics through its domains. Knowledge domains build within and across grade levels to build a broad foundation of knowledge so that as students reach the upper elementary grades, they already possess the foundation to understand increasingly complex texts.\u201d\n\n\n    Knowledge Demands are explained in the Program Guide, stating, \u201cBoth the length and structure of texts increase in complexity during K\u20132. Students start Skills instruction with simple Big Books, before progressing to increasingly long decodable Readers.\u201d\n\n\n    The Program Guide also states, \"CKLA CA is designed to provide a steady gradient of text complexity and task demand as students progress through the grades. For example, students in Kindergarten will focus mostly on literal understanding of text, while by Grade 2 inferential and evaluative questions are core to both the Knowledge and Skills Strands. Similarly, the writing demands move from simple phrase or one-word answers to questions, to multi-paragraph essays and writing over multiple sittings and lessons.\u201d\n\n\n    Also, the materials explain the purpose behind the quantitative text complexity providing decodable and above grade-level text; \u201cOne of the unique features of CKLA CA is the intensity of its use of read-aloud text, because of the compelling research about the difference between listening and reading comprehension throughout elementary grade levels.\u201d\n\n\n    The Program Guide also states, \u201cBy Grade 2, students are encountering much less familiar literary topics in the Knowledge Strand. Greek myths require an understanding of a different context and time, as well as surrounding background knowledge. The experiences of the characters vary wildly from students\u2019 own. The morals are often complex. Within Skills, students are reading about much more sophisticated themes.\u201d\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Grade 2 meet the criteria for materials containing explanations of the instructional approaches of the program and identification of the research-based strategies. A Research Guide: The CKLA CA Curriculum: Links to Research on Teaching and Learning serves as a companion to the CKLA CA Program Guide: K\u20132. The guide discusses the research in English Language Arts instruction including, but not limited to, print and phonological awareness, phonics and word recognition, reading fluency, prosody, vocabulary, and background knowledge.\n\n\n    The Program Guide also includes footnotes to research as they are explaining their educational approaches. Also, during the English Language Learner section of the Program guide, teachers are provided with a Research Base: Why this Matters Explanation for instructional approaches.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2bacd6ed-cc06-4dde-9299-977409284f72": {"__data__": {"id_": "2bacd6ed-cc06-4dde-9299-977409284f72", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "4cec91a6-0355-491e-af5d-e1553f920d34", "node_type": null, "metadata": {}, "hash": "eb61ccb42af2b4258fad7a11e28a0d9abf83cffad45960fca13d84d79342c5dd"}, "3": {"node_id": "3ff10bfc-04be-4d4c-976a-9e727441d91c", "node_type": null, "metadata": {}, "hash": "bae68f3dd6d085be5265b87cac790a05b0799b58e81064d14c03f278dbdae884"}}, "hash": "95cadfc4ca9e865fe70401d8c2e2097bf3fe43af6fdf06beb48bc90b9fadf8d8", "text": "The Appendices in Skills Unit 1 also provide insight into the research behind and instructional approaches for phonological awareness, phonics, fluency, vocabulary, comprehension, and writing.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Grade 2 contain strategies for informing all stakeholders, including students, parents, or caregivers, about the ELA/literacy program and suggestions for how they can help support student progress and achievement. Students are given a Take Home Letter that reinforces main lesson objectives and demonstrates vocabulary and knowledge content. Parents are also encouraged to read to their children to continue providing additional content knowledge that falls within the categories of the domains and skills. Lists of specific resources are found on the website, and parents are also encouraged to use the internet and public library to gain access to further information. Short lists are provided to parents in take-home letters in the Knowledge Strand of the unit. Students are encouraged to return to the classroom to engage in small group or classroom discussions about new information that they have learned at home.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe instructional materials reviewed for Grade 2 meet the criteria for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Assessments include Checks for Understanding, Formative Assessments, Content and Mid-Unit Assessments, and Unit Placement and Assessments Benchmark Tests. Some are designed to be held weekly and others are at the middle and/or end of a unit. Many assessments include instruction for implementation as well as analysis of errors, charts, and records for marking student progress.\n\n\n    Checks for Understanding are designed to allow teachers to amend instruction within the context of the lesson. Formative assessments range from in-the-moment adaption to opportunities for individual, small group, and whole class reteach and review. Checks for Understanding and Formative Assessments also provide information to decide whether additional supports and practice (found at the end of the lesson and in the additional guides) are appropriate. Mid-unit, end-of-unit, and benchmark assessments should be used to direct remediation, Pausing Point days, and to enhance and/or differentiate instruction.\n\n\n    The Program Guide states, \u201cThere is a range of formal assessment opportunities found within units, including but not limited to: Spelling Assessments, Word Recognition Assessments, Story Comprehension Assessments, [and] Fluency Assessments.\u201d\n\n\n    Within the Skills Strand, students complete assessments throughout the year, which may drive differentiation based on student performance. The Program Guide states, \u201cFlow charts and placement planning and tracking sheets are provided with the benchmark assessments to support teacher recording of student standard and progress.\u201d\n\n\n    Ongoing tracking for student progress includes student progress records and anecdotal reading records.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 2 meet the criteria for assessments clearly denoting which standards are being emphasized. There are multiple ways that students are assessed throughout each unit, including formative assessments, mid-unit assessments, pausing points, and end-unit assessments. Within each form of assessment, it is clear what standards are being addressed.\n\n\n    Examples of formative assessments and the standards that are being emphasized in them are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ff10bfc-04be-4d4c-976a-9e727441d91c": {"__data__": {"id_": "3ff10bfc-04be-4d4c-976a-9e727441d91c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "2bacd6ed-cc06-4dde-9299-977409284f72", "node_type": null, "metadata": {}, "hash": "95cadfc4ca9e865fe70401d8c2e2097bf3fe43af6fdf06beb48bc90b9fadf8d8"}, "3": {"node_id": "53f3f7be-4a9e-45ac-a99b-b845d248dd5b", "node_type": null, "metadata": {}, "hash": "9f7ac5040938c51c20e77be5f2c4f74059b8da029ac2533b89cb08b1df915373"}}, "hash": "bae68f3dd6d085be5265b87cac790a05b0799b58e81064d14c03f278dbdae884", "text": "In Skills Unit 3, Lesson 20, \u201cStudents will read one- and two-syllable words with the sound/ spelling /aw/ &gt; \u2018augh,\u2019 and will add words to the /aw/ Spelling Tree that feature /aw/ &gt; \u2018aw,\u2019 \u2018au,\u2019 and \u2018augh.\u2019 [RF.2.3b; ELD.PIII.Phonics and Word Recognition]\u201d\n    \nFormative Assessments in each Knowledge Domain Lesson also contain the standards that are being emphasized. For example:\n        \nKnowledge Domain Unit 4, Lesson 4 states, \u201cWhat\u2019s the Lesson? Students will write about the lesson they believe Arachne learns in the myth. [RL.2.2; ELD.PI.2.6]\u201d\n            \nKnowledge Domain Unit 12, Lesson 4 formative assessment states, \u201cStudents will write a free verse poem in which they express an opinion about Mary McLeod Bethune\u2019s achievements. [W.2.1; ELD.PI.2.10]\u201d\n            \n\n\nSkills Unit 1, Lesson Overview states, \u201cTaking this time to assess students is crucial to ensure their success as readers. The assessments will help you determine which students have the knowledge and skills they need to profit from Grade 2 Skills instruction and which students need to be regrouped to an earlier point in the Skills program.\u201d\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe materials reviewed for Grade 2 meet the criteria for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow up.\n\n\n    Assessment keys are provided, as well as multiple suggestions and protocols for teachers to provide feedback such as:\n\n\nTeacher questioning to check for misconceptions.\n    \nWrap-Up questions and Checks for Understanding to check for comprehension.\n    \nStudent work to monitor students\u2019 mastery of skills.\n    \nPeer-to-peer feedback to provide immediate feedback on student performance.\n    \n\n\n    There are a number of other tools that support teachers in providing specific feedback to students and monitoring and tracking student progress over time.\n\n\n    Portfolios and journals also allow for feedback. The Program Guide states, \u201cThere are a number of other tools that support teachers in providing specific feedback to students and monitoring and tracking student progress over time. These tools can be used broadly and flexibly across grades or very specifically for targeted instruction purposes.\u201d\n\n\n    Knowledge Domain 1, Assessment Unit states, \u201cTaking this time to assess students is crucial to ensure their success as readers. The assessments will help you determine which students have the knowledge and skills they need to profit from Grade 2 skills instruction and which students need to be regrouped to an earlier point in the Skills program\u201d\n\n\n    The Domain 4 Pausing Point states, \u201cYou should pause here and spend two days reviewing, reinforcing, or extending the material taught thus far. You may have students do any combination of the activities listed in this section, but it is highly recommended you use the Mid-Domain Assessment to assess students\u2019 knowledge of Greek myths.\u201d\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe instructional materials reviewed for Grade 2 meet the criteria for including routines and guidance that point out opportunities to monitor student progress.\n\n\n    Each lesson includes a formative assessment that is highlighted at the start of the lesson. These assessments are used to track student mastery of objectives.\n\n\n    For example, in Knowledge Domain 7, Lesson, 4, the formative assessment states, \u201cVenn Diagram: Students will compare and contrast volcanoes and geysers. [RI.1.3; ELD.PI.1.6]\u201d\n\n\n    There are also Checks for Understanding throughout the lessons to be used by the teacher to determine if students are ready to move on to the next part of the lesson. The Check for Understanding questions are meant for quick formative assessments that happen during instruction to assess if students have mastered the key content and skills in the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "53f3f7be-4a9e-45ac-a99b-b845d248dd5b": {"__data__": {"id_": "53f3f7be-4a9e-45ac-a99b-b845d248dd5b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "3ff10bfc-04be-4d4c-976a-9e727441d91c", "node_type": null, "metadata": {}, "hash": "bae68f3dd6d085be5265b87cac790a05b0799b58e81064d14c03f278dbdae884"}, "3": {"node_id": "be5fee4f-88be-41c7-8fe2-761c93bad5d3", "node_type": null, "metadata": {}, "hash": "1435822f8bb967e46cd58d89f327ed611db018f3238fdef0bdd5a529e27af666"}}, "hash": "9f7ac5040938c51c20e77be5f2c4f74059b8da029ac2533b89cb08b1df915373", "text": "In Knowledge Domain 4, Lesson 5 an example of Check for Understanding is, \u201cRecall: Complete the row describing \u201cArachne the Weaver\u201d by prompting students with the following questions: Which Greek god or goddess is a character in the myth \u201cArachne the Weaver?\u201d (Athena) What from nature does the myth explain? (how the first spider was created) What lesson does this myth teach? (to not be too proud or boastful)\u201d\n\n\n    The Skills Strand also uses observational student records to track student performance. For example, Skills Unit 3, Lesson 19 states, \u201cCall on a different student to answer each question. Note student performance in the Discussion Questions Observation Record, noting whether the question answered was literal, inferential, or evaluative, and whether the student answered in a complete sentence and/or cited evidence from the text.\u201d\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials do not indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    The introduction of each Domain Unit states, \u201cYou should consider various times throughout the day when you might infuse the curriculum with authentic domain-related literature. If you are able to do so, you may recommend students select books from the Recommended Resources list. In addition, if you recommend that families read aloud with their child each night, you may wish to suggest that they choose titles from this list to reinforce the concepts covered in this unit.\u201d\n\n\n    They go on to state, \u201cYou might also consider creating a classroom lending library, allowing students to borrow domain-related books to read at home with their families. The Recommended Resources list, which also includes online resources, can be found online in the digital components for this domain at CoreKnowledge.org/CKLA-files and at CKLA.Amplify.com.\u201d\n\n\n    While these recommendations are made, there was no accountability for students to track or log their reading, or to complete it independently to build stamina and/or confidence in their reading skills.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nInstructional materials reviewed for Grade 2 meet the criteria for materials providing teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. Materials provide modeling, formative assessments, language and visual supports, and background knowledge in each lesson to ensure student understanding. Materials also provide universal access recommendations within the lessons as well as an \u201cAssessment and Remediation Guide\u201d for students who need review, re-teaching and/or remediation of foundational and comprehension skills.\n\n\n    Materials include sidebar notes that include suggestions for emerging, expanding, and bridging students. The sidebars also include access, support, and challenge notes that provide strategies for meeting the needs of a range of learners.\n\n\n    Examples of sidebar strategies seen in Knowledge Domain Unit 5, Lesson 8 are:\n\n\n\u201cSupport: Have a few students provide examples of a controversy they experienced.\u201d\n    \n\u201cChallenge: Have students explain why enslaved Africans, attempting to gain their freedom, would have to encode messages in songs.\u201d\n    \n\u201cEmerging: Have students use one or two academic words when discussing the economy.\"\n    \n\"Expanding: Have students use three or four academic words when discussing the economy.\"\n    \n\"Bridging: Have students use five or more academic words when discussing the economy.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be5fee4f-88be-41c7-8fe2-761c93bad5d3": {"__data__": {"id_": "be5fee4f-88be-41c7-8fe2-761c93bad5d3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "53f3f7be-4a9e-45ac-a99b-b845d248dd5b", "node_type": null, "metadata": {}, "hash": "9f7ac5040938c51c20e77be5f2c4f74059b8da029ac2533b89cb08b1df915373"}, "3": {"node_id": "d32490a1-2660-4d0e-9a34-421623528b31", "node_type": null, "metadata": {}, "hash": "2d5b2d65f38824da7f075b6b902fa6172e2c47e0a3ed0f4ff672853d9cb737c2"}}, "hash": "1435822f8bb967e46cd58d89f327ed611db018f3238fdef0bdd5a529e27af666", "text": "Universal Access instruction can be found in the Advance Preparation section of each lesson. For example, in Knowledge Domain Unit 1, Lesson 5, the Universal Access recommendation states, \u201cStudents will hear about several U.S. landmarks in this read aloud, including the Great Lakes, Rocky Mountains, Appalachian Mountains, Mississippi River, and Grand Canyon. You may wish to highlight these landmarks on a U.S. map.\u201d\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 2 meet the criteria for regularly providing all students, including those who read, write, speak, or listen below grade level or in a language other than English with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage with grade-level text. Side bar supports are provided to ensure that students are supported during lessons. The Universal Access for each lesson provides additional supports for students who read, write, speak or listen below grade level. Lessons also include Pausing Points which provide additional instruction on new skills at the end of each unit for small group work, reteaching, and differentiated instruction. Assessment and Remediation Guide/Encoding and Decoding Supplements can be used for additional lessons that support students who need extra practice or remediation on foundational skills and comprehension.\n\n\n    Materials include a Language Studio resource which provides lessons that focus on reading, writing, listening, speaking, vocabulary, and grammar to advance English Language Learner proficiency levels. The activities in Language Studio help teachers guide students in constructing meaning through interaction with the text and with each other. Such instruction supports ELs of all proficiency levels by helping them access grade-level content knowledge, make meaning, and develop academic English and effective expression across the disciplines.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nInstructional materials reviewed for Grade 2 meet the criteria for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Materials provide multiple opportunities for challenge and enrichment, including:\n\n\n    Challenge sidebars throughout the lesson provide stretching questions and activities. For example, Knowledge Domain 9, Lesson 3 states, \u201cHave students record the information from the Class North and South T-Chart on Activity Page 3.1.\u201d And a Domain 9, Lesson 7 Challenge states, \u201cWhy might President Lincoln have said 'easier said than done' after the first battle of the Civil War?\u201d Challenges are also in the Skills Strand as seen in Unit 1, Lesson 2: \u201cStudents who participated in Core Knowledge Language Arts in Grade 1 should remember emperors from Early American Civilizations. Ask students what they remember about emperors from that domain.\u201d\n\n\n    Pausing Point days include additional activities that can extend and enhance student learning. Knowledge Domain 9, Pausing Point states, \u201cYou should pause here and spend two days reviewing, reinforcing, or extending the material taught so far. You may have students do any combination of the activities listed below, but it is highly recommended that you use the Mid-Domain Assessment to assess students\u2019 knowledge of plants, their parts, and their life cycles. The other activities may be done in any order. You may also choose to do an activity with the whole class or with a small group of students who would benefit from the particular activity.\u201d\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nInstructional materials reviewed for Grade 2 meet the criteria for providing opportunities for teachers to use a variety of grouping strategies. Students are grouped in partners, small groups, and as a whole class. Every lesson contains a \u201cLesson at a Glance\u201d which states the grouping size for each activity and provide for differing partner opportunities based on need or structure of the lesson.\n\n\n    The lessons also provide opportunities for students to collaborate and communicate about the topic and tasks at hand. The Program Guide states, \u201cThe wide range of whole-class tasks, but also the multiple opportunities for small group and partner work, are designed to help students become productive collaborators.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d32490a1-2660-4d0e-9a34-421623528b31": {"__data__": {"id_": "d32490a1-2660-4d0e-9a34-421623528b31", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4bb4467-9aaa-4ed3-912f-bb95fe4a713c", "node_type": null, "metadata": {}, "hash": "f95ba8821b8af73aa9d1dbc2d60067236367c90df0455d94e9ebc478da8d4001"}, "2": {"node_id": "be5fee4f-88be-41c7-8fe2-761c93bad5d3", "node_type": null, "metadata": {}, "hash": "1435822f8bb967e46cd58d89f327ed611db018f3238fdef0bdd5a529e27af666"}}, "hash": "2d5b2d65f38824da7f075b6b902fa6172e2c47e0a3ed0f4ff672853d9cb737c2", "text": "There are also opportunities for peers to work together and assist in their learning, often using Think-Pair-Shares. The Program Guide states, \u201cPeer-review activities involve students asking each other questions and providing feedback to each other that strengthens their knowledge. Peer review is conducted in one-on-one, small group, or full class discussions.\u201d\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe instructions materials reviewed for Grade 2 include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    Some difficulties were encountered when downloading the materials. The downloads didn't work on a PC using Explorer or Firefox. The downloads didn't work on a Mac using Firefox 45.02 or Safari. On a laptop running Windows 10 Home version 1511, everything was accessible using Chrome version 49.0.2623.112. The teacher and student digital program were accessible using Firefox version 45.0.2, but the texts could not be accessed. Using Internet Explorer 11, the teacher and student digital program were accessible, but the texts could not be accessed. On an HTC Android phone Chrome version 50.0.2661.89 everything was accessible, including texts, but it was difficult to move around the pages and see the full content on the program.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe Digital Components Portal contains digital documents of the Teacher Guides, Activity Books, Readers, Image Card Sets, Spelling Cards, Language Studio, Amplify Virtual ebook Library, Quest for the Core Apps, and Resource Site. The Resource Site includes Projectable Media Files for use during lessons, Assessment Remediation Guides, Decoding and Encoding Supplements designed to be used to provide targeted remedial instruction to students who are struggling with foundational skills. Also included in the digital section are Fluency Packets Multimedia support for each unit.\n\n\n    The Teacher Guide includes references of when digital components are available and how they can be used within a lesson.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nInstructional materials reviewed for Grade 2 include digital materials that provide opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Digital materials include a digital planning guide that provides step-by-step lesson plans and online materials that include additional support in differentiated instruction. Unit quests combine reading, writing, speaking, and listening in a digital environment that engage students. There are also digital guides for assessment, remediation and supplemental materials to personalize learning for students.\n\nMaterials can be easily customized for local use.\n\nThe materials reviewed may be customized for local use; however, the program states that texts should be taught in the order they are presented to support implementation. Customization may occur in scaffolding and in opting for digital or print materials use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as is appropriate for students.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials include some technology that provides opportunities for teachers and/or students to collaborate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9d720cc9-fd68-4c37-b03d-8d1fbdb8fb82": {"__data__": {"id_": "9d720cc9-fd68-4c37-b03d-8d1fbdb8fb82", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "3": {"node_id": "88787410-e916-49cb-9249-4eae14e870f0", "node_type": null, "metadata": {}, "hash": "2bf4162bda9a151ab0566d8b1ee9431ee9726e484e131833c6764152d32bc7a1"}}, "hash": "255a34489a8fd85fa7d97b160cc68a65c4b70ca4cf14e8fa2061e490f3efb52e", "text": "Core-Plus Mathematics\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence and attend to the full intent of the mathematical content standards. The materials also attend fully to the modeling process when applied to the modeling standards. The materials meet the expectations for rigor and the Mathematical Practices by reflecting the balances in the Standards and helping students meet the Standards\u2019 rigorous expectations, and the materials also meaningfully connect the Standards for Mathematical Content with the Mathematical Practices.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the series meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. Overall, the instructional materials address almost all of the non-plus standards, and almost all parts of them, across the series.\nBelow are examples of standards that are addressed across the series:\n\nIn Course 2 Units 1, 4 and 8, students use functions fitted to data to solve problems in the context of the data, investigate the effect of outliers and influential points on regression lines, and summarize categorical data (S-ID). In Course 3, Units 1 and 4, students extend their ability to reason statistically and investigate samples and variation (S-IC).\nThe standards from A-SSE are represented throughout the series. In Course 1, students explore linear, quadratic, inverse variation, and exponential patterns of change. In Course 2, students analyze and use linear, exponential, and quadratic functions in realistic situations. In Course 3, students\u2019 understanding is extended with graphing linear, quadratic, and inverse variation functions; solving inequalities graphically; solving quadratic equations algebraically; graphing linear equations in two variables; and solving systems of linear equations in two variables.\n\nThere is one standard, G-GPE.2, that is not addressed within the three courses in the series, and there is one standard, F-TF.8, that is partially addressed in the instructional materials. For F-TF.8, problem 11 on page 68 in Course 3 gives students the opportunity to prove the Pythagorean identity, but there are not other opportunities in the three courses of the series for students to use that identity to find trigonometric ratios of an angle given one trigonometric ratio of the angle and the quadrant in which the angle lies.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. The Core-Plus Mathematics integrated series addresses mathematical modeling throughout the entire series. Through various components of the curriculum, including Investigations, Summarize the Mathematics, and Think About the Situation, students are able to explore all facets of the modeling process.\nParticular instances where students have opportunities to experience the entire modeling process include:\n\nCourse 1, Unit 5, Lesson 2, Exponential Decay: Among the standards listed for this lesson are the modeling standards N-Q.1; A-CED.2; F-IF.4, 5, 7; F-BF.1; all of F-LE except F-LE.4; and S-ID.6. The lesson begins with a discussion of the 2010 BP oil spill in the Gulf of Mexico. The students are asked to think about a simulation experiment intended to model the cleanup efforts. Students work through the experiment and are shown two possible ways to analyze the results (linear and exponential). Students then complete the experiments, design and do experiments and then find equations to model data from given experiments which leads to an understanding of when and why an exponential model may be the best. Students do a ball bounce rebound experiment that will lead to an exponential result, are asked to analyze their results and support their thinking with regards to the best model. Results are verified by using different types of balls and students use a \u201cNOW-NEXT\u201d approach to developing a pattern. Students then move to a problem looking at prescription drug level decay in the body. After each experiment students are asked to check their understanding of what they have just observed. Students are presented with a set of real world situations and are asked to write equations to model exponential decay, then verify and justify their thinking.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "88787410-e916-49cb-9249-4eae14e870f0": {"__data__": {"id_": "88787410-e916-49cb-9249-4eae14e870f0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "9d720cc9-fd68-4c37-b03d-8d1fbdb8fb82", "node_type": null, "metadata": {}, "hash": "255a34489a8fd85fa7d97b160cc68a65c4b70ca4cf14e8fa2061e490f3efb52e"}, "3": {"node_id": "da8d3db5-9f3d-482f-ab02-1dba9e770e4d", "node_type": null, "metadata": {}, "hash": "83fa803a8469add70616b67e26826f7473a3c79d1687728228cbc91e3fd7a288"}}, "hash": "2bf4162bda9a151ab0566d8b1ee9431ee9726e484e131833c6764152d32bc7a1", "text": "Course 2, Unit 8 Lesson 1, Probability Distributions: Among the standards listed for this lesson are the modeling standards S-ID.5; S-CD.1 - 5, 6, 8; and S-MD.1-3, 5, 6. The lesson begins with a discussion of physical characteristics as determined by genes. Students are asked how to determine the probability one might have any particular characteristic. The discussion then leads to the multiplication rule, and students are given opportunities to formulate ideas about when and how this rule can and should be applied. This leads to the concept of conditional probability. The students are given situations to explore which lead to the definition of conditional probability. They are then given situations where they have to understand and identify dependent and independent events and determine the probability of such events and varying conditions. Students work in groups and must be ready to explain and defend their work at each stage. In one application problem (problem 1, page 536) they are given information about using the tire valves on a car to determine if a parking ticket is warranted. The last section of this question asks if they think the judge ruled the owner was guilty or not guilty based on their analysis of the data.\nCourse 3, Unit 2, Lesson 2, Inequalities in two variables: Among the standards listed for this lesson are the modeling standards A-SSE.1; A-CED.1, 2, 3; F-IF.4, 5, 7; and F-LE.1, 5. The lesson starts with a discussion of an assembly plant that must assemble and test two types of video game systems. The plant must maximize profit while staying within available time constraints. Students are asked to think about the situation and what might be needed to determine the best use of time. The discussion leads to finding equations which could be used together to find an answer. The students are then given a situation with which they are familiar from previous courses, selling tickets to a concert. After they have developed the inequalities they are asked to graph them and determine how they could use the graphs to determine \u201ca feasible solution area.\u201d They are asked to explain and defend their reasoning. At this point the idea of linear programming is introduced as a way to bring profit into the picture. At the end of the lesson they are asked to go back and work through the video game plant problem presented at the start of the lesson. There are two possible solutions for the system, and they must chose and defend their choice.\n\nCourse 1 provides an introduction to modeling linear relationships in Unit 3, modeling discrete mathematics in Unit 4, and modeling probability in Unit 8, and the following are instances where different parts of the modeling process are highlighted for students:\n\nUnit 3, Lesson 1, Investigation 3 allows for students to use technology to address A-SSE.1, F-IF.6 and F-BF.2 through manipulating various parts of an expression (Time Flies, pages 163 - 164) to find a rule to model situations that appear to be linear in nature. Extension opportunities are suggested for students to collect their own data by selecting a nearby airline hub and search its schedule for nonstop flights.\nUnit 5, Lesson 1, Investigation 1 has students explore a variety of situations involving exponential growth to address A-CED.1, A-CED.2, A-REI.10, F-LE.1 and F-LE.2 (Pay It Forward, pages 290 \u2013 293) and develops student understanding and skill in recognizing and modeling these patterns.\n\nCourse 2 further develops modeling through geometric transformations in Unit 3, optimization in Unit 6, and probability in Unit 8, and the following are instances where different parts of the modeling process are highlighted for students:\n\nUnit 1, Lesson 3, within Think About This Situation multiple representations, graphing and symbolic with equations, are used to introduce systems of equations within a context to address A-SSE.1, A-CED.1-3, A-REI.11 and F-BF.1 (pages 50-53). Students are asked to identify parts of the problem and solutions, eventually leading to the focus of the standard, a solution to a system being an (x, y) value.\nUnit 7, Lesson 2, Investigation 3 has students explore, in a real-life setting and with software, triangles that are possible when two sides and an angle opposite one of those sides are given to address G-MG.1 and G-MG.3 (Propping Open a Cold Frame Box, pages 498 \u2013 501). Students develop criteria for identifying the conditions under which this given information determines two, one or no triangles.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "da8d3db5-9f3d-482f-ab02-1dba9e770e4d": {"__data__": {"id_": "da8d3db5-9f3d-482f-ab02-1dba9e770e4d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "88787410-e916-49cb-9249-4eae14e870f0", "node_type": null, "metadata": {}, "hash": "2bf4162bda9a151ab0566d8b1ee9431ee9726e484e131833c6764152d32bc7a1"}, "3": {"node_id": "8c57ac8d-8bf9-49bb-869d-d0dfd59320a9", "node_type": null, "metadata": {}, "hash": "da1d460f8a85c2b1e27348f6bc3ac467ba728545cf739513688f145fbafc9380"}}, "hash": "83fa803a8469add70616b67e26826f7473a3c79d1687728228cbc91e3fd7a288", "text": "Course 3 attends to students' modeling capabilities through linear programming in Unit 2, polynomial functions in Unit 5, periodic functions in Unit 6, and recursion and iteration in Unit 7, and the following is an instance where different parts of the modeling process are highlighted for students:\n\nUnit 2, Lesson 2 permits students to investigate multiple scenarios that can be analyzed with linear programming for standards A-CED.1-3 and introduces students to various methods for doing so, including graphing and creating grids. Balancing Astronaut Diets (page 134) analyzes nutritional values as used as an example for A-CED.3. Summarize the Mathematics after Investigation 2 (page 136) requires students to compare the different problems to analyze common features.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials for this series, when used as designed, meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, post-secondary programs, and careers. The following examples show how the standards/clusters specified in the Publisher's Criteria as Widely Applicable Prerequisites (WAPs) are addressed across the entire series.\n\nThe Algebra standards are included throughout the series. Evidence is found in Course 1, Units 1, 3, 4, 5 and 7; Course 2, Units 1, 2 and 5; and Course 3, Units 1, 2, 5, 7 and 8.\nThe Function standards are included throughout the series. Evidence is found in Course 1, Units 1, 3, 5 and 7; Course 2, Units 1 and 5; and Course 3, Units 2, 5, 6, 7 and 8.\nA variety of functions are interpreted and analyzed. Course 1 focuses on linear, exponential, and quadratic functions. Course 2 reviews and extends to power, non-linear, and trigonometric functions, and Course 3 focuses on polynomial, rational, circular and inverse functions.\n\nPrerequisite material was mostly limited to Course 1: Unit 1, Lesson 1; Unit 2, Lesson 1; and Unit 3, Lesson 1. This material was identified by the publisher within the Unit Planning Guide as optional content, depending on students' prior learning experiences.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials, when used as designed, partially meet the expectation for allowing students to fully learn each non-plus standard. In general, the series addressed many of the standards in a way that would allow students to learn the standards fully. However, there are cases where the standards are not fully addressed or where the instructional materials devoted to the standard was insufficient.\nAll non-plus standards, other than G-GPE.2, are referenced at least once. The following are examples where the materials partially meet the expectation for allowing students to fully learn a standard.\n\nN-RN.1 Course 1, Unit 5, Lesson 2, Investigation 5: There is one section where rational exponents are used to allow students the opportunity to extend their knowledge of the properties of exponents to rational exponents (pages 335-337). However, the On Your Own exercises on page 344 do not contain problems with rational exponents (as indicated with the CCSS Guide To Core-Plus Mathematics document provided online).\nN-RN.3 Course 3, Unit 1, Lesson 3: Students are provided one problem (page 70, Question 27) as an extension problem for which they are to provide an argument for this standard.\nN-Q.1: Units are attended to repetitively throughout the instructional materials, especially in Course 1, Units 2, 3, and 5 and Course 2, Unit 1, where this standard is addressed. However, the portion of this standard regarding interpreting the scale and the origin in graphs and data displays is not specifically addressed in the problems. Most lessons begin with a table of values and then use that data to create a graph. Within Course 1, Unit 3, Lesson 1, (page T152) a note for the instructor indicates to watch for an opportunity to address scales on graphs as students work on this unit. Student or teacher prompts that could allow an opportunity for discussion and/or interpretation instead provide all the necessary information for students such as Course 1, page 295, \"Investigate the number of bacteria expected after 8 hours if the starting number of bacteria is 30, 40, 60 or 100, instead of 25.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8c57ac8d-8bf9-49bb-869d-d0dfd59320a9": {"__data__": {"id_": "8c57ac8d-8bf9-49bb-869d-d0dfd59320a9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "da8d3db5-9f3d-482f-ab02-1dba9e770e4d", "node_type": null, "metadata": {}, "hash": "83fa803a8469add70616b67e26826f7473a3c79d1687728228cbc91e3fd7a288"}, "3": {"node_id": "da1a5c19-541c-48b9-b54d-4c4f682a22ab", "node_type": null, "metadata": {}, "hash": "e431d748b2242abca958530639806bb25251089fb16059bd97512400db3a0089"}}, "hash": "da1d460f8a85c2b1e27348f6bc3ac467ba728545cf739513688f145fbafc9380", "text": "For each starting number at time 0 ...\"\nN-Q.2: Students are given opportunities to work with appropriate quantities when creating models for problems. However, many of these quantities are prescribed for students rather than allowing students to define their own quantities. Students are provided limited opportunities to independently identify quantities to represent a context; rather, students are provided with pre-labeled tables or graphs with pre-determined numbers making the quantities that they represent obvious to the student. This prescriptive definition by the materials does not allow students to develop their own understanding of how the quantities relate to the problem.\nN-CN.1, 2, 7: Lessons 2 and 4 of Unit 5 in Course 3 address these non-plus standards, so students are provided with limited opportunities to work with them.\nA-APR.2 Course 3, Unit 5, Lesson 1: In the series, two problems address the Remainder Theorem, Course 1, problem 19 on page 521 and Course 3, the On Your Own problem 21 on page 345. Students are not provided sufficient opportunities to make connections between the A-APR standards and to identify the relationship between zeros, factors, and the Remainder Theorem.\nA-APR.4 Course 2, Unit 5, Lesson 1: Students are provided one problem as an extension (page 355, Question 39) to prove the Pythagorean theorem and its converse. No other polynomial identities are provided for students to prove.\nA-REI.5: Students are provided one opportunity to prove this standard, Course 2, page 67, problem 24. This standard is listed in the CCSS Guide to Core-Plus Mathematics document provided online as being addressed in Course 1, pages 197-200, 204-211 and 236, but these pages do not contain problems where this standard is proven.\nG-CO.3: Course 1, Unit 6, Lesson 2: Students are given limited opportunities to investigate with quadrilaterals, especially trapezoids, however there are many cases for regular polygons.\nG-GPE.6: This standard is addressed by parts d and e of problem 8 on page 174 in Course 2 and by problem 15 on page 186 in Course 2. Besides part f of problem 15 on page 186, all opportunities to engage with this standard have students find the point on a segment that bisects the segment.\nG-SRT.6 and 7: Students have limited opportunities to work with these standards within the three courses of the series. These standards are addressed in Course 2, Unit 7, Lesson 1.\nS-IC.4: Course 3, Unit 4, Lesson 2, Extensions page 279, problem 17 and page 280, problem 20: Students are presented only two examples for this standard. The two problems do not allow students to simulate the experiment. Alignment to this standard is only indicated within the guide found online.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school.\nStudents engage in investigations throughout each unit that ground the standards in real-world contexts appropriate for high school use. The following are examples from various Units and Lessons within Courses 1, 2 and 3 that highlight how the series uses different types of numbers, different forms of equations, and different tools throughout that are appropriate to high school.\n\nIn Unit 3 of Course 1, Lessons 2 and 3 have students working with linear equations and inequalities. During Lesson 2, students see equations in various forms, such as part a of the Check Your Understanding on page 194, and they also work with inequalities in various forms with non-integer coefficients and non-integer solutions, for an example, see problem 5 on page 196.\nIn Unit 7 of Course 1, Lesson 2 has students determine equivalent quadratic expressions that are initially written in different forms, such as part a of Check Your Understanding on page 494. In Lesson 3, students solve quadratic equations that are not written in the same form, such as standard, factored, or vertex, or do not have integer coefficients, and even when the coefficients are integers, there are some equations that have irrational numbers as solutions. For an example of an equation with irrational solutions, see problem 8 on page 519.\nIn Unit 4 of Course 2, Lesson 2 offers students multiple opportunities to analyze sets of data through least squares regression and correlation. The data sets have different sizes which are appropriate to high school, and the numbers within the data sets also vary. The least squares regression lines that are created do not just have integers as coefficients.\nIn Unit 5 of Course 2, Lesson 3 gives students the opportunity to work with common logarithms and exponential equations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "da1a5c19-541c-48b9-b54d-4c4f682a22ab": {"__data__": {"id_": "da1a5c19-541c-48b9-b54d-4c4f682a22ab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "8c57ac8d-8bf9-49bb-869d-d0dfd59320a9", "node_type": null, "metadata": {}, "hash": "da1d460f8a85c2b1e27348f6bc3ac467ba728545cf739513688f145fbafc9380"}, "3": {"node_id": "6b5bb9e5-eecf-41b1-89ed-a18ba2837fbc", "node_type": null, "metadata": {}, "hash": "ab37eb3705745e547c147d3adfe5d8730f24ae0e3e9ab086a56534eeb0350f08"}}, "hash": "e431d748b2242abca958530639806bb25251089fb16059bd97512400db3a0089", "text": "In this setting, the materials do not restrict exponents to integer values, and some equations have non-integer solutions, for an example, see problems 7-9 on page 385.\nIn Course 3, Unit 2 engages students with multiple types of inequalities, for an example, see problem 3 on page 116. The inequalities are written in various forms throughout the unit, as on page 110, and the coefficients of the variables within the inequalities are not always integers, as in problem 1 on page 110. Even when the coefficients are integers, the solutions to the inequalities are not always integers, for an example, see problem 6e on page 114.\nIn Unit 5 of Course 3, Lesson 3 engages students with rational functions. In this lesson, students have to create their own rational functions given other types of functions where the coefficients of the variables are not integers, and the solutions to the rational functions are also not integers. Also, in this lesson, students are presented with varying tools, such as manually drawing graphs or using technology to create graphs, that are all appropriate to high school to help them solve the problems.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe materials meet the expectation for fostering coherence through meaningful connections in a single course and throughout the series. Overall, connections between and across multiple standards are made in meaningful ways.\nIn Core-Plus Mathematics Course 1, the teacher material clearly references units which refer back to middle school understandings within Unit 1, Lesson 1; Unit 2, Lesson 1; and Unit 3, Lesson 1 indicating within the Planning Guide that these lessons are optional, depending on students' middle school background.\nTeachers are cautioned that the materials need to be taught in the order they appear to assure coherence because each subsequent topic will depend on previously covered material. The implementation guide (page 6) states, \"The eight Core-Plus Mathematics units in each course should be taught in the order they have been developed to retain the learning progressions, coherence, and connections designed into the program.\"\nThe student and teacher materials often refer back to prior lessons to make connections and/or build understanding. Specific examples of connections between and among conceptual categories include:\n\nCourse 1, Unit 1, Lesson 1, \u201cCause and Effect:\u201d While stating it may be omitted if students come with a very strong middle school preparation, this lesson is an example of how these materials provide coherence. The lesson objectives ask students to \u201cdevelop disposition to look for cause-and-effect\u201d and \u201creview and develop\u201d skills covered in middle school. The lesson also foreshadows some change patterns that students will address later in this course, or in a subsequent course. The use of \u201cpatterns of change\u201d for the opening Unit, which connects Algebra, Functions, and Statistics and Probability, starts the high school courses with a cohesive and coherent theme.\nF-LE.2: Course 1, Unit 1, Lesson 2, Investigation 1 asks students to interpret population change data including creating and analyzing tables to write Now-Next rules, as a precursor or foundation for recursive function rules, F-BF.2.\nA-SSE.3, A-APR.3, A-CED.1,2, A-REI.4,7,11, and F-BF.1: Course 2, Unit 5, Lesson 2, On Your Own, Connections pages 370-373, students are asked to find the number of solutions that might arise in solving a system of equations where some equations are non-linear. They are asked to recall the methods they previously used to solve systems of linear equations (tables, graphs and algebra) and apply those methods to solve new types of systems. They are asked to speculate on the possible number of solutions they may need to look for in each type of system.\n\nTwo examples of connections made within the courses are:\n\nS-ID.6: Within Course 1, Unit 2 \"Patterns in Data\" begins to build the conceptual connection between univariate and bivariate data. In Unit 3, students' build on their prior experiences with linear relationship to strengthen their ability to recognize data patterns, graphs, and problem situations that indicate such linearity conditions.\nWithin Course 2, Unit 5, Lesson 2 Investigation 1, question 4 asks students to \"recall from work with multivariable relations...\" connecting this topic back to Unit 1 in that course.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6b5bb9e5-eecf-41b1-89ed-a18ba2837fbc": {"__data__": {"id_": "6b5bb9e5-eecf-41b1-89ed-a18ba2837fbc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "da1a5c19-541c-48b9-b54d-4c4f682a22ab", "node_type": null, "metadata": {}, "hash": "e431d748b2242abca958530639806bb25251089fb16059bd97512400db3a0089"}, "3": {"node_id": "dae6120f-67d8-4e3a-b833-7774aad6098e", "node_type": null, "metadata": {}, "hash": "b65cc42935932d112e8a7913f77c2a8d801d801ee3c59ec3d69efb452830859e"}}, "hash": "ab37eb3705745e547c147d3adfe5d8730f24ae0e3e9ab086a56534eeb0350f08", "text": "Several examples of connections made between the courses are:\n\nWithin Course 2, students learn about how to solve systems of linear equations with graphing, substitution and elimination in Unit 1, then learn how to apply matrices to solve linear equations in Unit 2, and revisit the concept of systems of equations with nonlinear equations in Unit 5, even explicitly suggesting the use of graphs to explore possible solutions (first brought up in Unit 1). This idea is further built upon within Course 3, in Unit 2 where students apply their knowledge of systems of equations to linear programming as on page 131.\nA-SSE.1 - 3; F-IF.2,4, and 8: Course 2, Unit 5 Lesson 1 Investigation 3 connects to previous content topics in discussing quadratic expressions as products of linear expressions and further connecting the distributive property to multiply those linear expressions and expand the quadratic. Quadratics are addressed again in Unit 5 of Course 3, and the book clearly states \"in your previous work with linear, and quadratic polynomial functions....\" before continuing on with a lesson on the zeroes of polynomial functions. (page 329)\nG-CO.2, 4, 6, 9, 12: In Course 3, pages T1C\u2013T1E give the key geometric concepts and relationships from Courses 1 and 2 that will be needed to implement the unit.\n\nAn opportunity to make connections between standards is missed in Course 3, Unit 5, Lessons 2 and 4. The materials provide limited opportunities to connect solving quadratic equations that have complex solutions, N-CN.7, with graphing quadratic functions, F-IF.7a.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the series partially meet the expectation that the materials explicitly identify and build on knowledge from Grades 6-8 to the high school standards. Content from Grades 6-8 is present, but it is not clearly identified and aligned to specific standards from Grades 6-8.\nIn Core-Plus Mathematics Course 1, the Planning Guide provided for the teacher indicates that the following lessons are optional, Unit 1, Lesson 1; Unit 2, Lesson 1; and Unit 3, Lesson 1, depending on students' middle school background. Also noted in Course 1 Unit 6, \u201cWe realize that geometric experiences of students in the middle-school grades are often uneven. Review exercises in Course 1 Units 1-5 have been carefully designed to revisit or build up these geometric understandings.\"\nPrior standards are used to support the progression into high school standards, but the materials do not explicitly identify the standards on which they are building. Below are examples of where the materials do not reference standards from Grades 6-8 for the purpose of building on students' prior knowledge:\n\nCourse 1, Unit 1, Lesson 1 (pages 2-8): This introduction to linear functions is more closely aligned to 8.F.3 and 8.F.4 than F-IF.4 and F-IF.5. Later lessons in the unit, however, build the process with functions from middle grade standards to high school standards.\nCourse 1, Unit 5, Lessons 1 and 2: The content found in Investigation 5 of Lesson 1 and Investigation 4 of Lesson 2 aligns more closely to 8.EE.1,3 than N-RN.1.\nCourse 2, Unit 3, Lesson 2: Starting with page 196, the use of transformations begins with two-dimensional figures by moving lines to lines and angles to angles, which is aligned to 8.G.1-5. Similarity is first introduced using size transformations, which are linked to dilations during Lesson 2 and again in Course 3, Unit 3. There is no specific mention that dilations are addressed by 8.G.3, 4.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series do not explicitly identify the plus standards, when included, and although they do coherently support the mathematics which all students should study in order to be college-and career-ready, the plus standards could not be easily omitted from the materials without disrupting the sequencing of the materials. The plus standards, when included within the three courses, are identified in the CCSS Guide to Core-Plus Mathematics, but the plus standards are not explicitly identified in any of the other teacher materials. Especially at the lesson level, there is no distinction made between non-plus and plus standards that are \"Focused on\" or \"Connected to.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dae6120f-67d8-4e3a-b833-7774aad6098e": {"__data__": {"id_": "dae6120f-67d8-4e3a-b833-7774aad6098e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "6b5bb9e5-eecf-41b1-89ed-a18ba2837fbc", "node_type": null, "metadata": {}, "hash": "ab37eb3705745e547c147d3adfe5d8730f24ae0e3e9ab086a56534eeb0350f08"}, "3": {"node_id": "b41d2c70-5ba0-4e59-ae7c-63c05ab9a548", "node_type": null, "metadata": {}, "hash": "f500ead4dab789e13a0ab0d8be228707343f9a17a82ae1c71bd204d5585685b0"}}, "hash": "b65cc42935932d112e8a7913f77c2a8d801d801ee3c59ec3d69efb452830859e", "text": "In the planning guide for each unit, the materials note which problems to complete and investigations to omit when following the CCSSM pathway through the series, and when this information is combined with the identification of standards at the lesson level, teachers would be able to determine which plus standards could be omitted and which ones should be included. Not all of the investigations that address plus standards can be omitted in the CCSSM pathway, so there are investigations and lessons addressing plus standards that all students are supposed to complete when utilizing this series. For an example of a lesson that addresses plus standards but is not supposed to be omitted from the CCSSM pathway in the materials, see the Planning Guide for Unit 7 of Course 2 on page T457D and the aligned CCSSM for Lesson 2 of Unit 7 on page T488.\nBelow are some locations where the plus standards are addressed in Course 1:\n\nN-VM.6: Lesson 1 in Unit 4\nG-GMD.2: Lesson 3 in Unit 6\nS-CP.9: Lesson 2 in Unit 8\nS-MD.A: Lessons 1 and 2 in Unit 8\n\nBelow are some locations where the plus standards are addressed in Course 2:\n\nN-VM.6-8: Lessons 1 and 2 in Unit 2, Lesson 3 in Unit 3\nN-VM.9,10: Lesson 3 in Unit 2\nN-VM.12: Lesson 3 in Unit 3\nA-REI.8,9: Lesson 3 in Unit 2\nG-SRT.9-11: Lesson 2 in Unit 7\nS-CP.8: Lesson 1 in Unit 8\nS-MD.A: Lessons 2 and 3 in Unit 8\nS-MD.B: Lesson 2 in Unit 8\n\nBelow are some locations where the plus standards are addressed in Course 3:\n\nN-CN.4,9: Lesson 2 in Unit 5\nN-VM.9: Lesson 2 in Unit 7\nN-VM.12: Lesson 2 in Unit 6\nA-APR.7: Lesson 3 in Unit 5\nA-REI.8,9: Lesson 2 in Unit 7\nF-IF.7d: Lesson 3 in Unit 5\nF-BF.4c,d: Lessons 1 and 3 in Unit 8\nF-BF.5: Lesson 2 in Unit 8\nF-TF.3: Lesson 2 in Unit 6\nF-TF.6,7: Lesson 3 in Unit 8\nG-SRT.10,11: Lesson 1 in Unit 3\nG-C.4: Lesson 1 in Unit 6\nS-CP.8: Lesson 3 in Unit 4\nS-MD.A: Lesson 2 in Unit 4\nS-MD.7: Lesson 3in Unit 4, Lesson 1 in Unit 6\n\nMany of the plus standards listed in this report are fully addressed and developed within the three courses of this series, which includes but are not limited to N-VM.6-10, G-C.4, and S-MD.A.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for this series meet the expectation that the materials support the intentional development of students' conceptual understanding of key mathematical concepts. The instructional materials engage students in an inquiry-based investigative structure, allowing for students to develop their reasoning and critical thinking skills as it applies to their conceptual development in mathematics. The\u00a0Core-Plus Mathematics integrated\u00a0series promotes mathematical reasoning through various components, including Think About This Situation found at the beginning of every lesson and the Summarize the Mathematics prompts found throughout each lesson. Students further develop conceptual understanding by working collaboratively with their peers and sharing their ideas aloud during class discussions, as indicated in the instructional materials.\nCore-Plus Mathematics provides sets of On Your Own (OYO) homework tasks, which include both contextual and non-contextual work with the mathematical concepts developed in that lesson. One type of task in OYO sets are the Connections. These tasks help students to build links between mathematical and statistical topics they have studied in the lesson and to connect those topics with other mathematics that they know. Additionally, it is recommended that student solutions to Connections tasks be discussed in class, which provides students with opportunities to compare and discuss student work and synthesize key ideas into deeper conceptual understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b41d2c70-5ba0-4e59-ae7c-63c05ab9a548": {"__data__": {"id_": "b41d2c70-5ba0-4e59-ae7c-63c05ab9a548", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "dae6120f-67d8-4e3a-b833-7774aad6098e", "node_type": null, "metadata": {}, "hash": "b65cc42935932d112e8a7913f77c2a8d801d801ee3c59ec3d69efb452830859e"}, "3": {"node_id": "08f50e00-0236-4530-b3fe-9366cdc2c05f", "node_type": null, "metadata": {}, "hash": "16a25f2462c7b555ee3bd211e00bd405b7cb8615dbcfa062053547cc02fa30c1"}}, "hash": "f500ead4dab789e13a0ab0d8be228707343f9a17a82ae1c71bd204d5585685b0", "text": "The final lesson in each unit, Looking Back, offers students the opportunity to review and to synthesize the key mathematical concepts developed in the unit.\nConcepts build over many lessons within and between each course in the series. Specific examples are:\n\nA-REI.10: In Unit 3 of Course 1, Lesson 2 explores lines of best fit for data showing the change in percentage of male and female doctors in the U.S. since 1960. The implication is that the number of female doctors will soon equal and, perhaps, surpass the number of male doctors. The materials present a structured discussion and mathematical analysis of the possible implications of using these graphs for making assumptions. The conversation also includes the use of inequalities to create a more robust view of the situation.\nF-IF.A: In Course 1, Unit 5 begins to develop students' conceptual understanding of rate of change through a graphical analysis of the growth of an exponential situation and then follows up at the end of the investigation with students comparing tables, graphs, and rules for two similar situations and sharing out with the class.\nA-SSE.1 and A-REI.10: In Course 2, Unit 1 builds students' conceptual knowledge through first introducing multivariable linear equations in Lesson 2 and then having students express given relationships in equivalent forms. The task in Lesson 3 is to find one pair (x,y) of values that satisfies two linear equations.\nG-SRT.6: Unit 7 of Course 2 on trigonometry builds on concepts from Course 1 about the rigid nature of triangles and how certain relationships in a triangle can fix the shape and/or size of the triangle. Investigation 1 of Lesson 1 uses a series of application problems that review what students have previously learned. Students are then introduced to an angle in \u201cstandard position\u201d on the plane and asked to find ratios of sides from several triangles formed by a given angle and points on the line created by the angle. Standards from N-Q, A-REI, and F-IF are addressed as students discover the defined trigonometric ratios.\nA-REI.A: In Unit 1 of Course 3, Lesson 3 begins Investigation 2 with a description of a reasoning process that encourages students and teachers (page T58) to utilize a process of reasoning in solving problems.\nG-CO and G-SRT: In Course 3, Unit 3 develops students' conceptual understanding of similarity through analysis of Escher works and tiling patterns and how different components relate to one another.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nMaterials of Core-Plus Mathematics meet the expectation for providing intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific standards or clusters. Overall, the clusters and standards that specifically relate to procedural skills and fluencies are addressed.\nStudents develop procedural skills, including creating graphs and tables and writing rules and equations, through investigative work in a variety of contextual examples. Additionally, students are given the opportunity to check themselves with the Check Your Understanding sections found toward the end of the investigation. These problems are usually based in contexts but not directly related to the work throughout the investigation which enables students to engage in the mathematics through multiple contexts.\nOne type of task in On Your Own sets are the Just-In-Time Review and Distributed Practice. These tasks provide opportunities for Just In Time review of concepts and skills needed in the following lesson and distributed practice of mathematical skills to maintain procedural fluency. A clock icon near the solution in the Teacher Guide designates Just In Time review tasks.\nThe materials offer sufficient opportunities for students to understand the procedures, and examples of how the materials address select cluster(s) or standard(s) that specifically relate to procedural skill and fluency include:\n\nA-SSE.1b: In Unit 5 of Course 1, Lesson 1 introduces the procedure for compounding interest and gives students the opportunity to interpret both the expression for the formula and the parts of the expression.\nA-SSE.2: There are many opportunities for students to use the structure of an expression to identify ways to rewrite it. Within Unit 7 of Course 1, page 497 offers ample opportunity for students to work with and identify patterns in the multiplication of linear expressions and the creation of quadratics.\nA-SSE.3a: Within Unit 5 of Course 2, pages 336-344 offer many opportunities to develop procedural fluency with factoring a quadratic expression to reveal the zeros of the function it defines. There are more opportunities on page 348. Page 355 gives students an opportunity to provide justifications for each step of deriving the quadratic formula from the standard form of a quadratic equation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "08f50e00-0236-4530-b3fe-9366cdc2c05f": {"__data__": {"id_": "08f50e00-0236-4530-b3fe-9366cdc2c05f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "b41d2c70-5ba0-4e59-ae7c-63c05ab9a548", "node_type": null, "metadata": {}, "hash": "f500ead4dab789e13a0ab0d8be228707343f9a17a82ae1c71bd204d5585685b0"}, "3": {"node_id": "70ad39be-cebe-480c-90ce-0ca0b3446d6c", "node_type": null, "metadata": {}, "hash": "fc8b2b67a4cd9f94a858e08f26f7e7855a3b9334da0d56354a15d0f37f1a9bbb"}}, "hash": "16a25f2462c7b555ee3bd211e00bd405b7cb8615dbcfa062053547cc02fa30c1", "text": "A-SSE.3c: Within Unit 5 of Course 2, Lesson 3 has many opportunities to use the properties of exponents to transform expressions for exponential functions, and the lesson also addresses rewriting polynomial, logarithmic and exponential expressions. Lesson 4 provides more opportunities for students to engage with this standard.\nG-GPE.4: In Unit 3 of Course 2, Lesson 1 uses coordinates to prove simple geometric theorems algebraically and begins with a detailed example that highlights how to use coordinates when creating a proof.\nG-SRT.5: In Unit 3 of Course 3, Lesson 1 gives ample opportunities for students to work with and develop using similarity criteria for triangles to solve problems and prove relationships in geometric figures.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nMaterials of Core-Plus Mathematics meet the expectation that the materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. The\u00a0Core-Plus Mathematics integrated\u00a0series was written using a context-based approach to mathematics, and accordingly, it includes numerous opportunities for students to work through a variety of contextual applications for each of the mathematical concepts addressed in the series. Students practice with multiple ideas throughout the different investigations within a lesson, as well as independently in the \"On Your Own\" student practice sets.\nOne type of task in On Your Own (OYO) sets are the Applications. These tasks provide opportunities for students to apply their understanding of the ideas they have learned in the lesson. The series includes numerous applications across the series, and examples of select domain(s), cluster(s), or standard(s) that specifically relate to applications include, but are not limited to:\n\nA-SSE, F-IF, F-BF, and F-LE: In Course 1, Unit 1 analyzes patterns of change using tables, graphs and algebraic rules in a variety of contextualized situations, including bungee jumping, price setting, and income.\nG-SRT: In Course 2, Unit 7 develops students' contextualized understanding of trigonometric functions through calculating distances using the angle of elevation.\nG-CO, G-C, and G-MG: In Course 3, Unit 6 develops students' contextualized understandings of circular motion and periodic functions through first understanding circles and their properties (notably tangent lines) and then applying these concepts to pulleys and sprockets to study angular and linear velocity.\nS-ID.2: In Unit 2 of Course 1, Lesson 1 develops statistics with regard to distribution of data and appropriate shape. Graphs, tables, and discussion through questioning often involve contextual problems which help students make sense of the data and conclusions.\nA-APR.B: In Unit 5 of Course 2, Lesson 1 connects parabolas, their zeros, and factors to contextual situations.\nF-IF.B: In Unit 2 of Course 3, Lesson 1 utilizes line graphs, parabolas, and polynomials to introduce functions and their parts. This introduction quickly leads to interpreting solutions for the functions within the contexts given for the problems.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series meet the expectation for not always treating the three aspects of rigor together nor always treating them separately. Overall, the three aspects of rigor are balanced with respect to the standards being addressed. The series provides students the opportunity to develop procedural skills and conceptual understandings through contextualized applications. The materials include a variety of different contexts with which mathematical topics can be applied and promote students' conceptual development in understanding the meaning of the mathematics.\nIn addition to the classroom investigations,\u00a0Core-Plus Mathematics integrated\u00a0provides sets of On Your Own homework tasks, which are designed to engage students in applications and conceptual understandings of their evolving mathematical knowledge. The following are examples of balancing the three aspects of rigor in the instructional materials:\n\nIn Unit 1 of Course 1, Lesson 3 begins with a section on patterns of change. The use of symbols, shapes, tables, graphs, discussions and contexts within this lesson offers students the opportunity to engage with and develop each aspect of rigor as they work.\nIn Course 1, Unit 3 balances the aspects of rigor by establishing a foundation of conceptual understanding for linear growth and creating and using algebraic rules to express and solve for information about contextualized problems, including prices and earnings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "70ad39be-cebe-480c-90ce-0ca0b3446d6c": {"__data__": {"id_": "70ad39be-cebe-480c-90ce-0ca0b3446d6c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "08f50e00-0236-4530-b3fe-9366cdc2c05f", "node_type": null, "metadata": {}, "hash": "16a25f2462c7b555ee3bd211e00bd405b7cb8615dbcfa062053547cc02fa30c1"}, "3": {"node_id": "24de09f6-1eca-4a78-a819-25f283e9f91a", "node_type": null, "metadata": {}, "hash": "cf6d9e8bc6f90bbf7d2be334cad5d167cbc285dede6580da20a1e0cde85a3a3c"}}, "hash": "fc8b2b67a4cd9f94a858e08f26f7e7855a3b9334da0d56354a15d0f37f1a9bbb", "text": "In Course 2, Unit 5 balances the aspects of rigor by developing procedural fluency with solving nonlinear equations and using students' prior conceptual understanding of systems of equations to analyze real-world examples of nonlinear systems of equations, including supply and demand.\nIn Unit 3 of Course 2, Lesson 1 uses technology and algebraic expressions to represent geometric shapes and ideas in the coordinate plane. Initially, there seems to be only connections to conceptual understanding and engaging applications, but procedural skill and fluency are built in through continuing work on page 172.\nIn Unit 1 of Course 3, Lesson 2 uses parallel lines and transversals and geometric figures to work through understanding of proof. Throughout this section, procedural skills and conceptual understandings are treated separately as appropriate.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials partially meet the expectation of supporting the intentional development of overarching, mathematical practices (MP1 and MP6), in connection to the high school content standards, as required by the Standards for Mathematical Practice (MPs). Overall, MP1 and MP6 are used to enrich the mathematical content and are not treated separately from the content standards, but in the series, there are instances of imprecise mathematical language.\nExamples of imprecise mathematical language. include, but are not limited to:\n\nIn Unit 3 of Course 2, Lesson 2 has students write \"Coordinate Models\" (or symbolic rules) which are the transformation \"function.\" The directions ask students to state the rule in words and symbolic form or write a coordinate rule rather than to describe the transformation as a function.\nThroughout Courses 2 and Course 3, the materials use the term \u201csize transformation\u201d rather than dilation. A size transformation is connected to a similarity transformation on page 215 of Course 2 and on page 234 of Course 3.\nIn order to introduce the use of the terms domain and range, along with the formal use of function notation, in Course 1, teachers will need to read the specific sections of the teacher materials on pages T3 and T157-158.\n\nListed below are examples of where MP1 is used to enrich the mathematical content:\n\nIn Unit 1 of Course 1 on page 8, Investigation 2 has students reasoning through different scenarios embedded in a game of chance. Students have to make sense of the game of chance in order to be able to simulate it, and after persevering in finding multiple solutions through the simulation, students record their results in table form and analyze them with graphs and algebraic rules.\nIn Unit 5 of Course 2, Lesson 1 walks through investigations of quadratic expressions and equations with regard to expanding and factoring, a process that continues through a description of the quadratic formula. Students are able to make sense of the process and persevere in developing the formula because of how the problems are sequenced across the lesson.\n\nListed below are examples of where MP6 is used to enrich the mathematical content:\n\nIn Unit 3 of Course 1, problem 17 on page 175 provides students with two tables of information and requires them to use a spreadsheet to reproduce the tables. Students are encouraged to think critically about the relationship between the numbers and to write precise rules within the spreadsheet that would produce the tables of data given to them.\nIn Unit 4 of Course 2, page 261 asks students to work cooperatively to make a table to help determine a Spearman's rank correlation for ranking types of music. Students must be precise with their data to perform their calculations.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials meet the expectation of supporting the intentional development of reasoning and explaining (MP2 and MP3), in connection to the high school content standards, as required by the Standards for Mathematical Practice (MPs). Overall, the majority of the time MP2 and MP3 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, students are expected to reason abstractly and quantitatively as well as construct viable arguments and critique the reasoning of others.\nListed below are examples of where MP2 is used to enrich the mathematical content:\n\nIn Course 1, Unit 2, Lesson 2, Investigation 4 introduces students to the idea of standard deviation as a measure of variability, after working on quantitative variability in Box Plots and Histograms. The investigation looks first at distance on the coordinate plane then moves, in a structured way, from the distance formula to an abstract understanding of deviation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "24de09f6-1eca-4a78-a819-25f283e9f91a": {"__data__": {"id_": "24de09f6-1eca-4a78-a819-25f283e9f91a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "70ad39be-cebe-480c-90ce-0ca0b3446d6c", "node_type": null, "metadata": {}, "hash": "fc8b2b67a4cd9f94a858e08f26f7e7855a3b9334da0d56354a15d0f37f1a9bbb"}, "3": {"node_id": "57f5ab94-eb33-4f69-bce2-da5bceb9e9e9", "node_type": null, "metadata": {}, "hash": "c55266f190978aefe8330a97576dc9bf30dc0818c55ab06acd65d2ea1223b366"}}, "hash": "cf6d9e8bc6f90bbf7d2be334cad5d167cbc285dede6580da20a1e0cde85a3a3c", "text": "All along the way, students are asked to make and explain the connections between abstract numbers and the quantities they represent.\nIn Course 3, Unit 5, Lesson 1, the On Your Own on page 339 contains a lengthy situation where students are asked to look at a rule for a function and determine output values for certain inputs. They are then asked to give a reasonable domain and range for the situation and to explain why a given income function makes sense in the situation. They are then given an expense function for the situation and asked to use all known information to answer questions about the profit prospects for the company.\n\nListed below are examples of where MP3 is used to enrich the mathematical content:\n\nIn Course 1, Unit 6 on page 374, students are asked to reason through determining triangle congruence using corresponding parts of triangles. In doing so, students are provided with reasoning and justifications and are asked to explain if the reasoning given is correct and why it is correct.\nIn Course 3, Unit 3, Lesson 1, Investigation 1 gives information and a diagram showing possible similar shapes to students, and they are asked how they might test to see if the shapes were similar and how to go about proving their methods. Students are asked to compare answers with others and resolve differences.\n\nAlthough not explicitly labeled in the majority of cases, MP2 and MP3 are sometimes used together to enhance the content. Listed below are examples of where both MP2 and MP3 are used to enhance the content.\n\nIn Course 1, Unit 2, Lesson 1, On your own sections are often used to address reasoning and explaining. In this case, students are asked to describe and connect distributions to shapes and context.\nIn Course 2, Unit 5, problems 30-32 on page 353 ask students to predict \"common errors\" when expanding quadratic expressions and offer explanations for how to help students understand the errors, and students also justify how they themselves decide on the best method to solve a quadratic equation. Then, problem 32 asks students to explain how concrete examples can help to make sense of factoring quadratic expressions, which requires students to make connections between quantities and abstract mathematical concepts.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials meet the expectation of supporting the intentional development of modeling and using tools (MP4 and MP5), in connection to the high school content standards, as required by the Standards for Mathematical Practice (MPs). Overall, the majority of the time MP4 and MP5 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, students are expected to model with mathematics and use tools strategically.\nListed below are examples of where MP4 is used to enrich the mathematical content:\n\nIn Course 1, Unit 8 is entitled \"Patterns in Chance.\" There are multiple opportunities for students to engage with MP4 during the unit, and in particular, the Check Your Understanding on pages 557-558 engages students in making assumptions and approximations explicit, deciding whether data are consistent with a proposed model, and revising the proposed model if that is deemed necessary.\nIn Course 2, Unit 7, Lesson 3 requires students to analyze a sailing situation by first modeling it with a diagram that represents the problem. Then, students use trigonometry to find unknown information regarding the path of the ship.\n\nListed below are examples of where MP5 is used to enrich the mathematical content:\n\nOn page 420 of Unit 6 in Course 1, students are encouraged to use interactive geometry software or other tools to investigate properties of regular polygons, including central angle measurements and interior/exterior angle measurements.\nIn Lesson 2 of Unit 6 in Course 3, problems 5-7 of Investigation 4 engage students in a context where many tools could be utilized to help students solve the problem. In problems 5 and 6, students could draw graphs of the context manually or with technology to model the context, or they could select various physical objects to help them make sense of the problem. In problem 7, students could use various technological tools to create generalizations about the scenario.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials meet the expectation of supporting the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards, as required by the Standards for Mathematical Practice (MPs). Overall, the majority of the time MP7 and MP8 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, support is present for the intentional development of seeing structure and generalizing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "57f5ab94-eb33-4f69-bce2-da5bceb9e9e9": {"__data__": {"id_": "57f5ab94-eb33-4f69-bce2-da5bceb9e9e9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "24de09f6-1eca-4a78-a819-25f283e9f91a", "node_type": null, "metadata": {}, "hash": "cf6d9e8bc6f90bbf7d2be334cad5d167cbc285dede6580da20a1e0cde85a3a3c"}, "3": {"node_id": "a3c646ee-b824-47f2-ab08-a34ac8202bc4", "node_type": null, "metadata": {}, "hash": "6a7331cbe846f5a938506aea46da4e6f7ac17a5a8fcc4163ccb2d7bf857d6c2d"}}, "hash": "c55266f190978aefe8330a97576dc9bf30dc0818c55ab06acd65d2ea1223b366", "text": "Throughout the materials, support is present for the intentional development of seeing structure and generalizing.\nListed below are a few examples of where MP7 is used to enrich the mathematical content:\n\nIn Course 1, Unit 5, Lesson 1, the Summarize the Mathematics on page 303 asks students to explain how they would chose a regression model for a data set based on the patterns they found in the data.\nIn Course 2, Unit 1, Lesson 3, part d of Summarize the Mathematics has students explain how they might tell the number of solutions for a system of linear equations just by looking at the equations.\nIn Course 3, Unit 2, Lesson 1, Investigation 2 on pages 112-113 prompts students to discuss what the graph of a quadratic function would look like by using the expression only. In particular, students find the number and values of zeros of the function and speculate on regions that would satisfy quadratic inequalities related to the given quadratic functions.\n\nListed below are a few examples of where MP8 is used to enrich the mathematical content:\n\nIn Course 1, Unit 5, Lesson 2, students use repeated applications of the Pythagorean Theorem to find the formula for the length of the diagonal of any square.\nIn Course 2, Unit 8, Lesson 3, Investigation 3 has students use repeated trials to develop the formula for Expected Value.\nIn Course 3, Unit 5, Lesson 1, Investigation 2 gives students the opportunity to work through an income/cost/profit situation for which they have previously developed a set of equations. By repeatedly operating with the equations in different scenarios, the students develop \u201crules\u201d for how to operate with polynomial expressions and the implications of the operations on the resulting polynomial.\n\nAlthough not explicity labeled in the majority of cases, MP7 and MP8 are sometimes used together to enhance the content. \u00a0Listed below are examples of where both MP7 and MP8 are used to enhance the content. \u00a0\n\nIn Course 2 Unit 3, Lesson 2, students have opportunities to work with transformations of coordinates on a plane that creates the structure for what later becomes a set of mathematical rules for geometric transformations.\nIn Course 3, Unit 3, Lesson 1, students engage with designs created using similar figures. Initially, students are prompted to examine a specific design to determine the structure that exists among the similar figures in the design. Then, after repeatedly examining the structure of designs based on similar figures, students are asked to determine sufficient conditions for knowing when two figures are similar.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series meet the expectation that the underlying design of the materials distinguishes between problems and exercises. The materials clearly organize learning in a specified order of an Investigation phase, sometimes with multiple concepts, followed by an On Your Own phase. Problems for learning new mathematics are within the Investigation phase, and exercises which build mastery and student capacity for a given skill with application are in the On Your Own phase. Items for application require multiple representations and extend learning, and they do build on knowledge based in the Investigation phases. Similarly, problems in the Investigation phase often contain real-world applications but use the application to introduce concepts and build knowledge. This structure is repeated throughout each of the courses. For example, in Course 2, Unit 5, Lesson 1, the Investigation phase begins on page 327 with multiple investigations followed by the On Your Own phase on page 345.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the Core-Plus Mathematics integrated series meet the expectation that the design of assignments is not haphazard and tasks are given in intentional sequences. Throughout the curriculum, assignments are given in an intentional manner, often building capacity for the learner through reasoning. This progression includes the development of mathematically accurate vocabulary, methods, and formulas. Examples that highlight how the design of the assignments is not haphazard and tasks are given in intentional sequences include: the investigations in Lesson 2 of Unit 2 in Course 1; the applications in Lesson 2 of Unit 5 in Course 2; and the investigations in Lesson 1 of Unit 7 in Course 3.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a3c646ee-b824-47f2-ab08-a34ac8202bc4": {"__data__": {"id_": "a3c646ee-b824-47f2-ab08-a34ac8202bc4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "57f5ab94-eb33-4f69-bce2-da5bceb9e9e9", "node_type": null, "metadata": {}, "hash": "c55266f190978aefe8330a97576dc9bf30dc0818c55ab06acd65d2ea1223b366"}, "3": {"node_id": "bab4d87f-371b-4820-bb9c-113bb1be3d84", "node_type": null, "metadata": {}, "hash": "993c6b54ccf71a94634d7f7e84d170b201086b6996af2d5af955e2ef7c86afbe"}}, "hash": "6a7331cbe846f5a938506aea46da4e6f7ac17a5a8fcc4163ccb2d7bf857d6c2d", "text": "The instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that there is variety in how students are asked to present the mathematics. The materials require students to engage in mathematics in a number of ways to solve various types of problems that include evaluating expressions, making predictions based on a set of data, estimating measurements and using geometric tools, and comparing/contrasting information from a diagram. Examples of these types of problems can be found on page 67 in the materials for Course 1. Other problems allow students to engage in the process of solving a problem through planning and to build a mathematical model from given data (Course 2, Unit 6, Lesson 2, page 435-452, applications section). At other times, students are asked to give explanations, write equations, and create a diagram (Course 3, Unit 1, Lesson 2, page 44).\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series have manipulatives, both virtual and physical, that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\nPhysical manipulatives are utilized to introduce reasoning in problem solving. For example, counters are used in a problem referencing consecutive integers in Course 1, Unit 1, Lesson 1. In Course 1, Unit 6, Lesson 1 on page 371, virtual manipulatives are used to generate work with triangle congruence, and they are also used in Course 2, Unit 6, Overview on page T399A, to construct vertex-edge graphs to investigate problems and concepts in modeling and optimization.\nThe series makes use of a wide range of virtual manipulatives available within CPMP-Tools, and there are physical manipulatives needed for each course listed within the Planning Guide. A few examples of these include, but are not limited to rubber bands, meter sticks, compass, straightedge, protractor, rulers, pennies, dice, stopwatch, bouncy balls, linkage strips and pipe cleaners.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series have a visual design that is not distracting or chaotic but supports students in engaging thoughtfully with the subject. The materials keep a consistent layout for units and lessons. In general, the sections appear in the following order: Investigations followed by Applications delineated as On Your Own, Connections, Reflections, Extensions, and Review. Lessons frequently include other sections to enhance students' depth of knowledge with a variety of approaches that include Think about this Situation, Summarize the Mathematics, and Promoting Mathematical Discourse. Pictures and models used throughout the series support student learning as they are connected directly to an investigation or problems being solved. The figures and models used are not distracting from the mathematical content.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that teachers are provided quality questions to guide students' mathematical development. The opening page of the lessons contains a scenario that touches on the mathematics to be studied, and the next page contains a section titled Think About This Situation where students are given questions to discuss. Guiding questions are provided for teachers and students at the beginning of each investigation. The teacher edition provides typical student responses that might be expected and suggestions for follow-up questions to enrich the discussion. With the teacher edition, there is an additional Promoting Mathematical Discourse section for some lessons where a sample discussion is given for use in planning. The Implementation Guide suggests that teachers work through these pages together during planning.\nIn the student edition, within a lesson at the end of each Investigation, there is a Summarize the Mathematics section that provides a series of well-designed questions to have students reflect on what they have learned. The teacher edition provides the same support for Summarize the Mathematics as was mentioned above for Think About This Situation. For an example, see Course 2, Unit 4.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that the teacher edition contains ample and useful annotations. There are annotations in the margins and in the narrative related to the lesson implementation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bab4d87f-371b-4820-bb9c-113bb1be3d84": {"__data__": {"id_": "bab4d87f-371b-4820-bb9c-113bb1be3d84", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "a3c646ee-b824-47f2-ab08-a34ac8202bc4", "node_type": null, "metadata": {}, "hash": "6a7331cbe846f5a938506aea46da4e6f7ac17a5a8fcc4163ccb2d7bf857d6c2d"}, "3": {"node_id": "51702a47-f9d9-4014-8d39-fa0cb78ac520", "node_type": null, "metadata": {}, "hash": "083aac8d96229b4bedacfafaf44dde1b4933509745739dfb5af3a414b862e047"}}, "hash": "993c6b54ccf71a94634d7f7e84d170b201086b6996af2d5af955e2ef7c86afbe", "text": "There are annotations in the margins and in the narrative related to the lesson implementation. There are also boxes labeled \u201cInstructional Notes\u201d that cover points like specific goals for a particular question, where and how a topic was previously addressed, helpful reminders for students, thoughts on pacing, and concepts students may not yet fully understand. Other special boxes include Assignment Note, Differentiation, Teaching Resources, Key Idea, Collaboration Skills, Possible Misconception and Common Error.\nCPMP Tools is an online dynamic software package embedded in the instructional materials that is referenced extensively and is freely available to the students in and out of class time. It is employed in every unit across all three courses. In the teacher edition there are boxes titled \u201cTechnology Note,\u201d which offer guidance to teachers on the use of CPMP Tools that supports and enhances student learning. For an example, see Course 2, Unit 3, Lesson 1 starting on page T162. The use of this tool is also referenced in the planning guide at the start of each unit. (Course 2, page T161D)\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that the teacher edition contains adult-level discussion of the mathematics. Special boxes in the teacher edition are used to give teachers an \u201cadvanced perspective\u201d on some of the material covered. Course 3, page T116B, has such an example. There are also \u201cAdditional Resources\u201d that refer teachers to specific publications that may enhance their understanding of the topics (Course 1 on page T367). In some cases, there is a list of additional references in the overview of the Unit (Course 1 on page T237).\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series partially meet the expectation that the teacher edition addresses the standards in the context of their place in the entire series. The materials for the series do not provide a vertical progression for the standards in the series. For some units, the materials provide general references in the Unit Overview as to how current content fits into the vertical progression of learning, for example, page T319 in Course 3, but these general references are not provided for all units, for example, page T73-73A in Course 1. At the beginning of each lesson, there is a list of standards that are \"Focused on\" and \"Connected to\" in the lesson, for example, page T462 in Course 1, but this list does not make references to any other lessons in the series. The combination of the list of standards for each lesson and the general references in the Unit Overview could explain the role of the specific standards in the context of the overall series, but the inconsistency of the general references leaves the explanation of the role of the specific standards in the context of the overall series incomplete.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series have planning guides in the teacher edition for each unit of each course. They appear at the start of each unit and are broken down by lesson with a pacing guide giving the total days for coverage including assessment. The guide also includes objectives for each lesson and suggested assignments for each investigation for full coverage. Teachers may add additional help or enrichment to the suggested assignments. There is also a list of additional resources by lesson included in the planning guide (Course 3, page T161). In addition, at the back of the student textbook, there is a listing of the standards covered in each Investigation for each lesson for every unit in the course (Course 3, page 638).\nAt the start of each lesson in a unit, there is a page in the teacher guide that indicates which standards are \u201cfocused on\u201d or \u201cconnected to\u201d in the lesson. This page also contains an explanation of what will happen in the lesson and, depending on the lesson, additional information may be included. (Course 3, page T162).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series contain strategies that provide for communications with students and parents about the mathematics covered, support opportunities, and progress indicators. The Implementation Guide has an entire section on outreach to parents (page 24).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "51702a47-f9d9-4014-8d39-fa0cb78ac520": {"__data__": {"id_": "51702a47-f9d9-4014-8d39-fa0cb78ac520", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "bab4d87f-371b-4820-bb9c-113bb1be3d84", "node_type": null, "metadata": {}, "hash": "993c6b54ccf71a94634d7f7e84d170b201086b6996af2d5af955e2ef7c86afbe"}, "3": {"node_id": "52f11a75-bfd7-4236-b451-6829aacfb0fa", "node_type": null, "metadata": {}, "hash": "367730d8cbc64f51de89a3c5f3e40450a9db9abc590e69b6705a0c1369864bb5"}}, "hash": "083aac8d96229b4bedacfafaf44dde1b4933509745739dfb5af3a414b862e047", "text": "The Implementation Guide has an entire section on outreach to parents (page 24). It contains sample letters that might be sent to parents describing the program and shares a link for parent resources, www.wmich.edu/cpmp/parentresource.html. This website provides information for parents that includes an overview of the content, a video of what the classroom will look like, and suggestions on how parents can help their student to understand the key mathematical ideas in units from each of the three courses. Also included are selected solutions, partial solutions, and hints for homework tasks. There is a description of the Math Toolkit where students keep a personal online notebook that parents can access to aid in homework and study help. There are also links to research on the methodology behind the curriculum design.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series contain explanations as to why certain approaches are taken. The Implementing Core-Plus Mathematics Guide for teachers includes detailed explanations that address why the materials take the approach they do. The Classroom Implementation section, pages 31-75, addresses the methods employed, how and why they should be used, and provides references to research that supports the methods used and their inclusion in the classroom.\nAlso, at the beginning of each unit, the Unit Overview page of the Teacher\u2019s Edition includes a discussion of the pedagogy that will be implemented and why it is appropriate. Whether the context is new to students (Course 1, page T361) or building on prior knowledge (Course 2, page T521), other information related to pedagogy, technology, misconceptions, and background knowledge of the context is also provided.\nThe materials do reference research-based instructional approaches beyond the Implementation Guide. The teacher editions for each course reference research in the teacher notes for pertinent lessons (Course 1, page T268 \u201cInstructional Note\" and page T293 \u201cELL Tips;\u201d Course 2, page T116 \u201dEquity;\u201d and Course 3, page T58A \u201cDifferentiation\u201d ).\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series partially meet the expectation for gathering students' prior knowledge within and across grade levels/courses. There are no formal assessments of prior knowledge or connections to learning from Grades 6-8 or previous courses. There are some instances in the materials where students' prior knowledge is assessed, for example the Lesson Launch on pages T108-109 in Course 3, and used to launch an investigation into new learning, but these informal assessments are not a part of all units or lessons. For example, in Course 2, Unit 3 addresses transformations and distance, but the materials do not include any opportunities for teachers, formally or informally, to determine what prior knowledge students might have about these topics from either Grades 6-8 or Course 1. There are some Instructional Notes that address prior knowledge, such as on page T114A in Course 3, but these Instructional Notes are inconsistently placed throughout the materials. Also, the Review section in the On Your Own homework sets provide an opportunity to review previous concepts and skills, but there is limited support for teachers as to how the information gathered from the review problems could be used in current or future lessons.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that teachers are given support to identify and to address common student errors and misconceptions. There are multiple teaching tips provided, referred to as \"Common Error,\" for example, page T219 in Course 1, or \"Possible Misconception,\" for example, page T507A in Course 2, to assist teachers with addressing these needs in their classroom. Additionally, there are problems included in the materials that allow for students to identify errors and critique reasoning.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series partially meet the expectation that the materials in the series provide opportunities for ongoing review and practice of both skills and concepts. Although opportunities to review concepts and skills are provided through Summarize the Mathematics tasks, On Your Own Review practice problems, and Looking Back Lessons, attention to feedback is limited to answer guides for questions and in some Instructional Notes, for example, page T221 in Course 1 and page T328 in Course 2.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "52f11a75-bfd7-4236-b451-6829aacfb0fa": {"__data__": {"id_": "52f11a75-bfd7-4236-b451-6829aacfb0fa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "51702a47-f9d9-4014-8d39-fa0cb78ac520", "node_type": null, "metadata": {}, "hash": "083aac8d96229b4bedacfafaf44dde1b4933509745739dfb5af3a414b862e047"}, "3": {"node_id": "d26a22e1-1d0b-4552-90fb-02e314f22e60", "node_type": null, "metadata": {}, "hash": "a399a4029569deabe52613bb4e6d31d56c10d1d9fb56ff6966bfcfbccfbd2d29"}}, "hash": "367730d8cbc64f51de89a3c5f3e40450a9db9abc590e69b6705a0c1369864bb5", "text": "Materials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series partially meet the expectation that standards are clearly denoted. Assessments created in the eAssessments tool through ConnectED have the ability to denote CCSSM (listed as National Standards), but standards are not explicitly identified for formative or summative assessments that are provided. Standards are identified at the beginning of each unit/lesson, but individual problems in assessments are not labeled with standards.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that assessments provided include sufficient guidance in interpreting scores by having answer keys and solutions to all assessments, detailed answers and solutions for lesson components (On Your Own homework, Check Your Understanding, Think about the Situation, and Summarize the Mathematics), and both specific and general scoring rubrics. The implementation guide also provides guidance for how to create specific rubrics for individual questions.\n\nMaterials encourage students to monitor their own progress.\n\nThe materials in the series encourage students to monitor their own progress. The Core-Plus Implementation Guide suggests that students keep a journal in which to reflect on their mathematical struggles and successes. Per the guide, \"Journals also encourage students to assess their own understanding of, and feelings about, the mathematics they are studying.\" Additionally, teachers are encouraged to implement portfolios in their classroom as a way for students and teachers to monitor student progress. According to the implementation guide, \"Typically, portfolios provide a tool for assessing one or more of the following outcomes: student thinking, growth over time, mathematical connections, a student's views on herself or himself as a mathematician, and the problem-solving process as employed by the student.\"\nWithin the curricular materials, students are able to assess themselves using the Check Your Understanding for every investigation as well as through guided class discussions. The remaining types of tasks in On Your Own sets include Reflections which provide opportunities for students to re-examine their thinking about ideas in the lesson.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that scaffolding or sequencing strategies are provided to teachers that allows the content to be accessed by all learners. Problems are often set up to engage students at multiple levels, including Investigation, Application and Extension sections with multiple representations and questioning. Content builds throughout the lessons and units to develop comprehension. Most prominent is the use of a logical sequence of questions within context to note patterns and to help students generate solutions, for example, Lesson 2 in Unit 2, Course 3.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series partially meet the expectation that the materials provide teachers with strategies for meeting the needs of a range of learners. Specific strategies or materials for helping teachers implement differentiated instruction for a range of learners are limited to a brief section in the Overview of each course (page xii in Course 3) and some boxes labeled Differentiation placed at different points in the courses, for example page T202 in Course 1, page T78 in Course 2 and page T58A in Course 3. There is sufficient scaffolding provided for students to obtain new knowledge when they have the prerequisite knowledge for their current course, but the instructional materials do not provide sufficient scaffolding support for teachers to address the needs of students whose mathematical knowledge is not at their current course level. Also, complex vocabulary is used within the materials and may not be accessible to all learners, and there is limited aid provided for teachers on this issue within some of the Differentiation boxes, for example, page T216 in Course 1.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation that the materials provide problems with multiple entry-points that can be solved through a variety of strategies or representations. Questioning can be tiered with multiple entry points sequenced for logical reasoning and content development, for example, page T252 in Course 2. Most of the multiple step questions require a majority, if not all, of the MPs, but questions can also be specific with one solution and a single entry point. As a whole, content is experienced through a variety of mathematical representations with equations, graphs, diagrams, tables, charts, and verbal explanations consistently throughout the materials, for example, Investigation 1 in Course 1, Unit 5, Lesson 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d26a22e1-1d0b-4552-90fb-02e314f22e60": {"__data__": {"id_": "d26a22e1-1d0b-4552-90fb-02e314f22e60", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "52f11a75-bfd7-4236-b451-6829aacfb0fa", "node_type": null, "metadata": {}, "hash": "367730d8cbc64f51de89a3c5f3e40450a9db9abc590e69b6705a0c1369864bb5"}, "3": {"node_id": "f85848f9-6c2f-4f80-b9ea-c620ad1e8d50", "node_type": null, "metadata": {}, "hash": "5cd5dd8736726b0b92c77f6e77c8d3b31da81b44b043b2631afcfd36c29af3a1"}}, "hash": "a399a4029569deabe52613bb4e6d31d56c10d1d9fb56ff6966bfcfbccfbd2d29", "text": "Materials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series partially meet the expectation for providing support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems). Beyond ELL, there was no support found for special populations such as students not reading at grade level. There is a Spanish Glossary in each student textbook, and there are boxes labeled ELL Tips that give suggestions for the teacher that could aid in instruction. The location of these boxes can be found in the Index of Mathematical Topics at the back of each teacher edition.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the\u00a0Core-Plus Mathematics integrated\u00a0series meet the expectation for providing support for advanced students to investigate mathematics content at greater depth. The Implementation Guide, on page 2, states; \u201cDifferences in student performance and interest can be accommodated by the depth and level of abstraction to which core topics are pursued, by the nature and degree of difficulty of applications, and by providing opportunities for student choice of homework tasks and projects.\u201d The extensions tasks, included in the On Your Own section of each lesson, reveal how well students are able to extend the present content beyond the level addressed in the investigations. Teachers can pick and choose assignment problems for students to meet their level of understanding or sophistication.\nThe teacher edition Unit Overview contains notes of what types of enrichment are available within the lessons (Course 1, Unit 6, page T361; Course 2, Unit 1, page T1D; and Course 3, Unit 3, page T161A, paragraph 4). Within the lessons, there are Differentiation boxes that supply additional enrichment ideas. (Course 1, Unit 6, page T421; Course 2, Unit 7 page 507; and Course 3, Unit 2, page T116B). A complete list of differentiation boxes can be found in the Index of Mathematical Topics at the back of each teacher edition.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe few pictures that do contain people show a variety of race, ethnic, and personal characteristics. Examples include Course 1, pages 324, 356, 442 and 579; Course 2, pages 1, 49, 98, 353, 363 and 421; and Course 3, pages 74, 171, 216, 230 and 327. The wording of problems in the exercises uses a variety of names and cultural references.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials provide opportunities for teachers to use a variety of grouping strategies. The Implementation Guide provides an entire section (pages 41 \u2013 45) related to the pedagogy of collaborative learning, how to form and manage groups, and some effective techniques that can be used. There are also grouping suggestions throughout the teacher edition and boxes labeled Collaboration Skill that contain suggestions for group work. The location of these boxes can be found in the Index of Mathematical Topics at the back of each teacher edition.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed encourage teachers to draw upon home language and culture to facilitate learning. There is a reference in the Implementation Guide on page 53 to practices that promote equity for ELL students. There is a note on page 43 to make sure that groups are ethnically mixed, and there is also a reference on page 52 that, when wanted, students should be allowed to restate problems in their native language.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe digital resources are accessible on Windows, Mac and Linux OS and require Java in order to run on those systems. CPMP Tools are built using Java WebStart, which permits safe, easy, and reliable distribution of software and software updates across different types of computers, but cellphones and tablets, excluding the Surface Pro, do not support Java in a way that will allow CPMP Tools to run.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f85848f9-6c2f-4f80-b9ea-c620ad1e8d50": {"__data__": {"id_": "f85848f9-6c2f-4f80-b9ea-c620ad1e8d50", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "31c7e71c-b96e-4774-84da-2e6dbaac469e", "node_type": null, "metadata": {}, "hash": "f8fe475538a6379c2308011adc7d9c58a3143f9b687e98f033a9f48ed55f4239"}, "2": {"node_id": "d26a22e1-1d0b-4552-90fb-02e314f22e60", "node_type": null, "metadata": {}, "hash": "a399a4029569deabe52613bb4e6d31d56c10d1d9fb56ff6966bfcfbccfbd2d29"}}, "hash": "5cd5dd8736726b0b92c77f6e77c8d3b31da81b44b043b2631afcfd36c29af3a1", "text": "Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. Teachers have access to the eAssessments through ConnectED, which is the online access to the instructional materials. Teachers can use pre-made tests or create tests from question banks (both pre-existing and teacher created) and can either print the assessments or assign them digitally for students to access and complete in ConnectED. Teachers have the ability to edit the number of times students may work on the assessment online, how long they can access it, when they can access it, and can choose to scramble questions. The assessments are not adaptive, but assessment questions can be selected by type of question and standard in order to elicit the type of response a teacher is looking for, conceptual or procedural fluency. Additionally, teachers can create their own assessment questions, including incorporating interactive elements using HTML5 or Flash technology in order for a teacher to better build questions to assess the type of understanding they are seeking.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe materials in the series do not provide adaptive technology. Individualization of assignments and assessments would have to be done by the teacher using the eAssessments tools.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe digital materials are not able to be customized to match student/community interest.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe materials allow students and teachers to collaborate with one another through both messaging and discussion features. Teachers can collaborate with one another through sharing courses and materials.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe materials integrate technology, manipulatives, and dynamic software in ways that engage all students in the MPs. In addition to providing suggestions for how to use calculators and spreadsheets within the curriculum, the materials provide their own software, CPMP Tools, which has the capabilities of modeling geometry, algebra, statistics and discrete mathematics. CPMP Tools is used throughout the texts to engage students in a variety of ways including:\n\nIn Course 1, Unit 3, Lesson 1, Applications link directly to data located in CPMP Tools. Students can then use the software to plot the data and find a linear model. Alternatively, students can use their graphing calculator and enter the data in lists, produce a scatterplot, and find a model using the linear regression function already present in their graphing calculator.\nIn Course 2, Graphing Technology Lab, the Glencoe Personal Tutor presents a teacher explaining a step-by-step solution to a problem that includes a linear-quadratic system of equations.\nIn Course 3, Unit 3, Composing Size Transformations provides students with opportunities to work with the interactive geometry software in CPMP Tools.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1446852b-2129-4e4f-b4bd-d5774add2100": {"__data__": {"id_": "1446852b-2129-4e4f-b4bd-d5774add2100", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "3": {"node_id": "4ce78b99-d39f-41f8-b1c2-533fa093a02e", "node_type": null, "metadata": {}, "hash": "934657070f4803c69f7b575e2ff29f558f74c04635d74d88487f14d7a540d7d7"}}, "hash": "d70c758e8edba164fd64f185d84f81d07cba644d57849f247fa7d336868cb455", "text": "CPM Integrated\n\nThe instructional materials reviewed for the CPM Integrated series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence. The materials attend to the full intent of the mathematical content standards and also attend fully to the modeling process when applied to the modeling standards. The materials also meet the expectations for rigor and the Mathematical Practices as they reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations and meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. The series is designed to spiral. Overall, all of the standards are addressed within the Integrated I, Integrated II, and Integrated III courses.\nMost standards are addressed to the full intent throughout the entire series. The following are examples of standards addressed in the series:\n\nA-APR.1 is addressed in Integrated II and Integrated III. In Integrated II, Lesson 4.1.4 provides evidence explaining how integers are closed under the operations of addition, subtraction, and multiplication; Lesson 4.1.5 has students determine whether polynomials are also closed under these operations by creating several examples to support this notion and then generalize beyond the examples. In Integrated III, Lesson 8.3.1 has students divide polynomials.\nA-REI.3 is addressed in Integrated I. Lesson 3.3.1 utilizes several methods for solving linear equations: rewriting, undoing, and looking inside. Also in Integrated I, Lessons 9.1.1 and 9.1.2 have students solve linear inequalities.\n\nThe Number and Quantity domain occurred throughout Integrated I and Integrated II; however, N-Q.1 was only partially addressed. Students were not explicitly expected to use units as a guide to solve problems. Also, students were not required to interpret the origin in every data display.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials attend to the full intent of the modeling process when applied to the modeling standards. The series includes modeling tasks throughout the materials. Frequently, tasks include significant scaffolding or support to focus students on specific mathematics, but scaffolding of modeling tasks decreases within a course and over the series helping to develop students' abilities to work with modeling tasks. In the series, students have opportunities to develop their own solution strategies, select the best tools for solving a problem or set of problems, create their own charts, graphs, and/or equations, evaluate and revise answers, and report on their work.\n\nIn Lesson 2.1.3 of Integrated I, the problem \u201cHow Steep Is It?\u201d has students use a model, stairs, to represent the slope of a function. This problem asks students to make, use, and describe a model, but it does not engage them in the full modeling process as defined by the Modeling, High School Progressions Document. This problem addresses standards F-IF.4, F-IF.6, F-IF.7a, F-LE.1a, F-LE.2 and F-LE.5.\nIn Integrated I, \u201cThe Big Race - Finals\u201d problem in Lesson 2.2.3 has students engage in parts of the modeling process, such as defining variables, interpreting data, validating their conclusions, and reporting out to other teams. However, the students do not come to develop the question themselves, and they do not collect the data for the investigation themselves. All of this is explicitly given to them by the materials. This problem addresses standards N-Q.2, A-CED.2, F-IF.4, F-IF.7a, F-BF.1a, F-LE.1b, F-LE.2 and F-LE.5.\nIn \u201cThe Burning Candle\u201d problem in Lesson 11.2.3 of Integrated I, students are presented a real-life situation that should be engaging for Integrated I students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ce78b99-d39f-41f8-b1c2-533fa093a02e": {"__data__": {"id_": "4ce78b99-d39f-41f8-b1c2-533fa093a02e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "1446852b-2129-4e4f-b4bd-d5774add2100", "node_type": null, "metadata": {}, "hash": "d70c758e8edba164fd64f185d84f81d07cba644d57849f247fa7d336868cb455"}, "3": {"node_id": "7be7640d-730e-4efb-a763-08752f4bc005", "node_type": null, "metadata": {}, "hash": "0cc1292ebbd127ac7aec0d203f473fd1f644d5862d61167f8b6d1671ba9bb4be"}}, "hash": "934657070f4803c69f7b575e2ff29f558f74c04635d74d88487f14d7a540d7d7", "text": "The students are asked to design an experiment, collect data and analyze data in order to predict how long a birthday candle will stay lit. The problem appropriately engages students in all aspects of the modeling process. This problem effectively engages students in applying the modeling process to standards N-Q.2, N-Q.3, A-CED.1, F-IF.7a, F-BF.1a, F-LE.2, S-ID.6a, S-ID.6c, S-ID.7 and S-ID.8\nIn Integrated II, Lesson 1.2.1 uses a bracelet task to have students perform an experiment and then collect, record and analyze data. Next, they are prompted to modify the experiment, collect, record and analyze new data, and compare the new data set to their first set of results. Finally, the students are prompted to design their own experiment \u201cspin off\u201d of the original and then collect, record and analyze their data. If the lesson is followed through to the end, every aspect of the modeling process would be completed by the students. Right below this task is a flowchart example of modeling with mathematics.\nIn Integrated II, \u201cStandards to Maintain\u201d the \u201cShrinking Targets Lab\u201d in Lesson 9.1.1 has students define variables, collect and analyze data and then use their data to extrapolate. They are provided a significant level of support, but they are still actively engaged in the modeling process. This lab addresses standards A-CED.2, F-IF.4, F-IF.5, F-IF.7a and F-BF.1a.\nIn Integrated III, Lesson 6.1.1 has students use coins to model whether a child is born a girl or a boy. The students design the experiment and then record and analyze their results. They are given many parameters that prevent students from determining their own variables. The students share and compare their data with other teams, and they also compile their data and analyze if/how the data changes when the sample size is larger. This lesson addresses standards S-IC.2 and S-MD.6(+).\nIn Integrated III, Lesson 6.2.1 has students design a computer simulation to model a real-life situation and then collect and analyze data. This lesson addresses standards S-IC.1, S-IC.4 and S-IC.5.\nIn Integrated III, Lesson 9.1.1 (F-TF.5) introduces a task entitled \"Emergency!\" The experiment procedure is outlined in the materials. The specific directions provided allow for students to focus on the appropriate mathematics and do not detract from the modeling process. Students are asked guiding questions that require them to develop their own strategies for solving the problem and reflect on the difference between their process and the process of others.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials, when used as designed, meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs and careers (WAPs).\nThe materials show a strong focus on widely applicable prerequisites.\n\nThe majority of the lessons in Integrated I focus on the WAPs. Chapters 1, 2, 3, 5, 6, 7, 8, 9 and 11 had lessons in which the majority of the time was spent on the WAPs. There are some lessons that review middle school mathematics standards, but this does not occur in a way that is distracting or in a way that takes time away from the WAPs. For example Section 1.3 is projected to last approximately two days and reviews rewriting expression with integer exponents (8.EE.1). Also, Appendix A provides review activities for rewriting expressions (7.EE.1). These sections provide opportunities to support struggling learners and clear up misconceptions but could easily be omitted if not needed by the students.\nThe majority of the lessons in Integrated II are spent on the WAPs. Chapters 1, 2, 3, 4, 5, 6, 7 and 9 included lessons which were primarily focused on the WAPs. Chapters 8, 10, 11 and 12 are not focused on the WAPs, but their content does fit the flow of content through the materials. Section 1 of Chapter 1 spends time reviewing attributes of polygons which aligns to middle school standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7be7640d-730e-4efb-a763-08752f4bc005": {"__data__": {"id_": "7be7640d-730e-4efb-a763-08752f4bc005", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "4ce78b99-d39f-41f8-b1c2-533fa093a02e", "node_type": null, "metadata": {}, "hash": "934657070f4803c69f7b575e2ff29f558f74c04635d74d88487f14d7a540d7d7"}, "3": {"node_id": "29442541-d174-407f-8eed-ca4a960bb1dc", "node_type": null, "metadata": {}, "hash": "7c9d7e5cd4841435dcf8f3a5dafd4c2ccbbaba824d36758f12c948c8228fc4c0"}}, "hash": "0cc1292ebbd127ac7aec0d203f473fd1f644d5862d61167f8b6d1671ba9bb4be", "text": "In Integrated III, approximately half of the lessons focus on WAP standards. The progression and flow of the materials are logical and support a deep understanding of the mathematics. Chapters 1, 2, 3, 5 and 7 included lessons in which the majority of the work was related to the WAPs.\n\nOverall, the majority of student time is spent on the widely applicable prerequisites.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials, when used as designed, partially meet the expectation that students are provided with opportunities to fully learn each non-plus standard. Overall, the lessons are structured in a way that students will fully learn all aspects of most standards and do not distract students with prerequisite or additional topics. However, there are a few missed opportunities for students to make every connection and fully learn all aspects of every standard.\n\nA-SSE.3b: There are several instances where the student is asked to complete the square and to find the vertex. For example, in Integrated II, Lesson 9.1.3 has students complete the square to find the vertex, but there is no mention of maximum or minimum.\nA-REI.4a: Problem 6-79 in Integrated II outlines the derivation of the Quadratic Formula by completing the square. The materials suggest students should follow the algebraic steps and explain how each step is justified.\nA-REI.7: In Integrated II, Lesson 10.1.1 has one example where students find the intersection between a line and a circle. The intersection is found graphically, not algebraically. In Integrated III, Lesson 3.1.3 has two examples in which students graph a system consisting of a parabola and a circle.\nG-CO.2: Although Lessons 3.1.1-3.1.6 from Integrated I are aligned to this standard, there is no explicit instruction about functions that take points in the plane as inputs and give points as outputs, but there are problems for students to solve in the homework (8-49 and 9-63 from Integrated I).\nG-CO.13: Lessons and problems provide limited opportunities for students to construct a square inscribed in a circle.\nG-GPE.6: There were a limited number of problems that partitioned segments in a ratio other than 1:1.\nF-IF.2: Students use function notation and evaluate functions for the inputs in their domains. Problems requiring students to interpret statements that use function notation in terms of a context such as problem 2-53 in Integrated I are infrequent.\nF-IF.6: There was limited evidence found of finding the average rate of change in non-linear situations. In Integrated II, Lessons 9.3.1 and 9.3.2 and problems 9-73 and 9-74 have students work with parabolas. In problem 9-94, students work with linear, quadratic and exponential situations. These questions and activities have students calculate and interpret the average rate of change of a function over a specified interval. These problems do not require estimation or interpretation. In Integrated III, lesson 2.2.5 and problem 2-111 have students work with non-linear situations with graphs and tables and require them to do some interpretation.\nF-IF.4 and F-IF.7c: Key features are interpreted throughout the series; however, there was little evidence of the actual verbiage of \"end behavior\" used.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed fully meet the expectations for students to engage in mathematics at a level of sophistication appropriate to high school. The materials give extensive opportunities to work with course-level problems and exercises appropriate to high school and relate new concepts to students' prior skills and knowledge.\nThe Universal Access section allows all students an opportunity for entry points to the content. There is appropriate guidance for the teacher to help scaffold for different students, and the level of scaffolding and support is appropriate and does not impede students from engaging in the full intent of the mathematics.\nContextual problems are appropriate for high school students.  Several contextual problems complement content that students learn in other core classes, such as farming and sustainability, exercise, and genetics.\nScenarios presented in application problems are authentic, as well as adjustable to different interests. Examples of authentic application and/or real world problems include the following:\n\nIn Integrated I, Lesson 1.1.2 uses three contextual scenarios, placement of tiles in a yard, modeling the spread of a flu epidemic, and time it takes to sign your name on multiple documents, in order to teach growth of patterns.\nIn Integrated II, Lesson 3.1.3 uses a rock-paper-scissors game with scoring rules which may or may not be fair.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "29442541-d174-407f-8eed-ca4a960bb1dc": {"__data__": {"id_": "29442541-d174-407f-8eed-ca4a960bb1dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "7be7640d-730e-4efb-a763-08752f4bc005", "node_type": null, "metadata": {}, "hash": "0cc1292ebbd127ac7aec0d203f473fd1f644d5862d61167f8b6d1671ba9bb4be"}, "3": {"node_id": "00378178-4340-40bc-a190-06a77473dde9", "node_type": null, "metadata": {}, "hash": "4634207d42edb5543a5fac3750f9ac8a0e9de9192607b876976513e1762626cc"}}, "hash": "7c9d7e5cd4841435dcf8f3a5dafd4c2ccbbaba824d36758f12c948c8228fc4c0", "text": "Students have to decide the fairness based on their knowledge of probability models.\nIn Integrated III, Lesson 6.2.1 focuses on statistical testing using sampling variability. The lesson poses a question of whether students support keeping or canceling a winter formal dance.\n\nStudents work with appropriate numbers for high school and see a wide variety in equation/expression formats.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed meet the expectations that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and required by the standards.\nAll conceptual categories are addressed over each of the courses. Each course contains work in number and quantity, algebra, functions, geometry, and statistics and probability. Topics are addressed when they are developmentally appropriate. More concrete ideas are examined in Integrated I while more abstract ideas are examined in Integrated III. The progression of difficulty is logical.\nThe following are examples of connections made between the books in the series:\n\nConnections are made throughout every course in the Review &\u00a0Preview portion of every Section. These problems connect with prior work in both the current course and past courses (if any), the current topic, and future topics (usually using the preview problems to review skills and concepts for work that is immediately upcoming).\nIn Integrated II, Chapter 2 provides students the opportunity to make connections from their work on congruence in Integrated I with a brief review of congruence theorems to the work that they will do with similarity and dilations.\n\nThe following are examples of connections made within the books in the series:\n\nIn Integrated I, Chapter 7 starts by engaging students in what it means for two figures to be congruent, and then it engages in determining the least amount of information needed for proving two figures to be congruent. It proves triangle congruence criteria using rigid motions. Then it has the opportunity to connect that work to the coordinate plane. The students study polygons on the coordinate grid by proving statements about the figures using coordinate geometry and relationships for distance, slope, and midpoint.\nIn Integrated II Chapter 9, Modeling with Functions, the study of quadratic associations in statistics and probability builds on students' understanding of quadratic relationships, from Chapters 2, 5 and 6.\n\nThe materials are designed to spiral concepts throughout the chapters and courses. Some topics included within the same chapter are disconnected. These were placed this way intentionally to allow students more time with the first concepts in Review &\u00a0Preview before the concept is developed further in a future chapter.\n\nIn Integrated III, Chapter 7 is on logarithms and triangles. The connection between logarithms and triangles is not evident.\nIn Integrated II, Chapter 7 is about Proof and Conditional Probability, and Chapter 3 is about Probability and Trigonometry. The connection between these topics is not evident.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed partially meet the expectations that the series explicitly identify and build on knowledge from Grades 6-8 to the High School Standards. The content that is identified as being from previous grades is appropriate and develops as a natural progression into high school, but it is not always clearly connected to a specific middle school standard.\nThe following are examples of connections made between content from Grades 6-8 and the high school content:\nIntegrated I:\n\nChapter 1 begins with a comment that \"in previous courses you may have learned about relationships between two quantities that could be graphed using a straight line.\" It goes on to discuss what will be learned in this chapter. Also, the Overview of the Chapter states that Section 1.3 should be a review from Grade 8. Students are reminded that \"in previous courses, you might have looked at patterns, in tables, graphs, equations, and situations that were linear.\"\nBefore Chapter 2, it is highly recommended to look through Appendix A to determine if the students need the additional lessons before continuing. In the overview of the chapter for Chapter 2, the Teacher Edition states that the chapter will build on the study of linear functions from previous courses. Chapter 2 is mostly middle grades work that examines patterns of growth, slope, and writing and using linear equations that aligns to 8.F.4 and 8.F.5, with a few exceptions and without being identified. Lesson 2.2.4 teaches unit conversion with ratios (6.RP.3d). As students progress through Chapter 2, connections are made to F-BF.1a, F-LE.1a,b and N-Q.1,2.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "00378178-4340-40bc-a190-06a77473dde9": {"__data__": {"id_": "00378178-4340-40bc-a190-06a77473dde9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "29442541-d174-407f-8eed-ca4a960bb1dc", "node_type": null, "metadata": {}, "hash": "7c9d7e5cd4841435dcf8f3a5dafd4c2ccbbaba824d36758f12c948c8228fc4c0"}, "3": {"node_id": "3ef8c395-cbae-4e45-8118-2b8886ceda1a", "node_type": null, "metadata": {}, "hash": "d5d986b1cff02bf57013eec2e439c58e72d4a7532a400679260138c5cb32f2b4"}}, "hash": "4634207d42edb5543a5fac3750f9ac8a0e9de9192607b876976513e1762626cc", "text": "Lesson 3.1.1 uses the notions of reflections, rotations, translations (8.G.1), and nets (6.G.4) to introduce ideas of visualization in three dimensions (G-GMD.4) but does not identify the middle grade standard.\nIn Chapter 3, Lesson 3.2.1 mentions that in previous courses, students worked with areas and perimeters of shapes made up of different rectangles.\nThe Overview of the Chapter for Chapter 7 states that students start the chapter by reviewing what they know from previous courses about similarity. There is also a Math Notes box that reviews similar triangles and scale factor.\nThe teacher's notes for Lesson 10.1.2 state that, in previous courses, students will have computed mean and five-number summaries and will have described the shape of a distribution. They will have also chosen between mean and median based on the shape of the distribution and will have calculated the mean absolute deviation and interquartile range.\nAppendix A is appropriately identified as middle school content. Specific standards are not presented.\n\nIntegrated II:\n\nIn Chapter 1, Lesson 1.1.1 states that in previous courses students have studied polygons like triangles and quadrilaterals. Lessons 1.1.1-1.1.2 have students composing polygons and examining attributes of polygons. The material is reminiscent of various elementary standards, such as 3.G.1, 4.G.2 and 5.G.3. No standards of any level are identified for these lessons. Lesson 1.3.1 reviews angle pairs (complementary, supplementary, vertical, linear pairs - 7.G.5). The work supports the high school work but is not identified as middle school. Lessons 1.3.2 and 1.3.3 do the same with angles formed by parallel lines intersected by a transversal (8.G.5).\nThe Chapter 3 Overview states that students will be expanding their understanding of simple probability studied in middle school. Lesson 3.1.1 states that in previous courses students studied probability.\nIn Chapter 5, Lesson 5.1.1 states that in previous courses students have investigated linear and exponential functions.\nIn Chapter 6, Lesson 6.1.4 states that students learned about the laws of exponents in a previous course.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the High School CPM Integrated series explicitly identify the plus standards, when included, and the plus standards coherently support the mathematics which all students should study in order to be college- and career-ready.\nIn most cases, it would be difficult to separate out the plus standards material from the non-plus standards. However, work with the plus standards does not deter from the work with the non-plus standards. An example of where it could easily be separated is in Integrated II, Chapter 12, which is comprised of primarily plus standards; this section could be omitted. The materials, however, offer no guidance or pacing suggestions should teachers not wish to use the plus standards.\nThe plus standards that are identified in the teacher resource binder and addressed to reach the full intent of the standard are listed below:\n\nIntegrated I does not address any plus standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ef8c395-cbae-4e45-8118-2b8886ceda1a": {"__data__": {"id_": "3ef8c395-cbae-4e45-8118-2b8886ceda1a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "00378178-4340-40bc-a190-06a77473dde9", "node_type": null, "metadata": {}, "hash": "4634207d42edb5543a5fac3750f9ac8a0e9de9192607b876976513e1762626cc"}, "3": {"node_id": "de59e12d-e25d-43ed-8149-affcc6cf1c12", "node_type": null, "metadata": {}, "hash": "f5c3b22f740481ed3b2cf89be960c508fc99848e6e58fa1f4bfea291efec8196"}}, "hash": "d5d986b1cff02bf57013eec2e439c58e72d4a7532a400679260138c5cb32f2b4", "text": "Integrated II: N-CN.8 (Lessons 5.2.6 and 6.2.4); N-CN.9 (Lesson 6.2.4); G-C.4 (Lesson 10.2.5); S-CP.8 (Lesson 7.2.3); S-CP.9 (Lessons 12.1.1-12.1.4 and 12.2.4); S-MD.6 (Lessons 3.1.5, 12.1.1-12.1.3 and 12.2.4); S-MD.7 (Lessons 6.2.6, 7.2.3, 12.1.1, 12.2.1 and 12.2.4)\nIntegrated III: N-CN.8 (Lessons 8.2.2 and 8.3.4); N-CN.9 (Lessons 8.1.1, 8.1.2, 8.2.1, 8.2.2, and 8.3.2); A-APR.5 (Lessons 10.3.1-10.3.3); A-APR.7 (Lessons 11.1-11.1.4 ); F-TF.9 (Lessons 12.2.1, 12.2.2 and 12.2.3); G-SRT.9 (Lessons 7.2.1 and 7.2.2); G-SRT.10 (Lessons 7.2.1-7.2.4); G-SRT.11 (Lesson 7.2.5); S-MD.6 (Lessons 6.1.1, 6.1.2 and 6.3.1); S-MD.7 (Lesson 6.2.3)\n\nOne plus standard is assessed on checkpoints. Standard N-CN.8 is assessed on Integrated III Checkpoint 11.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters. Overall, the clusters and standards that specifically relate to conceptual understandings are thoroughly addressed.\nMost of the lessons across the series are exploratory in nature and encourage students to develop understanding through questioning and activities. Each chapter has a closure section that recaps the concepts of the chapter. It includes reflections on and synthesis of the connections to what the learning targets were for the chapter.\nSome examples of the intentional development of conceptual understanding are as follows.\n\nIn Integrated II, Lesson 3.1.1 introduces students to probability area models by analyzing the frequency of inherited traits. This lesson builds on concepts that would be introduced and developed in a middle school science course and relates that knowledge to the new mathematics concept. The materials begin with simple scenarios and guide students to more complex situations to apply area models.\nLesson 8.3.1 in Integrated II, which contains the Mighty Mascot problem, provides students with a simple real world example of scale factor to which students can easily visualize and relate. Then, the students are asked to make observations and look for patterns in the relationships between scale factor, area, and perimeter. Finally, the students are asked to apply these observations and patterns to other situations.\nIn Integrated III, Chapter 6, Simulating Sampling Variability, begins with simple probability examples that students should be familiar with (tossing coins, playing cards) to introduce the new concept. Then, the materials expose students to more complicated situations in which to apply the concept.\nIn Integrated III, Lesson 10.1.1 helps students develop the concept of arithmetic sequences and prepares them to determine the sums of arithmetic sequences. To introduce this concept, the materials begin with the real world situation of saving money for college, a topic very appropriate for this age group. As they build on this basic concept, they provide students with multiple visual interpretations to deepen conceptual understanding and prevent misconceptions.\n\nExamples of select cluster(s) or standard(s) that specifically relate to conceptual understanding include, but are not limited to:\n\nA.REI.1: Students have the opportunity to conceptualize this standard in Integrated I, Lessons 3.3.1, 3.3.2 and 3.3.3.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de59e12d-e25d-43ed-8149-affcc6cf1c12": {"__data__": {"id_": "de59e12d-e25d-43ed-8149-affcc6cf1c12", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "3ef8c395-cbae-4e45-8118-2b8886ceda1a", "node_type": null, "metadata": {}, "hash": "d5d986b1cff02bf57013eec2e439c58e72d4a7532a400679260138c5cb32f2b4"}, "3": {"node_id": "ad0ebc74-cc73-4903-900d-6f3408037951", "node_type": null, "metadata": {}, "hash": "54d54e01d3fe35a0327575ef9df88bfadfe9a779eaeef4abd502dc5e1e1acffa"}}, "hash": "f5c3b22f740481ed3b2cf89be960c508fc99848e6e58fa1f4bfea291efec8196", "text": "In these lessons, students examine the connections between different methods of solving the same equation and construct arguments to show that the two methods are equivalent.\nF-IF.A: In the first chapter of Integrated I, students develop the idea of what is a function and what is not a function through questions, exercises and diagrams.\nF-LE.1: In Integrated I, Lesson 2.1.1 provides students with a picture of a tile pattern to help them develop a deep understanding of the relationship between arithmetic sequences and linear equations. The students are prompted to analyze the pattern, extend the pattern, make an extrapolation and summarize these observations by developing a linear equation. The way the activity provides students with a simple visual and guides them through the discovery process will help them develop a deep understanding of the concept. The next problem guides students through the same process but with a more complicated tile pattern.\nG-SRT.6: In Integrated II, Lesson 3.2.1 introduces students to constant ratios in right triangles by starting with a problem regarding the Leaning Tower of Pisa. Then, the students are guided to use graph paper to model the real-life situation.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials provide intentional opportunities for students to develop procedural skills and fluency, especially where called for in specific content standards or clusters. The clusters and standards that specifically relate to procedural skills and fluency are thoroughly addressed multiple times. The materials develop procedural skills and fluency across the series.\nThe exercises have been thoughtfully placed in a progression of learning that provides students the opportunity to make connections between topics and to \"build procedural fluency from conceptual development.\" The instructional materials are set up so that students review and preview throughout each chapter, connect skills learned in that chapter with skills learned in previous and future chapters, and have the practice needed to become fluent with those skills. Checkpoint problems incorporate skills that students develop in previous courses and continue to use in the mathematics they are learning, providing students the opportunity to build procedural fluency for those skills. The spiral nature of the materials helps build fluency since students are expected to know how to solve problems \"on demand\" and not just after the section on that standard.\nExamples of select cluster(s) or standard(s) that specifically relate to procedural skill and fluency include, but are not limited to:\n\nA-APR.1: Students practice operations on polynomials in many lessons including Integrated II, Lessons 1.2.3, 4.1.3-4.1.4 and 5.2.6, and Integrated III, Lessons 1.1.4 and 8.3.1.\nF-BF.3: Students use transformations on functions in Integrated I, Lesson 10.2.1, by examining the effect of adding a constant to a function. In Integrated II, Lessons 9.1.2-9.1.4 expand transformations to include dilations and shifts in any direction on parabolas and absolute value functions. Integrated III expands to include additional types of functions. Lessons 2.2.1-2.2.4 expand to include cubic, rational and root functions and non-functions such as circles. Lesson 5.2.4 includes logarithmic functions and Lessons 9.2.1-9.2.4 include periodic functions.\nG-SRT.5: Ample practice is provided in Integrated II, Lessons 2.1.1, 2.1.2 and 2.3.1-2.3.4, in determining similarity/congruence and using these characteristics to find missing sides and angles.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\nStudents frequently solve non-routine application problems that develop the mathematics of the standards. Students are provided opportunities to make their own assumptions, question, investigate, critically analyze and communicate their thinking in teams, independently and in Learning Logs as they model mathematical situations.\n\nIn Integrated I, Lesson 2.2.2 students graph and write equations to describe the real-life situation of runners in a race. The materials use the context to provide opportunities for students to apply contextual meaning to interpret parts of an expression in terms of its context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ad0ebc74-cc73-4903-900d-6f3408037951": {"__data__": {"id_": "ad0ebc74-cc73-4903-900d-6f3408037951", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "de59e12d-e25d-43ed-8149-affcc6cf1c12", "node_type": null, "metadata": {}, "hash": "f5c3b22f740481ed3b2cf89be960c508fc99848e6e58fa1f4bfea291efec8196"}, "3": {"node_id": "f84c54d4-15ae-4200-9b47-dfe662464478", "node_type": null, "metadata": {}, "hash": "fc59ac03d26b6ddd44606bd1698812a010212fe4ee75651aad6693e059f026ff"}}, "hash": "54d54e01d3fe35a0327575ef9df88bfadfe9a779eaeef4abd502dc5e1e1acffa", "text": "(A-SSE.1b)\nIn Integrated II, Lesson 5.1.2 students apply what they have learned about quadratic functions to the context of a water balloon contest. The students relate the intercepts and vertex of a parabola to the launch, landing, and maximum height of a launched water balloon. (F-IF.4)\nIn Integrated III, Lesson 4.1.2 students compare the representative nature of samples selected using intentional choice with those selected randomly by applying this concept in a real-life scenario involving astronomers determining the average diameter of asteroids captured by a satellite image. (S-IC.1)\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed. Overall, there is clear evidence that all three aspects of rigor are present in the materials. Additionally, the materials engage in multiple aspects of rigor in order to develop students\u2019 mathematical understanding of a single topic/unit of study.\nThe materials contain a balance of opportunities for students to develop fluency in new mathematics concepts and to apply these skills in engaging tasks. The materials consistently present students with problems that include real world application and significance whenever appropriate. As needed, students are provided opportunities to practice skills for procedural fluency. This balance is maintained throughout the course. The balance of procedural skill development and application is not rigid throughout the materials and changes based on the targeted concept.\n\nIn Integrated I, Chapter 1, Lesson 1.1.1 builds conceptual understanding and fluency by having students work in teams to evaluate expressions, build \u201cfunction machines\u201d to connect inputs and outputs, and make observations and generalizations about functions. Lesson 1.1.2 has students work in collaborative teams to complete labs where they collect and analyze data.\nIn Integrated I, Chapter 6, Lessons 6.1.1 and 6.1.2 focus on procedural skills such as rearranging linear equations to y = mx+b form, solving equations, and finding the missing terms in a sequence. Then, in 6.1.3, students engage in tasks that apply these skills in real world context.\nIn Section 3.1 of Integrated II, every lesson provides context and application for the skills the students are exploring. The materials did not decontextualize to teach the probability models. The materials address the concepts within real world examples and scaffold students to a level of deep conceptual understanding. In Lesson 3.2.1, students are introduced to a new concept (constant ratios in right triangles) within a rich context, and then in Lesson 3.2.2, the materials have students practice the procedural skill and build fluency for connecting slope ratios to specific angles.\nIn Chapter 1 of Integrated III, Investigations and Functions, the lessons in Section 1 focus mainly on procedural fluency with functions, and Section 2 focuses on application in a rich context.\nIn Chapter 4 of Integrated III, Natural Distributions and Geometric Modeling, the lessons include many real world application problems and fewer procedural fluency problems as is appropriate for the concept.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials support the intentional development of making sense of problems and persevering in solving them as well as attending to precision (MP1 and MP6), in connection to the high school content standards. Overall, the majority of the time MP1 and MP6 are used to enrich the mathematical content and are not treated as individual mathematical practices. Throughout the materials, students are expected to make sense of problems and persevere in solving them while attending to precision.\nSome examples of MP1 and MP6 are as follows:\n\nIn Lesson 1.3.3 of Integrated II, students attend to precision as they continue to identify and justify angle pair relationships.\nIn Lesson 11.1.3 of Integrated I, students explore constructions of parallel lines and squares. Students devise a strategy for completing the constructions.\nIn Integrated I, Lesson 2.1.1 has students make sense of tile pattern investigation problems to see linear growth.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f84c54d4-15ae-4200-9b47-dfe662464478": {"__data__": {"id_": "f84c54d4-15ae-4200-9b47-dfe662464478", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "ad0ebc74-cc73-4903-900d-6f3408037951", "node_type": null, "metadata": {}, "hash": "54d54e01d3fe35a0327575ef9df88bfadfe9a779eaeef4abd502dc5e1e1acffa"}, "3": {"node_id": "da4d7fd5-5ee2-497e-b61c-d9ea1cf03f05", "node_type": null, "metadata": {}, "hash": "97522d44185aa85b3a796b0dd9086c70efdb3d3287abc0feb354fe1c325c70c8"}}, "hash": "fc59ac03d26b6ddd44606bd1698812a010212fe4ee75651aad6693e059f026ff", "text": "In Integrated I, Lesson 2.2.3 uses six card clues to make sense of a series of linear equations which helps them solve who wins \"The Big Race,\" a puzzle.\nIn Lesson 3.1.4 of Integrated II, \"Students make sense of problems involving the probabilities of independent events and attend to precision as they differentiate between unions and intersections.\"\nIn Integrated II, Lesson 9.3.1 has students make a number of connections between the tables and graphs of parabolas and relate both to the average rate of change (average velocity) calculation. Finding the velocity at the vertex prompts questions about whether the answer makes sense.\nIn Integrated III, Lesson 3.1.4 gives situations and asks students to create systems of equations, determine solutions, and think about the meaning of the solution.\nIn Lesson 7.1.4 of Integrated III, students solve a murder mystery using logarithms.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials support the intentional development of reasoning and explaining (MP2 and MP3), in connection to the high school content standards, as required by the MPs. Overall, the majority of the time MP2 and MP3 are used to enrich the mathematical content inherently found in the text, and these practices are not treated as isolated experiences for the students. Throughout the materials, students are expected to reason abstractly and quantitatively as well as construct viable arguments and critique the reasoning of others.\nSome examples of MP2 and MP3 are as follows:\n\nIn Integrated I, Lesson 2.3.1 has students decontextualize and examine the situation numerically, and they recontextualize by examining the numbers in terms of the original problem situation.\nIn Lesson 10.1.2 of Integrated I, students must make choices about data displays and defend their choices.\nIn Integrated II, Lesson 3.2.4 connects the tangent ratio to the slope of a line.\nIn Integrated II, Lesson 7.2.3 has students construct arguments as they explain their thinking about independent situations.\nIn Lesson 3.2.4 of Integrated III, students construct viable arguments and critique the reasoning of others about a hypothetical mathematics contest.\nIn Integrated III, Lesson 4.4.3 introduces a 3-D printing design problem, and students must reason about the quantities and what they represent. They must also formulate a rationale for their choices.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials support the intentional development of addressing mathematical modeling and using tools (MP4 and MP5), in connection to the high school content standards, as required by the MPs. Overall, the majority of the time MP4 and MP5 are used to enrich the mathematical content inherently found in the text, and these practices are not treated as isolated experiences for the students. Throughout the materials, students are expected to model with mathematics and use tools strategically.\nSome examples of MP4 and MP5 are as follows:\n\nIn Integrated I, Lesson 1.1.2 has students determine an organized way to record their data.\nIn Lesson 6.4.1 of Integrated I, students decide which strategy is most efficient when solving systems of equations.\nIn Integrated I, Lesson 10.1.2 models a golf game by tossing pennies and measuring the distance from a hole. Students collect data using this model and must make decisions about the tools involved in measurement, data collection, and data display.\nIn Integrated II, Lesson 6.2.1 has students model a tennis serve.\nIn Lesson 10.2.5 of Integrated II, students model orbiting satellites and perform constructions.\nIn Integrated III, Lesson 7.2.1 presents problems with missing parts of triangles. Students determine the information necessary to find the missing measurements. Students may need to try multiple solution paths before finding one which will be successful, and they also need to consider multiple cases and combinations of known and unknown parts in both right and non-right triangles.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards, as required by the MPs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "da4d7fd5-5ee2-497e-b61c-d9ea1cf03f05": {"__data__": {"id_": "da4d7fd5-5ee2-497e-b61c-d9ea1cf03f05", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "f84c54d4-15ae-4200-9b47-dfe662464478", "node_type": null, "metadata": {}, "hash": "fc59ac03d26b6ddd44606bd1698812a010212fe4ee75651aad6693e059f026ff"}, "3": {"node_id": "aadbccf7-e254-4ae1-a76c-3f9d96d1d82a", "node_type": null, "metadata": {}, "hash": "76e81773a02dd6835452cb72aaa1bc8fcdb49a1df5a0d46b54027f5428f9df5f"}}, "hash": "97522d44185aa85b3a796b0dd9086c70efdb3d3287abc0feb354fe1c325c70c8", "text": "Overall, the majority of the time MP7 and MP8 are used to enrich the mathematical content inherently found in the text, and these practices are not treated as isolated experiences for the students. Throughout the materials, students are expected to see structure and generalize.\nSome examples of MP7 and MP8 are as follows:\n\nIn Integrated I, Lesson 3.1.6 has students summarize and generalize the symmetry of figures.\nIn Integrated I, Lesson 5.3.1 examines growth rates.\nIn Lesson 4.1.3 of Integrated II, students attend to aspects of MP7 and MP8 while factoring general and special quadratics.\nIn Integrated II, Lesson 8.2.1 has students \"use repeated reasoning to generalize a process for determining the sum\u00a0of the interior angles of a polygon and then make use of structure to calculate individual interior and exterior angle measures in regular polygons.\"\nIn Integrated III, Lessons 2.2.1 and 2.2.4 examine the structure of equations in conjunction with repeated reasoning to make sense of transformations of both functions and non-function equations. In Lesson 2.2.1, students \"look for and make use of structure and look for and express regularity in repeated reasoning as they make connections between the transformations of parabolas and the transformations of other parent graphs.\"\nIn Lesson 8.3.4 of Integrated III, students consider factoring patterns for special polynomials and compare differences of powers as special cases of differences of squares.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the underlying design of the materials distinguish between lesson problems and student exercises for each lesson.\nStudents are learning new mathematics in each lesson and then applying what they have learned in order to build knowledge. Within lessons, both problems and exercises are found. Core problems and suggested lesson activities are problems that develop concepts targeted in the lesson. Review &\u00a0Preview are exercises that allow students to apply their learning. Overall, the spaced and spiraling nature of the series helps build mastery. Each chapter, section and lesson has a variety of problems and exercises and has intentional purpose in developing learning and thinking.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the design of assignments is not haphazard and that exercises are given in intentional sequences.\nThe basic structure of each lesson includes core mathematical content followed by a Review &\u00a0Preview homework section. Lessons may include additional components such as Discussion Points, Further Guidance, Stoplight Problems, Calculator or No Calculator Problems, Learning Log Entries, and Math Notes. The exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that students are asked to produce a variety of products during the lessons in each chapter to demonstrate their learning.\nThroughout various lessons and within the problem sets, students are asked to produce answers and solutions as well as to describe their answers, discuss ideas, make conjectures, explain their work and reasoning, make sketches and diagrams, justify their reasoning, and use appropriate models. Students are asked to show work including checking of solutions, drawing visual representations, explaining steps and reasoning and justifying responses.\nFor example, in Integrated II Lesson 5.1.3, students investigate the minimum number of points to sketch a parabola. Students examine x- and y-intercepts of parabolas and relate these to the equations, make sense of the zero product property, and complete a Learning Log entry. Students also sketch a graph of a quadratic equation. Also, in Integrated II Lesson 6.2.3, students investigate shortest distance problems using physical models and diagrams. Students decide whether answers make sense and explain their rationale.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe series makes use of a wide range of virtual manipulatives. The materials have their own collection of virtual manipulatives including algebra tiles, probability tools, data representation tools, transformation tools, similarity toolkit, number lines and graphing tools.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aadbccf7-e254-4ae1-a76c-3f9d96d1d82a": {"__data__": {"id_": "aadbccf7-e254-4ae1-a76c-3f9d96d1d82a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "da4d7fd5-5ee2-497e-b61c-d9ea1cf03f05", "node_type": null, "metadata": {}, "hash": "97522d44185aa85b3a796b0dd9086c70efdb3d3287abc0feb354fe1c325c70c8"}, "3": {"node_id": "06924c20-972a-48d2-a553-1f469d067cb9", "node_type": null, "metadata": {}, "hash": "12def365a305e2ee70810b0b2a78e581c0005caaab6c53ea1d463b642fec557c"}}, "hash": "76e81773a02dd6835452cb72aaa1bc8fcdb49a1df5a0d46b54027f5428f9df5f", "text": "The materials also make regular use of pre-made Desmos.com graphs and other applets. There are general manipulatives and tools that the materials recommend always having available. A few examples of these include, but are not limited to: colored pencils, graph paper, markers, masking tape, meter sticks, rulers, scissors and tape. Then, there are specific manipulatives and tools that will be needed for specific lessons. A few examples of these include, but are not limited to: linguini, coffee straws, and pennies. Overall, students are exposed to a number of manipulatives and virtual tools and expected to use these as necessary.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for the High School CPM Integrated series have a visual design that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\nThe layout of both the online text and the print materials is not distracting. The layout is the same for every lesson and every course. The design of the teacher materials is consistent across lessons and courses. Materials are presented in a manner which aligns to the student textbook.\nThe online materials are contained in the largest box on the screen. A small frame on the left side of the screen allows the user to navigate quickly to any section within the textbook and contains links to the index, glossary and other reference materials. Across the top of the window is a tab that allows student to toggle between the Spanish and English translations of the lesson. Below the textbook are links to an online dictionary and translation tools and the online mathematics tools (algebra tiles, probability tools, Desmos, data analysis tools, and transformation tools). These open in a new browser tab. Illustrations in the online textbook are minimal and appear to the right of the problems. They do not distract from the textbook itself.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\nGuiding questions are provided in the teacher materials. These are usually found in the \"Suggested Lesson Activity\" section, although sometimes can be found in the \"Universal Access\" or \"Team Strategies\" sections. For example, in Integrated III Lesson 8.1.1, teacher materials focus on questions connecting the number of roots of a polynomial with the degree of the polynomial. Example questions include the following: \u201cWhat if you multiply by another factor?\u201d \u201cHow will multiplying by another factor affect the graph?\u201d \u201cHow will it affect the equation?\u201d \u201cWhat might the graph look like if the highest power of x were five or six?\u201d.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials provide ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.\nThe teacher edition contains a lesson guide for every lesson, with the main part being \"Suggested Lesson Activity.\" The Suggested Lesson Activity section contains a detailed description of the lesson activities and how teachers may choose to teach the material. This is always followed with a \"Closure\" section which describes how to close out the lesson. Nearly every lesson contains sections for \"Universal Access\" and suggestions for student teams.\nThe teacher edition has a section for TI-83/84 support. Lessons which require the use of a graphing calculator (specifically, TI-83/84) include a section entitled \"Technology Notes,\" which describes how to use the calculator for the activities. The online textbook includes links to additional information and instructions, as well as videos which show how the calculator steps are performed. For example, in Integrated I, Lesson 2.2.1 uses a graphing calculator and a TI CBL or CBR motion detector. Clear directions are given for the use of the motion detector and calculator.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06924c20-972a-48d2-a553-1f469d067cb9": {"__data__": {"id_": "06924c20-972a-48d2-a553-1f469d067cb9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "aadbccf7-e254-4ae1-a76c-3f9d96d1d82a", "node_type": null, "metadata": {}, "hash": "76e81773a02dd6835452cb72aaa1bc8fcdb49a1df5a0d46b54027f5428f9df5f"}, "3": {"node_id": "6a49436b-3cf5-4acd-838b-feb29b5bb504", "node_type": null, "metadata": {}, "hash": "91883e4bd7877aae63cadcd3d50e4d3e7e64eb2e6aed55d5119d36ce4d8f2e0e"}}, "hash": "12def365a305e2ee70810b0b2a78e581c0005caaab6c53ea1d463b642fec557c", "text": "The instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials contain adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject.\nLesson videos and lesson teacher notes (both printed and in the eBook) provide teachers with full preparation for each lesson, including historical notes, video models, mathematical background and adult-level explanations to guide the teacher. The series provides a newsletter with lesson ideas and up-to-date strategies and best practices to guide teachers in planning and in advanced learning of the mathematics. Past editions of the newsletter are archived in the teacher support of the teacher materials.\nThe following are examples of the type of information included in the Mathematical Background:\n\nIn Integrated I Lesson 6.2.1, Mathematical Background shows how an equal values method of solving a system of two linear equations where the x-values are 8 apart at the same y-value (rather than finding the x-value where the y-values are equal) may be used instead of the method suggested in the lesson guide and answer key, and it also shows why that method is mathematically valid. The Mathematical Background in Lesson 6.2.2 contains a similar explanation, except looks for the x-value where the y-values are 78 apart.\nIn Integrated III Lesson 7.2.2, Mathematical Background describes the proof of the law of sines in the case where the altitude falls outside of the triangle (a case which is not proved in the course).\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for the High School CPM Integrated series partially meet the expectation that the materials explain the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through Grade 12.\nThe introduction of each chapter contains a section in the teacher materials entitled \"Where is this going?\" which describes how the work in the chapter connects to future chapters within the same book. Infrequent connections are made to \"future courses,\" but specifics are not provided. This section does not contain reference to specific standards.\nWithin the lessons, few specific connections are made to future work. For example, F-IF.5 is addressed over all three courses, beginning in Integrated I, Lesson 1.2.3. The materials do not explain how the work will continue through the next two courses.\nReferences are made to past work in both the student and teacher editions. For instance, in Integrated II, Lesson 5.1.2 refers specifically to a multiple representations web completed in Integrated 1. However, these connections are also infrequent.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the High School CPM Integrated series provide a list of lessons, cross-referencing the standards covered. The materials in the series provide several different pacing guides, lesson sequences, and standards (both practice and content) correlations. Charts are provided at the beginning of all chapters across all courses. These charts include the number of days for each lesson, the lesson objectives, and the materials and tools required for the lesson.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instruction materials reviewed for the High School CPM Integrated series have an ancillary resource book for each course designed to provide parents with additional practice problems for students, including explanations for parents. The Parent Guide is available both in print and online. It contains mathematical explanations, definitions, examples, and extra practice problems with annotated solutions. The Parent Guide is written in a more traditional way than the text, which is written to guide students through problems rather than explain and provide examples.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for the High School CPM Integrated series provide many different instructional strategies, support on how to effectively implement these strategies, and extensive research literature supporting the use of these strategies and the design of the materials. The teacher materials include research summaries for the use of cooperative learning, problem-based learning, and mixed, spaced practice. All of these are foundational practices for CPM Integrated and are evident throughout the courses.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for the High School CPM Integrated series partially meet the expectation that the materials provide strategies for gathering information about students' prior knowledge within and across grade levels.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a49436b-3cf5-4acd-838b-feb29b5bb504": {"__data__": {"id_": "6a49436b-3cf5-4acd-838b-feb29b5bb504", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "06924c20-972a-48d2-a553-1f469d067cb9", "node_type": null, "metadata": {}, "hash": "12def365a305e2ee70810b0b2a78e581c0005caaab6c53ea1d463b642fec557c"}, "3": {"node_id": "82c6bbcf-31ed-4939-a372-ea2dda570a81", "node_type": null, "metadata": {}, "hash": "aa452b8a5ec907b46aab06bab3494c087bed3ecdfec830afdaae890c93339242"}}, "hash": "91883e4bd7877aae63cadcd3d50e4d3e7e64eb2e6aed55d5119d36ce4d8f2e0e", "text": "The materials have pre-assessments for Integrated I. The pre-assessments do not list specific standards that are being addressed, and there is no indication of what to do with the information that is collected. The materials do provide the opportunity within lessons to see prior knowledge being addressed.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials in the series provide strategies for teachers to identify and address common student errors and misconceptions.\nThe teacher notes provide tips for teachers to address common errors. Teacher notes often include areas in which common student errors or misconceptions are highlighted. The instructional materials provide questions a teacher can pose to students in an effort to address errors or misconceptions. For example, in Integrated II Lesson 4.1.1, the materials suggest asking students, \u201cHow did you decide how to split up the x\u2019s? How did you decide whether to use 2x times 3x, or 6x times 1x in part (b)? Do you see any patterns in the product and the sum?\u201d as they are introduced to factoring. Emphasis is heavily placed on discussing errors/misconceptions between teacher and students or even among students through Think-Pair-Share, Teammates Consult, or other team strategies. The Closure sections provide opportunities for discussion of common errors and misconceptions, along with the cooperative learning tasks.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the High School CPM Integrated series meets the expectation that the materials in the series provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\nThe Review & Preview questions incorporated at the end of every lesson provides the opportunity for students to continue practicing and reviewing mathematical concepts as they work toward mastery of the content. The Learning Log entry incorporated into many\u00a0lessons also allows a student to convey their understanding (entry topics are designed for students to demonstrate procedural and/or conceptual knowledge). These two used in tandem can provide multiple strategies for providing feedback that address a student\u2019s knowledge of both skills and concepts.\nThe teacher materials provide rubrics along with information on giving feedback on portfolios, team tests, presentations and participation quizzes. Students also have feedback available through the eBook homework help and the animated explanations.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that assessments clearly denote which standards are being emphasized. Each assessment lists the standards emphasized for each problem on the Answers pages.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the High School CPM Integrated series partially meet the expectation that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. The materials in the series offer ongoing formative and summative assessments. The assessments include some generic rubrics. However, the rubrics are typically very general in nature and may not provide enough guidance to teachers to interpret current student performance. Assessments have answer keys but lack any guidance to the teacher on how to score or how to interpret the results.\n\nMaterials encourage students to monitor their own progress.\n\nThe materials in the series encourage students to monitor their own progress through Learning Logs, concept webs, closure, team activities and portfolios. Each of the Review & Preview problems have a Homework Help link in which students can click a button and receive a hint. This can provide guidance to students as they work and self-assess their understanding by asking questions: How confident am I in my approach/method? How confident and I in my solution? Furthermore, each unit ends with a \u201cClosure\u201d lesson in which students can reflect on their learning and make connections with prior learning as they complete tasks and more practice problems. At the conclusion of the \u201cClosure\u201d lesson, solutions are provided for each practice problem as well as guidance as to where to refer to earlier in the chapter if a student has questions or needs additional practice. This feature is a monitoring tool as students prepare for the unit summative assessment.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials provide strategies to help teachers sequence or scaffold lessons so the content is accessible to all learners. Each course in the series comes with a Teacher Resource Binder.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "82c6bbcf-31ed-4939-a372-ea2dda570a81": {"__data__": {"id_": "82c6bbcf-31ed-4939-a372-ea2dda570a81", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "6a49436b-3cf5-4acd-838b-feb29b5bb504", "node_type": null, "metadata": {}, "hash": "91883e4bd7877aae63cadcd3d50e4d3e7e64eb2e6aed55d5119d36ce4d8f2e0e"}, "3": {"node_id": "3d6ee20e-be5f-4efe-85de-fa21742be871", "node_type": null, "metadata": {}, "hash": "05e762315e66edb9d5e8000c3c7f51f5cb6b168e6c2df904be31289b41261305"}}, "hash": "aa452b8a5ec907b46aab06bab3494c087bed3ecdfec830afdaae890c93339242", "text": "Each course in the series comes with a Teacher Resource Binder. In this binder, there is a tabbed section called Team Support and Universal Access that provides strategies to assist English Language Learners and other special populations. It also includes information for pacing and complexity for advanced learners. One strategy included is to focus on core or essential problems for struggling learners so that they have access to the same level of rigor but with fewer problems.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials provide teachers with strategies meeting the needs of a range of learners. Each volume in the series comes with a Teacher Resource Binder. In this binder, there is a tabbed section called Team Support and Universal Access that provides strategies to assist English Language Learners, and other special populations. These strategies include the suggestion of study teams, outside the class tutoring, and the Parent Guide with Extra Practice resource provided with each course. The Literacy Support Guidebook highlights the features of the textbook that support student reading of the text and has specific reading strategies and suggestions for working with individual students as well as teams.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations.\nThroughout the chapters in each course, there are tasks that are based on real-world situations. Students are encouraged to reflect on their work and to use different strategies to arrive at solutions. Appropriate scaffolding is evident as there are multiple entry points for students with a range of learning abilities to have access so they are able to solve the problems. Many problems encourage multiple representations (graph, verbal, analytical, numerical).\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.\nEach volume in the series comes with a Teacher Resource Binder. In this binder, there is a tabbed section called Team Support and Universal Access that provides strategies to assist English Language Learners, and other special populations. There are explanations on planning for Special Needs Students, English Language Learners, as well as differentiation in pacing and complexity for Advanced Learners.\nThe series clearly identifies checkpoint problems and core problems with guidance on how to modify the pacing for special populations so all students have access to course-level resources. \"Math Note\" sections throughout the lesson provide definitions and examples with regard to vocabulary. Additionally, every lesson is provided in Spanish and, through the eBook translator, can be translated into most languages.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the High School CPM Integrated series meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. Pacing charts are provided, and each of these charts suggest time intervals for not only the struggling student but also the more advanced student. There are also problems that are provided as enrichment opportunities for advanced students. The teacher materials explicitly state that advanced students also benefit from the richness of the problems in the text and will often be able to develop considerable depth in their work.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for the High School CPM Integrated series provide a neutral portrayal of various demographic and personal characteristics. The names and situations portrayed in the book are diverse and representative of many different cultures and heritages.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe materials provide opportunities and directions for teachers to use a variety of grouping strategies. The materials focus on team cooperative learning. The materials provide activities, discussions, and tasks tailored for whole team, and individual work. For example, in Integrated I Lesson 1.1.3, the teacher materials refer to three different grouping strategies to use throughout the lesson. When the user clicks on the strategy, a pop-up box appears that defines the purpose of the strategy and gives a full explanation of how to use the strategy. This full explanation includes materials needed, classroom management tips, the full protocol of how to use the strategy, and sometimes links to other resources for more information about the strategy. The materials also include a Team Support section. This section \"describes the value of student interactions in study teams and offers suggestions for creating and maintaining a learning environment that supports effective study teams.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3d6ee20e-be5f-4efe-85de-fa21742be871": {"__data__": {"id_": "3d6ee20e-be5f-4efe-85de-fa21742be871", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4dcb44a3-669f-4df5-9728-8a5bd90be78e", "node_type": null, "metadata": {}, "hash": "8c58edebfa95e01c6e37f90e5aa4f9ae004ffaca4f6a3074bba29a25f35c85a7"}, "2": {"node_id": "82c6bbcf-31ed-4939-a372-ea2dda570a81", "node_type": null, "metadata": {}, "hash": "aa452b8a5ec907b46aab06bab3494c087bed3ecdfec830afdaae890c93339242"}}, "hash": "05e762315e66edb9d5e8000c3c7f51f5cb6b168e6c2df904be31289b41261305", "text": "Materials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe materials encourage teachers to draw upon home language and culture to facilitate learning. The eBook materials include a translation link for every lesson. All lessons in the eBook have tabs for both English and Spanish.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe digital materials are web-based and compatible with multiple Internet browsers. CPM eTools and Desmos are web-based and work on Mac browsers (Safari and Chrome), PC browsers (Chrome and Firefox), and iPad browsers (Safari and Chrome). Additionally, Desmos has apps for iPad, iPhone, Android phones and tablets, and Chrome (for ease of use with Chromebooks).\nThe series uses Quicktime, YouTube, and Internet resources that are accessible on multiple devices and browsers. Quicktime player needs to be installed on computers. HTML5 works on most mobile devices and on many computers. YouTube may not be allowed at all schools.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. Teachers have an assessment bank available through the eBook. Assessments are not available for students through the eBook and are not adaptive, but teachers can customize assessments using the test bank.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe materials in the series do not provide adaptive technology.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe technology components offered in the materials are not customizable for students based on their needs or interests.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe materials provide opportunities for teachers to collaborate with each other through the eBook resources via the Sharing Tab. There are not opportunities for student-to-student or student-to-teacher collaboration via the eBook.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe materials integrate technology, manipulatives, and dynamic software in ways that engage students in the MPs.\nThe materials have their own collection of virtual manipulatives which includes algebra tiles, base ten blocks, probability tools, data representation tools, transformation tools, similarity toolkit, number lines and graphing tools. Additionally, the materials make regular use of pre-made Desmos.com graphs and other pre-made applets. Examples include, but are not limited to:\n\nTile eTools/square tiles: Introduced in Integrated I Lesson 1.1.1 and used throughout Integrated I, the tile pattern tool allows the student to investigate tile patterns without the use of physical tiles. The tools include algebra tiles, base 10 blocks, number lines, and units and unit squares for area and perimeter measurement.\nThe probability eTools are introduced in Integrated II Lesson 3.1.2 and used throughout Chapter 3. The probability tools allow for different probability simulations: spinners, bags, dice, coins, cards, and a random number generator.\nThe data representations eTool is introduced in Integrated III Lesson 1.2.3. The data representations tool allows students to investigate univariate data with histograms, box plots, and stem and leaf plots.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3647a69a-ed3d-4d32-9007-9c6731c94df3": {"__data__": {"id_": "3647a69a-ed3d-4d32-9007-9c6731c94df3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "3": {"node_id": "6d4fbafb-8dde-42c5-8e9d-381c9c04db1d", "node_type": null, "metadata": {}, "hash": "67a2e6f334a6826edabba078d3d136cfe902ede653afc5ab3cc949add3e1fc65"}}, "hash": "39c1d18b88ae7c80cadcc832271436c7d105496e9d572761390f8eb77e52b047", "text": "CPM Traditional\n\nThe instructional materials reviewed for the CPM Traditional series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence and attend to the full intent of the mathematical content standards. The materials also attend fully to the modeling process when applied to the modeling standards. The materials also meet the expectations for rigor and the Mathematical Practices as they reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations and meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials attend to the full intent of the mathematical content contained in the high school standards for all students. For this indicator, all lessons were examined for evidence of each standards presence and the extent to which the full depth was met. Overall, all of the standards are addressed at some point during the course of this high school series.\n\nMany of the standards were addressed to their full depth in the instructional material. For example, the Statistics and Probability standards were represented throughout the series. This series places the S-CP cluster in Geometry. The S-ID cluster is in the Algebra 1 text, and the S-IC cluster is in Algebra 2.\n\n\nFor example, chapters 6, 10 and 11 of Algebra 1 teach all the standards in the S-ID cluster. Students collect data and model with mathematics as they are learning to quantify variability and describe associations, using common sense, residuals and statistics to interpret categorical and quantitative data.\n\n\nN-Q.1 is partially addressed in the materials. There are questions and activities where units were used which included interpreting units associated with graphs. However, students were not required to use units as a guide to solving all problems, nor were they required to interpret the origin in all data displays.\nF-IF.2 is partially addressed in that students use function notation and evaluate functions for the inputs in their domains. However, there were no questions or activities found such that students interpret statements that use function notation in terms of a context.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials attend to the full intent of the modeling process when applied to the modeling standards. Modeling standards are well-integrated throughout the entire series. Overall the modeling process is used to reach the full depth of the modeling standards. Furthermore, the materials provide students guided support as they develop their understanding of the modeling process.\n\nThe first problem in many lessons is a real-world modeling question. The lesson then develops by investigating several aspects related to the modeling content standard. The lesson scaffolds the modeling problem to provide additional support for students to work through the modeling process. For example, in Algebra 2, section 2.1.1 begins with a modeling problem involving a disk and its radius and mass. Problem 2-1 provides scaffolding to help students breakdown the steps necessary to solve the problem. Building on this, problems 2-2 and 2-3 provide extensions to the original modeling problem.\nThe modeling process and every listed modeling standard was evident in the materials. Some examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d4fbafb-8dde-42c5-8e9d-381c9c04db1d": {"__data__": {"id_": "6d4fbafb-8dde-42c5-8e9d-381c9c04db1d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "3647a69a-ed3d-4d32-9007-9c6731c94df3", "node_type": null, "metadata": {}, "hash": "39c1d18b88ae7c80cadcc832271436c7d105496e9d572761390f8eb77e52b047"}, "3": {"node_id": "ed8b2416-bb1e-4c36-8feb-b6b6d8f835ff", "node_type": null, "metadata": {}, "hash": "e96b05d476bba5508d6dc83826ea73a9b4d2f7e508ebea0066232a374cb83f29"}}, "hash": "67a2e6f334a6826edabba078d3d136cfe902ede653afc5ab3cc949add3e1fc65", "text": "The Burning Candle problem, 11-74, in Algebra 1, section 11.3.1, asks students to gather data and make a prediction using best-fit lines. This is an example of standards S-ID.1 and S-ID.6\nThe Line Factory Logo problem, 2-88, in Algebra 1 asks students to model a logo design and then to have other students use the model to recreate the design. This is an example of modeling standard F-LE.2.\nThe Down on the Farm problem, 2-75, in Algebra 1 asks students to use multiple representations to model the weight of chickens since they were hatched. This is an example representing many standards: N-Q.2, A-CED.2, F-IF.4, F-IF.6, F-IF.7.A, F-BF.1.A, F-LE.1.B, F-LE.2, and F-LE.5.\nThe Sandy Dandy Dune Buggies problem found in Algebra 2 section 4.2.3 models a linear programming situation, including thinking about constraints associated with the situation. This is an example of standards A-CED.3 and F-IF.5.\nThe Blood Splatter problem found in Algebra 2 section 7.1.1 models a swinging pendulum, resulting in a sine curve. This is an example of standard F-TF.5.\nThe Cookie Cutter problem, 8- 115, in Geometry is an authentic, modeling problem in that no specific directions as to what tools, processes, or mathematics should be used are given, yet students must use their knowledge of ratios in Geometry to solve the problem. The standards covered in this problem are G-MG.1 and G-MG.3.\nThe Interior Design problem in Geometry section 7.1.3 models an optimization problem, scaffolding for additional support in problems beyond the original problem. This is an example of standard G-MG.3.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe Instructional materials reviewed for the High School CPM Traditional series meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs).\n\nThe materials in the teacher's resources suggest a timeline and shows a strong focus on widely applicable prerequisites.\n\n\nIn Algebra 1, the majority of the 121- 128 days focus on the widely applicable prerequisites.\nIn Geometry, the majority of the 140 days focus on the widely applicable prerequisites, with 37 of those days spent on optional lessons (lessons that can be omitted depending on students prior geometry knowledge).\nIn Algebra 2, the majority of the 129-134 days focus on the widely applicable prerequisites.\n\n\nThe prerequisites from Grades 6 - 8 were not seen as distracting, but as helpful. For example, in Algebra 1, section 1.2.3 includes the Grade 8 standards on functions. This is helpful in building the high school function objectives of the WAPs.\nBox plots, a middle school learning prerequisite, are found in the Algebra 1 \"math notes\" in section 11.2.1. The S.ID cluster of standards in Chapter 11 builds on this middle school standard in supporting the statistics and probability standards in the WAPs.\nIn the Review & Preview sections of each lesson in Geometry, there are problems that focus on Algebra standards, reinforcing and continuing to build on these important skills from the WAPs.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the High School CPM Traditional series partially meet the expectation that students are provided with opportunities to work with all high school non-plus standards and do not distract students with prerequisite or additional topics. Lessons were examined for evidence that, when used as designed, they would enable all students to fully learn each standard. Overall, the lessons are structured in a way that students will fully learn all aspects of most standards and do not distract students with prerequisite or additional topics. However, there are a few missed opportunities for students to make every connection and fully learn all aspects of every standard.\n\nA-SSE.3.B: There are several instances where the student is asked to complete the square and to find the vertex.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ed8b2416-bb1e-4c36-8feb-b6b6d8f835ff": {"__data__": {"id_": "ed8b2416-bb1e-4c36-8feb-b6b6d8f835ff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "6d4fbafb-8dde-42c5-8e9d-381c9c04db1d", "node_type": null, "metadata": {}, "hash": "67a2e6f334a6826edabba078d3d136cfe902ede653afc5ab3cc949add3e1fc65"}, "3": {"node_id": "c3db4c34-7797-478a-930c-847331437886", "node_type": null, "metadata": {}, "hash": "cc9497b3c0e524a17e52e235e1d2b017a625e1a086009073adf11e59877b339c"}}, "hash": "e96b05d476bba5508d6dc83826ea73a9b4d2f7e508ebea0066232a374cb83f29", "text": "In Algebra 1,there are three examples where the question asks if the vertex represents a maximum or minimum value, instead of students completing the square to \"reveal\" the maximum or minimum value (9-21, 9-76, 10-125).\nA-APR.3: The lessons call for students to identify x-intercepts and roots but seldom have them \"identify zeros\" and \"use zeros\" as stated in the standard. For example, Algebra 2, 8.1.1 (and the remainder of Chapter 8) meets this standard, except that it mainly uses x-intercept's and roots in place of zeros.\nA-REI.1: Section 3.2.1 of Algebra 1 uses algebra tiles and \"legal moves\" to solve equations. Problem 3-104 in Algebra 1 asks students to show all of their work in solving the equation. There were limited problems that asked students to \"explain each step\" or \"construct a viable argument.\"\nG-C.2: The relationship between central, inscribed and circumscribed angles was not explicit. Specifically, circumscribed angles were only taught as a circle circumscribing a triangle; hence, little depth about the relationships of circumscribed angles was evident. Tangent lines are used frequently, but the term \"circumscribed\" is not used enough for students to fully learn the concept.\nG-CO.2: There is no explicit instruction of functions that take points in the plane as inputs and give other points as outputs, but there are problems to solve for students in the homework.\nG-CO.13: There are questions and activities in which students construct an equilateral triangle and a regular hexagon inscribed in a circle. However, there was only one note of evidence found where students constructed a square inscribed in a circle, and this was in the teacher eBook via a technology link.\nG-GPE.6: There were only a few problems that partitioned segments in a ratio other than 1:1.\nF.IF.6 - There was limited evidence found of finding the average rate of change in non-linear situations. Many questions and activities have students calculate and interpret the average rate of change of a function over a specified interval. However, there is a lack of questions and activities where students estimate the rate of change from a graph (2-65 in Algebra 1). In Algebra 2, there are a few exercises (3-55, 6-28) that help students learn this standard. Furthermore, these two specific examples do not ask students to make estimates or interpret the average rate of change.\nF.IF.9: There were missed opportunities for students to \"Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions)\". There were plenty of examples where students used one function to compare multiple representations. However, students were rarely given two different functions and asked to compare their properties.\nF-IF.4 & F-IF.7.C: Key features are interpreted throughout the series; however, there was little evidence of the actual verbiage of \"end behavior\" used.\nIn the F-BF and F-IF clusters, using function notation was not as strong as equation notation throughout the entire cluster of standards. Students do have opportunities to do both y = and f(x) = problems; however, given that these clusters are part of the function domain, there is a missed opportunity for function notation to be integrated into the lessons.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials require students to engage in mathematics at a level of sophistication appropriate to high school. Overall, the materials meet the full depth of the non-plus standards and give all students an opportunity to have extensive work with the non-plus standards.\n\nEach lesson throughout the series is designed to provide students with \"learning and practicing a math skill at spaced intervals\" (page 31, Teacher Resource, Team Support & Universal Access). The method of spaced intervals allows students to demonstrate mastery over time and to make connections between concepts.\nEach course is also designed to allow for students at a variety of learning levels to access and engage with grade-level, non-plus standards. Using the Teacher Resource binders, teachers are provided with a variety of instructional strategies to assist students who may struggle with aspects of the course work (page 32). There are additional suggestions and supports for students who need additional help (page 33), students who are unprepared for the course (page 34), special needs students (page 34 - 35), English Language Learners (page 35 - 36), and advanced learners (page 37).\nThe instructional materials contain a tutorial website for homework help through the eBook.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c3db4c34-7797-478a-930c-847331437886": {"__data__": {"id_": "c3db4c34-7797-478a-930c-847331437886", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "ed8b2416-bb1e-4c36-8feb-b6b6d8f835ff", "node_type": null, "metadata": {}, "hash": "e96b05d476bba5508d6dc83826ea73a9b4d2f7e508ebea0066232a374cb83f29"}, "3": {"node_id": "330d3c88-00f9-4730-8f20-4dfd199496ec", "node_type": null, "metadata": {}, "hash": "66bbf12171a25a60d87a9ca7c618dd59845f0e1e86ecd2616b603b47ac833461"}}, "hash": "cc9497b3c0e524a17e52e235e1d2b017a625e1a086009073adf11e59877b339c", "text": "The instructional materials contain a tutorial website for homework help through the eBook. Support is provided for both parents and students who need additional assistance at home. The homework help includes free access via the Internet to all of the Review & Preview problems from the student text. Some of the problems include hints and complete solutions.\nThe materials contain a Literacy Support Guidebook within the Teacher Resource Binders (pages 39-49).\nAny guidance for differentiation stresses that pacing is the key to success, rather than reducing the concepts to be learned. The pacing in the Teacher Edition is designed for instructing students at grade level. Below-grade-level students should be provided more time with the concepts by \"concentrating on the core problems\" that \"teach sub-skills and the conceptual understanding needed to progress towards mastery of the course objectives\" (page 37). Advanced students should complete the challenges (enrichments) and extensions within the latter parts of the lessons, in addition to core problems and homework.\nEach lesson includes teacher instructions for facilitating discussion around the lesson's core concepts and the connections students have made with other mathematical concepts in earlier coursework.\nThe context of the problems are relevant to high school students. Some examples of high school sophistication include, but are not limited to:\n\n\nAlgebra 1: Problem 6-109 requires students to work with a piecewise function, find regression lines using a calculator and discuss residual plots. Students are using both exponential best fit and linear best fit models, and are expected to make predictions and identify domains.\nGeometry: Sections 2.1.2 and 2.1.4 continue to build on problem 2-14 so that a level of sophistication is developed in a real-life and relevant situation that is appropriate for high school students. Students have ample opportunities throughout Chapter 2 to engage deeply with the CCSSM of G-CO.9 and G-CO.10.\nAlgebra 2: In Chapter 6, problem 6-137 involves a case of the cooling corpse. It is a high school level forensic science problem that is sophisticated in both context and content, involving log modeling, and appropriate for Algebra 2.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the standards. Overall, the materials include connections that are intentional and thoughtful, and they consistently point out places where students are expected to connect their learning to previous lessons. The sequence of the materials is designed to spiral concepts throughout the chapters and courses.\nThere are several examples of connections made within the books in the series:\n\nThe homework section within each lesson includes distributed practice of previously learned skills. Each lesson has a Review & Preview section that includes several problems from previous courses and previous lessons.\nThe homework problems allow students to apply previously-learned concepts and skills in new contexts. For example, the Team Challenge problem in section 5.1.4 of Geometry extends the trigonometric application of the Climbing in Yosemite problem introduced as an early problem in 5.1.4, and builds on the lessons taught in sections 5.1.1 and 5.1.2.\nThroughout the materials, there are checkpoint problems to determine if students have understanding of previous skills at the expected level. For example, problem 2-53 in Algebra 2 asks students to determine the distance between two points and to write an equation for the line between the points. Checkpoint 2A at the end of the Algebra 2 materials provides more problems of this type for students who need more practice of this skill learned in a previous course.\nAlgebra 1 demonstrates strong connections between the conceptual categories of the standards. The materials connect linear functions, exponential functions, arithmetic and geometric sequences, and recursive and explicit representations. In Chapters 1 and 2, students develop a foundational understanding for both the general idea of a function and linear functions. Chapters 3 and 4 focus on solving, simplifying and solving systems of equations but continue to spiral back with problems involving functions and linear functions to deepen and reinforce these foundational skills. In Chapter 5, students begin to work with both arithmetic and geometric sequences which is deliberately connected to students understanding of functions and linear functions. Chapter 5 also builds a foundation for exponential relationships, which is explored more formally in Chapter 7 when exploring and examining geometric sequences. Additionally, the problems use both explicit and recursive representations to further push and connect these concepts.\n\nThere are several examples of connections made between the books in the series.\n\nOne example of this connection exists within Geometry and in the connections between Algebra 1 and Geometry.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "330d3c88-00f9-4730-8f20-4dfd199496ec": {"__data__": {"id_": "330d3c88-00f9-4730-8f20-4dfd199496ec", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "c3db4c34-7797-478a-930c-847331437886", "node_type": null, "metadata": {}, "hash": "cc9497b3c0e524a17e52e235e1d2b017a625e1a086009073adf11e59877b339c"}, "3": {"node_id": "c66f7c4b-ed2b-499e-9570-2f458a971981", "node_type": null, "metadata": {}, "hash": "7f150bc283cb90975c774db8e37598a4dfd7374fdf932665ebfd7120fff11c4a"}}, "hash": "66bbf12171a25a60d87a9ca7c618dd59845f0e1e86ecd2616b603b47ac833461", "text": "The Geometry book introduces students to similarity early (Chapter 3) and uses the concept of similarity throughout many of the remaining chapters. Chapter 4 carefully develops the major concepts of trigonometry through similarity and slopes of lines. In fact, students are not presented with the formal tangent function until they have had extensive work exploring and solving trigonometry related problems using only their conceptual understanding of slope, similarity, and proportional reasoning, thus making the connections to key concepts from the Algebra 1 materials and previewing concepts in the Algebra 2 materials.\nAnother specific instance of connections among standards is in Chapter 2 of Algebra 1, when linear relationships are built using slope triangles from Grade 8. This continues in Geometry in lesson 4.1.3 when students connect slope triangles to trigonometric ratios. Then, Algebra 2 continues with slope triangles in 1.1.2 in the \"Math Note\" section as a review of linear functions.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series partially meet the expectations that the materials explicitly identify and build on knowledge from Grades 6-8 to the High School Standards. Overall, content from Grades 6-8 is present, but it is not always clearly identified and pinpointed to a specific middle school standard.\n\nStandards from Grades 6-8 are developed as a natural progression into high school, particularly with ratios, slope, geometry concepts and exponents, but there is no explicit mention of any of the specific middle school standards.\nThe connections between concepts are partially articulated in that the Teacher Resources Planning documents identify information as \"in earlier grades,\" \"by the end of eighth grade,\" and \"middle school concepts.\"\nThe lesson and chapter overviews describe the connections between lessons and future learning but miss the opportunity to explicitly identify the actual middle school standards referred to in these sections. The opening sections of Algebra 1 state that \"in previous courses you may have learned...,\" and then describe the upcoming lesson. There are many other places where the text informally references prior learning \"in the previous lessons you learned....\". Prior standards are used to support the progression of high school standards, but there is a missed opportunity to explicitly identify the standards.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the High School CPM Traditional series explicitly identify the plus standards, when included, and the plus standards coherently support the mathematics which all students should study in order to be college- and career-ready.\n\nMost of the plus standards are identified in the teacher notes of the teacher resources. However, the materials offer no guidance or pacing suggestions should teachers not wish to use the plus standards. Because of the highly connected and cyclical nature of this book, it could be difficult to decide how to not include the plus standards.\n\n\nOne instance of a missed opportunity of identifying lesson problems as plus standards, or extra topics, is in section 5.1.3 of Algebra 2. Composition of functions is referred to in F-BF.4b. This concept is presented in a way that connects to, and enhances, students understanding of inverses and logarithms. However, because the plus standard is not explicitly identified, it is not clear when problems go above and beyond the non-plus standards.\n\n\nThere is no evidence or reference to the plus standards in the student materials.\nWork with the plus standards does not deter from the work with the non-plus standards.\nIn the Algebra 2 teacher resources, the quarterly benchmarks identify plus and non-plus standards that are appropriate to assess in each quarter of the course.\nWhile the sequencing for plus standards is not explicit, the sections that include the plus standards meaningfully connect to, and enhance, the non-plus standards. The plus standards that are identified are addressed to reach the full depth of the standard. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c66f7c4b-ed2b-499e-9570-2f458a971981": {"__data__": {"id_": "c66f7c4b-ed2b-499e-9570-2f458a971981", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "330d3c88-00f9-4730-8f20-4dfd199496ec", "node_type": null, "metadata": {}, "hash": "66bbf12171a25a60d87a9ca7c618dd59845f0e1e86ecd2616b603b47ac833461"}, "3": {"node_id": "adbddc89-daf6-454d-88c5-c43d3028daf5", "node_type": null, "metadata": {}, "hash": "422459ee0b1e31e78067b56d0c15f4babcd4a0bc18164bb7f5778bfb3408c514"}}, "hash": "7f150bc283cb90975c774db8e37598a4dfd7374fdf932665ebfd7120fff11c4a", "text": "A-APR.7: In Sections 3.2.2 - 3.2.5 of Algebra 2, the standard is in a math note in Chapter 3 and has more practice problems for fluency in checkpoints 6A and 6B.\nG-SRT.10, G-SRT.11: Sections 5.2 and 5.3 of Geometry address the Laws of Sines and Cosines. Each is fully developed in this chapter titled \"Completing the Triangle Toolkit,\" which begins with extending students understanding of trigonometric ratios.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters. Overall, the clusters and standards that specifically relate to conceptual understandings are thoroughly addressed. The materials develop conceptual understandings across the series by building on a tactile form.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "adbddc89-daf6-454d-88c5-c43d3028daf5": {"__data__": {"id_": "adbddc89-daf6-454d-88c5-c43d3028daf5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "c66f7c4b-ed2b-499e-9570-2f458a971981", "node_type": null, "metadata": {}, "hash": "7f150bc283cb90975c774db8e37598a4dfd7374fdf932665ebfd7120fff11c4a"}, "3": {"node_id": "07555a6a-daf7-4e9a-8fd7-80d926f4c197", "node_type": null, "metadata": {}, "hash": "c961bfba951e0675dd54179e6229c2f3a323a41bf01aaad270eb6dc27dc62a5d"}}, "hash": "422459ee0b1e31e78067b56d0c15f4babcd4a0bc18164bb7f5778bfb3408c514", "text": "Most of the lessons across the series are exploratory in nature and encourage students to develop understanding through questioning and activities.\n    \nEach chapter has a closure section that recaps the concepts of the chapter. It includes reflections on and synthesis of the connections to what the learning targets were for the chapter.\n    \nA-REI.10 addresses conceptual understanding, and the materials offer opportunities for students to develop a deep understanding and ability to communicate or demonstrate that understanding of A-REI.10. Sections 10.3.1 and 10.3.2 in Algebra 1 and section 4.1.2 in Algebra 2 explore this standard at length, guiding students to make predictions, solve in multiple ways, and explain intersections and intercepts of graphs. The Review & Preview sections of each course spiral this concept throughout the series for all types of functions (i.e., linear, polynomial, rational, absolute value, exponential and logarithmic as stated in the standards).\n    \nMultiple representations are embedded throughout the series, reinforcing students' ability to verbalize and recognize connections graphically, analytically, and numerically. Algebra 1 begins building multiple representations in section 1.1.4, and Algebra 2 frames this again starting in chapter 2. Multiple representations continue throughout the remainder of the materials to draw connections among parent graphs from all types of functions. Additionally, the materials use a common resource called a representation web to reinforce four ways to look at functions.\n    \nConceptual understanding is a strength of this series. Concepts grow over many lessons within and between each course in the series. Specific clusters and domains that are represented include N-RN.1, A-APR.B, A-REI.A, A-REI.10, A-REI.11, F-IF.A, F-LE.1, S-ID.7, G-SRT.2 and G-SRT.6. Some specific examples are:\n        \nA-APR.A: Students use algebra tiles to build conceptual understanding of adding, subtracting, and multiplying polynomials beginning in Chapter 3 of Algebra 1. Students make connections between the tactile and the algebraic methods of performing arithmetic operations on polynomials by moving from algebra tiles to generic rectangles to algebraic computation. In lesson 3.2.3, students are specifically told what is meant by \"a closed set\" and asked to explore if integers are closed under addition given that whole numbers are closed under addition. Then, they explore and explain whether polynomials are closed under addition and subtraction, extrapolating from what they know about whole numbers and integers.\n            \nF-TF.A: In Chapter 7 of Algebra 2 a conceptual model is used to develop the concept of a unit circle, radian measures, and trigonometric functions. First, students are introduced to models for cyclic relationships through an experiment in 7.1.1. Then, in 7.1.2 students create a sine graph using experimental data based on a Ferris wheel. In the following lesson, students use the same Ferris wheel to develop a unit circle and discover reference angles at various points on the circle and their relationships to each other. In lesson 7.1.4, students create a cosine function and calculate horizontal distances in a unit circle to draw conclusions about relationships between sine and cosine and their functions. The next lesson introduces students to radian measures. All of this leads to the conceptual understanding in 7.1.6 in which they use radian measures to determine the exact values of the coordinates on a unit circle.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters. The clusters and standards that specifically relate to procedural skills and fluencies are thoroughly addressed multiple times. The materials develop procedural skills and fluencies across the series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "07555a6a-daf7-4e9a-8fd7-80d926f4c197": {"__data__": {"id_": "07555a6a-daf7-4e9a-8fd7-80d926f4c197", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "adbddc89-daf6-454d-88c5-c43d3028daf5", "node_type": null, "metadata": {}, "hash": "422459ee0b1e31e78067b56d0c15f4babcd4a0bc18164bb7f5778bfb3408c514"}, "3": {"node_id": "7031301e-b2c1-46f8-abbf-fa4b79535f11", "node_type": null, "metadata": {}, "hash": "8240a7db7218371e1513dbedeb3ffbf3a9c86e374f2daa8a526eb53cb8ae1e7e"}}, "hash": "c961bfba951e0675dd54179e6229c2f3a323a41bf01aaad270eb6dc27dc62a5d", "text": "Checkpoints are scattered throughout the lessons in the series. The checkpoints are designed as fluency problems. If students work through a checkpoint and see that they are not fluent with that problem, then there are more problems at the back of each of the student editions that provide more practice for students to work through until they reach fluency.\n    \nThe spaced nature of the problems helps build the fluency since students are expected to know how to solve them 'on demand' and not just after the section on that standard.\n    \nExamples of select cluster(s) or standard(s) that specifically relate to procedural skill and fluency include, but are not limited to:\n        \nA-APR.1: There are many opportunities to develop procedural fluency with operations of polynomials in Algebra 1 Chapter 3 and again in Algebra 2 in section 3.1. Additionally, there are checkpoints in the reference section of each series that address this standard. These checkpoints include 6B in Algebra 1, 5A in Geometry and 5A in Algebra 2.\n            \nA-APR.6: There are many opportunities to develop procedural fluency in rewriting simple rational expressions in Chapter 8 of Algebra 2. Additionally, there is Polydoku (similar to Sudoku) and checkpoints 6A and 6B add to the already present opportunities throughout Chapter 8, and the following chapters.\n            \nF-BF.3: Effects of parameters of functions is found throughout the Algebra 1 course, and again in chapter 2 of Algebra 2. There is lots of practice throughout both books and as spaced practice in Geometry.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. The cluster(s) or standard(s) that specifically relate to applications are thoroughly addressed multiple times. The materials include numerous applications across the series.\n\n\nIn every lesson, students are solving non-routine problems, from simple to complex. Students are provided opportunities to make their own assumptions, question, investigate, critically analyze and communicate their thinking in groups, independently and in learning logs as they model mathematical situations.\n    \nThe lessons are built upon application and modeling problems. The lessons do not show several, worked examples of various problems followed by a set of problems where subsets align to each type of the worked examples.\n    \nModeling builds across high school courses, with applications that are relatively simple when students are first encountering new content. For example, Algebra 1 problem 1-38 has students recall patterns, a tool that students have been learning since elementary school, and begins teaching families of functions. Families of functions are then developed throughout the series. This is an example of a problem that provides opportunities for students to make their own assumptions in order to model a situation mathematically. Students must reason about what happens as the pattern continues, thus beginning early in the series to challenge themselves in making assumptions.\n    \nExamples of select cluster(s) or standard(s) that specifically relate to applications include, but are not limited to:\n        \nF-IF.7a: The Saint Louis Gateway Arch in 9.1.3 in Algebra 1.\n            \nG-SRT.8: Statue of Liberty problem in 4-45 and 4-46; Wheelchair Ramp problem in 5-24.\n            \nS-IC.1: Charity Race in 9.3.2 of Algebra 2; ACT Scores in 9.3.3 of Algebra 2.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed. Overall, there is clear evidence of all three aspects of rigor present in the materials. Additionally, the materials engage in multiple aspects of rigor in order to develop students\u2019 mathematical understanding of a single topic/unit of study.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7031301e-b2c1-46f8-abbf-fa4b79535f11": {"__data__": {"id_": "7031301e-b2c1-46f8-abbf-fa4b79535f11", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "07555a6a-daf7-4e9a-8fd7-80d926f4c197", "node_type": null, "metadata": {}, "hash": "c961bfba951e0675dd54179e6229c2f3a323a41bf01aaad270eb6dc27dc62a5d"}, "3": {"node_id": "b2f4cb0e-7349-4959-b94d-3055cb431c3a", "node_type": null, "metadata": {}, "hash": "7a9727c685bda67e3cd882776c7fc1d16d30f88a7a94b00baea58ebdf4dcf864"}}, "hash": "8240a7db7218371e1513dbedeb3ffbf3a9c86e374f2daa8a526eb53cb8ae1e7e", "text": "Fluency is specifically targeted in the Checkpoint problems and also in the spaced practice.\n    \nConcepts are systemically developed in the lessons and are intentionally reinforced in the closure activities. The closure at the end of each section and the spaced nature of the homework intentionally connects conceptual learning with problem solving and procedural fluency.\n    \nMost lessons start out with an application or investigation. For example, Algebra 2, section 7.2.1 begins with students investigating functions and Algebra 2, section 7.1.2 begins with students engaged in an application, the roller coaster problem.\n    \nThe Review & Preview sections of each lesson also intentionally interweave problems of all three types of rigor together.\n    \nAs an example of this balance, Chapter 2 in Algebra 1 focuses on linear relationships. The first two lessons use investigations of tile patterns with various representations to introduce and develop conceptual understanding of linear relationships. The third lesson has students investigating \"steepness\" using a variety of representations. Finally, in the fourth lesson, these explorations are formalized with mathematical definitions for slope and slope-intercept form of a line. In the remaining five lessons of the chapter, students apply this understanding to a variety of real-world situations and contextual problems that further develop connections and lead to procedural fluency.\n    \nAs another example, Chapter 4 in Geometry maintains this balance in a different way. The first lesson begins with a real-world investigation of the relationship between angles in right triangles and the ratios of side lengths. The next two lessons use conceptual understanding to solve basic problems and develop procedural fluency, even though the students do not have the formal understanding of a tangent function. In lesson 4, the investigation culminates in the formal tangent function with additional procedural practice. Then lesson 5 provides a variety of real-world problems to apply the conceptual understanding and procedural fluency. Chapter 5 follows a similar pattern to introduce students to sine and cosine functions, Pythagorean Theorem, and a wide variety of problems involving triangles.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials support the intentional development of making sense of problems and persevering in solving them as well as attending to precision (MP1 and MP6), in connection to the high school content standards. Overall, the majority of the time MP1 and MP6 are used to enrich the mathematical content and are not treated as individual mathematical practices. Throughout the materials, students are expected to make sense of problems and persevere in solving them while attending to precision. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b2f4cb0e-7349-4959-b94d-3055cb431c3a": {"__data__": {"id_": "b2f4cb0e-7349-4959-b94d-3055cb431c3a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "7031301e-b2c1-46f8-abbf-fa4b79535f11", "node_type": null, "metadata": {}, "hash": "8240a7db7218371e1513dbedeb3ffbf3a9c86e374f2daa8a526eb53cb8ae1e7e"}, "3": {"node_id": "1612d3a0-234b-43d1-b696-5bf268a38867", "node_type": null, "metadata": {}, "hash": "fa8ddb703f0a31cf6cd25325b2cf2157ec9038ed836c7f757b6b507ce779b508"}}, "hash": "7a9727c685bda67e3cd882776c7fc1d16d30f88a7a94b00baea58ebdf4dcf864", "text": "There was no evidence of instances where MP1 and MP6 are treated as separate from the mathematics content throughout the series. Many lessons require students to \"make sense\" of problems and \"persevere\" when solving them. Students are constantly asked to explain or compare representations or solutions paths, hence a natural opportunity to practice precision.\n    \nStudents are encouraged to persevere and attend to precision as they reflect on and correct their assessments. They may partner together to discuss mistakes and revise their work. Students are asked questions like: Why did you miss the problem? What did you learn from revising the problem? Who (if anyone) helped you and what did they say to help you better understand the problem? Make up a new, similar problem to show and explain to a new student (in writing) how to solve the problem. Analyzing errors in thinking or computations incorporates many of the MPs.\n    \nIt is important to note that MP1 and MP6 are represented in many lessons and assessments throughout the series. Listed below are a few examples of where MP1 and MP6 are used to enrich the mathematical content:\n        \nIn Algebra 1, section 2.2.3, a challenging team puzzle is incorporated into the lesson that encourages making sense of problems and persevering in problem solving and attending to precision as part of the solving of this puzzle.\n            \nGeometry, section 8.3.3, includes 4 core problems, of which 3 are recommended for students to make sense of the problems and persevere in solving them as well as attending to precision while solving the problems. This particular lesson is an extended lesson, designed so that students have extra time to read, interpret, strategize, engage in the problem solving, and solve the problems, attending to these specific mathematics practices.\n            \nAlgebra 2, section 8.1.3, includes opportunities for students to use these math practices as they are making connections and discoveries about higher level polynomial functions. They are given opportunities to check their answers with multiple methods and monitor and evaluate their progress in solving problems as they persevere in solving problems.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials support the intentional development of reasoning and explaining (MP2 and MP3), in connection to the high school content standards, as required by the MPs. Overall, the majority of the time MP2 and MP3 are used to enrich the mathematical content and are not treated as individual practices. Throughout the materials, students are expected to reason abstractly and quantitatively as well as construct viable arguments and critique the reasoning of others. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1612d3a0-234b-43d1-b696-5bf268a38867": {"__data__": {"id_": "1612d3a0-234b-43d1-b696-5bf268a38867", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "b2f4cb0e-7349-4959-b94d-3055cb431c3a", "node_type": null, "metadata": {}, "hash": "7a9727c685bda67e3cd882776c7fc1d16d30f88a7a94b00baea58ebdf4dcf864"}, "3": {"node_id": "efd255c6-9234-4408-8eda-48f9c427739a", "node_type": null, "metadata": {}, "hash": "604117bd93ffa81b905206d8804317f96117f28b8a9e232ea9a4b6123b70ea4d"}}, "hash": "fa8ddb703f0a31cf6cd25325b2cf2157ec9038ed836c7f757b6b507ce779b508", "text": "Many lessons require students to \"reason abstractly and quantitatively\" and \"construct viable arguments and critique the reasoning of others.\" Students are constantly asked to represent situations symbolically, create their own conjectures, determine if their answers make sense, and communicate this in various ways, hence a natural opportunity to engage in these two mathematical practices.\n    \nIt is important to note that MP2 and MP3 are represented in many of the lessons and assessments throughout the series. Listed below are a few examples of where MP2 and MP3 are used to enrich the mathematical content:\n        \nThe Chapter 7 sample chapter test in Algebra 1 has five problems. These five problems are representative of problems taught in that course. This particular sample test requires students to explain, justify, show or provide evidence for all five problems on the test. Most of the problems also require students to represent the situations symbolically and to understand the relationships between problem scenarios and mathematical representations. One specific problem asks students to determine if their answer makes sense.\n            \nThe teacher's notes of section 6.1.2 in Geometry lists at least five different probing and clarifying questions as a guide for the teacher to help students who may be struggling at different parts of the lesson. Teachers are encouraged to use this questioning strategy in connection to MP2 and MP3 to enrich the mathematics content. For example, one of the questions, \"Is SSA a valid similarity conjecture? Why or Why not?\" helps students to construct viable arguments as they are learning about and understanding similarity and congruence of triangles.\n            \nChapter 2 of Algebra 1 focuses on helping students move between real world situations, graphs, tables, and equations. In doing this, students begin to reason abstractly and represent situations symbolically. The chapter also asks students to move in the other direction, giving them an equation or graph and asking them to contextualize the abstract representations. This is the essence of MP2 and the materials provide ample opportunity to develop this type of thinking. This chapter also has students creating and critiquing arguments. Some examples of where students are asked to justify or create arguments to support their answers are problems 2-1, 2-9, 2-12, 2-13, 2-14, 2-23, 2-26, 2-28, 2-31, 2-32, 2-35, 2-53, 2-54, 2-68, 2-69, 2-74, 2-77, 2-78, 2-80, 2-87 and 2-96. Some examples of where students are asked to critique the reasoning of others are problems 2-18, 2-25, 2-38, 2-43 and 2-97.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials support the intentional development of addressing mathematical modeling and using tools (MP4 and MP5), in connection to the high school content standards, as required by the MP. Overall, the majority of the time MP4 and MP5 are used to enrich the mathematical content and are not treated as individual practices. Throughout the materials, students are expected to model with mathematics and use tools strategically. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.\n\n\nMany lessons require students to \"model with mathematics\" and \"use appropriate tools strategically.\" The modeling is done with multiple representations and using various tools. Digital resources, calculators, algebra tiles, blocks, graph paper, and various other tools are used throughout the series. Students are not told which tools to use in solving problems.\n        \nFor example, in sections 7.1.1 - 7.1.2 of Algebra 2, students use tools to build their own models/tools to investigate cyclical behavior. In section 5.1.3 of Algebra 1, students use measuring tools, coordinate grids, and technology to model exponential decay. There are many times when students use tools in smaller, non-modeling situations such as homework problems or investigations and ample opportunities for students to use tools strategically in full, modeling situations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "efd255c6-9234-4408-8eda-48f9c427739a": {"__data__": {"id_": "efd255c6-9234-4408-8eda-48f9c427739a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "1612d3a0-234b-43d1-b696-5bf268a38867", "node_type": null, "metadata": {}, "hash": "fa8ddb703f0a31cf6cd25325b2cf2157ec9038ed836c7f757b6b507ce779b508"}, "3": {"node_id": "3f90d462-3e57-4b0b-b1ac-2b68ea95f040", "node_type": null, "metadata": {}, "hash": "8dfc35bd7b0be11e1968ce0c0d52843e1e21ac1507fb0659c6ce4196b5261243"}}, "hash": "604117bd93ffa81b905206d8804317f96117f28b8a9e232ea9a4b6123b70ea4d", "text": "It is important to note that MP4 and MP5 are represented in many of the lessons and assessments throughout the series. Listed below are a few examples of where MP4 and MP5 are used to enrich the mathematical content:\n        \nIn section 9.1.3 of Geometry, students are encouraged to make use of appropriate tools as they engage with investigating solids. The teacher's resources recommend a few tools and manipulatives to have available for use. This same lesson has students use graph paper to create and use a model involving a net and a solid that has multiple solutions. Additionally, students solve problems applying prior knowledge to new problems. Students make assumptions and reason if those assumptions work with additional solid figures, leading to drawing conclusions pertaining to surface area and volume of solids.\n            \nTechnology is extensively used across the series. Many lessons and problems are linked to Desmos.com to investigate patterns or connections between graphs and equations or to work with data in modeling situations.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards, as required by the MP. Overall, the majority of the time MP7 and MP8 are used to enrich the mathematical content and are not treated as individual practices. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.\n\n\nSince students are developing contextual understanding in most lessons, the units often bring closure in asking students to generalize and make use of structure in their closure sections.\n    \nStudents are constantly extending the structures used when solving problems that build on one another and, as a result, are able to solve increasingly complex problems. Repeated reasoning allows for increasingly complex mathematical concepts to be developed from simpler ones, and this series has the expectation that this will occur.\n    \nIt is important to note that MP7 and MP8 are represented in many of the lessons and assessments throughout the series. Listed below are a few examples of where MP7 and MP8 are used to enrich the mathematical content.\n        \nIn lesson 5.3.1 and 5.3.2 of Algebra 1, students are asked to compare growth rates in tables to explore the structure of linear and exponential equations and to differentiate between them. They then use their observations to make generalizations about linear and exponential equations to create equations from data tables.\n            \nIn Chapter 5 of Geometry, students use what they know about similarity to develop definitions for sine and cosine functions. Then they further use the structure of similarity and trigonometry to generalize the relationship between angles and sides of triangles by creating shortcuts for special right triangles.\n\nIn section 2.1.3 of Algebra 2, the lesson calls for students to use their prior knowledge of quadratics and parabolas to go to greater depths by prompting students to look at patterns and structures of quadratic equations to make more generalizations than have occurred prior to this lesson. Though students are not directly asked to decompose \"complicated\" things to \"simpler\" things, this is something that students may discover through the investigation in the lesson. One of the main goals of the lesson is to be able to quickly graph and identify key parts of a graph based on an algebraic representation, without a graphing calculator. In essence, students are looking for shortcuts and general methods to do this as these processes are repeated.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the underlying design of the materials distinguish between lesson problems and student exercises for each lesson. Students are learning new mathematics in each lesson and then applying what they have learned in order to build knowledge. The spaced and spiraling nature of the series helps build mastery. Each chapter, section, and lesson has a variety of problems and exercises, and has intentional purpose in developing learning and thinking.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3f90d462-3e57-4b0b-b1ac-2b68ea95f040": {"__data__": {"id_": "3f90d462-3e57-4b0b-b1ac-2b68ea95f040", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "efd255c6-9234-4408-8eda-48f9c427739a", "node_type": null, "metadata": {}, "hash": "604117bd93ffa81b905206d8804317f96117f28b8a9e232ea9a4b6123b70ea4d"}, "3": {"node_id": "f51724c2-3b34-4b61-9267-47b6e8a34581", "node_type": null, "metadata": {}, "hash": "6d18611f26e7fc5ef9ba59714d5c78c09e91d3b0c7fa716c008f034adf21f623"}}, "hash": "8dfc35bd7b0be11e1968ce0c0d52843e1e21ac1507fb0659c6ce4196b5261243", "text": "Design of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials in this series are designed well and take into account effective lesson structure and pacing. The materials encourage fluency through their spaced homework, helping students retain and apply new learning throughout the series. Rote procedural exercises are present, but not in mass quantities. The exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that students are asked to produce a variety of products during each lesson in each chapter to demonstrate their learning. The series continuously asks students to produce models, practice fluency, create arguments, justify their answers, attend to mathematical practices and make real-world connections. This is done through homework, closure reflections, portfolios, team tasks, explanations, models, arguments (with stop light problems using error analysis), learning logs, cumulative assessments, checkpoint problems and journal entries.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials in this series are designed well and take into account effective lesson structure and pacing. Each chapter in each textbook contains teacher notes in the chapter introduction that provides clarity on the lesson design and intent and a suggested assessment plan. For example Algebra 2, chapter 4 says \"This chapter begins with a focus on two ways to solve equations and systems of equations: algebraically and graphically. You will build on your understanding of solving and solutions from previous courses to gain a broader and stronger understanding of the meaning of solutions. In Section 4.2, you will expand your understanding of solving and solutions to include inequalities. You will solve problems designed to illustrate how inequalities might be used for more complicated applications.\"\n\n\n    The series makes use of a wide range of virtual manipulatives. The materials have their own collection of virtual manipulatives including algebra tiles, base ten blocks, probability tools, data representation tools, transformation tools, similarity toolkit, numbers lines and graphing tools. The materials also make regular use of premade Desmos.com graphs and other applets. There are general manipulatives and tools that the materials recommend always having available. A few examples of these include, but are not limited to colored pencils, graph paper, markers, masking tape, meter sticks, rulers, scissors, and tape. Then, there are specific manipulatives and tools that will be needed for specific lessons. A few examples of these include, but are not limited to rope, foil pans, bouncy balls, candles, calculator-based rangers, digital scales and yo-yo's.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the visual design is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. The design and layout of the materials, in print and in the eBook, are quite simple, easy to use and not distracting. The structure of the lessons and layout of the textbook in black and white help students focus on mathematics and eliminate distractions.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. In many sections of the student materials, the leading paragraph of the lesson begins by listing three to four questions, then asks students to use these questions to guide the work in the lesson. In addition, the teacher resources provide teachers with guiding questions for the teacher to use when circulating the room. For example, in the teacher notes for section 3.1.1 in Algebra 1 the teacher is given the following: \"As you circulate, ask questions that require students to justify their patterns or that encourage students to look for patterns, such as, \u201cWhat is the exponent of the result? How is that related to the original problem?\u201d and \u201cHow can you convince me that your shortcut works?\" There are additional questions later in the teacher resources that are listed as useful questions for other parts of the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f51724c2-3b34-4b61-9267-47b6e8a34581": {"__data__": {"id_": "f51724c2-3b34-4b61-9267-47b6e8a34581", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "3f90d462-3e57-4b0b-b1ac-2b68ea95f040", "node_type": null, "metadata": {}, "hash": "8dfc35bd7b0be11e1968ce0c0d52843e1e21ac1507fb0659c6ce4196b5261243"}, "3": {"node_id": "80aeacb8-9534-4969-843a-b6c670f1271b", "node_type": null, "metadata": {}, "hash": "6b339c04a2f861cd376fba9050f0ee96bb3fdb1ff967b7ef67ebd09fb49d4868"}}, "hash": "6d18611f26e7fc5ef9ba59714d5c78c09e91d3b0c7fa716c008f034adf21f623", "text": "Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials provide ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Each lesson has a full printed write-up to explain the content and instructional goals as well as a video with the same purpose. Each lesson also describes how to use the supporting technology as well as how to run the lesson if technology is not available. There is a TI-83 student and teacher guide included. For example, the eBook teacher notes for the opening of Chapter 7 in Geometry includes overview paragraphs, guiding questions, a chapter outline, a teacher guide video, Smart Board file, discussion on the Standards for Mathematical Practices, a \"Where's it Going?\" paragraph, and a suggested assessment plan.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials contain adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject. Lesson videos and lesson teacher notes (both printed and in the eBook) provide teachers with a full preparation for each lesson, including historical notes, video models, mathematical background and adult-level explanations to guide the teacher. The series provides a newsletter with lesson ideas and up-to-date strategies and best practices to guide teachers in planning and in advanced learning of the mathematics. Past editions of the newsletter are archived in the teacher support of the teacher materials.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for the High School CPM Traditional series partially meet the expectation that the materials explain the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve. The series makes vague reference to future and past learning but does not give clear, precise information about how current content fits into the vertical progression of learning. There is an accelerated pacing guide for Grades 7 and 8 but no other progression information of the overall mathematics curriculum for Kindergarten through Grade 12.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the High School CPM Traditional series provide a list of lessons, cross-referencing the standards covered. The materials in the series provide several different pacing guides, lesson sequences, and standards (both practice and content) correlations. Additionally, the materials include a quarterly benchmarks correlation that includes plus and non-plus standards.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instruction materials reviewed for the High School CPM Traditional series have an ancillary resource book for each course designed to provide parents with additional practice problems for students, including explanations for parents.\n\n\n    In the student resources, each lesson begins with a learning objective written for students. The lesson objectives for students are written in a way that help students make connections to previous learning concepts or experiences and to real-world contexts when appropriate. While the standards for the lesson are not explicitly written in the student text, the lesson objective is clear and aligned to the CCSSM. For example, the objective for students from Algebra I lesson 9.1.2 reads, \"In the previous lesson you developed methods to solve quadratic equations. Today you will learn a new method to solve them.\" This lesson objective directly aligns to A-REI.4.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for the High School CPM Traditional series provide many different instructional strategies, support on how to effectively implement these strategies and extensive research literature supporting the use of these strategies and the design of the materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80aeacb8-9534-4969-843a-b6c670f1271b": {"__data__": {"id_": "80aeacb8-9534-4969-843a-b6c670f1271b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "f51724c2-3b34-4b61-9267-47b6e8a34581", "node_type": null, "metadata": {}, "hash": "6d18611f26e7fc5ef9ba59714d5c78c09e91d3b0c7fa716c008f034adf21f623"}, "3": {"node_id": "8cfd2c43-c7c0-4a8e-81a2-c8f826d5b6f6", "node_type": null, "metadata": {}, "hash": "910e09c31999eaff7783e77d1cc3957e1a82be7168d36da0f8419da4c0e9c0f3"}}, "hash": "6b339c04a2f861cd376fba9050f0ee96bb3fdb1ff967b7ef67ebd09fb49d4868", "text": "There is an extensive research summary including research on problem based learning, mixed spaced homework, and cooperative learning found in the web-based teacher edition under the teacher tab. There is also a tab with teaching strategies included under the same teacher tab.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for the High School CPM Traditional series partially meet the expectation that the materials provide strategies for gathering information about students' prior knowledge within and across grade levels. The materials have pre-assessments for Algebra 1. There was no indication of what to do with the information that is assessing prior knowledge from previous courses or information pinpointing standards that are being assessed. The materials do provide the opportunity within lessons to see prior knowledge being addressed.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials in the series provide strategies for teachers to identify and address common student errors and misconceptions. The stoplight problems provide opportunities for students to find errors and critique reasoning. The teacher notes also provide tips for teachers to address common errors. The closure sections provide opportunities for discussion of common errors and misconceptions, along with the cooperative learning tasks.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials in the series provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. The teacher materials provide rubrics along with information on giving feedback on portfolios, team tests, presentations and participation quizzes. Students also have feedback available through the eBook homework help and the animated explanations.\n\n\n    Every lesson has a Review & Preview section. In this section, there are homework helps that are hyperlinked to selected hints, answers and e-tools to help provide feedback to students on skills and concepts. This part of each lesson reviews problems from past learning objectives, chapters and courses within the series. One example is in section 4.1.3 of Geometry where students work 6 problems from previous chapters in Geometry.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the High School CPM Traditional series do not meet the expectation that assessments clearly denote which standards are being emphasized. No standards are denoted on either the printed or sample digital assessments that were provided.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the High School CPM Traditional series partially meet the expectation that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. The materials in the series offer ongoing formative and summative assessments. The assessments include some generic rubrics. However, the rubrics are typically very general in nature and may not provide enough guidance to teachers to interpret current student performance. Assessments have answer keys but lack any guidance to the teacher on how to score or how to interpret the results.\n\nMaterials encourage students to monitor their own progress.\n\nThe materials in the series encourage students to monitor their own progress through learning logs, concept webs, closure, team activities and portfolios.\n\n\n    In the assessment tab of the teacher resources for each book in the series the following is provided: \"Teachers require students not only to revise their incorrect solutions, but also to analyze the errors in their thinking or computations by answering a series of questions. Some examples are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8cfd2c43-c7c0-4a8e-81a2-c8f826d5b6f6": {"__data__": {"id_": "8cfd2c43-c7c0-4a8e-81a2-c8f826d5b6f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "80aeacb8-9534-4969-843a-b6c670f1271b", "node_type": null, "metadata": {}, "hash": "6b339c04a2f861cd376fba9050f0ee96bb3fdb1ff967b7ef67ebd09fb49d4868"}, "3": {"node_id": "ec542f78-dfb5-49b1-89a7-e6910c06ffce", "node_type": null, "metadata": {}, "hash": "2d4610a5cff8528184a4a21abd65e596d9bded065a9022cf6627108cfb8ccca5"}}, "hash": "910e09c31999eaff7783e77d1cc3957e1a82be7168d36da0f8419da4c0e9c0f3", "text": "Why did you miss the problem? (Careless error, did not know how to do it, guessed, used the wrong formula, tried a strategy inappropriate for the problem, etc.)\n    \nWhat did you learn from revising the problem?\n    \nWho (if anyone) helped you and what did they say to help you better understand the problem? Please be specific.\n    \nMake up a new, similar problem. Show and explain to a new student (in writing) how to solve the problem. Be sure to justify your steps.\"\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials provide strategies to help teachers sequence or scaffold lessons so the content is accessible to all learners. A \"universal access\" guide with directions on scaffolding for ELL and special needs students is provided. One strategy included is to focus on checkpoint or essential problems for struggling learners so that they have access to the same level of rigor but with fewer problems.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials provide teachers with strategies meeting the needs of a range of learners. There are eBook materials in the teacher resources that include a list of strategies for a wide range of learners. Specifically, the Universal Access Guidebook and Literacy Guidebook explain how to assist students who are making normal progress, or need additional help, or are underprepared for the course, or who have special needs such as English language learners, advanced learners or struggling readers.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations. There are many investigations and modeling problems that allow for multiple solutions and strategies. Many problems encourage multiple representations (graph, verbal, analytical, numerical). Most of the beginning lessons within a chapter offer scaffolding that allows multiple entry points into the opening problem, which allows for students with a range of learning abilities to have access to the problem.\n\n\nFor example, Algebra 1, lesson 5.1.1, opens the chapter on sequences with an investigation of two friends who dream of raising rabbits. The question gives a scenario and asks how many rabbits would there be after one year. There are four questions that ask students to identify patterns and make predictions, thinking in teams about the strategies they would use. Problem 5-2 is designed for further guidance for students who need more direct strategies to use. These strategies include drawing a diagram, creating a table and looking at specific patterns. Eventually, students will work their way to recursive equations, explicit equations and graphing of these equations and the functions these equations represent.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics. The series clearly identifies checkpoint problems and core problems with guidance on how to modify the pacing for special populations so all students have access to on grade level resources. \"Math Note\" sections throughout the lesson provide definitions and examples with regard to vocabulary. Additionally, every lesson is provided in Spanish, and through the eBook translator, can be translated into most languages.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the High School CPM Traditional series meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. A pacing guide shows pacing for students who are at grade level as well as those who are advanced. For advanced students most lessons include enrichment and additional problems within the lesson. The teacher materials explicitly state that advanced students also benefit from the richness of the problems in the text and will often be able to develop considerable depth in their work. Examples of enrichment and additional problems include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ec542f78-dfb5-49b1-89a7-e6910c06ffce": {"__data__": {"id_": "ec542f78-dfb5-49b1-89a7-e6910c06ffce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "8cfd2c43-c7c0-4a8e-81a2-c8f826d5b6f6", "node_type": null, "metadata": {}, "hash": "910e09c31999eaff7783e77d1cc3957e1a82be7168d36da0f8419da4c0e9c0f3"}, "3": {"node_id": "3e631988-467b-422b-947b-65ff770eb498", "node_type": null, "metadata": {}, "hash": "256e195361e1c3b4aeb91be45463f46525cef63e0cd8dc58c2abe0a79793a994"}}, "hash": "2d4610a5cff8528184a4a21abd65e596d9bded065a9022cf6627108cfb8ccca5", "text": "In Geometry lesson 6.2.3, the teacher materials note that problem 6-72 is an extension. Problem 6-68 is the core problem, while 6-69 and 6-70 are optional problems needed for further guidance.\n    \nIn Algebra 1 lesson 4.2.2, the teacher materials note the core problems as 4-42 and 4-47. Problems 4-43 through 4-45 are noted as further guidance or enrichment problems.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for the High School CPM Traditional series provide a neutral portrayal of various demographic and personal characteristics. The names and situations portrayed in the book are diverse.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe materials provide opportunities and directions for teachers to use a variety of grouping strategies. The materials focus on team cooperative learning. Additionally, the materials provide activities, discussions, and tasks tailored for whole group, team and individual work. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3e631988-467b-422b-947b-65ff770eb498": {"__data__": {"id_": "3e631988-467b-422b-947b-65ff770eb498", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f2e4ac49-c570-4f38-8b02-9d9017e59545", "node_type": null, "metadata": {}, "hash": "0b56a2ba183c15b62c7c7134690ff97d6cb001be80b52f7b58ef27b2d6656bee"}, "2": {"node_id": "ec542f78-dfb5-49b1-89a7-e6910c06ffce", "node_type": null, "metadata": {}, "hash": "2d4610a5cff8528184a4a21abd65e596d9bded065a9022cf6627108cfb8ccca5"}}, "hash": "256e195361e1c3b4aeb91be45463f46525cef63e0cd8dc58c2abe0a79793a994", "text": "In Algebra 2 lesson 4.1.3, the teacher materials refer to three different grouping strategies to use throughout the lesson. When the user clicks on the strategy, a pop-up box appears that defines the purpose of the strategy and gives a full explanation of how to use the strategy. This full explanation includes materials needed, classroom management tips, the full protocol of how to use the strategy and sometimes links to other resources for more information about the strategy.\n    \nIn Geometry lesson 2.2.3, the teacher materials suggest students work in teams on three different problems. As the students are working in the teams, the teacher has been provided with specific questions to ask while circulating among the teams. The closure activity then involves a cooperative Pairs Check strategy, again that is included with a pop-up box to know how to best execute that strategy in the class. There is also a team strategy part of the lesson that supports the teacher with strategies to help the teams as they are collaborating during the lesson.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe materials encourage teachers to draw upon home language and culture to facilitate learning. The eBook materials include a translation link for every lesson. All lessons in the eBook have tabs for both English and Spanish.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe digital materials are web-based and compatible with multiple internet browsers. The series uses Quicktime, YouTube, and internet resources that are accessible on multiple devices and browsers. Quicktime player needs to be installed on computers. HTML5 works on most mobile devices and on many computers. YouTube may not be allowed at all schools.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. Teachers have test bank available through the eBook. Assessments are not available for students through the eBook and are not adaptive, but teachers can customize assessments using the test bank.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe materials in the series do not provide adaptive technology.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe technology components offered in the materials are not customizable for students based on their needs or interests.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe materials provide opportunities for teacher to collaborate with each other through the eBook resources via a sharing tab. There are not opportunities for student to student or student to teacher collaboration via the eBook.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe materials integrate technology, manipulatives and dynamic software in ways that engage students in the MPs. The materials have their own collection of virtual manipulatives which includes algebra tiles, base ten blocks, probability tools, data representation tools, transformation tools, similarity toolkit, numbers lines and graphing tools. Additionally, the materials make regular use of pre-made Desmos.com graphs and other pre-made applets. Examples include, but are not limited to:\n\n\nIn Algebra 1 lesson 6.1.4, the eBook student materials link directly to four different Desmos.com files that assist with understanding lines of best fit in the problems that are a part of that lesson.\n    \nIn Geometry lesson 3.2.1, the eBook student materials link directly to seven different CPM eTool dynamic applets to work with pre-made or to create your own sketches in thinking about and exploring similar triangles.\n    \nIn Algebra 2 lesson 7.1.3, the eBook student materials link directly to four different Desmos.com files for explorations of reference angles and trigonometric graphs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfea567d-4dd9-45f7-b8d0-f1ee6c3d1f91": {"__data__": {"id_": "cfea567d-4dd9-45f7-b8d0-f1ee6c3d1f91", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "81ab5207-7e8f-442e-9c8d-0ca3099f64bb", "node_type": null, "metadata": {}, "hash": "73d80c2ae09529e75a5234988b198e47e7eb85fc2819ea48dddc82196cad3758"}, "3": {"node_id": "589d4b6f-a407-48ca-96c6-907bc60ae949", "node_type": null, "metadata": {}, "hash": "4121b6f2cbb125ff4382ec3c5fa2ac14e129b3c9291b933a43327ad1f0576549"}}, "hash": "90ab5f5f4f01e3073980d1a8fd46d2e8046b08a44f1d83a140fa9ec80b515a8e", "text": "Edgenuity\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation for alignment to the CCSSM. The materials only spend 58% of the suggested lessons on the major work of the grade. Only one of the two supporting clusters supports the major work of the grade. The materials do not give students of varying abilities extensive work with grade-level problems. While each standard is linked to one or more lessons within one unit, it is not done so across or within units. Although the concepts are identified, materials rarely relate grade level concepts explicitly to prior knowledge from earlier grades. Overall, the instructional materials reviewed do not meet the expectations for alignment to the CCSSM for focus and coherence and therefore were not reviewed for rigor and the mathematical practices.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation for alignment to the CCSSM. The materials spend 58% of the suggested lessons on the major work of the grade. Only one of the two supporting clusters supports the major work of the grade. The materials do not give students of varying abilities extensive work with grade-level problems. While each standard is linked to one or more lessons within one unit, it is not done so across or within units. Although the concepts are identified, materials rarely relate grade level concepts explicitly to prior knowledge from earlier grades. Overall, the instructional materials reviewed do not meet the expectations for alignment to the CCSSM.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for assessing the grade-level content.\u00a0 There is no content from future grades assessed.\n\nThis instructional material focuses exclusively on Grade 7 standards.\nEvery Grade 7 standard appears in at least one lesson.\nAll unit assessments and performance tasks address the content expectations for Grade 7.\nThere are four performance tasks that assess major or additional Grade 7 clusters\n\n\nTechnology Trends, 7.EE.B, major\nTrack and Field 7.NS.A, major\nTrendy Teens 7.EE.B, major\nVacation Adventures 7.G.A, additional\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major cluster of each grade. Fifty-eight percent (58%) of the days in the program are spent on the major work of Grade 7, which is less than the CCSSM publisher guidelines for the time spent on the major work of the grade.\n\n58% of the time is spent on the major work.\n87 days of the 150 days in the program address the major work.\n63 of the 150 lessons are spent on supporting or additional work of the grade level.\nOnly 7 out of 12 units listed below are designated as major work:\n\n\nUnit 1: 7.RP.A, major\nUnit 2: 7.EE.B, major\nUnit 3: 7.NS.A, major and 7.EE.A, major\nUnit 4: 7.NS.A, major and 7.EE.A, major\nUnit 5: 7.SP.C, supporting\nUnit 6: 7.SP.A, supporting and 7.SP.B, additional\nUnit 7: 7.EE.B, major\nUnit 8: 7.EE.B, major\nUnit 9: 7.EE.B, major\nUnit 10: 7.G.A, additional\nUnit 11: 7.G.B, additional\nUnit 12: 7.G.B\u00a0 Additional.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Only one of the two of supporting clusters promotes the major work of Grade 7. Although there is supporting content that enhances focus and coherence, a major part of the supporting content and the respective days allocated in the timeline, do not align to the major work of this grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "589d4b6f-a407-48ca-96c6-907bc60ae949": {"__data__": {"id_": "589d4b6f-a407-48ca-96c6-907bc60ae949", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "81ab5207-7e8f-442e-9c8d-0ca3099f64bb", "node_type": null, "metadata": {}, "hash": "73d80c2ae09529e75a5234988b198e47e7eb85fc2819ea48dddc82196cad3758"}, "2": {"node_id": "cfea567d-4dd9-45f7-b8d0-f1ee6c3d1f91", "node_type": null, "metadata": {}, "hash": "90ab5f5f4f01e3073980d1a8fd46d2e8046b08a44f1d83a140fa9ec80b515a8e"}, "3": {"node_id": "55a142f2-9eac-4d8c-9d6b-7db238b915dd", "node_type": null, "metadata": {}, "hash": "91e35162cd4e2e9b4fb62c972c598795e230b1a31762556993fd3397ee585113"}}, "hash": "4121b6f2cbb125ff4382ec3c5fa2ac14e129b3c9291b933a43327ad1f0576549", "text": "Only one of the two of supporting clusters supports the major work of Grade 7.\nUnit 5 addresses the supporting cluster 7.SP.C. It supports the major cluster 7.NS by working with rational numbers specifically by writing probability as fractions, decimals and percents. It also refers to ratios when discussing geometric probability.\nUnit 6 does not support a major cluster.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. Overall, the amount of content that is designated for this grade level is not viable for one school year.\n\n\nThe provided material would be able to be completed in one school calendar year. However, additional materials are not provided for extra practice if needed.\nThe suggested time for Grade 7 is 150 days. This includes instruction, quizzes, tests and performance tasks. That would leave approximately 30 days of instruction unaccounted for in the instructional program.\nThere is no additional material on the site for practice. Therefore, a teacher would need to find supplemental materials to re-teach or practice a particular skill.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 7 do not meet the expectations for the material to be consistent with the progressions in the standards. Materials do not consistently relate grade level concepts explicitly to prior knowledge from earlier grades. Connections to content that will be addressed in future grades are not made. Overall, the instructional materials develop, but do not clearly identify the progressions from prior grades in the standards.\n\n\nMaterials do develop according to the grade-by-grade progressions. However, content from prior and future grades is not clearly identified.\nLooking at the closed caption dialogue for the instruction and summary videos, there is no mention of grade level anywhere.\nThere is no reference that the learning goal for the lesson is connected to any other lesson.\n\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.\n\n\nThe lessons do not differentiate for lower or advanced learners.\nThere is one lesson per learning goal and one assignment for each lesson.\nThere are no resources for re-teaching or additional practice for any of the skills.\n\n\nThe instructional materials reviewed for Grade 7 do not meet the expectation of relating grade level concepts explicitly to prior knowledge from earlier grades. Materials do not relate grade level concepts explicitly to prior knowledge from earlier grades.\n\n\nMaterials do not relate new content to previously taught content.\nClosed caption dialogue does not make references or connections for the teacher or for the student.\nEach of the lessons states the learning goal and then continues with instruction for that particular learning goal, without making connections between the lessons within each unit.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for fostering coherence through connections at a single grade where appropriate and required by the standards. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n\n\nUnit 1 includes 7.RP.A and analyzes proportional relationships and unit 2 uses proportional relationships in real-world application.\nUnit 3 has learning goals for applications and extending operations with integers and unit 4 extends and applies applications with rational numbers.\nUnits 7 and 8 have learning goals for 7.EE.A and 7.EE.B, using expressions and equations in real-world situations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "55a142f2-9eac-4d8c-9d6b-7db238b915dd": {"__data__": {"id_": "55a142f2-9eac-4d8c-9d6b-7db238b915dd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "81ab5207-7e8f-442e-9c8d-0ca3099f64bb", "node_type": null, "metadata": {}, "hash": "73d80c2ae09529e75a5234988b198e47e7eb85fc2819ea48dddc82196cad3758"}, "2": {"node_id": "589d4b6f-a407-48ca-96c6-907bc60ae949", "node_type": null, "metadata": {}, "hash": "4121b6f2cbb125ff4382ec3c5fa2ac14e129b3c9291b933a43327ad1f0576549"}, "3": {"node_id": "3a925259-36f2-4802-9ec2-dcac0912004b", "node_type": null, "metadata": {}, "hash": "ca14255effddf985810a7800b213375b3234f89492fd0503ba7c0fbb8955f746"}}, "hash": "91e35162cd4e2e9b4fb62c972c598795e230b1a31762556993fd3397ee585113", "text": "The instructional materials include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade. Overall the materials foster coherence through connections at the Grade 7.\n\n\nThe clusters and domains of 7.NS.A and 7.EE.B are connected.\nThe work with expressions and equations uses rational numbers.\nThese connections are evident in units 7 and 8.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a925259-36f2-4802-9ec2-dcac0912004b": {"__data__": {"id_": "3a925259-36f2-4802-9ec2-dcac0912004b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "81ab5207-7e8f-442e-9c8d-0ca3099f64bb", "node_type": null, "metadata": {}, "hash": "73d80c2ae09529e75a5234988b198e47e7eb85fc2819ea48dddc82196cad3758"}, "2": {"node_id": "55a142f2-9eac-4d8c-9d6b-7db238b915dd", "node_type": null, "metadata": {}, "hash": "91e35162cd4e2e9b4fb62c972c598795e230b1a31762556993fd3397ee585113"}}, "hash": "ca14255effddf985810a7800b213375b3234f89492fd0503ba7c0fbb8955f746", "text": "Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "193e51d7-4c3f-4619-9a73-6c674fa14ac4": {"__data__": {"id_": "193e51d7-4c3f-4619-9a73-6c674fa14ac4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "3": {"node_id": "700c9844-47bc-45f6-b47a-d950d951a651", "node_type": null, "metadata": {}, "hash": "1c2f52da747fb1f06cf1e936ca847e8b159d3a04d8404a96995180ae41dc634c"}}, "hash": "3f0c1c7cb2c513414c2aad892e4d5a938e7ea8d4b3047c1caa371d02eff69e1f", "text": "enVisionMATH California Common Core\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 partially meet expectations for alignment to the CCSSM. The instructional materials partially meet expectations for focus and coherence in Gateway 1 as they do not meet expectations for focus and partially meet expectations for coherence. In Gateway 2, the instructional materials partially meet the expectations for rigor and balance, and they partially meet the expectations for practice-content connections. Since the instructional materials do not meet expectations for both Gateways 1 and 2, evidence was not collected regarding usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 partially meet expectations for focus on major work and coherence in Gateway 1. The instructional materials do not meet expectations for focus as they assess topics before the grade level in which the topic should be introduced, but they do devote the large majority of class time to the major work of the grade. The instructional materials partially meet the expectations for coherence by including an amount of content designated for one grade level that is viable for one school year and fostering coherence through connections at a single grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 do not meet expectations for assessing grade-level content. Most of the assessments include material appropriate for Grade 4; however, there are two assessment items that assess above grade-level statistics and probability standards.\n\n\n    In the teacher edition, a Topic Test is available for each of the sixteen topics. In Topic 3, the instructional materials assess content that aligns to 7.SP.8. For example:\n\n\nIn the Topic 3 Topic Test, question 9 states, \u201cBetsy is making a flag. She can choose three colors from red, white, blue, and yellow. How many choices does Betsy have?\u201d\n    \nIn the Topic 3 Topic Test, question 16 states, \u201cTammy wants to get change for 30 cents. The only coins she can get are quarters, nickels, and dimes. How many different ways can she get 30 cents using only these coins?\u201d\n    \n\n\n    Examples of the instructional materials assessing grade-level content include:\n\n\nIn the Topic 4 Topic Test, question 1 states, \u201cJoe got 34,867 points playing a video game, and Carlos got 29,978 points. How many more points did Joe get than Carlos?\u201d Students subtract multi-digit whole numbers using the standard algorithm. (4.NBT.4)\n    \nIn the Topic 8 Topic Test, question 7 states, \u201cA school bought 28 new microscopes for its students to use. The price for each microscope was $87. How much did the microscopes cost in all?\u201d Students multiply two-digit numbers by two-digit numbers. (4.NBT.5)\n    \nIn the Topic 14 Topic Test, question 12 states, \u201cAndrea ran 400 meters in gym class. How many centimeters did she run?\u201d Students convert measurements within a single system of measurement. (4.MD.1)\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 meet expectations for spending a majority of instructional time on major work of the grade.\n\n\nThe approximate number of topics devoted to major work of the grade (including assessments and supporting work connected to the major work) is 12 out of 16, which is approximately 75 percent.\n    \nThe number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 114 out of 168, which is approximately 68 percent.\n    \nThe number of weeks devoted to major work (including assessments and supporting work connected to the major work) is approximately 23 out of 34, which is approximately 68 percent.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "700c9844-47bc-45f6-b47a-d950d951a651": {"__data__": {"id_": "700c9844-47bc-45f6-b47a-d950d951a651", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "193e51d7-4c3f-4619-9a73-6c674fa14ac4", "node_type": null, "metadata": {}, "hash": "3f0c1c7cb2c513414c2aad892e4d5a938e7ea8d4b3047c1caa371d02eff69e1f"}, "3": {"node_id": "eb3ec30e-ad37-4df1-bcc9-cac716c725af", "node_type": null, "metadata": {}, "hash": "e2a0fa13b2f939ba1d75881c182e5a31d6af1b889761fcaa8351961f8d561dff"}}, "hash": "1c2f52da747fb1f06cf1e936ca847e8b159d3a04d8404a96995180ae41dc634c", "text": "A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work, and the assessments embedded within each topic. As a result, approximately 68 percent of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are not always used to support major work of the grade and often appear in lessons with few connections to the major work of the grade.\n\n\n    Throughout the series, supporting standards/clusters are typically taught in isolation and rarely connected to the major standards/clusters of the grade. Students can often complete problems aligned to supporting work without engaging in the major work of the grade. The following examples illustrate missed connections in the materials:\n\n\nIn Topic 11 Lesson 11-1, students find factors of whole numbers. The supporting standard of 4.OA.4 has a natural connection with the major work standard 4.NF.1. Though these standards are not contained in the same lesson, the standards are within the same topic but do not simultaneously enhance coherence in the major work of the grade. In lesson 4, students do not use the understanding that a whole number is a multiple of its factors to help find equivalent fractions.\n    \nIn Topic 15 Lesson 15-2, students analyze and create line plots to solve problems. The supporting standard of 4.MD.4 is aligned to this lesson. 4.MD.4 has a natural connection to the major work standard 4.NF.B, adding and subtracting fractions. The lesson contains line plots that have whole units as well as decimal units, which is respectively below and above grade level. There are three questions in the lesson related to finding the difference between numbers; however, two of the three questions refer to line plots with whole or decimal units.\n    \n\n\n    Examples that illustrate connections in the materials include:\n\n\nIn Topic 14 Lesson 14-9, students express measurements in a larger unit in terms of a smaller unit. Independent Practice question 12 states, \u201c8 km = __ m, 8 x 1,000 = __ m\u201d The supporting standard of 4.MD.1 is used to enhance the focus on the major work standard 4.OA.1.\n    \nIn Topic 15 Lesson 15-3, students solve real-world area and perimeter problems. Problem Solving question 11 states, \u201cJulie planted a rectangular garden that is 20 feet long. She placed 56 feet of fencing around her garden. Draw and label a sketch of her garden. What is the width of her garden? What is the area?\u201d The supporting standard of 4.MD.3 is used to enhance the focus on the major work standard 4.NBT.5.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nInstructional materials for enVisionMATH California Common Core Grade 4 meet expectations that the amount of content designated for one grade level is viable for one year.\n\n\n    As designed, the instructional materials can be completed in 174 days.\n\n\n    The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications.\n\n\n    The instructional materials consist of 120 lessons that are listed in the Table of Contents. Lessons are structured to contain a Daily Review, Develop Concept-Interactive, Develop Concept-Visual, Close/Assess and Remediate, and Center Activities.\n\n\n    The instructional materials consist of 54 reteaching lessons and assessments that are listed in the Table of Contents. These include Reteaching, Topic Tests, Performance Assessments, Placement Test, Benchmark Tests, and End-of-Year Test.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eb3ec30e-ad37-4df1-bcc9-cac716c725af": {"__data__": {"id_": "eb3ec30e-ad37-4df1-bcc9-cac716c725af", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "700c9844-47bc-45f6-b47a-d950d951a651", "node_type": null, "metadata": {}, "hash": "1c2f52da747fb1f06cf1e936ca847e8b159d3a04d8404a96995180ae41dc634c"}, "3": {"node_id": "da105068-3dc5-4dbe-ae8b-9560d3701fe9", "node_type": null, "metadata": {}, "hash": "ea77cdd9b5d68b3e13f8eb85121320e802cfa1c54e8f580f6aca87d21367d3e4"}}, "hash": "e2a0fa13b2f939ba1d75881c182e5a31d6af1b889761fcaa8351961f8d561dff", "text": "The publisher does not provide information about the suggested time to spend on each lesson or the components within a lesson. The Implementation Guide has a chart that suggests times for a multi-age classroom. The lessons within the multi-age classroom are structured differently than a single-age classroom. The multi-age lessons are structured to contain Problem Based Interactive Learning, Guided Practice, Center Activities, Independent Practice, Small Group Strategic Intervention, and Digital Assignments/Games. The suggested time for the multi-age lesson is 50-75 minutes per lesson.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for enVisionMATH California Common Core Grade 4 partially meet expectations for the materials being consistent with the progressions in the standards.\n\n\n    The instructional materials do not clearly identify content from prior and future grade levels and do not use it to support the progressions of the grade-level standards.\n\n\n    Prior and future grade-level work is not clearly identified within each lesson. For example:\n\n\nIn Topic 1 Lesson 1-1, the Teacher Edition lists the standard 4.OA.1 as the focus of the lesson. Students write addition sentences as well as multiplication sentences for a given set of pictures arranged in rows or groups. Independent Practice question 6 states, \u201cWrite an addition sentence and a multiplication sentence for each picture.\u201d This is prior grade-level content aligned to 3.OA.1.\n    \nIn Topic 3 Lesson 3-6, the Teacher Edition lists the standard 4.NBT.1 as the focus of the lesson. Students find and record all possible outcomes for a situation. This is future grade-level content aligned to 7.SP.8.\n    \nIn Topic 13 Lesson 13-5, the Teacher Edition lists the standards 4.NF.5 and 4.NF.6 as the focus of the lesson. Students name the point on a number line from a given fraction. The Guided Practice question 1 states, \u201cUse the number line below to name the fraction. 1/8\u201d This is prior grade-level content aligned to 3.NF.2.\n    \nIn Topic 13 Lesson 13-5, the Teacher Edition lists the standards 4.NF.5 and 4.NF.6 as the focus of the lesson. Students name the point on a number line from a given decimal. The decimal is not a multiple of 10. The Guided Practice question 3 states, \u201cName the point on the number line for each decimal. 1.33\u201d This is future grade-level content aligned to 5.NBT.3.\n    \n\n\n    Some of the lessons include a section in the Teacher Edition called, Link to Prior Knowledge. The Link to Prior Knowledge poses a question or strategy that has previously been learned for students to connect to the current lesson. The Link to Prior Knowledge does not explicitly identify standards from prior grades. For example:\n\n\nIn Topic 11 Lesson 11-5, the Link to Prior Knowledge states, \u201cHave students fold one of the paper strips into halves, another into fourths, and the third into eighths. They should mark the ends with 0 and 1, and mark each fold with the appropriate fractions: e.g., 1/4, 2/4, 3/4. Have each student lay their fraction strips next to a number line strip and transfer their fractions on to the number line. Do any of the marks from the fraction strips line up? Sample answers: Yes, some of the folds from the paper strips name the same point on the number line.\u201d The publisher does not connect this prior knowledge to a specific prior grade level.\n    \n\n\n    The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems.\n\n\n    The majority of lessons within the 16 topics focus on and provide students with extensive opportunities to practice grade-level problems. Within each lesson, students practice grade-level problems within Daily Common Core Review, Practice, Reteaching, Enrichment, and Quick Check activities. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "da105068-3dc5-4dbe-ae8b-9560d3701fe9": {"__data__": {"id_": "da105068-3dc5-4dbe-ae8b-9560d3701fe9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "eb3ec30e-ad37-4df1-bcc9-cac716c725af", "node_type": null, "metadata": {}, "hash": "e2a0fa13b2f939ba1d75881c182e5a31d6af1b889761fcaa8351961f8d561dff"}, "3": {"node_id": "25bb098c-b347-4961-b5bf-29fe571ddafc", "node_type": null, "metadata": {}, "hash": "7eda0ebfc832c4669d16ee95abac35466eb7382c23581c642624afd3df46f7a6"}}, "hash": "ea77cdd9b5d68b3e13f8eb85121320e802cfa1c54e8f580f6aca87d21367d3e4", "text": "In Topic 5 Lessons 1-4, the Teacher Edition lists the standard 4.NBT.5, Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models, as the focus of the lesson. Students multiply whole numbers using strategies based on place value and properties of operations. In lesson 5-1, Independent Practice question 9 states, \u201cDraw and array and find each product. 9 x 10\u201d\n    \nIn Topic 9 Lesson 9-3, the Teacher Edition lists the standard 4.NBT.6, find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation using equations, rectangular arrays, and/or area models, as the focus of the lesson. Students find whole-number quotients using strategies based on place value. Guided Practice question 1 states, \u201cUse multiplication facts to help estimate each quotient. 3,340/8\u201d\n    \nIn Topic 13 Lesson 13-1, the Teacher Edition lists the standard 4.NF.4a, apply and extend previous understandings of multiplication to multiply a fraction by a whole number, as the focus of the lesson. Students use models when multiplying fractions by a whole number. Independent Practice question 7 states, \u201cWrite the fraction as a multiple of a unit fraction. Use fraction strips to help. 3/4 = ___ x 1/4\u201d\n    \n\n\n    The instructional materials contain a Common Core State Standards Skills Trace for each topic that can be found in the Printable Resources section of the Program Resources Document. This document contains the grade-level standards for each topic and the standards from previous and future grade levels that are related to the standards focused on in the specified topic. The document states the specific topic numbers from previous and future grades to which the grade-level standards are related.\n\n\nIn Topic 15, the Skills Trace lists the standard 4.MD.2 as the focus of the topic. This standard is linked to a \u201cLooking Back\u201d list where it lists the standard 3.MD.2 as the focus in Topic 15 within the Grade 3 instructional materials. The standard 4.MD.2 is also linked to a \u201cLooking Ahead\u201d list where it lists the standard 5.MD.1 as the focus in Topic 13 within the Grade 5 instructional materials.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for enVisionMATH California Common Core Grade 4 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.\n\n\n    Each topic is structured by a specific domain and the learning objectives within the lessons are clearly shaped by CCSSM cluster headings. For example:\n\n\nIn Topic 1 Lesson 1-7, the lesson objective states, \u201cStudents will multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison.\u201d This is shaped by the cluster 4.OA.A, Use the four operations with whole numbers to solve problems.\n    \nIn Topic 5 Lesson 5-2, the lesson objective states, \u201cStudents will use basic multiplication facts and numbers patterns to multiply by multiples of 10 and 100.\u201d This is shaped by the cluster 4.NBT.B, Use place-value understanding and properties of operations to perform multi-digit arithmetic.\n    \nIn Topic 12 Lesson 12-2, the lesson objective states, \u201cStudents use computational procedures to add fractions with like denominators and solve problems.\u201d This is shaped by the cluster 4.NF.B, Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.\n    \n\n\n    Instructional materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade in cases where the connections are natural and important.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "25bb098c-b347-4961-b5bf-29fe571ddafc": {"__data__": {"id_": "25bb098c-b347-4961-b5bf-29fe571ddafc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "da105068-3dc5-4dbe-ae8b-9560d3701fe9", "node_type": null, "metadata": {}, "hash": "ea77cdd9b5d68b3e13f8eb85121320e802cfa1c54e8f580f6aca87d21367d3e4"}, "3": {"node_id": "0678c43b-bfa3-4180-bca3-62f2f176ae06", "node_type": null, "metadata": {}, "hash": "d2cb61a12f981bc05ba8afa56c9e717ba07562925604bd8be90a0f5b07d58d11"}}, "hash": "7eda0ebfc832c4669d16ee95abac35466eb7382c23581c642624afd3df46f7a6", "text": "In Topic 4 Lesson 4-6, cluster 4.NBT.B connects to cluster 4.OA.A when students use models/diagrams and equations involving multi-digit numbers to solve word problems. Guided Practice question 1 states, \u201cSolve. Draw a picture to help you. Sandy earned $36 from babysitting and $15 for doing her chores. Write an equation and find the total amount, t, that Sandy earned.\u201d\n    \nIn Topic 7 Lesson 7-4, cluster 4.NBT.A connects to cluster 4.NBT.B when students use estimation and rounding to solve multiplication problems involving two two-digit numbers.\n    \nIn Topic 10 Lesson 10-7, cluster 4.OA.A connects to cluster 4.NBT.B when students solve multi-step word problems posed with multi-digit whole numbers and having whole-number solutions. Independent Practice question 10 states, \u201cUse the data at the right for 8 through 11. How much more would it cost to buy 24 T-shirts at Just Jerseys than at Shirt Shack?\u201d\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 partially meet expectations for rigor and mathematical practices. The instructional materials partially meet expectations for rigor by meeting expectations on giving attention to the development of procedural skill and fluency and balancing the three aspects of rigor. The instructional materials also partially meet the expectations for practice-content connections by meeting expectations on explicitly attending to the specialized language of mathematics and prompting students to construct viable arguments and analyze the arguments of others.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for enVisionMATH California Common Core Grade 4 partially meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.\n\n\n    The instructional materials present a Problem-Based Interactive Learning activity (PBIL) and a Visual Learning Bridge (VLB) within each lesson to develop conceptual understanding. However, the PBIL and VLB are teacher-directed and do not offer students the opportunity to practice conceptual understanding independently through the use of pictures, manipulatives, and models.\n\n\n    Overall, the instructional materials do not consistently provide students opportunities to independently demonstrate conceptual understanding throughout the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0678c43b-bfa3-4180-bca3-62f2f176ae06": {"__data__": {"id_": "0678c43b-bfa3-4180-bca3-62f2f176ae06", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "25bb098c-b347-4961-b5bf-29fe571ddafc", "node_type": null, "metadata": {}, "hash": "7eda0ebfc832c4669d16ee95abac35466eb7382c23581c642624afd3df46f7a6"}, "3": {"node_id": "c58b58c2-2c64-47ec-bcf8-817416c6c2fc", "node_type": null, "metadata": {}, "hash": "a3a8f90cd64e9bcb1e3c7a3c62454532eba4298c8d09e2899eaab2a950c1996d"}}, "hash": "d2cb61a12f981bc05ba8afa56c9e717ba07562925604bd8be90a0f5b07d58d11", "text": "In Topic 4 Lesson 4-3, the Overview of the PBIL states, \u201cStudents will use place-value blocks to add whole numbers.\u201d In the teacher-directed PBIL activity, students use place-value blocks to add multi- digit numbers. The Develop the Concept: Visual section of the lesson describes three separate steps to add multi-digit numbers without place-value blocks. Step 3 states, \u201cAdd the hundreds, regroup, and then add the thousands.\u201d The directions for the Independent Practice state, \u201cIn 9 through 24, find each sum.\u201d Students do not demonstrate conceptual understanding of adding multi-digit numbers independently as sums are shown as sample answers in the 16 problems in the Independent Practice.\n    \nIn Topic 8 Lesson 82, the Overview of PBIL states, \u201cStudents will use arrays and an expanded algorithm to multiply two-digit numbers.\u201d In the teacher-directed PBIL activity, students draw arrays to demonstrate partial products when multiplying two-digit numbers. The directions for the Independent Practice state, \u201cIn 5 through 8, find all the partial products. Then add to find the product.\u201d Students do not demonstrate conceptual understanding of partial products independently as products are shown as sample answers in the four problems in the Independent Practice.\n    \nIn Topic 11 Lesson 11-4, the Focus question of PBIL states, \u201cHow can you name two fractions that name the same part of the whole?\u201d Fraction strips are used during this teacher-directed activity to find equivalent fractions. In the Develop the Concept: Visual section of the lesson, fraction strips are used to check if fractions are equivalent. However, in the Guided and Independent practice, students multiply or divide to find equivalent fractions. The directions for the Independent Practice state, \u201cFor 9 through 16, multiply or divide to find equivalent fractions.\u201d\n    \nIn Topic 13 Lesson 13-1, the Overview of PBIL states, \u201cStudents fold paper strips to investigate the representation of a fraction as a multiple of a unit fraction.\u201d In the teacher-directed PBIL activity, students fold into fourths, color 3 out of 4 of the sections, and label. The process is repeated with a second strip, but each section is cut, thus showing students an equivalent fraction. The directions for the Independent Practice state, \u201cFor 7 through 22, write the fraction as a multiple of a unit fraction. Use fraction strips to help.\u201d Students do not demonstrate conceptual understanding of fractions as multiples of unit fractions independently as expressions are shown as sample answers in the 16 problems in the Independent Practice.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for enVisionMATH California Common Core Grade 4 meet expectations for attending to those standards that set an expectation of procedural skill and fluency.\n\n\n    The instructional materials provide regular opportunities for students to attend to the standard 4.NBT.4, Fluently add and subtract multi-digit whole numbers using the standard algorithm.\n\n\n    The instructional materials develop procedural skill and fluency throughout the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c58b58c2-2c64-47ec-bcf8-817416c6c2fc": {"__data__": {"id_": "c58b58c2-2c64-47ec-bcf8-817416c6c2fc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "0678c43b-bfa3-4180-bca3-62f2f176ae06", "node_type": null, "metadata": {}, "hash": "d2cb61a12f981bc05ba8afa56c9e717ba07562925604bd8be90a0f5b07d58d11"}, "3": {"node_id": "52f5740b-0660-47c8-b05a-b99cef789b31", "node_type": null, "metadata": {}, "hash": "8ea085d3576a47a8ded7394be52b29ddc4d37a5380816380fffe684c647a08ac"}}, "hash": "a3a8f90cd64e9bcb1e3c7a3c62454532eba4298c8d09e2899eaab2a950c1996d", "text": "The instructional materials develop procedural skill and fluency throughout the grade level.\n\n\nIn Topic 4 Lesson 4-1, the instructional materials demonstrate several mental math strategies such as breaking apart, counting on, and compensation to add and subtract multi-digit numbers. The Guided Practice includes opportunities for students to practice solving addition and subtraction problems by choosing a mental math method. (4.NBT.4)\n    \nIn Topic 4 Lesson 4-2, the Develop the Concept: Visual section of the lesson models the use of rounding to estimate sums and differences of multi-digit whole numbers. The materials develop procedural skill when showing an addition problem as well as the rounded estimate next to each addend of the problem. (4.NBT.4)\n    \nIn Topic 4 Lesson 4-4, the Develop the Concept: Visual section of the lesson models the standard algorithm in three separate steps to find the difference of multi-digit numbers. Step 2 states, \u201cSubtract the tens. Subtract the hundreds. Regroup if necessary.\u201d (4.NBT.4)\n    \nIn Topic 12 Lesson 12-7, the Guided Practice section of the lesson develops procedural skill by modeling the use of fraction strips when solving problems involving the addition and subtraction of mixed numbers with like denominators. Question 2 states, \u201cUse fraction strips to find each sum or difference. Simplify, if possible. 4 1/4 - 3 3/4 = ____\u201d (4.NF.3c)\n    \nIn Topic 16 Lesson 16-5, the Guided Practice section of the lesson develops procedural skill when students draw an example of a right isosceles triangle. Question 6 states, \u201cIs it possible to draw a right isosceles triangle? If so, draw an example.\u201d (4.G.2)\n    \n\n\n    The instructional materials provide opportunities to demonstrate procedural skill and fluency independently throughout the grade level.\n\n\nIn Topic 4 Lesson 4-5, the Independent Practice section of the lesson provides multi-digit subtraction practice problems for students to demonstrate knowledge of procedural skill. Question 17 states, \u201c450 - 313\u201d (4.NBT.4)\n    \nIn Topic 5 Lesson 5-3, the Common Core Review includes a subtraction word problem. Question 5 states, \u201cThe distance between Boston and Cincinnati is 840 miles. The distance between Boston and Philadelphia is 296 miles. How many miles closer is Philadelphia to Boston than Cincinnati to Boston?\u201d (4.NBT.4)\n    \nIn Topic 6 Lesson 6-2, the Common Core Review includes an addition word problem. Question 5 states, \u201cThere are 395 adults, 137 children, and 78 dogs living in an apartment building. How many people live in the building?\u201d Students add three multi-digit numbers to find the solution. (4.NBT.4)\n    \nIn Topic 12 Lesson 12-8, the Independent Practice section of the lesson provides practice solving addition of mixed numbers with like denominators. Question 7 states, \u201c2 5/6 + 5 4/6 = ____\u201d (4.NF.3c)\n    \nIn Topic 15 Lesson 15-1, the Problem Solving section of the lesson includes questions that involve creating line plots. Question 9 states, \u201cFor 9-11, measure the lengths to the nearest quarter inch of 12 classroom objects that are between 1 and 6 inches long. Record your measurements. Draw a line plot to show the data.\u201d (4.MD.4)\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for enVisionMATH California Common Core Grade 4 partially meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.\n\n\n    Each topic includes at least one Problem Solving lesson that can be found at the end of the topic. These lessons offer students opportunities to integrate and apply concepts and skills learned from earlier lessons. Within each individual lesson, there is a section titled, Problem Solving, where students practice the application of the mathematical concept of the lesson. However, the applications of mathematics in Problem Solving are routine problems.\n\n\n    The instructional materials have few opportunities for students to engage in non-routine application throughout the grade level. Examples of routine applications, where a solution path is readily available, are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "52f5740b-0660-47c8-b05a-b99cef789b31": {"__data__": {"id_": "52f5740b-0660-47c8-b05a-b99cef789b31", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "c58b58c2-2c64-47ec-bcf8-817416c6c2fc", "node_type": null, "metadata": {}, "hash": "a3a8f90cd64e9bcb1e3c7a3c62454532eba4298c8d09e2899eaab2a950c1996d"}, "3": {"node_id": "04b8fe64-b035-4abc-9d92-8a7f2b0a8d3b", "node_type": null, "metadata": {}, "hash": "4f0e4168d1972d26a4483ed9475916ae360281f06734b1a80b22a5b0861936fc"}}, "hash": "8ea085d3576a47a8ded7394be52b29ddc4d37a5380816380fffe684c647a08ac", "text": "In Topic 2 Lesson 2-6, students use the four operations to solve a multi-step word problem with whole numbers. Independent Practice problem 4 states, \u201cFind the number of each kind of object in Anya\u2019s collection. 6 minerals, 3 fewer gemstones than rocks. 15 objects in all.\u201d\n    \nIn Topic 7 Lesson 7-5, students use the four operations to solve multi-step word problems involving whole numbers. Independent Practice problem 5 states, \u201cAbby buys 15 sunflower plants and 12 petunia plants to plant in her garden. She plans to plant 3 flowers in each row. How many rows of flowers will Abby plant?\u201d\n    \nIn Topic 8 Lesson 8-5, students use multiplication and addition to solve a multi-step word problem with whole numbers. Independent Practice problem 5 states, \u201cDave plans to retile his porch floor. He wants to buy 25 black tiles and 23 white tiles. Each tile costs $2. How much money, m, will it cost Dave to retile his porch floor? Write an equation for each problem and then solve.\u201d\n    \nIn Topic 12 Lesson 12-3, students solve subtraction word problems involving fractions with like denominators. Problem Solving problem 31 states, \u201cTo avoid their predators, ghost crabs usually stay in burrows most of the day and feed mostly at night. Suppose a ghost crab eats 1/8 of its dinner before 10:00 pm. By midnight, it has eaten 5/8 of its food. How much of its food did it eat between 10:00 pm and midnight?\u201d\n    \nIn Topic 13 Lesson 13-3, students use multiplication of fractions to solve real-world problems dealing with making fruit punch, batches of pudding, and bread. Problem Solving problem 22 states, \u201cSun is making 7 fruit tarts. Each tart needs 3/4 cup of strawberries and 1/4 cup of blueberries. What is the total amount of fruit that Sun needs for her tarts?\u201d\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for enVisionMATH California Common Core Grade 4 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.\n\n\n    Lessons include components that serve to develop the three aspects of rigor. These include a Daily Common Core Review, Problem-Based Interactive Learning, Develop the Concept: Visual, Guided and Independent Practice, and Problem Solving. All three aspects of rigor are present independently throughout each topic in the materials. For example, in Topic 6:\n\n\nIn Lesson 6-1, students develop conceptual understanding of partial products when using models and place value blocks to multiply 12 x 3.\n    \nIn Lesson 6-3, students practice the procedural skill of the standard algorithm of multiplication when multiplying two-digit numbers by one-digit numbers.\n    \nIn Lesson 6-6, students apply knowledge of multiplication properties to solve word problems.\n    \n\n\n    Multiple aspects of rigor are engaged simultaneously to develop students\u2019 mathematical understanding of a single topic/unit of study throughout the materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "04b8fe64-b035-4abc-9d92-8a7f2b0a8d3b": {"__data__": {"id_": "04b8fe64-b035-4abc-9d92-8a7f2b0a8d3b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "52f5740b-0660-47c8-b05a-b99cef789b31", "node_type": null, "metadata": {}, "hash": "8ea085d3576a47a8ded7394be52b29ddc4d37a5380816380fffe684c647a08ac"}, "3": {"node_id": "deda68ee-6c51-4991-b783-d3da7b669b0c", "node_type": null, "metadata": {}, "hash": "a6465b90f331218ad285af870a6e35e9b2389fdea1a836f314b7e8c59421b1b1"}}, "hash": "4f0e4168d1972d26a4483ed9475916ae360281f06734b1a80b22a5b0861936fc", "text": "In Topic 13 Lesson 13-6, students develop conceptual understanding of fractions and equivalent decimals using decimal grids while applying that knowledge to solve word problems. Problem Solving problem 33 states, \u201cA band has 20 instruments. Tyler says that 2/5 of the instruments are string instruments and 0.5 of the instruments are wind instruments. Does the band have the same number of wind instruments and string instruments? Explain.\u201d\n    \nIn Topic 10 Lesson 10-4, students develop conceptual understanding of dividing a multi-digit number by a one-digit divisor while practicing the procedural skill of the standard algorithm of division when using a template or drawing a picture to solve the problem. Independent Practice problem 6 states, \u201cIn 5 through 13, divide. You may draw a picture to help you. 832/2\u201d\n    \nIn Topic 8 Lesson 8-4, students practice procedural skill of multiplying two-digit numbers by a two-digit number while solving a word problem. Problem Solving problem 27 states, \u201cIn 2005, an ultra-light airplane tracked Monarch butterflies migrating to Mexico. Over 13 days, how many miles did the butterflies travel? Average distance each day: 45 miles.\u201d\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for enVision Grade 4 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.\n\n\n    Mathematical Practice standards are identified in three places within the Teacher Edition: Problem Based Interactive Learning activity, Guided Practice exercises, and Problem-Solving exercises.\n\n\n    Throughout the teacher and student editions, there is a symbol that indicates that one or more MP is being used. Key phrases such as \u201cLook for Patterns,\u201d \u201cUse Tools,\u201d and \u201cReason\u201d identify which practice is being highlighted. At the beginning of each lesson, all eight mathematical practices are listed. A check mark is placed beside each practice that is to be addressed within the lesson. For example:\n\n\nIn Topic 9 Lesson 9-1, MP7 is identified with the icon and the key words \u201cUse Structure.\u201d Question 26 states, \u201cAt the North American Solar Challenge, teams use up to 1,000 solar cells to design and build solar cars for a race. If there are 810 solar cells in 9 rows, how many solar cells are in each row?\u201d Teachers are told to \u201cGuide students to look at the first 2 digits in the dividend and the 1-digit divisor. What basic fact can you use to help solve the problem? How will the answer to the problem be different than the basic fact?\u201d\n    \nIn Topic 9 Lesson 9-5, MP4 is identified with the icon and the key word \u201cModel.\u201d Question 16 states \u201cTina is making flag pins like the one shown below. How many of each color bead are needed to make 8 pins?\u201d Teachers are given the information that, \u201cIf students need additional help with this problem, they can draw a picture or use counters to model the number of beads of each color needed to make 8 pins.\u201d\n    \n\n\n    An example where the MPs are incorrectly labeled:\n\n\nIn Topic 9 Lesson 9-4, MP5 is identified with the icon and the key words \u201cUse Tools.\u201d Question 37 states, \u201cAt the school concert, there were 560 people seated in 8 rows. If there were no empty seats, how many people were in each row?\u201d Answer choices were: A. 553 people, B. 480 people, C. 70 people, D. 60 people\n    \n\n\n    Overall, all eight math practices are included within the curriculum and are not treated as separate standards. However, the standards are not always used to enrich the content. They are aligned to some of the problems as an explanation to what math practice students might need to use to solve the problem.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 do not meet expectations for carefully attending to the full meaning of each practice standard.\n\n\n    The materials do not attend to the full meaning of each of the eight MPs. The MPs are defined in both the topic and lesson narratives, as appropriate, but are not fully attended to when students interact with the aligned problems in the materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "deda68ee-6c51-4991-b783-d3da7b669b0c": {"__data__": {"id_": "deda68ee-6c51-4991-b783-d3da7b669b0c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "04b8fe64-b035-4abc-9d92-8a7f2b0a8d3b", "node_type": null, "metadata": {}, "hash": "4f0e4168d1972d26a4483ed9475916ae360281f06734b1a80b22a5b0861936fc"}, "3": {"node_id": "347cc63d-127b-443c-abc3-5617f41f8e85", "node_type": null, "metadata": {}, "hash": "fdfa385aee027d4092e919973f75210ff691ee98e0310736315ba719ee5511af"}}, "hash": "a6465b90f331218ad285af870a6e35e9b2389fdea1a836f314b7e8c59421b1b1", "text": "The materials do not attend to the full meaning of three or more MPs. Examples that demonstrate this include:\n\n\n    MP1 Make sense of problems and persevere in solving them.\n\n\nIn Topic 16 Lesson 16-1, MP1 is identified for question 19 in the Problem Solving section. Question 19 states, \u201cI have 6 square faces and 8 vertices. What am I?\u201d The answer is a cube, which is the Grade 1 Standard 1.G.2.\n    \nIn Topic 3 Lesson 3-3, MP1 is identified for question 22 in the Problem Solving section. Question 22 states, \u201cWhich building is taller, the Willis Tower or the Empire State Building? How do you know?\u201d The teacher support suggests locating the heights of the buildings and comparing the numbers. This problem needs little perseverance to solve.\n    \n\n\n    MP4 Model with mathematics.\n\n\nIn Topic 12 Lesson 12-4, MP4 is identified for question 33 in the Problem Solving section. Question 33 states, \u201cChris mowed 1/4 of the yard in the morning and 2/4 before football practice. How much of the yard does Chris have left to mow that night? Explain how you found your answer.\u201d The teacher note says: \u201cStudents may draw a picture to represent the information given in this exercise.\"\n    \nIn Topic 14 Lesson 14-9, MP4 is identified for question 32 in the Problem Solving section. Question 32 states, \u201cUse the diagram below to write a subtraction sentence.\u201d A bar diagram is given; the student looks at what is shown pictorially and writes the solution as a mathematical equation.\n    \n\n\n    MP5 Use appropriate tools strategically.\n\n\nIn Topic 12 Lesson 12-7, MP5 is identified in the PBIL section and states, \u201cStudents will need to choose the appropriate fraction strips to use for finding the solution to the mathematical problem.\u201d Students are given a select group of paper fraction bars to choose from to perform this learning.\n    \nIn Topic 13 Lesson 13-9, MP5 is identified for question 5 in the Guided Practice section. Question 5 states, \u201cGina\u2019s allowance is $2.50. How much is this in dollars and dimes?\u201d Students are given the following hint, \u201cTip: Remember, the number of dimes is the same as the number of tenths.\u201d\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    Students justify their work and explain their thinking; however, evaluating and critiquing the work of others are found less often in the materials. Students critique the reasoning of others in problems that ask them if they agree or disagree with a statement or solution.\n\n\n    Student materials prompt students to both construct viable arguments and analyze the arguments of others. Examples that demonstrate this include:\n\n\nIn Topic 10, Lesson 10-1, Independent Practice Question 19 states, \u201cCritique Reasoning. Amanda thinks that she can separate her books into 7 equal piles. Amanda has a total of 42 books. Is Amanda\u2019s reasoning correct?\u201d\n    \nIn Topic 12, Lesson 12-6, Problem Solving Question 15 states, \u201cCritique Reasoning. Kathy wrote the mixed number for 35/5 as 7/5. Is she correct? Why or why not?\u201d\n    \nIn Topic 14, Lesson 14-1, Guided Practice Question 6 states, \u201cConstruct Arguments. Greg wants to measure how tall his 2-year-old sister is. What two units could he use? Explain your answer\u201d.\n    \n\n\n    Examples where there are missed opportunities to construct viable arguments and analyze the arguments of others include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "347cc63d-127b-443c-abc3-5617f41f8e85": {"__data__": {"id_": "347cc63d-127b-443c-abc3-5617f41f8e85", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "deda68ee-6c51-4991-b783-d3da7b669b0c", "node_type": null, "metadata": {}, "hash": "a6465b90f331218ad285af870a6e35e9b2389fdea1a836f314b7e8c59421b1b1"}, "3": {"node_id": "02829b55-741b-43d2-8c50-ef263f93c8b8", "node_type": null, "metadata": {}, "hash": "b6a05f3e49b98f6b0d04991b1fa75531a50854bee4c766df96b9442eaa06528a"}}, "hash": "fdfa385aee027d4092e919973f75210ff691ee98e0310736315ba719ee5511af", "text": "In Topic 5, Lesson 5-2, Guided Practice Question 8 states, \u201cPeter said the product of 4 x 500 is 2,000. Bob said it is 200. Who is correct?\u201d Students critique the reasoning of others; however, students are not asked to justify or explain their answer.\n    \nIn Topic 11, Lesson 11-2, Problem Solving Question 35 states, \u201cGreta says that the product of two prime numbers must also be a prime number. Joan disagreed. Who is correct?\u201d Students critique the reasoning of others; however, students are not asked to justify their conclusion.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 partially meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    The Teacher Edition contains a Mathematical Practice Handbook which defines each math practice and includes question stems for each MP to help the teacher engage students. MP3 offers the following questions stems: \u201cHow can I use math to explain why my work is right?\u201d, \u201cHow can I use math to explain why other people\u2019s work is right or wrong?\u201d, and \u201cWhat questions can I ask to understand other people\u2019s thinking?\u201d\n\n\n    The materials label multiple questions as MP3 or parts of MP3; however, those labeled have little information assisting teachers to engage students in constructing viable arguments or to critique the reasoning of others. The information that the materials provide is not specific and are often hints or reminders to give students while they are solving a problem.\n\n\n    There are some missed opportunities where the materials could assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others. For example:\n\n\nIn Topic 2, Lesson 2-1, Problem Solving Question 18 states, \u201cWriting to Explain. Balloons are sold in bags of 30. There are 5 giant balloons in each bag. How many giant balloons will you get if you buy 120 balloons? Explain.\u201d No teacher guidance is given for this question.\n    \nIn Topic 4, Lesson 4-3, Guided Practice Question 7 states, \u201cConstruct Arguments. When adding 36,424 and 24,842 above, why is there no regrouping in the final step?\u201d No teacher guidance is given for this question.\n    \n\n\n    Examples where teachers are supported, although generally, to assist students in constructing viable arguments and analyzing the arguments of others include:\n\n\nIn Topic 6, Lesson 6-5, Problem Solving Question 32 \u201cConstruct Arguments. Mr. Tran would like to buy a new sofa that costs $934. He can pay the total all at once, or he can make a $125 payment each month for 8 months. Which plan costs less? Explain.\u201d The teacher notes for that question say \u201cGuide students to understand that they need to compare exact amounts to solve this problem.\u201d\n    \nIn Topic 7, Lesson 7-3, PBIL identifies MP3 as the mathematical practice being used in the activity. The teacher note states, \u201cWhen students work with a partner they explain their thinking to others. This helps them both to construct arguments as well as critique the reasoning of others.\u201d\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for enVisionMATH California Common Core Grade 4 meet expectations for attending to the specialized language of mathematics.\n\n\n    The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols.\n\n\nWithin the Yearlong Curriculum Guide, a list is provided for the Key Math Terms that are used each month of the school year.\n    \nThe teacher and student editions include a Review What You Know section at the beginning of every topic. This section reviews vocabulary used in prior topics along with introducing the vocabulary in the current topic. Students complete this activity by inserting the correct vocabulary word into a sentence to correctly identify its definition.\n    \nWithin Review What You Know, the new vocabulary listed for Topic 3 includes: digits, place value, expanded form, standard form, word form, and compare.\n    \n\n\n    The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "02829b55-741b-43d2-8c50-ef263f93c8b8": {"__data__": {"id_": "02829b55-741b-43d2-8c50-ef263f93c8b8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "347cc63d-127b-443c-abc3-5617f41f8e85", "node_type": null, "metadata": {}, "hash": "fdfa385aee027d4092e919973f75210ff691ee98e0310736315ba719ee5511af"}, "3": {"node_id": "48ce7588-8c89-4239-a627-5540761e1a78", "node_type": null, "metadata": {}, "hash": "8ddbbbc62d3c5d1e419a5e5d696673c45ea82bacd89023267ba139a803c32daf"}}, "hash": "b6a05f3e49b98f6b0d04991b1fa75531a50854bee4c766df96b9442eaa06528a", "text": "In the Student Edition, vocabulary terms can be found highlighted in yellow within the Visual Learning Bridge across the top of the pages. A definition in context is provided for each term and is used in context during instruction, practice, and assessment.\n    \nIn the Implementation Guide, Teacher Edition, as well as the Student Edition, a complete Glossary is included and can be referred to at any time.\n    \nNo examples of incorrect use of vocabulary, symbols, or numbers were found within the materials.\n    \n\n\n    Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of Mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "48ce7588-8c89-4239-a627-5540761e1a78": {"__data__": {"id_": "48ce7588-8c89-4239-a627-5540761e1a78", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a23540b-4b38-452f-aacb-6c4823f3e0b7", "node_type": null, "metadata": {}, "hash": "cbbe2585757c4e2afa8f24287dcb603a50373e348e128c0601a92cda8e3ecbd0"}, "2": {"node_id": "02829b55-741b-43d2-8c50-ef263f93c8b8", "node_type": null, "metadata": {}, "hash": "b6a05f3e49b98f6b0d04991b1fa75531a50854bee4c766df96b9442eaa06528a"}}, "hash": "8ddbbbc62d3c5d1e419a5e5d696673c45ea82bacd89023267ba139a803c32daf", "text": "Technology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4642710e-de70-46b7-8287-e04c28760b62": {"__data__": {"id_": "4642710e-de70-46b7-8287-e04c28760b62", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "3": {"node_id": "3064d023-9243-4779-944e-6a9527248e33", "node_type": null, "metadata": {}, "hash": "d32b89409221d86514c7bc95e69134e4f6abdd4e26c051865277c775bdca933c"}}, "hash": "a9ad4f8c7775da74cf58d8934e2531232207d80219d9cb5538e936ffbda03e3b", "text": "Eureka Math\n\nThe instructional materials for Eureka Grade 4 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations, and they partially connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nThe instructional materials for Eureka Grade 4 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations that they assess grade-level content. Each Eureka Module includes one or more assessments that hold students accountable for Grade 4 content. These assessments are the Mid-Module and End-of-Module assessments. Examples of the assessments include:\n\n\nIn Module 2, End-of-Module Assessment Task: Students use the standard algorithm to add and subtract multi-digit whole numbers (4.NBT.4). Question 3 states, \u201cFind the sum or difference. a. 493 km 43 m + 17 km 57 m. b. 25 kg 32 g \u2013 23 kg 83 g. c. 100 L 99 mL + 2,999 mL.\u201d\n    \nIn Module 3, Mid-Module Assessment Task: Students illustrate and multiply a whole number of up to four digits by a one-digit whole number, using strategies based on place value (4.NBT.5). Question 1b states, \u201cDraw an area model to solve the following. Find the value of the following expressions. 3 x 269.\u201d\n    \nIn Module 4, Mid-Module Assessment Task: Students draw line segments, points, rays, angles (including acute, right and obtuse), lines, and perpendicular and parallel lines (4.G.1). Question 1a states, \u201cDraw 2 points, A and B.\u201d Question 1g states, \u201cName an obtuse angle. You may have to draw and label another point.\u201d\n    \nIn Module 5, Mid-Module Assessment Task: Students explain why a fraction is equivalent to another fraction (4.NF.1). Question 6 states, d. \u201cExpress the number of remaining containers as a product of a whole number and a unit fraction. e. Six out of the eight fish they caught were trout. What is another fraction equal to 6 eighths? Write a number sentence, and draw a model to show the two fractions are equal.\"\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations for spending a majority of instructional time on major work of the grade. This includes all clusters within the domains 4.NBT and 4.NF as well as cluster A in 4.OA.\n\n\nMore than 65 percent of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.\n    \nOf the 151 lesson days, approximately 128 days (85 percent) are spent on the major clusters of the grade.\n    \nOf the seven modules, Module 1 focuses on major work. Modules 2, 3, 5, 6 and 7 devote a few lessons to additional and supporting work.\n    \nModule 4 focuses on additional and supporting work.\n    \nOf the 27 assessment days, 18 are devoted to major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are connected to the major standards/clusters of the grade. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3064d023-9243-4779-944e-6a9527248e33": {"__data__": {"id_": "3064d023-9243-4779-944e-6a9527248e33", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "4642710e-de70-46b7-8287-e04c28760b62", "node_type": null, "metadata": {}, "hash": "a9ad4f8c7775da74cf58d8934e2531232207d80219d9cb5538e936ffbda03e3b"}, "3": {"node_id": "5229fc0d-d70a-4ad2-bbd7-b592c93fca30", "node_type": null, "metadata": {}, "hash": "491bc3680e5c480aea615666d17bd4f8618c4df00b70ec6e0892b3b25f8ec8e2"}}, "hash": "d32b89409221d86514c7bc95e69134e4f6abdd4e26c051865277c775bdca933c", "text": "In Module 3, Lesson 3, 4.MD.3 supports the major work cluster 4.OA.A. Students use the four operations to solve real-world problems involving area and perimeter. Problem Set Question 4 states, \u201cThe length of a rectangular deck is 4 times its width. If the deck\u2019s perimeter is 30 feet, what is the deck\u2019s area?\u201d\n    \nIn Module 5, Lesson 28, 4.MD.B supports the major work cluster 4.NF.A. Students use fractions while working with line plots. Problem Set Questions 2 and 3 state, \u201cSolve each problem. a. Who ran a mile farther than Jenny? b. Who ran a mile less than Jack? c. Two students ran exactly 2 1/4 miles. Identify the students. How many quarter miles did each student run? d. What is the difference, in miles, between the longest and shortest distance run? e. Compare the distances run by Arianna and Morgan using &gt;, &lt;, or =. f. Ms. Smith ran twice as far as Jenny. How far did Ms. Smith run? Write her distance as a mixed number. g. Mr. Reynolds ran 1 3/10 miles. Use &gt;, &lt;, or = to compare the distance Mr. Reynolds ran to the distance that Ms. Smith ran. Who ran farther?\u201d and \u201cUsing the information in the table and on the line plot, develop and write a question similar to those above. Solve, and then ask your partner to solve. Did you solve in the same way? Did you get the same answer?\u201d\n    \nIn Module 5, Lesson 41, 4.OA.5 supports the major work standard 4.NF.3a. Students analyze and compare the patterns created when adding fractions with even and odd denominators. Problem Set Question 2 states, \u201cDescribe a pattern you notice when adding the sums of fractions with even denominators as opposed to those with odd denominators.\u201d\n    \nIn Module 6, Lesson 9, 4.MD.2 supports the major work standard 4.NF.7. Students solve word problems involving addition of measurements in decimal form. Problem Set Question 3 states, \u201cAn apple orchard sold 140.5 kilograms of apples in the morning and 15.85 kilograms more apples in the afternoon than in the morning. How many total kilograms of apples were sold that day?\u201d\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nInstructional materials for Eureka Grade 4 meet expectations that the amount of content designated for one grade level is viable for one year. As designed, the instructional materials can be completed in 180 days. The suggested amount of time and expectations of the materials for teachers and students are viable for one school year as written and would not require significant modifications.\n\n\n    The instructional materials consist of seven modules. Instruction and assessment days are included in the following count:\n\n\nModule 1: 25 days\n    \nModule 2: 7 days\n    \nModule 3: 43 days\n    \nModule 4: 20 days\n    \nModule 5: 45 days\n    \nModule 6: 20 days\n    \nModule 7: 20 days\n    \n\n\n    All lessons are paced to be 60 minutes in length. Lessons generally include fluency practice, application problems, concept development and a student debrief. Lessons vary in amount of time spent on various sections but time estimates are reasonable and appropriate for the activities described. Module 7 includes four days for The Year in Review that include culminating activities and preparation for summer practice.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Eureka Grade 4 meet expectations for the materials being consistent with the progressions in the standards. The instructional materials give all students extensive work with grade-level problems and identify as well as explicitly connect grade-level work to prior or future grades.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5229fc0d-d70a-4ad2-bbd7-b592c93fca30": {"__data__": {"id_": "5229fc0d-d70a-4ad2-bbd7-b592c93fca30", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "3064d023-9243-4779-944e-6a9527248e33", "node_type": null, "metadata": {}, "hash": "d32b89409221d86514c7bc95e69134e4f6abdd4e26c051865277c775bdca933c"}, "3": {"node_id": "3918c756-571e-4f64-8cf3-64a0680c3b4d", "node_type": null, "metadata": {}, "hash": "a4fdd3f30fecdb55cd699ee231bc88dcedb76408736a7f0bd66b24d6f2f949fb"}}, "hash": "491bc3680e5c480aea615666d17bd4f8618c4df00b70ec6e0892b3b25f8ec8e2", "text": "Each module starts with a summary of what concepts will be taught within that module. This summary explains how the lessons support the progression of Grade 4 standards by explicitly stating connections to prior or future grades. For example:\n\n\nModule 2, Unit Conversions and Problem Solving with Metric Measurement: \u201cIn Topic A, students review place-value concepts while building fluency with decomposing, or converting from larger to smaller units (4.MD.1). They learn the relative sizes of measurement units, building off prior knowledge of grams and kilograms from Grade 3 (3.MD.2) and meters and centimeters from Grade 2 (2.MD.3). Conversions between the units are recorded in a two-column table. Single-step problems involving addition and subtraction of metric units provide an opportunity to practice mental math calculations as well as the addition and subtraction algorithms established in Module 1.\u201d\n    \n\n\n    Each module has a \u201cModule Standards\u201d section that contains tabs named \u201cFocus Grade-Level Standards\u201d and \u201cFoundational Standards\u201d. The Focus Grade-Level Standards tab contains Grade 4 standards that are covered within the module. The Foundational Standards tab contains prior grade-level standards as well as grade-level standards that are the foundational skills needed for the lessons within the module. Foundational standards from Grade 3 or from previous Grade 4 work are included for each module. An example from Module 2 is:\n\n\nMeasurement and Data 2.MD.5 | 3.MD.2\n    \nNumber and Operations in Base Ten 2.NBT.1 | 4.NBT.4\n    \nOperations and Algebraic Thinking 4.OA.3\n    \nRelate addition and subtraction to length. 2.MD.5\n    \nSolve problems involving measurement and estimation. 3.MD.2\n    \nUnderstand place value. 2.NBT.1\n    \nUse place-value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4\n    \nUse the four operations with whole numbers to solve problems. 4.OA.3\n    \n\n\n    The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. Lessons begin with a fluency practice that is also labeled with a grade-level standard. For example:\n\n\nIn Module 2, Lesson 2, the Fluency Practice focuses on standards 4.MD.1 and 4.MD.2. Convert Units, Unit Counting, and Add and Subtract Meters and Centimeters is the focus of the 12-minute fluency practice.\n    \nIn Module 4, Lesson 6, the Fluency Practice focuses on standards 4.NBT.6 and 4.G.1. Divide Using the Area Model, Draw and Identify Two-Dimensional Figures, and Physiometry is the focus of the 12- minute fluency practice.\n    \n\n\n    Most lessons contain a \u201cProblem Set\u201d which are questions and word problems that focus on the standards of the lesson. In Module 3, Lesson 9, Problem Set Problem 7 states, \u201cA small bag of chips weighs 48 grams. A large bag of chips weighs three times as much as the small bag. How much will 7 large bags of chips weigh?\u201d Students solve multi-step word problems with whole numbers (4.OA.3).\n\n\n    Most lessons contain an \u201cExit Ticket\u201d that contains grade-level problems that focus on the standards taught in the lesson. In Module 6, Lesson 4, Exit Ticket Question 1 states, \u201cShade in the amount shown. Then, write the equivalent decimal 6/10 m.\u201d Students use decimal notation for fractions with denominators of 10 or 100 (4.NF.6).\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Eureka Grade 4 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3918c756-571e-4f64-8cf3-64a0680c3b4d": {"__data__": {"id_": "3918c756-571e-4f64-8cf3-64a0680c3b4d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "5229fc0d-d70a-4ad2-bbd7-b592c93fca30", "node_type": null, "metadata": {}, "hash": "491bc3680e5c480aea615666d17bd4f8618c4df00b70ec6e0892b3b25f8ec8e2"}, "3": {"node_id": "57a12e20-e7c2-4ec4-bde8-6cc2e7697025", "node_type": null, "metadata": {}, "hash": "24d44ddd9d562c4b7641ef5ff2a60ea59cb3331fa38cbcc0cc307ae7e8039824"}}, "hash": "a4fdd3f30fecdb55cd699ee231bc88dcedb76408736a7f0bd66b24d6f2f949fb", "text": "Materials include learning objectives that are visibly shaped by CCSSM cluster headings. For example:\n\n\nIn Module 1, Topic A: \"Place Value of Multi-digit Whole Numbers\" is visibly shaped by 4.NBT.A, \"Generalize place-value understanding for multi-digit whole numbers.\"\n    \nIn Module 2, Topic A: \u201cMetric Unit Conversions\" is visibly shaped by 4.MD.A, \"Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.\"\n    \nIn Module 5, Topic A: \"Decomposition and Fraction Equivalence,\" is visibly shaped by 4.NF.A, \"Extend understanding of fraction equivalence and ordering.\"\n    \n\n\n    Materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. For example:\n\n\nIn Module 3, Lesson 2: 4.OA.A connects to 4.MD.A when students solve real-world problems involving perimeter. Problem Set Question 4 states, \u201cThe area of Betsy\u2019s rectangular sandbox is 20 square feet. The longer side measures 5 feet. The sandbox at the park is twice as long and twice as wide as Betsy\u2019s. a. Draw and label a diagram of Betsy\u2019s sandbox. What is its perimeter?\u201d b. \u201cDraw and label a diagram of the sandbox at the park. What is its perimeter?\u201d\n    \nIn Module 5, Lesson 28: 4.NF.B connects to 4.MD.A when students subtract fractions to solve a problem involving measurement. Homework Question 2d states, \u201cWhat is the difference, in inches, between Lilia\u2019s and Martha\u2019s shoe lengths?\u201d\n\nRigor & Mathematical Practices\n\nThe instructional materials for Eureka Grade 4 meet the expectation for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, partially identify the Mathematical Practices (MPs), and partially attend to the full meaning of each practice standard.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Eureka Grade 4 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.\n\n\n    The materials include problems and questions that develop conceptual understanding throughout the grade level. For example:\n\n\nIn Module 1, Lesson 1, students develop conceptual understanding of a multiplication equation as a comparison. The teacher is prompted to facilitate student discussion by saying, \u201cT: Discuss the patterns you have noticed with your partner. S: 10 ones make 1 ten. 10 tens make 1 hundred. 10 hundreds make 1 thousand. Every time we get 10, we bundle and make a bigger unit. We copy a unit 10 times to make the next larger unit. If we take any of the place value units, the next unit on the left is ten times as many.\u201d (4.NBT.A)\n    \nIn Module 1, Lesson 8, students develop conceptual understanding of rounding to a place value. A vertical number line is used to model rounding to a place value. Problem Set Question 1 states, \u201cComplete each statement by rounding the number to the given place value. Use the number line to show your work. 1a. 53,000 rounded to the nearest ten thousand is _______.\u201d (4.NBT.3)\n    \nIn Module 3, Lesson 16, students develop conceptual understanding of division with a remainder. Students use place-value disks to solve two-digit dividend division problems with a remainder in the ones place. The teacher is prompted to facilitate student discussion by saying, \u201cT: (Point to the place value chart.) We divided 6 ones and have no ones remaining. 6 ones minus 6 ones equals 0 ones. (Write the subtraction line.) What does this zero mean? S: There is no remainder. All the ones were divided with none left over. We subtracted the total number distributed from the total number of ones. T: We can see the 3 groups of 2 both in our model and in our numbers and know our answer is correct since 3 times 2 equals 6.\u201d (4.NBT.B)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "57a12e20-e7c2-4ec4-bde8-6cc2e7697025": {"__data__": {"id_": "57a12e20-e7c2-4ec4-bde8-6cc2e7697025", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "3918c756-571e-4f64-8cf3-64a0680c3b4d", "node_type": null, "metadata": {}, "hash": "a4fdd3f30fecdb55cd699ee231bc88dcedb76408736a7f0bd66b24d6f2f949fb"}, "3": {"node_id": "080b12c6-bf75-45c2-9061-81fc01f49a23", "node_type": null, "metadata": {}, "hash": "e569dbf3324fa3ff22de2ad8f23ff5db26a7e4060f950b73c3119bc8d88e8b7d"}}, "hash": "24d44ddd9d562c4b7641ef5ff2a60ea59cb3331fa38cbcc0cc307ae7e8039824", "text": "The materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. For example:\n\n\nIn Module 1, Lesson 15, students independently demonstrate conceptual understanding of place value. Students use tape diagrams to demonstrate conceptual understanding of place value to solve word problems. Problem Set Question 2 states, \u201cUse tape diagrams and the standard algorithm to solve the problems below. Check your answers. 2. David is flying from Hong Kong to Buenos Aires. The total flight distance is 11,472 miles. If the plane has 7,793 miles left to travel, how far has it already traveled?\u201d (4.NBT.4)\n    \nIn Module 4, Lesson 6, students independently demonstrate conceptual understanding of fractions. Students relate fractions as division to fraction of a set. The teacher is prompted to facilitate student discussion by saying, \u201cT: Make an array with 6 counters turned to the red side, and use your straws to divide your array into 3 equal parts. T: Write a division sentence for what you just did. S: 6 \u00f7 3 = 2. T: Rewrite your division sentence as a fraction, and say it aloud as you write it. S: (Write 6/3=2.) 6 divided by 3 equals 2. T: If I want to show 1 third of this set, how many counters should I turn over to yellow? Turn and talk.\u201d (4.NF.B)\n    \nIn Module 5, Lesson 20, students independently demonstrate conceptual understanding of fractions. Students use tape diagrams when adding fractions. Problem Set Question 1 states, \u201cUse a tape diagram to represent each addend. Decompose one of the tape diagrams to make like units. Then, write the complete number sentence.\u201d (4.NF.3)\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for Eureka Grade 4 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.\n\n\n    In A Story of Units Curriculum Overview, 4.NBT.4 (fluently add and subtract multi-digit whole numbers using the standard algorithm), is addressed explicitly in Module 1. For example:\n\n\nThe Lesson 11 Problem Set students gain procedural skills with multi-digit addition problems using the standard algorithm.\n    \nIn Lesson 13, students develop procedural skill and fluency of subtraction of multi-digit whole numbers.\n    \nIn Lesson 16, students solve two-step word problems using the standard algorithm. Problem Set problem #2, \u201cA gas station has two pumps. Pump A dispensed 241,752 gallons. Pump B dispensed 113,916 more gallons than Pump A. a. About how many gallons did both pumps dispense? Estimate by rounding each value to the nearest hundred thousand and then compute. b. Exactly how many gallons did both pumps dispense? C. Assess the reasonableness of you answer in (b). Use you estimate from (a) to explain.\u201d\n    \n\n\n    The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade-level. For example:\n\n\nIn Module 1, Lesson 5 students build fluency of multiplication by 4 during the Sprint.\n    \nIn Module 5, Lesson 6 Sprint students build fluency with addition of whole numbers and unit fractions, and multiplication of unit fractions by whole numbers.\n    \nIn Module 6, Lesson 13, students engage in Fluency Practice ordering decimal numbers, and writing in decimal and fraction notation.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for Eureka Grade 4 meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.\n\n\n    The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and knowledge of the grade level. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "080b12c6-bf75-45c2-9061-81fc01f49a23": {"__data__": {"id_": "080b12c6-bf75-45c2-9061-81fc01f49a23", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "57a12e20-e7c2-4ec4-bde8-6cc2e7697025", "node_type": null, "metadata": {}, "hash": "24d44ddd9d562c4b7641ef5ff2a60ea59cb3331fa38cbcc0cc307ae7e8039824"}, "3": {"node_id": "99c93361-f52e-4456-b69d-accea418850d", "node_type": null, "metadata": {}, "hash": "7c1b5e19d08538de9f2a84f96c728acb3c75bf435116bce9fe564c508eaa7013"}}, "hash": "e569dbf3324fa3ff22de2ad8f23ff5db26a7e4060f950b73c3119bc8d88e8b7d", "text": "In Module 1, Lesson 18, students engage in grade-level mathematics when using subtraction to solve a word problem. The Application Problem states, \u201cIn all, 30,436 people went skiing in February and January. 16,009 went skiing in February. How many fewer people went skiing in January than in February?\u201d (4.NBT.4)\n    \nIn Module 2, Lesson 3, students engage in grade-level mathematics when solving a word problem involving conversion of measurements and subtraction. The Application Problem states, \u201cA liter of water weighs 1 kilogram. The Lee family took 3 liters of water with them on a hike. At the end of the hike, they had 290 grams of water left. How much water did they drink? Draw a tape diagram, and solve using an algorithm or a simplifying strategy.\u201d (4.MD.2)\n    \nIn Module 5, Lesson 13, students engage in grade-level mathematics when using equivalent fraction knowledge to solve word problems. The Application Problem states, \u201cMr. and Mrs. Reynolds went for a run. Mr. Reynolds ran for 6/10 mile. Mrs. Reynolds ran for 2/5 mile. Who ran farther? Explain how you know. Use the benchmarks 0, 1/2 , and 1 to explain your answer.\u201d (4.NF.2)\n    \n\n\n    The instructional materials provide opportunities for students to demonstrate independently the use of mathematics flexibly in a variety of contexts. For example:\n\n\nIn Module 3, Lesson 2, students independently demonstrate the use of mathematics by applying knowledge of area and perimeter to solve multiplicative comparison word problems. Problem Set Question 4 states, \u201cThe area of Betsey\u2019s rectangular sandbox is 20 square feet. The longer side measures 5 feet. The sandbox at the park is twice as long and twice as wide as Betsy\u2019s. a. Draw and label a diagram of Betsy\u2019s sandbox. What is its perimeter? b. Draw and label a diagram of the sandbox at the park. What is its perimeter?\u201d (4.OA.3)\n    \nIn Module 5, Lesson 19, students independently demonstrate the use of mathematics by applying understanding of addition and subtraction of fractions to solve word problems. Problem Set Question 1 states, \u201cSue ran 9/10 mile on Monday and 7/10 mile on Tuesday. How many miles did Sue run in the 2 days?\u201d (4.NF.3d)\n    \nIn Module 5, Lesson 40, students independently demonstrate the use of mathematics by applying their knowledge of multiplication and fractions to solve real-world problems. Problem Set Question 3 states, \u201cSix of the players on the team weigh over 300 pounds. Doctors recommend that players of this weight drink at least 3 3/4 quarts of water each day. At least how much water should be consumed per day by all 6 players?\u201d (4.NF.4c)\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for Eureka Grade 4 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. The lessons include components such as: Fluency Practice, Concept Development, and Application Problems. Conceptual understanding is addressed in Concept Development. During this time, the teacher guides students through a new concept or an extension of the previous day\u2019s learning. Students engage in practicing procedures and fact fluency while modeling and solving these concepts. Fluency is also addressed as an independent component within most lessons. Lessons may contain an Application Problem which serves as an anticipatory set for the concept or standard that is the focus of the lesson. This Application Problem connects previous learning to what students are learning for the day. The program balances all three aspects of rigor in every lesson.\n\n\n    All three aspects of rigor are present independently throughout the program materials. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "99c93361-f52e-4456-b69d-accea418850d": {"__data__": {"id_": "99c93361-f52e-4456-b69d-accea418850d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "080b12c6-bf75-45c2-9061-81fc01f49a23", "node_type": null, "metadata": {}, "hash": "e569dbf3324fa3ff22de2ad8f23ff5db26a7e4060f950b73c3119bc8d88e8b7d"}, "3": {"node_id": "3b9d66bc-ce97-4ef0-9d67-22398c66802d", "node_type": null, "metadata": {}, "hash": "ac3bb36bb22b82e461cf0009ecfa08d5886a505de6ff1cb62cf270b517ef4673"}}, "hash": "7c1b5e19d08538de9f2a84f96c728acb3c75bf435116bce9fe564c508eaa7013", "text": "In Module 3, Lesson 7, students practice fluency of multi-digit multiplication. Sprint Question 5 states, \u201c2 x 3,000 = ____\u201d\n    \nIn Module 5, Lesson 5, students develop conceptual understanding of equivalent fractions by decomposing rectangles. Problem Set Question 1 states, \u201cDraw horizontal lines to decompose each rectangle into the number of rows indicated. Use the model to give the shaded area as both a sum of unit fractions and as a multiplication sentence. 2 rows. 1/4 = 2/__, 1/4 = 1/8 + ___ = ___, 1/4 = 2 x ___ = ___.\u201d\n    \nIn Module 7, Lesson 4, students engage in the application of mathematics by solving word problems involving multiplicative comparison of measurement units. Problem Set Question 1 states, \u201cBeth is allowed 2 hours of TV time each week. Her sister is allowed 2 times as much. How many minutes of TV can Beth\u2019s sister watch?\u201d\n    \n\n\n    Multiple aspects of rigor are engaged simultaneously to develop students\u2019 mathematical understanding of a single topic/unit of study throughout the materials. For example:\n\n\nIn Module 1, Lesson 10, students develop conceptual understanding of place value by solving real-world problems. Problem Set Question 3 states, \u201cEmpire Elementary School needs to purchase water bottles for field day. There are 2,142 students. Principal Vadar rounded to the nearest hundred to estimate how many water bottles to order. Will there be enough water bottles for everyone? Explain.\u201d\n    \nIn Module 3, Lesson 11, students develop conceptual understanding and practice fluency of multi-digit multiplication by using partial products and the area model to solve problems. Problem Set Question 1a states, \u201cSolve the following expressions using the standard algorithm, the partial products method, and the area model. 425 x 4, 4 (400 + 20 + 5), (4 x ___) + (4 x ___) + (4 x ___).\u201d\n    \nIn Module 3, Lesson 32, students practice fluency of division by solving real-world problems. Problem Set Question 1 states, \u201cA concert hall contains 8 sections of seats with the same number of seats in each section. If there are 248 seats, how many seats are in each section?\u201d\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Eureka Grade 4 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.\n\n\n    All of the eight MPs are identified within the grade-level materials. The Standards for Mathematical Practice are identified at the beginning of each module under the Module Standards. The tab named \u201cHighlighted Standards for Mathematical Practice\u201d lists all of the MPs that are focused on in the module. Each MP is linked to the definition of the practice as well as in which lessons throughout the series that practice can be found.\n\n\n    Each Module Overview contains a section titled, \u201cFocus Standard for Mathematical Practice.\" Every practice that is identified in the module has a written explanation with specific examples of how each practice is being used to enrich the content of the module. For example:\n\n\nIn Module 6, the explanation for MP 8 states, \u201cLook for and express regularity in repeated reasoning. As they progress through this module, students have multiple opportunities to explore the relationships between and among units of ones, tenths, and hundredths. Relationships between adjacent place values, for example, are the same on the right side of the decimal point as they are on the left side, and students investigate this fact working with tenths and hundredths. Further, adding tenths and hundredths requires finding like units just as it does with whole numbers, such as when adding centimeters and meters. Students come to understand equivalence, conversions, comparisons, and addition involving decimal fractions.\u201d\n    \n\n\n    Each lesson specifically identifies where MPs are located, usually within the margins of the teacher edition. However, there is no additional teacher guidance or explanation as to how the practice enriches the content specifically within that lesson. This is evident in all modules within the series.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Eureka Grade 4 partially meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. Examples of where the instructional materials attend to each of the MPs include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b9d66bc-ce97-4ef0-9d67-22398c66802d": {"__data__": {"id_": "3b9d66bc-ce97-4ef0-9d67-22398c66802d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "99c93361-f52e-4456-b69d-accea418850d", "node_type": null, "metadata": {}, "hash": "7c1b5e19d08538de9f2a84f96c728acb3c75bf435116bce9fe564c508eaa7013"}, "3": {"node_id": "40745c74-2420-4905-848e-3efc24266191", "node_type": null, "metadata": {}, "hash": "940af824cd2f2560f7707c3831878792f44e579dedb43edb3bc0f271399c1cd5"}}, "hash": "ac3bb36bb22b82e461cf0009ecfa08d5886a505de6ff1cb62cf270b517ef4673", "text": "In Module 1, Lesson 2, MP 1 is identified in the teacher edition and attends to the full meaning of the practice where students reason abstractly about place value and division to solve division problems.\n    \nIn Module 3, Lesson 14, MP 4 is identified in the teacher edition and attends to the full meaning of the practice where students use tape diagrams to model their thinking while finding the solution to word problems involving division.\n    \nIn Module 6, Lesson 12, MP 6 is identified in the teacher edition and attends to the full meaning of the practice where students are adding tenths and hundredths with sums greater than 1. Students attend to precision when converting tenths to hundredths. \u201cT: Solve, and then explain your solution to your partner. (Two solution strategies are pictured below.) S: I changed 6 tenths to 60 hundredths and then made 1 by adding 50 hundredths, which I took out of each addend. That meant 10 hundredths and 7 hundredths were left to be added. The sum is 1 17/100. I just added 60 hundredths and 57 hundredths to get 117 hundredths and then decomposed to get 100 hundredths and 17 hundredths. I converted 6 tenths to 60 hundredths and then took out 40 hundredths from 57 hundredths to make 1 and added on the leftover 17 hundredths.\u201d\n    \n\n\n    There are a few instances where the materials do not attend to the full meaning of one or two MPs. For example:\n\n\nIn Module 3, Lesson 11, MP 5 is identified in the teacher edition where the students solve a multiplication problem. \u201cT: \u201cSolve 316 times 4 using the standard algorithm, and compare your answer to the area model. S: 316 times 4 is 1,264. I got that answer using both methods. The area model doesn\u2019t let me show how to regroup 24 ones for 2 tens 4 ones, but the algorithm does. I can regroup in the area model. I can draw an arrow to regroup 20 ones as 2 tens. Now, my area model looks like a place-value chart because I regrouped to show 6 tens. The area model aligns better to the partial products method, but the algorithm is still the quickest way for me to solve!\u201d This is an example of not attending to the full practice as students are told what strategy to use rather than selecting a strategy to solve a multiplication problem.\n    \nIn Module 2, Lesson 3, MP 1 is identified in the teacher edition where the students solve an addition measurement problem. Students are told to use a tape diagram. Also, the teacher offers two ways of solving the problem, as stated:\u201cT: Work with your partner to solve. Will you use a simplifying strategy or an algorithm? S: A simplifying strategy. I know that 300 milliliters + 700 milliliters is 1,000 milliliters. That brings us to 2 liters. Then, all I need to do is add 170 milliliters more. 700 mL + 170 mL = 870 mL.\u201d This is an example of not attending to the full practice as students are given two choices of strategies to solve the problem. Students do not independently persevere in solving the problem.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    Student materials consistently prompt students to construct viable arguments and analyze the arguments of others. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40745c74-2420-4905-848e-3efc24266191": {"__data__": {"id_": "40745c74-2420-4905-848e-3efc24266191", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "3b9d66bc-ce97-4ef0-9d67-22398c66802d", "node_type": null, "metadata": {}, "hash": "ac3bb36bb22b82e461cf0009ecfa08d5886a505de6ff1cb62cf270b517ef4673"}, "3": {"node_id": "0103eaf0-c50a-424d-a8df-7235d3ba5e30", "node_type": null, "metadata": {}, "hash": "31e3898ece86a52f087e599dfba4f6bc3c3cc870e2779ef58209747983ec11f2"}}, "hash": "940af824cd2f2560f7707c3831878792f44e579dedb43edb3bc0f271399c1cd5", "text": "In Module 1, Lesson 4, the materials prompt students to determine which multi-digit number is written in word form correctly and explain their analysis for their choice. Problem Set Question 4 states, \u201cBlack rhinos are endangered, with only 4,400 left in the world. Timothy read that number as \u201cfour thousand, four hundred.\u201d His father read the number as \u201c44 hundred.\u201d Who read the number correctly? Use pictures, numbers, or words to explain your answer.\u201d\n    \nIn Module 1, Lesson 10, the materials prompt students to construct an argument stating why an answer can be the same when rounding a number to different place values. Exit Ticket Question 1 states, \u201cThere are 598,500 Apple employees in the United States. Round the number of employees to the given place value. Thousand: ___, ten thousand: ___, hundred thousand: ___. Explain why two of your answer are the same.\u201d\n    \nIn Module 4, Lesson 4, the materials prompt students to determine whether a statement about the attributes of a triangle is correct and construct a viable argument for their thinking. Problem Set Question 5 states, \u201cTrue or false? A triangle cannot have sides that are parallel. Explain your thinking.\u201d\n    \nIn Module 5, Lesson 18, the materials prompt students to analyze two different strategies to add fractions and explain which strategy they like best. Problem Set Question 2 states, \u201cMonica and Stuart used different strategies to solve 5/8 + 2/8 + 5/8. Whose strategy do you like best? Why?\u201d\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    Teacher materials assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others, frequently throughout the program. The teacher materials consistently provide teachers with question prompts for student discussion and possible student responses to support that discussion. For example:\n\n\nIn Module 4, Lesson 4, teachers are prompted to engage students in constructing an argument by asking students about the properties of a rectangle. \u201cWhat do you notice about sides of a rectangle and parallel lines? Is this true for all rectangles? Does the length of the opposite sides of a rectangle change the fact that they are parallel?\u201d\n    \nIn Module 7, Lesson 5, teachers are prompted to encourage students to critique a partner's work. \u201cT: Work with a partner to complete the Problem Set. When you are finished solving and creating a word problem to go along with each diagram, turn to your partner and share. Use the peer share and critique form to take notes about your work and your partner\u2019s work.\u201d\n    \nIn Module 7, Lesson 12, teachers are prompted to engage students in constructing an argument by asking students to explain their alternative solution of finding an equivalent fraction other than using a tape diagram. \u201cTalk to your partner. Instead of just using the tape diagram, how can we use what we know about finding equivalent fractions to find the number of twelfths equal to 1/2 foot? Again, how many inches are equal to 1/2 or 6/12 foot? Work with your partner to find how many inches are equal to 1/4 foot. (Allow students time to work.) How did you figure it out?\u201d\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations for explicitly attending to the specialized language of mathematics.\n\n\n    In each module, the instructional materials provide new or recently-introduced mathematical terms that will be used throughout the module. A compiled list of the terms along with their definitions is found in the Terminology tab at the beginning of each module. Each mathematical term that is introduced has an explanation, and some terms are supported with an example.\n\n\n    The mathematical terms that are the focus of the module are highlighted for students throughout the lessons and are reiterated at the end of most lessons. The terminology that is used in the modules is consistent with the terms in the standards.\n\n\n    The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams and symbols. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0103eaf0-c50a-424d-a8df-7235d3ba5e30": {"__data__": {"id_": "0103eaf0-c50a-424d-a8df-7235d3ba5e30", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "40745c74-2420-4905-848e-3efc24266191", "node_type": null, "metadata": {}, "hash": "940af824cd2f2560f7707c3831878792f44e579dedb43edb3bc0f271399c1cd5"}, "3": {"node_id": "9f50d29b-994f-469f-ba10-b3542d87d46e", "node_type": null, "metadata": {}, "hash": "9c589f07b6f6fcdb5eeeb72187ce0c0d9b0968283c1f1c426c078b218b382a51"}}, "hash": "31e3898ece86a52f087e599dfba4f6bc3c3cc870e2779ef58209747983ec11f2", "text": "In Module 5, Lesson 9, the Notes on Multiple Means of Expression states, \u201cAs the conceptual foundation for simplification is being set, the word simplify is initially avoided with students as they compose higher-value units. The process is rather referred to as composition, the opposite of decomposition, which relates directly to their drawing, work throughout the last two lessons, and work with whole numbers. When working numerically, the process is referred to at times as renaming, again in an effort to relate to whole number work.\u201d\n    \nIn Module 6, Lesson 9, the Notes on Terminology state, \u201cMass is a fundamental measure of the amount of matter in an object. While weight is a measurement that depends upon the force of gravity (one would weigh less on the moon than one does on Earth), mass does not depend upon the force of gravity. Both words are used here, but it is not important for students to recognize the distinction in mathematics at this time.\u201d\n    \n\n\n    The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them. For example:\n\n\nIn Module 2, Lesson 1, the mathematical term kilometer is in bold writing within a question listed in the Student Debrief section. These questions guide teachers in leading a class discussion. \u201cWhat pattern did you notice in the equivalences for Problems 1 and 2 of the Problem Set? How did converting 1 kilometer to 1,000 meters in Problem 1(a) help you to solve Problem 2(a)?\u201d\n    \nIn Module 3, Lesson 22, the materials use accurate terminology and support students in using the term factor pairs. Problem Set Question 4 states, \u201cSheila has 28 stickers to divide evenly among 3 friends. She thinks there will be no leftovers. Use what you know about factor pairs to explain if Sheila is correct.\u201d\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation that the underlying design of the materials distinguishes between lesson problems and student exercises for each lesson. It is clear when the students are solving problems to learn and when they are applying their skills to build mastery.\n\n\n    Each lesson follows a typical sequence that is facilitated by the teacher and may include components such as Fluency Practice, Application Problem, Concept Development and Student Debrief.\n\n\n    The Fluency Practice component is found in a majority of lessons and builds mastery of grade-level math facts.\n\n\n    Students apply previously learned mathematical knowledge to solve a problem in the Application Problem component of a lesson.\n\n\n    Within the Concept Development component of a lesson, Problems are included in each lesson to be completed by students within the class period either individually or with a partner. These Problems generally reinforce and/or extend the new mathematical concepts explored in a lesson.\n\n\n    Students build mastery when they apply what they have learned to solve problems in the Problem Set component of a lesson. The Problem Set problems typically mirror the types of problems introduced during the Concept Development portion of a lesson.\n\n\n    Most lessons include an Exit Ticket at the end of a lesson. The Exit Ticket is aligned to the Problems and Problem Sets a majority of the time.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for not being haphazard; exercises are given in intentional sequences.\n\n\n    Module sequences follow the progressions outlined in the CCSSM Standards to support students\u2019 conceptual and skill development.\n\n\n    Lessons within modules are intentionally sequenced so students develop understanding leading to content mastery. The overall structure of a lesson provides students with problems and activities that are sequenced from concrete to abstract thinking.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for having variety in what students are asked to produce.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9f50d29b-994f-469f-ba10-b3542d87d46e": {"__data__": {"id_": "9f50d29b-994f-469f-ba10-b3542d87d46e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "0103eaf0-c50a-424d-a8df-7235d3ba5e30", "node_type": null, "metadata": {}, "hash": "31e3898ece86a52f087e599dfba4f6bc3c3cc870e2779ef58209747983ec11f2"}, "3": {"node_id": "6e18db42-56d4-41d3-9bff-03e67b9d3018", "node_type": null, "metadata": {}, "hash": "97e583c7613d5ccf39baf3b80e166cca9da55cf72784c2109acd2847af21e155"}}, "hash": "9c589f07b6f6fcdb5eeeb72187ce0c0d9b0968283c1f1c426c078b218b382a51", "text": "The instructional materials prompt students to produce mathematical models and explanations of their reasoning when finding solutions to various problems. Students use mathematical models such as number lines, tape diagrams, graphs and place-value charts. For example, in Module 5, Lesson 4, students decompose fractions into sums of smaller unit fractions using tape diagrams. Problem Set Question 3 states, \u201cDraw and label tape diagrams to prove the following statements. The first one has been done for you. \u2156 = 4/10\u201d\n\n\n    Students produce solutions, construct viable arguments, and critique the reasoning of others within all components of the instructional materials including group and partner discussions. The materials consistently call for students to use the language and intent of the standards when producing solutions.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.\n\n\n    The series includes a variety of manipulatives and integrates hands-on activities that allow the use of physical manipulatives. For example:\n\n\nManipulatives are consistently aligned to the expectations and concepts in the standards. The majority of manipulatives used are measurement and place value tools. In Module 5 Lesson 12, students use a number line when comparing a given fraction to a benchmark fraction.\n    \n\n\n    Examples of manipulatives for Grade 4 include:\n\n\nMeter Sticks\n    \nRulers\n    \nSquare Inch Tiles\n    \nCentimeter Cubes\n    \nNumber Lines\n    \nTape Diagrams\n    \nPlace-Value Charts\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe visual design in Eureka Grade 4 is not distracting or chaotic and supports students in engaging thoughtfully with the subject.\n\n\n    The instructional materials follow a consistent visual format. The instructional materials consistently label the modules, topics and lessons. Within each module, lessons with similar or related content are grouped into topics.\n\n\n    The print and visuals on the materials are clear without any distracting visuals or overabundance of text features. Lesson materials for teachers are divided into sections with consistent bold headings such as Concept Development and Student Debrief. Lesson materials for students are labeled as Problem Set to signify individual practice problems. The Homework section of each lesson is visually formatted to match the Problem Set.\n\n\n    Student practice problem pages frequently include enough space for students to write their answers and demonstrate their thinking. Exit Tickets provide clearly labeled models as well as space to solve the given problem. There are no distracting or extraneous pictures, captions or \"facts\" within lessons.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students\u2019 mathematical development.\n\n\n    Each lesson contains narratives for the teacher to help guide student development and provide quality questions. Lessons contain various narratives that are labeled, \u201cNotes on Multiple Means of Representation,\u201d \u201cNotes on Multiple Means of Engagement,\u201d \u201cA Note on Standards Alignment,\u201d \u201cNote on Materials\u201d to name a few. These narratives provide teachers with mathematical summaries of the concept being presented, examples of the concept, suggestions to help students make connections between concepts, and correct vocabulary use within the lesson.\n\n\n    Quality questions are provided for the teacher to guide students through the concepts being taught in the Concept Development section of the lesson. The Student Debrief section provides questions for discussion and guiding questions designed to increase classroom discourse and ensure understanding of the concepts. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6e18db42-56d4-41d3-9bff-03e67b9d3018": {"__data__": {"id_": "6e18db42-56d4-41d3-9bff-03e67b9d3018", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "9f50d29b-994f-469f-ba10-b3542d87d46e", "node_type": null, "metadata": {}, "hash": "9c589f07b6f6fcdb5eeeb72187ce0c0d9b0968283c1f1c426c078b218b382a51"}, "3": {"node_id": "83855dd7-d3cf-491e-ad2f-0d0d69b7b1fc", "node_type": null, "metadata": {}, "hash": "4b7f1f3944c4e03458b6e4fb827cfe9594d58d92087b260a6961b86bcc906067"}}, "hash": "97e583c7613d5ccf39baf3b80e166cca9da55cf72784c2109acd2847af21e155", "text": "In Module 6, Lesson 2, a Student Debrief question states, \u201cHow did the Application Problem connect to today\u2019s lesson with decimal fractions?\u201d\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectations for containing a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials also include teacher guidance on the use of embedded technology to support and enhance student learning.\n\n\n    The Overview of each module provides several suggestions for delivering instruction such as alignment to standards, important vocabulary, assessment, and foundational skills for future grades.\n\n\n    Each lesson provides teachers with various side narratives and examples on how to present the content. Most lessons have pictures or other graphics with annotations, demonstrating the concepts for the teacher.\n\n\n    The Concept Development section includes a sample script to prepare the teacher for what might happen when presenting the material.\n\n\n    Answer keys are included for all of the Problem Sets, Exit Tickets, Homework, and Tests, including written annotations to show how student work should look.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Eureka Grade 4 meet expectations for the teacher edition containing full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge.\n\n\n    The module Overview provides information about the mathematical connections of concepts being taught. Previous and future grade levels are also referenced to show the progression of the mathematics over time. Important vocabulary is included along with definitions and examples of the terms.\n\n\n    Lesson narratives provide specific information as well as examples about the mathematical content within the lesson and are presented in adult language. These narratives contextualize the mathematics of the lesson to build teacher understanding, as well as guidance on what to expect from students and important vocabulary.\n\n\n    The teacher edition provides each step of the solution to the problems posed to students.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nThe instructional materials reviewed for Eureka Grade 4 partially meet expectations for explaining the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.\n\n\n    In the Module Overview, there are a few specific descriptions of the coherence of the mathematics; however, it is usually focused on the previous grade level. The previous grade-level standards are listed in the Foundational Standards section. There is no explanation of the role the grade-level mathematics plays to future grades, and the standards for future grades are not listed.\n\n\n    There is no discussion of the grade-level content's role in Kindergarten through Grade 12.\n\n\n    In the document called \"A Story of Units: A Curriculum Overview for Grades P-5,\" there is a description of the module sequence which includes the connection to the previous grade and the next future grade. No connection is made to other grade levels.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for Eureka Grade 4 provide a list of concepts in the teacher edition that cross-references the standards addressed and provides an estimated instructional time for each unit and lesson.\n\n\n    The materials provide a module overview that specifies the grade-level standards addressed in each module. The standards are listed in the Focus Standards section of the overview. An estimated number of instructional days is given for each module to be completed.\n\n\n    Each section within a lesson is labeled with an estimated number of minutes that it should take to complete.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Eureka Grade 4 contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "83855dd7-d3cf-491e-ad2f-0d0d69b7b1fc": {"__data__": {"id_": "83855dd7-d3cf-491e-ad2f-0d0d69b7b1fc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "6e18db42-56d4-41d3-9bff-03e67b9d3018", "node_type": null, "metadata": {}, "hash": "97e583c7613d5ccf39baf3b80e166cca9da55cf72784c2109acd2847af21e155"}, "3": {"node_id": "2162d591-b257-4ed4-ad90-5d1fc8fc0e06", "node_type": null, "metadata": {}, "hash": "328e3832902eeec56191aeca28a757c9054951a87a7003982a2be4e6d1d8d240"}}, "hash": "4b7f1f3944c4e03458b6e4fb827cfe9594d58d92087b260a6961b86bcc906067", "text": "There are resources online that inform parents about the mathematics of the program as well as give suggestions for how they can help support their child.\n\n\n    The online parent resources are divided into several categories. The Parent Support section allows parents to create an account to gain access to resources. Parent Tip Sheets are free to parents and include suggested strategies, vocabulary, and tips to support learning at home. Parents can learn more about the spiral bound books that can be purchased that provide step-by-step explanations of homework problems in the Homework Helpers section. The Grade Roadmaps section explains grade-level math concepts and gives suggestions on facilitating learning outside of the classroom.\n\n\n    There is also a section where parents can download card games to help build fluency in math.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Eureka Grade 4 contain some explanations of the instructional approaches of the program. Some modules contain Methods of Instructional Delivery. When this section is available, it provides teachers with information on how to prepare to teach the lesson, strategies utilized throughout the lesson, and the benefits of the strategies. There is additional information about the instructional approaches in A Story of Units Curriculum Overview. Lastly, the opening letter from Executive Director Lynne Munson addresses some of the research and philosophy behind the instructional materials.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nThe instructional materials reviewed for Eureka Grade 4 do not meet the expectations for providing strategies for gathering information about students' prior knowledge within and across grade levels.\n\n\n    There are no strategies or assessments that are specifically for the purpose of assessing prior knowledge.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for providing strategies for teachers to identify and address common student errors and misconceptions.\n\n\n    Each End of Module Assessment includes a chart titled Progression toward Mastery to help teachers with assessing progress toward mastery.\n\n\n    Teachers can address errors and misconceptions by facilitating mathematical conversations between students. Teachers are provided with a list of possible discussion questions in the Student Debrief section of most lessons.\n\n\n    Exit tickets completed during the Student Debrief can be used as informal assessments to identify and address errors and misconceptions. The teacher materials suggest \u201cA review of their work will help with assessing students\u2019 understanding of the concepts that were presented in today\u2019s lesson and planning more effectively for future lessons.\u201d\n\n\n    The marginal notes often suggest ways to support students as a whole and subgroups of students who might need support. In particular, the \"Multiple Means of...\" notes tend to focus on student misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\n\n    The lesson structure consisting of fluency activities, an application problem, concept development practice, and problem sets provides students with opportunities to connect prior knowledge to new learning, engage with content, and synthesize their learning. Throughout the lesson, students have opportunities to work independently with partners and in groups where review, practice, and feedback are embedded into the instructional routine.\n\n\n    The Fluency section of a lesson provides ongoing review and practice of previously-taught concepts. The Problem Set problems for each lesson activity reinforce skills and enable students to engage with the content and receive timely feedback. In addition, discussion questions in the Student Debrief provide opportunities for students to engage in timely discussion on the mathematics of the lesson.\n\n\n    The summative assessments contain rubrics to provide feedback to the teacher and student on a student\u2019s progress towards mastery.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Eureka Grade 4 partially meet the expectation for assessments clearly denoting which standards are being emphasized.\n\n\n    The summative assessments which include the Mid-Module and End-of-Module Assessment meet the expectations by clearly denoting the standards being emphasized; however, the formative assessments such as Exit Tickets do not.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2162d591-b257-4ed4-ad90-5d1fc8fc0e06": {"__data__": {"id_": "2162d591-b257-4ed4-ad90-5d1fc8fc0e06", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "83855dd7-d3cf-491e-ad2f-0d0d69b7b1fc", "node_type": null, "metadata": {}, "hash": "4b7f1f3944c4e03458b6e4fb827cfe9594d58d92087b260a6961b86bcc906067"}, "3": {"node_id": "ccde564b-e2e9-4d47-8575-c903414b3105", "node_type": null, "metadata": {}, "hash": "f7e2ae90d1a855e0576326ee401c9394f92ec3e4d9e914170b4200c99a6513c4"}}, "hash": "328e3832902eeec56191aeca28a757c9054951a87a7003982a2be4e6d1d8d240", "text": "The Mid-Module and End-of-Module Assessments align each item to specific standard(s). Each of these assessments include a Progression Toward Mastery rubric that lists specific standards being assessed and describes how mastery is determined.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe materials reviewed for Grade 4 partially meet the expectations for this indicator. The summative assessments meet the expectations, but the formative assessments do not.\n\n\nFor the Mid-Module and End-of-Module assessments, there are rubrics for scoring the items, as well as an answer key with sample answers.\n    \nRubrics and scoring guides are clear and helpful. Examples of student work receiving top grades on the rubric are included.\n    \nIn the Progression toward Mastery section of the summative assessments there is a detailed rubric for grading student mastery from 1 to 4. If the student does not achieve total mastery (step 4), then the teacher can look at the next steps to see what or how to follow up with the student. For example, when a student's mastery is step 2, teachers can look at steps 3 and 4 to guide follow-up instruction.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials for Eureka Grade 4 do not include opportunities for students to monitor their own progress. There is one exception within the Fluency Sprints. Students complete the sprint twice with a goal of increasing their score on the second round.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\n\n    Lessons are sequenced to build from conceptual understanding, using representations ranging from concrete and pictorial to the more abstract.\n\n\n    Marginal notes in most lessons often suggest ways for teachers to support students as a whole as well as subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options and materials.\n\n\n    The modules and topics within each module are sequenced according to the CCSSM \"Progressions of Learning.\" A description of the module sequence and layout is provided.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for providing teachers with strategies for meeting the needs of a range of learners.\n\n\n    The lesson structure: Fluency, Application Problem, Concept Development, and Student Debrief all include guidance for the teacher on the mathematics of the lesson, possible misconceptions, and specific strategies to address the needs of a range of learners.\n\n\n    The marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options, and materials.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation that materials embed tasks with multiple entry\u00ad points that can be solved using a variety of solution strategies or representations.\n\n\n    Most lessons include problems within the components of Application Problem, Problem Sets, and Homework that students can choose their own solution strategy and/or representation as well as solve the problems in a variety of ways.\n\n\n    The embedded tasks include multiple representations such as drawings, charts, graphs, or numbers or words.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation that the materials include support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.\n\n\n    There are marginal notes in the teacher edition that provide strategies for English Language Learners and other special populations. The Notes on Multiple Means of Engagement give teachers suggestions about meeting the needs of ELL students. These margin notes include sentence starters, physical responses, and vocabulary support.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ccde564b-e2e9-4d47-8575-c903414b3105": {"__data__": {"id_": "ccde564b-e2e9-4d47-8575-c903414b3105", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "2162d591-b257-4ed4-ad90-5d1fc8fc0e06", "node_type": null, "metadata": {}, "hash": "328e3832902eeec56191aeca28a757c9054951a87a7003982a2be4e6d1d8d240"}, "3": {"node_id": "946b781a-1077-474a-ab03-9288041a29b0", "node_type": null, "metadata": {}, "hash": "e1c9f1e95e78671e1eb3384df075a502f5726ff4c38f5cc2d1b4be8886c995c9"}}, "hash": "f7e2ae90d1a855e0576326ee401c9394f92ec3e4d9e914170b4200c99a6513c4", "text": "On pages 14-20 of \"How to Implement A Story of Units,\" there are suggestions for working with ELL students and students with disabilities. Page 14 states, \"It is important to note that the scaffolds/accommodations integrated into A Story of Units might change how a learner accesses information and demonstrates learning; they do not substantially alter the instructional level, content, or performance criteria. Rather, they provide students with choices in how they access content and demonstrate their knowledge and ability.\"\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\n\n    There are marginal notes in the teachers edition that provide strategies for advanced students. The Notes on Multiple Means of Engagement give teachers suggestions about meeting the needs of advanced students.\n\n\n    The curriculum specifies that not all pieces within a section of a lesson must be used, so advanced students could be asked to tackle problems or sections a teacher does not use for all students.\n\n\n    Teachers are given suggestions for working with above-grade-level students on page 20 of \"How to Implement A Story of Units.\"\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for Eureka Grade 4 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.\n\n\n    The lessons contain a variety of tasks and situations in the story problems that interest students of various demographic and personal characteristics. The names chosen in the lessons represent a variety of cultural groups.\n\n\n    The application problems include real-world situations that would appeal to a variety of cultural and gender groups.\n\n\n    There is a balanced approach to the use of gender identification.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Eureka Grade 4 provide opportunities for teachers to use a variety of grouping strategies.\n\n\n    Notes within the lessons provide teachers a variety of options for whole group, small group, partner, or individual work.\n\n\n    There are opportunities for different groupings; however, the fundamental models are Modeling with Interactive Questioning, Guided Practice, and Independent Practice.\n\n\n    There are also suggestions for small-group work within the differentiation pages of the \"How to Implement\" document.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for Eureka Grade 4 occasionally encourage teachers to draw upon home language and culture to facilitate learning.\n\n\n    There is limited evidence of teachers needing to draw upon home language and culture to facilitate learning.\n\n\n    There are occasions (mostly with Spanish) where students are encouraged to make connections to words in their home languages.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "946b781a-1077-474a-ab03-9288041a29b0": {"__data__": {"id_": "946b781a-1077-474a-ab03-9288041a29b0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "29dc279b-f370-44de-b22c-1d4945246070", "node_type": null, "metadata": {}, "hash": "163f66eaa4f4934a43c5053634e731169d9f0c724dc3e09353f234fbf2d13982"}, "2": {"node_id": "ccde564b-e2e9-4d47-8575-c903414b3105", "node_type": null, "metadata": {}, "hash": "f7e2ae90d1a855e0576326ee401c9394f92ec3e4d9e914170b4200c99a6513c4"}}, "hash": "e1c9f1e95e78671e1eb3384df075a502f5726ff4c38f5cc2d1b4be8886c995c9", "text": "\"How to Implement A Story of Units\" offers teachers this guidance: \"Know, use, and make the most of student cultural and home experiences. Build on the student's background knowledge.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nReviews for this series were conducted using print materials, which do not include an instructional technology component. Materials were not reviewed for this indicator.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "11556c0f-b9ad-40bb-9f6f-0381af3bc5e3": {"__data__": {"id_": "11556c0f-b9ad-40bb-9f6f-0381af3bc5e3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "3": {"node_id": "a4bd979a-6725-43c7-bfb1-19daf14ad2fc", "node_type": null, "metadata": {}, "hash": "099496d387407947b30f028f1a225a7d31cec8fbb3aa9569aa8b7ef8032e22b6"}}, "hash": "1e022c7d63f9737ed82d4869792b3e7f075dd10c1f5d4c5c13eab79467c749af", "text": "HMH Integrated\n\nThe instructional materials reviewed for the HMH Integrated series do not meet expectations for alignment to the CCSSM for high school. The materials do not meet the expectations for focus and coherence as they partially meet the expectations in the following areas: attending to the full intent of the mathematical content contained in the high school standards for all students, allowing students to fully learn each standard, and making meaningful connections in a single course and throughout the series. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of the non-plus standards, but there were some instances where the full intent of the standard was not met.\n\n\n    Examples where the full intent of the standards were met:\n\n\nN-RN.1: This series allows students to fully engage in this standard in Math 2, Module 3. On page 100, the lesson requires students to compare/contrast radicand restrictions on even and odd roots, as well as to reason about the order in which they should calculate the root or power of the base number. Teachers are provided with questioning strategies to help students analyze and reason with rational exponents in Math 2 TE on pages 99-100. In \u201cExplain the Error and Communicate Mathematical Ideas\u201d on page 105, students engage in higher-order thinking strategies through error analysis and abstract analysis.\n    \nG-CO.9-11: The series allows students to fully engage in these standards in Math 2, Modules 14-16. Students complete multiple styles of proofs for theorems involving lines, triangles and parallelogram properties, including fill in the blank paragraph proofs, flow proofs, and 2-column proofs. Students are also given the opportunity to write a plan for various proofs of different theorems and to create their own proofs in various styles.\n    \n\n\n    Examples where the full intent of the standards were not met:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a4bd979a-6725-43c7-bfb1-19daf14ad2fc": {"__data__": {"id_": "a4bd979a-6725-43c7-bfb1-19daf14ad2fc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "11556c0f-b9ad-40bb-9f6f-0381af3bc5e3", "node_type": null, "metadata": {}, "hash": "1e022c7d63f9737ed82d4869792b3e7f075dd10c1f5d4c5c13eab79467c749af"}, "3": {"node_id": "2a2faaf1-3ba4-4bee-9d6e-c0b150ae9644", "node_type": null, "metadata": {}, "hash": "878f830e0ff48780c5876733c6027bd6de51cab885be77dd75eea326e32d4f19"}}, "hash": "099496d387407947b30f028f1a225a7d31cec8fbb3aa9569aa8b7ef8032e22b6", "text": "Examples where the full intent of the standards were not met:\n\n\nN-RN.3: This standard was addressed in Math 2, Module 3 on page 108. Students are required to identify whether the sum and product rules for two rational, two irrational, or one rational and one irrational number are sometimes, always, or never true. However, they are not required to explain why this is so as indicated by the standard.\n    \nN-Q.2: This standard was addressed in Math 1 and Math 2 but was only partially met because there was no evidence found indicating students define their own quantities as called for in the standard. In Math 3, Module 19, on page 1111, one example asks students to define their own quantities, but students are provided with pre-labeled and numbered tables and charts thus taking away the opportunity to determine quantities.\n    \nA-SSE.1 In Math 2, Lesson 4.1 places a considerable focus on mechanics and evaluating a polynomial expression to answer a real-world problem. This section does not address \u201cinterpreting its parts\u201d as required by the standard nor is there evidence of this part of the standard being addressed in any other lessons/tasks within the series.\n    \nA-SSE.3a,b: The standard is only partially addressed in Math 2, Module 9 on page 374. Evidence was not found that the materials require students to choose a form in order to reveal information. That is, students were directed to produce specific forms without opportunity for student choice.\n    \nA-SSE.3c: The standard is identified in Math 3, Module 10; however, students do not need to use properties of exponents to transform any of the expressions. Students are identifying information or evaluating in the examples and problem set.\n    \nF-IF.8a: In Math 2, Module 9, students are given ample opportunity to practice working with quadratic functions through completing the square with and without context. However, all context questions only asked students to find maximum values, not minimum values. Additionally, students do not use the processes of factoring or completing the square to show the symmetry of the graph.\n    \nF-TF.2: Students did work with the concepts of the unit circle in Math 3, Module 18, on pages 927-940. The standard indicates that students should explain how the unit circle is an extension of the trigonometric functions, which was not found in this series.\n    \nG-CO.10: Most of this standard is addressed in Math 2, Module 15, with the exception of Triangle Midpoint Theorem. Students do verify and work problems where the third side is parallel to the segment connecting the midpoints of the other two sides, but they do not find or work with the idea that the length of the segment connecting the midpoints of the other two sides is half the length of the third side.\n    \nS-ID.4: This standard was addressed in Math 3, Module 21 on page 1057. Students were asked why standard deviation and mean are not appropriate statistics to use with skewed distributions, but students were not asked to determine if such procedures were or were not appropriate for the data sets, as indicated by the standard. Students were also limited in the exposure of technology, calculators only, used for this standard.\n    \nS-CP.4: In Math 2, Module 22, the lesson places the focus on \u201cfinding the probability from a two-way table of data;\u201d however, nowhere within this section are students prompted to \u201cconstruct and interpret the two-way frequency table of data \u2026\u201d as indicated by the standard. It is not until Math 2, Module 23, that students are \u201cinvolved\u201d in creating such a table by being given a supporting matching activity on page 1254, but the students never fully construct a two-way table.\n    \nS-IC.4: This standard is addressed in Math 3, Module 23 on page 1123. The definition and formulas of margin of error are introduced to students. In the work that immediately follows, the margin of error is given and then used to determine appropriate sample size. Then, in the Lesson Performance Task on page 1132, students are asked to find the margin of error but only after being given the formula. Students do not develop a margin of error from the use of simulation models as indicated by the standard.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nTwo problems within the materials provide opportunities for students to engage with the modeling process.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2a2faaf1-3ba4-4bee-9d6e-c0b150ae9644": {"__data__": {"id_": "2a2faaf1-3ba4-4bee-9d6e-c0b150ae9644", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "a4bd979a-6725-43c7-bfb1-19daf14ad2fc", "node_type": null, "metadata": {}, "hash": "099496d387407947b30f028f1a225a7d31cec8fbb3aa9569aa8b7ef8032e22b6"}, "3": {"node_id": "98342d89-536b-4763-8f6d-969e20048813", "node_type": null, "metadata": {}, "hash": "1c2b1ba9721b1568c54ef308628e7ca54bd3e1e861d38ae087fd524aa5375326"}}, "hash": "878f830e0ff48780c5876733c6027bd6de51cab885be77dd75eea326e32d4f19", "text": "F-LE.1b/S-ID.6a: On page 508 of Math 2, the Lesson Performance Task provides students with a simple table and asks them to find a function to model the data as well as to justify the model and make predictions about their model. Students are given the opportunity to identify variables, select essential features, and formulate and analyze a model. Students will need to justify their model and the predictions made, so students will need to extrapolate to obtain an answer.\n    \nG-GMD.3: On page 1180 of Math 2, Computer Screens, the task offers students an opportunity to engage with the modeling process as the task has multiple possible answers. Students must identify measurements, formulate models to represent the situation, and report on the conclusion. Student have the opportunity to explore, justify, and critique multiple answers in this task, so this task engages students in the full modeling process.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials, when used as designed, meet the expectations for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers. Overall, the majority of the instructional materials addressed widely applicable prerequisite standards (WAP\u2019s), and the large quantity of duplicated/repeated lessons throughout the series covering non-WAP standards was not found to be distracting.\n\n\n    In Math 1, a majority of the material was spent on WAPs, and the course mainly addressed WAPs from Algebra, F-IF, and G-CO.1. In Math 2, a majority of the new material was spent on WAPs, and the course mainly addressed WAPs from F-IF and Algebra along with standards from N-RN, G-CO.9,10, and G-SRT.B,C. In Math 3, less than a majority of of the new material was spent on WAPs, and the course mainly addressed WAPs from F-IF.\n\n\n\n\n\n    This series is inconsistent in addressing the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers. The series spends limited time on lessons where the Number and Quantity, Statistics and Probability, and Geometry WAPs are the focus of lessons. The time spent on WAPs decreases as the series progresses, as does the time spent in the these categories.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials, when used as designed, partially meet the expectations for allowing students to fully learn each non-plus standard. Overall, the series addressed many of the standards in a way that would allow students to learn the standards fully. However, there are cases where the standards are not fully addressed or where the instructional time devoted to the standard was insufficient.\n\n\n    Throughout the series, students do not prove or derive theorems, properties, or formulas when required by the CCSSM. Students are routinely shown the process to derive, given fill-in-the-blank proofs, or just given the information, but students do not independently construct proofs or derive formulas without significant direct instruction or support. The following are examples where students are not able to fully learn the standard because they are not engaged in the process of proving or deriving as prescribed in the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "98342d89-536b-4763-8f6d-969e20048813": {"__data__": {"id_": "98342d89-536b-4763-8f6d-969e20048813", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "2a2faaf1-3ba4-4bee-9d6e-c0b150ae9644", "node_type": null, "metadata": {}, "hash": "878f830e0ff48780c5876733c6027bd6de51cab885be77dd75eea326e32d4f19"}, "3": {"node_id": "40423528-f2cc-466d-bbe0-ca3ea4565c9d", "node_type": null, "metadata": {}, "hash": "1f61f88bbc23107411f0d6145269e86744f19606b8a4410400169187b203ea39"}}, "hash": "1c2b1ba9721b1568c54ef308628e7ca54bd3e1e861d38ae087fd524aa5375326", "text": "G-C.5: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Students were not given the opportunity to independently complete the derivation indicated by the standard.\n    \nG-GPE.1: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Students were not given the opportunity to independently complete the derivation indicated by the standard.\n    \nG-GPE.2: Derive the equation of a parabola given a focus and directrix. Students followed a prescriptive, fill-in-the-blanks derivation provided by the book.\n    \nA-REI.5: Students complete a fill-in-the-blank proof but are not required to do an independent proof of this standard.\n    \nF-TF. 8: Math 2, Module 18 page 982, students are asked to confirm the Pythagorean identity using different values for theta, but they do not formally prove the Pythagorean Identity, as indicated by the standard. On page 990 in problem 19, students are asked to show the theorem is true, but not provide a formal proof.\n    \n\n\n    The materials, when used as designed enable students to have exposure to each of the standards, but they do not always allow students to fully learn each standard. Examples of standards that are not fully developed within the curriculum include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40423528-f2cc-466d-bbe0-ca3ea4565c9d": {"__data__": {"id_": "40423528-f2cc-466d-bbe0-ca3ea4565c9d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "98342d89-536b-4763-8f6d-969e20048813", "node_type": null, "metadata": {}, "hash": "1c2b1ba9721b1568c54ef308628e7ca54bd3e1e861d38ae087fd524aa5375326"}, "3": {"node_id": "18261ef6-a603-4c94-8a64-2006574a8f0c", "node_type": null, "metadata": {}, "hash": "7f1bccb9de7c0769f0a8ff2eb6f80b04a482d0c47afc1d7779151e0642e5a806"}}, "hash": "1f61f88bbc23107411f0d6145269e86744f19606b8a4410400169187b203ea39", "text": "N-RN.2: Math 2, Module 3 page 108, students are required to identify whether the sum and product rules for two rational, two irrational or one rational and one irrational number are sometimes, always or never true; however, they are not required to explain why this is so.\n    \nF-IF.7c: Math 2, Lesson 7.2 lays the foundation for using zeros to plot x-intercepts and construct a rough graph (of a quadratic function). On page 270 of that lesson, the material notes a perfect square trinomial that could be used to introduce the concept of duplicity/multiplicity of a zero, but nothing is indicated in the facilitation notes to encourage such a discussion. Math 3, Lesson 5.4 on page 295, reinforces the connection between a zero and an x-intercept. The idea of duplicity is discussed in problem 3 on page 296. The remainder of the lesson does not relate the concepts of end behavior and the x-intercepts to sketch the rough graph; rather, the materials encourage students to develop a sign chart. While essential elements toward learning this standard are introduced, the series does not give students an opportunity to fully learn the standard.\n    \nA-CED.4: Math 1 Lesson 2.3 focuses on the linear case- offering scaffolded (fill-in-the-blank) examples and 25 exercises. The series does not include any focus on this standard for the quadratic case.\n    \nA-REI.10: In Math 1, Module 6 on page 202, students are not given opportunity to investigate the standard or to develop their own understanding that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve, but are instead told with an example.\n    \nG-CO.1: Math 1 Lesson 16.2 focuses on \u201cangle.\u201d Although the materials appear to define angle at the top of page 790, the convex part of the angle is not noted. The definition is provided not giving students an opportunity to develop a precise definition. Attempts at defining \u201cparallel lines\u201d in Math 1 Lesson 17.1 and \u201cperpendicular lines\u201d in Math 1 Lesson 17.2 are not precise; rather, the material lists properties in place of a precise definition. Here, too, students are not encouraged to develop a precise definition. Thus, the series does not allow students to fully learn this standard.\n    \nG-CO.4: In Math 1, Module 17, the definitions of rotations, reflections, and translations are given and used but not developed as required by the standards. For example, students are told to find the midpoint between image and pre-image points to find the line of reflection instead of using the line of reflection to confirm it is the midpoint and therefore proving it is a reflection. This is also seen with angles of rotations; students are told to use angles to make the rotations but are not asked to verify a rotation by measuring or finding angles.\n    \nG-GPE.6: Math 3 Lesson 2.6 introduces examples on a number line and a coordinate plane. In each case, the approach involves partitioning a horizontal and/or vertical distance, applying the appropriate ratio, and determining the final point. A variety of ratios are used in examples and exercises. Students are also introduced to the concept of partitioning via constructions. Moreover, students are encouraged to confirm the point of partition using the distance formula. The series does not introduce the student to any algebraic/numerical approach and, in turn, does not ask the student to determine the ratio if given a partitioned segment.\n    \nS-CP.3: Math 2, Lesson 23.1 addresses the standard although it is not indicated as such in the table of contents. While students engage in calculating conditional probabilities using formulas, there was not any evidence of attending to students \u201cunderstanding\u201d of the concept or why the formula works.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe materials reviewed meet the expectations for requiring students to engage in mathematics at a level of sophistication appropriate to high school. The series regularly uses age appropriate contexts to engage students in the mathematics while exposing students to various types of real numbers. The context of the series did not advance in sophistication as the series progressed, but the context was not beyond or below high school student understanding. The series provides age-appropriate, mathematical contexts by including scenarios that are relevant to students such as maximizing profit, perimeter and area of shapes, probabilities of games, and projectile motions with sports.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "18261ef6-a603-4c94-8a64-2006574a8f0c": {"__data__": {"id_": "18261ef6-a603-4c94-8a64-2006574a8f0c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "40423528-f2cc-466d-bbe0-ca3ea4565c9d", "node_type": null, "metadata": {}, "hash": "1f61f88bbc23107411f0d6145269e86744f19606b8a4410400169187b203ea39"}, "3": {"node_id": "15ef7a8e-6191-4307-a6e4-d72b0845b880", "node_type": null, "metadata": {}, "hash": "1b9aa6d7509a835b18dc8e6e312c59f8d4f3ae1ac58616fd25b78d027a76c205"}}, "hash": "7f1bccb9de7c0769f0a8ff2eb6f80b04a482d0c47afc1d7779151e0642e5a806", "text": "The following are examples of the age appropriate contexts included in the instructional materials:\n\n\nIn Math 1, Lesson 1.1, Solving Equations pages 11-12: The real-world situations pertain to topics that are interesting to high school students: population, overtime pay, weight of a catch, a student discount bus card, saving to buy a bike, radius of Earth and Mars, and one \u201ctypical Algebra age problem.\u201d\n    \nMath 2 Lesson 9.3, Using the Quadratic Formula to Solve Equations: The Lesson Performance Task requires students to decide if the center fielder is able to catch the ball using the height and initial speed of balls hit to that player knowing the speed and position of the center fielder.\n    \nIn Math 3 Lesson 13.4 Compound Interest, the Lesson Performance Task focuses on grandparents establishing a college fund and references the average annual in-state college tuition. Students are asked to write a model for the value of the investment over time and a model for the growth of college tuition and use the models to evaluate the sufficiency of the investment.\n    \n\n\n    The series does regularly expose students to key ideas from grades 6-8, but it does so in a prescriptive manner that does not allow students to apply these concepts without direction. There are many instances of fill-in-the-blank opportunities, including proofs, and practice exercises follow nearly directly from module examples. Higher Order Thinking (HOT) questions and \u201cExpert\u201d questions, in Assessment Readiness Performance Tasks, are places to find problems with no scaffolding for students.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe materials partially meet the expectation for being mathematically coherent and making meaningful connections in a single course and throughout the series, where appropriate and where required by the standards. Although this is an integrated mathematics series, the books do not work to build connections between and amongst domains and clusters. Rather, topics are typically taught in isolation within the materials. Repeated lessons throughout the series do not build on or extend students knowledge to reach higher order thinking on the identified standards within these lessons. Repeated lessons detract from students\u2019 learning as they are distracting and unnecessary.\n\n\n    However, a few standards were connected well through multiple books and modules, in a way that built upon itself and extended students to higher levels of thinking. These examples include:\n\n\nG-GPE.1,2: From Math 2 to Math 3, lessons build on one another to develop an understanding of not only circles but other conic sections as well.\n    \nS-ID.6: From Math 1 to Math 3, students are expected to fit data with linear and exponential functions then extends fitting of data to include quadratic functions, with a final extension of this concept to fit data with sine functions.\n    \nF-BF.2: In Math 1, students work with arithmetic sequences to prepare for lessons in the following module dealing with linear functions.\n    \nF-LE.2: From Math 1 to Math 3, lessons are designed to build students\u2019 abilities to work with geometric sequences and extend these ideas to geometric series, while preparing students to connect concepts to exponential functions.\n    \nN-RN.1: From Math 2 to Math 3, lessons build on one another to help students understand and connect concepts of rational exponents and radicals.\n    \n\n\n    Algebra and Functions standards, and occasionally Number and Quantity standards, are taught in conjunction with each other, but the book does not make a specific effort to draw attention to connections between the categories. Geometry and Statistics and Probability standards are normally taught in isolation. For example, in Math 2, two lessons were found that focus on concepts from Geometry and Algebra in the same lesson. The module performance tasks do combine multiple standards, but not to draw connections between the concepts; instead, they produce a culminating application of procedures covered in the module.\n\n\n    Examples of connections not made in the materials include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15ef7a8e-6191-4307-a6e4-d72b0845b880": {"__data__": {"id_": "15ef7a8e-6191-4307-a6e4-d72b0845b880", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "18261ef6-a603-4c94-8a64-2006574a8f0c", "node_type": null, "metadata": {}, "hash": "7f1bccb9de7c0769f0a8ff2eb6f80b04a482d0c47afc1d7779151e0642e5a806"}, "3": {"node_id": "25ef3c33-c53d-40be-a189-6dd124a911fe", "node_type": null, "metadata": {}, "hash": "4cf731742da112457986179d579f1f6e5e7dad9f8bf5c7821595099913a928d0"}}, "hash": "1b9aa6d7509a835b18dc8e6e312c59f8d4f3ae1ac58616fd25b78d027a76c205", "text": "Examples of connections not made in the materials include:\n\n\nMath 1, Lesson 2.3, (A-CED.A.4) does not extend Properties of Equality from Lesson 1.1 and Lesson 2.2 where the emphasis was on solving equations. Instead the lesson focuses on \"rearranging;\" however, students are not \"using the same reasoning as in solving equations,\" which is only introduced minimally in Lesson 2.3. Module 17 does not connect the concepts of functions and transformations as is done in the Geometry Progression. Making this connection in Math 1 would support students as they work with transformations of increasingly complex function transformations in Math 2 and Math 3.\n    \nMath 3: Lesson 5.4 Explain 2 page 299 connects cubic functions to the volume formula again, this time through standard application of the volume of a prism. Again, this is presented as new material and not explicitly connected to the material in Math 2 Module 21. This is also a missed opportunity to connect quadratic functions to surface area from Module 3, Visualizing Solids.\n    \n\n\n    Almost a quarter of the lessons in the series are exact repeats of each other. Students are not given the opportunity to build on foundations because the lessons that should provide foundation are just repeated from course to course, and careful connections are unable to be built. The following are lessons that are repeated across multiple courses along with the standards that they address:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "25ef3c33-c53d-40be-a189-6dd124a911fe": {"__data__": {"id_": "25ef3c33-c53d-40be-a189-6dd124a911fe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "15ef7a8e-6191-4307-a6e4-d72b0845b880", "node_type": null, "metadata": {}, "hash": "1b9aa6d7509a835b18dc8e6e312c59f8d4f3ae1ac58616fd25b78d027a76c205"}, "3": {"node_id": "0caed42b-85e6-460b-8899-3179522368dd", "node_type": null, "metadata": {}, "hash": "ed669a33d5ce292d75ec5bfa8e9c88966c8837747ba73288af486d8c8e810045"}}, "hash": "4cf731742da112457986179d579f1f6e5e7dad9f8bf5c7821595099913a928d0", "text": "S-ID.6b: Math 1, 10.2 and Math 2, 10.2; Math 1, 15.2 and Math 2, 10.3\n    \nA-REI.3: Math 1, 13.3 and Math 2, 2.2; Math 1, 13.4 and Math 2, 2.3\n    \nF-IF.7e: Math 1, 14.4 and Math 2, 10.2\n    \nG-CO.9: Math 1, 19.1 and Math 2, 14.1; Math 1, 19.2 and Math 2, 14.2; Math 1, 19.3 and Math 2, 14.3 and Math 3, 1.1; Math 1, 19.4 and Math 2, 14.4 and Math 3, 1.2\n    \nG-CO.10: Math 1, 22.1 and Math 2, 15.1; Math 1, 22.2 and Math 2, 15.2; Math 2, 2.3 and Math 2, 15.3; Math 1, 23.1 and Math 2, 15.4; Math 1, 23.2 and Math 2, 15.5\n    \nG-CO.11: Math 1, 24.1 and Math 2, 15.6 and Math 3, 1.4; Math 1, 24.2 and Math 2, 15.7; Math 1, 25.4 and Math 3, 2.4\n    \nG-GPE.5: Math 1, 25.1 and Math 3, 2.1; Math 1, 25.2 and Math 3, 2.2\n    \nG-GPE.4: Math 1, 25.3 and Math 3, 2.3\n    \nG-GPE.7: Math 1, 25.2 and Math 3, 2.5\n    \nG-GPE.6: Math 2, 17.2 and Math 3, 2.6\n    \nG-GMD.3: Math 2, 21.5 and Math 3, 4.1\n    \nG-C.2: Math 2, 19.1 and Math 3, 24.1; Math 2, 19.3 and Math 3, 24.3; Math 2, 19.4 and Math 3, 24.4; Math 2, 19.5 and Math 3, 24.5\n    \nG-C.3: Math 2, 19.2 and Math 3, 24.2\n    \nG-GMD.1: Math 2, 20.1 and Math 3, 25.1\n    \nG-C.5: Math 2, 20.3 and Math 3, 25.3\n    \nG-C.1: Math 2, 20.2 and Math 3, 25.2\n    \nG-SRT.8: Math 2, 18.4 and Math 3, 17.1\n    \nF-TF.8: Math 2, 18.5 and Math 3, 18.3\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed do not meet the expectations that the materials explicitly identify and build on knowledge from Grades 6-8 to the High School Standards. There is limited evidence of how standards from Grades 6-8 are extended or built upon to develop the high school standards. When the materials focus on standards from Grades 6-8, the standards are not explicitly identified as middle school standards, and they are taught as new lessons rather than reviewed or used to build toward understanding of high school standards. Some lessons include introductory activities that have been designed to allow students to use previous learning. These activities allow students to use a middle grades approach to solving a problem before learning the high school content.\n\n\n    Within the Teacher Edition, the Tracking Your Learning Progression, found at the beginning of each module, informs teachers of what students should know before, during, and after the unit; however, there are no clearly articulated connections between 6-8 and high school concepts indicated for the teacher. No additional evidence was found of explicit indication of standards from Grades 6-8 in any of the provided material.\n\n\n    The first 14 Modules in Math 1 are primarily focused on middle grade standards even though listed as high school standards. Students work with linear functions and models and use quantitative reasoning, which are aligned to standards from 8.F and 8.EE. Connections are not made explicit here between content from Grades 6-8 and the HS standards addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0caed42b-85e6-460b-8899-3179522368dd": {"__data__": {"id_": "0caed42b-85e6-460b-8899-3179522368dd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "25ef3c33-c53d-40be-a189-6dd124a911fe", "node_type": null, "metadata": {}, "hash": "4cf731742da112457986179d579f1f6e5e7dad9f8bf5c7821595099913a928d0"}, "3": {"node_id": "4fc9f0c2-2f10-450c-9085-abaf2e8eaad1", "node_type": null, "metadata": {}, "hash": "2945b4d4d83dd92e2e160ac606b1f21b40d7b18d7850dd6c8bd44c0189b79828"}}, "hash": "ed669a33d5ce292d75ec5bfa8e9c88966c8837747ba73288af486d8c8e810045", "text": "In Math 1, Modules 17-18, the concepts should be an extension of grade 8 work on congruence and transformations. There are no connections to previous learning made within the lessons or no standards from grade 8 are mentioned. Again, the materials reteach previous standards and extend but do not make connections nor move students to deepen their understanding.\n\n\n    Limited information and general statements were found in the margin of the teacher editions of the materials in Math Background or Learning Progressions. Math Background is intended to be professional development for teachers and sometimes relates lesson concepts to definitions, properties, or ideas from previous years. For example, in Math 1 on page 16, dimensional analysis is linked to the Multiplicative Identity Property and multiplication of fractions. Teachers are not told where either of these concepts was first introduced to students or how to expand this thinking to benefit the lesson for student understanding. The Learning Progression snippets offer teachers connections to middle school standards or previous standards addressed in the course. No direction as to where these concepts were covered, how to expand upon them, or connect with future concepts or skills is given.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nAll included plus (+) standards are explicitly identified at the beginning of each book in the Correlations section for Common Core State Standards and in the margins of the teacher\u2019s editions at the lesson level. Many of these standards are addressed in isolation within a lesson in the module and can easily be omitted without interference with the rest of the sequence in the series. In cases where both plus and non-plus standards are addressed, the non-plus standards can be focused on while plus standards are used to enrich the learning. These standards are treated just like non-plus standards; limited connections are made and heavy scaffolding exists when the standards ask students to derive or prove.\n\n\n    Math 1: None found\n\n\n    Math 2:\n\n\nG-C.4 is found in Lesson 19.3 and is addressed in connection to non-plus standard G-C.2 as an example directly following the portion of G-C.2 that pertains to tangents of a circle. Problems relating to this standard are clearly identified in the Assignment Guide for teachers (page 1035) and can be omitted without detriment to the student should the teacher choose.\n    \nG-GMD.2, found in Lesson 21.4, is addressed as the focus of the lesson and in connection with G-GMD.3, G-MG.1, and G-MG.2. It can be omitted or used as an extension to the non-plus standards.\n    \nS-CP.8, found in Lesson 23.3, is addressed in connection with non-plus standards S-CP.3, S-CP.4, and S-CP.5. The multiplication rule is used to build on students\u2019 knowledge.\n    \nS-CP.9 is found in Lessons 22.2 and 22.3 and is addressed in a lesson focused on plus standard material. It can be omitted without disruption to the course, and it addresses permutations and combinations as a means of computing probabilities.\n    \nS-MD.6 is found in Lesson 24.1 (also in Math 3) and is addressed in a lesson focused on plus standard material. It can be omitted without disruption to the course. The module introduces students to using probability in decision-making through relevant problems.\n    \nS-MD.7 is found in Lesson 24.2 and is addressed within a lesson focused on S-CP.4. Analysis of decisions using probability is used to strengthen students\u2019 understanding of two-way tables in probability.\n    \n\n\n    Math 3:\n\n\nN-CN.8 is found in Lesson 6.4 and is addressed in connection with A-SSE.2 and multiple non-plus supporting standards about factoring polynomials.\n    \nN-CN.9 is found in Lesson 7.2 and is addressed in connection with A-APR.2 and multiple non-plus supporting standards about finding complex solutions to polynomial equations.\n    \nA-APR.5 is found in Lesson 6.3 and is addressed as the primary standard with supporting non-plus standards. It can be omitted without risk of loss of learning to the student. The standard is addressed again in Lesson 21.1 as a supporting standard in a non-plus focused lesson on probability distributions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4fc9f0c2-2f10-450c-9085-abaf2e8eaad1": {"__data__": {"id_": "4fc9f0c2-2f10-450c-9085-abaf2e8eaad1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "0caed42b-85e6-460b-8899-3179522368dd", "node_type": null, "metadata": {}, "hash": "ed669a33d5ce292d75ec5bfa8e9c88966c8837747ba73288af486d8c8e810045"}, "3": {"node_id": "9a45ee80-0e21-427a-9883-4353c4ffbab3", "node_type": null, "metadata": {}, "hash": "5d43edec809d48aee328f75d02bf4ae3f1d1c4ae07918fbb525c0b03fbb62ad4"}}, "hash": "2945b4d4d83dd92e2e160ac606b1f21b40d7b18d7850dd6c8bd44c0189b79828", "text": "A-APR.7 is found in Lessons 9.1 and 9.2 and is addressed as the primary standard with supporting non-plus standards. These lessons are essential to success in Lesson 9.3, which addresses non-plus standards.\n    \nG-SRT.10 is found in Lessons 17.1-17.3. It is first addressed as a supporting standard to G-SRT.8 in 17.1 as an application of the area formula. It can be omitted without impacting a student\u2019s success. Lessons 17.2 and 17.3 focus on the plus standards and can be omitted also.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9a45ee80-0e21-427a-9883-4353c4ffbab3": {"__data__": {"id_": "9a45ee80-0e21-427a-9883-4353c4ffbab3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "198501e4-9029-46cd-9f6a-567c0f9785f5", "node_type": null, "metadata": {}, "hash": "2233880f9d1dfdc82ab809fbc15d82470794edf833b2f8c4da34433b1648814d"}, "2": {"node_id": "4fc9f0c2-2f10-450c-9085-abaf2e8eaad1", "node_type": null, "metadata": {}, "hash": "2945b4d4d83dd92e2e160ac606b1f21b40d7b18d7850dd6c8bd44c0189b79828"}}, "hash": "5d43edec809d48aee328f75d02bf4ae3f1d1c4ae07918fbb525c0b03fbb62ad4", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eb55341e-a45f-4934-9ce0-d0b5650e3667": {"__data__": {"id_": "eb55341e-a45f-4934-9ce0-d0b5650e3667", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "3": {"node_id": "b4c7a7a8-e5a4-4d09-b085-63ad14194f05", "node_type": null, "metadata": {}, "hash": "5e189c89d00ac68bc041118033ee039afd3b4c108b7bf89ad22f7c9846694ac6"}}, "hash": "56e83c9875eac2eb6fa8bf59f17f357b9df33fe1fe77444c7275437fa98d7a99", "text": "HMH Traditional\n\nThe instructional materials reviewed for the HMH Traditional series do not meet expectations for alignment to the CCSSM for high school. The materials do not meet the expectations for focus and coherence as they partially meet the expectations in the following areas: attending to the full intent of the mathematical content contained in the high school standards for all students, allowing students to fully learn each standard, and making meaningful connections in a single course and throughout the series. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of all of the non-plus standards, but there were some instances where the full intent of the standard was not met.\n\n\n    Examples of how standards were fully met in the materials:\n\n\nA-REI.6. Modules 11 and 12 in Algebra 1 include ample opportunities for students to solve linear systems exactly and approximately using various methods. In these modules, students solve systems of linear equations with numerous algebraic and graphical techniques as specified in the standard.\n    \nF-IF.A. The use of function notation and the underlying concepts as specified by the standards in this cluster can be found abundantly throughout the materials. Specifically, lessons 3.2, 3.3, 3.4, and 4.1 in Algebra 1 focus on domain, range, function notation, and recognizing sequences as functions that can be defined recursively. Moreover, the use of function notation as specified by these standards can be found throughout the Algebra 2 materials.\n    \nG-CO. The materials do an excellent job of attending to the entirety of all of the standards in this domain. Students are required throughout the Geometry coursework to experiment with transformations in the plane, understand congruence in terms of rigid motions, prove geometric theorems, and make geometric constructions. Notably, the materials thoroughly focus on congruency and similarity in terms of transformational geometry. For example, modules 2 and 3 in the Geometry coursework continually require students to use rigid transformations to look at congruency. Lesson 3.2 is appropriately titled \u201cProving Figures are Congruent Using Rigid Motions.\u201d\n    \n\n\n    The following standards were not fully met: N-RN.3, A-SSE.3, A-REI.2, A-REI.10, F-IF.9, and S-ID.4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b4c7a7a8-e5a4-4d09-b085-63ad14194f05": {"__data__": {"id_": "b4c7a7a8-e5a4-4d09-b085-63ad14194f05", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "eb55341e-a45f-4934-9ce0-d0b5650e3667", "node_type": null, "metadata": {}, "hash": "56e83c9875eac2eb6fa8bf59f17f357b9df33fe1fe77444c7275437fa98d7a99"}, "3": {"node_id": "606f1de6-49be-4d41-b866-f859fe89e186", "node_type": null, "metadata": {}, "hash": "84e92ceab5967e0241190bd27d0f290cefc9c619e15a6c73d15d6d99c2020655"}}, "hash": "5e189c89d00ac68bc041118033ee039afd3b4c108b7bf89ad22f7c9846694ac6", "text": "N-RN.3. In lesson 14.2 of the Algebra 1 materials, students will look at the properties of rational and irrational numbers. In this lesson, students will determine whether sums and products of numbers are rational or irrational as well as prove that rational numbers are closed under addition and multiplication. However, there was no evidence that students are required to explain that the product of a nonzero rational number and an irrational number is irrational.\n    \nA-SSE.3. Students factor and complete the square in order to rewrite quadratic expressions throughout the Algebra 1 and 2 materials (e.g., Algebra 1, lessons 20.2, 21.3, and 22.2; Algebra 2 lessons 3.1, 3.3 and 6.4). However, this standard requires students to \u201cChoose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.\u201d Evidence was not found that the materials require students to choose a form in order to reveal information. That is, students were directed to produce specific forms without opportunity for student choice. For example, Algebra 1, lesson 22.2, student exercises 17-18 (TE, page 1055) ask students to \u201crewrite the equation into vertex form, and solve the problem.\u201d\n\nA-REI.2. The materials require students to solve simple rational and radical equations in one variable, yet evidence was not found where students are required to give examples showing how extraneous solutions may arise. Algebra 2, lessons 9.3 and 11.3 work with rational and radical equations that give rise to extraneous solutions. Although students regularly check for extraneous solutions, evidence was not found to show students are required to explain how, why, and when extraneous solutions may arise.\n    \nA-REI.10. Lessons 6.1, 6.2, and 6.3 in Algebra 1 are noted by the publisher to address A-REI.10. However, no evidence was found that any of these lessons attend to A-REI.10. The Geometry and Algebra 2 materials do not specify any lessons dealing with A-REI.10, and evidence was not found that the materials address this standard. While looking for other potential occurrences, lesson 5.1 in Algebra 1 was found to require students to regularly \u201cmake a table, plot the points, and then connect the points.\u201d However, students are not required to explain or indicate how they understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Students are asked in question #11 (TE, page 205) \u201cWhat is a solution of a linear equation in two variables?\u201d yet they are not required to explain how this relates to the entirety of the set of all solutions or how the solution relates to the graph of the equation.\n    \nF-IF.9. Lesson 6.5 in Algebra 1 requires students to compare the properties of two linear functions represented in different ways, yet evidence students were required to do this with other function types was not found. Notably, there was no evidence found that students are required to compare properties of two quadratic or two exponential functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).\n    \nS-ID.4. Lessons 22.2, 23.2, and 23.3 in Algebra 2 require students to look at mean and standard deviation, determine when data sets appear to be normally distributed, calculate the percentage of data occurring within a given standard deviation from the mean, and estimate population percentages by using normal distribution curves. However, evidence was not found that students are required to recognize that there are data sets for which it is not appropriate to use a fitted normal distribution curve to estimate population percentages.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe materials do not meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. Although evidence for parts of the modeling cycle was found, the full cycle was rarely present. In particular, the materials routinely interrupt the modeling cycle. Each text in the series regularly directs the student to what variables are present, what assumptions to make, which model to use, and which conclusions to draw. Choices, assumptions, and approximations by students are rarely present throughout this series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "606f1de6-49be-4d41-b866-f859fe89e186": {"__data__": {"id_": "606f1de6-49be-4d41-b866-f859fe89e186", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "b4c7a7a8-e5a4-4d09-b085-63ad14194f05", "node_type": null, "metadata": {}, "hash": "5e189c89d00ac68bc041118033ee039afd3b4c108b7bf89ad22f7c9846694ac6"}, "3": {"node_id": "8d087f29-4878-4193-bc15-7185c9608698", "node_type": null, "metadata": {}, "hash": "8f34fc7244c76dd9bfd1b25ac1e09d79a46f98604269a69cbfc8f2cb8f5ae523"}}, "hash": "84e92ceab5967e0241190bd27d0f290cefc9c619e15a6c73d15d6d99c2020655", "text": "Two exemplar modeling tasks were found. The module performance tasks \u201cHow Big Is That Sinkhole?\u201d (Geometry TE, page 976) and \u201cHow Much Does the Paint on a Space Shuttle Weigh?\u201d (Geometry TE, page 1032) exemplify the modeling cycle. Students make assumptions, choose geometric representations, evaluate results, reconsider other assumptions in light of the situation, and report conclusions with supporting reasoning. Choices, assumptions, and approximations by students are present throughout these tasks.\n\n\n    However, nearly every lesson throughout the series fails to incorporate the full modeling cycle. Students are regularly given examples to follow and directed step-by-step. Examples of this include the following:\n\n\n\u201cThe Canadian province of Saskatchewan has a shape that is almost exactly a regular geometric figure. That figure is an isosceles trapezoid\u201d (Geometry TE, page 1072). Students are told what to assume and what geometric figure to use.\n    \n\u201cIts territory can be modeled as a parallelogram\u201d (Geometry TE, page 1049). Similarly, student choice and assumptions are not developed.\n    \n\u201cUse this information to find a sine function that models this phenomenon\u201d (Algebra 2 TE, page 938). Students are directed to the function type they should use in order to model the phenomenon. Student choice and assumptions are lacking. As a result, students need not consider the validity of the model being used or make adaptations to their model.\n    \nLesson 20.3 in Geometry focuses on modeling. \u201cExplain 2\u201d on TE page 1060 looks at a tree canopy. In the example, the text states \u201cModel the canopy with a hemisphere, and model the trunk with a cylinder whose height is three times its diameter.\u201d When the lesson moves to \u201cYour Turn\u201d with a different tree situation, students are directed \u201cAssume that the canopy can be modeled by a cone whose slant height is 4 times its radius, and that the trunk of the tree can be modeled by a cone whose height is 12 times its diameter. The formula for the lateral surface area of a cone is\u2026\u201d Students follow a prescribed sequence of steps as given in the examples as part of their \"geometric modeling\" rather than making their own assumptions, choosing their own model, and evaluating effectiveness of the model.\n    \nLesson 12.3 in Algebra 2 specifies exercises 13-18 as modeling problems. Students are required to solve contextual problems like \u201cHow many [chess] matches were played?\u201d These exercises require students to apply the formula for the sum of a finite geometric series to solve problems. However, multiple elements of the modeling cycle are missing in these problems. Students are given the important variables and the summation formula in order to perform operations/calculations. They are not required to interpret results, validate conclusions, consider revisions of the model, or report on the reasoning behind conclusions. Notably, students do not make assumptions in these exercises (e.g., \u201cAssuming the pattern of new cases continues to follow a geometric sequences\u2026\u201d TE, page 625).\n    \n\n\n    Although the lesson and module performance tasks were some of the best examples in these materials of attending to the modeling cycle, rarely did they fully incorporate the modeling cycle.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials meet the expectation that, when used as designed, they allow students to spend the majority of their time on the widely applicable prerequisites (Publishers\u2019 Criteria, table 1). As noted in indicator 1ai, the following standards were not fully met in the materials: N-RN.3, A-SSE.1, A-SSE.3, A-APR.3, A-REI.2, A-REI.10, F-IF.8, F-IF.9, and S-ID.4. Even as such, the materials allow students to spend the majority of their time on the content from CCSSM widely applicable prerequisites for a range of college majors, post-secondary programs, and careers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8d087f29-4878-4193-bc15-7185c9608698": {"__data__": {"id_": "8d087f29-4878-4193-bc15-7185c9608698", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "606f1de6-49be-4d41-b866-f859fe89e186", "node_type": null, "metadata": {}, "hash": "84e92ceab5967e0241190bd27d0f290cefc9c619e15a6c73d15d6d99c2020655"}, "3": {"node_id": "75d8c47b-f150-4d3c-b6c2-580b71288575", "node_type": null, "metadata": {}, "hash": "07305c8c09b40100f1604ef3eb0ce72e7f8f0795bcca20b348da0ed64adb1bf9"}}, "hash": "8f34fc7244c76dd9bfd1b25ac1e09d79a46f98604269a69cbfc8f2cb8f5ae523", "text": "In Algebra 1, students spend most of their time working with Widely Applicable Perquisites (WAPs) such as those from Number and Quantity, Algebra, and Functions. The Geometry course focuses daily attention on all the WAPs in the Geometry category. During Algebra 2, students will spend most of their time extending their understandings on Number and Quantity, Algebra, and Functions. Throughout all three courses, students will also spend time on the Statistics and Probability WAPs.\n\n\n    For example, in Algebra 1 students see sports connections to baseball (TE, page 943) while studying quadratic models (F-IF.7) and people diving into the water as part of their study on solving equations (A-REI.4). In Geometry, students consider roadways that people drive on (TE, page 695) in the study of trigonometric ratios (G-SRT.6). In Algebra 2, students examine car value depreciations (TE, page 658) during their work with exponential decay (F-BF.3) and work with compound interest (TE, page 696) in the study of exponential functions (F-LE.2).\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials partially meet the expectation for providing students with opportunities to work with all high school standards without distracting students with prerequisite or additional topics. The materials, when used as designed, allow students to fully learn most, but not all, standards.\n\n\n    The following are some examples of how the materials, when used as designed, would not allow students to fully learn each standard. (Those standards that were not attended to by the materials, as noted in indicator 1ai, are not mentioned here.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "75d8c47b-f150-4d3c-b6c2-580b71288575": {"__data__": {"id_": "75d8c47b-f150-4d3c-b6c2-580b71288575", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "8d087f29-4878-4193-bc15-7185c9608698", "node_type": null, "metadata": {}, "hash": "8f34fc7244c76dd9bfd1b25ac1e09d79a46f98604269a69cbfc8f2cb8f5ae523"}, "3": {"node_id": "b1057b73-a1f3-488c-9d41-6619844cf7c1", "node_type": null, "metadata": {}, "hash": "51ef10d9138e255c1f5629ac76d5687e86bd3bfa77062ee284599e06255a4410"}}, "hash": "07305c8c09b40100f1604ef3eb0ce72e7f8f0795bcca20b348da0ed64adb1bf9", "text": "N-RN.3. Lesson 14.2 of Algebra 1 requires students to determine if products and sums of numbers will result in rational and irrational numbers. Students also discuss whether the product of two rational numbers will yield an irrational number. Students also discuss closure of number systems under various operations. However, students rarely work with the product of a nonzero rational number and an irrational number.\n    \nA-SSE.1. Lesson 2.1 of the Algebra 1 materials provides opportunity for students to both identify and interpret components of expressions. Beyond this single lesson, however, the authors rarely call out further opportunities for students to interpret expressions in context. Later lessons in the Algebra 1 materials, including 14.2 and 17.1, are identified by the authors as supporting this standard, yet they do not provide opportunities for students to interpret structure in terms of a context. For example, section 14.2 of Algebra 1 has students rewriting radicals but does not attend to the full measure of the standard by interpreting structure in context.\n    \nG.CO.13. Students work on this standard only in lesson 6.1 in Geometry. Students are directed on how to construct these polygons in a circle, yet they are not given opportunities to practice.\n    \nA.APR.3. Lesson 20.2 in Algebra 1 requires students to graph a quadratic function and each of its linear factors in the four problems on TE, page 957. Throughout the Algebra 1 and 2 courses, students graph and factor polynomials. Students thoroughly practice finding zeros of polynomials, writing them in factored form and matching roots with factored forms of polynomials. In lesson 5.2 of Algebra 2, students are given factored forms of polynomials to sketch graphs by finding zeros. However, students are not required to factor polynomials in order to identify zeros and then create graphs.\n    \nF-IF.8.B. The only example found that would give support for F-IF.8.B alignment would be item 16 on TE, page 665 in the Algebra 2 materials where students are asked to \u201cUse the properties of exponents to show why the function f(x) = 2^-x is an exponential decay function.\u201d Typically though, students are not required to use the properties of exponents to interpret expressions for exponential functions. In contextual situations, students will be given formulas they are specified to use (e.g., example 3, TE, page 658, which states \u201cGiven the description of the decay terms, write the exponential function in the form f(t) = a(1 \u2013 r)t and graph it with a graphing calculator\u201d) without any need to write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe materials meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school. Throughout the series, students generally apply key takeaways from Grades 6-8 and engage in age-appropriate situations at a level of complexity suitable for students in this grade span. Lessons, though, regularly provide specific examples and directions for students to follow without allowing for true application of key work from middle school.\n\n\n    Examples of how key Grade 6-8 takeaways are applied:\n\n\nThe materials require students to apply ratios and proportional relationships with their work in Geometry, namely units 4 and 5 around similarity and trigonometry.\n    \nStudents must apply concepts and skills of basic statistics and probability from 6.SP - 8.SP in their work with statistics throughout the series.\n    \nExercises regularly require students to perform rational number arithmetic fluently in all the courses.\n    \nThroughout Algebra 1 and Algebra 2, students apply basic function concepts, e.g., by interpreting the features of a graph in the context of an applied problem.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b1057b73-a1f3-488c-9d41-6619844cf7c1": {"__data__": {"id_": "b1057b73-a1f3-488c-9d41-6619844cf7c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "75d8c47b-f150-4d3c-b6c2-580b71288575", "node_type": null, "metadata": {}, "hash": "07305c8c09b40100f1604ef3eb0ce72e7f8f0795bcca20b348da0ed64adb1bf9"}, "3": {"node_id": "c3b6c3c5-e3cc-4c96-ae1d-8719a1331874", "node_type": null, "metadata": {}, "hash": "71f5b6bd1208731bdd9185772ebf0a8469fb0ab9443c88a1dc90cdf54a0db39d"}}, "hash": "51ef10d9138e255c1f5629ac76d5687e86bd3bfa77062ee284599e06255a4410", "text": "A survey of the materials reveals many examples where students are directed step-by-step to follow a procedure. For example, in Geometry lesson 7.1 (TE, page 315) students are told to \"First, use the Polygon Angle Sum Theorem to find the sum of the interior angles...\" Rather than \"building on students\u2019 previous knowledge and allowing students to make connections to new learning,\" the materials direct procedures. As such, the application of key Grade 6-8 takeaways could be strengthened.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nMaterials partially foster coherence through meaningful connections in a single course and throughout the series, where appropriate and where required by the standards.\n\n\n    Throughout the series, lessons within modules regularly build upon the work of previous lessons. For example, Algebra 1 module 17 progresses from the nomenclature of polynomials to adding and subtracting polynomials.\n\n\n    However, connections between and across multiple standards are rarely made in meaningful ways to support understanding of multiple standards at the same time. Modules typically contain 2-4 lessons with a sharp focus on specific standards or parts of standards. Rarely do the materials look at multiple standards at the same time in order to foster deep connections. Namely, the materials lack problems and activities that serve to connect two or more clusters in a domain, two or more domains in a category, or two or more categories, in cases where these connections are natural and important.\n\n\n    For example, module 14 in Algebra 1 looks at rational exponents and radicals. Although the next module focuses on geometric sequences and exponential functions, module 14 requires students to work on simplifying and evaluating expressions without making meaningful connections to standards outside of N-RN.A.\n\n\n    The Geometry standards are called out explicitly in only the Geometry materials. Nowhere in the Algebra 1 or Algebra 2 materials are there any explicit indications that students are working with Geometry standards. Similarly, the Geometry materials never explicitly call out any standards from the Number and Quantity, Algebra, or Functions conceptual categories. Even though connections are being made or could be made, the materials do not make the connections clear to teachers or students. Calling out the connections between standards to students and teachers would foster coherence throughout the series.\n\n\n    Additionally, Algebra 2 lessons 19.1-21.2 exactly duplicate Geometry lessons 21.1-23.2. These three modules, nine lessons in total, differ only in page and lesson numbers.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe materials fail to explicitly identify and build on knowledge from Grades 6-8 to the high school standards. Neither the teacher or student editions mention standards from Grades 6-8, nor do the materials specifically call out connections from middle school content.\n\n\n    Throughout the series, the materials provide a \"Tracking Your Learning Progression\" section for each unit in the TE. Although these list student knowledge and understandings \"Before,\" \"In this Unit,\" and \"After,\" nowhere in these sections are there any indications of middle school standards or work therein. Additionally, the \"Math Background\" notes in the TE were also void of explicit or implied connections to work from Grades 6-8.\n\n\n    For example, the teacher edition for Geometry begins Unit 1, \"Transformations and Congruence,\" by noting that students, before the unit, should understand order of operations, using variables and expressions to represent situations, locating points in a coordinate plane, and solving equations. However, nowhere in the teacher or student materials are any connections called out around the major work of Grade 8 on congruency and transformations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c3b6c3c5-e3cc-4c96-ae1d-8719a1331874": {"__data__": {"id_": "c3b6c3c5-e3cc-4c96-ae1d-8719a1331874", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "b1057b73-a1f3-488c-9d41-6619844cf7c1", "node_type": null, "metadata": {}, "hash": "51ef10d9138e255c1f5629ac76d5687e86bd3bfa77062ee284599e06255a4410"}, "3": {"node_id": "95f26ede-1236-4705-a26b-eb818760d47c", "node_type": null, "metadata": {}, "hash": "b03a9a71b8f60c88faadec8fb82108c65d7216a42e3ff3bc32e665c98826d67a"}}, "hash": "71f5b6bd1208731bdd9185772ebf0a8469fb0ab9443c88a1dc90cdf54a0db39d", "text": "Furthermore, the materials presume no previous student knowledge when introducing similarity. Unit 4 of Geometry begins by defining dilations, similarity transformations, etc., without any mention of the work students do in Grade 8 with similarity.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nOf the 43 plus standards and 5 plus substandards included in the CCSSM, the materials work with 10 of them: N-CN.8, N-CN.9; A-APR.7, G-SRT.9, G-SRT.10, G-SRT.11; S-CP.8, S-CP.9, S-MD.6, and S-MD.7. The materials attend to the fullness required by these standards with the exception of N-CN.8. In general, the materials treat these 10 standards as additional content that extend or enrich topics within the unit and do not interrupt the flow of the course.\n\n\n    Some examples:\n\n\n    Algebra 2, lesson 7.2 stands alone as a lesson where students can know the fundamental theorem of algebra and see how it applies to polynomials, not only quadratics. The lesson does a thorough job attending to N-CN.9. This lesson connects with the work of the unit and could be used or omitted in the classroom without compromising the flow of the course.\n\n\n    Lessons 9.1 and 9.2 in Algebra 2 focus mainly on the mechanics of adding, subtracting, multiplying, and dividing rational expressions. Lesson 9.2 has components, like \u201cExplain 3\u201d, that turn students\u2019 attention to the conceptual understanding required by A-APR.7. As such, the incorporation of A-APR.7 strengthens the lessons. With the treatment of A-APR.7 as presented, teachers have the liberty to include or exclude A-APR.7 without interrupting the course progression.\n\n\n    As part of Lesson 13.4 in Geometry, students will see a derivation of the formula A = \u00bd ab sin(C) for the area of a triangle (G-SRT.9), yet they are not required to derive the formula themselves. The emphasis of the lesson revolves around \u201csolving right triangles,\u201d and, as such, student understanding is deepened with the addition of G-SRT.9 if teachers choose to include it.\n\n\n    Lesson 22.3 of Geometry, \u201cDependent Events,\u201d appropriately follows after \u201cIndependent Events\u201d of Lesson 22.2. Students work extensively with S-CP.8 in this lesson. (See also lessons 20.1-2 of Algebra 2, as they are exact copies of these lessons.)\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "95f26ede-1236-4705-a26b-eb818760d47c": {"__data__": {"id_": "95f26ede-1236-4705-a26b-eb818760d47c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "c3b6c3c5-e3cc-4c96-ae1d-8719a1331874", "node_type": null, "metadata": {}, "hash": "71f5b6bd1208731bdd9185772ebf0a8469fb0ab9443c88a1dc90cdf54a0db39d"}, "3": {"node_id": "202dd8fb-6bd8-42c3-8f81-e3a415df844d", "node_type": null, "metadata": {}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57"}}, "hash": "b03a9a71b8f60c88faadec8fb82108c65d7216a42e3ff3bc32e665c98826d67a", "text": "Usability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "202dd8fb-6bd8-42c3-8f81-e3a415df844d": {"__data__": {"id_": "202dd8fb-6bd8-42c3-8f81-e3a415df844d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2dceb0b8-2ddf-4ef7-a1d1-353663d0d8b7", "node_type": null, "metadata": {}, "hash": "3b7397cfd5ef06b9e8664f8a8a94a872989fd49ddf1d5074a3d55fa6fbe2a396"}, "2": {"node_id": "95f26ede-1236-4705-a26b-eb818760d47c", "node_type": null, "metadata": {}, "hash": "b03a9a71b8f60c88faadec8fb82108c65d7216a42e3ff3bc32e665c98826d67a"}}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57", "text": "websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5028b873-a6be-4a77-a314-4fc4b925e6ee": {"__data__": {"id_": "5028b873-a6be-4a77-a314-4fc4b925e6ee", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "3": {"node_id": "7c3b7217-b9a4-4c78-8390-b66ef7638091", "node_type": null, "metadata": {}, "hash": "ddaf0654970336507061b8dae9edeac29aac8940f1683dc7eec4ddc0151e72fe"}}, "hash": "39b8b4b8b14d1bb3209cdedefb4d894d87ff86e320a0a0a2709151667ec3ba0b", "text": "Interactive Mathematics Program - Integrated\n\nThe instructional materials for the Interactive Mathematics Program series partially meet expectations for alignment to the CCSSM for high school. For focus and coherence, the series showed strength in making meaningful connections in a single course and throughout the series. For rigor and the mathematical practices, the series showed strengths in the following areas: supporting the intentional development of students' conceptual understanding, utilizing mathematical concepts and skills in engaging applications, displaying a balance among the three aspects of rigor, supporting the intentional development of reasoning and explaining, and supporting the intentional development of seeing structure and generalizing. Since the materials partially meet the expectations for Gateways 1 and 2, evidence for usability in Gateway 3 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Interactive Mathematics Program series partially meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. The instructional materials include many instances where all or some aspects of the non-plus standards are not addressed across the courses of the series.\nThe following standards have at least one aspect of the standard that is not addressed across the series.\n\nA-REI.3: Students solve linear equations and inequalities in one variable in Year 1, The Overland Trail, Reaching the Unknown, pages 82, 92, 95-96 as well as in Year 1, Cookies, Cookies and Inequalities, pages 347 and 349; and Year 1, Cookies, Points of Unknown, page 382, but there are no opportunities to solve equations with coefficients represented by letters.\nG-CO.13: Students construct equilateral triangles, squares, and regular hexagons in Year 2, Geometry by Design, Do It Like the Ancients, page 91, Construction and Deduction, page 123, and Supplemental Activities, page 178, but they do not construct these shapes inscribed in a circle.\nG-C.3: The materials describe the constructions for the inscribed and circumscribed circles of triangles in Year 3, Orchard Hideout, Supplemental Activities, pages 167-168, but the materials do not include proofs of properties of angles for a quadrilateral inscribed in a circle.\nS-ID.3: Students interpret differences in the shape, center, and spread of data sets without outliers in several of The Pit and the Pendulum tasks but do not have an opportunity to do so for data sets with outliers.\nS-IC.5: Students conduct experiments and use simulations in several tasks of Year 1, The Pit and the Pendulum, but do not compare two treatments.\nS-CP.2: Students find the probability of independent and dependent events in contextual tasks in Year 2, The Game of Pig, Pictures of Probability, page 215 and Year 2, The Game of Pig, In the Long Run, page 219 using area models and tree diagrams. However, no formal definition of independence is included and the products of probabilities are not used to determine if an event is independent.\nS-CP.4: Students construct two-way tables for numerous contextual tasks in Year 3, A Difference Investigation, but there is no opportunity to determine if events are independent using two-way tables.\n\nThe following standards were not addressed across the courses of the series:\n\nF-IF.9: Tasks include a single function represented in different ways and two functions represented in the same way, but none compare properties of two functions represented in different ways.\nG-CO.6: There are no opportunities to use the definition of congruence in terms of rigid motions to decide if two figures are congruent.\nG-CO.7: There are no opportunities to use the definition of congruence in terms of rigid motions to show that two triangles are congruent.\nG-CO.8: There are no opportunities to explain how the criteria for triangle congruence follow from the definition of congruence in terms of rigid motions.\nG-SRT.2: Transformations are not used in relation to similarity.\nG-SRT.3: Although students use the AA criterion to identify the similarity of two triangles, transformations are not used in relation to the AA criterion.\nG-GPE.7: Tasks include finding the perimeters of polygons and areas of triangles and rectangles, but the figures are not plotted on the coordinate plane.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7c3b7217-b9a4-4c78-8390-b66ef7638091": {"__data__": {"id_": "7c3b7217-b9a4-4c78-8390-b66ef7638091", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "5028b873-a6be-4a77-a314-4fc4b925e6ee", "node_type": null, "metadata": {}, "hash": "39b8b4b8b14d1bb3209cdedefb4d894d87ff86e320a0a0a2709151667ec3ba0b"}, "3": {"node_id": "b905649a-4554-471c-8eea-7307b634f840", "node_type": null, "metadata": {}, "hash": "b72734b2904388e611e04b4c27bdc727b8b0d4df2035976f213eca0e5c7feb1f"}}, "hash": "ddaf0654970336507061b8dae9edeac29aac8940f1683dc7eec4ddc0151e72fe", "text": "The materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Interactive Mathematics Program series partially meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. Throughout the series, aspects of the modeling process are present in isolation or combinations, but the full intent of the modeling process is not used to address more than a few of the modeling standards.\nThroughout the series, students complete open-ended problems that include defining the variables and selecting methods for solving the problems, but the problems do not ensure that the entire modeling process will occur. Some problems provide significant scaffolding and guidance, which diminishes students\u2019 opportunities to make choices, assumptions, and approximations. Many Problems of the Week (POWs) offer opportunities to formulate models, interpret results, validate conclusions, and report on conclusions, but there are few opportunities for students to improve their first model.\nSome examples of standards for which the modeling process is incomplete are:\n\nN-Q.1: In Year 1, Overland Trail, The Graph Tells a Story, pages 45-50, students use graphs to describe the relationship between two quantities and supply reasonable units on the axes for such relationships, but the tasks include guiding questions that help students make sense of the relationships rather than having students make their own assumptions.\nA-SSE.3: In Year 1, Overland Trail, Reaching the Unknown, page 79, students are given the variables to use. Students write their own equation in two variables, solve the equation for one of the variables, graph the solved equation, and use the graph to determine multiple solution possibilities.\nA-SSE.4: In Year 2, Small World, Isn\u2019t It?, Supplemental Activities, pages 474-475, students are given a definition for a geometric sequence but are not given the term or sum formulas. Students are told to use the variable n to write a term and sum expression following the steps given. Students are told to use and to apply the formulas to \u201ccheck\u201d with specific terms of the sequence.\nA-CED.1: In Year 2, Fireworks, A Quadratic Rocket, pages 6-7, students answer questions about population growth for rats using a process they devise. In addition to giving their answer and describing their solution process, students describe attempts that did not work and evaluate how confident they are in the correctness of their answer. Students do not, however, make and test their own assumptions or decide if the results are acceptable.\nA-REI.11: In Year 4, Meadows or Malls?, Equations, Points, Lines, and Planes, page 33, students write constraints for a system of linear equations based on a cookie-selling scenario, and they represent the given situation with inequalities. In Equations, Points, Lines, and Planes, page 36, students write and solve systems of linear equations for given word problems, but they are told to use substitution to solve.\nF-IF.4: In Year 3, World of Functions, The What and Why of Functions, page 320, students model and analyze situations involving profit and tickets sold, but they are told to formulate the problem as graphs. In Year 3, World of Functions, Tables, pages 325-334, students model linear, quadratic, cubic, and exponential functions, but are told to use tables.\nF-BF.1a: In Year 1, The Overland Trail, Reaching the Unknown, pages 81-82, students write functions to model weekly pay rates and time for shifts, choosing rates and checking their functions with the given criteria, but are led through steps for using graphs, words, and equations.\nF-LE.1c, 2: In Year 1, All About Alice, Who\u2019s Alice?, pages 422-423, students explore exponential growth and decay, as well as give and explain a rule that models a situation from Alice\u2019s Adventures in Wonderland, but the variables are defined for them.\nS-ID.6a: In Year 1, The Pit and the Pendulum, pages 142-145, 152, and 203, students gather data from an experiment using a pendulum and then graph, analyze, and find a function that fits the data, but the process is scaffolded for students throughout the activities by the information provided and questions asked within the materials.\n\nExamples of tasks that utilize the full modeling process but do not address non-plus standards from the CCSSM include:\n\nIn Year 1, The Pit and Pendulum, Statistics and the Pendulum, pages 174-175, students use a pan balance to find the lightest of eight bags of gold, weighing them as few times as possible. This POW does not align to any standards from the CCSSM.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b905649a-4554-471c-8eea-7307b634f840": {"__data__": {"id_": "b905649a-4554-471c-8eea-7307b634f840", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "7c3b7217-b9a4-4c78-8390-b66ef7638091", "node_type": null, "metadata": {}, "hash": "ddaf0654970336507061b8dae9edeac29aac8940f1683dc7eec4ddc0151e72fe"}, "3": {"node_id": "202b1ad6-a37d-4356-9a2a-31f46bcbbfd6", "node_type": null, "metadata": {}, "hash": "11a004aef36c47bd091c265f97744cd217b368d38f376012b1a7119c29932ff3"}}, "hash": "b72734b2904388e611e04b4c27bdc727b8b0d4df2035976f213eca0e5c7feb1f", "text": "This POW does not align to any standards from the CCSSM.\nIn Year 3, Pennant Fever, Play Ball, pages 6-8, students determine on which day of the week a person was born given the date the person was born. This POW does not align to any standards from the CCSSM.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Interactive Mathematics Program series partially meet expectations, when used as designed, for spending the majority of time on the CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs, and careers. The instructional materials for the series do not spend a majority of time on the WAPs, and some of the remaining materials address prerequisite or additional topics that are distracting.\nThe publisher-provided alignment document indicates that each course of the series addresses these standards less frequently as the series progresses. Similarly, in examining each activity of the course independently of the alignment document, reviewers verified the greatest focus on the WAPs is in Years 1 and 2, with less attention to these standards as the series progresses. Overall, the majority of the time across the series is not spent on the WAP standards, and examination of the publisher-provided pacing guide indicated similar findings.\nWhile many of the topics below relate to content in the series, they are distracting topics from the WAPs as either being prerequisite, plus standards, or additional topics that are not a part of the CCSS for high school mathematics. Examples of this include:\n\nIn Year 1, The Overland Trail focuses on understanding functions (8.F.1) rather than tasks for the related high school standard, F-IF.1 (function notation, domain, and range).\nIn Year 1, the majority of Shadows addresses unit rates (7.RP.1) and proportional relationships (7.RP.2).\nIn Year 2, Do Bees Build It Best?, Area, Geoboards, and Trigonometry, pages 291-299, students spend a majority of the time on tasks involving area, triangles, and geoboards (6.G.1).\nYear 2, The Game of Pig, Pictures of Probability, pages 209-217 addresses probability (7.SP.C) through area models.\nIn Year 2, Small World, Isn\u2019t it: Beyond Linearity, Speeds, Rates, and Derivatives, page 421, students solve derivatives of functions at given points. This is a topic that does not align to any of the CCSSM.\nYear 3, Is There Really a Difference?, A Tool for Measuring Differences, pages 460-475 focuses on statistical analyses including chi-square. This is a topic that does not align to any of the CCSSM.\nIn Year 3, Pennant Fever, students use combinatorics (S-CP.9) to develop the binomial distribution (A-APR.5) and find the probability that the team leading in the pennant race will ultimately win the pennant, addressing topics that are not widely-applicable prerequisites for postsecondary work. These are plus standards.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for Interactive Mathematics Program series partially meet expectations for letting students fully learn each non-plus standard when used as designed. The following standards are addressed in a way that provides limited opportunities for students to fully learn these standards.\n\nN-RN.1: The reviewers found minimal evidence for denoting radicals in terms of rational exponents: Year 1, All About Alice, Curiouser and Curiouser!, pages 442, 443, 449, and 476.\nN-CN.2: One task (Year 3, High Dive, A Falling Start, page 262, Exercise 3) includes use of the relation i2 = -1 to evaluate higher powers of i and one task that includes addition of complex numbers (Year 3, High Dive, Complex Components, Exercise 3) but no tasks that include subtraction of complex numbers.\nA-SSE.3c: The reviewers found no tasks related to using the properties of exponents to transform expressions for exponential functions.\nA-SSE.4: Students derive the formula for the sum of a finite geometric series (Year 1, All About Alice, Supplemental Activities, page 466-467), but reviewers found two tasks that involve using the formula to solve problems: Year 1, All About Alice, Supplemental Activities, pages 466-467 and Year 2, Small World, Isn\u2019t It?, pages 474-475.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "202b1ad6-a37d-4356-9a2a-31f46bcbbfd6": {"__data__": {"id_": "202b1ad6-a37d-4356-9a2a-31f46bcbbfd6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "b905649a-4554-471c-8eea-7307b634f840", "node_type": null, "metadata": {}, "hash": "b72734b2904388e611e04b4c27bdc727b8b0d4df2035976f213eca0e5c7feb1f"}, "3": {"node_id": "5fd304c9-43f5-498a-93cf-4a92c83d58c8", "node_type": null, "metadata": {}, "hash": "f014516f36d3be7115a16d3fe77dd3a6ce119d536e9f3a81512dd847d2ebc445"}}, "hash": "11a004aef36c47bd091c265f97744cd217b368d38f376012b1a7119c29932ff3", "text": "A-APR.1: Properties of polynomials are described in Year 2, Fireworks, Intercepts and Factoring, page 54, but no tasks address understanding that polynomials form a system that is closed under addition, subtraction, and multiplication.\nA-APR.3: Students factor quadratics and find x-intercepts in Year 2, Fireworks, Supplemental Activities, pages 75 and 77, but the x-intercepts are not used to draw graphs.\nA-APR.4: The reviewers found limited opportunities for working with polynomial identities: Year 2, Fireworks, Supplemental Activities, page 74 and Year 3, The World of Functions, Supplemental Activities, pages 417, 421-422.\nA-APR.6: Students divide polynomial expressions in Year 3, The World of Functions, Supplemental Activities, pages 418-420, but the expression is not presented as a rational function in the form a(x)/b(x).\nA-REI.4b: In Year 2, Fireworks: Supplemental Activities, page 70, students use the quadratic formula to find x-intercepts of a quadratic equation and compare the number of x-intercepts to the discriminant, but no other problems were found where students recognize when the quadratic formula gives complex solutions and when it doesn\u2019t. The quadratic formula is used to find complex solutions and write them in the form of a + bi for a few exercises in Year 3, High Dive: A Falling Start, page 262.\nF-IF.7e: In Algebra 1, Supplemental Activity: The Growth of Westville (page 128) and various activities in All About Alice, students graph exponential and logarithmic functions; however, there is little emphasis on intercepts and end behavior.\nF-BF.2: Students work with arithmetic and geometric sequences recursively and with explicit formulas (Year 1, All About Alice, Supplemental Activities, pages 466-467; Year 2, Small World, Isn\u2019t It?, All in a Row, page 408 and Supplemental Activities, pages 472 and 474; Year 3, High Dive, A Trigonometric Interlude, pages 249-251) but do not translate between the two forms.\nF-TF.8: Year 3, High Dive, A Trigonometric Interlude, page 242 includes the derivation of the Pythagorean identity, but the reviewers found no tasks addressing use of the Pythagorean identity to calculate trigonometric ratios outside of the first quadrant.\nG-C.1: Year 2, Geometry by Design, Putting the Pieces together, pages 166-167 notes that all circles are similar but does not include a proof.\nG-GPE.6: Students find midpoints in Orchard Hideout, Coordinates and Distance, pages 111 but do not partition line segments in other ratios.\nS-ID.2: Students compare the spread of two data sets in Year 1, The Pit and the Pendulum, Statistics and the Pendulum, pages 163 and 170, but reviewers found limited practice comparing the center of two or more different data sets.\nS-CP.3: Although students engage in problems related to conditional probability in Year 2, The Game of Pig, In the Long Run, page 225, students do not interpret the independence of events by calculating conditional probabilities.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for Interactive Mathematics Program series partially meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. Tasks are set in relevant contexts and address numerous key takeaways from Grades 6-8, but the materials do not vary the types of real numbers being used.\nScenarios and situations presented are appropriate for high school students and address a variety of interests. For example, the series uses historical scenarios (Overland Trail), literature (Pit & Pendulum, Alice in Wonderland), games (Pig, Pennant Fever) and societal issues (Small World) to engage students.\nKey takeaways from Grades 6-8 are addressed. For example:\n\nIn Year 1, Shadows, Triangles Galore, pages 280-281, students use ratios and proportional relationships (6.RP.A, 7.RP.A, 8.EE.B) to convert recipes, calculate fuel mileage, and plan a dance.\nIn Year 2, Supplemental Activities, Above and Below the Middle, pages 244-246, students build on knowledge of mean and median (6.SP.5c) to analyze results and determine outcomes of rolling a pair of dice until doubles appear.\nYear 3, The World Of Functions builds on functions (8.F) which is a key takeaway from middle school.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5fd304c9-43f5-498a-93cf-4a92c83d58c8": {"__data__": {"id_": "5fd304c9-43f5-498a-93cf-4a92c83d58c8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "202b1ad6-a37d-4356-9a2a-31f46bcbbfd6", "node_type": null, "metadata": {}, "hash": "11a004aef36c47bd091c265f97744cd217b368d38f376012b1a7119c29932ff3"}, "3": {"node_id": "2dece2fa-bea3-42f3-af57-6f5d86fb43de", "node_type": null, "metadata": {}, "hash": "94fe29fedc90f13b72902a6ecdf3bc32459d2f8d129c74bea6e6d6a978623f4b"}}, "hash": "f014516f36d3be7115a16d3fe77dd3a6ce119d536e9f3a81512dd847d2ebc445", "text": "Students build on in and out tables and linear functions having features such as \u201cequal spacing\u201d to quadratics, exponential, and cubic tables to examine their spacing and rates of change.\n\nMost problems, however, include only integer values. Students have limited opportunities to work with fractions and decimals. For example:\n\nIn Year 1, The Graph Tells a Story, page 53, students solve five one-variable equations in which all constants and coefficients are integers, and all solutions are integers.\nIn Year 2, Fireworks, The Form of It All, page 27, completing the square problems is limited to integer values for constants and coefficients.\nIn Year 3, Orchard Hideout, Coordinates and Distance, page 108, students solve problems involving circles on the coordinate plane, but the coordinates contain only integer values.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for Interactive Mathematics Program series meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. Being an integrated series, major domains, such as Geometry, Algebra, and Functions, are connected throughout the series. Coherence for each unit is built around a unit task, and activities are clearly related in an intentional sequence to support the mathematics of the unit. In some instances, course materials refer to previous units or activities across courses.\nEach unit is set in a particular context, such as Year 2, Fireworks which connects quadratic functions and equations to sending up a rocket to create a fireworks display. This feature of the materials makes meaningful connections among topics within each unit as students work to solve the main problem of the unit. In addition, tasks frequently refer back to previous units. For example, Year 3, Pennant Fever, Trees and Baseball, page 12 refers to the use of tree diagrams in Year 2 before beginning a series of tasks about combinatorics and probability.\nExamples of meaningful connections within courses include:\n\nYear 1: In The Overland Trail, Reaching the Unknown, page 85, students create linear equations in two variables and graph them using a set of values (A-CED.2). In The Pit and The Pendulum, Measuring and Predicting, page 203, students build upon the work from The Overland Trail and create a linear equation in two variables from data they collected (S-ID.6a). Students also create linear equations in two variables and graph in several of the Cookies tasks, including Cookies and the University, A Charity Rock, page 391.\nYear 2: In Geometry by Design, Isometric Transformations, pages 140-141, students reflect lines over the x-axis, y-axis, and y = x and write the equation of the reflected line (G-GPE.5). Students use this knowledge in Small World, Isn\u2019t It?, Supplemental Activities, page 466 to predict if lines are parallel and investigate lines that are not in the \u201cy =\u201d form to determine if two lines in standard form are parallel.\nYear 3: In Orchard Hideout: Cable Complications, pages 137-139, students complete the square to find equivalent forms of circles to identify the center and radius of a circle (G-GPE.1). Completing the square is also used to derive the quadratic formula in High Dive: A Falling Start, page 258, and students use the quadratic formula to solve equations (A-REI.4).\n\nExamples of meaningful connections across courses include:\n\nF-IF.6 is connected throughout all four courses. In Year 1, The Overland Trail: Traveling at a Constant Rate, pages 74-75, rates are found within real-world contexts, and students write equations using the rates. In Year 2, students further explore average rates in Small World, Isn\u2019t It?, As the World Grows, pages 389-390, by comparing average growth rates in real-world contexts. In Year 3, High Dive: Falling, Falling, Falling, pages 214-215, students find average rates in the context of speed. Lastly, in Year 4, How Much? How Fast?: Rate and Accumulation, pages 255-256, students examine a graph showing the distance a car travels (measured in miles) as a function of time (measured in minutes), and the same graph also shows that the car does not travel at a constant speed for the duration of the trip. Students create a graph that reflects the speed being traveled as a function of time for each segment of the trip.\nS-ID.6-8: In Year 1, The Overland Trail: Traveling at a Constant Rate, pages 66-68, students find rates and/or interpret them in the real-world context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2dece2fa-bea3-42f3-af57-6f5d86fb43de": {"__data__": {"id_": "2dece2fa-bea3-42f3-af57-6f5d86fb43de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "5fd304c9-43f5-498a-93cf-4a92c83d58c8", "node_type": null, "metadata": {}, "hash": "f014516f36d3be7115a16d3fe77dd3a6ce119d536e9f3a81512dd847d2ebc445"}, "3": {"node_id": "1e1726bc-b2e6-4266-ad7a-7484eee47345", "node_type": null, "metadata": {}, "hash": "d9428011b884ac098e2f1e7d0137f6dbff0fde892760f3e7e25dbf397b5ef538"}}, "hash": "94fe29fedc90f13b72902a6ecdf3bc32459d2f8d129c74bea6e6d6a978623f4b", "text": "Also in Year 1, The Pit and the Pendulum: Supplemental Activities, page 213, students are introduced to the idea of correlation coefficient and interpret the meaning of it using a data set. In Year 2, The Game of Pig: Chance and Strategy, page 205, students explore causation.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for Interactive Mathematics Program series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the high school standards. The instructional materials do not explicitly identify content from Grades 6-8, but the materials include and build on content from Grades 6-8.\nNeither the teacher nor the student materials explicitly identify content aligned to standards from Grades 6-8. Examples of tasks that build on standards from Grades 6-8 to the high school standards that do not identify the standards from Grades 6-8 include:\n\nIn Year 1, The Overland Trail, Reaching the Unknown, pages 91-93 and 95, students solve equations in one variable (8.EE.7) and explain their solutions (A-REI.1).\nYear 1, The Pit and the Pendulum, Edgar Allan Poe--Master of Suspense, page 149 connects the mean of a set of data (6.SP.5) with dot plots (S-ID.1).\nIn Year 2, Fireworks, Putting Quadratics to Use, page 34, students use the Pythagorean Theorem (8.G.7) to write a quadratic equation (A-CED.2).\nIn Year 2, Geometry by Design, Isometric Transformations, page 142, students rotate shapes onto themselves (G-CO.3) and state that the new image is the exact same as the original (8.G.2).\nYear 3, Orchard Hideout, Equidistant Points and Lines, page 113 connects finding the distance between two points in a coordinate system (8.G.8) and using coordinates to determine what type of quadrilateral a figure is (G-GPE.4).\nIn Year 3, High Dive, Sand Castles, page 208, students graph and interpret trigonometric functions (F-IF.7e) and identify inputs and their corresponding outputs (8.F.1) to make sense of a context.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nGenerally, the instructional materials reviewed for Interactive Mathematics Program series explicitly identify the plus standards in the teacher materials but not in the student materials. Plus standards coherently support the mathematics which all students should study in order to be college and career ready. Tasks addressing plus standards are generally integrated into the units seamlessly, so they could not be omitted easily without interfering with the flow of the content within the series.\nThe following plus standards are fully addressed:\n\nN-CN.3: This standard is not explicitly identified by the publisher, but the reviewers found evidence of this standard in Year 3, High Dive: Supplemental Activities, page 300, when students are introduced to complex conjugates and find the quotient of complex conjugates. In Supplemental Activities, page 301, students find the moduli of complex numbers.\nN-CN.4: In Year 3, High Dive, Complex Components, page 263, students graph complex numbers in rectangular form, find the sum of two complex numbers, and represent the sum as a vector. In Year 3, High Dive, Supplemental Activities, pages 302-303, students graph complex numbers as polar coordinates, find the rectangular form of complex numbers, and compare the rectangular and polar forms of complex numbers.\nN-CN.9: In Year 3, High Dive: Supplemental Activities, pages 306-307, the materials state the Fundamental Theorem of Algebra. In Exercises 2 and 3, students work with quadratic polynomials as they find roots and explain the meaning of a double root for a given quadratic equation.\nN-VM.3: In Year 3, High Dive, A Falling Start, page 263; Year 3, High Dive, Components of Velocity, pages 274; and Year 3, High Dive, Supplemental Activities, pages 312-314, students solve problems that can be represented with vectors.\nN-VM.4a: In Year 3, High Dive, A Falling Start, page 263; Year 3, High Dive, Components of Velocity, pages 273-277; and Year 3, High Dive, Supplemental Activities, pages 312-314, students add vectors.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1e1726bc-b2e6-4266-ad7a-7484eee47345": {"__data__": {"id_": "1e1726bc-b2e6-4266-ad7a-7484eee47345", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "2dece2fa-bea3-42f3-af57-6f5d86fb43de", "node_type": null, "metadata": {}, "hash": "94fe29fedc90f13b72902a6ecdf3bc32459d2f8d129c74bea6e6d6a978623f4b"}, "3": {"node_id": "dd35823f-087b-4940-add4-14e501777237", "node_type": null, "metadata": {}, "hash": "0257647a82a69577b785ccef5b09cb9d7659b47b60916363dcd9d21d3b00139a"}}, "hash": "d9428011b884ac098e2f1e7d0137f6dbff0fde892760f3e7e25dbf397b5ef538", "text": "N-VM.4b: In Year 3, High Dive, Components of Velocity, page 275 and Year 3, High Dive, Supplemental Activities, page 312, students find the magnitude and direction of the sum of two vectors given in magnitude and direction form.\nN-VM.5: In Year 3, High Dive, Supplemental Activities, page 306, students multiply vectors by scalar values.\nN-VM.6: In Year 4, Meadows or Malls?, Saved by the Matrices!, pages 70-72 and 75-81, students use matrices to represent and use data to solve problems.\nN-VM.7: In Year 3, High Dive: Supplemental Activities, page 314, students multiply 2 x 1 column matrices to produce new matrices.\nN-VM.8: In Year 4, Meadows or Malls?, Saved by the Matrices!, pages 70-72 and 77-84, students compute with matrices.\nN-VM.9: In Year 4, Meadows or Malls?, Saved by the Matrices!, page 87, students determine if multiplication for square matrices is commutative, associative, or distributive.\nA-APR.5: Year 3, Pennant Fever, Supplemental Activities, pages 91-92 defines the Binomial Theorem using Pascal\u2019s triangle and connects to combinatorial coefficients. Year 3, The World of Functions, Supplemental Activities, page 423 includes problems using the Binomial Theorem.\nA-REI.8,9: In Year 4, Meadows or Malls?, Saved by the Matrices!, page 90, students write systems of linear equations as matrix equations, find inverse matrices (if possible), and use inverse matrices to solve matrix equations.\nF-BF.1c: In Year 3, The World of Functions, Composing Functions, pages 373-379 and Year 3, The World of Functions, Supplemental Activities, pages 411-412, students compose functions and examine properties of composite functions.\nF-BF.4b: In Year 3, The World of Functions, Composing Functions, page 386, students show that one function is the inverse of the other through composition of the functions.\nF-BF.4c: In Year 3, The World of Functions: Composing Functions, pages 382-383, students complete an in and out table for a function and its inverse function in several exercises before reaching conclusions regarding the relationship between the table of values for a function and the table of values for its inverse function. Additionally, students graph a function and its inverse on the same x and y axes in several exercises before reaching conclusions regarding the relationship between the graph of a function and the graph of its inverse.\nF-BF.5: In Year 2, Small World, Isn\u2019t It?, A Model for Population Growth, pages 431-432, students explore the connection between exponential and logarithmic equations. In Year 2, Small World, Isn\u2019t It?, Supplemental Activities, page 477, students connect the domain of an exponential function to the range of a logarithmic function and the range of an exponential function to the domain of a logarithmic function in Exercises 3 and 4.\nG-SRT.9: In Year 2, Do Bees Build It Best?, Supplemental Activities, page 374, students derive the formula for the area of a triangle using sine and then use the formula to find the area of a given triangle.\nG-C.4: In Year 3, Orchard Hideout, Equidistant Points and Lines, page 115, students construct a tangent line from an external point to a circle.\nS-MD.5: In Year 2, The Game of Pig, In the Long Run, pages 219-230, students examine expected payoffs and expected values, mostly in the context of basketball games.\nS-MD.6,7: In Year 2, The Game of Pig, students frequently use probability to analyze situations and make decisions.\n\nParts of the following plus standards were addressed:\n\nN-VM.1: In Year 3, High Dive: Supplemental Activities, page 314, students find the magnitude of vectors, but students do not use appropriate symbols to represent the magnitude.\nN-VM.10: In Year 3, The World of Functions, Composing Functions, pages 385-386, students identify zero and identity matrices for 2 x 2 and 3 x 3 matrices while examining inverses of functions. In Year 4, Meadows or Malls?, Saved by the Matrices!, pages 86 and 88-89, students work with identity matrices, but students do not have the opportunity to understand that the determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dd35823f-087b-4940-add4-14e501777237": {"__data__": {"id_": "dd35823f-087b-4940-add4-14e501777237", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "1e1726bc-b2e6-4266-ad7a-7484eee47345", "node_type": null, "metadata": {}, "hash": "d9428011b884ac098e2f1e7d0137f6dbff0fde892760f3e7e25dbf397b5ef538"}, "3": {"node_id": "4ddbeb9d-5869-4cfd-906c-d8c41299bcda", "node_type": null, "metadata": {}, "hash": "3dcad03c24767eb3f85adbd17499090a9d0572c3014c809b917714e27ecb0c38"}}, "hash": "0257647a82a69577b785ccef5b09cb9d7659b47b60916363dcd9d21d3b00139a", "text": "N-VM.11,12: In Year 4, As the Cube Turns, Translation in Two Dimensions, pages 316-318 and Year 4, As the Cube Turns, Rotation in Two Dimensions, pages 329-330 and 336, students use matrices in problems involving transformations, but they do not work with determinants.\nF-IF.7d: In Year 3, The World of Functions, Going to the Limit, pages 343-344, students graph rational functions, accounting for asymptotes and values of x that make the denominator equal to zero. In The World of Functions: Going to the Limit, page 348, students explore the end behavior of several function families, including rational functions. No emphasis, however, is given to zeros of the functions.\nF-BF.4d: In Year 3, The World of Functions, Supplemental Activities, page 416, students investigate inverse trigonometric functions with restricted domains, but students do not produce an invertible function from a non-invertible function by restricting the domain.\nF-TF.4: This standard is not explicitly identified by the publisher, but the review found evidence of this standard in Year 3, High Dive: Trigonometric Interlude, pages 244-247. Students use the unit circle to explore the periodicity of the sine and cosine functions. In Year 3, The World of Functions: Supplemental Activities, pages 406-407, students recognize the sine function as an odd function by showing sin(30)= sin(-30), but students do not directly explain symmetry using the unit circle.\nF-TF.6: Year 3, The World of Functions, Composing Functions, page 384 notes that the sine function cannot have an inverse since the sine of 30 degrees and 150 degrees are the same. Year 3, The World of Functions, Supplemental Activities, page 416 builds on this observation by explaining that a calculator gives one value because it works with a restricted range (rather than restricted domain as in the standard).\nF-TF.7: In Year 3, High Dive: The Height and the Sine, page 212, students solve a trigonometric equation using trigonometric inverses with technology and interpret their solution in terms of the context provided. The modeling context is not present as the quantities are defined for the students and the trigonometric equation is provided.\nG-SRT.10: In Year 2, Do Bees Build It Best?, Supplemental Activities, pages 370-371, students derive the Law of Sines and Law of Cosines. Students solve problems using the Law of Cosines in Do Bees Build it Best?: Supplemental Activities, page 370, and Geometry by Design: Supplemental Activities, page 186. Students do not use the Law of Sines to solve problems.\nG-SRT.11: In Year 2, Geometry by Design, Supplemental Activities, page 186 and Do Bees Build It Best?, Supplemental Activities, page 370, students apply the Law of Cosines. Students do not solve problems to find the unknown measurements in right and non-right triangles using the Law of Sines.\nG-GPE.3: In Year 3, Orchard Hideout, Supplemental Activities, pages 183-185, students derive a general equation of an ellipse and an equation of a hyperbola when the difference of the distances from the foci is 8 and 2. Students generalize their results for the equation of an ellipse in \u201cstandard position\u201d with its center at the origin and its foci on the x-axis at (c, 0) and (-c, 0). Students do not generalize their results to derive the general equation of a hyperbola.\nG-GMD.2: In Year 3, Orchard Hideout: Supplemental activities, pages 172-173, students solve a problem involving the volumes of a sphere and a cone in Exercise 2. However, there is no informal argument provided relating to the formula for the volume of a sphere using Cavalieri\u2019s principle.\nS-CP.8: In Year 3, Pennant Fever, Trees and Baseball, pages 13, 17, and 20, the Multiplication Rule of Probability is one possible approach for solving the given problems.\nS-CP.9: In Year 3, Pennant Fever, Baseball and Counting, pages 46-47, using combinations to find probabilities is one possible approach for solving the given problems.\nS-MD.1: In Year 2, The Game of Pig, students perform several simulations to collect data and display the results, though they represent probabilities with a rectangular area model rather than a graph of the probability distribution.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ddbeb9d-5869-4cfd-906c-d8c41299bcda": {"__data__": {"id_": "4ddbeb9d-5869-4cfd-906c-d8c41299bcda", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "dd35823f-087b-4940-add4-14e501777237", "node_type": null, "metadata": {}, "hash": "0257647a82a69577b785ccef5b09cb9d7659b47b60916363dcd9d21d3b00139a"}, "3": {"node_id": "7ed30773-ae69-403a-a27b-21795988c5b0", "node_type": null, "metadata": {}, "hash": "a8e5d006af49a7cddc7ace84b8509b6cf5e480ad8e6eb419d24d9bbdd6876b2f"}}, "hash": "3dcad03c24767eb3f85adbd17499090a9d0572c3014c809b917714e27ecb0c38", "text": "S-MD.2-4: In Year 2, The Game of Pig, Chance and Strategy, pages 196, 201, and 204; Pictures of Probability, page 217; Analyzing a Game of Chance, page 233; and Supplemental Activities, page 278, as well as in Year 3, Is There Really a Difference?, Coins and Dice, pages 446-447 and Comparing Populations, pages 483, 485, and 487, students calculate expected values but do not connect them to probability distributions.\n\nThe review found no evidence that the following plus standards were addressed:\n\nN-CN.5\nN-CN.6\nN-CN.8\nN-VM.2\nN-VM.4c\nA-APR.7\nF-TF.3\nF-TF.9\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Interactive Mathematics Program series meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The instructional materials develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the series.\n\n\n    Examples of the materials developing conceptual understanding and providing opportunities for students to independently demonstrate conceptual understanding are highlighted below:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7ed30773-ae69-403a-a27b-21795988c5b0": {"__data__": {"id_": "7ed30773-ae69-403a-a27b-21795988c5b0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "4ddbeb9d-5869-4cfd-906c-d8c41299bcda", "node_type": null, "metadata": {}, "hash": "3dcad03c24767eb3f85adbd17499090a9d0572c3014c809b917714e27ecb0c38"}, "3": {"node_id": "ccdf8ced-b482-4ae5-8e1a-a057a6e55363", "node_type": null, "metadata": {}, "hash": "e9f86c298906aa4a81e6d3d2751e49286de9eeb54510a5fdfa16661e60bbe321"}}, "hash": "a8e5d006af49a7cddc7ace84b8509b6cf5e480ad8e6eb419d24d9bbdd6876b2f", "text": "A-APR.B: In Year 2, Fireworks, A Quadratic Rocket, page 17, the Group Activity connects the number of x-intercepts with the shape of the parabola. Quadratic functions are given in vertex form, and students determine where the vertex lies, whether the parabola is concave up or concave down, and use these facts to determine how many x-intercepts it has. In the Glossary on page 504 in Year 2, the zero product rule is defined. This is explored in Year 2, Fireworks, Intercepts and Factoring, page 47, Group Activity, where students factor to find zeros and make a statement that connects the idea of x intercepts to \u201cthe values of x that make y = 0.\u201d There are subsequent activities in Year 2, Fireworks that students independently engage in factoring expressions, graphing parabolas, and solving a cattle pen application using the factored form and the x-intercepts. Year 3, The World of Functions, Supplemental Activities, page 423 connects the idea between roots, equations, and graphs of polynomial functions. Note the term roots is used rather than zeros.\n    \nA-REI.A: In Year 1, The Overland Trail, pages 92-96, students build understanding around balancing equations and explain what they are doing, which is pertinent in the conceptual development for this cluster of standards. In Year 2, Fireworks, Supplemental Activities, pages 68-69, students are exposed to extraneous solutions. Students are asked \u201cSee if you can find a rule for determining when an extraneous solution will occur.\u201d\n    \nA-REI.10: In Year 1, The Overland Trail, The Graph Tells a Story, page 51, students are given in-out relationships to make a table, plot the ordered pairs, and sketch a graph. Students connect \u201cin and out\u201d to independent and dependent variables on a graph and then graph equations on a coordinate plane. In the same year, All About Alice, Curiouser and Curiouser!, page 443, students use a similar method to graph y=2x. In Year 3, The World of Functions, Going to the Limit, pages 343-344, students investigate rational function graphs.\n    \nF-IF.A: In Year 1, The Overland Trail, The Importance of Patterns, page 12 and The Graph Tells a Story, pages 49-51, students use in and out tables and real-world context to develop the idea of functions. Students extend their idea of functions using sequences later on in The Overland Trail, Supplemental Activities, page 104 where students find next terms and write equations for the sequences.\n    \nG-SRT.6: Year 1, Shadows, pages 305-309 provide students a task to draw a right triangle and investigate the idea of the ratios that lead to defining sine, cosine, and tangent. Students are asked if their classmates will get similar results for their ratios and have to \u201cExplain in detail why or why not.\u201d\n    \nS-ID.7: Year 1, The Overland Trail, page 66 begins to develop the idea of slope by giving real-world scenarios, and students write linear equations and answer questions. Pages 74 and 75 extend the conceptual development of slope by providing opportunities for students to find equations of real-world scenarios and answer questions related to the rate and the starting point (y-intercept). It should be noted that rate of change, slope, and y-intercept are not used.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials for the Interactive Mathematics Program series partially meet expectations that the materials provide intentional opportunities for students to develop procedural skills, especially where called for in specific content standards or clusters.\n\n\n    Students\u2019 independent demonstration of procedural skills is often limited to a few problems. The following are examples of how the instructional materials provide students with limited opportunities to independently demonstrate procedural skills throughout the series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ccdf8ced-b482-4ae5-8e1a-a057a6e55363": {"__data__": {"id_": "ccdf8ced-b482-4ae5-8e1a-a057a6e55363", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "7ed30773-ae69-403a-a27b-21795988c5b0", "node_type": null, "metadata": {}, "hash": "a8e5d006af49a7cddc7ace84b8509b6cf5e480ad8e6eb419d24d9bbdd6876b2f"}, "3": {"node_id": "b04e0481-b43a-4e4d-b895-1b4b7fce561f", "node_type": null, "metadata": {}, "hash": "7d67bb43848e3c2309efff7f3ca71a5b345783dd139072579c8970a88898d1df"}}, "hash": "e9f86c298906aa4a81e6d3d2751e49286de9eeb54510a5fdfa16661e60bbe321", "text": "N-RN.2: Students work with rational exponents in Year 1, All About Exponents, pages 434-435 and Year 1, All About Alice: Curiouser and Curiouser!, pages 443-444 and 447-448. However, Year 1, All About Alice: Curiouser and Curiouser!, pages 449-450 has limited practice for students to rewrite expressions involving radicals using the properties of exponents.\n    \nN-CN.7 and A-REI.4b: Quadratic equations with complex solutions are introduced in Year 3, High Dive: A Falling Start, page 262. There are three problems where students develop and independently demonstrate solving quadratic equations with complex solutions. Overall, students have limited practice at recognizing when the quadratic formula will result in complex solutions.\n    \nA-APR.6: Year 3, The World of Functions: Supplemental Activities, page 418, includes two examples of long division. Students are given three problems to practice polynomial division.\n    \nF-BF.3: Year 2, Fireworks, A Quadratic Rocket, pages 11-14 introduces the idea of transformations of quadratic functions and includes limited problems for students to independently demonstrate transforming functions on their own. Also, f(kx) is not included in these pages. Year 3, The World of Functions: Transforming Functions, pages 388 - 392 does include f(kx) for sine functions. Students have minimal practice in looking at functions and determining the transformation of the graph. They are given a graph to complete four different transformations. Later they complete four single transformations using a table. Students are not given practice looking at graphs to find the value of k.\n    \nF-TF.2: Reviewers found few tasks related to radian measures of angles on the unit circle. They are located in Year 3, High Dive, Supplemental Activities, pages 308-310.\n    \nG-GPE.5: There is minimal evidence students develop procedural skills in using the criteria for perpendicular and parallel lines to solve problems. In Year 2, Geometry by Design: Isometric Transformations, page 149, the slope criteria for perpendicular lines is used to find the equation of the line that passes through a given point and is perpendicular to a line for two exercises. In a Group Activity in Year 2, Small World, Isn\u2019t It?: All in a Row, page 404 and Small World Isn\u2019t It?: Supplemental Activities, page 466, students develop the concept that parallel lines have the same slope.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials for Interactive Mathematics Program series meet expectations that the materials support the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\n\n    Students engage in and practice problem solving, solve non-routine problems, and apply math in contextual situations with increasing sophistication across the courses.\n\n\n    Examples of engaging high school applications in real-world contexts are shown below:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b04e0481-b43a-4e4d-b895-1b4b7fce561f": {"__data__": {"id_": "b04e0481-b43a-4e4d-b895-1b4b7fce561f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "ccdf8ced-b482-4ae5-8e1a-a057a6e55363", "node_type": null, "metadata": {}, "hash": "e9f86c298906aa4a81e6d3d2751e49286de9eeb54510a5fdfa16661e60bbe321"}, "3": {"node_id": "87919b3e-b4eb-4bea-8d86-db225a286f29", "node_type": null, "metadata": {}, "hash": "6f332677f82dc3e2ee99e67a3a626418d8ac5800e3cb711a32d4de05da595abb"}}, "hash": "7d67bb43848e3c2309efff7f3ca71a5b345783dd139072579c8970a88898d1df", "text": "Examples of engaging high school applications in real-world contexts are shown below:\n\n\nN-Q.1: Students choose and interpret the scale and origin in graphs and data displays frequently, including choosing axes for various real-world situations in Year 1, The Overland Trail, The Graph Tells a Story, pages 46-47. Students also use an appropriate scale as they graph data on supplies settlers used while travelling by wagon train in Year 1, The Overland Trial, pages 55 and 59. In Year 1, Cookies, Cookies and the University, page 389, students make an appropriate graph to decide how many cookies to produce for maximum profit.\n    \nA-SSE.3: In Year 2, students use equivalent forms of expressions to show properties of quantities represented by those expressions as they learn about relationships between equations and graphs of quadratic functions. In Fireworks, A Quadratic Rocket, pages 4-5, 11-12, and 14-17; The Form of It All, pages 21-27 and 29-30; Putting Quadratics to Use, pages 36-38 and 41; and Back to Bayside High, page 45, students also use completing the square to rewrite quadratic equations to solve problems involving rockets.\n    \nG-SRT.5: Students apply triangle congruence and similarity to solve problems through indirect measurement in various contexts for Year 1, Shadows, The Lamp Shadow, pages 294-298 and 302 and then use this idea to develop and use trigonometric ratios for Year 1, Shadows, The Sun Shadow, pages 305-313.\n    \nF-IF.4: Students sketch graphs showing key features of the relationship between two quantities for given stories in Year 3, The World of Functions, The What and Why of Functions, pages 320-321 and 326.\n    \nF-IF.6: Students calculate and interpret the average rate of change in a number of contexts, including graphs showing distance travelled each day in Year 2, Small World, Isn\u2019t It?, Average Growth, page 392 and 396; a graph showing population growth in Year 2, Small World, Isn\u2019t It?, page 398; and a graph of an equation representing the height of a falling object in Small World, Isn\u2019t It?, Beyond Linearity, page 415.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials for Interactive Mathematics Program series meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.\n\n\n    All units emphasize applications. In general, tasks use a real-world context, and units are organized around an overarching real-world problem. Conceptual understanding is developed through the applications by teaching through problem solving. Units often feature limited opportunities for practicing procedural skills, but when present, procedural skills are integrated into the problem-solving scenarios.\n\n\n    Multiple aspects of rigor are engaged simultaneously to develop students\u2019 mathematical understanding of a single topic/unit of study throughout the materials. Examples of this include:\n\n\nIn Year 1, Overland Trail, Setting Out with Variables, pages 33-39, procedural skills and applications are integrated. Students find the value of algebraic expressions and solve algebraic equations in the context of planning a trip by wagon train.\n    \nIn Year 2, Fireworks, The Form of It All, pages 19-32, students build a conceptual understanding of completing the square by working with area models of multiplication, applying those area models to the distributive property of multiplication over addition and the multiplication of binomial expressions, and using those ideas to derive the process of completing the square. In Putting Quadratics to Use, pages 33-41, students use completing the square to solve maximization problems involving quadratic functions, with practice of this procedural skill distributed throughout the unit and included in Supplemental Activities, pages 72, 73, and 77.\n    \nIn Year 3, The World of Functions, page 318, students reason about the relationship between speed and stopping distance using multiple representations as they are introduced to the unit problem. Students continue to make connections between a verbal description and an appropriate graph on pages 320-323 and 326. Continuing in World of Functions, Tables, students use tables to explore patterns and properties of linear, quadratic, cubic, and exponential functions, pages 325, 327, 330-334, 339, then assign functions to tables in Who\u2019s Who?, page 353. The unit concludes with students returning to the unit problem to explain what function family they think best represents data given in a table.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "87919b3e-b4eb-4bea-8d86-db225a286f29": {"__data__": {"id_": "87919b3e-b4eb-4bea-8d86-db225a286f29", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "b04e0481-b43a-4e4d-b895-1b4b7fce561f", "node_type": null, "metadata": {}, "hash": "7d67bb43848e3c2309efff7f3ca71a5b345783dd139072579c8970a88898d1df"}, "3": {"node_id": "4a440120-015e-4dfe-bd5c-31dc552b21ce", "node_type": null, "metadata": {}, "hash": "df20f290bb840ee629e95bbe16d383a22d81a3ddb990aafa9a678baec5b9c636"}}, "hash": "6f332677f82dc3e2ee99e67a3a626418d8ac5800e3cb711a32d4de05da595abb", "text": "There are some instances where procedural skills activities are not presented simultaneously with other aspects of rigor. Examples of this include:\n\n\nIn Year 1, Overland Trail, Reaching the Unknown, page 92, students solve one-step, two-step and multi-step equations containing variables on both sides of the equal sign.\n    \nIn Year 1, Shadows, The Shape of It, pages 269, 270, and 272, students create proportions based on similar figures and solve the proportions to find the lengths of missing sides.\n    \nIn Year 1, Cookies, Points of Intersection, page 387, students solve linear equations and linear systems.\n    \nIn Year 2, Fireworks, Intercepts and Factoring, page 48, students factor quadratic equations.\n    \nIn Year 2, Small World, Isn\u2019t It?, All in a Row, page 410, students find the equation of a line, given specific information.\n    \n\n\n    The instructional materials embed conceptual understanding and application in contexts such that these two aspects of rigor are simultaneously being addressed. For example:\n\n\nIn Year 2, Small World, Isn\u2019t It?, All in a Row, page 404, students make a connection between the slope of parallel lines and the graph of parallel lines within the context of teammates saving money to help buy new basketball uniforms. They develop formulas to describe the amount of money each of the friends has at any time and consider how these formulas relate to their respective slopes and graphs.\n    \nIn Year 3, The World of Functions, Composing Functions, page 373, students develop their conceptual understanding of composition within the context of a student who is trying to save enough money to travel across the country. Students can either make a graph or a table to show student earnings as they apply one function to another function.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Interactive Mathematics Program series do not meet expectations that the materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards. In addition to not developing MP6 to its full intent, the materials do not identify the MPs for teachers or students as evidenced in the EdReports.org Criterion Summary for the MPs.\n\n\n    Students often make sense of problems and persevere in solving them (MP1), and several tasks address a general problem-solving process and are not connected to the high school content standards. There is intentional development of MP1 across the series, but MP6 is not developed to its full intent as the materials do not always use precise mathematical vocabulary and definitions.\n\n\n    Problems of the Week (POW) provide opportunities to make sense of problems and persevere in solving them (MP1). Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4a440120-015e-4dfe-bd5c-31dc552b21ce": {"__data__": {"id_": "4a440120-015e-4dfe-bd5c-31dc552b21ce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "87919b3e-b4eb-4bea-8d86-db225a286f29", "node_type": null, "metadata": {}, "hash": "6f332677f82dc3e2ee99e67a3a626418d8ac5800e3cb711a32d4de05da595abb"}, "3": {"node_id": "af337e9a-6662-44fa-bb52-eb1e97f082ce", "node_type": null, "metadata": {}, "hash": "a89f008a09d7fab2c61d4bb9b80e240f8ae1e2de58befbc07e812468a153b0ce"}}, "hash": "df20f290bb840ee629e95bbe16d383a22d81a3ddb990aafa9a678baec5b9c636", "text": "In Year 1, The Pit and the Pendulum, Edgar Allan Poe - Master of Suspense, POW 5, pages 140-141, the materials present a modified chess board and explain how a knight moves. Students determine if it is possible to move each knight from one spot on the board to another spot on the modified board. In order to determine if the movements are possible, students make sense of how a knight moves, and they also make sense of how to record the movements of the knights. Students persevere in the task as they record multiple combinations of moves in order to determine if the knights can land in the desired spaces on the modified board.\n    \nIn Year 2, The Game of Pig, Pictures of Probability, POW 7, pages 213-214, pairs of students play a game in which each can remove a limited number of objects from a group (e.g., remove one, two, or three objects from a group of ten). The winner is the player who takes out the last object. After playing several variations of the game, students describe their best strategies, make generalizations about the structure of the game, and give justification for their findings.\n    \nIn Year 3, Pennant Fever, The Birthday Problem, POW 2, pages 20-21, students examine the Monty Hall problem where a contestant is presented with three doors. Behind two of the doors are worthless prizes, and behind the third door is a new car. The contestant picks a door, and a worthless prize is revealed behind one of the two doors that were not picked. The contestant then decides whether to keep the original door selected or switch to the door that was not revealed. Students make sense of how to simulate the game in order to determine a strategy that produces the best chance for winning the car. The strategy is supported by an explanation that includes the probabilities involved in the problem.\n    \n\n\n    The materials do not develop MP6 to its full intent as they do not always use precise mathematical vocabulary and definitions. Examples of how the materials do not use precise mathematical vocabulary and definitions include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "af337e9a-6662-44fa-bb52-eb1e97f082ce": {"__data__": {"id_": "af337e9a-6662-44fa-bb52-eb1e97f082ce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "4a440120-015e-4dfe-bd5c-31dc552b21ce", "node_type": null, "metadata": {}, "hash": "df20f290bb840ee629e95bbe16d383a22d81a3ddb990aafa9a678baec5b9c636"}, "3": {"node_id": "77bc13c9-52e0-4e94-9e54-8ee7fbcfc69c", "node_type": null, "metadata": {}, "hash": "eff85aa46b9c743262813c7b0b6e23165447024066d0da009d2f29c278b1de80"}}, "hash": "a89f008a09d7fab2c61d4bb9b80e240f8ae1e2de58befbc07e812468a153b0ce", "text": "Functions are introduced in Year 1, The Overland Trail, within the context of in-out tables and are defined in the Glossary on page 482 as \u201ca process or rule for determining the numerical value of one variable in terms of another. A function is often represented as a set of number pairs in which the second number is determined by the first, according to the function rule.\u201d The materials do not use the definition of a function as assigning each element of the domain exactly one element of the range (F-IF.1).\n    \nIn Year 1, The Pit and the Pendulum, Supplemental Activities, page 234, the term domain is defined as \u201cintervals on the x-axis\u201d and used in relationship to piecewise functions, and the term range is not defined or used in relationship to functions in Year 1. In Year 2, Small World, Isn\u2019t It?, Supplemental Activities, pages 476-477, the terms domain and range are examined in the context of the relationship between exponential and logarithmic functions. In Year 3, The World of Functions, Supplemental Activities, pages 400-401, students determine the domains of rational and radical expressions. The terms domain and range are not used or defined for other types of functions, including polynomial functions, in the series.\n    \nIn Year 2, Geometry by Design, Do It Like the Ancients, page 104, the definition of congruent is written as, \u201cTwo figures are congruent if they can be placed one on top of the other, and they match up perfectly.\u201d The materials do not define congruence in terms of rigid motions.\n    \nIn Year 3, High Dive, The Height and the Sine, page 205, students model the movement of a Ferris Wheel using a trigonometric function and examine how the amplitude, period, and frequency affect the graph and equation modeling the Ferris Wheel. The materials do not use the term frequency when referring to trigonometric functions, but in Exercise 1, students modify the frequency by changing the period of the trigonometric graph.\n    \nThe term zeros is used in Year 3, High Dive, Supplemental Activities, page 306, but there is no other evidence for the use of this term. The term is also not used in any of the problems that are a part of the Supplemental Activity on page 306.\n    \nThe review did not find any evidence of the use of the term interquartile range (S-ID.2).\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Interactive Mathematics Program series meet expectations that the materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards. MP2 and MP3 are used to enrich the mathematical content throughout the series, and there is intentional development of MP2 and MP3 that reaches the full intent of the MPs.\n\n\n    Students often reason abstractly and quantitatively (MP2). Examples include:\n\n\nIn Year 1, The Overland Trail, The Graph Tells a Story, pages 49-50, students answer a series of questions that lead them to analyze graphs, create corresponding tables, and write rules based on the information.\n    \nIn Year 2, Geometry by Design, Isometric Transformations, page 148, students solve a problem about a right triangle with a given slope and then describe a general solution for any slope.\n    \nIn Year 3, High Dive, Falling, Falling, Falling, pages 217-218, students are given a particular example of the distance travelled by a falling object and develop a general formula for the height of a falling object after a given number of seconds.\n    \n\n\n    Students often construct viable arguments and critique the reasoning of others (MP3). Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "77bc13c9-52e0-4e94-9e54-8ee7fbcfc69c": {"__data__": {"id_": "77bc13c9-52e0-4e94-9e54-8ee7fbcfc69c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "af337e9a-6662-44fa-bb52-eb1e97f082ce", "node_type": null, "metadata": {}, "hash": "a89f008a09d7fab2c61d4bb9b80e240f8ae1e2de58befbc07e812468a153b0ce"}, "3": {"node_id": "bb3bb3da-0959-429e-9e4b-4aebea6c7a2a", "node_type": null, "metadata": {}, "hash": "4306f97c01489a5df021cee85268feb972a79ac6c55be837e6b76dc9b15ee8e9"}}, "hash": "eff85aa46b9c743262813c7b0b6e23165447024066d0da009d2f29c278b1de80", "text": "In Year 1, All About Alice, Curiouser and Curiouser, pages 447-448, three students share their strategy for shrinking the size of a house while keeping the shape exactly the same. Students critique the reasoning of others as they determine whether each strategy works and explain why the method does or does not work.\n    \nIn Year 2, Geometry by Design, Dilation, page 161, a student seeks advice from five friends about how to enlarge a figure on a copier. Students critique each friend\u2019s response as to whether it produces the desired enlargement and if it doesn\u2019t then students determine what size enlargement was made.\n    \nIn Year 3, Is There Really a Difference?, Data, Data, Data, page 431, a scenario is given where students are constructing a mathematical argument for a jury. The student then becomes a member of the jury to see if there is enough evidence. This scenario develops further by having students include an explanation of additional evidence that might be needed to win the case.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Interactive Mathematics Program series partially meet expectations that the materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards. Students make numerous models and use tools to solve real-world problems, but they are typically told which tool to use.\n\n\n    Students often model with mathematics (MP4). Examples include:\n\n\nIn Year 1, The Overland Trail, The Graph Tells a Story, page 43, students use a graph to answer questions about situations and sketch a graph to represent situations.\n    \nIn Year 2, Fireworks, The Form of It All, pages 31-32, students write an equation to represent a real-world situation involving the volume of a rectangular figure.\n    \nIn Year 3, Is There Really a Difference?, Data, Data, Data, page 428, students use diagrams or organized lists to develop a plan to maximize the number of phone calls that can be made under given conditions.\n    \n\n\n    In the series, students often use tools, but students generally do not choose which tool to use. Some examples of not choosing a tool include:\n\n\nIn Year 1, The Overland Trail, Traveling at a Constant Rate, page 67, students are directed to use a graphing calculator to plot data and find a linear function that approximates the data. Students do not have the opportunity to make decisions about whether to construct a graph by hand or use a calculator nor do they consider the advantages/limitations of finding possible linear functions by guess and check or using the calculator.\n    \nIn Year 2, Do Bees Build It Best?, Area, Geoboards, and Trigonometry, pages 298-299, the materials explicitly use geoboards to derive the formula for the area of a triangle. By explicitly using geoboards, the materials take away the opportunities for students to determine what tool(s) would be helpful to derive the formula for the area of a triangle, as well as identify the strength and limitations of the tool(s).\n    \nIn Year 3, Pennant Fever, Trees and Baseball, page 12, the materials state that \u201cone of the best techniques for analyzing situations like the baseball problem is the tree diagram,\u201d and students read that \u201cover the next several days, you\u2019ll apply this technique to several situations.\u201d These directions restrict the students\u2019 opportunity to choose and use appropriate tools strategically.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Interactive Mathematics Program series meet expectations that the materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards. In the instructional materials, students find and use patterns and generalize findings from regularity in repeated reasoning.\n\n\n    Students often look for and make use of structure (MP7). Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb3bb3da-0959-429e-9e4b-4aebea6c7a2a": {"__data__": {"id_": "bb3bb3da-0959-429e-9e4b-4aebea6c7a2a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "77bc13c9-52e0-4e94-9e54-8ee7fbcfc69c", "node_type": null, "metadata": {}, "hash": "eff85aa46b9c743262813c7b0b6e23165447024066d0da009d2f29c278b1de80"}, "3": {"node_id": "14aacb41-6b09-47c3-b34b-28cb8f0b0f1d", "node_type": null, "metadata": {}, "hash": "5d43edec809d48aee328f75d02bf4ae3f1d1c4ae07918fbb525c0b03fbb62ad4"}}, "hash": "4306f97c01489a5df021cee85268feb972a79ac6c55be837e6b76dc9b15ee8e9", "text": "In Year 1, All About Alice, Extending Exponentiation, pages 152-153, students examine a list of integer powers of 2 from -4 to 5, describe the structure they see, and use their results to find other powers of 2 with negative exponents.\n    \nIn Year 2, Fireworks, The Form of It All, pages 22-23, students consider the multiplication of two two-digit numbers using an area model. The structure of an area model is built upon in pages 24-25 as students multiply algebraic expressions using the same format. Factoring is informally introduced using the area model in Exercise 4 on page 25 when students are given the total area and seek to find the length and width to set the stage for factoring quadratic expressions using this model later in Fireworks, Intercepts and Factoring, page 47.\n    \nIn Year 3, Pennant Fever, Baseball and Counting, students write formulas for combinations and permutations by looking for structure in their work with specific examples from previous activities.\n    \n\n\n    Students often look for and express regularity in repeated reasoning (MP8). Examples include:\n\n\nIn Year 1, Shadows, The Shape of It, page 254, students use protractors to discover the angle sums of triangles and quadrilaterals. Students build upon this knowledge in the following activity on page 255 as they consider other polygons. During this activity, students generalize their findings for a few specific polygons to find an expression for the sum of the angles in a polygon as a function of the number of its sides.\n    \nIn Year 2, Small World, Isn\u2019t It?, Average Growth, pages 398-399, students find the rate of change of a function from several graphs of real-world situations and use these repeated examples to determine a general expression for rate of change of a linear function given any two ordered pairs.\n    \nIn Year 3, The World of Functions, Tables, page 325, students consider f(x) = 4x + 7 and look for a pattern using equally-spaced inputs. Students then consider other linear functions of their own choosing and reach a generalized statement regarding the pattern in constant differences in outputs within a table for all linear functions. On page 338, students work with concrete examples and then generalize to reach a conclusion regarding constant, second differences in outputs with constant changes in x within a table for all quadratic functions.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "14aacb41-6b09-47c3-b34b-28cb8f0b0f1d": {"__data__": {"id_": "14aacb41-6b09-47c3-b34b-28cb8f0b0f1d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c462ac0a-621a-4f7e-9cfe-57c73b4c266b", "node_type": null, "metadata": {}, "hash": "820ee95449de7fcaef7d7d2dfc0f98a3010c72689ea78de43177e65f1a661d16"}, "2": {"node_id": "bb3bb3da-0959-429e-9e4b-4aebea6c7a2a", "node_type": null, "metadata": {}, "hash": "4306f97c01489a5df021cee85268feb972a79ac6c55be837e6b76dc9b15ee8e9"}}, "hash": "5d43edec809d48aee328f75d02bf4ae3f1d1c4ae07918fbb525c0b03fbb62ad4", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4e64c6d5-da6a-4bdb-b650-b57051a8ad55": {"__data__": {"id_": "4e64c6d5-da6a-4bdb-b650-b57051a8ad55", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "3": {"node_id": "f7c5b3df-d702-41c0-b488-f41c0b6d464c", "node_type": null, "metadata": {}, "hash": "17175e593f7847efb72b962679088eb7ce56cde6cdc0a881f7c0ce7a610c412c"}}, "hash": "6d107efa978c71edccbfcf620cf37bce40125ffb7fba6be03d8a2afc824bb946", "text": "Math Links\n\nThe instructional materials reviewed for Grade 8 partially meet the expectations for alignment to the CCSSM. The instructional materials meet the expectations for gateway 1 because they meet the expectations for focus on major work and partially meet the expectations for coherence. Since the materials meet the expectations for gateway 1, evidence was collected in gateway 2. The instructional materials do not meet the expectations for rigor and balance and meet the expectations for practice-content connections. Since the materials meet the expectations for gateway 1 and partially meet the expectations for gateway 2, they partially meet the expectations for alignment to the CCSSM.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 8 meet the expectations for focus and coherence in the CCSSM. For focus, the instructional materials meet the criteria for the time devoted to the major work of the grade. Seventy-four percent (74%) of the days allocated in the timeline align to the major work of this grade. For coherence, supporting work is rarely connected to the focus of the grade. Coherence is evident in the instructional materials including problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade. Overall, the Grade 8 materials are partially coherent and consistent with the standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 8 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each packet with one exception, namely test 3 problem 3.\nFor this indicator, the summative test for each packet was evaluated.\n\nAll assessments and topics relate to Grade 8 standards or below except for one question on Test 3.\nTest 3 problem 3 asks students to state the \u201crecursive rule\u201d which is in the high school functions standard \u2013 Building Functions: HSF.BF.A.1.A - Determine an explicit expression, a recursive process, or steps for calculation from a context. The Grade 8 standard simply requires verbal descriptions and does not introduce recursive vocabulary. Recursive versus explicit rules are embedded throughout the instruction for this entire unit. The content could easily have been addressed without introducing the recursive rule; however, because of its extensive use, the work could not be completed without knowing what recursive means. This test question could easily be modified or skipped completely in the assessment with no impact. Therefore, it does not impact the score of 2 for this indicator.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 8 meet the expectations for focus within major clusters. Overall, the instructional material spends the majority of class time on the major clusters of each grade.\nTo determine this, three perspectives were evaluated: 1) the number of units/packets devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. The number of days devoted to major work is the most reflective for this indicator because it specifically addresses the amount of class time spent on concepts. The conclusions are based on that data.\nThe number of days suggested by the publisher for the \u201cenriched\u201d pacing option is the one most dedicated to grade-level work with the least review.\n\nUnits/Packets \u2013 percentage of time spent on major work is 80 percent.\nLessons \u2013 percentage of time spent on major work is 70 percent.\nDays \u2013 the percentage of time spent on major work is 74 percent.\nDays allotted to review lessons are minimal.\nAlso, the non-major clusters were evaluated to determine if they could count due to how strongly they support major work of the grade. Some evidence, such as Packet 10: Bivariate Data, does a significant amount of work with writing and using the equation for a line of best fit which supports 8.F: Functions.\nAt 74 percent within the 65 percent - 85 percent standard, Grade 8 spends the majority of time on major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 8 partially meet the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f7c5b3df-d702-41c0-b488-f41c0b6d464c": {"__data__": {"id_": "f7c5b3df-d702-41c0-b488-f41c0b6d464c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "2": {"node_id": "4e64c6d5-da6a-4bdb-b650-b57051a8ad55", "node_type": null, "metadata": {}, "hash": "6d107efa978c71edccbfcf620cf37bce40125ffb7fba6be03d8a2afc824bb946"}, "3": {"node_id": "de4bf258-1c7f-40a5-9141-7335aa0af901", "node_type": null, "metadata": {}, "hash": "3a04390a3312ace4027f225a0c1a0f5c4efcdcb05c051e1e5dda46251101d0d0"}}, "hash": "17175e593f7847efb72b962679088eb7ce56cde6cdc0a881f7c0ce7a610c412c", "text": "To determine this, the connections that the teacher guide stated were considered, and the student lessons were reviewed to validate the connections from the teacher guide as well as determine if there were missed opportunities to make strong connections.\nSome examples include:\n\nThe strongest support comes from statistics supporting the major work of functions. Units 4 (Patterns and Linear Functions) and 10 (Bivariate Data) support 8.F. Both of these require the students to use functions to model relationships between quantities.\nUnit 10 also has a strong connection to Equations and Expressions (8.EE.C) solving line of best fit equations.\nThere were instances where the supporting work missed opportunities to connect to major work such as developing work with equations in both Unit 15 (Geometry) and Unit 16 (Real Number System).\nIn Packet 4, Lesson 3, standards 8.F.A, 8.F.B and 8.SP.A are connected as students measure and record heights of stacked cups. Only one day is allotted for this lesson, and this amount of time does not allow for the connection to be fully developed for all students.\nThere were only 5 out of 16 packets that include supporting work; Packet 15 is \"stand-alone\" and did not support major work.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 8 meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades.\nThe teacher guide offers six different pacing plans \u2013\n\nThree for traditional schedules.\nThree for block schedules.\nEach has the Modified Plan for students who require extensive review.\nThe Basic Plan for students who require some review.\nThe Enriched Plan for students who only need minimal review.\nAll of them plan for 32 weeks of instruction.\n\nFor the report the Traditional Enriched Plan was used since it best represented a focus on grade-level work.\nThe pacing provided by the publisher is reasonable for lessons to be completed in the time suggested.\n\nLessons plus a catch-up day (built into each unit) and the assessment day equal 158 days.\nThis Falls within the 140-190 range suggested.\nAccording to the scope and sequence, all Grade 8 standards are included.\n\nHowever, there is concern about the three pacing suggestions.\n\nStudents needing more review early in the year spend equal or less time on Units later in the year, which is new material.\nIt is not clear how students who need Modified Plan A could finish all packets in the same amount of time as students on Enriched Plan C, though there are suggestions about items that could be omitted.\n\nOverall, the number of days suggested is viable and provides the content needed to be prepared for the next grade level.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 8 partially meet the expectations for the material to be consistent with the progressions in the standards. Content from prior grades is clearly identified, although materials do not always relate grade-level concepts explicitly to prior knowledge from earlier grades within each lesson. Connections are not made to content in future grades. Overall, the materials in Grade 8 identify the progressions from prior grades in the standards.\n\nThe teacher guide includes a page delineating how the major work standards for Grade 8 intersect with major clusters in grades 6-HS.\nEach packet lists an overview of standards being addressed including foundational standards that have been taught and learned previously.\nIn general, lessons are taught as a series of 3, where each builds or connects to the one before.\n\n\u00b7 Teachers are provided with sufficient information to help see the connections in the standards, tasks, packets and lessons.\n\u00b7 There are standards where the materials are only partially representative of the progressions. For example: 8.F is included in seven units (Units 3, 4, 7, 8, 9, 10 and 13). In Units 4 and 7, 8.F is addressed through specific examples (Growing Shapes, Going to the Park, Stacking Cups and Rate Graphs). However, the knowledge may not transfer to other functional relationships.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de4bf258-1c7f-40a5-9141-7335aa0af901": {"__data__": {"id_": "de4bf258-1c7f-40a5-9141-7335aa0af901", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "2": {"node_id": "f7c5b3df-d702-41c0-b488-f41c0b6d464c", "node_type": null, "metadata": {}, "hash": "17175e593f7847efb72b962679088eb7ce56cde6cdc0a881f7c0ce7a610c412c"}, "3": {"node_id": "e440bb29-efe3-48f7-8300-088e86b625d6", "node_type": null, "metadata": {}, "hash": "dbac524f2a114024b06b1206ff2bf720ae14f6705e39daa84649ee98bf647520"}}, "hash": "3a04390a3312ace4027f225a0c1a0f5c4efcdcb05c051e1e5dda46251101d0d0", "text": "However, the knowledge may not transfer to other functional relationships. The work with functional relationships is very specific to certain tasks throughout the units. Overall understanding of the concept of a function as a whole and representation of a functional relationship as an equation may be limited.\nThe instructional materials reviewed for Grade 8 partially meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.\n\nNot all students have the opportunity to engage deeply with problems related to grade-level standards as the material is not as rigorous as needed and doesn't have the depth that is needed to truly master the standards.\nEach packet primarily contains problem sets designed to help develop students' procedural skill/fluency.\nSome of the performance tasks and proficiency assessments do allow for more application and rigorous engagement with the standards.\nIt is recommended, in the teacher guide, that struggling students spend the majority of time on basic lessons, skill builders, and review and to avoid extensions and more challenging questions. This is limiting their interaction and mastery of grade level standards.\n\nThe instructional materials reviewed for Grade 8 partially meet the expectation of relating grade-level concepts explicitly to prior knowledge from earlier grades. Overall, materials only generally relate grade-level concepts explicitly to prior knowledge from earlier grades.\n\nEach module lists the foundational standards at the beginning of the module to explicitly connect prior learning to current learning.\nIt would be more beneficial to see these connections listed in the lessons as they occur.\nConnections to lessons and/or topics from previous grade levels that will be helpful in upcoming lessons are frequently reviewed in the \u201cwarm-up\u201d at the beginning of a given topic, though no explicit connections are made for the students.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 8 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n\nEach packet lists the lessons with the student outcomes clearly stated, which are easily aligned to CCSSM standards and cluster headings.\nIn general, lessons and tasks require students to demonstrate the standards. However, they rarely connect these concepts beyond what naturally occurs with lessons following one another.\nThe teacher guide provides a page of content emphasis by cluster.\nEach packet identifies the standards addressed and bolds the major cluster.\nOccasionally a lesson title will not have a clear connection \u2013 such as \u201cGoing to the Park\u201d \u2013 however the learning objective clarifies the connection.\n\nThe instructional materials include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. Overall the materials foster coherence through connections at Grade 8.\n\nIn packets 3, 4 and 9, students connect the ideas of functions and linear equations (8.EE.B, 8.F.B).\nStudents continue this work by using functions to determine best buys in packet 7 (8.EE.B, 8.F.A).\nHowever, one missed opportunity that is visible is that 8.EE.B and 8.G.A are not connected with the linear function work. Here, the concept of similarity could have been connected to slope through the use of similar triangles. Those are connected in a later lesson in packet 15.\nThere are other natural connections evident such as using formulas to solve problems (8.EE.C, 8.G.C).\n\nRigor & Mathematical Practices\n\nThe instructional material for Grade 8 partially meets the expectation for rigor and mathematical practices. The materials reviewed for Grade 8 only partially meet the expectation for rigor by not providing a balance of all three aspects of rigor throughout the lessons. Within the concept-development sections of each lesson, the mathematical topic is developed through understanding as indicated by the standards and cluster headings. In Grade 8, procedural skill and fluency is evident in almost every unit, which develop the relevant standards. However, application of the mathematical concepts is lacking throughout each unit. Overall, while conceptual development and procedural skills and fluency are fairly strong, the application is so disproportionately lacking that the three aspects are not balanced within the units.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e440bb29-efe3-48f7-8300-088e86b625d6": {"__data__": {"id_": "e440bb29-efe3-48f7-8300-088e86b625d6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "2": {"node_id": "de4bf258-1c7f-40a5-9141-7335aa0af901", "node_type": null, "metadata": {}, "hash": "3a04390a3312ace4027f225a0c1a0f5c4efcdcb05c051e1e5dda46251101d0d0"}, "3": {"node_id": "90c62cde-534e-41db-8a97-48462b149d41", "node_type": null, "metadata": {}, "hash": "2ceace569196dad3e9b160d54a90ce759b433f5ea7fb93bcf07d4ff4d869da82"}}, "hash": "dbac524f2a114024b06b1206ff2bf720ae14f6705e39daa84649ee98bf647520", "text": "Therefore, the Grade 8 materials only partially meet the criteria for rigor and balance.\nHowever, the materials reviewed for Grade 8 do meet the criterion of meaningfully connecting the CCSSM and the MPs. Materials attend to the full meaning of each practice standard in limited opportunities. Throughout the lessons, though, the materials are lacking in prompting students to construct viable arguments concerning grade-level mathematics. The teacher\u2019s guide will occasionally assist teachers in engaging students in this task. On the other hand, materials very explicitly attend to the specialized language of mathematics. Correct mathematical terminology is consistently used, enforced, and reinforced. Overall, the materials partially meet the expectations for Gateway 2 in rigor and mathematical practices.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nMaterials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings meeting the expectations for this indicator.\n\nGenerally, lessons develop understanding through explicit discussion outlined in the teacher lessons. Conceptual understanding is evident throughout the majority of lessons and lesson plans of teacher instruction. Students are consistently being asked to verify their work and explain for understanding. Teacher questioning during instruction is designed to lead to conceptual understanding.\nSentence starters often include terms like introduce, discuss, review, demonstrate, compare, explain, challenge, etc.\n22 of the 48 lessons include significant conceptual development of ideas.\nUnits 2 - 4, 7 - 9 and 12-14 all include work related to the major work clusters that address conceptual understanding (8.F.A, 8.EE.B, 8.G.A).\nThe materials provide evidence of high-quality conceptual problems, such as discovering patterns, that lead to rules, using concrete representation, verbalization, multiple representations, and interpretation of models. Some examples include:\n\n\nBalance scales for comparing expressions (unit 2)\n\n\n\n\nCups and Counters (similar to algebra tiles) for equations (units 5, 6)\nConnections between picture, table, graph, rule, slope-intercept, scatterplots (units 3, 4, 5, 7, 8, 10)\nLooking at an unlabeled graph and describing a situation that would create it as well as generating a table that would work (unit 7)\nFinding patterns to generalize exponent rules (unit 11)\nExploring Pythagorean Theorem with grid paper (unit 12)\n\n\nHowever, it needs to be noted that beyond the lessons, most of the units did not call for students to demonstrate conceptual understanding on the summative assessments.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nMaterials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency meeting the expectations for this indicator.\n\nThere is abundant evidence of the opportunity to develop fluency and procedural skills. Examples include:\n\n\nEvery packet starts with a warm-up that is a review of basic background skills.\nIn every lesson, students have a practice section that includes ample \"naked\" practice such as the integer problems in 1.1 where there are 35 computation problems involving all 4 operations or 6.2 with 10 solving equations problems.\nBesides an abundance of practice throughout the lessons, there are also Skill Builder activities in each unit designed to develop procedural skill and lead to fluency.\nThere is also a Knowledge Check at the end of each unit that reviews the skills learned.\nThe last thing in each lesson is a Home-School Connection where students have a page of problems to take home and do with their family that also reviews the skills in the unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "90c62cde-534e-41db-8a97-48462b149d41": {"__data__": {"id_": "90c62cde-534e-41db-8a97-48462b149d41", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "2": {"node_id": "e440bb29-efe3-48f7-8300-088e86b625d6", "node_type": null, "metadata": {}, "hash": "dbac524f2a114024b06b1206ff2bf720ae14f6705e39daa84649ee98bf647520"}, "3": {"node_id": "3dbba192-cc5e-448e-a807-3852e47cfa65", "node_type": null, "metadata": {}, "hash": "eb260bfea160ddd18e770bf043f52d042b1d04dc8ad9d5ab630e4e30f30fda3e"}}, "hash": "2ceace569196dad3e9b160d54a90ce759b433f5ea7fb93bcf07d4ff4d869da82", "text": "Procedural skill and fluency that develop the major clusters that emphasize it (8.EE.C.7, 8.EE.C.8.B , 8.G.C.9) is predominantly evident in 5 of the 16 units.\nIn the teacher\u2019s guide, there are often multiple \"Introduce, Explore/Summarize, and Practice\u201d sections depending on lesson content that develop procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nMaterials are designed so that teachers and students do not spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.\n\nSome lessons have application type problems included in them. However, most of these are traditional \u201cword problems\u201d with no relevance to students and fit more within fluency.\nOnly 8 out of the 48 lessons include significant application of grade-level concepts.\nThe material has very limited opportunities for the students to engage in work that is authentic in context or that is non-routine.\nOnly two assessments allowed students the opportunity for application questions.\nOnly 1 Task and 6 Proficiency Challenges included application problems.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe three aspects of rigor are not always treated together and are not always treated separately, meeting the expectations for this indicator. However, there is not a balance of the three aspects of rigor within the grade.\n\nConceptual understanding was sufficient.\nProcedural skill was the strongest aspect.\nThere is very little opportunity for the students to dig deep into the standards with application problems.\nThe lack of opportunity for students to engage in applications and deep problem solving in real world situations was significantly noticeable.\nThere were many missed opportunities to build from the fluency/procedural problems to move to having the students apply their knowledge.\nThe program is very heavy in fluency, but very weak in application.\nIn addition, there is not a balance of the three aspects of rigor on included assessments.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe MPs are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThere is a clear articulation of connection between MPs and content. Materials regularly and meaningfully connect MPs to the CCSSM within and throughout the grade.\nEvery unit identifies the MP used in the unit both on the student and teacher overview page.\nIn the teacher guide, each unit specifically relates how the listed standards are used in the unit. These are logical connections and integrated with the content.\nThe MPs have also been identified for the quizzes, proficiency challenges, tests, and tasks.\nCompared to the others, MPs 4 and 8 are relatively underrepresented.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nMaterials attend to the full meaning of each practice standard.\n\nMaterials attend to the full meaning of each practice standard, though opportunities are limited.\nEach practice is addressed multiple times throughout the year, though modeling and repeated reasoning are relatively under-represented compared to the others.\nThere are opportunities to engage in every mathematics practice fully at least a couple of times during the year. For example:\n\n\n\u201cReason abstractly and quantitatively\u201d as well as \u201cLook for and express regularity in repeated reasoning\u201d has students developing integer rules through discovering patterns.\nOr \u201cMake sense and persevere\u201d when students must make sense of a money saving problem and need to identify relevant information and extend a simpler problem from previous work.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Grade 8 partially meet the expectation for appropriately prompting students to construct viable arguments and analyze the arguments of others. Materials occasionally prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, there are problem structures that lead a student to explain and justify their reasoning and some to analyze the arguments of others, however.\nMaterials occasionally prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials rarely provide directives for students to help them make connections to constructing viable arguments concerning grade-level mathematics detailed in the content standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3dbba192-cc5e-448e-a807-3852e47cfa65": {"__data__": {"id_": "3dbba192-cc5e-448e-a807-3852e47cfa65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "2": {"node_id": "90c62cde-534e-41db-8a97-48462b149d41", "node_type": null, "metadata": {}, "hash": "2ceace569196dad3e9b160d54a90ce759b433f5ea7fb93bcf07d4ff4d869da82"}, "3": {"node_id": "5fd5734e-d906-43d0-b943-379aff9d3558", "node_type": null, "metadata": {}, "hash": "64e917eea6ab2015fd3c218f68673a1438c2ab48d3c2b240c8dd502f5650adb2"}}, "hash": "eb260bfea160ddd18e770bf043f52d042b1d04dc8ad9d5ab630e4e30f30fda3e", "text": "Occasionally materials prompt students to analyze the arguments of others.\nStudents are asked to \u201cexplain\u201d often, however that often falls short of the full meaning of the practice.\nThroughout the discussion portion of each lesson, students are expected to explain the mathematics leading to understanding content and solving problems.\nStudents are also directed to explain responses in problem-set and tasks.\nThere are rare opportunities for students to analyze the work of another - but it is usually in a problem set and not with another student's work within the classroom.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others.\nThe teacher guide encourages the teacher to put students in pairs/groups and have them explain their thinking to each other (Lesson 1.1).\nThe teacher guide encourages the teacher to ask the students to explain their thinking orally and in writing (Lesson 2.2).\nSuggested questions are provided for students to explain their thinking in the lesson summary (Lesson 4.1).\nSuggested questions for introducing the lesson to relate previous learning (Lesson 5.1).\nThere were some instances where this practice was connected/described in the teacher guide, but not carried through in the lesson (Units 10 and 15).\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nMaterials very explicitly attend to the specialized language of mathematics.\nCorrect mathematical terminology is consistently used, enforced, and reinforced.\nExplicit detail is always used in student-teacher discussion and explanation of process\nEach unit starts with a vocabulary list of words used in the unit and students have a \u201cresource guide\u201d to refer to. Throughout the unit, these terms are used in context during instruction, practice, and assessment.\nTeacher notes include hints such as \u201cavoid sloppy language\u201d such as the negative number is bigger rather than the negative has a greater absolute value. Or attending to differences such as expression/equation, solve/simplify. This is evident and strong throughout each unit.\nThe terminology that is used in the modules is consistent with the terms in the standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5fd5734e-d906-43d0-b943-379aff9d3558": {"__data__": {"id_": "5fd5734e-d906-43d0-b943-379aff9d3558", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "619f6fba-dd3c-4572-bb0c-5e5bebf8a16d", "node_type": null, "metadata": {}, "hash": "1e57b88891db511b11ba4e87bb911409e11ec531aba14536a214886b08af681a"}, "2": {"node_id": "3dbba192-cc5e-448e-a807-3852e47cfa65", "node_type": null, "metadata": {}, "hash": "eb260bfea160ddd18e770bf043f52d042b1d04dc8ad9d5ab630e4e30f30fda3e"}}, "hash": "64e917eea6ab2015fd3c218f68673a1438c2ab48d3c2b240c8dd502f5650adb2", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e9e25f88-ce5a-4124-b399-30ed81114b21": {"__data__": {"id_": "e9e25f88-ce5a-4124-b399-30ed81114b21", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f83bbf8-19b9-4da7-859d-e2208f3e7267", "node_type": null, "metadata": {}, "hash": "f30da02f756ce503528cb9d7ff63212c2a294ae9ad290925f1cbc981cf196091"}, "3": {"node_id": "f9dc3c90-5ad8-4053-8885-1808df794d80", "node_type": null, "metadata": {}, "hash": "ccb738733c53c3b65e5944c0075453930fec224def962771ea82f326a587925a"}}, "hash": "a8eb3734f0be8c6dbfc48a19cf7a0aef3c6c98802a32d6a89ced7693aa74e9f0", "text": "Math Trailblazers\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for alignment to the CCSSM.\nThe materials failed to meet the criteria of gateway 1, where they were reviewed for focus on the major work of the grade and for coherence. The materials assess above Grade 4 standards in a way that negatively impacts the structure of the materials and do not allocate a large percentage of instructional materials to major standards of the grade. Some positive evidence was noted in the coherence criterion, but too many areas of weakness lead to the instructional materials not meeting quality expectations for coherence. Due to the materials not meeting expectations for focusing on major work and coherence, they were not reviewed for rigor and Mathematical practices.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials do not meet expectations for the two focus criterions because the materials assess standards above Grade 4 in a way that negatively impacts the structure of the materials. The materials do not allocate a large percentage of instructional materials to major standards of the grade. Some positive evidence was noted in the coherence criterion, but too many areas of weakness mean the instructional materials do not meet the quality expectations for coherence.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 4 do not meet expectations for assessment. The materials assess statistical distributions with questions that align to standards from 6.SP.A , \u201cDevelop understanding of statistical variability,\u201d and 6.SP.B, \u201cSummarize and describe distributions\u201d, and they assess similarity, congruence and geometric transformations with questions that align to 8.G.A, \u201cUnderstand congruence and similarity using physical models, transparencies, or geometry software.\u201d. There are also many other lessons in the materials that would need to be modified or omitted because of their alignment to above grade-level standards. Units and lessons accompanying above grade-level assessment items are noted in the following list.\n\nIn unit 1, lessons 3, 4, and 5 have assessment items that align to standards from 6.SP.A, \u201cDevelop understanding of statistical variability\u201d, and 6.SP.B, \u201cSummarize and describe distributions\u201d. The Key Assessment Opportunities Chart shows the expectation that students be able to find the median of a data set represented in a table, graph, or line plot and make predictions and generalizations about a set of data using the median. According to table 2 on page 9 of the K\u20138 Publishers\u2019 Criteria for the Common Core State Standards for Mathematics, assessment of statistical distributions should not occur before Grade 6. These lessons account for seven to eight class sessions of the first unit, which encompasses 12 to 14 class sessions total, so the omission of these lessons would significantly impact the structure of this unit.\nIn unit 5, lessons 2, 3, 4, and 5 have assessment items that align to standards from 6.SP.A , \u201cDevelop understanding of statistical variability,\u201d and 6.SP.B, \u201cSummarize and describe distributions.\u201d . The Key Assessment Opportunities Chart shows the expectation that students be able to draw a best-fit line; find the median and mean of a data set; and make predictions and generalizations using medians and means. According to table 2 on page 9 of the K\u20138 Publishers\u2019 Criteria for the Common Core State Standards for Mathematics, assessment of statistical distributions should not occur before Grade 6. These lessons account for 10 to 12 class sessions of unit 5, which encompasses 16 to 19 class sessions total, so the omission of these lessons would significantly impact the structure of this unit.\nIn unit 6, the midterm assessment is lesson 8, which has assessment items that align to standards from 6.SP.A and 6.SP.B, but these items could be omitted without affecting the structure of the assessment or unit.\nIn unit 9, lessons 10 and 11 have assessment items that align to standards from 5.G.B, \u201cClassify two-dimensional figures into categories based on their properties,\u201d, and 8.G.A, \u201cUnderstand congruence and similarity using physical models, transparencies, or geometry software.\u201d. The Key Assessment Opportunities Chart shows the expectation that students be able to classify two-dimensional shapes using their properties; identify congruent shapes; and identify slides, flips, and turns of shapes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f9dc3c90-5ad8-4053-8885-1808df794d80": {"__data__": {"id_": "f9dc3c90-5ad8-4053-8885-1808df794d80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f83bbf8-19b9-4da7-859d-e2208f3e7267", "node_type": null, "metadata": {}, "hash": "f30da02f756ce503528cb9d7ff63212c2a294ae9ad290925f1cbc981cf196091"}, "2": {"node_id": "e9e25f88-ce5a-4124-b399-30ed81114b21", "node_type": null, "metadata": {}, "hash": "a8eb3734f0be8c6dbfc48a19cf7a0aef3c6c98802a32d6a89ced7693aa74e9f0"}, "3": {"node_id": "f86a15b0-8db3-458f-9c82-15e7feb1f2c5", "node_type": null, "metadata": {}, "hash": "199c3c87847e7d8a625fe5202c8b19981ae01e7b5eeba355b3718c145336d1b2"}}, "hash": "ccb738733c53c3b65e5944c0075453930fec224def962771ea82f326a587925a", "text": "According to table 2 on page 9 of the K\u20138 Publishers\u2019 Criteria for the Common Core State Standards for Mathematics, assessment of similarity, congruence, or geometric transformations should not occur before Grade 8. These lessons account for three to five class sessions of unit 9, which encompasses 16 to 21 class sessions total, so the omission of these lessons would have a minor impact on the structure of this unit.\nIn unit 10, lesson 5 has assessment items that align to standards from 5.G.A \u201cGraph points on the coordinate plane to solve real-world and mathematical problems,\u201d and 6.EE.C, \u201cRepresent and analyze quantitative relationships between dependent and independent variables.\u201d. The Key Assessment Opportunities Chart shows the expectation that students be able to name variables in an investigation and make a point graph using ordered pairs with decimal values. This lesson accounts for three to four class sessions of unit 10, which encompasses 13 to 17 class sessions total, so the omission of these lessons would have a minor impact on the structure of this unit.\n\n*Evidence updated 10/27/15\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. The instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 4 or on standards that are not in Grade 4.\n\nA large amount of time is devoted to off grade-level expectations both above and below Grade 4, and very little time is spent solving problems involving the four operations.\nThe majority of the curriculum is not focused on the major work of the grade. The four operations are absent, and only three units out of the twelve (or 25%) are focused on the major work of the grade, units 6, 8 and 10.\nMajority of the materials is not on the major work of Grade 4 as a large amount of time includes above grade-level work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does not engage students in the major work of Grade 4.\n\nSupporting content is treated separately and is not used to support the major work of the grade. An example of this is factors and multiples, which is handled separately and does not support the major work of the grade.\nThe expectations do not align or support major clusters for 4.NBT.A or 4.NBT.B. In the answer key, there is not one problem that asks students to do multi-digit arithmetic to solve problems.\nThe expectations of unit 9 do not connect to 4.NF.A-4.NF.C, the major work of the grade.\nSome of the expectations for unit 1 involve finding the median of a data set and using coordinate pairs, which are above Grade 4 standards.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for having an amount of content designated for one grade level as viable for one school year. Overall, the amount of time needed to complete the lessons is not appropriate for a school year of approximately 170-190 days.\n\nThe content is designed for 220 days, which exceeds the amount of content that can be taught or learned in a school year.\nThere are 98 lessons in 13 units, designed for 220 instructional days.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for having materials that are consistent with the progressions in the CCSSM.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f86a15b0-8db3-458f-9c82-15e7feb1f2c5": {"__data__": {"id_": "f86a15b0-8db3-458f-9c82-15e7feb1f2c5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f83bbf8-19b9-4da7-859d-e2208f3e7267", "node_type": null, "metadata": {}, "hash": "f30da02f756ce503528cb9d7ff63212c2a294ae9ad290925f1cbc981cf196091"}, "2": {"node_id": "f9dc3c90-5ad8-4053-8885-1808df794d80", "node_type": null, "metadata": {}, "hash": "ccb738733c53c3b65e5944c0075453930fec224def962771ea82f326a587925a"}, "3": {"node_id": "1d51d259-2ddd-43a2-a70a-9a0f60f9f8f1", "node_type": null, "metadata": {}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8"}}, "hash": "199c3c87847e7d8a625fe5202c8b19981ae01e7b5eeba355b3718c145336d1b2", "text": "Materials do not give students extensive work with grade-level problems, and grade-level concepts are not always explicitly related to prior knowledge from earlier grades. Also, the materials do not develop according to the grade-by-grade progressions, with non grade-level content not being clearly identified.\n\nThe off grade content is not clearly identified or related to the grade-level work as evidenced by lessons 3 and 5, unit 1; lesson 3, unit 5; and lesson 8, unit 9.\nBecause of the amount of time spent on off-grade level work, students are not given extensive work with grade-level problems as seen in units 1, 3, 5, 6, 9, 10 and 13.\nThere is no evidence of differentiation for below or above level students. All students and all learning levels are not accounted for.\nThere are no explanations provided for the teacher or student linking prior knowledge from prior grades. For example, unit 12 focuses on division-which is introduced in Grade 3-but the materials do not make an explicit connection to material covered in prior grades.\nOther examples are units 4 and 11 where connections to prior grade-level concepts exist, but the connections are not explicitly made.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 4 do not meet the expectations for having materials foster coherence through connections at a single grade. Materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials do not always connect two or more clusters in a domain or two or more domains in a grade when appropriate.\n\nIt is not clear the learning objectives have been shaped by the cluster headings due to the amount of off grade level objectives.\nThe student guides and \"at home practice\" are not labeled with objectives.\nThe instructional materials do not connect clusters or domains in the grade level. Clusters and domains are treated separately.\nUnits are compartmentalized and lack connections amongst them.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1d51d259-2ddd-43a2-a70a-9a0f60f9f8f1": {"__data__": {"id_": "1d51d259-2ddd-43a2-a70a-9a0f60f9f8f1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f83bbf8-19b9-4da7-859d-e2208f3e7267", "node_type": null, "metadata": {}, "hash": "f30da02f756ce503528cb9d7ff63212c2a294ae9ad290925f1cbc981cf196091"}, "2": {"node_id": "f86a15b0-8db3-458f-9c82-15e7feb1f2c5", "node_type": null, "metadata": {}, "hash": "199c3c87847e7d8a625fe5202c8b19981ae01e7b5eeba355b3718c145336d1b2"}, "3": {"node_id": "6d5143d0-01bb-43d6-8ed8-8e9853ed4062", "node_type": null, "metadata": {}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57"}}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8", "text": "There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d5143d0-01bb-43d6-8ed8-8e9853ed4062": {"__data__": {"id_": "6d5143d0-01bb-43d6-8ed8-8e9853ed4062", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f83bbf8-19b9-4da7-859d-e2208f3e7267", "node_type": null, "metadata": {}, "hash": "f30da02f756ce503528cb9d7ff63212c2a294ae9ad290925f1cbc981cf196091"}, "2": {"node_id": "1d51d259-2ddd-43a2-a70a-9a0f60f9f8f1", "node_type": null, "metadata": {}, "hash": "2f508f71b50b139b32b6d27cc11597b4855b2d0a2dd37d5855e3e3eab2efeae8"}}, "hash": "6394d085420ab4ac1188c7335b9e1bc0ad23a343eb7f151ab902b8ea54ae8a57", "text": "websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ccef045e-cc10-4c4d-9aec-3dfb9917d0f3": {"__data__": {"id_": "ccef045e-cc10-4c4d-9aec-3dfb9917d0f3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "3": {"node_id": "2b86707b-47de-47b5-85d6-a50973acb626", "node_type": null, "metadata": {}, "hash": "c36d4a3d3e835c1b2b6bc847f3349b5f7355cbcfee502de9b755b4e49f0b0c7a"}}, "hash": "bb46366d44bdf22df02228538e4e6628c72923241467fe7d37b029fb828c198e", "text": "Open Court Reading Foundational Skills Kits\n\nThe Open Court Reading Foundational Skills Kits for Grade 2 partially meet the expectations for alignment to standards and research-based practices for foundational skills instruction. Materials contain explicit instructions for systematic and repeated teacher modeling of most grade-level phonics standards; however, opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds. The materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Materials include some systematic and explicit instruction of high-frequency words. Materials include explicit instruction of word analysis strategies and some opportunities for explicit instruction and practice of word solving strategies to decode unfamiliar words. Materials provide systematic and explicit instruction and practice in fluency; however, fluency is modeled infrequently by the teacher. Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.\n\nAlignment to Standards and Research-Based Practices for Foundational Skills Instruction\n\nThe Open Court Reading Foundational Skills Kits for Grade 2 partially meet the expectations for alignment to standards and research-based practices for foundational skills instruction.\u00a0 Materials contain explicit instructions for systematic and repeated teacher modeling of most grade-level phonics standards; however, opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds. The materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Materials include some systematic and explicit instruction of high-frequency words. Less than half the words are irregularly spelled words. Materials include explicit instruction of word analysis strategies and some opportunities for explicit instruction and practice of word solving strategies to decode unfamiliar words. Materials provide systematic and explicit instruction and practice in fluency; however, fluency is modeled infrequently by the teacher. Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.\n\nPhonics\n\nMaterials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.\n\nMaterials emphasize explicit phonics instruction through systematic and repeated modeling.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.Materials include explicit instructional routines for Sound-by-Sound Blending, Whole-Word Blending, Blending Sentences, Sounds-in-Sequence Dictation, Whole-Word Dictation, Sentence Dictation, Closed Syllables, Open Syllables, and Words with Prefixes and Suffixes. These consistent routines provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. Sound/Spelling Cards are used for many activities. Additionally, routines are consistent for the introduction of each new sound pattern and students have the opportunity to hear, say, encode, and read each pattern within the same lesson. Opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds.\u00a0Examples include but are not limited to:Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards.Distinguish long and short vowels when reading regularly spelled one-syllable words.In Unit 1, Getting Started, Day 8, the teacher uses Instructional Routine 4 to help students blend and read words. In Instructional Routine 4, the teacher tells students \u201cwhen a single vowel spelling is followed by a consonant spelling, the vowel sound is usually short.\u201dIn Unit 2, Lesson 1, Day 1, the students practice contrasting long and short a. The teacher tells students that the final silent e signals the letter a to make /\u0101/. Students read tap, cane, tape, and cane.In Unit 2, Lesson 1, Day 3, the students practice contrasting long and short i. The teacher tells students that the final silent e signals the letter a to make /\u0101/. Students identify the vowel sound in bit, strip, bite, and stripe. The teacher does not explicitly teach why the vowel sound changes.In Unit 2, Lesson 2, Day 3, the students practice contrasting long and short o. Students identify the vowel sound not, cop, note, and cope. The teacher does not explicitly teach why the vowel sound changes.In Unit 2, Lesson 2, Day 3, the students practice contrasting long and short /u/. Students identify the vowel sound cut, mutt, cute, and mute.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b86707b-47de-47b5-85d6-a50973acb626": {"__data__": {"id_": "2b86707b-47de-47b5-85d6-a50973acb626", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "ccef045e-cc10-4c4d-9aec-3dfb9917d0f3", "node_type": null, "metadata": {}, "hash": "bb46366d44bdf22df02228538e4e6628c72923241467fe7d37b029fb828c198e"}, "3": {"node_id": "8098ecb8-38bf-4def-8dad-b23745a69092", "node_type": null, "metadata": {}, "hash": "77b8d80d2972bb4ee7a4ad54f297027435a02a587d930d4b424d503ce4635805"}}, "hash": "c36d4a3d3e835c1b2b6bc847f3349b5f7355cbcfee502de9b755b4e49f0b0c7a", "text": "Students identify the vowel sound cut, mutt, cute, and mute. The teacher does not explicitly teach why the vowel sound changes.In Unit 2, Lesson 1, Day 5, the teacher is to review long /a/ and long /i/ using the Sound/Spelling Cards 27 and 29. Then students read the word lines and sentences.In Unit 2, Lesson 4, Day 2, the teacher writes the sentences on the board. Students read the sentence aloud to distinguish the short and long vowel sounds. The teacher tells students to identify which word has short e and which has long e. The teacher does not explicitly teach short e and long e distinction.\u00a0Know spelling-sound correspondences for additional common vowel teams.In Unit 4, Lesson 4, Day 1, the teacher introduces the vowel team oo. The teacher asks students to identify and read words spoon, spool, stool, stoop, mood, choose.\u00a0In Unit 5, Lesson 2, Day 1, the teacher introduces the vowel team /ou/.. The teacher asks students to identify and read words with that sound.In Unit 6, Lesson1, Day 1, the teacher explains that ough has many different sounds. The teacher shows the word brought, says the word, and has students repeat the word several times.Decode regularly spelled two-syllable words with long vowels.Unit 2, Lesson 3, Day 1, Phonics and Decoding /i/spelled i, i_e Blending, the teacher introduces /\u012b/ spelled i and i_e using Sound/Spelling Card 29. The teacher uses Routine 5, the Open Syllables Routine, to discuss open syllables with students. The teacher reminds them that every syllable must have a vowel sound and a vowel spelling. The teacher points to the word final and has students identify the vowel spellings in the word ( i,a). The teacher writes a V under each vowel spelling. Then have students identify the consonant spelling between the vowels and write a C under the consonant spelling. The teacher tells students that when they see a vowel-consonant-vowel spelling pattern, they usually should divide the word before the consonant spelling.\u00a0In Unit 4, Lesson 1, Day 1,\u00a0 Phonics and Decoding, Decoding, the teacher introduces the long /o/ using Sound/Spelling Card 30 and uses the decoding word list (e.g. rowboat, ozone, homegrown) to show identifying the vowel team.In Unit 4, Lesson 2, Day 1, Phonics and Decoding, Decoding, the teacher introduces the /\u016b/ spelled ew and ue using Sound/Spelling Card 31 and asks students what spellings for /\u016b/ they have already learned. u and u_e. The students read the words in the lines:. spew, hew, nephew, curfew, cue, cup, hue, hug, fuel, dispute, puny, accuse, continue, January, distribute, pewter. In About the Words, students identify the target sound/spelling in each word: continue, January, distribute, pewter.Decode words with common prefixes and suffixes.In Unit 4, Lesson 3, Day 3, the teacher uses Instructional Routine 10 to introduce the prefixes dis- and un-. Students decode the words dislike, disagree, dishonest, disrespect, unking, unwritten, unfair, unwise, and four additional words with each prefix.\u00a0In Unit 4, Lesson 4, Day 3, the teacher uses Instructional Routine 10 to introduce the prefixes non and re. Students decode the words nonfat, nonstick, nonprofit, nonsense, rebuild, rewind, recheck, reappear, and four additional words with each prefix.In Unit 4, Lesson 4, Day 3, the teacher uses Instructional Routine 10 to introduce the suffixes er, or, and ness. Students decode the words runner, actor, kindness, softness, and twelve additional words.\u00a0Identify words with inconsistent but common spelling-sound correspondences.In Unit 2, Lesson 5, Day 3, students identify the words meet, meat, and heal heel. Students identify the spelling in each word.\u00a0In Unit 3, Lesson 4, Day 3, Phonics and Decoding, Blending, the teacher introduces /j/ spelled ge and gi using Sound/Spelling Card 10. The teacher asks students what they think the letters e and i do to the consonant g. They signal g to make /j/. The teacher uses Routine 2, the Whole-Word Blending Routine, to have students blend and read the words in the first line: gentle, magenta, strange, engage.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8098ecb8-38bf-4def-8dad-b23745a69092": {"__data__": {"id_": "8098ecb8-38bf-4def-8dad-b23745a69092", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "2b86707b-47de-47b5-85d6-a50973acb626", "node_type": null, "metadata": {}, "hash": "c36d4a3d3e835c1b2b6bc847f3349b5f7355cbcfee502de9b755b4e49f0b0c7a"}, "3": {"node_id": "db199cae-63f0-4d8d-950a-b5fdbc9fac06", "node_type": null, "metadata": {}, "hash": "4a10a8d143940a8a92886235a8028f80324505c5e95fd12760c2c9764f3f434d"}}, "hash": "77b8d80d2972bb4ee7a4ad54f297027435a02a587d930d4b424d503ce4635805", "text": "Then the students read the rest of the words, stopping to blend only the words they cannot read fluently and automatically.\u00a0In Unit 5, Lesson 2, Day 3,\u00a0 Phonics and Decoding, Decoding, About the Words, the directions tell the teacher to have students identify the /aw/ in each line with various spellings such as aw, au, augh, ough, all, and al.Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.In Unit 3, Lesson 1, Days 3-4, Phonics and Decoding, Blending, the teacher reviews the long /a/ using Sound/Spelling Card 21. Then, the teacher guides students in decoding a wordlist with common spellings of long /a/ such as a_e, ai, and ay.\u00a0 Next, the teacher engages students in dictation and spelling with Routine 7 and 8 with words with the long /a/.\u00a0\u00a0In Unit 5, Lesson 2, Day 1, the teacher introduces the /ow/ spelled ow and ou, \u00a0and asks students to identify the spelling in words, read words, and dictates words for students to spell.\u00a0In Unit 5,\u00a0 Lesson 4, Days 1-2, Phonics and Decoding, the teacher directs students to listen for the /aw/ with spellings such as aw, au, augh, and ough. Then, the teacher guides students in decoding a wordlist with common spellings of /aw/.\u00a0 Next, the teacher engages students in dictation and spelling with Routine 7 and 8 with words with the /aw/.\n\nMaterials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.Materials include lessons that provide students with frequent opportunities to decode phonetically spelled words, read complete words, and review previously taught grade-level phonics daily through blending sentences routines, whole-word blending routines, and word analysis. They read complete words by saying the entire word as a unit using newly taught phonics skills through the use of the Whole-Word Blending Routine and Sentence-Blending routine when working with Sound/Spelling Cards, pages from the Student Edition, Decodable Readers, and word lists/sentences from the ePresentation Resources. The review activities found throughout the lessons provide students an opportunity to review previously learned grade-level phonics.Examples include but are not limited to:Lessons provide students with frequent opportunities to decode (phonemes, onset, and rime, and/or syllables) phonetically spelled words.In Unit 1, Lesson 1, Day 5, Phonics and Decoding /ch/ spelled ch, /th/ spelled th, /sh/ spelled sh, /w/ spelled wh, and /ar/ spelled ar, the teacher reviews these sounds using Sound/Spelling Cards 23, 32, 33, 34, and 38. The teacher uses Instructional Routine 2, the Whole-Word Blending Routine, and Instructional Routine 3, the Sentence Blending Routine, to have students blend and read the words and sentences from Days 1 and 3. For multisyllabic words, they use Routine 4, the Closed Syllables Routine, to have students blend and read the words syllable by syllable from the ePresentation Resources.\u00a0In Unit 4, Lesson 1, Day 1, Phonics and Decoding, Decoding, students identify words in Line 1 of the wordlist that have the long /o/ spelled ow. Then, they are to read the words on the line.In Unit 5, Lesson 2, Day 1, Phonics and Decoding /ow/ spelled ow and ou, Decoding, the teacher introduces /ow/ spelled ow and ou using Sound/Spelling Card 42. Students read the words in the lines. Then they display the sentences and read each one. Students identify the number of syllables in each word (one syllable: mouth, bounce; two syllables: about, around).In Unit 6, Lesson 1, Day 1, Phonics and Decoding, Blending, students identify words in Line 2 of the wordlist that have the /aw/ spelled ough. Then, they are to read the words on the line.Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "db199cae-63f0-4d8d-950a-b5fdbc9fac06": {"__data__": {"id_": "db199cae-63f0-4d8d-950a-b5fdbc9fac06", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "8098ecb8-38bf-4def-8dad-b23745a69092", "node_type": null, "metadata": {}, "hash": "77b8d80d2972bb4ee7a4ad54f297027435a02a587d930d4b424d503ce4635805"}, "3": {"node_id": "212eee2b-3add-4b41-83ce-d60370541dba", "node_type": null, "metadata": {}, "hash": "6f0d8130f525eb88d7c3a6af90972a2314cfac20f60ce70a083f005d447baeab"}}, "hash": "4a10a8d143940a8a92886235a8028f80324505c5e95fd12760c2c9764f3f434d", "text": "In Unit 2, Lesson 1, Day 1, Phonics and Decoding, Blending, the teacher uses Instructional Routine 2, the Whole-Word Blending Routine, to have students blend and read the words in the lines (Snake, plate, create, flame, top, tape, can, cane, basic, laser, April, bacon, able, cable, staple, maple).In Unit 3, Lesson 5, Day 3, Phonics and Decoding Review /\u012b/ spelled i, i_e, igh, ie, and y, Blending review /\u012b/ spelled i, i_e, igh, ie, and y, using Sound/Spelling Card 29, students read the words, stopping to blend only the words they cannot read fluently and automatically from word lists and sentences in the ePresentation Resources.In Unit 5, Lesson 3, Day 1, Phonics and Decoding, Decoding, the teacher reviews /oo/ and /ow/ using Sound/Spelling Cards 41 and 42 and then has students read the words in the lines. Words include: wood, hoof, brook, overlook, spout, counter, flour, flower, aloud, allowed, brows, browse, bow, sow, ground, flounder.\u00a0Materials contain opportunities for students to review previously learned grade-level phonics.In Unit 1, Lesson 1, Day 5, Phonics and Decoding /ch/ spelled ch, /th/ spelled th, /sh/ spelled sh, /w/ spelled wh, and /ar/ spelled ar, the teacher reviews these sounds using Sound/Spelling Cards 23, 32, 33, 34, and 38. The teacher uses Instructional Routine 2, the Whole-Word Blending Routine, and Instructional Routine 3, the Sentence Blending Routine, to have students blend and read the words and sentences from Days 1 and 3 from the ePresentation Resources.In Unit 6, Lesson 2, Day 4, Word Analysis, Developing Oral Language, students review prefixes dis-, un-, and non-. They reread words and sentences with normal intonation and expression.In Unit 7, Lesson 1, Day 5, the teacher reviews the long /o/ spelled oa and ow. The teacher uses the whole-word blending routine and asks the students to read words with the /oa/ and /ow/ sounds.\u00a0Materials contain a variety of methods to promote students\u2019 practice of previously taught phonics.OCR Foundational Skills Kit, Grade 2, student activity pages in review lessons practice previously taught phonics skills.\u00a0OCR Foundational Skills Kit, Grade 2, Reading of decodable readers promotes students to practice previously taught phonics.In Unit 4, Lesson 3, Day 5, Phonics and Decoding, Word Analysis, students point to words with the prefix dis- and un- as a review practice.OCR Foundational Skills Kit, Grade 2, Student Edition, Resources, eGames, provides multiple opportunities for students to practice sound/spelling patterns. As an example, Lunch Rush, Unit 6 eGame: Lesson 1, Foundational Skills, Level 1, students sort -ough words by their sound/spelling.\n\nMaterials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.\n\nThe materials reviewed for Grade 2 meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.Materials provide explicit, systematic practice for decoding regular words in sentences and frequent student opportunities to decode words in sentences. Student materials include pre-decodable and decodable books and routines include reading and re-reading the books to build fluency. Students have frequent opportunities to decode words in sentences through materials in the ePresentation resources, Core Decodables, and student Skills Practice Pages.Examples include but are not limited to:Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence.In Unit 1, Getting Started, Day 2, students read a decodable text using the Reading a Decodable Routine. The routine includes referring to sound/spelling cards as necessary. Examples of words in the decodable text include sat, dad, help, sand, stand, hand, take, give, and additional decodable words.In Unit 3, Lesson 1, Day 1, Phonics and Decoding /\u0101/ spelled ai and ay Blending, the teacher introduces /\u0101/ using Sound/Spelling Card 27. The teacher asks students what the blanks mean in each spelling. The blanks mean that a consonant must come after ai and before ay. The teacher asks students which spellings for /\u0101/ they have already learned (a and a_e).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "212eee2b-3add-4b41-83ce-d60370541dba": {"__data__": {"id_": "212eee2b-3add-4b41-83ce-d60370541dba", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "db199cae-63f0-4d8d-950a-b5fdbc9fac06", "node_type": null, "metadata": {}, "hash": "4a10a8d143940a8a92886235a8028f80324505c5e95fd12760c2c9764f3f434d"}, "3": {"node_id": "d32a57a2-07f0-47d7-ac9e-b9efd61f27d0", "node_type": null, "metadata": {}, "hash": "f7ecb4989facea3f2664dff4c0108e8f9b0febd71bac66b92d038479dea65298"}}, "hash": "6f0d8130f525eb88d7c3a6af90972a2314cfac20f60ce70a083f005d447baeab", "text": "In Routine 2, the Whole-Word Blending Routine, and Routine 3, the Blending Sentences Routine, students blend and read the words and sentences from the ePresentation Resources.In Unit 4, Lesson 6, Day 1, students read a decodable text using the Reading a Decodable Routine. The routine includes referring to sound/spelling cards as necessary. Examples of words in the decodable text include flute, yet, but, did, rule, include, discuss, shrubs among many others.Lessons provide students with frequent opportunities to decode words in a sentence.In Unit 4, Lesson 3, Day 1, Phonics/Word Analysis, Compound Words, Synonyms, and Antonyms Decoding, students read the words and sentences from the ePresentation Resources. Then they discuss the structural feature or word relationship for each line.In Unit 4, Lesson 6, Day 1, students read a decodable text with multiple sentences and paragraphs.\u00a0In Unit 5, Lesson 3, Day 3, students practice reading words in sentences with a focus on the suffixes -ly and -y.\n\nMaterials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.The materials provide teacher-level modeling using structured and repeated routines. Lessons provide students with frequent opportunities to build, manipulate, spell, and encode newly taught sound and spelling patterns. Students use letter cards to build words and have frequent opportunities to spell words during dictation activities. Students engage in frequent opportunities to encode words in isolation through dictation and spelling routines in which students write words and sentences highlighting common spelling patterns.Examples include but are not limited to:The materials contain teacher-level instruction/modeling for building/manipulating/spelling and encoding words using common and newly taught sound and spelling patterns of phonics.In Unit 1, Getting Started, Day 2, the teacher tells students they are going to spell words and explains dictation. The teacher uses Sounds-in-Sequence Dictation Routine to have the students say the first sound, check the sound-spelling card and write the sound. The teacher continues the process for each sound in the word and then writes the word on the board. The teacher dictates the words am, ham, an, tan, mats, and mast using this routine.In Unit 1, Getting Started, Day 6, the teacher uses the Whole-Word Dictation Routine of saying a word, having a student say the word, think about the sounds, write the word, and then the teacher models the correct spelling by writing the word. The teacher uses the routine for the words got, flop, glob, plot, glad, and cliff.\u00a0In Unit 6, Lesson 2, Day 4, Word Analysis, Word Building, the directions tell the teacher to give students word cubes (un-/non- and happy/fair/kind). Students roll the dice and see that two cubes make a word, and then create a sentence using that word.Lessons provide students with frequent opportunities to build/manipulate/spell and encode words in isolation based on common and newly taught phonics patterns.In Unit 1, Lesson 1, Day 1, Word Building, the teacher gives students letter cards a, c, h, i, m, o, p, s, and t. The teacher says a word and the students build the word with their letter cards. Students build the words sip, ship, shop, cop, chop, chap, mat, math, and that.In Unit 1, Getting Started, Day 2, the teacher uses the Sounds-in-Sequence Dictation Routine and asks students to say the word, identify the sound, and write the corresponding letter, checking the sound/spelling card for accuracy. The teacher repeats the routine for each sound in the word and writes the word for students to check their spelling.In Unit 2, Lesson 2, Day 3, the teacher dictates and the students spell and write the words muse, fuel, cube, human, confuse, and bugle.\u00a0In Unit 4, Lesson 4, Day 1, the teacher dictates and the students spell and write the words droop, proof, pooch, tooth, shampoo, and broom.\u00a0In Unit 6, Lesson 1, Day 1, Phonics and Decoding, Dictation and Spelling, students use Instructional Routine 7, the Whole-Word Dictation to spell/encode the words dough, doe, burrow, borough.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d32a57a2-07f0-47d7-ac9e-b9efd61f27d0": {"__data__": {"id_": "d32a57a2-07f0-47d7-ac9e-b9efd61f27d0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "212eee2b-3add-4b41-83ce-d60370541dba", "node_type": null, "metadata": {}, "hash": "6f0d8130f525eb88d7c3a6af90972a2314cfac20f60ce70a083f005d447baeab"}, "3": {"node_id": "ad7b0588-6205-4cbe-a0b3-43e00202af56", "node_type": null, "metadata": {}, "hash": "0d0418a2280388ca79a922a5ef44ee4b5f1af75d9507cce190c9104c378cbc6d"}}, "hash": "f7ecb4989facea3f2664dff4c0108e8f9b0febd71bac66b92d038479dea65298", "text": "Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)\n\nThe materials reviewed for Grade 2 meet the criteria for materials promote application and encoding of phonics in activities and tasks. (mid K-Grade 2)Materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds through word-building in which students use letter cards to match the word the teacher wrote on the board. There are opportunities for students to encode sounds to letters and words. Students have frequent opportunities that apply phonics as they encode words into sentences or phrases through the dictation and spelling part of a day\u2019s activities through Routines and words/sentences read aloud by the teacher.Examples include but are not limited to:Materials include explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks.In OCR Foundational Skills Kit, Grade 2, Sentence Dictation Routine, after students have written the sentence that the teacher dictated, the teacher then writes the sentence on the board.In Unit 1, Getting Started, Day 9, the teacher uses a whole-word dictation routine and reminds students to use sound/spelling cards when writing. The teacher writes or displays words on the board after students write them independently.\u00a0Lessons provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns.In Unit 3, Lesson 1, Day 1, Phonics and Decoding, Dictation and Spelling, students write the following sentence from dictation, \u201cDid Ray say he could sail in the rain?\u201dIn Unit 4, Lesson 6, Day 5, Word Analysis, Writing, students create fill-in-the-blank sentences using ten different words from the word lines. The teacher tells students that except for the missing word, the sentences should be complete and make sense. The sixteen words on the Word List either have the prefix pre- or mis-.In Unit 5, Lesson 1, Day 1 the teacher dictates the sentence, \u201cGreg shook off the cookie crumb,\u201d and students write it independently. The lesson focuses on the sound/spelling pattern /oo/ spelled oo.\u00a0In Unit 6, Lesson 1, Day 1, the teacher dictates the sentence, \u201cStan thought the test was tough,\u201d and students write it independently. The lesson focuses on the sound/spelling pattern ough.\n\nWord Recognition and Word Analysis\n\nMaterials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.\n\nMaterials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.Materials provide systematic instruction of high-frequency words with words introduced throughout the year. Although the teacher writes or displays the high-frequency words, there is an inconsistency of direction regarding the spelling of each word. There are references that a list of high-frequency words is on the inside back cover of each decodable but this was not noted in the eBooks for teachers or students. Less than half the words are irregularly spelled words.Examples include but are not limited to:Materials include systematic and explicit instruction of irregularly spelled words.Recognize and read grade-appropriate irregularly spelled words.In Unit 1, Lesson 6, Day 1, the teacher introduces the high-frequency word live, pronounced with a short /i/ sound. The teacher displays the word, reads it, asks students to orally repeat the word, and explains the meaning.\u00a0In Unit 2, Lesson 2, Day 3, Blending, the teacher introduces the high-frequency words buy, goes, paste, and zero. The teacher displays the words, says the words, and asks students to repeat the word. The students practice reading the words in sentences.\u00a0In Unit 4, Lesson 6, Day 2, Phonics and Decoding, Fluency, assigns students Skills Practice pages 87-88. The two-page selection, \u201cOcean Life\u201d, is used to help students build fluency and has at least 20 irregularly spelled words in it.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ad7b0588-6205-4cbe-a0b3-43e00202af56": {"__data__": {"id_": "ad7b0588-6205-4cbe-a0b3-43e00202af56", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "d32a57a2-07f0-47d7-ac9e-b9efd61f27d0", "node_type": null, "metadata": {}, "hash": "f7ecb4989facea3f2664dff4c0108e8f9b0febd71bac66b92d038479dea65298"}, "3": {"node_id": "8c089e28-58d7-4547-a83a-9dc4bea65892", "node_type": null, "metadata": {}, "hash": "9e2bd26b7ee0f6fa1471e78e41765d0d880f8f328e9924fc9feea8a2424571ff"}}, "hash": "0d0418a2280388ca79a922a5ef44ee4b5f1af75d9507cce190c9104c378cbc6d", "text": "The teacher points out that some of the words in the selection might be unfamiliar and explains that when they encounter these words, students should slow down, sound out the pronunciation, reread the sentence, and then continue reading the passage.Materials include limited opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation.In Unit 1, Lesson 6, Day 1, the teacher introduces the high-frequency word live, pronounced with a short /i/ sound. The teacher displays the word, reads it, asks students to orally repeat the word, and explains the meaning. The teacher is modeling the reading of the words but is not modeling the spelling.In Unit 2, Lesson 4, Day 1, the teacher displays the words because and does, and repeats the same routine. The teacher is modeling the reading of the words but is not modeling the spelling.In Unit 5, Lesson 1, Day 1, Phonics and Decoding, About the Sentences, underlined high-frequency words are reviewed. Then students identify the words with /oo/ spelled oo. Students identify the word in Sentence 2 that rhymes with hood. The teacher explains that even though the high-frequency word would has a different spelling, it still makes /oo/ sound.. Volunteers suggest other words that follow this same spelling pattern.Students practice identifying and reading irregularly spelled words in isolation.\u00a0In Unit 1, Lesson 2, Day 4, Phonics and Decoding, Fluency: Reading a Decodable Story, the new High-Frequency Words are never, and under. The reviewed High-Frequency Words are how, like, over, walk, water, and would. The teacher is to review the high-frequency words in the story before using Routine 9, the Reading a Decodable Story Routine. The students read the high-frequency words in the text.In Unit 2, Lesson 2, Day 3, Blending, the teacher introduces the high-frequency words buy, goes, paste, and zero. The teacher displays the words, says the words, and asks students to repeat the words.\u00a0In Unit 2, Lesson 4, Day 1, the teacher displays the words because and does, says the words, and asks students to repeat the words.Materials include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Appendix, Scope and Sequence, pages 6-9, indicate that 15 High-Frequency words are introduced in the Getting Started Unit. The first new words, give, may, these, are introduced on Day 2.Subsequent units include:Unit 1 introduces 21 new words.Unit 2 introduces 24 new words.Unit 3 introduces 17 new words.\u00a0Unit 4 introduces 11 new words.Unit 5 introduces 10 new words.Unit 6 introduces 2 new words.\u00a0OCR Foundational Skills Kit, Grade 2, Teacher Edition, Appendix, page 21, High-Frequency Word Lists, Section 4, lists 100 high-frequency words for Grade 2. Less than half the words are irregularly spelled words.\u00a0In Unit 1, the teacher introduces the high-frequency words far, upon, much, start, which, never, under, eight, nine, bring, thank, think, seven, use, why, better, first, learn, animal, black,and live.In Unit 5, the teacher introduces the words warm, wash, full, picture, mouse, ought, small, always, laugh, and once.\n\nMaterials provide frequent practice opportunities to read and write high-frequency words in context (sentences).\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).Materials provide frequent opportunities to read high-frequency words in Decodables, in some blending word lists and sentences, written on the board, and eGames. There are references that a list of high-frequency words is located on the inside back cover of each decodable but this was not noted in the eBooks for teachers or students. There is practice for writing high-frequency words in context during Dictation and Spelling Sentence lessons, but not every lesson includes sentence dictation with an irregularly spelled word.Examples include but are not limited to:Lessons provide students with opportunities to read grade level irregularly spelled words in a sentence.In Unit 2, Lesson 1, Day 3, Phonics and Decoding, About the Sentences, students review the high-frequency word white, and then they identify words in the sentence with the target spelling/sounds.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8c089e28-58d7-4547-a83a-9dc4bea65892": {"__data__": {"id_": "8c089e28-58d7-4547-a83a-9dc4bea65892", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "ad7b0588-6205-4cbe-a0b3-43e00202af56", "node_type": null, "metadata": {}, "hash": "0d0418a2280388ca79a922a5ef44ee4b5f1af75d9507cce190c9104c378cbc6d"}, "3": {"node_id": "f6a1a4d7-2237-42e9-bea9-549175f5ff28", "node_type": null, "metadata": {}, "hash": "6d95fbf8f7dc220b17af27f8532f973ae2eb4055d1c41005236794366f1887ad"}}, "hash": "9e2bd26b7ee0f6fa1471e78e41765d0d880f8f328e9924fc9feea8a2424571ff", "text": "Sentence: A flat tire makes the white bike vibrate.In Unit 5, Lesson 4, Day 1, Phonics and Decoding, About the Sentences, students review the underlined high-frequency words ought, small,and mouse, and then identify words in the sentence with the target spelling/sounds. Sentences: The author thought she ought to donate some books to the small college. Leslie almost caught the mouse before it crawled behind the wall.In Unit 6, Lesson 1, Day 1, Fluency: Reading a Decodable Story, Book 7, Story 50, \u201cLittle Havana in Miami\u201d, the teacher introduces the new High-Frequency Words brought and reviews the High-Frequency Words are, into, one,and their.Lessons provide students with limited opportunities to write grade level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade level irregularly spelled words.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Phonics and Decoding, Dictation and Spelling, lessons include a sentence dictation which sometimes has an irregularly-spelled word in it but there are no directions for writing those words or even calling them out in the sentencesIn Unit 1, Lesson 1, Skills Practice, the teacher introduces the word which during instruction. The students write the word from the box that best completes each sentence. The word which is a choice for one out of six cloze sentences. This routine is used infrequently.In Unit 6, Lesson 2, Day 1, Phonics and Decoding, Dictation and Spelling, the dictation sentence has an irregularly-spelled word, two, in it but the teacher never calls out that it is a high-frequency word or that it is irregularly spelled. Val bought two new suits after she accepted the job offer.Materials provide explicit instruction in how to use student friendly reference materials and resources and reading irregularly-spelled words (e.g., word cards, word lists, word ladders, student dictionaries).In the OCR Foundational Skills Kit, Grade 2, the materials reference displaying the words but it is unclear if the words are just displayed for that day\u2019s activities or longer than that as the display is not referenced again in the lesson.In Unit 1, Getting Started, Day 1, the teacher points to the sound/spelling cards and tells students that they will \u201chelp us remember the sounds and spellings that we use to read and write.\u201dIn Unit 2, Lesson 2, Day 1, Phonics and Decoding, the teacher introduces the high-frequency words both, hold, and open and displays the words for students. The teacher says the words, and then students repeat them several times. There is nothing to indicate if the words continue to be displayed in a Word Bank or on a Word Wall.\n\nMaterials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.Materials include explicit instruction of word analysis strategies (e.g., morpheme analysis) and opportunities for explicit instruction and practice of word solving strategies (e.g., syllabication and morpheme analysis) to decode unfamiliar words. When the teacher uses the Whole-Word Blending and Blending Sentences Routine, students complete the decoding of unfamiliar words without the teacher modeling prior.Examples include but are not limited to:Materials contain frequent explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis).In Unit 3, Lesson 1, Day 1, Phonics and Decoding /\u0101/ spelled ai and ay, the teacher introduces /\u0101/ spelled ai and ay using Sound/Spelling Card 27. The video orally models the long /a/ sound in words. In Unit 5, Lesson 1, Day 3, Word Analysis, Decoding, the teacher explains that compound words are made of two separate words and identifies the syllable break between two smaller words.In Unit 4, Lesson 1, Day 3, Word Analysis, Decoding, the teacher explains that inflectional endings are word parts that are added to a base word.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f6a1a4d7-2237-42e9-bea9-549175f5ff28": {"__data__": {"id_": "f6a1a4d7-2237-42e9-bea9-549175f5ff28", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "8c089e28-58d7-4547-a83a-9dc4bea65892", "node_type": null, "metadata": {}, "hash": "9e2bd26b7ee0f6fa1471e78e41765d0d880f8f328e9924fc9feea8a2424571ff"}, "3": {"node_id": "13ecc14d-8e8f-4662-bee7-34e2fc2d8aff", "node_type": null, "metadata": {}, "hash": "da37c04fbdde20cfad787ab4b527d60167a03a3efadf417ae8cfbcc40ea08d94"}}, "hash": "6d95fbf8f7dc220b17af27f8532f973ae2eb4055d1c41005236794366f1887ad", "text": "Also, -er means two things are being compared and -est means three items are being compared.In Unit 6, Lesson 2, Day 3, Word Analysis, Decoding, the teacher uses Words with Prefixes and Suffixes Routine to discuss the meaning of the prefixes dis-, un-, and non- which is \u201cnot\u201d or \u201copposite\u201d.Materials contain\u00a0 explicit instruction of word solving strategies to decode unfamiliar words.In Unit 4, Lesson 1, Day 3, Word Analysis, Decoding, students identify the two words joined together in the following words: raincoat, birthday, popcorn, and backpack.In Unit 4, Lesson 1, Day 3, Word Analysis, Decoding, students explain the spelling changes that occurred when the superlative ending -est was added to the following words: slowest, freshest, thinnest, and nicest.In Unit 6, Lesson 2, Day 3, Word Analysis, Decoding, students use the base word and the prefix dis- to determine the meaning of the following words: disable, disloyal, disappear, and discomfort.Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies.In Unit 2, Lesson 2, Day 1, \u00a0Skills Practice pages 27-28, student and teacher review /\u014d/ spelled o and o_e. After doing the first two items together, students complete the pages independently.In Unit 6, Lesson 2, Day 1, Phonics and Decoding Silent Letters, the teacher divides the class into small groups and distributes a portion of the High-Frequency Flash Cards to each group. Students look through the cards and identify any of the high-frequency words that have silent letters. Students read the cards aloud among their groups. After students are done identifying all the words with silent letters, they use each word in a sentence.\n\nDecoding Accuracy, Decoding Automaticity and Fluency\n\nMaterials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.\n\nInstructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2).Materials provide some opportunities for students to hear explicit, systematic instruction in reading elements such as accuracy, appropriate rate, and expression.\u00a0 Fluency is modeled infrequently by the teacher. Routine 9 focuses on having students read the decodable text, therefore teacher explicit instruction and modeling is limited. Materials include directions for teachers to direct students to use sentence features, such as punctuation, to guide reading fluently. The Core Decodables provide opportunities for students to hear fluent reading of grade-level text by a model reader or peer. The Skills Practice Pages along with Routine 9 for Core Decodables provide a variety of resources for explicit instruction in fluency.Examples include but are not limited to:Materials include some opportunities for explicit, systematic instruction in fluency elements using grade-level text.Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.In Unit 1, Lesson 3, Day 4, Fluency: Reading a Decodable Story, the teacher reviews punctuation marks with students. The teacher models reading \u201cA Lunch List\u201d aloud to show reading at an appropriate rate.In Unit 2, Lesson 3, Day 2, the materials provide a definition to teachers about automaticity.\u00a0In Unit 3, Lesson 1, Day 5, the teacher gives students a copy of Decodable Stories, Book 4, Story 29. The teacher tells students to read aloud within groups. The teacher is to circulate the groups to monitor whether students are reading accurately.In Unit 4, Lesson 4, Day 2, students read a decodable text and the teacher tells students to attend to punctuation as it will assist with proper expression.In Unit 6, Lesson 2, Day 4, Fluency, students get into small groups to practice reading fluently using Decodable Stories, Book 7, Story 51. They read aloud within the groups. The teacher monitors whether students are reading fluently.Materials provide some opportunities for students to hear fluent reading of grade-level text by a model reader.In Unit 1, Lesson 1, Day 5, Decodable Story 11, \u201cThe Red Star\u201d, is available electronically for a student to read independently or to listen to the story being read to them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "13ecc14d-8e8f-4662-bee7-34e2fc2d8aff": {"__data__": {"id_": "13ecc14d-8e8f-4662-bee7-34e2fc2d8aff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "f6a1a4d7-2237-42e9-bea9-549175f5ff28", "node_type": null, "metadata": {}, "hash": "6d95fbf8f7dc220b17af27f8532f973ae2eb4055d1c41005236794366f1887ad"}, "3": {"node_id": "77686244-14e3-4f0d-9772-34623a4cec58", "node_type": null, "metadata": {}, "hash": "b827d5a0e31d919cb2037cbde254cd85c8a41577c89f37fbc5ac471d784ae83a"}}, "hash": "da37c04fbdde20cfad787ab4b527d60167a03a3efadf417ae8cfbcc40ea08d94", "text": "Students can also listen to individual words they may need support with when reading independently.In Unit 1, Lesson 2, Day 3, Phonics and Decoding, Reading a Decodable, the teacher models how to read with expression by reading pages 18 and 19 aloud to studentsIn Unit 3, Lesson 5, Day 4, students read a passage in a skills practice workbook. The teacher reads the first three paragraphs to model reading, with an emphasis on expression, dialogue, and using different voices for different characters.In Unit 5, Lesson 6, Day 4, the EL suggestion in the bottom margin proposes pairing English learners with fluent readers to practice their reading as a great way to help them become more fluent readers.Materials include a variety of resources for explicit instruction in fluency.In Unit 2, Lesson 1, Day 5, teachers provide students with a choice between two decodable readers. Students read aloud as teachers monitor reading for expression.In Unit 2, Lesson 6, Day 2, Skills Practice Pages 43-44, students utilize a fluency checklist on page 43 to read the passage on 44 keeping in mind appropriate rate, accuracy, and expression.In Unit 3, Lesson 6, Day 2, students read a passage in a skills practice workbook. The teacher reads the first three paragraphs to model reading, with an emphasis on expression, dialogue, and using different voices for different characters.\n\nVaried and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).\n\nThe materials reviewed for Grade 2 meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).Materials provide students with opportunities to gain oral reading fluency, repeated reading of grade-level text through Core Decodables, and Student Skills Pages. There is one Teacher Tip located in the bottom margin of a page that provides guidance and feedback suggestions to teachers for supporting students\u2019 gains in oral reading fluency. The Differentiated Instruction Guide offers suggestions to the teacher for supporting oral fluency gains.Examples include but are not limited to:Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency.Throughout OCR Foundational Skills Kit, Grade 2, fluency is a part of the activities that students engage in. Opportunities to work on fluency come from passages in the Student Skills books or Core Decodable Books.In Unit 3, Lesson 6, Day 1, Building Fluency, the teacher introduces the day\u2019s fluency activity by assigning pages from Skills Practice to use over the next three days. The teacher tells students that expression is especially important when reading dialogue. They explain that when dialogue is read expressively, the story is more interesting to listeners. The teacher reads the first three paragraphs of \u201cA Rainy Day\u201d aloud to model reading the dialogue with emphasis and using different voices for the two characters. Students then read \u201cA Rainy Day\u201d aloud quietly to themselves.In Unit 5, Lesson 1, Day 5, Building Fluency, students get in small groups and practice reading aloud the Decodable Story, \u201cLook How Pets Adapt.\u201d The teacher circulates among the groups to monitor whether students are reading accurately.In Unit 6, Lesson 1, Day 4, Building Fluency, students get into small groups to practice reading fluently. Each student gets a copy of Decodable Stories, Book 7, Story 50 to read aloud within the groups. The teacher circulates among the groups to monitor whether students are reading at an appropriate rate.Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency.In Unit 1, Lesson 6, Day 2, Skills Practice pages 21 and 22, students have a passage to read, \u201cA Trip\u201d, and a Fluency Checklist. The passage is reread on Days 3 and 4.In Unit 2, Lesson 2, Day 4, Building Fluency, the teacher uses Routine 9, Reading a Decodable Story Routine, which includes rereading the Decodable Story ( e.g.,partner reading, choral reading, turn-taking) to build fluency.\u00a0In Unit 4, Lesson 3, Day 2, Building Fluency, students build fluency by reading \u201cThe Kitten\u2019s Rescue\u201d with a partner. Partners reread the story aloud several times. The teacher checks students\u2019 reading for the appropriate speed.In Unit 5, Lesson 2, Day 2, Building Fluency, students read \u201cMr. Brown Sees the World\u201d with a partner.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "77686244-14e3-4f0d-9772-34623a4cec58": {"__data__": {"id_": "77686244-14e3-4f0d-9772-34623a4cec58", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "13ecc14d-8e8f-4662-bee7-34e2fc2d8aff", "node_type": null, "metadata": {}, "hash": "da37c04fbdde20cfad787ab4b527d60167a03a3efadf417ae8cfbcc40ea08d94"}, "3": {"node_id": "0d16fcd3-9637-4543-9b1e-6dcba045e332", "node_type": null, "metadata": {}, "hash": "3895d224f3a6ae370f77213ab6c08b0379ed5f35c50bde643a4c95211e4b8218"}}, "hash": "b827d5a0e31d919cb2037cbde254cd85c8a41577c89f37fbc5ac471d784ae83a", "text": "Brown Sees the World\u201d with a partner. The partners reread the story aloud several times. The teacher checks students\u2019 reading for expression.Materials include guidance and feedback suggestions to the teacher for supporting students\u2019 gains in oral reading fluency.In Unit 1, Lesson 6, Day 1, Teacher Tip (bottom margin), suggests reteaching if students need additional support with this lesson, referring to the Intervention and English Learner activities in the Teacher Resource Book.In Unit 2, Lesson 3, Day 2, Building Fluency, Differentiated Instruction Guide, the teacher follows the Reading a Decodable Routine which includes rereading and also models natural phrase boundaries in the text with examples from the story. When the students finish reading the story, the teacher asks them to identify any difficult words in the book and reviews the definition and pronunciation of those problem words. However, there are no feedback suggestions offered to the teachers.In Unit 2, Lesson 3, Day 2, Building Fluency, the teacher builds students' fluency by having them read \"A Good Life at the Lake\" with a partner. The partners reread the story aloud several times. The teacher checks students' reading for speed and accuracy, but there are no guidance or feedback suggestions for the teachers.\n\nMaterials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors (Grade 1-2) and emphasize reading for purpose and understanding.Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency. There are teacher tips and students are told to reread unfamiliar words in sentences but little evidence of practicing strategies of using confirmation or self-correction of errors. Multiple opportunities are provided over the course of the year for students to read on-level texts for understanding, but there is little evidence about reading for a purpose. Students read the various decodable stories and also passages on Skills Practice pages.Examples include but are not limited to:Materials provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.In Unit 2, Lesson 1, Day 2, Phonics and Decoding, Fluency: Reading a Decodable, the directions tell the teacher to explain to students they can read more accurately if they use context to predict which words may come next in the text.In Unit 4, Lesson 6, Day 2, Phonics and Decoding, Fluency, students practice fluency over the course of three days by reading and rereading \u201cOcean Life\u201d from their Skills Practice pages. The teacher points out that some words in this selection might be unfamiliar to students and explains that when they encounter these words, students should slow down, sound out the pronunciation, reread the sentence, and then continue reading the passage. The teacher tells students that pronouncing words clearly and accurately is important because it supports both the reader\u2019s and the listeners\u2019 understanding of the text.In Unit 4, Lesson 6, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Story, after the review of the high-frequency words for the story, students read \u201cLittle Italy in New York\u201d, using the context to monitor their accuracy and comprehension, and confirm or self-correct their reading when they mispronounce a word.\u00a0In Unit 12, Lesson 3, Day 4, Reading the Decodable, the teacher uses Routine 5, the Reading a Decodable Routine, to read the story with students. The teacher tells students that they will encounter several multisyllabic words, and they should use the context of the story to check their recognition and understanding of new words. The teacher explains if students don\u2019t recognize or understand a word, they should stop reading and decode each syllable of the word, and then reread the word naturally.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0d16fcd3-9637-4543-9b1e-6dcba045e332": {"__data__": {"id_": "0d16fcd3-9637-4543-9b1e-6dcba045e332", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "77686244-14e3-4f0d-9772-34623a4cec58", "node_type": null, "metadata": {}, "hash": "b827d5a0e31d919cb2037cbde254cd85c8a41577c89f37fbc5ac471d784ae83a"}, "3": {"node_id": "211788bf-f852-4dd2-b8cd-90c0c0722514", "node_type": null, "metadata": {}, "hash": "319f59b7782d6433e00e35a909bcee063a928c720fe49704ddaa9432cc715c64"}}, "hash": "3895d224f3a6ae370f77213ab6c08b0379ed5f35c50bde643a4c95211e4b8218", "text": "Then they should reread the entire sentence to check their understanding of the word and the sentence.Materials provide some opportunities for students to practice using confirmation or self-correction of errors.In Unit 1, Lesson 6, Day 2, Skills Practice pages 21 and 22, students have a passage to read, \u201cA Trip\u201d, and a Fluency Checklist that reminds them that as they read, to make sure they pause longer at a period or other ending punctuation, raise their voice at a question mark, use expression when coming to an exclamation point, pause at commas, think of the character and how they might say their words when there are quotation marks, read at a pace that makes sense to a listener, and to stop and reread something that does not make sense.In Unit 3, Lesson 3, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Story, the teacher uses Routine 9, the Reading a Decodable Story Routine, and has students read \u201cMeet the Bats.\u201d This is a nonfiction story and the teacher tells students to use the context to monitor their accuracy and comprehension.In Unit 4, Lesson 6, Day 4, Phonics and Decoding, Fluency, the students expand the fluency concepts from the previous two days by reusing pages 87\u201388 from Skills Practice, \u201cOcean Life.\u201d The teacher reminds students that multiple readings will help them become more fluent readers because they should be able to read a passage more quickly, expressively, and smoothly with each attempt. Student automaticity, or quick word recognition, allows students to focus on understanding what they read instead of on the process of decoding words.\u00a0Some opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding.OCR Foundational Skills Kit, Grade 2, Student Edition, Skills Practice pages, Lesson 6, Days 2, 3, and 4, of each unit, has a passage from one to two\u00a0 pages long for students to read. These do not include a purpose for reading.In Unit 1, Lesson 6, Day 2, Skills Practice pages 21 and 22, students have a passage to read, \u201cA Trip\u201d, and a Fluency Checklist that reminds them that as they read, to make sure they pause longer at a period or other ending punctuation, raise their voice at a question mark, use expression when coming to an exclamation point, pause at commas, think of the character and how they might say their words when there are quotation marks, read at a pace that makes sense to a listener, and to stop and reread something that does not make sense. The Fluency Checklist makes no linkage to the purpose for reading.In Unit 9, Lesson 2, Day 4, Checking Comprehension, the teacher discusses the story with students and answers any questions students have after reading the story. Students identify any difficult words in the book. Students retell the story. The teacher asks students the following questions and students are to answer in complete sentences and to use the high-frequency words they have learned.\n\nImplementation, Support Materials & Assessment\n\nThe Open Court Reading Foundational Skills Kits for Grade 2 partially meet the expectations for implementation, support materials, and assessment. Materials provide a Digital Teacher Edition that contains content for that day based on each skill being taught through ePresentation. The program includes a Program Overview that is comprehensive. Materials are designed to be implemented with a whole group of students according to a clear structure and include 190 days of instruction. Units are designed to be taught within a given amount of time and each lesson should take one day, however evidence was found only in an ancillary Professional Development video for the suggested pacing of an individual lesson. Materials include a researched-based scope and sequence for phonological awareness and phonics. There are multiple opportunities to assess foundational skills; however,\u00a0 materials include limited instructional suggestions were noted for assessment-based steps to help students to progress toward mastery in foundational skills. Materials include differentiated suggestions as well as a photo library to support language development and comprehension of vocabulary. English Language (EL) Tips are integrated throughout the lesson at the point of use. Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide.\n\nGuidance for Implementation, Including Scope and Sequence\n\nMaterials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "211788bf-f852-4dd2-b8cd-90c0c0722514": {"__data__": {"id_": "211788bf-f852-4dd2-b8cd-90c0c0722514", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "0d16fcd3-9637-4543-9b1e-6dcba045e332", "node_type": null, "metadata": {}, "hash": "3895d224f3a6ae370f77213ab6c08b0379ed5f35c50bde643a4c95211e4b8218"}, "3": {"node_id": "4129a5a0-dfda-451a-9efc-5ab81b942d74", "node_type": null, "metadata": {}, "hash": "5937add7989022b81ce4e4d0d9bb7d9354d21b2f271dc0034cc2ceaba44d0177"}}, "hash": "319f59b7782d6433e00e35a909bcee063a928c720fe49704ddaa9432cc715c64", "text": "Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe materials reviewed for Grade 2 meet the criteria for materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.The Open Court Reading (OCR) Foundational Skills Kit, Grade 2 provides a Digital Teacher Edition that contains content for that day based on each skill being taught through ePresentation. The program includes a Program Overview that is comprehensive.The Teacher Edition includes additional notations for English Learners EL) and differentiation by flipping the toggle on at the top of the digital page. There are links in the materials box and also in the individual skills to routine cards that explain the routine(s) needed for that day and the skills being taught. Also found in the Teacher Edition at the top of each day are optional Show Me How videos that go over routines and information for teachers. The technology pieces to support and guide teachers do not create an additional layer of complication as they are readily available in the day\u2019s digital page.Materials provide a well-defined, teacher edition for content presentation. Examples include but are not limited to the following:OCR Foundational Skills Kit, Grade 2, Teacher Edition consists of six units that are divided into lessons and days within the lessons. The six units contain Phonics and Decoding, and Progress Monitoring/Assessment. Word Analysis begins in Unit 4.OCR Foundational Skills Kit, Grade 2, Teacher Edition, each day of the week/lesson contains a separate digital page in which the teacher can find the standards being taught, links to materials needed, objectives, along with Show Me How Videos to review and gather prior to beginning that days\u2019 lesson.\u00a0OCR Foundational Skills Kit, Grade 2,Teacher Edition, each day of the week/lesson contains a separate digital page that breaks the lesson into skills sections; phonics and decoding with sub-lessons under that; decoding, about the words, about the sentences developing oral language, guided practice, and dictation and spelling. Each of the skills lessons contains a link to ePresentation resources.\u00a0Materials include a Common Core alignment, objectives for each lesson, formal and informal assessments. Strategies for EL and differentiated instruction can be found in most lessons.The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e., phonics, irregularly spelled words, word analysis, fluency). Examples include but are not limited to the following:OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library includes ten Instructional Routine documents for: sound-by-sound blending, whole-word blending, blending sentences, closed syllables, open syllables, sounds-in-sequence dictation, whole-word dictation,sentence dictation, reading a decodable story ,and words with prefixes and suffixes.In Unit 1, Getting Started, Lesson 1, Day 3, Blending Instructional Routine 2, Whole Word Blending, the materials provide the teacher with the descriptions of Instructional Routine 3 to support Blending Sentences.In Unit 2, Lesson 1, Day 1, includes a Show Me How video explaining how to pre-teach vowel patterns. The video models and demonstrates how to reinforce the sound first with a_e spelling and then how to blend with consonants added to the pattern.In Unit 4, Lesson 3, Day 1, there are Show Me How Videos that review instructional routines needed for that lesson using the sound/spelling cards to teach dictation. The lesson also contains links to Portable Document Format (PDFs) of routines needed for skills/routine being taught in that lesson.In Unit 4, Lesson 3, Day 1 in the Decoding section of the lesson, there are differentiated strategies for teachers to add to the Blending routine. In the side margins under ePresentation, the teacher can find materials needed for the lesson.Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4129a5a0-dfda-451a-9efc-5ab81b942d74": {"__data__": {"id_": "4129a5a0-dfda-451a-9efc-5ab81b942d74", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "211788bf-f852-4dd2-b8cd-90c0c0722514", "node_type": null, "metadata": {}, "hash": "319f59b7782d6433e00e35a909bcee063a928c720fe49704ddaa9432cc715c64"}, "3": {"node_id": "10fc2a59-c4fd-434f-9038-8099bfbbccab", "node_type": null, "metadata": {}, "hash": "2c0e1482063a887fae7cd0b811786809d0d91fe4cbd9ab8d40383a78579818db"}}, "hash": "5937add7989022b81ce4e4d0d9bb7d9354d21b2f271dc0034cc2ceaba44d0177", "text": "Examples include but are not limited to the following:OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library provides links for all materials needed including core decodables, assessments, games, high-frequency words, letter cards, phonics, activities, and others.OCR Foundational Skills Kit, Grade 2, Teacher Edition, ePresentation resources are right at the point of need in the lesson based on the skill being taught and can be quickly accessed as needed.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Show Me How Video, located at the top of the page, contains professional development to teachers based on skills taught in that lesson and can quickly be accessed as needed.In Unit 1, Getting Started, Day 10, ePresentation resources with sound/spelling cards are provided through an embedded link. The teacher can click on the link, and the corresponding sound cards populate in a different tab on the computer. The instructions ask the teacher to point to the /ks/ card and the teacher could point to one in the room or click the link and present the sound card digitally.In Unit 6, Lesson 1, Day 1, there are three e-Presentation resources: Decoding Words, Decoding Sentences, and high-frequency Flashcards for the word brought.\n\nMaterials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.\n\nThe materials reviewed for Grade 2 meet the criteria for materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.The OCR Foundational Skills Kit, Grade 2 Teacher Edition contains a Resource Library that\u00a0 provides clear adult-level definitions of each of the foundational skills and the reasons that each skill is an important contributor to building fluency. Research-based reasoning includes examples and a complete program overview. Though the Resource Library is separate from the daily teacher planner, the planner also includes videos with brief explanations of the foundational skill and how to teach the skill. In each lesson, examples show the teacher to use when teaching phonemic awareness, phonics, or word analysis.Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. Evidence includes, but is not limited to:OCR Foundational Skills Kit, Grade 2, Teacher Edition, daily lessons are on one digital page with drop-down boxes for each skill. Directions show how to deliver the lesson and, if appropriate, an explanation of the skill being taught is given.\u00a0OCR Foundational Skills Kit, Grade 2, Teacher Edition Resource Library includes Foundational Skills: \u201cFive Ways to Build the Cornerstone of Proficient Reading\u201d. The 36-page guide provides definitions for print awareness, phonological and phonemic awareness, phonics, word analysis, and fluency. The guide also explains research-based explanations regarding the development of the foundational skills and provides explanations of strategies for fluency practice such as oral reading, assisted reading, reading aloud, and independent reading. There are also norms for reading fluently at Grade 2 with an explanation to attend to accuracy and prosody in addition to the number of words a student can read in a minute.OCR Foundational Skills Kit, Grade 2, Teacher Edition Resource Library contains a program overview with a glossary of reading terms providing adult-level explanations of literacy terms used in the program.In Unit 6, Lesson 3, Day 2, Developing Oral Language, explicit instructions show what to do. In the ePresentation Resources for that segment of the lesson, there is a list of words to be used.Detailed examples of the grade level foundational skill concepts are provided for the teacher. Evidence includes, but is not limited to:OCR Foundational Skills Kit, Grade 2, Teacher Edition,Program Overview PDF, explains and gives examples of phonics and decoding and word analysisOCR Foundational Skills Kit, Grade 1, Teacher Edition Resource Library includes a phonemic awareness lesson guide accessible under the Back to School Resource tag. The guide provides explanations of phonemic awareness activities such as oral blending, segmentation and phoneme blending. There are adult-level explanations for each skill, followed by several examples of the skill and how it would be taught.OCR Foundational Skills Kit, Grade 2, Teacher Edition, includes Differentiated Instruction Tips at point of use in each lesson. These tips give teachers concise activities to use with students who would benefit from extra support or extended practice.In Unit 3, Lesson 3, Day 3, the Show Me How Video focuses on modeling silent letters.In Unit 4, Lesson 2, Day 3, a Differentiation Instruction Guide is included for Developing Oral Language. It provides instructions and an example for the teacher to follow.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "10fc2a59-c4fd-434f-9038-8099bfbbccab": {"__data__": {"id_": "10fc2a59-c4fd-434f-9038-8099bfbbccab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "4129a5a0-dfda-451a-9efc-5ab81b942d74", "node_type": null, "metadata": {}, "hash": "5937add7989022b81ce4e4d0d9bb7d9354d21b2f271dc0034cc2ceaba44d0177"}, "3": {"node_id": "8d1ca09d-df79-4c68-8a86-ae5fbfc51eab", "node_type": null, "metadata": {}, "hash": "fbccfea74af5b06ea0069edd6304830819fbb2cb1a1fefbb32a6b71b84eea35d"}}, "hash": "2c0e1482063a887fae7cd0b811786809d0d91fe4cbd9ab8d40383a78579818db", "text": "It provides instructions and an example for the teacher to follow.\n\nFoundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.\n\nThe materials reviewed for Grade 2 partially meet the criteria for foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.The OCR Foundational Skills Kit, Grade 2, is designed to be implemented with a whole group of students according to a clear structure. According to the Program Overview, Small Group lessons are provided during Workshop time but there is no information about planning or implementing Workshop time in the OCR Foundational Skills Kit, Grade 2. Units are designed to be taught within a given amount of time and each lesson should take one day, however evidence was found only in an ancillary Professional Development video for the suggested pacing of an individual lesson for Grades Kindergarten and 1. The Professional Development video did not include information pertaining to Grade 2. It takes 190 days to complete all lessons.Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. Examples include, but are not limited to:OCR Foundational Skills Kit, Grade 2, Teacher Edition, Research Library provides research by Marsha Roit, EdD, \u201cFoundational Skills: Five Ways to Build the Cornerstone of Proficient Reading\u201d. The author states that \u201cOpen Court has had a long and successful history of teaching the critical foundational skills using materials that integrate knowledge from research on the learning theory and cognitive science as well as language and literacy development combined with instructional practice and teacher expertise.\u201d The references cited include R.L. Allington (2006), A.L. Archer & C.H.Hughes (2011), and L.C. Ehri (2002).The effective lesson design structure does not include both whole group and small group instruction.\u00a0OCR Foundational Skills Kit, Grade 2, Program Overview, Page 6, Workshop Overview, addresses how workshop time for small group reading can be built into language arts time for 15-30 minutes only before or after core instruction which is the whole group instruction time.OCR Foundational Skills Kit, Grade 2, Program Overview and daily lessons in regard to differentiation, suggests that differentiation can take place in small groups during the workshop time while other students are working on other activities (e.g., completing skills practice worksheet, reading decodable, practicing skills with eGames, work on inquiry, complete homework, reread selection, complete writing assignment).The pacing of each component of daily lesson plans is somewhat clear and appropriate. Examples include, but are not limited to:\u00a0OCR Foundational Skills Kit, Program Overview addresses the possible time allotted to the Workshop but the expected total time for a day of lesson activities was not noted in the teacher edition nor was there a breakdown of time for each skill.No information about daily pacing at Grade 2 was found.The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e., phonics, irregularly spelled words, word analysis, fluency) can reasonably be completed in one school year and should not require modifications.\u00a0OCR Foundational Skills Kit, Grade 2, has six units each with six lessons to be completed over thirty days. There is also a Getting Started Unit which takes ten days. The entire Scope and Sequence requires 190 school days to complete.OCR Foundational Skills Kit, Grade 2, Scope and Sequence in the resource library show the skills needed can be completed within one year.\n\nOrder of Skills\n\nScope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.\n\nThe materials reviewed for Grade 2 meet the criteria for scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.\u00a0OCR Foundational Skills Kit, Grade 2, includes the research report, \u201cFoundational Skills: Five Ways to Build the Cornerstone of Proficient Reading\u201d, which provides a clear, evidence-based rationale for phonics instruction and the progression of skills. Also, the Unit Planner for each unit provides a cohesive scope and sequence for phonics instruction based on the evidence-based rationale in the research report. Patterns and generalizations are presented and then reviewed for students to have a manageable number of phonics patterns to learn deeply.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8d1ca09d-df79-4c68-8a86-ae5fbfc51eab": {"__data__": {"id_": "8d1ca09d-df79-4c68-8a86-ae5fbfc51eab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "10fc2a59-c4fd-434f-9038-8099bfbbccab", "node_type": null, "metadata": {}, "hash": "2c0e1482063a887fae7cd0b811786809d0d91fe4cbd9ab8d40383a78579818db"}, "3": {"node_id": "8cda2a2f-bedb-4c55-829b-848e24770cc4", "node_type": null, "metadata": {}, "hash": "7cc43ee9dd0648b3fdb39ab7a41d11d70695b541feeb7455aa81afd8ca167037"}}, "hash": "fbccfea74af5b06ea0069edd6304830819fbb2cb1a1fefbb32a6b71b84eea35d", "text": "Examples include but are not limited to:Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills.The OCR Foundational Skills Kit, Grade 2, Teacher Edition Scope and Sequence for Sound and Spelling Introduction indicates getting started begins with a review of consonant and short vowel sounds and spellings, and then moves to digraphs, inflectional endings, schwa sounds, and r-controlled vowels in Unit 1. Unit 2 continues with comparative endings, homographs, and then instruction continues to vowel digraphs.In Unit 3, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: ai, ay, ie, ey, mb, and ph. The unit culminates with a review of all the sounds of the unit.In Unit 5, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: oo, ow, and ou. The unit culminates with a review of all the sounds of the unit.In Unit 6, Unit Planner, here is a scope and sequence that highlights a progression of ough and a review of silent letters. The unit culminates with a review of all the sounds of the unit.Materials have a clear research-based explanation for the order of the phonics sequence.\u00a0The OCR Foundational Skills Kit, Grade 2, Teacher Edition, Foundational Skills: \u201cFive Ways to Build the Cornerstone of Proficient Reading\u201d, page 13, indicates that after simple consonants and short vowels, there should be instruction on long vowels, VCE generalization, and digraphs and then \u201clong vowels, variant vowel spellings and diphthongs.\u201dIn OCR Foundational Skills Kit, Grade 2, Foundational Skills: \u201cFive Ways to Build the Cornerstone of Proficient Reading\u201d research report, the author Marsha Riot explains that the hierarchy of difficulty ranges from consonants whose sounds can be produced in isolation with the least distortion, high utility consonants, short vowels, digraphs, inflectional endings, and long vowels.Phonics instruction is based in high utility patterns and/or common phonics generalizations.In Unit 2, Lesson 1, Day 1, the teacher introduces the long /a/ spelled a_e and the open syllable routine. The teacher asks students to blend both short /a/ words and long /a/ words with the a_e spelling pattern. The words include snake, plate, crate, flame, tap/tape, can/cane.In Unit 2, Lesson 5, Day 1, the teacher introduces the sound of the long /e/ spelled ee and ea. The teacher asks students to blend displayed words including queen, green, street, spree, beast, beach, deer, dear, creek, and creak.In Unit 5, Unit Planner, there is a scope and sequence that highlights common graphemes for vowel teams: oo, ow, and ou.\u00a0Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply.\u00a0In Unit 3, Lesson 1, Day 2, the teacher reviews the sound of the long /a/ spelled ai and ay.In Unit 3, Lesson 1, Day 3, the teacher reviews the sound of the long /a/ spelled a, a_e, ai, and ay.In Unit 4, Unit Planner, there is a scope and sequence that highlights a weekly progression (i.e.,learn the sound, blend, review) of the following spelling pattern: ow, oa, ew, and ue.In Unit 5, Unit Planner, there is a scope and sequence that highlights a weekly progression (i.e.,learn the sound, blend, review) of the following spelling pattern: oo, ow, and ou.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\u00a0The OCR Foundational Skills Kit, Grade 2, Student Edition provides students, parents, or caregivers access to online resources including activities, games, cards, and decodable books.There are directions on activity pages for the students both printed and text-to-speech but no additional at-home support ideas are provided. There is no evidence of letters to parents or caregivers about the program or what is being taught in each unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8cda2a2f-bedb-4c55-829b-848e24770cc4": {"__data__": {"id_": "8cda2a2f-bedb-4c55-829b-848e24770cc4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "8d1ca09d-df79-4c68-8a86-ae5fbfc51eab", "node_type": null, "metadata": {}, "hash": "fbccfea74af5b06ea0069edd6304830819fbb2cb1a1fefbb32a6b71b84eea35d"}, "3": {"node_id": "bdd93f26-c9de-433f-9e38-65074640b06c", "node_type": null, "metadata": {}, "hash": "6bec69e745bcc62af33fc7213d27f996657b358179960be4ead4f84cea58092a"}}, "hash": "7cc43ee9dd0648b3fdb39ab7a41d11d70695b541feeb7455aa81afd8ca167037", "text": "Opportunities are missed for materials to fully explain the activities to parents and caregivers and strategies they can use with the child.Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. Examples include but are not limited toNeither the OCR Foundational Skills, Grade 2,Teacher Edition nor the Program Overview show evidence of an intentional Home Connection.\u00a0OCR Foundational Skills Kit, Grade 2, Student Edition, for written activities, directions are not directed to parents but can be understood by students, parents, or caregivers who read and understand English. Directions are in writing and text-to-speech. In the Student Edition, parents or caregivers have access to their student\u2019s account to view each lesson, which gives them access to all student resources which include videos/songs, cards, decodables, ebooks, games, and activities.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library contains blackline masters Decodable Take Home books. A Parent Letter in English inside the book provides the purpose of shared reading and ways to practice outside of school. The parent letter is not included in the online decodables.OCR Foundational Skills Kit, Grade 2, Student Edition, directions on the games and activities are spoken aloud in English such that students and parents can understand what to do in their child\u2019s account to view each lesson, which gives them access to all student resources which include videos/songs, cards, decodables, ebooks, games, and activities.Materials provide stakeholders with strategies and activities for practicing phonological awareness, phonics and word recognition, fluency, and print concepts that will support students in progress towards and achievement of grade level foundational skills standards. Examples include but are not limited toOCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library includes Core Decodable Takehomes. The takehomes include fourteen pre-decodable and twenty-eight decodable books. There are no strategies included for parents to work with their child.OCR Foundational Skills Kit, Grade 2, Student Edition, Resources, Songs contains thirteen songs to support phonological awareness and phonics. There are no strategies included for parents to work with their child.OCR Foundational Skills, Grade 2, Practice Decodable Take Home BLM, page 7 provides a Parent Letter in English advising parents,\u201cDo not expect your child to read each story perfectly, but concentrate on sharing the book together. Participate by doing some of the reading. Talk about the stories you read, give lots of encouragement, and watch as your child becomes more fluent throughout the year!\u201d\u00a0OCR Foundational Skills Kit, Grade 2, Student Edition, includes a section describing how teachers could send assignments to the students although it is not clear how that would work and what the role of parents would be in those assignments.\n\nDecodable Texts\n\nProgram includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.\n\nAligned Decodable Texts\n\nMaterials include decodable texts with phonics aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include decodable texts with phonics aligned to the program\u2019s scope and sequence.Materials include the use of decodable texts aligned to the program\u2019s scope and sequence. Also, students have multiple opportunities to reread decodable texts independently and in partnership with their peers to build fluency.Examples include but are not limited to:Materials include decodable texts to address securing phonics.The OCR Foundational Skills Kit, Grade 2, Core Decodables, contains seven books with decodable texts for students to practice phonic skills. The Takehome Books contain fifty-five books with decodable texts. The Practice Decodables include fifty-five books with decodable texts.In Unit 4, Lesson 6, Day 1, the teacher reviews the long /o/ spelled o, o_e, ow, and oa. The decodable includes words Sue, Joan, slowly, yellow, showed, hoses, and additional decodable words.Decodable texts contain grade-level phonics skills aligned to the program\u2019s scope and sequence.The Core Decodables Book 2, contains texts that are aligned to the graphemes: ch, edge, ing, er, and ore. The Core Decodables Book 4, contains texts aligned to: ay, igh, ce, ie, and ge. The Core Decodables Book 6, contains texts aligned to graphemes: oo, ow, oy, oi, and au.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdd93f26-c9de-433f-9e38-65074640b06c": {"__data__": {"id_": "bdd93f26-c9de-433f-9e38-65074640b06c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "8cda2a2f-bedb-4c55-829b-848e24770cc4", "node_type": null, "metadata": {}, "hash": "7cc43ee9dd0648b3fdb39ab7a41d11d70695b541feeb7455aa81afd8ca167037"}, "3": {"node_id": "e07eee5d-1d47-41e5-8724-0cd1fde61b5d", "node_type": null, "metadata": {}, "hash": "0b72db2a4ae58f2e1c7e9f47083ff9e403ef9b6df3f9916a23cf21b4feb2d267"}}, "hash": "6bec69e745bcc62af33fc7213d27f996657b358179960be4ead4f84cea58092a", "text": "These books are aligned to the program\u2019s scope and sequence.In Unit 1, Lesson 1 the teacher reviews the sounds /ch/, /th/, /sh/, /w/, and /ar/. Two decodable books include the words Rich, lunch, path and additional decodable words.In Unit 4, Lesson 1, Days 2 and 4, Reading a Decodable, the teacher uses Routine 9, Reading a Decodable Routine, as Book 5, Core Decodable Story 38, \u201cThe Boat Show\u201d, is read. This aligns with the Scope and Sequence for Unit 1, Lesson 1, which focuses on /\u014d/ spelled ow and oa.\u00a0Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, TE Routines, Routine 9: Reading a Decodable, the last step in the routine is Reread the Decodable Story (partner reading, choral reading, turn-taking) to build fluency.In Unit 1, Lesson 1, Day 2, Phonics and Decoding, Building Fluency, students reread \u201cChips\u201d with a partner.In Unit 5, Lesson 1, Day 2, students read a decodable book. Teachers ask students to re-read the book several times with a partner and the teacher checks for reading accuracy.\u00a0In Unit 5, Lesson 2, Day 2, Phonics and Decoding, Building Fluency, students reread \u201cMr. Brown Sees the World\u201d with a partner.\n\nMaterials include decodable texts with high-frequency words aligned to the program\u2019s scope and sequence and opportunities for students to use decodables for multiple readings.\n\nThe materials reviewed for Grade 2 meet the criteria for materials include decodable texts with high frequency words aligned to the program\u2019s scope and sequence.Materials include decodable texts with high-frequency words aligned to the scope and sequence. Students use a consistent routine when reading the decodables and re-read the decodable during each routine.Examples include but are not limited to:Materials include decodable texts that utilize high-frequency/irregularly spelled words.In Unit 4, Lesson 5, Day 2, new high-frequency words are knew, new, something, and sorry. The two corresponding decodable texts include each of the new high-frequency words.\u00a0In Unit 4, Lesson 1, Day 2, Reading a Decodable, Book 5, Story 38, \u201cThe Boat Show\u201d, students learn the new high-frequency words: own, show and review the high-frequency words: come, every, into, saw, want, water, your.In Unit 5, Lesson 1, Day 2, Reading a Decodable, Book 6, Story 44, \u201cLook How Pets Adapt\u201d, the students learn the new high-frequency words warm, and wash, and review the high-frequency words: are, how, now, put, their, your.Decodable texts contain grade-level high-frequency/irregularly spelled words aligned to the program\u2019s scope and sequence.OCR Foundational Skills Kit, Grade 2, Core Decodables, Book 2 contains texts aligned to the following graphemes: ch, edge, ing, er, and the high-frequency words: far, much, eight, bring, live, and black. Book 4 contains texts aligned to the graphemes: ay, igh, ce, ie, and ge and the high-frequency words: gray, believe, listen, again, and piece. These are aligned with the program\u2019s scope and sequence.In Unit 1, Getting Started, Day 2, the high-frequency words are give, may, these. The decodable text includes the word give.\u00a0In Unit 1, Lesson 2 the high-frequency words are never and under. The corresponding decodable book includes both words.Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context.In Unit 3, Lesson 2, Day 4, Reading a Decodable, Fluency, the lesson builds students\u2019 fluency by having them read \u201cGranddaddy Spider\u201d with a partner. The partners reread the story aloud several times. The decodable contains the high-frequency words believe and carry.In Unit 5, Lesson 1, Day 2, Reading a Decodable, Fluency, the lesson builds students\u2019 fluency by having them read \u201cLook How Pets Adapt\u201d with a partner. The partners reread the story aloud several times.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e07eee5d-1d47-41e5-8724-0cd1fde61b5d": {"__data__": {"id_": "e07eee5d-1d47-41e5-8724-0cd1fde61b5d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "bdd93f26-c9de-433f-9e38-65074640b06c", "node_type": null, "metadata": {}, "hash": "6bec69e745bcc62af33fc7213d27f996657b358179960be4ead4f84cea58092a"}, "3": {"node_id": "67a2c653-380a-44ea-a343-7506090bf198", "node_type": null, "metadata": {}, "hash": "f08ab9a80fb978130ac15cf3419e34b7d2be23108c49458e1b03230939e19183"}}, "hash": "0b72db2a4ae58f2e1c7e9f47083ff9e403ef9b6df3f9916a23cf21b4feb2d267", "text": "The partners reread the story aloud several times. The decodable contains the high-frequency words warm and wash.In Unit 6, Lesson2, Day 2, Phonics and Decoding, Reading a Decodable Story, Building Fluency, students reread \u201cChinatown in San Francisco\u201d with a partner. This text reviews the following high-frequency words: are, every, one, their, and very.\n\nAssessment and Differentiation\n\nMaterials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.\n\nRegular and Systematic Opportunities for Assessment\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of phonics (as indicated by the program scope and sequence).Materials include a variety of assessment opportunities such as diagnostic, benchmark, unit, and daily assessments in which students demonstrate their mastery of decoding skills. The OCR Foundational Skills Kit, Grade 2 does not include assessment results guidance in the following area: concrete instructional suggestions on how to support students\u2019 progress toward mastery.Examples include but are not limited to:Materials provide resources and tools to collect ongoing data about students\u2019 progress in phonics.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Assessment Book, the phonics assessments cover decoding and encoding. Decoding ability in context is measured under Reading Prosody in the Oral Fluency assessments.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Diagnostic Assessment Book, covers phonics and decoding. The Oral Reading Fluency assessments rate decoding ability under Reading Prosody.In the OCR Foundational Skills Kit, Grade 2, Diagnostic Assessment, there are two Phonics and Decoding assessments in which students are to identify the given word in a wordlist and two Oral Reading Fluency assessments.In the OCR Foundational Skills Kit, Grade 2, Benchmark Assessment, Test 1, Phonics, students select words that have the same sound as the given word.In the OCR Foundational Skills Kit, Grade 2, Benchmark Assessment, Test 2, Oral Fluency Passage Reading, students read a passage with two hundred one words.Materials offer assessment opportunities to determine students\u2019 progress in phonics that are implemented systematically.In the OCR Foundational Skills Kit, Grade 2, Assessment, each unit has five lesson-level assessments that primarily focus on out-of-context phonics skills and each unit has one unit assessment that includes one oral reading fluency assessment.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Unit Planner for each unit indicates when assessments are done. For example, Unit 4, Lesson 3, Unit Planner, Assessment column, notes Formal Lesson Assessment pages 53-55. The assessment covers the phonics skills covered in the lesson, /o/ spelled ow, oa, o, o_e, and /u/ spelled ew, ue, u, u_e, and also word analysis for prefixes dis- and un-.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Unit Planner for each unit indicates when assessments are done. For example, Unit 5, Lesson 2, Unit Planner, Assessment column, notes Formal Lesson Assessment pages 70-71 and informal assessment of blending with Unit 5, eActivity: Lesson 2, Foundational Skills, Blending. An informal assessment of word analysis is done with U5 eGame: Lesson 2, Foundational Skills.Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Benchmark Assessment Book, each of the three Benchmark Assessments covers both decoding and encoding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "67a2c653-380a-44ea-a343-7506090bf198": {"__data__": {"id_": "67a2c653-380a-44ea-a343-7506090bf198", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "e07eee5d-1d47-41e5-8724-0cd1fde61b5d", "node_type": null, "metadata": {}, "hash": "0b72db2a4ae58f2e1c7e9f47083ff9e403ef9b6df3f9916a23cf21b4feb2d267"}, "3": {"node_id": "82444bc9-0ed3-41d8-ba8c-b267a635eb8a", "node_type": null, "metadata": {}, "hash": "477a8251b2a8b81341ba5bd61566ba02eaed07a97da6b7c11c67ee3d3bad7b40"}}, "hash": "f08ab9a80fb978130ac15cf3419e34b7d2be23108c49458e1b03230939e19183", "text": "Decoding in context is measured three times per year in this assessment.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Assessment Book, decoding ability in context is measured under Reading Prosody in the Oral Fluency assessments.In Unit 1, Lesson 1, students choose the correct spelling of words with the following graphemes: ch, th, sh, wh, and ar.In Unit 4, Lesson 4, students choose the correct word from the following word bank to complete the sentence: bloom, room, hoop, soon, and boot.In Unit 6, Lesson 5, students write the sound the spelling pattern makes in each word (i.e., /oo/, /aw/ /ow/, or /u/).Assessment materials provide teachers and students with information about students\u2019 current skills/level of understanding of phonics.In the OCR Foundational Skills Kit, Grade 2, Assessment, Performance Expectations: Lesson and Unit Assessments, 80 percent mastery is considered an acceptable level of mastery (e.g., four out of five items correct).In the OCR Foundational Skills Kit, Grade 2, Assessment, Performance Expectations: Unit Assessment, Phonics, Acceptable Correct for Units 1 and 3: 40 out of 50 points. Unit 2: 32 out of 40 points.\u00a0Materials genuinely measure students\u2019 progress to somewhat support teachers with instructional adjustments to help students make progress toward mastery in phonics.In the OCR Foundational Skills Kit, Grade 2, Benchmark Assessment, SRA Open Court Reading Foundational Skills Benchmark Assessment Overview, Diagnosis, the directives state that if students score below the cutoff for any Benchmark Assessment, the teacher should use one or more of the following general suggestions to help students get back on track: reteach students who need extra help, practice opportunities are available to students within the Skills Practice Workbooks, Decodable books, eGames, and Language Arts Handbook, differentiate Instruction during Workshop, and intervention should be assigned to students who need more intensive help.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Benchmark Assessment, page v, provides only general suggestions for each of the three skill areas assessed.\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence).Materials provide a variety of assessment opportunities over the course of the year. Points of assessment are indicated in the Unit Planner and Teacher Edition. Assessments are provided in the Assessment Book, Diagnostic Assessment Book, and the Benchmark Assessment Book. The Assessment Blackline Masters provide student copies of each assessment. Teachers are provided with both a Student Assessment Record and a Class Assessment Record. Students use eActivities and eGames for informal assessment. A Teacher Resource Book with interventions is provided but not cross-referenced with each assessment. There is a lack of direct, explicit information on how to provide intervention based on each assessment.Examples include but are not limited to:Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students\u2019 progress toward mastery and independence of word recognition (high-frequency words or irregularly spelled words) and analysis.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Unit Planner for each unit indicates when assessments are conducted. For example, Unit 2, Unit Planner, Lesson 5, Day 5 indicates that Assessment pages 26-27 will be given.In the OCR Foundational Skills Kit, Grade 2, Foundational Skills Benchmark Assessment, each benchmark assessment has a word analysis assessment given three times throughout the year.In the OCR Foundational Skills Kit, Grade 2, Assessment, Units 4-6 have a word analysis reading assessment.In Unit 6, Lesson 2, Day 5, Monitor Progress, Formal Assessment, pages 87-88, assesses Phonics: Silent Letters (island, answer, shine, build, listen) and Word Analysis: Prefixes dis-, un-, and non-.Assessment materials provide teachers and students with information concerning students\u2019 current skills/level of understanding of word recognition and word analysis.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Diagnostic Assessment Book, is provided to help teachers identify student strengths, weaknesses, and areas of concern in the following areas: Phonemic Awareness, Phonics and Decoding, Spelling, Oral Reading Fluency. The Diagnostic Assessment can be used as an initial screener with individual students or groups of students who might be lacking the prerequisite skills for the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "82444bc9-0ed3-41d8-ba8c-b267a635eb8a": {"__data__": {"id_": "82444bc9-0ed3-41d8-ba8c-b267a635eb8a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "67a2c653-380a-44ea-a343-7506090bf198", "node_type": null, "metadata": {}, "hash": "f08ab9a80fb978130ac15cf3419e34b7d2be23108c49458e1b03230939e19183"}, "3": {"node_id": "6ff50471-c407-4812-8028-e814ff430e52", "node_type": null, "metadata": {}, "hash": "44481d7788423573cebed7a5ba95e49930b63bb384ff7682ffb642f8f537efaf"}}, "hash": "477a8251b2a8b81341ba5bd61566ba02eaed07a97da6b7c11c67ee3d3bad7b40", "text": "The information from the Diagnostic Assessment can then be used to inform instruction in those specific areas.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Benchmark Assessment Book, pages iii and v, notes that the Benchmark Assessment \u201c...has two major components: 100-Point Skills Battery and Oral Fluency. The 100-Point Skills Battery component samples skills from three strands within the grade-level curriculum: Phonics, Word Analysis, and Spelling... Because each of the Benchmark Assessments is equivalent in difficulty and format, they provide a means for measuring the progress of all students in a classroom over the course of the academic year. Improving total scores on the Benchmark Assessments indicate a student\u2019s increasing mastery of the foundational skills curriculum.\u201dIn the OCR Foundational Skills Kit, Grade 2, Foundational Skills Benchmark Assessment, Benchmark Assessment Record Sheet, provides the teacher with the goal for each benchmark assessment (i.e. 30).Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Benchmark Assessment Book, page v, provides general suggestions to help students. The materials state, \u201cIf students score below the cutoff for any Benchmark Assessment, use one or more of the following to help students get back on track:\u00a0Reteach students who need extra help\u00a0Practice opportunities are available to students within the Skills Practice Workbooks, Leveled Readers (Approaching Level), eGames, and Language Arts Handbook\u00a0Differentiate Instruction during Workshop\u00a0Intervention should be assigned to students who need more intensive help.\u201dIn the OCR Foundational Skills Kit, Grade 2, Foundational Skills Benchmark Assessment, Diagnosis, the directives are for students who score below benchmark are as follows: reteach students who need extra help, use Skills Practice Workbooks, differentiate during Workshop, and assign students to intervention who need intensive help.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Assessment Book, Benchmark Assessment Book, Diagnostic Assessment Book, there is no evidence for the assessment of reading or identifying high-frequency or irregularly spelled words.\n\nMaterials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence).Materials provide multiple assessment opportunities for fluency as noted in the Unit Planner of each unit. In the Assessment Book, each of the six units includes an Oral Fluency Assessment. The assessments score reading rate and accuracy and also reading prosody. The Diagnostic Assessment can be used with an individual student or groups of students and the Oral Reading Fluency strand measures Reading Rate and Accuracy and also Reading Prosody. The Benchmark Assessment is administered three times per year and measures and measures oral fluency: passage reading fluency. A Teacher Resource Book with interventions is provided but not cross-referenced with each assessment. There are also differentiated teaching ideas in the teacher edition but there is a lack of direct, explicit information on how to provide intervention based on each assessment.Examples include but are not limited to:Multiple assessment opportunities are provided regularly and systematically over the course of the year in core materials for students to demonstrate progress toward mastery and independence of fluency.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment Book, each of the six units includes an Oral Fluency Assessment. The assessments score reading rate and accuracy and also reading prosody.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment Book, the Diagnostic Assessment has an Oral Reading Fluency component. The Diagnostic Assessment can be used as an initial screener with an individual student or groups of students. The Oral Reading Fluency Assessment covers reading rate, accuracy, and prosody.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Benchmark Assessment, is administered three times per year and measures oral fluency: passage reading.Assessment materials provide teachers and students with information about students' current skills/level of understanding of fluency.In the OCR Foundational Skills Kit, Grade 2, Assessment, Performance Expectations: Oral Fluency Assessment, students must meet the following Words Per Minute (WPM) benchmarks to meet grade-level expectations: 84 (Unit 1), 92 (Unit 2), 100 (Unit 3), 109 (Unit 4), 116 (Unit 5), and 124 (Unit 6).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6ff50471-c407-4812-8028-e814ff430e52": {"__data__": {"id_": "6ff50471-c407-4812-8028-e814ff430e52", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "82444bc9-0ed3-41d8-ba8c-b267a635eb8a", "node_type": null, "metadata": {}, "hash": "477a8251b2a8b81341ba5bd61566ba02eaed07a97da6b7c11c67ee3d3bad7b40"}, "3": {"node_id": "5cd89235-0dd6-4f55-bd36-eab96cbfd473", "node_type": null, "metadata": {}, "hash": "4faa53f36cf1dcc087f808566c82c201ef572c1a3f770b96c429e4d99145a7f8"}}, "hash": "44481d7788423573cebed7a5ba95e49930b63bb384ff7682ffb642f8f537efaf", "text": "In the OCR Foundational Skills Kit, Grade 2, Resource Library, Assessment Book, page vi, notes expected fluency (words correct per minute) for each unit. The end-of-year expectation for students for prosody is four of five prosody elements in the average range.In the OCR Foundational Skills Kit, Grade 2, Resource Library, Assessment, Benchmark Assessment, page iv, provides cutoff points for the three assessment periods for high-frequency word reading fluency and oral passage reading fluency. On page v, Diagnosis, it is noted that if a student falls below the cutoff score on the Oral Fluency assessments they should be considered for intervention and should be closely monitored. Page iv notes, \u201cThe Oral Fluency portion of the Benchmark Assessment is a direct measure of students\u2019 reading fluency. It also serves as a general, overall indicator of a student's reading competence. For example, students who score poorly when reading text aloud in a fixed time are the same students who have poor decoding skills, whose ability to recognize words automatically is adequate, who have limited vocabularies, and who have difficulty understanding what they read.\u201dMaterials support teachers with limited instructional adjustments to help students make progress toward mastery in fluency.In the OCR Foundational Skills Kit, Grade 2, Diagnostic Assessment, page iii, indicates that students who score below the expected level on any of the technical skill areas will need to remedy this through additional scaffolding and support provided in Intervention.In the OCR Foundational Skills Kit, Grade 2, Resource Library, Assessment, Benchmark Assessment, page v, \u201cIf students score below the cutoff for any Benchmark Assessment, use one or more of the following to help students get back on track: Reteach, practice opportunities are available to students within the Skills Practice Workbooks, Leveled Readers, (Approaching Level), eGames, and Language Arts Handbook, Differentiate Instruction during Workshop, Intervention should be assigned to students who need more intensive help.\u201d The Language Arts Handbook and Workshop guidance are not found in the OCR Foundational Skills Teacher Edition, Grade 1.In the OCR Foundational Skills Kit, Grade 2, Diagnostic Assessment, page iii, students who score below the expected level on any of the technical skill areas will need to remedy this through additional scaffolding and support provided in Intervention. These are only general suggestions.In Unit 2, Lesson, 1, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Book, Differentiated Instruction, the directions tell the teacher if students need extra practice, have them read \u201cA Fake Snake\u201d.\u00a0In Unit 5, Lesson, 2, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Book, Building Fluency, Teacher Tip, the directions tell the teacher if students are not ready to read the story without structure, revert to using Routine 9.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 2 do not meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials denote which standards are being emphasized.OCR Foundational Skills Kit, Grade 2 does not include materials that specifically denote the standards assessed on formative or summative assessments. There is an alignment document that explains how lessons correlate to Common Core State Standards, but does not include questions and tasks. When assessments are mentioned in the lesson, the directives suggest that the assessment aligns with the overall lesson standards; however, what is cited in the lesson is not consistently assessed on the assessment. The program overview indicates assessments are aligned with classroom instruction, though specific alignment documents are absent in the program. There is standards alignment information carried in the print version which is not carried in the digital version.Examples include but are not limited to:Materials include some denotations of the standards being assessed in the formative assessments.In OCR Foundational Skills Kit, Grade 2, Teacher Edition, each day\u2019s activities have a list at the top right of standards for that day but it doesn\u2019t denote which standard goes with the formative/lesson assessmentIn Unit 4, Lesson 2, Day 5, Monitor Progress, Informal Assessment, students use Unit 4, eActivity, Lesson 2, Foundational Skills, Blending, and Unit 4 eGame, Lesson 2, Foundational Skills to practice skills learned in the lesson. In the teacher edition, the standards for the lesson are denoted as RF.2.4b and L.2.4a, but there is no indication which standards are in the eActivity or eGam, which serve as formative assessments.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5cd89235-0dd6-4f55-bd36-eab96cbfd473": {"__data__": {"id_": "5cd89235-0dd6-4f55-bd36-eab96cbfd473", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "6ff50471-c407-4812-8028-e814ff430e52", "node_type": null, "metadata": {}, "hash": "44481d7788423573cebed7a5ba95e49930b63bb384ff7682ffb642f8f537efaf"}, "3": {"node_id": "169e9606-6701-48b3-ad12-d6f62a2cd1c1", "node_type": null, "metadata": {}, "hash": "912a465afdb632c6836641998b795a5533bea3932205594d47dad4a962e9e201"}}, "hash": "4faa53f36cf1dcc087f808566c82c201ef572c1a3f770b96c429e4d99145a7f8", "text": "In Unit 6, Lesson 2, Day 5, Monitor Progress, Informal Assessment, students use Unit 6, eActivity, Lesson 2, Foundational Skills, Blending, and Unit 6 eGame, Lesson 2, Foundational Skills to practice skills learned in the lesson. In the Teacher\u2019s Edition, the standard for the lesson is noted as RF.2.4b, but there is no indication if that standard is in the eActivity or eGame, which serve as formative assessments.Materials include limited denotations of standards being assessed in the summative assessments.The OCR Foundational Skills Kit, Grade 1, Teacher Edition, Assessment drop-down menu, indicates an ability for teachers to choose items to assess by the standard.In Unit 2, Lesson 3, Day 5, there is a formal assessment for Lesson 3. There is no indication on the assessment, in the Teacher Assessment book, or in the Teacher\u2019s Edition to indicate what standard is being covered.In Unit 2, Lesson 3, Day 5, there is a Benchmark Assessment but there are no denotations to the standards either on the assessment or in the Teacher\u2019s Edition.Alignment documentation is provided for some tasks, questions, and assessment items.In OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Standards, documentation is provided for which standards are covered on which pages only for the printed teacher edition as it refers to page numbers. Standards are provided at the top of each lesson for the eTeacher Edition, and they are also listed next to the portion of the lesson they are linked with for tasks and questions.In Unit 5, Lesson 2, Day 5, one Foundational Skills standard is listed at the top of the ePage and also next to the portion of the lesson it is covered in. evidence was found in the printed Teacher\u2019s Edition. No evidence was found for this in the Digital Teacher\u2019s Edition.\u00a0There is no alignment documentation containing specific standards correlated to specific lessons.In OCR Foundational Skills Kit, Grade 2, Teacher Edition, no alignment documents to specific lessons were found.\n\nDifferentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 2 meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching meet or exceed grade-level standards.Materials include suggestions for differentiating instruction to support English learners (ELs). Photocards include first language support by providing vocabulary in ten languages. A guide for teachers includes pictures of how the mouth forms each sound in English. Materials also include board games for students to play in competitive or cooperative groups.Examples include but are not limited to:Materials provide support for English Language Learner (ELL) students.In the OCR Foundational Skills Kit, Grade 2, English Learner Teacher\u2019s Guide, Contrastive Analysis Chart for Speakers of Other Languages: Phonemes, there is a correlation chart that compares English phonemes to other languages.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, English Learner Photo Library, provides cards to enhance the learning of English language learners. Cards include real photographs of items, definitions, and vocabulary words in ten languages.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, ELD board games introduction, and table of contents explains eight board games designed for supporting ELs, Games include differentiated vocabulary to adjust to the language proficiency of the players.\u00a0General statements about ELL students or strategies are noted at the beginning of a unit or at one place in the teacher edition are then implemented by the materials throughout the lessons.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, English Learner Appendix, provides information to teachers on contrastive analysis with students\u2019 first language provided for 13 languages, visuals for forming consonant sounds, and explanation of routines and activities to guide students who are English language learners.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Newcomers English Language Development Teacher\u2019s Guide, provides guidance and activities for teachers to use for students who are newly arrived in the United States. Materials are used as a supplement or instead of other supplementary materials and include sentence stems, suggestions to pair students, and teacher tips for additional and independent work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "169e9606-6701-48b3-ad12-d6f62a2cd1c1": {"__data__": {"id_": "169e9606-6701-48b3-ad12-d6f62a2cd1c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "5cd89235-0dd6-4f55-bd36-eab96cbfd473", "node_type": null, "metadata": {}, "hash": "4faa53f36cf1dcc087f808566c82c201ef572c1a3f770b96c429e4d99145a7f8"}, "3": {"node_id": "9dcb2d20-e0ff-4e7c-a9d1-cbfb382a5200", "node_type": null, "metadata": {}, "hash": "11603bcecdbf9057ea9d8e2f2d9c4f97371348f3d540aceb0bb6cbc725b0d02f"}}, "hash": "912a465afdb632c6836641998b795a5533bea3932205594d47dad4a962e9e201", "text": "In Unit 4, Lesson 3, Day 1, Phonics and Decoding, English Learner, directions tell the teacher to work in small groups on the following words to practice blending: hotel, have, hem, hat, hot, and hit.In Unit 6, Lesson 2, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Story, English Learner, directions provide the following sentence frame to supports student in answering questions: Shoppers find ___ and ___, ____ and___are___include___or___.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards.Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level, or at the OCR \u201cApproaching Level\u201d. Each digital lesson has a toggle that can be switched on for differentiation support strategies and lesson extensions/adaptations. These activities can also be found in the Differentiated Instruction Guide in the Resource Library. The Program Overview refers to small groups as part of Workshop time, but there is no guidance in the Foundational Skills Kit that explains how or when to do Workshop small groups. Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide.Examples include but are not limited to:Materials provide opportunities for small group reteaching.\u00a0In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Program Overview, page 7, refers to Workshop time to allow for small groups, but there is no elaboration of this in the lessons.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Program Overview, page 21, indicates that differentiated instruction tips in the teacher guide should be used in small groups, but these do not show up in the lessons.In Unit 5, Lesson 2, Day 1, the teacher introduces decoding and the /ow/ spelled ow and ou in the whole group lesson. Materials include a differentiated instruction guide with explicit instructions for the teacher to give reminders, use whole-word blending and blending sentence routines, and provide syllabication for words.\u00a0Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards.In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Intervention, Differentiated Instruction Guide, contains all of the leveled lesson differentiation that can be accessed individually in the Digital Teacher Edition including an \u201cApproaching Level\u201d.In Unit 2, Lesson 2, Day 3, Developing Oral Language, materials include a differentiated instruction guide with questions the teacher can ask students and instructs the teacher to have students use all words in the lesson at least one time.In Unit 6, Lesson 3, Day 4, Developing Oral Language, the teacher reviews the prefixes re-, pre-, and mis- with the whole group. Materials include a differentiated instruction guide with instructions to write three lines of words and a routine to read using syllabication, definitions, and sentences for each word.\n\nMaterials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.\n\nThe materials reviewed for Grade 2 partially meet the criteria for materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.Materials provide a Supplemental Word List in the Appendix found in the Resource Library to extend learning in the lesson. The Program Overview references lessons containing detailed suggestions for differentiated instruction for those Beyond Level. Although there is a toggle switch for differentiated learning in the digital teacher edition, differentiation for Beyond Level was noted in the printed teacher edition labeled as Beyond Level at the bottom margin. The differentiated activities for Beyond Level are only evident in the print Teacher Edition, not the Digital Teacher Edition. Many of the above-grade-level activities are not seen as doing more than their classmates,but rather different activities based on skill level.Examples include but are not limited to:Materials provide multiple opportunities for advanced students to investigate grade-level foundational skills at a greater depth.In the OCR Foundational Skills Kit, Grade 2, Resource Library, Appendix, Supplemental Word List, can be used in several ways to extend the lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9dcb2d20-e0ff-4e7c-a9d1-cbfb382a5200": {"__data__": {"id_": "9dcb2d20-e0ff-4e7c-a9d1-cbfb382a5200", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "169e9606-6701-48b3-ad12-d6f62a2cd1c1", "node_type": null, "metadata": {}, "hash": "912a465afdb632c6836641998b795a5533bea3932205594d47dad4a962e9e201"}, "3": {"node_id": "9dd2c3c5-0729-4330-9061-6e2c9717bec0", "node_type": null, "metadata": {}, "hash": "177f9d4e710e4aafc1e88350137496ca32ca862e2a4ccff01fae0cd59dc5e94f"}}, "hash": "11603bcecdbf9057ea9d8e2f2d9c4f97371348f3d540aceb0bb6cbc725b0d02f", "text": "Words are listed by beginning sounds, ending sounds, and medial vowel sounds.In OCR Foundational Skills Kit, Grade 2, Resource Library, Program Overview, every lesson contains detailed suggestions for differentiating instruction for the following groups of students: Approaching Level, On Level, and Beyond Level (this is seen in the print materials, but not the online materials).In Unit 3, Lesson 2, Day 1, printed version, Beyond Level students list additional words with long /e/ spelled -ie, y, and ey.In Unit 5, Lesson 5, Day 1, printed version, students Beyond Level extend sentences with /oi/ words compared to rewriting sentences with words from the lesson.There are no instances of advanced students simply doing more assignments than their classmates.In Unit 2, Lesson 1, Day 1, Differentiated Instruction, High - Frequency Words, at the Approaching Level, students draw an illustration for several words in the word lines. For On Level, students write a poem using words from the word lines. For Beyond Level, students list words that have three or more syllables and include /\u0101/.In Unit 5, Lesson 1, Day 1, Differentiated Instruction, Word Lines Teacher, the students Beyond Level list words that have three or more syllables and include /\u0101/ spelled a or a_e.In Unit 6, Lesson 1, Day 3, On Level students write a list of additional words and their definitions, while students Beyond Level identify homophone pairs and write sentences for each word.\n\nEffective Technology Use and Visual Design\n\nMaterials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe materials reviewed for Grade 2 contain digital materials (either included as a supplement to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style and allow the use of tablets and mobile devices.\u00a0OCR Foundational Skills Kit, Grade 1, both teacher and student digital materials are web-based, compatible with many Internet browsers, follow universal programming style, and allow the use of the Android mobile device. It is challenging to get student pages on an iPhone.\u00a0Examples include but are not limited to:\u00a0Digital materials are compatible with desktop Windows 8.1 and 10 platformsDigital materials are compatible with the android phone, Samsung 9+. Both teacher and student digital materials are accessible on an Android phone.ConnectEd Mobile App is available for all decodable texts. Texts can be downloaded on a student's device, so they can be read without an Internet connection.OCR Foundational Skills Kit, Grade 2, Teacher Edition is accessible with Safari (MacBook), Google Chrome, and Firefox browser on laptop and desktop devices.\u00a0In Unit 2, Lesson 3, Day 5, the lesson presents a digital book with optional automated read-aloud technology and is accessible with Safari, Google Chrome, and Firefox browsers.\n\nMaterials support effective use of technology to enhance student learning.\n\nThe materials reviewed for Grade 2 contain materials that support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available on multiple platforms.\u00a0Open Court Reading Grade 2 materials are provided for both teachers and students through a digital means. ePresentation Resources found in the Teacherdi Edition can be projected along with other resources found in the Resource Library. Student Skill Pages have a built-in reader that will read aloud the directions and words on the page to students. Students can write answers to questions or type answers using the tools in the Student Skill Pages.Examples include but are not limited to:In OCR Foundational Skills Kit, Grade 2, Teacher Edition, each day\u2019s teacher directions and resources are available digitally by clicking on the Unit, Lesson, and Day for access.In OCR Foundational Skills Kit, Grade 2, Teacher Edition, word lists, sentences, big books, student skills pages, and decodable readers are available through the ePresentation Resources found linked in each day\u2019s activities as needed based on the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9dd2c3c5-0729-4330-9061-6e2c9717bec0": {"__data__": {"id_": "9dd2c3c5-0729-4330-9061-6e2c9717bec0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "620edd4e-65f8-42a2-84c4-b0fc0bee7fe4", "node_type": null, "metadata": {}, "hash": "7ab06b38ba50a55e957aac262bb0e8d28b07b95334add7fb3a2dd3fa4552e083"}, "2": {"node_id": "9dcb2d20-e0ff-4e7c-a9d1-cbfb382a5200", "node_type": null, "metadata": {}, "hash": "11603bcecdbf9057ea9d8e2f2d9c4f97371348f3d540aceb0bb6cbc725b0d02f"}}, "hash": "177f9d4e710e4aafc1e88350137496ca32ca862e2a4ccff01fae0cd59dc5e94f", "text": "EL Photo Library Cards, High-Frequency Flash Cards, Sound Spelling cards, games, assessment resources, and teacher videos can all be found under the menu in the Digital Teacher Edition.In OCR Foundational Skills Kit, Grade 2, a Student Edition is also available online. The teacher can push certain resources and assessments out to the whole class or certain students.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe materials reviewed for Grade 2 contain digital materials that include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.OCR Foundational Skills Kit, Grade 2 includes opportunities for teachers to personalize learning for all students through assigning specific tasks and assessments to the student-facing materials.\u00a0Examples include but are not limited to:The OCR Foundational Skills Kit, Grade 2, Teacher Edition includes options for teachers to assign individual content or lessons to students.\u00a0The OCR Foundational Skills Kit, Grade 2, Teacher Edition Assessment drop-down menu includes options for teachers to assign individual assessments and the option to create individual assessments.In OCR Foundational Skills Kit, Grade 2, Assignment Tracker, the teacher assigns specific decodable texts, eActivities, Sound Spelling Cards to specific students or groups of students.In OCR Foundational Skills Kit, Grade 2, Assessment, the teacher uses an item bank to create assessments to assign to students.\n\nMaterials can be easily customized for local use.\n\nSome of the materials reviewed for Grade 2  can be easily customized for local use.Open Court Reading Grade 2 materials provide the ability to customize assessment materials for local use. Although the option to assign individual skills practice, digital books, and activities to students exists, the content itself is not customizable.Examples include but are not limited to:OCR Foundational Skills Kit, Grade 2, Teacher Edition, Menu, Assessment, tests can be created by selecting questions from a question bank, question by standard, or question from a passage bank to meet the local curriculum scope and sequence for testing purposes.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Menu, Assignment Tracker, the teacher can choose certain materials and when to send them out to students digitally (e.g., EL Photo Library Cards, Activities, Core Decodables.). The materials can be sent to the whole class or selected students.OCR Foundational Skills Kit, Grade 2, Teacher Edition, Assessment drop-down menu provides the option for teachers to create their assessments using a question bank, choose questions by standard, and create their assessment questions.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe materials reviewed for Grade 2 includes a visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\u00a0OCR Foundational Skills Kit, Grade 2 digital platform design allows for ease of student navigation and learning. These are not distracting or chaotic, but support students in engaging thoughtfully with the subject.\u00a0Examples include but are not limited to:OCR Foundational Skills Kit, Grade 2, Teacher Edition, print and digital materials are well-organized by units, lessons, and days.OCR Foundational Skills Kit, Grade 2, Student Edition, pages in the Student Edition, Student Practice Pages, and decodable stories are an easy-to-read font size.OCR Foundational Skills Kit, Grade 2, Teacher and Student Edition, the use of color is not distracting.\u00a0OCR Foundational Skills Kit, Grade 2, Teacher Edition, Core Decodables are laid out both through picture and word formatting in a way that is easy for the reader to utilize through digital means.OCR Foundational Skills Kit, Grade 2, Teacher Edition, ePresentation resources of word lists and sentences are in color, font, and format that is readable through a digital and projectable means.OCR Foundational Skills Kit, Grade 2, Student Edition, Student Skill pages are laid out in a way that is easy for students to understand the flow of questions and where answers are needed.OCR Foundational Skills Kit, Grade 2, Student Edition, Activities, have a layout of Elkonin boxes, counters, and directions in a way that does not overwhelm students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5c85d9d5-f79c-48bf-81b4-f71109ade6f9": {"__data__": {"id_": "5c85d9d5-f79c-48bf-81b4-f71109ade6f9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "3": {"node_id": "f5e19fab-3900-4b31-b765-b8e1084fadbf", "node_type": null, "metadata": {}, "hash": "284629eae1ddeff62f8ffc5a7ace41788da6fe551a605837a1eb89343d373ca0"}}, "hash": "9a541a4ea008858c07e5c340820f456ba31555a4c75c33f99bfbc48b548f4b85", "text": "Paths to College and Career English Language Arts 9-12\n\nThe Paths to College and Career English Language Arts materials for Grades 9-12 fully meet the expectations of alignment to the standards. The materials include high-quality texts and rigorous tasks that integrate writing and speaking in service of building students\u2019 literacy skills and content knowledge. The text-connected writing, speaking, research, and listening tasks prepare students for increasingly more complex texts and tasks as they prepare for college and career.\n\nText Quality & Complexity and Alignment to Standards Components\n\nTexts are of high quality and worthy of students\u2019 time and attention. Students are supported in their growth as readers through questions and tasks that build in sophistication throughout the year to help students demonstrate their acquisition of knowledge and skills. There are opportunities for students to engage in evidence-based discussions about the texts and topics under study. The materials provide varied and frequent writing opportunities to build student skills in both on-demand and process writing and require students to support their writing with evidence from the texts they are reading. There are limited opportunities for students to receive explicit instruction in grammar and conventions, though the students are held accountable for this knowledge on the writing rubrics.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor/core texts are of publishable quality and worthy of especially careful reading.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that anchor/core texts are of publishable quality and worthy of especially careful reading.\n\n\n    Anchor texts are of publishable quality. Each anchor text contains content worthy of study and provides a foundation for learning across a unit. Texts provide models of extraordinary writing. All texts presented are of high interest, thought-provoking, and contain rich language with numerous instructional opportunities for both the instructor and students. Examples include:\n\n\nIn Module 1, students read \u201cMy Last Duchess\u201d by Robert Browning. This text is of high quality in that it contains rich language and is considered a timeless Victorian era classic.\n    \nIn Module 1, students read Hamlet by William Shakespeare. This text is high quality in that it is a timeless Shakespearean classic that is typically studied in Grade 12.\n    \nIn Module 2, students read \u201cAtlanta Compromise\u201d by Booker T. Washington. This text is worthy of reading because of its thought-provoking content. It is a high interest pairing with W.E.B. DuBois\u2019s \u201cOf Our Spiritual Strivings.\u201d\n    \nIn Module 2, students read \u201cOf Our Spiritual Strivings\u201d by W.E.B. DuBois. This text is high quality because of its rich language and thought-provoking content. It is a high interest pairing with Booker T. Washington\u2019s \u201cAtlanta Compromise.\u201d\n    \nIn Module 3, students read \u201cHope, Despair, and Memory\u201d by Elie Wiesel. This text is high quality because of its thought-provoking, rich language.\n    \nIn Module 4, students read \u201cOn the Rainy River\u201d by Tim O\u2019Brien. This text is high quality and worthy of reading because students can identify with the content and it is age appropriate.\n    \nIn Module 4, students read \u201cThe Red Convertible\u201d from The Red Convertible: Selected and New Stories, 1978-2008 by Louise Erdrich. This text exemplifies strong narrative writing techniques, therefore is worthy of reading.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials reflect the distribution of text types and genres required by the standards at each grade level.\n\n\n    The balance of informational and literary texts across the entire year reflects the requirements of the standards. In almost every module presented throughout the materials, students read and experience both literary and informational texts; these texts include articles, poems, short stories, plays, magazine excerpts, letters, excerpts from nonfiction text, and excerpts from fiction text, among others.\n\n\n    Literary texts include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f5e19fab-3900-4b31-b765-b8e1084fadbf": {"__data__": {"id_": "f5e19fab-3900-4b31-b765-b8e1084fadbf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "5c85d9d5-f79c-48bf-81b4-f71109ade6f9", "node_type": null, "metadata": {}, "hash": "9a541a4ea008858c07e5c340820f456ba31555a4c75c33f99bfbc48b548f4b85"}, "3": {"node_id": "cfd83cc6-bbf7-4474-b5d3-4bcc301156e7", "node_type": null, "metadata": {}, "hash": "18f2fd695d1f87c9378b648302e94d7ae89c8365141f7017c2cd2306b0afd9ea"}}, "hash": "284629eae1ddeff62f8ffc5a7ace41788da6fe551a605837a1eb89343d373ca0", "text": "Literary texts include:\n\n\nThe canonical play Hamlet by William Shakespeare.\n    \nThe novella The Awakening by Kate Chopin.\n    \nThe dramatic monologue \u201cMy Last Duchess\u201d by Robert Browning.\n    \nThe poem \u201cHow to Write the Great American Indian Novel\u201d by Sherman Alexie.\n    \n\n\n    Informational texts include:\n\n\nThe essay \u201cOf Our Spiritual Strivings\u201d by W.E.B. Dubois.\n    \nThe canonical \u201cAtlanta Compromise Speech\u201d by Booker T. Washington.\n    \nThe extended essay A Room of One\u2019s Own by Virginia Woolf.\n    \nThe lecture \u201cHope, Despair and Memory\" by Elie Wiesel.\n\nTexts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).\n\nThe instructional materials reviewed for Grade 11 meet the criteria that texts have the appropriate level of complexity for the grade according to quantitative analysis and qualitative analysis.\n\n\n\n    Materials offer a range of texts that are of varying levels of complexity. Overall, a large number of texts are on grade level, based on Lexile level and themes throughout each text. While there are texts that are above grade level based on Lexile level, these texts are paired or greatly scaffolded for student comprehension. The texts that are considered below grade level based on Lexile level are rich in theme and worthy of study. Examples include, but are not limited to:\n\n\nStudents read \u201cOf Our Spiritual Strivings\u201d from The Souls of Black Folk by W.E.B. DuBois, which has a Lexile level of 1280. The appropriate qualitative features for this specific text include levels of meaning, structure, and sophisticated language.\n    \nStudents read \u201cAn Address\u201d by Elizabeth Cady Stanton with a Lexile level of 1080. The appropriate qualitative features include levels of meaning, structure, and sophisticated language. While this text is considered below grade level based on quantitative measures, the text is qualitatively rich.\n    \nStudents read the Nobel Peace Prize Lecture, \u201cHope, Despair, and Memory,\u201d by Elie Wiesel, which is an exemplar text for the 9-10 grade band. However, the themes and content of the text make it appropriate for Grade 11. This text is used as a springboard to research as students track potential research topics that emerged from the text, and they analyze the text for Wiesel\u2019s use of rhetoric. While the purpose of this text is easy to identify, the message and complexity of it lie in its expert use of language and organization. High knowledge demands are acknowledged for Wiesel's exploration of language and cultural understanding.\n    \nStudents read the short story, \u201cOn the Rainy River,\u201d by Tim O\u2019Brien, which has a quantitative measure of 1000L. This text has mature subject matter and complex levels of meaning.\n    \nStudents read Shakespeare\u2019s Hamlet and explore how an author may use characterization and point of view to shape central ideas by exploring the soliloquies, monologues, and dialogue. This text is appropriately complex for Grade 11.\n\nMaterials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials support students\u2019 literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\n\n    Throughout the school year, students read poems, short stories, articles, and excerpts of longer texts with guided instruction and consistent discussion in pairs, small groups, and whole class. Each module contains tasks which require students to use selected works to cite strong and thorough textual evidence to support analysis of what the text says. Texts move from mostly literary texts in the first module to exclusively informational texts in the third module as students complete their own research project. More complex texts are read in smaller chunks in class, with as little as three or four paragraphs for an instructional lesson, with time and attention given to the complexities of the text substance and structure. Students build strength of analysis and comprehension with common texts then build stamina through independent reading. Students complete independent reading of self-selected texts throughout the school year. A reading journal logs student interaction and occasional analysis of independent texts. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfd83cc6-bbf7-4474-b5d3-4bcc301156e7": {"__data__": {"id_": "cfd83cc6-bbf7-4474-b5d3-4bcc301156e7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "f5e19fab-3900-4b31-b765-b8e1084fadbf", "node_type": null, "metadata": {}, "hash": "284629eae1ddeff62f8ffc5a7ace41788da6fe551a605837a1eb89343d373ca0"}, "3": {"node_id": "27ce23b6-be0d-493d-921a-0a690aee3492", "node_type": null, "metadata": {}, "hash": "e8cc9252376590f16960d4d6c19abfcd43549f9a80a5d2cb3caf46355a6ba454"}}, "hash": "18f2fd695d1f87c9378b648302e94d7ae89c8365141f7017c2cd2306b0afd9ea", "text": "In Module 1, students read closely for textual details in the poem \u201cMy Last Duchess\u201d by Robert Browning, the play Hamlet by William Shakespeare, and the essay \"A Room of One\u2019s Own\" by Virginia Woolf. Students examine how these authors develop and relate elements of a text.\n    \nIn Module 2, students track rhetoric and analyze its impact on \u201cOf Our Spiritual Strivings\u201d from The Souls of Black Folk by W.E.B. DuBois and \u201cAtlanta Compromise Speech\u201d by Booker T. Washington.\n    \nWithin Module 3, students heavily practice the research process and write about areas of investigation evidenced in the anchor text. This serves as the foundation of the research process for students, overall, in Grade 11.\n    \nIn Module 4, students read and annotate The Awakening by Kate Chopin to support their comprehension and analysis of the text.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\n\n    The publisher does not provide text complexity analysis, but does provide some rationale for the placement of the text in this grade level. An overview to the curriculum maps lists what students will do throughout the module from the beginning of the school year to the end of the school year. For example, in Module 2 the Teacher Edition states, \u201cStudents begin the module with a focus on how rhetoric becomes a tool to combat oppression through a close reading of the first chapter of W.E.B Du Bois\u2019s The Souls of Black Folk, followed by Booker T. Washington's 'Atlanta Compromise Speech.' Student then broaden their exploration of struggles against oppression to include issues of gender as they consider point of view and purpose in 'an Address by Elizabeth Cady Stanton,' a foundation speech in the women's rights movement, and analyze imagery and figurative language in Audre Lorde\u2019s contemporary poem 'From the House of Yemanja'.\u201d\n\n\n    However, there is no information identifying quantitative measures of complexity nor is there a specific qualitative analysis of any of the texts included. There is information at the beginning of each unit to explain the tasks and purposes of each text.\n\nAnchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Each lesson follows a standard structure: overview and identification of targeted content standards, homework check, class reading and collaborative conversations, quick write to process information, and closing activity to prep homework; the majority of the activities are based solely on the text(s) in question. Students interact with texts in multiple ways, including the following: teacher read-alouds, independent reading, anchor text readings and annotations, anchor text small group readings, whole group readings and discussion questions, paired readings, vocabulary journals and annotations, and research-based texts of student choice.\n\n\n    Students engage in a range of text types, both literary and informational. More complex texts are chunked with guiding questions that lead students through analysis with talk partners. Less complex texts ask students to do more independent processing. Students self-select resources to read in support of research and novels for independent study. The lesson structure remains consistent throughout the year so that students develop fluency with analytic practices.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 11 meet the criteria that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27ce23b6-be0d-493d-921a-0a690aee3492": {"__data__": {"id_": "27ce23b6-be0d-493d-921a-0a690aee3492", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "cfd83cc6-bbf7-4474-b5d3-4bcc301156e7", "node_type": null, "metadata": {}, "hash": "18f2fd695d1f87c9378b648302e94d7ae89c8365141f7017c2cd2306b0afd9ea"}, "3": {"node_id": "08e8294f-1ed0-46cf-9bbb-38a8b829bb5f", "node_type": null, "metadata": {}, "hash": "39efeb5aad006818191eac8c30a0d574360ecc4ef9b366722fb4dfe366b064ad"}}, "hash": "e8cc9252376590f16960d4d6c19abfcd43549f9a80a5d2cb3caf46355a6ba454", "text": "In Grade 11, text-dependent and text-specific questions are included throughout the modules. Each module is divided into units of study with individual lessons. Each unit is centered around a direct quote that functions as the theme of the unit. Questions require repeated close reading focusing on a range of text segments, from the use of a particular word to reading and surveying a segment of text. Students also practice analyzing the overall tone, theme, or effect across an entire text. Students are required to go back into the text and read closely in order to determine what the text says explicitly while responding to questions that require students to provide evidence for inferences drawn from the text. Text-dependent questions build upon one another, providing opportunities for students to engage deeply with texts through close reading. Teachers are provided with exemplar student responses for questions and tasks.\n\n\n    In Module 1, Unit 1, Lesson 3, students read lines 25-31 of \u201cMy Last Duchess\u201d by Robert Browning. All of the questions provided are specific to the poem and require students to provide textual evidence in their answers. Students are prompted to respond to questions, such as:\n\n\nWhat does the Duke mean by \u201cthe dropping of daylight in the West\u201d (line 26)?\n    \nWhat does bough mean in the line \u2018The bough of cherries some officious fool/Broke in the orchard for her\u2019 (lines 27-28)? What words are associated with bough that can help to define it?\n    \nWhat happens in lines 27-28?\n    \nWhat is the connotation of the word officious (line 27)? What words or phrases suggest this connotation?\n    \nWhat inferences can be made about the Duchess based on lines 25-29?\n    \n\n\n    In Module 2, Unit 1, Lesson 4, students are asked to read the last sentence in paragraph three (3) of \u201cOf Our Spiritual Strivings\u201d from The Souls of Black Folk by W.E.B. DuBois. Students are required to support their inferences with textual evidence for questions, such as:\n\n\nWhat is the \u201ctwoness\u201d DuBois describes?\n    \nWhat does DuBois mean by \u201ctwo warring ideals\u201d?\n    \nHow does the use of the word \u201cwarring\u201d refine DuBois\u2019s description of the ideals? Where are the ideals \u201cwarring\u201d? What does this description suggest about the effect of the feeling of twoness on African Americans?\n    \n\n\n    Exemplar student answers are provided in the Teacher Guide. For example, in Module 3, Unit 1, Lesson 6, students are asked to read paragraphs twenty-five (25) and twenty-six (26) of \u201cHope, Despair and Memory\u201d by Elie Wiesel. The following questions require students to provide textual evidence in their answers, and they are specific to the text. Teachers are provided with exemplar responses, such as:\n\n\nWhat connection does Wiesel draw between racism and Apartheid in this paragraph?\n        \nWiesel states that the racism becomes \u201cmore repugnant\u201d when it \u201cpretends to be legal\u201d because it gives those in power a justification for their racism (par. 25). The system of Apartheid promotes racism and was part of the legal framework and way of life in South Africa.\n            \n\n\nHow do the examples of terrorism Wiesel provides advance his claim that it must be \u201cfought and eradicated\u201d (par. 25)?\n        \nWiesel uses examples that all include the deaths of innocent people in different parts of the world: Jews worshiping who became victims of the \u201ccold blooded massacre\u201d in Turkey, diplomats and civilians taken hostage in Iran, and peaceful protesters gunned down in Paris by the police (par. 25). These examples involve different parties committing terrorism, which puts the responsibility on all \u201ccivilized nations\u201d (par. 25) to work together to end terrorism.\n            \nDifferentiation Consideration: If students struggle consider providing the following definition: eradicated means \u201cremoved or destroyed completely.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "08e8294f-1ed0-46cf-9bbb-38a8b829bb5f": {"__data__": {"id_": "08e8294f-1ed0-46cf-9bbb-38a8b829bb5f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "27ce23b6-be0d-493d-921a-0a690aee3492", "node_type": null, "metadata": {}, "hash": "e8cc9252376590f16960d4d6c19abfcd43549f9a80a5d2cb3caf46355a6ba454"}, "3": {"node_id": "1113098c-7045-4ca3-b0d5-79c84b497fcb", "node_type": null, "metadata": {}, "hash": "b479088d066e6f6fbe39cb66e00aa479a30e5cea8d7f3b07533d1e13c27e91a7"}}, "hash": "39efeb5aad006818191eac8c30a0d574360ecc4ef9b366722fb4dfe366b064ad", "text": "What is the cumulative impact of these examples?\n        \nWiesel provides examples of legal racism, Apartheid, fanaticism, \u201cthe outrage of terrorism,\u201d government persecution, \u201cpreventing men and women ... from leaving their country,\u201d and even Israel who cannot achieve peace with their \u201cArab neighbors\u201d (par. 25). The impact of these examples is an overwhelming demonstration that mankind has not achieved peace, and there are many instances of atrocities and injustice taking place in the world after World War II.\n\nMaterials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain sets of sequences of text-dependent/text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.\n\n\n    Students have varied opportunities to demonstrate understanding in each module. Students prepare for the culminating task in multiple ways that integrate skills, such as: close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions.\n\n\n    Every lesson culminates in a Quick Write assessment task. This assessment provides information about students understanding of the lesson objectives and texts. Teachers are provided with High Performance Response criteria. Lessons contain sets of high-quality, text-dependent/specific questions that build to the culminating task. For example, in Module 1, Unit 1, Lesson 5, students respond to the following prompt: \u201cHow does Browning's choice of speaker impact the development of central ideas in the poem?\u201d The activities and questions leading up to this task include:\n\n\nWhat is the connection between the Count\u2019s \u201cknown munificence\u201d and \"a dowry\u201d in lines 49-51?\n    \nWhat is the impact of Browning\u2019s choice to use the word \"object\" in this line?\n    \nHow do the final three lines of the poem contribute to the development of the Duke\u2019s character?\n    \n\n\n    Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment. For example, in Module 3, students complete an End-of-Unit Assessment where they \u201c[write] their evidence-based perspective in a one-page synthesis, using their research evidence and details for support.\u201d\n\n\n    Each module includes a Module Performance Assessment that serves as a culminating task. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups. For example, in the Module 2 Performance Assessment, students respond to the following prompt: \u201cIn this Performance Assessment, students develop a claim about how a new text, Sherman Alexie\u2019s poem \u2018How to Write the Great American Indians Novel\u2019 relates to at least two of the texts they have analyzed in this module.\u201d\n\nMaterials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that materials provide frequent opportunities and protocols for evidence-based discussions (small groups, peer to peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    There are multiple opportunities for students to engage in evidence-based discussions; however, there are few protocols to support those discussions. Students work with partners, in small groups, and in whole group during discussions. There are few teacher supports or guidance for discussions. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1113098c-7045-4ca3-b0d5-79c84b497fcb": {"__data__": {"id_": "1113098c-7045-4ca3-b0d5-79c84b497fcb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "08e8294f-1ed0-46cf-9bbb-38a8b829bb5f", "node_type": null, "metadata": {}, "hash": "39efeb5aad006818191eac8c30a0d574360ecc4ef9b366722fb4dfe366b064ad"}, "3": {"node_id": "4de4084a-3d33-434f-b2b8-ba42ac78e06b", "node_type": null, "metadata": {}, "hash": "afbbf45f056ac228d6563650f71f3e5f81126f1e89d9175a44e8cc93c8878d61"}}, "hash": "b479088d066e6f6fbe39cb66e00aa479a30e5cea8d7f3b07533d1e13c27e91a7", "text": "In Module 1, Unit 1, Lesson 1, students are asked to work in pairs to reread lines 5-8 of \u201cMy Last Duchess\u201d by Robert Browning and answer text-dependent questions before engaging in a whole class discussion. Students are next asked to participate in a whole class discussion of the Short Response Rubric and Checklist in preparation for completing a Quick Write activity. There is no further protocol or teacher guidance to help host this discussion.\n    \nIn Module 2, Unit 1, Lesson 4, students are to form small groups. The teacher is then asked to post questions that groups are to respond to and discuss with their group. The students will continue to annotate and even revise previous annotation as they work together to analyze the text. Students are asked to Turn and Talk with a peer about what the term \u201ctrue self-consciousness\u201d means in the quotation from the passage. There is no guidance for the Turn and Talk protocol or how to host small group discussions.\n    \nIn Module 3, Unit 2, students begin putting together their research portfolios. Students use such tools as the Area Evaluation Checklist and the Pre-Search Tool to choose a research topic or area of investigation. In a Turn and Talk, students share their inquiry questions specific to their topics and discuss their answers to the following question: \u201cWhat are key components of effective inquiry questions?\u201d Students then participate in a small group brainstorming activity. There is no further protocol or teacher guidance to help host this discussion.\n    \nIn Module 4, Unit 1, Lesson 8, students read the text \u201cThe Red Convertible\u201d and are provided with the definition of the word \"repose.\" Students write the definition on their copies of the text or in the vocabulary journal.\n\nMaterials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials support students\u2019 listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\n\n    Opportunities are presented for students to engage in speaking and listening activities for the texts they are reading and for the chosen area of investigation that they want to research. Students further demonstrate their speaking and listening skills through creating and sharing inquiry questions and engaging in discussion regarding self-created inquiry questions.\n\n\n    Throughout the modules, students are given opportunities to respond to higher order questions by utilizing textual evidence. Furthermore, students are directed to read and annotate with their peers, take notes, and respond to their peers\u2019 questions and thoughts. Students collaborate with others and revise writings, as needed. Teachers are provided with exemplar answers as models, as well as student look-fors. For example:\n\n\nIn Module 1, Unit 1, Lesson 1, students work in pairs to reread lines 5-8 of \u201cMy Last Duchess\u201d by Robert Browning and answer text-dependent questions before engaging in whole class discussion. Students participate in a whole class discussion of the Short Response Rubric and Checklist in preparation for completing a Quick Write activity.\n    \nIn Module 2, Unit 1, Lesson 4, students work in small groups. The teacher posts questions that groups discuss and respond to. The students will continue to annotate and even revise previous annotation as they work together to analyze the text. Questions include:\n        \nWhat does Du Bois list in the first sentence of paragraph 3?\n            \nWhat is the effect of beginning the sentence with \u201cAfter\u201d?\n            \nHow does the phrase \u201cborn with a veil\u201d (par 3) further develop the idea of the \u201cveil\u201d from previous paragraphs?\n            \n\n\nIn Module 2, Unit 1, Lesson 19, students are provided with the Rhetorical Impact Tracking Tool. Teachers are then reminded to tell students to track Washington\u2019s use of rhetoric on the tool as they read and analyze the text. Students read paragraph 3 of the \u201cAtlanta Compromise Speech\u201d on their own. Students answer the following questions in writing and prepare to share with the class during a whole-group discussion, citing evidence from the text:\n        \nHow does Washington relate the story of the ship to the ideas he introduces in paragraphs 1-2?\n            \nWhat is the impact of Washington\u2019s use of rhetoric in the story of the lost ship?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4de4084a-3d33-434f-b2b8-ba42ac78e06b": {"__data__": {"id_": "4de4084a-3d33-434f-b2b8-ba42ac78e06b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "1113098c-7045-4ca3-b0d5-79c84b497fcb", "node_type": null, "metadata": {}, "hash": "b479088d066e6f6fbe39cb66e00aa479a30e5cea8d7f3b07533d1e13c27e91a7"}, "3": {"node_id": "9463b9fb-be0c-4bc9-8175-60a0d19f9305", "node_type": null, "metadata": {}, "hash": "7665c16c99cca279da18a509cf062882bdd4a818768ef0db292afcb4de26e4e9"}}, "hash": "afbbf45f056ac228d6563650f71f3e5f81126f1e89d9175a44e8cc93c8878d61", "text": "In Module 3, Unit 3, Lesson 1, students work in pairs to discuss their claims and their responses on the Research Frame Tool. Students discuss \u201cthe strongest or most interesting possible central claim that has emerged from their research.\u201d Later, students are asked to Turn and Talk about their Organizing Evidence-Based Claims Tools using the following discussion question: \"How does this order effectively support your central claim?\"\n    \nIn Module 4, Unit 2, Lesson 3, students work in pairs to identify examples of and discuss the effect of Kate Chopin\u2019s use of vivid, precise language and sensory details in The Awakening, as addressed in the writing standard W.11-12.3.d. Students are asked the following follow-up questions: \u201cWhat is the effect of Chopin\u2019s use of the word embrace (p. 16)? What is an example of sensory language in this quote? What is the effect of this sensory language on the development of experiences events, setting, and/or characters?\u201d This is followed by a whole-class discussion. Students continue working in pairs to identify two passages in the text, one that shows Chopin\u2019s use of \u201cprecise, descriptive, and sensory language\u201d and another where the author does not use precise word choices, details, and sensory language. Students discuss the ways in which the two passages either exemplify or do not exemplify the writing standard.\n\nMaterials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    There are regular, on-demand writings called Quick Writes that include a rubric and a writing checklist. These are used consistently throughout lessons and build to the unit assessments. Each unit includes a mid-unit and end-of-unit assessment, which provide students an opportunity to develop process writing habits that include using evidence from text analysis and information from research or inquiry projects. Graphic organizers, rubrics, and exemplar responses are provided for written responses throughout the units.\n\n\n    In Module 1, students write an extended response to the following prompt: \u201cSelect a central idea common to all three texts [Browning\u2019s \u2018My Last Duchess,\u2019 Shakespeare\u2019s Hamlet, and Woolf\u2019s \"A Room of One\u2019s Own\"]. How do the authors develop this idea over the course of each text? How do the texts work together to build your understanding of this central idea?\u201d Students participate in multiple Quick Writes throughout the unit to prepare for the final process writing:\n\n\nIn Module 1, Unit 1, Lesson 5, students respond to the Quick Write, \u201c How does Browning\u2019s choice of speaker impact the development of central ideas in the poem?\u201d Students use the Short Response Rubric and Checklist to guide their written responses. A High Performance Response is included in teacher resources.\n    \nIn Module 1, Unit 2, Lesson 9, students respond to a prompt: \u201cChoose one of the images Hamlet uses to describe himself in the \u2018Now I am alone\u2019 soliloquy. How is this image related to the development of a central idea from another soliloquy?\u201d This lesson concludes with a Quick Write activity where students respond to the following prompt: \u201cHow does Hamlet decision to stage a play impact the action of the drama?\u201d A High Performance Response is included in teacher resources.\n    \n\n\n    In Module 2, the Module Performance Assessment has students develop and present a claim about how a new text, Sherman Alexie\u2019s poem \u201cHow to Write the Great American Indian Novel,\u201d relates to at least two of the texts they have analyzed in the module. Students participate in multiple Quick Writes throughout the unit to prepare for the final process writing:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9463b9fb-be0c-4bc9-8175-60a0d19f9305": {"__data__": {"id_": "9463b9fb-be0c-4bc9-8175-60a0d19f9305", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "4de4084a-3d33-434f-b2b8-ba42ac78e06b", "node_type": null, "metadata": {}, "hash": "afbbf45f056ac228d6563650f71f3e5f81126f1e89d9175a44e8cc93c8878d61"}, "3": {"node_id": "7222061b-77a4-4779-8ec7-7e7248b26d91", "node_type": null, "metadata": {}, "hash": "d0f4d847663ef3c4542ac8b57e94c44dcf30704555c275ef3253bf5ab063c4c8"}}, "hash": "7665c16c99cca279da18a509cf062882bdd4a818768ef0db292afcb4de26e4e9", "text": "In Module 2, Unit 1, Lesson 8, students respond to the Quick Write, \u201cHow does Du Bois use rhetoric in paragraphs 6-7 to further develop his point of view on freedom?\" Students use the Text Analysis Rubric to evaluate their answers. A High Performance Response is included in teacher resources.\n    \nIn Module 2, Unit 1, Lesson 18, students respond to the Quick Write, \u201cHow does Washington\u2019s use of rhetoric contribute to the persuasiveness of this excerpt?\u201d Students use the Short Response Rubric and Checklist to guide written responses. A High Performance Response is included in teacher resources.\n\nMaterials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 11 partially meet the expectation that materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. (Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.)\n\n\n    The distribution of writing assignments for Grade 11 can be found in the four modules and the Curriculum Map details what types of writing are available. Students focus on developing expository writing in Modules 1-3 and argumentative writing in Module 4. Students do not have the opportunity to practice different text types of writing that are required by the standards; the range of practice does not address enough variety of text types. There is a lack of instruction given to students for the various modes of writing within the instructor\u2019s manual; no other instruction is given on using this text as an exemplar or model for students to practice writing.\n\n\n    While there were multiple modes of writing practice that take place, the argumentative module is the only module available focused on the incorporation of multi-modal literacy materials where appropriate. The only essays recorded throughout Grades 9-12 that students are required to complete are expository essays, essays that are based in the identification and explanation of central ideas, multi-paragraph essays with no identified genre of writing, series of quick writes with no identified genre of writing, personal narrative essays, and argumentative essays. However, ninth through eleventh grade textbooks only have students practicing expository essays, essays that are based in the identification and explanation of central ideas, multi-paragraph essays with no identified genre of writing, and series of quick writes with no identified genre of writing with minimal practice of research based argumentative writing, usually located within Module 4. Overall, while students are practicing modes of writing, students are not provided enough opportunities to address different text types of writing that reflect the standards.\n\n\nThere is no evidence in Module 1 of writing tasks that engage students in a particular mode of writing. Writing tasks in the module are primarily brief Quick Writes. The model is mostly focused on the research process.\n    \nIn Module 3, Unit 1, Lesson 11, Students complete the End-of-Unit Assessment for \u201cHope, Memory, Despair\u201d based on the End-of-Unit Analysis Rubric and Checklist. The assessment is a multi-paragraph analysis of central ideas found in the text.\n\nMaterials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.\n\n\n    Instructional materials include frequent opportunities for students to write evidence-based claims relating to various topics and in response to text sets organized around the topic. Students are asked to analyze text, develop claims, and support those claims with evidence from the text. There are opportunities to practice and demonstrate literary analysis, understanding author\u2019s craft, and synthesis of information from class discussions. Tools, such as graphic organizers are provided to help student analyze and organize text to be used in later writing. The checklists and rubrics also include criteria for using evidence which asks students to support explanations/claims with evidence from the text by using accurate quotations, paraphrases, and references.\n\n\n    Opportunities for writing to sources include informal writing with Quick Writes, within the units and formal writing in the form of Module Unit Assessments and the culminating Module Performance Assessments. High Performance Responses are also included. These response provide examples for the teacher and list criteria that students can refer to when writing. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7222061b-77a4-4779-8ec7-7e7248b26d91": {"__data__": {"id_": "7222061b-77a4-4779-8ec7-7e7248b26d91", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "9463b9fb-be0c-4bc9-8175-60a0d19f9305", "node_type": null, "metadata": {}, "hash": "7665c16c99cca279da18a509cf062882bdd4a818768ef0db292afcb4de26e4e9"}, "3": {"node_id": "8a468141-eb77-4a7a-ae35-81d62c22c17f", "node_type": null, "metadata": {}, "hash": "5fa300b3002f532060e4e21d5f36df063c6442523a72e8e5b9244677e5691016"}}, "hash": "d0f4d847663ef3c4542ac8b57e94c44dcf30704555c275ef3253bf5ab063c4c8", "text": "In Module 1, Unit 2, Lesson 8, students respond to the following homework prompt: \u201cChoose one of the images Hamlet uses to describe himself in the \u2018Now I am alone\u2019 soliloquy. How is this image related to the development of a central idea from another soliloquy?\u201d\n    \nIn Module 2, Unit 1, Lesson 4, students respond to the following Quick Write: \u201cDetermine two ideas from paragraph 3 and explain how the ideas interact and develop over the course of the paragraph.\u201d\n    \nIn Module 3, Unit 2, Lesson 11, students use the Organizing Evidence-Based Claims Tool, utilized in a previous lessons, in combination with the Evidence-Based Claims Criteria Checklist, to compose a response for the following prompt: \u201cDevelop and explain a claim about an inquiry path or your problem-based question and support it using specific evidence and details from your research.\u201d\n    \nIn Module 4, Unit 1, Lesson 5, students write a multi-paragraph response to the following Mid-Unit Assessment: \"Choose a specific part of the text and analyze how it contributes to the overall meaning and structure of the text.\u201d Students are instructed to use their annotated texts, lesson Quick Writes, discussion notes, homework notes, and tools to write their responses.\n\nMaterials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that materials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\n\n    There is little explicit instruction over the course of a year's worth of material. There is no increasingly, sophisticated context; instead, there are irregular attempts to address grammar and convention instruction in some modules for each grades. The standards are mentioned on the writing rubrics, where students are held accountable. However, there is little to no instruction to help them to satisfy the standard prior to mid-point or final writing assessments. Overall, coverage of the language standards primarily focuses on word meanings with few opportunities for explicit instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8a468141-eb77-4a7a-ae35-81d62c22c17f": {"__data__": {"id_": "8a468141-eb77-4a7a-ae35-81d62c22c17f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "7222061b-77a4-4779-8ec7-7e7248b26d91", "node_type": null, "metadata": {}, "hash": "d0f4d847663ef3c4542ac8b57e94c44dcf30704555c275ef3253bf5ab063c4c8"}, "3": {"node_id": "775d0057-63a6-4d3f-bec5-d24fdcb1e818", "node_type": null, "metadata": {}, "hash": "53b307a1e05636ec3e6411029c1b1ec87e563d53eed1b26bbc2727dd67eb1a3d"}}, "hash": "5fa300b3002f532060e4e21d5f36df063c6442523a72e8e5b9244677e5691016", "text": "In Module 2, Unit 1, Lesson 26, students are instructed to write a multi-paragraph response to the following prompt: \u201cConsider Du Bois\u2019s \u2018Of Our Spiritual Strivings\u2019 and Washington\u2019s \u2018Atlanta Compromise Speech.\u2019 Analyze how each author uses rhetoric to advance his point of view, and consider how each author\u2019s use of rhetoric contributes to the power or persuasiveness of the text.\u201d Teachers are asked to \u201cremind students to use this unit\u2019s vocabulary, as well as proper grammar, capitalization, punctuation, and spelling in their responses to establish a formal style and objective tone.\u201d\n    \nIn Module 3, Unit 2, Lesson 9, students\u2019 independent research of an area of investigation includes the language standard for determining or clarifying word meanings based on context clues, patterns or word changes (or variants of words), or inferences. However, students' work with vocabulary in this lesson is limited to the following: \u201cAdd to your vocabulary journal any new vocabulary learned through the research process.\u201d Specific instructions on what are actually recording in their vocabulary journals as it relates to word meanings is not provided in the Teacher Guide.\n    \nIn Module 4, Unit 2, Lesson 12, students are instructed to \u201ccontinue to revise their narrative writing pieces, based on peer feedback, and come to class prepared to share one or two revisions\u201d and teachers are urged, \"Instruct students to read their drafts aloud to identify problems in syntax, grammar, or logic.\u201d\n    \nIn Module 4, Unit 2, Lesson 3, the Teacher Edition states, \u201cConsider drawing students\u2019 attention to their application of standard L.11-12.4.a through the process of determining the meaning of words through context.\"\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe topical and thematic modules that comprise the materials work to build students' knowledge across topics and content areas. Vocabulary instruction is focused on text-specific words and does not build or measure the acquisition of domain-specific vocabulary. Questions and tasks guide students as they engage in research, and sharpen and employ reading, writing, listening, and speaking skills in service of building knowledge.\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that texts are organized around a topic/topics or themes to build students\u2019 knowledge and their ability to read and comprehend and analyze complex texts proficiently.\n\n\n    Texts are organized into modules. There are four modules that explore a particular literary element or idea. Students\u2019 ability to read and comprehend complex texts is supported by engaging in analysis, participating in evidence-based discussions, and writing to inform in the first two modules. In the third module, students learn the principles of research. In the last module, students study argumentation techniques to write their own arguments. Repeated reading for different purposes and to develop vocabulary with increasingly complex texts continues throughout the year.\n\n\n    Each module is divided into units. Each unit is entitled with a quotation from a text included as student reading. The quotation serves as the theme that build students\u2019 knowledge while enhancing their ability to read and comprehend complex texts proficiently. The texts are connected by cohesive topics throughout the modules. The units within the module focus on a theme that can be supported in the various texts and demonstrated in the tasks and activities. Students are given numerous opportunities to independently practice with the texts and to build understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "775d0057-63a6-4d3f-bec5-d24fdcb1e818": {"__data__": {"id_": "775d0057-63a6-4d3f-bec5-d24fdcb1e818", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "8a468141-eb77-4a7a-ae35-81d62c22c17f", "node_type": null, "metadata": {}, "hash": "5fa300b3002f532060e4e21d5f36df063c6442523a72e8e5b9244677e5691016"}, "3": {"node_id": "c36551dc-206b-4351-99b0-709e2c499b27", "node_type": null, "metadata": {}, "hash": "aa55b7a2ccf3bb06996e381f6b90ce16b7722ab9f114f516ce46d3a5ab30b236"}}, "hash": "53b307a1e05636ec3e6411029c1b1ec87e563d53eed1b26bbc2727dd67eb1a3d", "text": "In Module 1, students study the topic of how authors develop and relate elements of a text. Throughout the textbook, students read \u201cMy Last Duchess\u201d by Robert Browning in Unit 1, Hamlet by William Shakespeare in Unit 2, and an excerpt from \"A Room of One\u2019s Own\" by Virginia Woolf in Unit 3. These texts allow students to build their skills and knowledge on the topic through close reading for textual details, evaluating and organizing evidence to support analyses, and questioning for deeper meaning and understanding.\n    \nIn Module 2, students must consider how authors use figurative language or rhetoric to advance a point of view or purpose. The texts for this unit are cohesively structured. For instance, this unit begins with \u201cOur Spiritual Things\u201d by W.E.B. Dubois and moves to \u201cAtlanta Compromise Speech\u201d by Booker T. Washington.\n    \nIn Module 3, students practice researching multiple perspectives to develop a position. In Unit 1 students read \u201cHope, Despair, and Memory\u201d by Elie Wiesel as a springboard or seed text for conducting research. In Unit 2, students further explore researching from multiple perspective in order to write argumentatively using the following model texts: \u201cWhen the U.N. Fails, We All Do\u201d by Fareed Zakaria, \u201cWhy Genocide?\u201d by Fred Edwords, \u201cAfter Rwanda\u2019s Genocide\u201d by the New York Times Editorial Board, \u201cBodies Count: A Definition of Genocide That Makes Sense in History\u201d by Aaron Rothstein, \u201cThe Only Way to Prevent Genocide\u201d by Tod Lindberg, \u201cConvention for the Prevention and Punishment of Genocide\u201d by William A. Schabas, et al. Students build their knowledge and deeper understanding of researching to include multiple perspectives based on the multiple texts with differentiating perspectives covered throughout.\n    \nIn Module 4, \u201cUsing Narrative Techniques to Craft Fiction Writing,\u201d the End-of-Unit task requires students to consider points of view in each text read in the unit and discuss in writing how what is directly stated differs from the literal meaning. Within this particular module, student are to choose a specific part of the text \u201cOn the Rainy River\u201d and work independently to respond to the following questions; \u201cChoose a specific part of the text and analyze how it contributes to the overall meaning and structure of the text.\u201d Students will then meet with other students to discuss their responses to further solidify knowledge built and strengthen comprehension.\n\nMaterials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\n\n    In each lesson, text-based questions build from comprehension to deeper analysis questions exploring how the text works and what the text means. Students explore author\u2019s craft, as well as key details. Students examine the effectiveness and impact of an author\u2019s purpose, word choice, and use of figurative language, in order to derive meaning from texts. Key ideas, craft and structure are present within each question set. Question set build upon one another to push students to higher order thinking. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c36551dc-206b-4351-99b0-709e2c499b27": {"__data__": {"id_": "c36551dc-206b-4351-99b0-709e2c499b27", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "775d0057-63a6-4d3f-bec5-d24fdcb1e818", "node_type": null, "metadata": {}, "hash": "53b307a1e05636ec3e6411029c1b1ec87e563d53eed1b26bbc2727dd67eb1a3d"}, "3": {"node_id": "e02b3974-b5d5-44a4-9623-648aa94e90d5", "node_type": null, "metadata": {}, "hash": "5b68c3eb328a2c5475a8812fba58951a3b868f8a6b13dde559db4bd3a5c2c690"}}, "hash": "aa55b7a2ccf3bb06996e381f6b90ce16b7722ab9f114f516ce46d3a5ab30b236", "text": "In Module 1, Unit 2, Lesson 5, students read lines 149-157 from William Shakespeare\u2019s play Hamlet. Students are asked a series of prompts and questions including:\n        \nWhich words does Hamlet use to describe the length of time between his father\u2019s death and his mother\u2019s marriage?\n            \nWhat do these words suggest about Hamlet\u2019s attitude toward the time of his mother\u2019s remarriage?\n            \nWhat is the meaning of the phrase \u2018frailty, thy name is woman!\u2019 (line 150)?\n            \nTo whom is Hamlet referring in this line?\n            \nDescribe Hamlet\u2019s tone toward his mother in line 150?\n            \nCite specific evidence to support your response.\n            \nExplain the comparison Hamlet makes in lines 154-155 when he says, \"O God, a beast that wants the discourse of reason/Would have mourned longer!\"What is the impact of this comparison on Hamlet\u2019s tone?\n            \n\n\nIn Module 2, Unit 1, Lesson 22, Students read paragraph eight of Booker T. Washington\u2019s \u201cAtlanta Compromise Speech.\u201d Students are asked a series of prompts and questions including:\n        \nHow does the first sentence of paragraph 8 contribute to Washington\u2019s purpose?\n            \nWhat does \"the path\" (par. 8) to which Washington refers represent?\n            \nWhat does this image suggest about his point of view?\n            \nWhat is the rhetorical effect of the figurative language that Washington uses to describe \"the path\"?\n            \nHow does Washington describe \"constant help\" (par. 8) and its impact on the progress of African Americans?\n            \nHow does Washington advance the purpose of his speech in paragraph 8?\n            \n\n\nIn Module 4, Unit 2, Lesson 11 students read and annotate the text, \u201cOn the Rainy River.\u201d Students answer questions, such as:\n        \nWhat structural technique does O\u2019Brien use in this portion of the text?\n            \nHow does the structural techniques in \u201cOn the Rainy River\u201d sequence events to create a coherent whole?\n            \nHow do structural techniques in the text contribute to tone and outcome?\n\nMaterials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\n\n    Materials contain text-dependent questions that support student analysis across the text. The questions provided are scaffolded and offer opportunities to raise the level of rigor in the classroom through deeper analysis and textual evidence to justify students\u2019 responses. The texts are organized in a manner that poses thought-provoking questions to students from the beginning to the end of the lesson. The questions also provide opportunities for each student to demonstrate these skills using one text or multiple texts. Module 3 focuses on research-based questions that extend beyond the classroom.\n\n\n    In Module 1, Unit 2, Lesson 13, students build their analytical skills using questions to build knowledge across the individual text, Hamlet, through text-dependent and text-specific questions:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e02b3974-b5d5-44a4-9623-648aa94e90d5": {"__data__": {"id_": "e02b3974-b5d5-44a4-9623-648aa94e90d5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "c36551dc-206b-4351-99b0-709e2c499b27", "node_type": null, "metadata": {}, "hash": "aa55b7a2ccf3bb06996e381f6b90ce16b7722ab9f114f516ce46d3a5ab30b236"}, "3": {"node_id": "e64fc364-50c2-4be4-8dde-759e6c689fbf", "node_type": null, "metadata": {}, "hash": "b7f3c6d2d98be1b29d48ec1c32ebcd5178e7d8de7647f9d4b0d6ff796c218f19"}}, "hash": "5b68c3eb328a2c5475a8812fba58951a3b868f8a6b13dde559db4bd3a5c2c690", "text": "How does Hamlet\u2019s tone relate to what has just occurred in lines 102-104?\n    \nWhat might be the cause of his tone here? Reread lines 113-115.\n    \nBesides \u201cchaste,\u201d what else can the word honest mean? Besides \u201cbeautiful,\u201d what else can the word fair mean?\n    \nWhat reasons might Ophelia have for lying or being unfair?\n    \nParaphrase and explain Hamlet\u2019s statement in lines 117-118.\n    \nHow does Ophelia relate chastity and beauty in her response (lines 119-120)? Why might Hamlet be discussing chastity and beauty here?\n    \nHow do these ideas relate to lines 99-105? (Module 1 Teacher Guide, pp. 210-211)\n    \n\n\n    In Module 2, Unit 2, Lesson 6, students are placed in small groups are instructed to consider the following questions:\n\n\nWhat is the influence of wives and mothers according to paragraphs 11-12?\n    \nWhat does Cady Stanton mean when she describes women as \"slaves\"?\n    \nHow does the notion of women as \u201cslave\u201d in paragraph 11 interact with other ideas from previous paragraphs?\n    \nWhat is the effect on the nation if women are \u201cslaves\u201d?\n    \nHow does Cady Stanton support her claim about \u201cwise mother[s]\u201d in the last sentence?\n    \n\n\n    Then in the Writing Instruction section for Module 2, Unit 2, students discuss the following questions: \u201cWhat are the elements that contribute to an effective conclusion or concluding statement? What is restated and summarized in conclusion? How does the conclusion offer a new way of thinking about key information?\u201d Students are then instructed to respond to the following in the Quick Write Revision section: \u201cExpand and develop your 11.2.2 Lesson 5 Quick Write response by refining your evidence selection or adding more significant and relevant evidence form paragraphs 11-12 and providing a concluding statement.\u201d\n\n\n    In Module 3, Unit 1, Lesson 5, students answer questions presented based on Wiesel\u2019s text that build knowledge across the individual text through text-dependent and text-specific questions:\n\n\nHow did the victims heed the historian\u2019s words?\n    \nWhat does Wiesel imply about the survivors when he states, \u201cWe reassured ourselves\u201d (par. 19)?\n    \nWhat is the indifference to which Wiesel refers?\n    \nWhat was the purpose of trying to find \u201cthe propitious moment\u201d in paragraph 19?\n    \nUnderline each time Wiesel uses the phrase \u201cit would be enough\u201d in paragraph 19.\n    \nWhat is the \u201cit\u201d he is referring to in this phrase?\n    \nWhat is the impact of Wiesel\u2019s use of repetition in paragraph 19?\n    \nHow does Wiesel use imagery in paragraph 20, and what is the effect of this imagery?\n    \nWhat is the effect of Wiesel\u2019s use of parallel structure in paragraph 20?\n    \n\n\n    In Module 4, students examine contemporary and canonical American literature, focusing on how author\u2019s structure texts, establish point of view, and develop complex characters. Students read, discuss, and analyze two short stories: \u201cOn the Rainy River\" by Tim O\u2019Brien and \u201cThe Red Convertible\u201d by Louise Erdrich, and the novel, The Awakening by Kate Chopin.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 11 meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e64fc364-50c2-4be4-8dde-759e6c689fbf": {"__data__": {"id_": "e64fc364-50c2-4be4-8dde-759e6c689fbf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "e02b3974-b5d5-44a4-9623-648aa94e90d5", "node_type": null, "metadata": {}, "hash": "5b68c3eb328a2c5475a8812fba58951a3b868f8a6b13dde559db4bd3a5c2c690"}, "3": {"node_id": "a1393f12-41fc-415e-a32c-08ceaec5ddff", "node_type": null, "metadata": {}, "hash": "4b8044ecb1a96fabd28bb802d5220d52ee4a15cc5212397c9fc452a056d85b50"}}, "hash": "b7f3c6d2d98be1b29d48ec1c32ebcd5178e7d8de7647f9d4b0d6ff796c218f19", "text": "Each module includes a Module Performance Assessment that serves as a culminating task in which they demonstrate their knowledge of a topic through integrated skills. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups. Each unit also includes both a Mid-Unit Assessment and an End-of Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.\n\n\n    In Module 1, students consider the role that point of view plays in literature and literary nonfiction and how authorial choice contributes to character development, setting, meaning, and aesthetic impact. Each unit culminates with an assessment that provides scaffolding for the Module Performance Assessment, in which students compose a multi-paragraph response to examine a central idea shared by all three module texts. As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,\n\n\nIn the Unit 1 End-of-Unit Assessment, \"Students draft a one-paragraph response to the following prompt, citing evidence from the text: How does the revelation in lines 45-47 affect the development of the Duke\u2019s character over the course of the poem?\u201d\n    \nIn the Unit 2 Mid-Unit Assessment, \u201dStudents draft a multi-paragraph response to the following prompt, citing evidence from the text: Select one of Hamlet\u2019s first three soliloquies. In this soliloquy, how does Shakespeare develop the character of Hamlet in relation to other characters in the play?\n    \nIn the Unit 3 End-of-Unit Assessment, students complete the following: \u201cIn this lesson assessment, students discuss and then draft a multi-paragraph response to the following prompt, citing evidence from texts: Analyze the relationship between Woolf\u2019s text and the character of Ophelia.\u201d\n    \n\n\n    In Module 3, students research multiple perspectives to develop a position. The Module Performance Assessment has students build on the analysis they did for their research-based argument paper by producing a 3-5 minute video presentation. Students distill and reorganize their research for a specific audience and offer essential points of the research in an engaging video presentation that demonstrates their command of content and uses formal spoken English. Students\u2019 presentations should make strategic use of the video format to enhance and add interest to their research findings. As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,\n\n\nIn the Unit 1 End-of-Unit Assessment, \u201cStudents complete a two-part writing assessment in response to the following prompts: Part 1: How do two or more central ideas interact and build on one another over the course of the text? Part 2: Articulate two to three distinct areas of investigation and where they emerge from the text.\u201d\n    \nIn the Unit 2 End-of-Unit Assessment, \u201cStudents submit a completed research portfolio with four organized sections including: 1. Defining an Area of Investigation, 2. Gathering and Analyzing Information, 3. Drawing Conclusions, and 4. Discarded Material. The research journal is also located in the research portfolio.\u201d\n    \nIn the Unit 3 End-of-Unit Assessment, \u201cStudents are assessed on the alignment of the final draft to the criteria of a research-based argument paper. The final draft should present the precise claim that is supported by relevant and sufficient evidence and valid reasoning.\n\nMaterials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/language in context.\n\n\n    There is not a long-term plan for the development of academic vocabulary with the intention of employing skills and strategies that will allow the student to develop the skills needed to accelerate vocabulary learning in their reading, speaking, or writing tasks. There are no checks for proficiency that occur regularly throughout the modules. There is greater emphasis on developing vocabulary with multi-meaning and nuanced words than on domain-specific words such as those found in discipline development.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a1393f12-41fc-415e-a32c-08ceaec5ddff": {"__data__": {"id_": "a1393f12-41fc-415e-a32c-08ceaec5ddff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "e64fc364-50c2-4be4-8dde-759e6c689fbf", "node_type": null, "metadata": {}, "hash": "b7f3c6d2d98be1b29d48ec1c32ebcd5178e7d8de7647f9d4b0d6ff796c218f19"}, "3": {"node_id": "0c2882f2-daed-44ca-a313-55ac2b1999a7", "node_type": null, "metadata": {}, "hash": "3e39c5a406b274ea716df9cd027929b9d44263a79c873b6f8949c2b6871a9604"}}, "hash": "4b8044ecb1a96fabd28bb802d5220d52ee4a15cc5212397c9fc452a056d85b50", "text": "In Module 1, Unit 2, Lesson 6, students build their vocabulary skills with words found in Hamlet (Act 1, Scene 3, Lines 1-55): besmirch, circumscribed, prodigal, calumnious, imminent, wary, fashion, and libertine.\n        \nVocabulary instruction is also available for English Language Learners: farewell, inward, virtue, honor, and sustain. Later in Act 3, Scene 1, Lines 64-84, within Lesson 11, students study the following vocabulary: calamity, contumely, consummation, rub, bare bodkin.\n                \nEnglish Language Learners receive additional support for the following words in this portion of the text: heir, coil, pangs, insolence, and spurns.\n                    \n\n\n\n\n\n\nIn Module 2, Unit 1, Lesson 1, students are asked to take out their homework from the previous lesson. The assignment asked the student to read and annotate Arthur Symons\u2019s poem \u201cThe Crying of Water\u201d and the epigraph to \u201cOf Our Spiritual Strivings\u201d by W.E.B. Du Bois. Students must then \u201cbox any unfamiliar words and look up their definitions.\u201d The next day students are then asked to take out their homework assignment and \u201cshare the vocabulary words they identified and defined in the previous lesson\u2019s homework.\u201d\n    \nIn Module 2, Unit 1, Lesson 13, the instructor is required to \u201cintroduce students to the idea of cohesion. The teacher must then explain to students that cohesion in writing refers to \u201chow well the paragraphs and sentences link ideas of a text together in to a coherent whole.\u201d Students are then asked to write the definition of the term in their vocabulary journals or on a separate piece of paper. Students are then given an example of the term \"cohesion\".\n    \nIn Module 2, Unit 1, Lesson 18, students work with the following vocabulary from Booker T. Washington\u2019s \u201cAtlanta Compromise Speech\u201d: enterprise, welfare, exposition, cement, and industrial. English Language Learners build their skills with the following words: board, civil, moral, disregard, convey, sentiment, masses, congress, legislature, sought, and convention.\n    \nIn Module 3, as students conduct research for an area of investigation throughout the lessons, they journal about the domain-specific vocabulary they encounter.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain a yearlong, cohesive plan of writing instruction and practice which support students in building and communicating substantive understanding of topics and texts.\n\n\n    Module 1 introduces expository/informational writing in a series of lessons intended to develop close reading habits paired with evidence-based writing. Modules 2 and 3 extend and deepen the expository/informational writing skills and habits. Module 4 is dedicated exclusively to argument writing. Most lessons end with a Quick Write, on-demand assessment, which provides the opportunity to respond to text, often following a text-based discussion in class. Quick Write activities in all instances act as major process writing assignments. Mid-unit and end-of-unit writing assignments allow extended writing. In Module 3 students research to support exploration of topics. Specific examples include:\n\n\n    In Module 1, Unit 3, Lesson 2, students response to the following Quick Write prompt: \u201cHow does Woolf\u2019s comparison of Shakespeare to his sister further develop and build on a central idea in the text?\u201d This task requires students to use the lesson\u2019s vocabulary in the response. Likewise in Module 1, Unit 2, Lesson 2, students incorporate the lesson\u2019s vocabulary into their response for the following prompt: \u201cHow do specific word choices in Claudius\u2019s monologue impact the development of Hamlet\u2019s character?\u201d\n\n\n    In Module 2, Unit 1, the instructor directs students to individually read the standards being assessed on their own and discuss what the standards mean with their partner in relation to what they are studying. After a brief discussion, students must then review their notes and add examples if necessary of rhetoric and figurative language. Teachers must then instruct the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0c2882f2-daed-44ca-a313-55ac2b1999a7": {"__data__": {"id_": "0c2882f2-daed-44ca-a313-55ac2b1999a7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "a1393f12-41fc-415e-a32c-08ceaec5ddff", "node_type": null, "metadata": {}, "hash": "4b8044ecb1a96fabd28bb802d5220d52ee4a15cc5212397c9fc452a056d85b50"}, "3": {"node_id": "607d1448-3af1-48f8-8017-205ab0af275a", "node_type": null, "metadata": {}, "hash": "0dd3f0f8cfbf8e3d4ba0ef1e27733e9576137b3c56a7c31d4d02c8f4d67fbdd2"}}, "hash": "3e39c5a406b274ea716df9cd027929b9d44263a79c873b6f8949c2b6871a9604", "text": "\u201cExplain to students that because the Mid-Unit Assessment is a formal writing task, they should include an introductory statement and develop their responses thoroughly by selecting the most significant and relevant evidence, including extended definitions, concrete details, and quotations. Instruct to practice developing and organizing their responses in a style that is appropriate to their specific task and audience.\u201d\n        \nTeachers are then asked to remind students about using transitional terms, providing clear conclusion statements, and using proper grammar.\n            \nStudents are then asked to \u201cIdentify a central idea in \u2018Of Spiritual Strivings\u2019 and analyze how DuBois uses figurative language or rhetoric to develop this central idea.\u201d\n            \n\n\n\n\n    In Module 3, Unit 2, Lesson 3, students use the \u201cAssessing Sources\u201d handout to guide their response to the following prompt regarding their research topics: \u201cWhy are the three categories discussed in the Assessing Sources handout (credibility, accessibility, and relevance) important to consider when examining potential sources?\u201d\n\n\n    In Module 4, the same Assessment patterns from Module 3 are used; however, Module 4 only focuses on narrative writings. Writing is evident in various spots over the course of the module. Most of these writings are smaller and require a one to two paragraph response. The writings usually address whether or not the narrative techniques discussed in the module were effectively used.\n\nMaterials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\n\n    Module 3 is dedicated to conducting a sustained research project. Students practice the skills and concepts of research throughout all modules via extension questions with each text. Students are presented with questions regarding historical figures in specific texts, etc. Module 3 offers students the opportunity to synthesize their findings through a major process writing: a written argument.\n\n\n    Students examine mentor texts and determine qualities of well-researched, evidence-based writing. Students also develop their own line of inquiry and present their findings in a culminating task. Students also practice the research process through Accountable Independent Reading (AIR), which pushes students to discuss the text and relate it to what they are doing within their personal lives; students must go outside of their regular assigned tasks to meet with a school librarian to identify a text that peeks their interest(s). Students synthesize knowledge gained through AIR with current assignments and projects.\n\n\n    Students are presented with graphic organizers that provide students a method of recording information, and rubrics make expectations for quality quite explicit. The use of rubrics encourages synthesis of knowledge and understanding of said topic(s). Overall, students will research an area of investigation by generating inquiry-based questions, evaluating sources (self-selected texts), analyzing the claims of authors, and developing their own claims and counterclaims throughout.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "607d1448-3af1-48f8-8017-205ab0af275a": {"__data__": {"id_": "607d1448-3af1-48f8-8017-205ab0af275a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "0c2882f2-daed-44ca-a313-55ac2b1999a7", "node_type": null, "metadata": {}, "hash": "3e39c5a406b274ea716df9cd027929b9d44263a79c873b6f8949c2b6871a9604"}, "3": {"node_id": "a03aabf6-629f-44f0-9880-91e5fbbb0f57", "node_type": null, "metadata": {}, "hash": "a1fb3210be9044592999e565a4d60da87df60cb5c81a771fe31360fdaaaf2d60"}}, "hash": "0dd3f0f8cfbf8e3d4ba0ef1e27733e9576137b3c56a7c31d4d02c8f4d67fbdd2", "text": "In Module 3, Unit 2, Lessons 1-15, students continue with the inquiry-based research process that begins in Module 3, Unit 1, wherein they completed a Pre-Search Tool to identify sources for a potential area of investigation stemming from their reading of \u201cHope, Despair and Memory\u201d by Elie Wiesel. Students are presented a model area of investigation (preventing genocide) as an introduction to the inquiry process. Students are asked to evaluate the strength of an area of investigation, to identify key components of effective inquiry questions, and to evaluate potential sources for \u201ccredibility, accessibility, and relevance.\u201d Students learn how to read and annotate sources and identify an author\u2019s compelling arguments. Students develop a frame for their area of investigation using the Research Frame Tool before conducting independent research in earnest. Students continue with making claims in connection to the inquiry questions posed earlier in the process through an analysis and synthesis of sources. Students are asked to develop claims and counterclaims using the Organizing Evidence-Based Claims Tool and the Forming Counterclaims Tool, respectively, and to peer review each other\u2019s claims/counterclaims. Students work both in groups and independently throughout Module 3, Unit 2. Students present their research findings and \u201cwrite an evidence-based perspective that synthesizes the evidence collection and research work completed in this unit.\u201d Within Module 3, Unit 3, Lessons 1-12, students are asked to go through the writing processes - drafting, outlining (a counterclaim for their central claim), and citing in MLA format (Modern Language Association). Students synthesize their findings in an argumentative essay.\n\n\n    In Module 4, Unit 2, students complete a performance assessment (after having studied, in previous lessons) techniques for writing narratives, including crafting introductions, developing characters, sequencing events, crafting conclusions, and making revisions for sake of coherence, precise language, and sensory language. Students respond to the following prompt: \u201cWrite an original narrative piece that assumes a specific point of view based on the setting of \u2018On Rainy River,\u2019 \u2018The Red Convertible,\u2019 and The Awakening. Choose two narrative writing substandards (W.11-12.3a-e) and develop the criteria of both substandards in your narrative writing piece.\u201d\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    Students read independently and regularly for homework. Students\u2019 independent reading is often completed as assigned homework. Students do have some opportunities to read independently in class. The reading assignments, in and outside of class, often require that students annotate the lesson\u2019s text. The assignments extend the day\u2019s lesson or prepare students for the following day. This includes finding new words and using context clues to draw meaning. There is a Homework Accountability activity in the next day\u2019s lesson following the assignment.\n\n\n    Additionally, students are assigned to read their Accountable Independent Reading (AIR) text several nights a week. AIR is a frequent daily expectation for homework, and through protocols built into the lessons, students engage in accountable talk in pairs and with their teacher about their independent reading texts. In the Teacher Resource Book, teachers are instructed to use the school librarian or media specialist to help students locate quality high-interest texts. The accountability for independent reading can be seen in the follow-up activities which usually require students to share with a classroom or group what they have read.\n\n\n    In Module 2, Unit 1, Lesson 11, for homework students are asked to \u201cpreview paragraph 10 of 'Of Our Spiritual Strivings' and star each time you note the word prejudice.\" Students are also asked to place a box around unfamiliar terms and define them.\n\n\n    In Module 4, Unit 2, Lesson 9, for homework students are \u201cinstructed to review Chapters I-XIX of The Awakening and review and expand their annotations in preparation for the Mid-Unit Assessment in the next lesson.\u201d\n\nUsability\n\nMaterials can be completed over the course of a single year of instruction and include quality review and practice opportunities and a standards alignment for questions, tasks, and assessment items.\n\n\n    The Teacher Guide and Resource Books for each module include a curriculum map, instructional support notes, an explanation of the role of the standards in the overall context of the materials along with information on the instructional approaches included in the program and the research-based strategies that are included. The materials do not provide support for communication with stakeholders to support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a03aabf6-629f-44f0-9880-91e5fbbb0f57": {"__data__": {"id_": "a03aabf6-629f-44f0-9880-91e5fbbb0f57", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "607d1448-3af1-48f8-8017-205ab0af275a", "node_type": null, "metadata": {}, "hash": "0dd3f0f8cfbf8e3d4ba0ef1e27733e9576137b3c56a7c31d4d02c8f4d67fbdd2"}, "3": {"node_id": "ba09c801-876a-484e-9acb-13d64ff7b935", "node_type": null, "metadata": {}, "hash": "9100a8e4e92ba535907cac07f0406c25c4ed2edf42ac444e9fa6a6a3d5463450"}}, "hash": "a1fb3210be9044592999e565a4d60da87df60cb5c81a771fe31360fdaaaf2d60", "text": "Included assessments are meaningful, standards-aligned, and offer assistance for interpreting and applying results. Routines and guidance for ongoing monitoring of student progress are included. Independent reading is systematically supported.\n\n\n    Materials provide strategies to meet the needs of most learners, including English Language Learners and students with disabilities, but does not provide support for students performing above grade level. A variety of grouping strategies are included to maximize collaboration and learning.\n\n\n    All digital materials included in the program are web-based, platform neutral, and work with a variety of browsers. Effective use of technology is supported and draws students back to evidence and texts. The materials do not allow for personalization or customization for students using adaptive devices. The materials do not provide a digital collaboration space or students and teachers. The materials can be easily customized for local use.\n\nUse & Design\n\nMaterials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.\n\n\n    The materials are designed in a consistent manner throughout each of the four modules. The four modules make up one year of instruction. Each module is arranged into units comprising one or more texts. The texts in each module share common elements in relation to genre, author\u2019s craft, text structure, or central ideas. Each unit in a module builds on the skills and knowledge students develop in preceding unit(s). The number of lessons in a unit varies based on the length of the text(s). Each lesson is designed to span one class period. Within the units, each lesson is constructed in a similar manner, including lesson introduction, homework accountability, reading and discussion, quick write assessment, homework, and closing.\n\n\n    The curriculum provides a full year of modules and units, including the following:\n\n\nCurriculum Map\n    \nModule Overview\n    \nUnit Overview\n    \nFormative and Summative Assessments, including a Module Performance Assessment\n    \nLesson Plans\n    \nInstructional Notes and Differentiation Considerations\n    \nTools and Handouts\n    \nRubrics and Checklists\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 11 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.\n\n\n    Each module makes up a year of instruction. Each lesson suggests the proportion of a class period to spend on specific activities. However, teachers are reminded to move at the pace they think is best given their students\u2019 needs and the literacy skills demanded by the standards.\n\n\n    The module overview, the curriculum map, and module-at-a-glance calendar provide an exact number of lessons per module, the standards associated with each lesson in the unit, and the year end task associated with each module.\n\n\n    The program suggests that when students are engaged in substantive, evidence-based discourse and are making meaning of the text, it is not necessary to push forward to the next question or task. Teachers are directed to make decisions regarding what is most appropriate for their students as the students grow in their understanding and capacity for independent work.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 11 meet expectations that the student resources include ample review and practice resources, clear directions and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    Materials include but are not limited to graphic organizers, text-dependent questions, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, and writing prompts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba09c801-876a-484e-9acb-13d64ff7b935": {"__data__": {"id_": "ba09c801-876a-484e-9acb-13d64ff7b935", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "a03aabf6-629f-44f0-9880-91e5fbbb0f57", "node_type": null, "metadata": {}, "hash": "a1fb3210be9044592999e565a4d60da87df60cb5c81a771fe31360fdaaaf2d60"}, "3": {"node_id": "0152533a-d7a2-44a2-ac76-0b6da5206a22", "node_type": null, "metadata": {}, "hash": "8faee23ade930ee70dca3ef2da11024a946bea72577908ef0dd76dd61bfc03d5"}}, "hash": "9100a8e4e92ba535907cac07f0406c25c4ed2edf42ac444e9fa6a6a3d5463450", "text": "In Module 11.2, Unit 1, Lesson 17, teachers are asked to distribute copies of the 11.2.1 Mid-Unit Analysis Rubric and Checklists. Students are then asked to form pairs and Turn and Talk about how the new standard W.11-12.4 relates to the familiar substandards W.11-12.2.b and W.11-12.2.c. The focus of this activity is to focus on developing and organizing a response and writing in a style that is appropriate for a specific audience, task, or purpose. This activity is also to help the student focus on producing clear and coherent writing.\n\n\n    In Module 11.2, Unit 1, Lesson 19, on p. 224, students are asked to explain what an allegory is after two example pieces. They are then directed to write the definition on their Rhetorical Impact Tracking Tools. Students will then discuss their responses as a whole group and later record the rhetoric discussed on the tracking tool.\n\n\n    Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.\n\n\n    Reference aids, such as handouts, are clearly and correctly labeled as such at the top and in the teacher\u2019s materials.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 11 meet the expectations that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    Alignment to the CCSS-ELA is documented in multiple places in the curriculum. CCSS standards are documented on the 9-12 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson. Alignment for all assessments are also provided in the curriculum Overview.\n\n\n    The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module.\n\n\n    At the beginning of each module, there is a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview which includes a description of assessments which include the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, Mid-Unit Assessment, and End-of-Unit Assessment for each module include alignment documentation of the standards addressed.\n\n\n    Grade 11, Module 3, p. XXVII contains the curriculum map for Module 3. This includes the standards being assessed in this module and the mid- and end-of-unit performance tasks that will assess these standards.\n\n\n    Grade 11, Module 3, p. XLIII contains the standards map. Assessed standards are standards that are assessed in Unit and Module Performance Assessments. Addressed standards are standards that are incorporated into the curriculum but are not assessed. Standards marked with an asterisk (*) are year-long standards included in each module.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 11 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space to capture thoughts as needed. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain a teacher\u2019s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    Materials contain a Teacher Guide and Teacher Resource Book for each module. The Teacher Guide includes a curriculum map for each module that includes:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0152533a-d7a2-44a2-ac76-0b6da5206a22": {"__data__": {"id_": "0152533a-d7a2-44a2-ac76-0b6da5206a22", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "ba09c801-876a-484e-9acb-13d64ff7b935", "node_type": null, "metadata": {}, "hash": "9100a8e4e92ba535907cac07f0406c25c4ed2edf42ac444e9fa6a6a3d5463450"}, "3": {"node_id": "42a1f19b-003e-469f-9554-0aecaab65045", "node_type": null, "metadata": {}, "hash": "5b4c34bb879ff1e4715c5a123f3254f0729babe8d3608c4c2aedf150f408ac18"}}, "hash": "8faee23ade930ee70dca3ef2da11024a946bea72577908ef0dd76dd61bfc03d5", "text": "Number of Lesson in the Unit\n    \nLiteracy Skills and Habits\n    \nAssessed and Addressed CCSS\n    \nAssessments\n    \n\n\n    At the beginning of each Module, there is an overview with that list the texts, number of lesson in Module, Introduction, Literacy Skills and Habits, English Language Arts Outcomes, including Year-Long Target Standards, Module-Specified Assessed Standards, Addressed Standards, Module Performance Assessment, List of Texts, and Module-at-a-Glance Calendar.\n\n\n    Each lesson begins with an Introduction that provides the teacher with an objective and rationale. An overview of the selection is given, as well as the assignments that will be completed by students. Each Assessment, whether question or task, comes with answers. There is also a \u201cHigh Performance Response\u201d which tells students what students who excel at the assessment or task should have in their work. The teacher guide also provides vocabulary words with part of speech and definition. Step by step instructions are given for each activity with colored font that indicates instructional notes for the teacher.\n\n\n    The Teacher Resource Book contains copies of the texts studied in each lesson. Any rubrics or checklist that are used in the lesson are also included. Additionally, the Teacher Resource Book contains the mid-unit assessment and the end-of-unit assessment with necessary rubrics to grade the assignments.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain a Teacher Edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    Materials include a Teacher Guide that has a section for each lesson labeled Instructional Notes that provide easy to follow recommendations with scaffolding ideas, differentiated assignments with possible responses, and reading activities with answers that students may give.\n\n\n    The Teacher Guide uses Learning Sequence symbols to assist teachers with interpreting how to read the material. The symbols and codes are explained so that teachers will know the following:\n\n\nPercentage of time the lesson should take\n    \nPlain text to indicate teacher\u2019s actions\n    \nBold text to indicate the questions teachers should asks students\n    \nItalicize text to indicate a vocabulary word\n    \nAn arrow pointing right to indicate teacher action\n    \nTwo arrows in the form of a circle to indicate possible student response to teacher\n    \nThe letter \u201ci\u201d lowercase in a circle to indicate the instructional notes for the teacher which are in orange font\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    The series in Grades 9-12 follow the same format in providing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. This information is repeated in the materials in several locations.\n\n\n    First, there is a Curriculum Map across Grades 9-12 that addresses the four modules in each grade by listing each unit, along with the addressed standards and the assessed standards.\n\n\n    Secondly, the Year-Long Target Standards are listed in each grade after the first module. Teachers are made aware that the standards will be \u201cstrong focus in every English Language Arts module and unit in grades 9\u201312.\u201d\n\n\n    Finally, the standards are listed next to activities within each lesson. Some of these activities even require that students explain how their work for a particular lesson addresses a specific standards.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\n\n    In Grades 9-12, the instructional approaches of the series follow the Universal Design for Learning. Each unit of instruction contains the following principles:\n\n\nProvide multiple means of representation\n    \nProvide multiple means of action and expression\n    \nProvide multiple means of engagement", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "42a1f19b-003e-469f-9554-0aecaab65045": {"__data__": {"id_": "42a1f19b-003e-469f-9554-0aecaab65045", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "0152533a-d7a2-44a2-ac76-0b6da5206a22", "node_type": null, "metadata": {}, "hash": "8faee23ade930ee70dca3ef2da11024a946bea72577908ef0dd76dd61bfc03d5"}, "3": {"node_id": "fedf2352-421b-4618-8b91-22413dd36c27", "node_type": null, "metadata": {}, "hash": "e13e017b895045c07fc6cd3a286a20c5a72c1bc4fd877ef1ca9b5621bddc8e40"}}, "hash": "5b4c34bb879ff1e4715c5a123f3254f0729babe8d3608c4c2aedf150f408ac18", "text": "In the preface under Structure of the Module for Grades 9-12, the publisher adds, \u201cEach module comprises up to three units and provides approximately eight weeks of instruction. Each unit includes a set of sequenced learning experiences that scaffold knowledge and understanding of the concepts and skills demanded by the CCSS. Module 1 at each grade level establishes the foundation of instructional routines used throughout the year. Paths to College and Career reflects the principles of Universal Design for Learning (UDL) to support:\n\n\nEnglish Language Learners (ELL)\n    \nStudents with disabilities (SWD)\n    \nAccelerated learners\n    \nStudents performing below grade level\n    \n\n\n    Lessons are not scripts but rather illustrations of how instruction might be sequenced. Each module is adaptable and allows for teacher preference and flexibility to meet both students\u2019 needs and the requirements of the instructional shifts and the standards.\u201d\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that materials contain strategies for informing all stakeholders, including students, parents or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\n\n    There is no information or activity that includes stakeholders. Students are instructed to work in groups or pairs to discuss materials and standards. Even with the Accountable Independent Reading, students are asked to contact a librarian or media specialist, but this is only for selecting a text, not sharing or informing stakeholders of the information or assignment.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\n\n    Students have multiple and varied opportunities to demonstrate understanding in each module. Students prepare for culminating task in multiple ways that integrate skills such as close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions.\n\n\n    Every lesson culminates in a Quick Write assessment task. This assessment provides information about students understanding of the lesson objectives and texts. Teachers are provided with high performance response criteria. Lessons contain sets of high quality text-dependent/specific questions that build to the culminating task.\n\n\n    Each unit also includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.\n\n\n    Each module includes a Module Performance Assessment that serves as a culminating task. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that assessments clearly denote which standards are being emphasized.\n\n\n    Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments denote the standards being emphasized.\n\n\n    Each module includes a Module Performance Assessment that states the standards. The lessons and activities that are completed within the units of study that lead to preparing students for the Performance Assessment also include standards. For example,", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fedf2352-421b-4618-8b91-22413dd36c27": {"__data__": {"id_": "fedf2352-421b-4618-8b91-22413dd36c27", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "42a1f19b-003e-469f-9554-0aecaab65045", "node_type": null, "metadata": {}, "hash": "5b4c34bb879ff1e4715c5a123f3254f0729babe8d3608c4c2aedf150f408ac18"}, "3": {"node_id": "a4ceff15-ee1d-4a34-9fbc-c917a1c467ad", "node_type": null, "metadata": {}, "hash": "b8d11c7555eedb7e6253bb02175c3a294c6747a4f636a7867b1c20d29d2fba3b"}}, "hash": "e13e017b895045c07fc6cd3a286a20c5a72c1bc4fd877ef1ca9b5621bddc8e40", "text": "In Module 2, Unit 1, Lesson 26, the teacher begins the lesson by reviewing the following assessed standards: CCRA.R.9, RI.11-12.6, L.11-12.1, L.11-12.2, and W.11-12.2.a-f. The End-of-Unit Assessment requires students to analyze rhetoric in W.E.B. DuBois\u2019s \u201cOf Our Spiritual Strivings\u201d from The Souls of Black Folk and Booker T. Washington\u2019s \u201cAtlanta Compromise Speech\u201d (Module 2 Teacher Guide, pg. 296).\n    \nIn Module 3, Unit 1, Lesson 11, teachers review the lesson agenda and standards RI.11-12.2, W.11-12.2.a-f, W.11-12.9.b, L11-12.1,and L11-12.2. To meet these standards, students write a multi-paragraph response regarding central ideas found in Elie Wiesel\u2019s \u201cHope, Despair, and Memory.\u201d In addition, students analyze two to three areas of investigation that emerged as they read the Wiesel text (Module 3 Teacher Guide, pg. 133).\n    \nIn Module 4, Unit 1, Lesson 16, students are informed of the following standard for Part 2 of the End-of-Unit Assessment: W.11-12.3.a-b. Students respond to the following prompt as a final draft of their narratives: Consider another character\u2019s point of view in either \u201cOn the Rainy River\u201d or \u201cThe Red Convertible\u201d and retell a key scene from either text through that character\u2019s point of view (Module 4 Teacher Guide, pg. 155).\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.\n\n\n    High performance indicators and exemplar responses are provided throughout materials, including End-of-Unit Assessments, Module Performance Assessments, and other assessment tools. These indicators provide some guidance for teachers for interpreting student performance. For example,\n\n\nIn Module 1, Unit 2, Lesson 14, students complete a Quick Write (How does Shakespeare develop Ophelia\u2019s character through her interactions with Laertes and Hamlet?) that serves as the assessment for this lesson. High Performance Response indicators with examples provide some \u201clook fors\u201d for teachers as they assess student learning: Describe how Ophelia interacts with Laertes and how their interactions develops her character (e.g., Ophelia\u2019s interactions with Laertes shows her to be a confident, witty woman. When Laertes gives Ophelia advice about how and why she should not \u201close [her] heart or [her] chaste treasure open\u201d to Hamlet\u2019s affections (Act 1, Scene 3, line 35), Ophelia reminds Laertes not to be a hypocrite: \u201cDo not . . ./Show me the steep and thorny way to heaven,/Whiles . . ./[you] . . . reck [] not [your] own rede\u201d (Act 1, Scene 3, lines 51-55). With this response, Ophelia demonstrates her wit and self-confidence in her relationship with her brother -- she does not merely accept his advice but gives it back to him (Module 1 Teacher Guide, p. 216-217).\n    \nAt the end of Module 2, students complete the Module Performance Assessment. Teachers are provided High Performance Response indicators with specific examples upon which to gauge student learning: Present a claim about how Alexie\u2019s poem relates to the central ideas and/or points of view developed in at least two other module texts (e.g., Alexie\u2019s poem \u201cHow to Write the Great American Indian Novel\u201d relates to the idea of double consciousness that DuBois develops in \u201cOf Our Spiritual Strivings\u201d and the idea of dual identity that Lorde develops in \u201cFrom the House of Yemanja\u201d). Teachers are also provided with an explanation of the standard-specific demands of the performance assessment as further guidance (Module 2 Teacher Guide, pg. 448-450).\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a4ceff15-ee1d-4a34-9fbc-c917a1c467ad": {"__data__": {"id_": "a4ceff15-ee1d-4a34-9fbc-c917a1c467ad", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "fedf2352-421b-4618-8b91-22413dd36c27", "node_type": null, "metadata": {}, "hash": "e13e017b895045c07fc6cd3a286a20c5a72c1bc4fd877ef1ca9b5621bddc8e40"}, "3": {"node_id": "15b79e70-5fb1-4514-8c50-697a957c4149", "node_type": null, "metadata": {}, "hash": "2ca663f05d9070989fecbf48a2325b2a57079ec22a8d7b01a6c6e9a1e331f74b"}}, "hash": "b8d11c7555eedb7e6253bb02175c3a294c6747a4f636a7867b1c20d29d2fba3b", "text": "Throughout lessons, Instructional Notes offer recommendations, background information, optional or differentiated activities, or optional reading and discussion questions for teachers to consider. Some Instructional Notes provide specific Differentiation Considerations, which suggest visuals, tools, practices, models, or adaptations for students who may need extra support to achieve lesson goals. The Teacher Resource Books also include supporting materials that might be required for lessons such as reproducible tools, handouts, rubrics, and checklists. For example,\n\n\nIn Module 3, Unit 2, Lesson 12, the following guidance is offered: \u201cRemind students that although counterclaims require students to approach the issue from an opposite or divergent perspective, the process for writing a claim and a counterclaim is the same. Using relevant and sufficient evidence is as important in writing a counterclaim as it is in writing a claim; To support students\u2019 understanding, consider additional modeling on how to choose the most effective evidence for the type of counterclaim they formulated; Circulate around the room to monitor student progress\u201d (Module 3 Teacher Guide, pg. 258-259).\n    \nIn Module 4, Unit 1, Lesson 15, teachers are given the following guidance as students work closely with the Narrative Writing Rubric and Checklist and the Peer Accountability Tools: \u201cThis collaborative feedback and discussion provides students with a crucial opportunity for oral processing of their ideas and supports their engagement with standard SL.11-12.1, which addresses the clear, persuasive expression and exchange of ideas; Consider checking in with students on an individual basis during the review and revision process to formatively assess their application of narrative writing techniques, and offer targeted feedback for revision\u201c (Module 4 Teacher Guide, pg. 150).\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    Opportunities for students to engage in independent reading occur throughout the modules and lessons, with students being held accountable through Accountable Independent Reading (AIR) texts focused on specific reading standards when required for homework. For example,\n\n\nIn Module 1, Unit 2, Lesson 10, students are instructed to read their AIR texts with a focus reading standard of their choice (RL.11-12.3 or RI.11-12.3) and prepare for a 3-5 minute discussion based on the standard (Module 1 Teacher Guide, pg. 181).\n    \nIn Module 4, Unit 2, Lesson 3, students discuss as partners how they applied the reading standards to their AIR texts for homework for the previous lesson. Students share how they applied the focus standard\u201d (Module 4 Teacher Guide, pg. 192).\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    Materials provide structured lessons with supports noted within each lesson. The Teacher Guide includes Differentiation Considerations noted in blue ink and indicated with a distinct icon. For example,\n\n\nIn Module 1, Unit 2, Lesson 3, \u201cConsider posting or projecting the following guiding question to support students in their reading throughout this lesson: What does the audience learn about Claudius in this excerpt?\u201c\n    \nModule 3, Unit 3, Lesson 3, \u201cStudents may require additional practice with the specific formatting of in-text citations. Consider extending this into a longer activity where students practice citing quotes from and paraphrasing their sources.\u201d\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe instructional materials reviewed for Grade 11 partially meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15b79e70-5fb1-4514-8c50-697a957c4149": {"__data__": {"id_": "15b79e70-5fb1-4514-8c50-697a957c4149", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "a4ceff15-ee1d-4a34-9fbc-c917a1c467ad", "node_type": null, "metadata": {}, "hash": "b8d11c7555eedb7e6253bb02175c3a294c6747a4f636a7867b1c20d29d2fba3b"}, "3": {"node_id": "a30b9950-b6a3-48d9-831f-e7130b22d636", "node_type": null, "metadata": {}, "hash": "0be7e860dde6fad8fe6d355dcd4347c2978875c933cd5294515f711e732b8bb8"}}, "hash": "2ca663f05d9070989fecbf48a2325b2a57079ec22a8d7b01a6c6e9a1e331f74b", "text": "All students engage in the same complex texts. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade-level standards as they build strength in reading. Students select texts for Accountable Independent Reading (AIR) which provides opportunities to build stamina at the student\u2019s reading level.\n\n\n    While materials provide structured lessons with supports noted within each lesson, teachers are not directed or given guidance to support English Language Learners (ELL) students. The Teacher Guide includes Differentiation Considerations noted in blue ink and indicated with a distinct icon that may help support these students, however more guidance may be necessary for ELLs. For example,\n\n\nIn Module 2, Unit 1, Lesson 13, \u201cIf students struggle with this analysis, consider posing the following scaffolding questions: What words could replace sobering in the last sentence of paragraph 11? What does Du Bois mean by the phrase 'the sobering realization of the meaning of progress'?\u201d\n    \nIn Module 4, Unit 1, Lesson 12, \u201cIf individual students need more focused instruction on specific capitalization, punctuation, and spelling conventions, consider providing Web resources for students\u2019 reference, such as: http://owl.english.purdue.edu/ (search terms: capitalization, spelling conventions, and so on).\u201d\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    While the materials are rigorous, there are no extensions or advanced opportunities provided within materials. Support for instruction includes differentiation for students who need extra support, but does not explicitly address students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.\n\n\n    Materials offer a range of opportunities for students to collaborate while reading, writing, speaking, and listening. Students work independently, in pairs, in small groups, and in large groups throughout the lessons. Grouping suggestions are explicitly stated within materials.\n\n\n    Grouping strategies mentioned in the \u201cTeacher Flexibility to Scaffold Students to Independence\u201d within the Teacher Guide include structuring collaborative conversations in pairs and small groups. In most lessons, students discuss homework in pairs or in small groups with occasional whole class discussions. In the Reading and Discussion sections of each lessons, students collaborate in pairs and small groups as they prepare to present in whole groups.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.\n\nThe instructions materials reviewed for Grade 11 meet expectations that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The curriculum modules can all be downloaded from the Wiley: Paths to College and Career Website. This includes the Teacher Guide, Teacher Resource Book, and Student Journal. Module download was tested with multiple internet browsers and operating systems and is compatible with Internet Explorer, Firefox, Google Chrome browsers, and Windows, Android, and Apple platforms.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a30b9950-b6a3-48d9-831f-e7130b22d636": {"__data__": {"id_": "a30b9950-b6a3-48d9-831f-e7130b22d636", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "57a58c4b-5944-4905-a818-59bc3bb15a2e", "node_type": null, "metadata": {}, "hash": "8b9890f595639559e52019958e4aaeff64e1f73db184f9653748295412ebe3e0"}, "2": {"node_id": "15b79e70-5fb1-4514-8c50-697a957c4149", "node_type": null, "metadata": {}, "hash": "2ca663f05d9070989fecbf48a2325b2a57079ec22a8d7b01a6c6e9a1e331f74b"}}, "hash": "0be7e860dde6fad8fe6d355dcd4347c2978875c933cd5294515f711e732b8bb8", "text": "Materials offer web addresses where appropriate and include film segments during multiple lessons. Some texts are accessible online to build background knowledge and can be used to supplement the anchor texts. Text Sets include a variety of options beyond print, such as videos, audio, images, and timelines.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\n\n    Digital materials can not be personalized or edited. There is no evidence of adaptive or other technological innovations.\n\nMaterials can be easily customized by schools, systems, and states for local use.\n\nThe instructional materials reviewed for Grade 11 meet the criteria that materials can be easily customized for local use.\n\n\n    The Module Overview provides a map of the entire module. This give teachers the information needed to make decisions about adapting or changing activities to customize for local use. The overview includes an introduction, the literacy skills and habits, the outcomes, and standards addressed. This also includes a description of the final Module Performance Assessment and a Module-at-a Glance Calendar that shows key features of the units. Materials also include a Unit Overview that gives recommended actions for preparing for instructional, materials required, and recommended technology. Lessons also include percentage of time estimates for each section of the lesson, to better help teachers plan and adjust for customizing. Each of these overviews allows teachers to plan and adjust materials as necessary.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\n\n    There are no opportunities provided for teachers and/or students to collaborate with each other within materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b1fc365-675b-45ce-b3bb-1785d4b0047a": {"__data__": {"id_": "7b1fc365-675b-45ce-b3bb-1785d4b0047a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "3": {"node_id": "74fe0708-8125-40df-bb2b-a549a16ebc75", "node_type": null, "metadata": {}, "hash": "a20aa04500847f67e256f5905850b186514fd039b347c6ebd4ce1014534480eb"}}, "hash": "8b2e4f25a5ada5930f3c0cea6f93de0c8099d505fa5805e94e75e25395ea9065", "text": "Pearson Literature\n\nPearson Literature 2015 does not meet expectations of alignment for Grade 11. Texts and tasks in reading, writing, speaking, and listening partially meet expectations of Gateway 1 criteria, providing some standards-aligned practice in reading, writing, and speaking and listening for Grade 11 students. Teachers may need to supplement in some areas to provide comprehensive support for literacy development. The instructional materials for Grade 11 do not meet the expectations of Gateway 2, as texts are partially organized around topics. Materials contain few sets of questions and tasks that cohesively and consistently grow knowledge and provide support with integrated standards skill development. Writing supports for Grade 11 students may need supplementation to ensure students are prepared for end of grade level writing tasks and products.\n\nText Quality & Complexity and Alignment to Standards Components\n\nPearson Literature Grade 11 partially meets the criteria for Gateway 1. Texts are of quality and reflect the distribution of text types and genres. Some texts do not meet the criteria of text complexity. Anchor and supporting texts provide some opportunity for students to engage in a range and volume of reading. Materials partially meet the criteria to provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Most questions and tasks are evidence based and build to a culminating task. Materials provide some opportunity for discussions, but lack guidance and protocols. Both on-demand and process evidence based writing is present, however there is limited opportunity for students to practice and receive feedback before assessment. Over the course of the year\u2019s worth of materials, grammar/convention instruction is provided, however it does not increase in sophisticated contexts.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor/core texts are of publishable quality and worthy of especially careful reading.\n\nThe instructional materials reviewed for Grade 11 meet the criteria for anchor/core texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\n\n    Anchor texts in the majority of chapters/units and across the year-long curriculum are of publishable quality. All are previously published and some are award winners. Anchor texts are well-crafted, content rich, and include a range of student interests, engaging students at the grade level for which they are placed. Subjects are compelling, content is meaningful, style of the texts is varied, and each are well-crafted. Included anchor texts provide an appropriate amount of quality texts to span the school year.\n\n\n    Quality texts found in Grade 11 materials include (but are not limited to) the following high-quality text selections:\n\n\n\u201cFrom the \u2018Iroquois Constitution\u2019\u201d Primary Source Document\n    \n\nThe Devil and Tom Walker by Washington Irving\n    \nFrom My Bondage and My Freedom by Frederick Douglas\n    \n\n\u201cWinter Dreams\u201d by F. Scott Fitzgerald\n    \n\u201cIn Another Country\u201d by Ernest Hemingway\n    \nfrom Dust Tracks on a Road by Zora Neale Hurston\n    \nFrom Hiroshima by John Hersey\n    \n\u201cMirror\u201d by Sylvia Plath\n    \n\u201cCourage\u201d by Anne Sexton\n    \n\u201cLetter from Birmingham Jail\u201d by Martin Luther King Jr.\n    \n\u201cEveryday Use\u201d by Alice Walker\n    \n\u201cCamouflaging the Chimera\u201d by Yusef Komunyakaa\n    \n\u201cOne Day, Now Broken in Two\u201d by Anna Quindlen\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.\n\nThe instructional materials reviewed for Grade 11 reflect the distribution of text types and genres required by the standards at each grade level.\n\n\n    Materials provide an appropriate balance between literature and informational text. Literature consists of stories, dramas, and poetry. Informational texts consist of argument, exposition, and functional text. There are additional non-fiction sections: historical and literary background, the American experience - reading in the humanities, literature in context - reading in the content areas, world literature connections, and literary history. While most units follow the standards for a 70/30 balance of non-fiction versus fiction, additional texts that are in the informational text section because they are often small blurbs on the side of pages, single page infographics providing additional information, or background information are mostly informational text. Examples of texts include but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "74fe0708-8125-40df-bb2b-a549a16ebc75": {"__data__": {"id_": "74fe0708-8125-40df-bb2b-a549a16ebc75", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "7b1fc365-675b-45ce-b3bb-1785d4b0047a", "node_type": null, "metadata": {}, "hash": "8b2e4f25a5ada5930f3c0cea6f93de0c8099d505fa5805e94e75e25395ea9065"}, "3": {"node_id": "f184f87a-570a-4be5-8be3-d8b6309a04f6", "node_type": null, "metadata": {}, "hash": "a72d8980ede6cd49ce42a63d66659f7e1b19c5ba88a64e09e6ab2701e9825e5d"}}, "hash": "a20aa04500847f67e256f5905850b186514fd039b347c6ebd4ce1014534480eb", "text": "Unit 1- A Gathering of Voices\n\n\nfrom The Iroquois Constitution\n    \n\"Huswifery,\" Edward Taylor\n    \nfrom Of Plymouth Plantation by William Bradford\n    \nfrom The Interesting Narrative of the Life of Olaudah Equino by Oleaudah Equiano\n    \n\nLetter from the President's House by John Adams\n    \n\n\n    Unit2- A Growing Nation\n\n\nfrom Moby Dick by Herman Melville\n    \nfrom Walden by Henry David Thoreau\n    \n\nPoetry and Essay Excerpt by Walt Whitman\n    \n\n\n    Unit 3- Division, Reconciliation, and Expansion\n\n\n\"The Gettysburg Address\" by Abraham Lincoln\n    \n\"Letter to His Son\" by Robert E. Lee\n    \n\"To Build a Fire\" Jack London\n    \n\"The Story of an Hour\" Kate Chopin\n    \n\n\n    Unit 4- Disillusion, Defiance, and Discontent\n\n\n\"The Love Song of J. Alfred Prufrock\" by T.S. Eliot\n    \nfrom The Grapes of Wrath by John Steinbeck\n    \n\" A Worn Path\" by Eudors Welty\n    \n\"Chicagor\" by Carl Sandsburg\n    \n\n\n    Unit 5- Prosperity and Protest\n\n\nfrom Hiroshima by John Hersey\n    \n\"The First Seven Years\" by Bernard Malamud\n    \n\nThe Crucible by Arthur Miller\n    \n\nInaugural Address by John Fitgerald Kennedy\n    \n\n\n    Unit 6- New Voices, New Frontiers\n\n\n\"Everyday Use\" by Alice Walker\n    \n\"Onomatopoeia\" by William Safire\n    \n\"Urban Renewal\" by Sean Ramsay\n    \nfrom The Names by N. Scott Momaday\n\nTexts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    50% of the anchor texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. The appropriate grade level lexile bank for grades 11 and 12 is 1185L to 1385L.\n\n\n    Texts that fall below the Lexile band for the 11-CCR grade band do not increase in qualitative complexity to make-up for their lack of quantitative complexity, therefore cannot be considered at the appropriate level for the grade.\n\n\n    Examples include, but are not limited to,\n\n\nUnit 1: There are four anchor texts, and this unit meets the criteria for appropriate text complexity\n        \nFrom \u201cThe Iroquois Constitution\u201d . Lexile 1510, qualitative 3-4\n            \nFrom \u201cSinners in the Hands of an Angry God\u201d by Jonathan Edwards. Lexile 1210 qualitative 4-5\n            \n\u201cThe Declaration of Independence\u201d. Lexile 1390, qualitative 3-4,\n\nFrom The American Crisis by Thomas Paine. Lexile 1200 qualitative 3-4.\n            \n\n\nUnit 2: There are four anchor texts, and this unit does not meet the criteria for appropriate text complexity\n        \n\u201cThe Devil and Tom Walker\u201d by Washington Irving. Lexile 1130, qualitative 2-3.\n            \n\u201cThe Minister\u2019s Black Veil\u201d by Nathaniel Hawthorne. Lexile 1250, qualitative 3-5\n            \nFrom \u201cCivil Disobedience\u201d by Henry David Thoreau. Lexile 980, qualitative 3\n            \nFrom The Preface to the 1855 Edition of Leaves of Grass by Walt Whitman. Lexile 1900, qualitative 3-4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f184f87a-570a-4be5-8be3-d8b6309a04f6": {"__data__": {"id_": "f184f87a-570a-4be5-8be3-d8b6309a04f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "74fe0708-8125-40df-bb2b-a549a16ebc75", "node_type": null, "metadata": {}, "hash": "a20aa04500847f67e256f5905850b186514fd039b347c6ebd4ce1014534480eb"}, "3": {"node_id": "e14011ee-c085-4303-8fb5-53f2866620c5", "node_type": null, "metadata": {}, "hash": "f91ca80446bbe5320d5562a3d03acfd86f0a76d29e0e1e2cfb0157c7f5f629a4"}}, "hash": "a72d8980ede6cd49ce42a63d66659f7e1b19c5ba88a64e09e6ab2701e9825e5d", "text": "Unit 3: There are four anchor texts. Most fall below the complexity band for grade 11.\n        \nFrom My Bondage and My Freedom by Frederick Douglas. Lexile 1110, qualitative 4,\n            \n\u201cHeading West\u201d by Miriam Davis Colt. Lexile 970 and qualitative 3-4,\n            \n\u201c I Will Fight No More Forever\u201d speech by Chief Joseph. There is no Lexile score.\n            \n\u201cThe Story of An Hour\u201d by Kate Chopin. Lexile 960, qualitative 3-4.\n            \n\n\n\n\nUnit 4: There are three anchor texts which fall below the appropriate grade level complexity.\n        \n\u201cWinter Dreams\u201d by F. Scott Fitzgerald. Lexile 1090, qualitative 2.3\n            \n\u201cIn Another Country\u201d by Ernest Hemingway. Lexile 1020, qualitative 2.6\n            \nFrom Dust Tracks on a Road by Zora Neale Hurston. Lexile 920, qualitative 2\n            \n\n\nUnit 5: This unit has five anchor texts that do fall in the appropriate grade level complexity band. Some are poetry and do not have Lexile scores.\n        \n\u201cMirror\u201d by Sylvia Plath. Poetry, qualitative 2.6\n            \n\u201cCourage\u201d by Anne Sexton. Poetry, qualitative 3\n            \n\u201cInaugural Address\u201d by John F. Kennedy. Lexile 1410, qualitative 2\n            \n\u201cLetter from a Birmingham Jail\u201d by Martin Luther King Jr. Lexile 1330, qualitative 2.3\n            \nFrom Hiroshima by John Hersey. Lexile 1230, qualitative 2.3\n            \n\n\nUnit 6: Two of three anchor texts in this unit do not fall in the appropriate grade level complexity band.\n        \n\u201cCamouflaging the Chimera\u201d poetry by Yusef Kmmanyakaa. Qualitative 3.6\n            \n\u201cEveryday Use\u201d by Alice Walker. Lexile 980, qualitative 2.6\n            \n\u201cOne Day Now Broken in Two\u201d by Anna Quindlen. Lexile 1160, qualitative 2\n\nMaterials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\n\n    The complexity of anchor texts students read do not provide an opportunity for students\u2019 literacy skills to increase across the year, encompassing an entire year\u2019s worth of growth. There is a variety of complexity levels, however they do not systematically increase within units nor across the year. Therefore, it is unclear that student\u2019s literacy would grow across a school year. Series of texts include a variety of complexity levels. However, quite a few are out of grade level band (1185L-1385L) and importantly, do not make up in quantitative complexity what they lack in qualitative. Also, anchor texts in Volume 2 range from below the Lexile band in unit 4, to the middle/top of the Lexile band in unit 5, to below the Lexile band in unit 6. Importantly, for the texts below the Lexile band for the grade, they are not significantly complex to make-up qualitatively for their lack of quantitative complexity.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e14011ee-c085-4303-8fb5-53f2866620c5": {"__data__": {"id_": "e14011ee-c085-4303-8fb5-53f2866620c5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "f184f87a-570a-4be5-8be3-d8b6309a04f6", "node_type": null, "metadata": {}, "hash": "a72d8980ede6cd49ce42a63d66659f7e1b19c5ba88a64e09e6ab2701e9825e5d"}, "3": {"node_id": "6f85aae7-f326-4323-aae3-c7302f2a84e4", "node_type": null, "metadata": {}, "hash": "2982782bb9b8bb29cfc74702140eb200ce35c2499438599cb1dfddd76bf49779"}}, "hash": "f91ca80446bbe5320d5562a3d03acfd86f0a76d29e0e1e2cfb0157c7f5f629a4", "text": "Anchor texts do not increase in both quantitative or qualitative complexity over the course of the school year. Note that the qualitative measure here is the average of the scores on context/knowledge demands, structure/language conventionality, and levels of meaning/purpose/context. Each of these values had a score on a scale of 1 to 5 attached.\n        \nIn Unit 1 there are four anchor texts, ranging from 1200 to 1510 Lexile levels. The average of the qualitative measures is 3\n            \nIn Unit 2 there are 4 anchor texts ranging from 980 to 1900 Lexile levels. The average of the qualitative measures is 3.1\n            \nIn Unit 3 there are four anchor texts ranging from 960-1110 Lexile levels. The average qualitative measure is 3.5\n            \nIn Unit 4 there are three anchor texts ranging from 920-1090 Lexile levels. The average qualitative measure is 2.3\n            \nIn Unit 5 there are five anchor texts, two of which are poetry with no Lexile level, but the other selections have a range of 1230-1410 Lexile levels, and average qualitative measure of 2.2\n            \nIn Unit 6 there are three anchor texts ranging from 980-1160 Lexile levels. The average qualitative measure is 2.7\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\n\n    There is a \u201cText Complexity: At a Glance\u201d section at the beginning of each Part. It provides a general text complexity rating for the selections in this part of the unit to help guide instruction. It states the title of the text and provides a label of either more complex or more accessible. Within each Part, a Text Complexity Rubric is provided that is more specific, however it is still not specific enough to provide appropriate and strategic scaffolding. The Text Complexity Rubric for qualitative measures is divided into three parts, all with a scale of 1-5 (1 being the lowest): Context/Knowledge Demands, Structure/Language Conventionality and Clarity, Levels of Meaning/Purpose/Concepts. Then there is a quantitative measures section which includes Lexile and text length. Lastly, a Reader and Task Suggestions section exist for each text. Each unit is divided into parts. Each part in the unit is a set of connected texts featuring one or more Anchor Texts, and works of particular significance. At the beginning of each part there is a \u201cSelection Planning Guide\u201d that tells are place in the section. However, the rationale for educational purposes and placement are limited.\n\n\n    Examples include, but are not limited to:\n\n\nMost units have a central question or theme which seem to provide rationale for the text selections that appear. For example;\n        \nUnit 1 introduction states, \u201cThis text set introduces students to the cultural groups that claimed a place in the early American wilderness. The origin myths and the \u201cIroquois Constitution\u201d offer a closer look at the culture of several Native American nations\u201d. Anchor texts, \u201cFrom the Iroquois Constitution\u201d, \u201cFrom Sinners in the Hands of an Angry God\u201d, \u201cThe Declaration of Independence\u201d and \u201cFrom The American Crisis\u201d\n            \n\n\n\n\nUnit 4, Part 2, \u201cIn Another Country\u201d. Structure/Language Conventionality and Clarity is labeled as \u201caccessible\u201d. No rating for structure is identified at all. Levels of Meaning/Purpose/Concept Level is described as \u201cSubtle conflict and resolution; abstract theme (alienation)\u201d. No levels of meaning identified at all.\n    \n\n\nUnit 5, Part 2, \u201cThe Life You Save May Be Your Own\u201d. Context/Knowledge Demands is described as \u201cshort story; life experience demands\u201d. The rating for Structure lists \u201cDialect\u201d when no distinct dialect is present.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6f85aae7-f326-4323-aae3-c7302f2a84e4": {"__data__": {"id_": "6f85aae7-f326-4323-aae3-c7302f2a84e4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "e14011ee-c085-4303-8fb5-53f2866620c5", "node_type": null, "metadata": {}, "hash": "f91ca80446bbe5320d5562a3d03acfd86f0a76d29e0e1e2cfb0157c7f5f629a4"}, "3": {"node_id": "4bc0f4ef-60d6-4e58-8bca-dceac6a29620", "node_type": null, "metadata": {}, "hash": "2b49764723ae73c9ad2575513d1c21f195c86a5606f5617dd6456b1b10092e2d"}}, "hash": "2982782bb9b8bb29cfc74702140eb200ce35c2499438599cb1dfddd76bf49779", "text": "Unit 6, Part 1, \u201cEveryday Use\u201d. Context/Knowledge Demands is listed as \u201cContemporary short story; cultural knowledge demands\u201d No specific cultural knowledge demands were identified. For Structure, \u201cDialect; some lengthy sentences\u201d is listed. No distinct dialect throughout the text. There is no mention of Walker\u2019s use of three contrasting conflicts to drive the story\u2019s plot\n\nAnchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\n\n    Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and disciplines to become independent readers at the grade level. There are a variety of text types and disciplines in the materials, including, poems, short stories, nonfiction, drama, novel excerpts . However, it is unclear in the materials how students will build stamina, read for extended periods of time, and other such activities that build students from strong readers in a group setting to strong readers independently. While, instructional materials clearly identify opportunities and supports for students to engage in a volume of reading as they grow toward reading independence at the grade level, there is no clear opportunity for students to independently engage in a volume of text (or a shorter piece of text). There are no clear supports for teachers and/or students to monitor progress toward grade level independence.There are no clear supports to engage students in this independent reading.\n\n\n    There is no clear mechanism for progress monitoring of student reading achievement towards independence at the grade level.\n\n\nUnit 1 contains a large variety of genres and topics related to the theme of \u201cThe American Experience\u201d. Selections include 3 myths, 6 essays, 2 political documents, 3 narratives, 3 poems, 1 sermon, 3 speeches, 1 argumentative text, 1 functional text, 1 biography, 3 autobiographies, 2 letters and 1 blueprint. The volume of reading alone would help help a student build toward independence.\n    \nUnit 2 also provides a rich variety of genres and topics including, 6 essays, 1 short story, 1 field report, 4 poems, 2 autobiographies, 2 letters and 2 blueprints.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 11 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text; this may include work with mentor texts as well).\n\n\n    Most of the questions, tasks, and assignments provided over the course of a school year in the materials are text-dependent or text-specific. Each unit provides opportunities to analyze texts in different ways. One way is for students to study a stand-alone text and answer text-dependent questions. Another way texts are presented allows students to analyze texts that are similar in topic or genre with accompanying close reading activities that ask them to compare the texts\u2019 key ideas and details and write an analysis. After each text there is a \u201cCritical Reading\u201d section where questions are directly connected to the text and ask students to cite textual evidence to support ideas. There are writing tasks found throughout the text that require students to engage with the text directly. Within units, text-dependent questions are embedded within stories and follow each text. At the beginning of each unit, the teacher\u2019s guide suggests students engage in \u201cMulti-draft Reading\u201d to support and extend reading comprehension for all students. The protocol in the multi-draft reads is as follows: First reading - identifying key ideas and details and answering and Comprehension questions. Second reading - analyzing craft and structure and responding to the side-column prompts. Third reading - integrating knowledge and ideas, connecting to other texts and the world, and answering end-of-selection questions.\n\n\n    Examples of text dependent/specific questions, tasks and assignments include but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4bc0f4ef-60d6-4e58-8bca-dceac6a29620": {"__data__": {"id_": "4bc0f4ef-60d6-4e58-8bca-dceac6a29620", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "6f85aae7-f326-4323-aae3-c7302f2a84e4", "node_type": null, "metadata": {}, "hash": "2982782bb9b8bb29cfc74702140eb200ce35c2499438599cb1dfddd76bf49779"}, "3": {"node_id": "14d9cfad-6ca2-41f2-8bde-3ac448ca501e", "node_type": null, "metadata": {}, "hash": "c59fd491d76c789caa769581bda8d716b4cd3eba1441a47befce7a2a600a9bbb"}}, "hash": "2b49764723ae73c9ad2575513d1c21f195c86a5606f5617dd6456b1b10092e2d", "text": "In Volume 1, Unit 1, Part 3, while reading \u201cStraw Into Gold,\u201d students are asked comprehension questions and comparing autobiographies, respectively: \u201cWhat Mexican dish was Cisneros asked to prepare?\u201d and \u201cAre the challenges Cisneros describes similar in any way to those Franklin set for himself? Explain.\u201d A red circle next to each of these question sets reminds students: \u201cCite textual evidence to support your responses.\u201d\n    \nIn Volume 1, Unit 2, Part 2, after each text are \u201cCritical Reading\u201d leveled questions that focus on either Key Ideas and Details or Integrate Knowledge and Ideas. For example, \u201c(a) At what time of day does the stranger arrive at the house? (b) Analyze: In what ways does this choice add to the air of mystery surrounding the stranger?\u201d\n    \nIn Volume 1, Unit 3, Part 1, Close reading activities ask students: \u201cWrite a persuasive essay about the importance of archaeology and whether society has a responsibility to preserve historical sites and objects. Take and defend a position about the types of documents, sites, or objects that are most important, and explain your reasons. Support your claims with details from the \u2018Periodical Abstract\u2019 and the \u2018Government Form\u2019.\u201d\n    \nIn Volume 2, Unit 4, Part One Text Set, In a follow-up activity after \u201cThe Love Song of J. Alfred Prufock\u201d under critical reading activities, students are asked \u201cWhat is the effect of the repetition of \u2018there will be time\u2019 in lines 23-34 and again in lines 37-48?\u201d Then, under Writing to Sources, students are asked to write an argumentative essay and present and defend their own analysis of this character. In the prewriting directions they are told to support their viewpoint through detailed references to the text.\n    \nIn Volume Two, Unit 4, Part Two Text Set, \u201cRobert Frost\u201d students write an argument at the end of the unit. They are writing a critical essay and are asked to use examples from Frost\u2019s poems to bolster their own views or to contrast his worldview with their own.\n    \nAt the end of each text there is a set of mostly text-specific questions, under the title, \u2018Critical Reading\u2019. Examples of these questions include:\n    \nUnit 1: \u201cKey Ideas and Details (a) What household activities are described in the first two stanzas? (b) Analyze: How do these images contribute to the idea of being \u2018clothed in holy robes for glory,\u2019 stated in the third stanza?\u201d\n    \nUnit 2: \u201cIntegration of Knowledge and Ideas Does the portrait this story paints of Puritan New England seem too sympathetic, too harsh, or simply accurate? Explain. In your response, use at least two of these Essential Question words: severe, powerful, community, struggle.\u201d\n    \nUnit 3: \u201cCraft and Structure (a) Hypothesize: Do you think Twain could have written so well about riverboat life had he not become a pilot himself? Explain. (b) Apply: In what ways do you think Twain\u2019s love for the MIssissippi River contributed to his success as a writer?\u201d\n    \nUnit 5: \u201cKey Ideas and Details (a) Support: What evidence suggests that sharp divisions exist among the people of Salem Village? (b) Apply: Name two others who may be accused. Explain your choices.\u201d\n\nMaterials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding\n\nThe instructional materials reviewed for Grade 11 meet the criteria for materials containing sets of high-quality sequences of text-dependent and text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.\n\n\n    There are a variety of culminating tasks found throughout the texts. One is found in the introductory part of each unit, titled Multiple Perspectives on the Era, with a Speaking and Listening: Collaboration tasks. At the end of each text set, students have an opportunity to write about the texts read and analyzed. Also, each unit includes Common Core Extended Studies which includes culminating tasks for the texts included in the Extended Study. At the end of each unit there is a Common Core Assessment Workshop. Within this Workshop, the Constructed Responses are text dependent and require use of the text from the unit. There are three Writing prompts and three Speaking and Listening tasks.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "14d9cfad-6ca2-41f2-8bde-3ac448ca501e": {"__data__": {"id_": "14d9cfad-6ca2-41f2-8bde-3ac448ca501e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "4bc0f4ef-60d6-4e58-8bca-dceac6a29620", "node_type": null, "metadata": {}, "hash": "2b49764723ae73c9ad2575513d1c21f195c86a5606f5617dd6456b1b10092e2d"}, "3": {"node_id": "c68ea075-d9fd-4f28-9764-beb0f2983569", "node_type": null, "metadata": {}, "hash": "2fc82026d8b653e9d3c084450eee235c85d9956343bbf63d08112e115386b9fd"}}, "hash": "c59fd491d76c789caa769581bda8d716b4cd3eba1441a47befce7a2a600a9bbb", "text": "Culminating tasks are varied over the year. However, not all writing tasks are supported by text dependent questions and activities needed to support the culminating tasks. The \u201cWriting Workshop\u201d, \u201cSpeaking and Listening\u201d, \u201cLanguage Study\u201d assessments are most often not tied to text, either from the unit\u2019s selections or otherwise. The \u201cText Set Workshop\u201d assessments require students further explore the unit\u2019s texts and build from the central themes of those texts. As the text-specific questions accompanying these texts explore similar themes, this set of assessments builds from previous text-dependent questions in the materials. The \u201cAssessment Workshop: Test-Taking Practice\u201d are designed to give students direct practice with SAT and ACT tests. The texts and questions in these assessments are not tied to those of unit. The \u201cAssessment Workshop: Constructed Response\u201d are text-dependent because they require the use of texts from the unit but do not explore themes from text-dependent questions or extend previous text dependent tasks.\n\n\n    After Unit 2 there is a Text Set Workshop. In Part 1: Meeting of Cultures, students are asked to write an argumentative essay about the first European explorers arriving in North America. In Part 2: The Puritan Influence, students are asked to research the Puritans coming to North America in search of religious freedom and the opportunity to lead lives according to their own principles. In Part 3: A Nation is Born, students are asked to conduct a listening and speaking project in the form of a press conference.\n\n\nIn Unit 3, Part 3, students read \u201cA Wagner Matinee\u201d. After they write an argument about how the story provoked an outcry among Nebraskans who felt Carter had portrayed the state unfairly. A question leading to this task, \u201cWhat questions might you ask about the difficulties of Aunt Georgiana\u2019s life in Nebraska? Reread to find two details in the story that help you understand Nebraska life at the time in history. In what ways do these details clarify the meaning of the story for you?\u201d\n    \nIn Unit 5, in the Assessment Workshop: Constructed Responses students have a prompt that asks to write an essay in which they analyze the role that setting and characters play in driving the plot events in a story from this unit. One of the stories in this unit is The Crucible. A questions leading to this prompt, \u201cAsk students what Giles Corey\u2019s remarks about his wife\u2019s books show about women in these times.\u201d Also, \u201cHow does Mrs. Putman\u2019s confession add to the rising action?\u201d Another example, is found in a Literature in Context, where students read a short paragraph on \u201cThe Inquisition\u201d. Then, \u201cWhat else might the Salem trials have in common with the Inquisition?\u201d\n\nMaterials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    At the end of every unit, in the Assessment: Synthesis there is one speaking and listening opportunity where students have a group discussion. In the Close Reading Workshop found in each unit, there is a \u201cDiscussions\u201d paragraph, which gives students some directions on how to have discussions. The directions for these end of unit activities ask students to \u201crefer to text in this section, other texts you have read, your personal experience, and research you have conducted to support your ideas.\u201d In some activities, there is a direction to \u201cPresent your ideas using academic vocabulary\u201d, however, there is no modeling of academic vocabulary found in the material. There are some opportunities to promote students\u2019 ability to master grade level speaking and listening standards. Within the reading selections, there are questions for teachers to ask in the margins of the teacher\u2019s edition. In some lessons, directions will state \u201cHave students discuss...\u201d There are no discussion protocols provided in the material. The teacher materials provided repeat the students\u2019 directions and remind teachers to prompt their students to read the directions. However, there are some protocols, monitoring tools, accountability rubrics, and guidance for organizing students found in the Professional Development Guidebook. Examples of materials partially meeting this indicator include, but are not limited to:\n\n\n    The speaking protocols found in the Professional Development Guidebook are; Numbered Heads, Think-Write-Pair- Share, Save the Last Word for Me, Paired Discussion, and Give One, Get One.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c68ea075-d9fd-4f28-9764-beb0f2983569": {"__data__": {"id_": "c68ea075-d9fd-4f28-9764-beb0f2983569", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "14d9cfad-6ca2-41f2-8bde-3ac448ca501e", "node_type": null, "metadata": {}, "hash": "c59fd491d76c789caa769581bda8d716b4cd3eba1441a47befce7a2a600a9bbb"}, "3": {"node_id": "3f612af3-d6ae-412e-8072-8863ac1f81e1", "node_type": null, "metadata": {}, "hash": "9d181b35f0d2db3ebfefef6d05edf4dafdd8731cd707002c4a9698f0d4a7524a"}}, "hash": "2fc82026d8b653e9d3c084450eee235c85d9956343bbf63d08112e115386b9fd", "text": "At the end of each unit, there are Assessment: Synthesis Lessons:\n        \nUnit 1: Evaluate a Persuasive Speech\n            \nUnit 2: Write & Deliver a Persuasive Speech\n            \nUnit 3: Oral Interpretation of a Literary Works\n            \nUnit 4: Analyze a Non-Print Political Advertisement\n            \nUnit 5: Analyze and Evaluate Entertainment Media\n            \nUnit 6: Compare Print News Coverage\n            \n\n\n\n\n    All of these lessons include a page on how to complete the skill and then a page on implementing the skill.\n\n\nIn Unit 1, Part 1, in the \u201cIntroduce\u201d section at the beginning of the unit, the teacher is given a very detailed lesson with questions to work through the background information prior to reading texts. In the teacher edition, many questions are given that teachers might use to guide students through discussions on the texts. These are in bold \u201cAsk\u201d and provide possible answers. They are meant to be used as whole class discussion, at various places, the teacher instructions state to \u201csummarize the class discussion\u201d before moving on to the next text. At the end of this section, there are two opportunities that are labeled as speaking and listening. The first is only in the teacher edition as \u201cSpeaking and Listening: Collaboration\u201d and provides three questions to guide a class discussion. There is a reference to the Professional Development Guidebook p. 65 for help to conduct a discussion. The second opportunity is printed in the student edition and is part of the \u201cIntegrate and Evaluate Information\u201d activity called \u201cSpeaking and Listening: Oral Presentation.\u201d Students are to \u201cdevelop an oral presentation in which you perform an example of the form (of spoken word).\u201d Students are given four forms of early American spoken word and are to research and perform the example they chose. No instructions are given for whether this is a group or individual activity, though there is direction in the teacher edition to have students who chose the same form to \u201cwork together to list likely research resources.\u201d\n    \nIn Unit 1, There is an Assessment Workshop, Speaking and Listening Task. Students are directed, \u201cAs you speak, present information, findings, and evidence clearly so that listeners can follow your line of reasoning. Make sure your use of language speaking style, and content are appropriate for a formal discussion\u201d. However, there are no protocols or examples for students to follow.\n    \n\n\nIn Unit 2, there are three speaking and listening tasks. In all of these tasks, the standard that is addressed under speaking and listening is standards 6, \u201cAdapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate\u201d. The tasks include delivering a speech and delivering two oral presentations. Also, in Unit 2 Part 3, students are prompted to discuss the role of individuals in our society today. They are provided with three questions to discuss and prompted to choose a point person to share the group\u2019s conclusions with the class.\n    \n\n\nIn Unit 2, students get the following directions for engaging in a debate, \u201cDesignate someone to moderate the debate. This person will make sure students from each team speak in order and for equal amounts of time. Each debate team should prepare and deliver an opening statement that is lively, to the point, and presents the team\u2019s primary claim. Make sure you have evidence to support each of your team\u2019s points. Anticipate claims opposing team members might make in favor of their poet. Have responses ready to counter these claims. Be respectful of others\u2019 opinions at all times.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3f612af3-d6ae-412e-8072-8863ac1f81e1": {"__data__": {"id_": "3f612af3-d6ae-412e-8072-8863ac1f81e1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "c68ea075-d9fd-4f28-9764-beb0f2983569", "node_type": null, "metadata": {}, "hash": "2fc82026d8b653e9d3c084450eee235c85d9956343bbf63d08112e115386b9fd"}, "3": {"node_id": "d70e0e15-125d-431a-af2b-b500a06e5f09", "node_type": null, "metadata": {}, "hash": "743e9d018141fa798458c0d0ea04f92203f320cd9578f6ee39bb959a0db97b45"}}, "hash": "9d181b35f0d2db3ebfefef6d05edf4dafdd8731cd707002c4a9698f0d4a7524a", "text": "In Unit 3, there are three speaking and listening tasks for students to participate in. Students are asked to identify all works from the unit to engage in the task which is to hold a panel discussion in which they analyze various authors\u2019 use of irony in works from Unit 3. Also in Unit 3 there is the following activity; \u201cSpeaking and Listening: Collaboration Small Group Discussion 1. Review the assignment with students. Divide the class into small groups and have students discuss the idea of how historians divide the past into meaningful time periods. Have a representative from each group present the group\u2019s ideas to the class. 3. Open up the discussion to the whole class. Write on the board the sentence, \u2018What are the benefits of organizing the past into \u2018meaningful units\u2019? What are the drawbacks?\u2019 Then invite students to respond, and list their comments on the board. 4. To help conduct the discussion, use the Discussion Guide in the Professional Development Guidebook, page 65.\n    \n\n\nIn Unit 4, in \u201cWinter Dreams\u201d students have a few opportunities to discuss the text. The first one is in Activating Prior Knowledge, \u201cHave students discuss what this description reveals about Judy. After they read the story discuss their predictions and compare them against the actual plot.\u201d Another opportunity is midway through the story, \u201cHave three students act out the scene described in the bracketed passage.\u201d Students are asked to read aloud bracketed passages often during this story. Lastly, teachers are directed to lead a class discussion, probing for what students have learned that confirms or invalidates their initial thoughts. Directions state, \u201cEncourage students to cite specific textual details to support their responses.\u201d There is no protocol to put into place. Within this story there is one opportunity to use evidence in the discussion. No modeling of academic vocabulary. Teacher materials provide limited support and direction to fully implement.\n\nMaterials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence. Students have multiple opportunities over the school year to demonstrate what they are reading and researching through varied grade-level-appropriate speaking and listening opportunities. Opportunities include speeches, formal presentations, and engaging in small and large group discussions.\n\n\n    Speaking and listening opportunities are not frequent over the course of the school year. It happens once at the beginning of the unit in the \u201cSnapshot of the Periods\u201d and once at the end of the unit. Instruction and speaking and listening opportunities throughout the unit lessons is rare. End of unit activities do increase in complexity. Speaking and listening is often presented as a stand alone task.Prompts and presentations are included in final tasks with criteria for success listed, however clear instruction on how to engage in small or large discussions, debates, formal presentations is not included within materials. Practice in speaking and listening is not varied over the school year.\n\n\n    The speaking and listening work requires students to marshall evidence from texts and sources and is applied over the course of the school year. Examples include, but are not limited to the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d70e0e15-125d-431a-af2b-b500a06e5f09": {"__data__": {"id_": "d70e0e15-125d-431a-af2b-b500a06e5f09", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "3f612af3-d6ae-412e-8072-8863ac1f81e1", "node_type": null, "metadata": {}, "hash": "9d181b35f0d2db3ebfefef6d05edf4dafdd8731cd707002c4a9698f0d4a7524a"}, "3": {"node_id": "b285e78a-2bf7-4bef-86c3-d42f405e6a8d", "node_type": null, "metadata": {}, "hash": "72e4d81c5e543527d2fbf9448e21e4d7c3a6418f32ffb63391508d2026104a8c"}}, "hash": "743e9d018141fa798458c0d0ea04f92203f320cd9578f6ee39bb959a0db97b45", "text": "In Unit 1, student directions include: \u201cWilliam L. Andrews raises an important question at the end of his essay: Has the United States become the country early citizens imagine? Conduct a full-class discussion about this issue. Work together to achieve the following goals: Determine the ideals held by Jefferson and his contemporaries. Come to a consensus about whether modern America has fulfilled these ideals.\u201d\n    \nIn the unit openers (Snapshot of the Period), there is a speaking and listening activity that asks students to research information and then present. For example, in Unit 2, students use a variety of print and electronic resources to research one of the nineteenth-century inventions. Then they write and deliver a slide presentation that explores the impact of the invention on American life: the mechanical reaper, the cotton gin, the steam locomotive, the telegraph, the bicycle. In their presentation they should answer the following questions: What aspects of American life did the invention affect or change? What ripple effects did the invention cause? Whom did the invention most benefit? Whom, if anyone, did the invention harm? In Unit Three, in \u201cSnapshot of the Period\u201d, students read \u201cRecent Scholarship: Defining an Era\u201d by Nell Irvin Painter. After they read, there is a Speaking and Listening: Collaboration where students hold a small group discussion about their own time period. What event or events define it? When would you say it started? What name or label would you give it? As a group, arrive at a consensus and then share your ideas with the class.\n    \nIn Unit 2, students are prompted, \u201cBoth Emily Dickinson and Walt Whitman are today acknowledged as poetic geniuses. Review their work, giving special attention to Whitman\u2019s \u2018Preface to the 1855 Edition of Leaves of Grass\u2019 Consider the qualities that make these writers so enduringly great. Assignment: Establish two debate teams, one focusing on Dickinson and one focusing on Whitman. Prepare to have a debate about which was the greater and more influential of the two poets. Look to secondary sources, including biographies and literary criticism.\u201d\n    \nIn Unit 3, Part 1, there is one opportunity for students to marshall evidence from the text while practicing speaking and listening with the text. In \u201cSwing Low, Sweet Chariot\u201d the teacher edition states, \u201cHave students read aloud the spiritual, emphasizing the rhythm and rhymes. Ask students the Listening question.\u201d The listening question has students read the song aloud. What is the effect of the repetition of the word home?\n    \nIn Unit 3, Part 2, there is a research opportunity where students present information in an oral presentation. Within this, the teacher support states to \u201cOrganize students into groups. Suggest that one student in each group record its ideas and share them with the class. Encourage students to give specific examples of their favorite aspects of American humor today. Specify the amount of time that groups will have to work together.\u201d\n    \nIn Unit 4, students have an opportunity to create a multimedia presentation. Directions say, \u201cChoose one of these popular culture forms and prepare a brief multimedia presentation about its significance during the period of 1914-1945. There are some questions for students to answer, such as, \u201cWho were some of the outstanding people in this field and what did they do?\u201d Student directions for creating this project state, \u201cIntegrate print, visual, and audio examples into your presentation to communicate your points clearly and to add interest to your presentation.\u201d\n    \n\n\n    Every unit contains a Speaking and Listening lesson at the end of the unit. The lessons include:\n\n\nUnit 1: Evaluate a Persuasive Speech\n    \nUnit 2: Write & Deliver a Persuasive Speech\n    \nUnit 3: Oral Interpretation of a Literary Works\n    \nUnit 4: Analyze a Non-Print Political Advertisement\n    \nUnit 5: Analyze and Evaluate Entertainment Media\n    \nUnit 6: Compare Print News Coverage\n\n\n\n    While there are ample opportunities for listening and speaking about what is read and researched, the facilitation, monitoring and instruction within the materials is limited.\n\nMaterials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.\n\nThe instructional materials reviewed for Grade 11 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b285e78a-2bf7-4bef-86c3-d42f405e6a8d": {"__data__": {"id_": "b285e78a-2bf7-4bef-86c3-d42f405e6a8d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "d70e0e15-125d-431a-af2b-b500a06e5f09", "node_type": null, "metadata": {}, "hash": "743e9d018141fa798458c0d0ea04f92203f320cd9578f6ee39bb959a0db97b45"}, "3": {"node_id": "e4d6d38b-10e4-4a8f-8ab5-7d2731f68d0d", "node_type": null, "metadata": {}, "hash": "d54117e891451c1cfbe0df7f54dc319df4c864a69714d79e6957ef2aba1c8af9"}}, "hash": "72e4d81c5e543527d2fbf9448e21e4d7c3a6418f32ffb63391508d2026104a8c", "text": "Examples include:\n\n\nAt the end of each unit there is a \u2018Writing Workshop\u2019 portion (six times total for the 11th grade materials). Each workshop comes with a prompt and is followed by writing process details under the headings, \u2018Prewriting and Planning\u2019, \u2018Drafting\u2019, \u2018Revising\u2019, \u2018Developing your Style\u2019, \u2018Editing and Proofreading\u2019, \u2018Publishing, Presenting, and Reflecting\u2019\n    \n\n\nSome Close Reading Activities at the end of various texts have a \u2018Writing to Sources\u2019 section. In some cases the \u2018Writing to Sources\u2019 task comes with a prompt and process writing details. In these cases, there is a prompt followed by short details for writing process under the headings, \u2018Prewriting\u2019, \u2018Drafting\u2019, \u2018Revising\u2019.\n    \n\n\nIn Unit 1 Part 1 there is a writing prompt, \u201cWilliam L. Andrews states that the American Revolution created \u201ca new person.\u201d What do you think \u201ca new person\u201d means? Does this idea still inform American identity? Integrate information from this textbook and other sources to support your ideas.\u201d This seems like a shorter writing assignment, but there is no time limit mentioned of how long it should actually last.\n    \n\n\nIn Unit 1, Part 1, students are asked to, \u201cchoose one of the three myths and turn it into a play that a group of classmates can perform for an audience.\u201d Again, there is no limit of time here, but it does give students directions to prewrite and draft, making it seem like a process writing activity. Students are directed to prewrite, draft, and revise. However, There is no instruction, revising tips or strategies provided. Students are instructed to, \u201cRead your draft aloud. If you find that some of the dialogue is hard to say, rewrite those sections so they sound more natural.\u201d\n    \n\n\nIn Unit 2, as a part of the Writing Workshop, students are asked to write a reflective essay where they, \u201cexplore a personal experience or an event and reflect on its deeper meaning.\u201d Students are asked to prewrite, narrow topic, gather details, shape their writing, provide elaboration, revise their overall structure, revise their sentences, and then develop their style. In this assignment the revising section is specific and asks students to look at specific things, along with giving them a student model.\n    \n\n\nEach lesson has a close reading tool and an online writer\u2019s notebook available in their digital resources. Students have access to work online with finishing assignments or using the close reading tools.\n\nMaterials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 11 partially meet the the criteria for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards. May include \u201cblended\u201d styles.\n\n\n    Materials include sufficient writing opportunities for a whole year\u2019s use. Materials provide multiple opportunities across the school year for students to practice and apply different genres/modes of writing that reflect the distribution required by the standards. However, learning opportunities are limited. There is a Writing Workshop at the end of each unit which teaches a writing lesson. However, students are asked to practice and apply genres/modes throughout the entire unit, including at the beginning before instruction on those genres and modes has been provided. Materials provide few opportunities for students/teachers to monitor progress in writing skills. Rubrics and checklists are found in the Writing Workshops at the end of each unit (6 times total). The \u201cWriting to Sources\u201d tasks say to use rubrics which are in the Professional Development Guidebook. Also, in the teacher\u2019s edition, it says to guide students to writing a specific text using the Support for Writing page, available online. The writing tasks found in the Common Core Assessment Workshop provide a rubric and a checklist for tasks.\n\n\n    None of the six Writing Workshops require students to connect to text or text sets, however at the end of every unit there is a Text Set Workshop where students explore the fundamental connections among the texts through a writing task. In the Writing to Sources activities students have to connect to the text in order to complete the activity.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e4d6d38b-10e4-4a8f-8ab5-7d2731f68d0d": {"__data__": {"id_": "e4d6d38b-10e4-4a8f-8ab5-7d2731f68d0d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "b285e78a-2bf7-4bef-86c3-d42f405e6a8d", "node_type": null, "metadata": {}, "hash": "72e4d81c5e543527d2fbf9448e21e4d7c3a6418f32ffb63391508d2026104a8c"}, "3": {"node_id": "164d9525-467f-436a-b191-405ce77f291e", "node_type": null, "metadata": {}, "hash": "38bedd91b5af0c449a7e785f292133d4093f73b77694f62d3fd7558ce1a6f5d6"}}, "hash": "d54117e891451c1cfbe0df7f54dc319df4c864a69714d79e6957ef2aba1c8af9", "text": "In Unit 1, under the Close Reading section students: \u201cChoose one of the three myths and turn it into a play that a group of classmates can perform for an audience.\u201d This involves using the myths students read, but there isn\u2019t much writing they have to create on their own since the plays are already written.\n    \n\n\nSome examples of the variety of genres/modes are seen in these assignments:\n        \nUnit 3, Part 3, Close Reading Activities, Writing to sources, Argument,Students are prompted: \u201c When it was first published, Dunbar\u2019s work received mixed reviews. Conduct research to find examples of both positive and negative responses to Dunbar\u2019s work. In a report, summarize your findings and take a position about Dunbar\u2019s legacy. Examine how ideas help during Dunbar\u2019s era - including prejudice - may have influenced critics.\n            \n\n\n\n\nUnit 4, Part 1, Close Reading Activities, Writing to Sources Informative Text, \u201cWinter Dreams\u201d can be thought of as a commentary on the notion of the American Dream - the idea that a person\u2019s success depends more on his or her efforts than o factors such as class or race. In an essay, explore the vision of the American Dream as Dexter experiences it.\n    \n\n\nUnit 4, Part 2, Close Reading Activities, Writing to Sources, Argument,\u201d In his Nobel Prize acceptance speech, Faulkner notes that the writer\u2019s duty is \u201cto help endure by lifting his heart, by reminding him of the courage and honor and hope and pride and compassion and pite and sacrifice which have been the glory of his past.\u201d Apply this criteria to a critical review of \u201cA Rose for Emily.\u201d Consider whether Faulkner fulfills his ideal. Support your opinion with facts, details, quotations, or other information and examples from the story.\n    \n\n\nUnit 5, Assessment Workshop, Constructed Response, Writing Task 1: Literature, Analyze Word Choice, Write an essay in which you analyze the figurative and connotative language in a story or a poem from this unit.\n    \n\n\nUnit 5, Part 3, Close Reading Activities, Writing to Sources Argumentative Text: Effective persuasive writing in Salem could have saved lives or even more effectively condemned the accused. Assume the persona of a character in the play and write a persuasive letter urging another character to take a particular course of action.\n    \nUnit 6, Part 1 Close Reading Activities, Writing to Sources, Narrative Text, In both literature and life, stories are shaped by the points of view of those who tell them. Write a new version of the story from the point of view of one of the men who changes Yolanda\u2019s tire.\n\nMaterials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.\n\n\n    Writing opportunities are presented throughout the materials but are not explicitly taught or monitored and are not consistently part of daily and weekly lessons that flow from the instruction and text-dependent questions. The majority of these writing tasks require the use of evidence from texts, however there are writing tasks that do not require evidence and ask for personal experiences and/or opinions and to go beyond the text. Materials do not always meet the grade level demands of the standards listed for this indicator, specifically the standard where students produce clear and coherent writing in which the development, organization, and style are appropriate to tasks, purpose, and audience. Directions for students and teachers are limited and brief in regards to development, organization, style, purpose, and audience.\n\n\n    Examples of writing tasks found in the units that provide opportunities for students to learn, practice and apply writing using evidence while encouraging close reading of the the texts include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "164d9525-467f-436a-b191-405ce77f291e": {"__data__": {"id_": "164d9525-467f-436a-b191-405ce77f291e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "e4d6d38b-10e4-4a8f-8ab5-7d2731f68d0d", "node_type": null, "metadata": {}, "hash": "d54117e891451c1cfbe0df7f54dc319df4c864a69714d79e6957ef2aba1c8af9"}, "3": {"node_id": "96b9f270-0661-41e5-8d1c-871b75fe8b36", "node_type": null, "metadata": {}, "hash": "4f2ec3e4ea82e57ab63bbab3ff752388db38e0c718d2567272fbc88eae5d57c1"}}, "hash": "38bedd91b5af0c449a7e785f292133d4093f73b77694f62d3fd7558ce1a6f5d6", "text": "In Unit 1, Part 2, Close Reading Activities, Writing to Sources Argument. \u201c A speaker\u2019s choice of persuasive techniques should depend on the audience and the occasion. Write an evaluation of the persuasive techniques that Edwards uses. Discuss the responses he evokes in an audience and the ways he achieves it.\u201d\n    \nIn Unit 2, Part 1, Close Reading Activities, Writing to Sources,Informative Text. \u201cChoose two passages from the poems you have just read that evoke distinct moods in the readers. The passages should be between five and ten lines long. Write a compare-and-contrast essay in which you describe the mood evoked by each passage and discuss the stylistic devices the poet uses to create those moods. For example, in addition to meter, consider each poem\u2019s subject, striking images or work choices, and other aspects that you find noteworthy. Support your comparisons and contrasts with details from the passage.\u201d\n    \nIn Unit 2, Close Reading Activities, Timed Writing. \u201cRefer to both the Consumer Guide and the Government Report to write a position statement, a persuasive essay in which you state and support an opinion about the management of natural resources both today and in the future. Cite facts, statistics, and quotations from the documents to support your case and persuade readers to agree with your position.\n    \n\n\nIn Unit 4, Part 1, Close Reading Activities, Writing to Sources, Informative Text, \u201cThe Turtle\u201d is part of Steinbeck\u2019s novel The Grapes of Wrath, which portrays the struggles of a Depression-era farm family. Steinbeck intended that readers draw parallels between the turtle and the human characters. Write an essay connection the events described in \u201cThe Turtle\u201d to the lives of ordinary people during the Great Depression.\n    \nIn Unit 4, Assessment Workshop, Constructed Response, Writing Task 2. Students, \u201cWrite an essay in which you analyze the impact of word choice in a poem from this unit.\u201d\n    \nIn Unit 5, Part 3, CLose Reading Activities, Writing to Sources, Explanatory Text. Directions say, \u201cAlthough Miller wrote The Crucible in response to the hysteria caused by anti-Communist hearings of the late 1940s to 1950s, the themes of the play have endured. Indeed, The Crucible remains one of the most-performed plays worldwide. Write an essay in which you interpret the play\u2019s primary themes and explain how the reflect both the play\u2019s historical context and universal human issues.\u201d\n    \nIn Unit 6, Assessment Workshop, Writing Task 2. \u201cWrite an essay in which you analyze the word choice and tone in a literary work from this unit.\u201d\n    \n\n\n    Examples of writing tasks that do not require students to use evidence from the texts under consideration and do not require close reading of the text, or analysis or claims include, but are not limited to:\n\n\nAll of the Writing Workshop tasks: For example in In Unit 3 and In Unit 5, students, \u201cWrite an argument essay that urges readers to accept your viewpoint on and claims about an issue.\u201d\n    \nIn Unit 4, Part 3, Close Reading Activity, Timed Writing. Write an argumentative essay in which you persuade readers that it is or is not a good idea to do important research using an online encyclopedia that is written and edited by its users. Consider both the benefits and issues such as an online tool might present. Cite specific details, including your own observations, to support your argument. This is a prompt without a text discussing the usefulness of wikis or the use of an actual wiki, just a printed example of a wiki.\n    \nIn Unit 5, Part 3, Close Reading Activity, Timed Writing. \u201cWhen The Crucible premiered, critics had the power to make or break a Broadway play. Today, with the rise the Internet, social networking sites, and numerous forms of publishing, can any one critic still be as important or as powerful in any art form? Write an argumentative essay in which you express and defend your opinion on this topic. Support you claims with detail from the feature article and theater reviews as well as your own observations and experience.\u201d This is a prompt without any example of any internet sources or a text discussing the impact of critics in various forms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96b9f270-0661-41e5-8d1c-871b75fe8b36": {"__data__": {"id_": "96b9f270-0661-41e5-8d1c-871b75fe8b36", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "164d9525-467f-436a-b191-405ce77f291e", "node_type": null, "metadata": {}, "hash": "38bedd91b5af0c449a7e785f292133d4093f73b77694f62d3fd7558ce1a6f5d6"}, "3": {"node_id": "4160d190-b773-4e49-9920-689e62874e05", "node_type": null, "metadata": {}, "hash": "43b852565a973427e0ca382bb4a4527327fdc3af3af9149012a8ce21057ad877"}}, "hash": "4f2ec3e4ea82e57ab63bbab3ff752388db38e0c718d2567272fbc88eae5d57c1", "text": "In Unit 1, Part 1, Close Reading Activities, Writing to Sources, Found Poem. \u201cA found poem is a poem created from writing or speech not intended to be poetry. Choose a passage from the Iroquois Constitution that you think is especially strong or beautiful. Turn it into a poem by rewriting it with line breaks like those of poetry. Organize the stanzas and place the line breaks where you feel they create the most impact. Read your poem aloud to verify your choices; revise them if necessary.\n    \nIn Unit 4, Part 3, Close Reading Activities, Writing to Sources,Narrative Text. \u201cWrite a reflective essay that tells a story about a moment in your life that inspired you to pursue something you love. Develop a clear conflict or problem by describing obstacles you faced. Develop a clear resolution by showing the events that inspired you and the change that occurred as a result. Enhance the plot and develop characters by using a range of literary strategies and devices, including dialogue.\n    \nIn Unit 5, Part 2, Close Reading Activity, Writing to Sources. \u201cPrepare a response to \u201cOne Art\u201d and \u201cFilling Station\u201d in more than one genre, or form. Illustrate the poems with drawings, paintings, photographs, or collage of images from other sources, including the internet. Then, write an explanation of your choices. Finally, combine the images with the text in a poster to display in your classroom.\n    \nIn Unit 6, Part 3, Close Reading Activities, Writing to Sources, Informative Text. \u201cWrite a letter to the author of the essay you found most interesting. Explain what you liked, what you did not like, and ask any questions you might have.\u201d\n    \nIn Unit 6, Part 3, Close Reading Activities, Writing to Sources, Narrative Text. \u201cBoth of these writers share an experience from the past. Choose a significant event that you have experienced and write a brief memoir exploring its meaning.\n    \n\n\n    The materials do not meet all the demands of the standards listed for this indicator. For example, Writing Standard 1 speaks specifically about developing \u201cclaims and counterclaims fairly, while pointing out strengths and limitations of both\u201d. No counterclaims were required to be addressed in students writing. There was also a lack of norms and conventions of the discipline in which students are writing. Writing standard 8 was also missing. There was no instruction on how to cite sources or how to determine if a source is reliable.\n\nMaterials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.\n\n\n    A variety of opportunities exist for students to practice and apply grammar and conventions skills as stand-alone activities or as applied to a text. Some explicit instruction is made. There is generally one task for each standard present. Most tasks that the materials identify as aligned to language standards are tasks that require students to already know about the grammar rule or convention. Often, the direct instruction comes in units after the tasks that require students to know and apply the rule. In some instances pages are cited for language standards instruction and have none at all. Grammar and convention instruction is provided in the same context each time - as exercises that require students to recognize use of grammar and conventions in a given text, as revision guidelines, or as stand-alone (not attached to any particular text instruction) explicit instruction. There is no change in the sophistication of these contexts throughout the school year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4160d190-b773-4e49-9920-689e62874e05": {"__data__": {"id_": "4160d190-b773-4e49-9920-689e62874e05", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "96b9f270-0661-41e5-8d1c-871b75fe8b36", "node_type": null, "metadata": {}, "hash": "4f2ec3e4ea82e57ab63bbab3ff752388db38e0c718d2567272fbc88eae5d57c1"}, "3": {"node_id": "ee63e8ff-2007-4623-bbca-43126136601c", "node_type": null, "metadata": {}, "hash": "e4d2e658933a08831cff5e8526d8ca2801adbcb5510ab0d675fdccb6faa0ee7d"}}, "hash": "43b852565a973427e0ca382bb4a4527327fdc3af3af9149012a8ce21057ad877", "text": "The teacher\u2019s guide identifies language standards and provides page numbers for exercises aligned to those standards. However, sometimes this is not accurate, as there are no exercises, or no instruction/guidance on those standards. For example:\n        \nLanguage Standard 1a: Parallel Structure. The teacher\u2019s guide lists pages 141, 199, and 290, where there is no reference to parallelism at all. On page 466, parallel structure is defined, but no examples are given. Students must find them in the reading selection. On page 634, parallel structure is finally fully explained, and multiple examples are given.\n            \nLanguage Standard 5b: Nuance in word meaning of words with similar denotations. The following pages are referred to in the teacher\u2019s guide: On pages 108-09 there is an explanation of how a dictionary or thesaurus can help with connotations and denotations, but there are no exercises for students to practice. On page 290 there are no exercises with use of nuanced word meaning for words with similar denotations. Then on page 342 there is an exercise on analyzing poetic language. The definitions of denotation and connotation are presented, and there are examples of each. There are no exercises for students to practice. On page 654-655 a language study lesson is found with explicit instruction on connotation and denotation).\n            \n\n\n\n\nFor many standards there is no increase in sophistication in the instruction as the school year progresses. This is demonstrated by following vocabulary lessons over the school year:\n    \n\n\nUnit 1, Part 2, Close Reading Activities Language Study Vocabulary: \u201cThe words listed below appear in \u201cRules of the Game.\u201d Using your knowledge of these words, tell whether each sentence below makes sense. Use the meaning of the italicized word to explain your answer.\u201d\n    \nUnit 1, Part 3, Close Reading Activities Language Study Selection Vocabulary:\u201d The following sentences appear in \u201cThe Scarlet Ibis.\u201d Define each boldface word, and use the word in a sentence of your own.\u201d\n    \nUnit 3, Part 2, Close Reading Activities Language Study Vocabulary: \u201cThe italicized words in the numbered statements below appear in Poetry Collection 4. Decide whether each statement is usually true or usually false. Then, explain your answer.\u201d\n    \nUnit 3, Part 3, Close Reading Activities, Language Study Selection Vocabulary: \u201cThe following passages appear in the two poems. Research the etymology (history) of each boldface word. Then, explain each word\u2019s modern English meaning.\u201d\n    \nUnit 5, Part 2, Close Reading Activities, Language Study Vocabulary: \u201cThe italicized word in each sentence appears in the excerpt from the Odyssey, Part 2. Indicate whether each statement is usually true or usually false. Explain your answers. Then, revise the statements to make them true.\u201d\n    \nUnit 5, Part 3, Close Reading Activities, p. 884: Language Study, Selection Vocabulary The following passages appear in \u201cThe Washwoman.\u201d Define each boldface word. Then, use each word in a new sentence.\n    \n\n\nA variety of opportunities exist for students to practice and apply grammar and conventions skills as stand-alone activities or as applied to a text. Each Close Reading Activity in Parts 2, and 3, has a Language Study section with exercises that focus on vocabulary and word study. Part 4 has no such opportunities. Part 1 only has vocabulary definitional exercises.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ee63e8ff-2007-4623-bbca-43126136601c": {"__data__": {"id_": "ee63e8ff-2007-4623-bbca-43126136601c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "4160d190-b773-4e49-9920-689e62874e05", "node_type": null, "metadata": {}, "hash": "43b852565a973427e0ca382bb4a4527327fdc3af3af9149012a8ce21057ad877"}, "3": {"node_id": "c544314b-cd80-41a5-b7f4-f3666c7f5231", "node_type": null, "metadata": {}, "hash": "98ecca6837bedc917df4c583aeea25324fb37f116b32dc8fd8b129a61cd1119d"}}, "hash": "e4d2e658933a08831cff5e8526d8ca2801adbcb5510ab0d675fdccb6faa0ee7d", "text": "Revising and Editing prompts exist for many of the writing prompts. These often include guidance on revising for clarity and conventions. However, some of these revision guidelines are specific to standards and some are not. Examples of specific and nonspecific guidelines include:\n        \nUnit 1, Part 3, Writing to Sources: Argument, Review Style: \u201cRevise to cut wordy language. Check that you have found the clearest, simplest way to communicate your ideas. Omit unnecessary words and replace vague words with better choices that clearly state what you mean.\u201d\n            \nUnit 3, Part 3, Assessment Synthesis, Writing: Narrative, Conventions: \u201cCheck your work to eliminate errors in grammar, spelling, and punctuation. \u201c\n            \nUnit 4, Part 2, Writing Process, Revising to Combine Sentences With Phrases:\u201dIn Your Writing, review your draft, looking for short sentences that might be combined using appositive, participial, gerund, or infinitive phrases. Consider combining these sentences.\u201d\n            \nUnit 5, Part 3, Close Reading Activities, Write, Editing and Proofreading: \u201c Review your draft to make sure you have avoided errors in grammar, usage, and mechanics. Check that you have maintained an appropriate academic style throughout your essay. Be sure that any paraphrases accurately reflect the original text.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials for Grade 11 do not meet the expectations of Gateway 2. Texts are partially around topics/themes but their sequencing is unclear. Materials contain few sets of questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Culminating tasks do not always promote the building of students\u2019 knowledge of the theme/topic. The materials include a year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year, however, it is not cohesive and the vocabulary does not connect across texts. Materials include some writing instruction aligned to the standards and shifts for the grade level, although teachers may need to supplement and add more practice to ensure students are mastering standards. The materials include some focused research skills practice. The materials do not meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that texts are organized around a topic/topics to build students\u2019 knowledge and their ability to read and comprehend complex texts proficiently. Texts are connected by a grade level appropriate topic and/or theme. In these materials, texts are grounded in 11th grade content, specifically, American history and literature. They are mostly compiled by time period or text type genre rather than a focused topic or theme. Texts do build some knowledge across the school year, though it is not clear that the collections of texts are carefully sequenced so that students\u2019 will build knowledge about the world over the course of the year. This is because the topic of each unit, framed by an era of American history, is quite broad. As a result, the texts that are included in each unit are not focused enough to help students build knowledge on a single topic or theme. Since there is no clear, systematic, and sequenced set of texts in each grade level so it is difficult to identify to what extent students will be able to build the prerequisite knowledge and vocabulary to successfully access increasingly complex grade level text independently.\n\n\nTexts are connected by a grade level appropriate topic or theme. Units 1 - 4 follow the pattern of an overall theme, an era, and sub-themes in parts 1-3. This is exemplified below:\n        \nUnit 1 Theme: A Gathering of Voices. Text selections are \u201cLiterature of Early America (beginnings to 1800). Each part of the unit has a sub-theme. Part 1 - \u201cMeeting of Cultures\u201d, Part 2 - \u201cThe Puritan Influence\u201d, and Part 3 - \u201cA Nation is Born\u201d.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c544314b-cd80-41a5-b7f4-f3666c7f5231": {"__data__": {"id_": "c544314b-cd80-41a5-b7f4-f3666c7f5231", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "ee63e8ff-2007-4623-bbca-43126136601c", "node_type": null, "metadata": {}, "hash": "e4d2e658933a08831cff5e8526d8ca2801adbcb5510ab0d675fdccb6faa0ee7d"}, "3": {"node_id": "aa927b97-0fe4-49e5-8535-7a9d70efc5d9", "node_type": null, "metadata": {}, "hash": "afdc61a1b5a5f299b82d5aa9e844d9aa1b6c2eabc5114299507a4f823602b6bb"}}, "hash": "98ecca6837bedc917df4c583aeea25324fb37f116b32dc8fd8b129a61cd1119d", "text": "Unit 1: A Gathering of Voices has a wide collection of texts on the subject of early America (\u201cMuseum Indians\u201d by Susan Power, excerpts of the Iroquis Constitution by Dekanawidah and Sinners in the Hands of an Angry God by Jonathan Edwards, and The Declaration of Independence by Thomas Jefferson.) Various parts in the unit are subdivided into text-type collections: Part 3 includes \u201cExtended Study: Speeches\u201d, \u201cComparing Literary Works\u201d and \u201cComparing Autobiography Past and Present\u201d.\n    \n\n\nUnit 3: Division, Reconciliation, and Expansion has a wide collection of texts about the US Civil War and the expansion of the American West (\u201cAn Occurrence at Owl Creek Bridge\u201d by Ambrose Bierce, from My Bondage and My Freedom by Frederick Douglass, \u201cLetter to His Son\u201d by Robert E. Lee, from Life on the Mississippi by Mark Twain, \u201cI Will Fight No More Forever\u201d by Chief Joseph). Various parts of the unit are subdivided into type-type connections: Part 1 includes: \u201cExtended Study: Narrative Nonfiction\u201d, \u201cComparing Humor Past and Present\u201d.\n    \nUnit 5: Prosperity and Protest has a wide collection of texts either written during or on the subject of literature in the post-war era (1945-1970). Various subtopics provide further topical focus, for example - Part One: War Shock, Part Three Tex Set: Literature of Protest. However, on the whole the unit is not focused on a single topic or theme. The texts include: from Hiroshima by John Hersey, \u201cBacking the Attack\u201d by the editors of the New York Times, \u201cMirror\u201d by Sylvia Plath, \u201cThe Purpose of Theater\u201d by Arthur Miller, \u201cLife in his Language\u201d by Toni Morrison, \u201cA Rock of the Modern Age, Arthur Miller is Everywhere\"\n\nMaterials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\n\n    After each text or text set there are Critical Reading questions and Close Reading Activities which include key ideas and details, integration of knowledge and ideas, and craft and structure. All three types of questIons can also be found in the Extended Study questions. Students\u2019 opportunities for analyzing language and author\u2019s word choice are very limited. Questions and tasks within the parts provide evidence of student understanding of the definitions and concepts of the components identified in each unit. However, there are no culminating tasks at the end of each part for students to show their understanding of concepts. Also at the end of each unit there are no opportunities for students to show they are building understanding of topics. The tasks at the end of the unit are not necessarily related to key ideas and details or craft and structure, but are often centered around one or two of the Essential Questions of the textbook. The larger tasks do not build understanding of the texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aa927b97-0fe4-49e5-8535-7a9d70efc5d9": {"__data__": {"id_": "aa927b97-0fe4-49e5-8535-7a9d70efc5d9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "c544314b-cd80-41a5-b7f4-f3666c7f5231", "node_type": null, "metadata": {}, "hash": "98ecca6837bedc917df4c583aeea25324fb37f116b32dc8fd8b129a61cd1119d"}, "3": {"node_id": "bab70d45-bf67-4e55-9c52-9bbb857189cf", "node_type": null, "metadata": {}, "hash": "632bbcaeec4a0bf1aeb1dcbb84eb768cba114ffc0390845abbcf7a654e82953d"}}, "hash": "afdc61a1b5a5f299b82d5aa9e844d9aa1b6c2eabc5114299507a4f823602b6bb", "text": "There are few questions that support students in analyzing author\u2019s language and word choice. Most of the questions focus on key ideas and details, structure, and craft. The questions that do focus on language or word choice do not support students to analyze its effect on the text. Unit 4, Close Reading Activities, There is an activity called Vocabulary Acquisition and Use, Vocabulary: Synonyms. Students are asked to \u201creview the words from the vocabulary list on page 706. Then, choose the letter of the word that is the best synonym, or word with a similar meaning, for the first word. Explain your thinking\u201d\n    \nEach text contains a Critical Reading section along with a Literary Analysis piece where students are asked questions such as Key Ideas and Details. In one of the first stories, When Grizzlies Walked Upright by Modoc, students are not asked any structure or craft questions. They are simply focused on details and key ideas.\n    \nIn 11th grade each unit is centered around a topic. For example, Unit 1: A Gathering of Voices is based off of Literature of Early America (Beginnings to 1800), Unit 2: A Growing Nation is based off of Literature of the American Renaissance (1800 to 1870), Unit 3: Division, Reconciliation, and Expansionis based off of literature of the Civil War and the Frontier (1850 to 1914), Unit 4:Disillusion, Defiance, and Discontent is based off of Literature of the Modern Age (1914 to 1945), and Unit 5: Prosperity and Protest which is based off of Literature of the Post-War Era (!945 to 1970). Within each of these units are three different text sets centered around different topics. There is not one place specifically where the teacher knows whether students are making meaning or building understanding of the texts.\n    \nAt the end of the unit there is a Research Task along with a Writing Workshop. In Unit 1 Writing Workshop it asks students to \u201cChoose an event from your life that is meaningful to you, interesting to readers, and not awkward or painful to share\u201d. This activity does not prove students have made meaning or have built understanding or knowledge of the texts and topics at hand.\n\nMaterials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. The integration of knowledge and ideas does not change from the first to the last tasks in the materials.\n\n\n    Most questions support student analysis of a given text, but not often in the service of building knowledge and ideas about larger topics or themes. This is partially because there are not coherent topics or themes across the materials. There are answer keys for the Critical Reading and Close Reading Activity questions. These might help guide teachers to support students\u2019 answers, though it is unclear in the materials how teacher should use these answers. There are process guidelines for multiple readings. Some questions are provided across texts, but these are often not well-aligned to the complexity, themes, language, etc. of the texts and so are not quality questions and tasks. None of the text sets listed in the table of contents have questions that bridge between all the texts in the set. Assessment questions at the end of each unit often require students to only choose one text to analyze.\n\n\nQuestions that build knowledge and ideas are found throughout the text selections. For example:\n        \nUnit 4, Part 2,Critical Reading, Key Ideas and Details, \u201c(a) According to Faulkner, will humanity endure or prevail? (b) Define: In what ways does Faulkner define the difference between enduring and prevailing?\u201d\n            \nUnit 6, Part 3, Integration of Knowledge and Ideas, \u201cBased on these two memoirs, what does the idea of homeland mean? Use at least two of these Essential Question words: global, natural, formative, environment, exile.\u201d\n\nUnit 6, Part 3, Close Reading Activities, Key IDeas and Details, \u201c(a) Identify two events that Momaday describes in this excerpt. (b) What connects these events to the cultural theme he introduces in the opening paragraph?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bab70d45-bf67-4e55-9c52-9bbb857189cf": {"__data__": {"id_": "bab70d45-bf67-4e55-9c52-9bbb857189cf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "aa927b97-0fe4-49e5-8535-7a9d70efc5d9", "node_type": null, "metadata": {}, "hash": "afdc61a1b5a5f299b82d5aa9e844d9aa1b6c2eabc5114299507a4f823602b6bb"}, "3": {"node_id": "1d36ea27-a87e-4460-9f18-204ca5500cc3", "node_type": null, "metadata": {}, "hash": "ef08f52b476f95d3525fcc255c87ce47d27e71f8c17d59949a5d58c95d4d1900"}}, "hash": "632bbcaeec4a0bf1aeb1dcbb84eb768cba114ffc0390845abbcf7a654e82953d", "text": "The integration of knowledge and ideas does not change from the first to the last tasks in the materials. In fact, the integration of knowledge and ideas is present in the assessment tasks for unit 1 and not present for the assessment tasks in unit 6. For example: Unit 1, Performance Tasks, \u201cWrite an essay in which you analyze one of the Foundational U.S. documents that appears in this unit, identifying its theme, purpose, and key rhetorical features.\u201d For the Unit 6 Performance Tasks, there are no questions that require students to integrate any specific information. Instead, each task is focused on a single text and asks students to analyze author's word choice and tone, author\u2019s rhetoric, or the structure of a literary work.\n    \nVarious sections of each unit pair one or more text into small sets and include questions that bridge these texts. For example:\n        \nUnit 4, part 1, there is a pair of E.E. Cummings poems preceded by informational text on the author. One task at the end of the set asks students to use information from 2 or 3 of these texts: Close Reading Activities, Writing to Sources - Informative Text \u201cImagine that E.E. Cummings will be giving a poetry reading at a bookstore in your town. As the organizer of the event, write an introduction that provides background about the poet and prepares the audience for the poetry they will hear. Select the most relevant and interesting facts about Cummings and include at least one eloquent quotation from the poet. Use a conversational style appropriate to the setting and purpose of the event. \u201c\n            \nUnit 5, part 3, Comparing Literary Works: Rhetorical Devices pairs John F. Kennedy\u2019s \u201cInaugural Address\u201d with an excerpt of Dr. Martin Luther King, Jr.\u2019s \u201cLetter from Birmingham City Jail\u201d. One question of the ten at the end of this set connects the two texts. Comparing Literary Works (a) Which text - Kennedy\u2019s speech or King;s letter - makes more frequent use of parallelism and antithesis? (b) Explain why each author\u2019s use of these devices is appropriate to the kind of document he is writing and to its method of deliver.\n            \nUnit 6, Close Reading Activities for Technical Report and Mission Statement,, Timed Writing, Argument (40 Minutes). \u201cBoth the Technical Report and Mission Statement touch on the idea of heritage. Names represent the heritage of families and ethnic groups, while museums preserve our shared historical and cultural heritage. Write an argumentative essay in which you discuss who should bear the most responsibility for preserving heritage sites. Consider the government, the general public, non-profit organizations, or another institution. Cite information from the Technical Report and Mission Statement to support your ideas.\u201d\n            \n\n\nText Sets listed in the Table of Contents for each unit (three sets for each unit) do not have questions that bridge between all the texts in the set at the end of each set. There are tasks under the \u2018Text Set Workshop\u2019 section at the end of each unit. Some of these tasks are text-dependent, yet none of them are text specific. Few are of the quality that support students to provide analysis across various texts.\n        \nUnit 5 Text Set Workshop, \u201cWork with a partner to create documentary slide shows that present multimedia interpretations of literary works. Develop one presentation about one of the Anchor Text poems, and one about a Part 2 selection that you see as thematically related. Conduct research and analyze the texts to answer questions such as: What is the history of each work?; What does a close reading of each work reveal about its meaning? Gather video clips and images such as photograms, paintings, and illustrations. Use sound when possible. Embed the video files or links to videos in you slide show. Share your documentaries with your classmates.\u201d\n            \nUnit 6, Text Set Workshop, \u201cDevelop and defend a claim about the ways in which one or more characters in this text, particularly in the Anchor Text, use the past to create a sense of identity. As a way of exploring this idea, consider how an everyday item, experience, or encounter connects a person to hise or her heritage. Use textual evidence and background information to support your claim.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1d36ea27-a87e-4460-9f18-204ca5500cc3": {"__data__": {"id_": "1d36ea27-a87e-4460-9f18-204ca5500cc3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "bab70d45-bf67-4e55-9c52-9bbb857189cf", "node_type": null, "metadata": {}, "hash": "632bbcaeec4a0bf1aeb1dcbb84eb768cba114ffc0390845abbcf7a654e82953d"}, "3": {"node_id": "44359dd2-a02b-4c5f-996a-a7fa89060d4d", "node_type": null, "metadata": {}, "hash": "c21e2f479bd25cd873ef46d605eff44f5bcb668e4c89f0b2694465c994ca7304"}}, "hash": "ef08f52b476f95d3525fcc255c87ce47d27e71f8c17d59949a5d58c95d4d1900", "text": "There are some questions that are labeled as bridging between texts that do not, in fact, require students to integrate information from multiple texts in the selection. For example, in Unit 6, Part 2, Close Reading Activities for \u201cTraveling Through the Dark\u201d, \u201cThe Secret\u201d, and \u201cThe GIft\u201d, question 7 \u2018Integration of Knowledge and Ideas\u2019: Follow these steps to interpret each of these lyrical poems: \u201ca)Identify the central image or event in each poem. (b) List two pieces of new information you learned about this image over the course of the poem. (c) Explain how your understanding of the image changes. (d)Interpret the poem by telling what you think each central image means to the speaker.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\n\n    Culminating tasks are not multifaceted. They do not provide students the opportunity to demonstrate comprehension and knowledge of a topic through integrated skills. Although there are a multitude of assessment opportunities at the end of each unit, many of them are optional. Assessments at the end of units are not integrated to combine reading, writing, speaking and listening. Assessments frequently only address two standards at a time, reading and writing. Earlier questions and tasks in the unit do not give the teacher information about students\u2019 readiness to complete culminating tasks.\n\n\nMost of the Assessment Workshop tasks only address one or two standards at a time. For example:\n        \nUnit 4, Assessment Workshop, Constructed Response, Writing, Task 3: Literature, Analyze Text Structure, Write an essay in which you analyze how an author\u2019s choice of a particular structure adds to the overall meaning and impact of a story in this unit.\n            \nUnit 4, Assessment Workshop, Constructed Response, Speaking and Listening, Task 6: Literature/Informational Text, Analyze Author\u2019s Styles, Participate in a discussion group in which you compare and contrast authors\u2019 styles in a work of fiction and a work of nonfiction from this unit.\n            \nUnit 5, Assessment Workshop, Constructed Response Writing, Task 1: Literature, Analyze Word Choice, Write an essay in which you analyze the figurative and connotative language in a story or a poem from this unit.\n            \nUnit 6, Assessment Workshop, Constructed Response, Speaking and Listening, Task 4, Analyze Story Elements, Deliver an oral presentation in which you analyze the development of and relationship among elements of a work of fiction from this unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "44359dd2-a02b-4c5f-996a-a7fa89060d4d": {"__data__": {"id_": "44359dd2-a02b-4c5f-996a-a7fa89060d4d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "1d36ea27-a87e-4460-9f18-204ca5500cc3", "node_type": null, "metadata": {}, "hash": "ef08f52b476f95d3525fcc255c87ce47d27e71f8c17d59949a5d58c95d4d1900"}, "3": {"node_id": "bf3bdccc-7938-4595-a269-0dae2f0f4948", "node_type": null, "metadata": {}, "hash": "3b5a9e7c0a3c5176831fd210a8e4cddb4bc9195edaf840101fc81bf401096ef1"}}, "hash": "c21e2f479bd25cd873ef46d605eff44f5bcb668e4c89f0b2694465c994ca7304", "text": "In the Assessment Workshop portion at the end of each unit, Writing and Speaking & Listening assessment tasks include prompts such as, \u201cAnalyze the development of two themes\u201d, \u201cAnalyze how an author\u2019s choice of a particular structure..\u201d, \u201c..discussion group in which you compare and contrast authors\u2019 styles\u201d. The essential questions, which might provide some element of topic focus for assessment, do frame some assessment questions. However, these are likewise based on analysis skills and not the building of knowledge. For example, in Unit 4, Assessment Workshop, there is a sidebar with the unit\u2019s essential question, How does literature share or reflect society? The assignment reads: \u201cChoose one Modernist work and one traditional work from this unit. Write a comparison-and-contrast essay about the challenges each work presents and the assumptions you feel each author makes about his or her readers.\u201d\n    \nAssessment Workshop tasks, show little content or skill connection the the previous Writing prompts from throughout the unit. For example:\n        \nUnit 6 Assessment Workshop, Constructed Response, Writing Task 3: Informational Text, Analyze and Evaluate Rhetoric, Write an essay in which you analyze and evaluate the author\u2019s rhetoric in a nonfiction work from this unit.There are no other Critical Reading or Close Reading Activity tasks that explicitly refer to author\u2019s use of rhetoric. Some tasks do ask about craft and structure to create an effective argument such as Close Reading Activities 2. Craft and Structure. Questions include, \u201c (a) Locate two examples of scholarly diction Safire uses. (b) Locate two examples of folksy, or familiar diction. (c) In what ways does this mix of diction add to the effectiveness of the essay?)\u201d, but nothing refers to rhetoric. How can students prepare for the final assessment task, and how will teachers know if they are prepared for this task, if they have never dealt with rhetoric in these texts?\n\nMaterials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.\n\nThe instructional materials reviewed for Grade 11 partially meet the criteria for providing a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Materials include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context.\n\n\n    Materials do not provide teacher guidance outlining a cohesive, year-long vocabulary development component. Select words are listed before text sets and students or teacher are prompted to record the words, noting how well they know the words before and then after reading the text. These same words are defined in the margins of the text. Vocabulary tasks most often separate from these words are provided at end of text. The tasks that are embedded in the text do not enhance the understanding of the text itself (only of the listed terms). Words are not used across texts. Attention is not paid to vocabulary essential to understanding the text and to high value academic words. Few tasks require students to use certain words when writing or speaking, but those that do use words that are not from the text; it is unclear what is the purpose of using the words. It is also unclear that these tasks are sophisticated enough for 11th grade students. There are no tasks that require use of vocabulary in the assessments. There are no opportunities for students to learn, practice, apply and transfer words into familiar and new contexts.\n\n\n    Often, the vocabulary terms and tasks are not associated with a text. For example;\n\n\n    Unit 4, Part 1: Building Knowledge and Insight, Vocabulary, \u201cYou will encounter the words listed here in the text that follows. Copy the words into your notebook. Which words a verb? How can you tell? dispersal, plodding, embankment, frantic\u201d. Also, in Close Reading Activities, Vocabulary: Word/phrase relationships, students are asked to \u201cUse your knowledge of the words from the vocabulary list to determine whether the relationships between the italicized words below and the phrases that follow them are logical. Explain your reasoning. embankment - the bottom of a lake, plodding - tired during a hike, dispersal - collection of garbage, frantic - nerves before a test", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bf3bdccc-7938-4595-a269-0dae2f0f4948": {"__data__": {"id_": "bf3bdccc-7938-4595-a269-0dae2f0f4948", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "44359dd2-a02b-4c5f-996a-a7fa89060d4d", "node_type": null, "metadata": {}, "hash": "c21e2f479bd25cd873ef46d605eff44f5bcb668e4c89f0b2694465c994ca7304"}, "3": {"node_id": "1c8ba2db-e176-4bae-84d4-032ecefbc8e5", "node_type": null, "metadata": {}, "hash": "4adb99cbdb0ee03a99205aeacf5c3ce82cb6753b442422bdf6c938b11287e792"}}, "hash": "3b5a9e7c0a3c5176831fd210a8e4cddb4bc9195edaf840101fc81bf401096ef1", "text": "In Unit 6, Part 3: Building Knowledge and Insight, Vocabulary, \u201cThe words below are important to understanding the text that follows. Copy the words into your notebook and note which words are nouns: mundane, induce, savagery, revelations, prosperity. Then, in Close Reading Activities, Vocabulary Acquisition and Use, students, \u201cUse New Words, For each item below, write a sentence in which you use the word or word pair correctly. 1. mudane, 2. induce/savagery 3. revelation/prosperity\u201d\n\n\n    Text embedded vocabulary tasks are often weak. For example:\n\n\n    Unit 5, Part 3, Close Reading Activities, Using Resources to Build Vocabulary, Theatrical Words: Words for Cueing Action, \u201cIn the stage directions, Miller includes modifiers to describe the way he envisions actions speaking, reacting, and moving on the stage. Here a few of them: suspiciously, instantly , prayerfully, politely, feverishly, hysterically. Review these words by rereading the relevant lines in them. Then, use a print or electronic thesaurus to find a synonym for each word. For example, a synonym for politely might be courteously. On your own paper, rewrite the stage directions in which the word appears, replacing the word with your own synonym. Reread the stage directions. In a few sentences, explain why Miller would choose vivid words to direct the speech and movement of actions.\u201d\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.\n\n\n    Writing prompts span the school year, but instruction is limited. Though prompts in Close Reading and Assessment sections have directions for students \u201cbrainstorm a list, use the rubric below, cite your sources\u201d there is no opportunity for students to work on the drafting of a claim, selection of relevant vs. irrelevant evidence, guidance on how to make formal citation of sources in writing, frames for connecting claims, evidence, and reasoning, or otherwise. The writing instruction remains relatively the same throughout the school year. Supports do not build on one another from one unit to the next and the writing prompts in this section are divorced from any of the selection\u2019s grade-level text.\n\n\n    The materials do include a mix of both on-demand and process writing, however, it not always clear with each writing task which one is required. There are not always clear guidelines in teachers materials or student prompts for which writing tasks are on-demand and which are process writing. There are opportunities for students to revise their writing, however there are limited opportunities to edit. In the writing to source tasks, students are guided each time to revise and are provided a focus for their revisions. The only time they are guided to edit their work is during the Writing Workshops found at the end of each unit, six times during the school year. The digital resources included are limited and not necessary for students to use in order to support their writing process or product. There are student and teacher resources available on-line. It is unclear if assignments are short or long. There are no clear parameters given for the length of the written product or the time students should spend on writing assignments (with the exception of the timed writings found in the material - 2 times per unit). Writing tasks and projects are sometimes aligned to the grade level standards being reviewed.\n\n\n    Writing tasks follow a similar pattern throughout the year. In the Close Reading Activities, students go through Prewriting and Planning, Drafting, Revising, Editing and Proofreading each time. Specific directions vary according to requirements of the task, but do not build from one to the next across the school year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1c8ba2db-e176-4bae-84d4-032ecefbc8e5": {"__data__": {"id_": "1c8ba2db-e176-4bae-84d4-032ecefbc8e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "bf3bdccc-7938-4595-a269-0dae2f0f4948", "node_type": null, "metadata": {}, "hash": "3b5a9e7c0a3c5176831fd210a8e4cddb4bc9195edaf840101fc81bf401096ef1"}, "3": {"node_id": "0cf2672d-a424-4ec0-a782-a06d97f982f6", "node_type": null, "metadata": {}, "hash": "8e4f3aca759020da83174210cf11c8638cc0e1f58f1fdb166a4409e723079171"}}, "hash": "4adb99cbdb0ee03a99205aeacf5c3ce82cb6753b442422bdf6c938b11287e792", "text": "For many writing assignments, there is no clear instruction for students. For example in Unit 6, Part 3, Close Reading Activities, Writing to Sources, Drafting, directions state, \u201cAs you draft, use legal language\u2026\u201d Students may not be familiar with such language. They are also prompted to, \u201c...present your arguments logically and persuasively\u2026.\u201d There is no explanation for how to do this. Finally, they are directed to, \u201c...establish cause-and-effect relationships\u2026\u201d Again, there no support for students, and it is assumed that they know how. There is no instruction on what cue words or sentence frames students might use.\n    \nWriting tasks have the same demands from the start to end of the year. They do not build on one another. For example, here are the Close Reading, Writing to Sources activities from Units 4-6:\n    \nUnit 4, Narrative Writing. \u201cA monologue is a dramatic form in which only one person speaks. A stream-of-consciousness monologue is a type of interior monologue in that it takes place within the mind of a character. Choose a character from the story or make up a new one. Write a monologue in which you use stream of consciousness to portray the character\u2019s thoughts.\n    \nUnit 5, Explanatory Text. \u201cBoth Hersey and Jarrell present powerful themes about war. Write an essay to compare and contrast these themes as they are expressed in Hiroshima and \u201cThe Death of the Ball Turret Gunner.\u201d\n    \nUnit 6, Narrative Text. \u201cIn both literature and life, stories are shaped by the points of view of those who tell them. Write a new version of the story from the point of view of one of the men who changes Yolanda\u2019s tire.\u201d\n\nMaterials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to synthesize knowledge and understanding of a topic using texts and other source materials.\n\n\n    Research prompts exist at end end of some unit parts but are not sequenced to build research skills. It is also unclear the scope (in terms of time, allocation of resources, and student product) of any of these research tasks. There are no research tasks in assessment tasks. Clear development of aspects of any given topic is only present in some Text Set Workshop research tasks, though these are often only vaguely related to previously developed ideas. Some research prompts explore tangential topics from provided texts and authors that do not follow any line or inquiry, theme or topic previously developed. Some questions/tasks take into account short sets of materials within unit parts. Few tasks are about a topic or across topics. They are more often about standards across topics. No questions clearly span multiple texts across a unit or across the year. Materials do not provide many opportunities for students to apply Reading, Writing, Speaking & Listening, and Language skills to synthesize and analyze multiple texts and source materials about a topic or topics. There is regularly a lack of clarity on length of projects.\n\n\n    Research prompts are not sequenced to build student independence. Below are research projects suggested for units 1, 3, and 5. The tasks are similar and do not get more challenging as the school year progresses.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0cf2672d-a424-4ec0-a782-a06d97f982f6": {"__data__": {"id_": "0cf2672d-a424-4ec0-a782-a06d97f982f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "1c8ba2db-e176-4bae-84d4-032ecefbc8e5", "node_type": null, "metadata": {}, "hash": "4adb99cbdb0ee03a99205aeacf5c3ce82cb6753b442422bdf6c938b11287e792"}, "3": {"node_id": "4b58aace-4f18-43bd-b869-299bd74ec8b5", "node_type": null, "metadata": {}, "hash": "531e552cb07b85b7576cdbb007ef4f1b444139e470ab99aef18d4ac7c5022784"}}, "hash": "8e4f3aca759020da83174210cf11c8638cc0e1f58f1fdb166a4409e723079171", "text": "Unit 1, Part 1, Close Reading Activities, Writing to Sources, Prewriting, \u201cReread the biography of Bradford on page 57 and the excerpt from his narrative. In a chart like the one show, record questions you still have about Bradford. Then, use both print and electronic sources to find answers to these questions. Document answers and sources in your chart.\u201d\n    \nUnit 4, Part 3, Text Set Workshop, Part 2: From Every Corner of the Land, Research: Magazine Articles, Assignment: \u201cWorking in small groups, design and create a series of magazine articles that examine the idea of isolation in early twentieth-century America. Each person should first choose a selection from Part 2 and think about the lack of social connection apparent in the text. Conduct research on the historical context of the text\u2019s setting - e.g. World War I, or the Great Depression - to help explain - the factors that kept people from connecting with each other. Include illustrations or photographs with each article, and model the layout on magazine pieces you have seen. Combine your group\u2019s articles into a magazine to share with the class.\u201d\n    \nUnit 6, Part 3, Close Reading Activities, Writing to Sources, Informative Text, \u201cChoose a word or phrase in English you find interesting, odd, or funny. Research the history of the word: its first appearance in the language and changes in its meaning. In an informative essay, explain your research. Use a mix of scholarly diction, familiar diction, and idiomatic expressions.\u201d\n    \n\n\n    Many projects do not require the development of aspects of topic under consideration in texts. For example:\n\n\nAfter a series of persuasive primary sources from WWII, Unit 5, Part 1, Common Core, Research Project, Research Task, \u201cCreate a computer slide show or poster presentation in which you analyze several editorial cartoons. Use historical or contemporary cartoons, and evaluate how messages in the cartoons present social and cultural views differently than do traditional written texts.\u201d\n    \nUnit 6, Part 3, Text Set Workshop, Part 2, Contemporary Fiction, Assignment, \u201cWith a partner, research the literary history, major writers, and important words of two specific American cultural groups represented by the writers in Part 2. Include Yosef Komunyakaa\u2019s group as one of your choices. Discuss the similarities and differences between the two groups. Present your research in a display for Literary Culture Fair, a celebration of American multicultural writing. Use a checklist like the one shown to help organize your research and your presentation.\u201d\n    \n\n\nAfter a series of texts on events of 9-11, Unit 6, Part , Common Core Research Project, Research Task, Assignment, \u201cWrite a persuasive article that takes a stand on the value of a memorial. Conduct research that will allow you to provide an authoritative analysis of the subject. Use a variety of strategies to develop and support your opinion.\u201d\n    \n\n\n    Few specific resources for student research are suggested. There are prompts to \u201cresearch the [topic]\u2026.\u201d, \u201cUse online and library searches\u2026\u201d, or \u201cConsult your library for audio or video clips\u2026\u201d\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 11 do not meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    There is some organization built in that could foster independent reading, but instructions for implementation are not comprehensive. These include multi-draft reading instructions and a section in the Time and Resource Manager where teachers are to \u201cDirect students to read the selection independently\u201d and \u201cBuild knowledge of the topic by direction students to read the text independently\u201d. However, it is unclear what students might do when encountering a text outside of the anthology\u2019s selections. There are no procedures, such as a proposed schedule or accountability system organized for independent reading suggested in the lessons. The suggested texts for independent reading span a wide volume of texts at various readability levels. There is no clear guidance provided for what is read in and out of class.\n\n\n    Independent reading is only clear in Part 4 of each unit, not in the rest of lessons. In Part 4, which is 2 pages long, \u2018Titles for Extended Reading\u2019 are provided but not any expectations or timeline or further purpose. It is not clear which texts under consideration in Parts 1-3 of each unit are meant for group reading, whole class reading, independent reading, nor which are to be read in class and which are to be read outside of class.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4b58aace-4f18-43bd-b869-299bd74ec8b5": {"__data__": {"id_": "4b58aace-4f18-43bd-b869-299bd74ec8b5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "513b46e9-c18c-4de6-b3d0-b7b84a7b7ecb", "node_type": null, "metadata": {}, "hash": "ca913195f9c21bff5f3c208ffe36a1735b5466bfc7e26fd478c96054e1f5eda1"}, "2": {"node_id": "0cf2672d-a424-4ec0-a782-a06d97f982f6", "node_type": null, "metadata": {}, "hash": "8e4f3aca759020da83174210cf11c8638cc0e1f58f1fdb166a4409e723079171"}}, "hash": "531e552cb07b85b7576cdbb007ef4f1b444139e470ab99aef18d4ac7c5022784", "text": "Usability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized by schools, systems, and states for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "99cf2406-8a4d-44f4-a2fb-9e79b9daad47": {"__data__": {"id_": "99cf2406-8a4d-44f4-a2fb-9e79b9daad47", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "3": {"node_id": "e862c880-3f7f-4897-b531-cc4ebf8707b1", "node_type": null, "metadata": {}, "hash": "e418b54a5a8640f4166b1433e8d11874476851b5006d3ab475bef94e954d6a37"}}, "hash": "1fa010d882e86df372988769921c30e167297f6651b96b49abd176410f9e1b2e", "text": "Pearson Traditional\n\nThe instructional materials reviewed for the Pearson Traditional series do not meet expectations for alignment to the CCSSM for high school. The materials do meet the expectations for allowing students to spend the majority of their time on the content from the CCSSM widely applicable as prerequisites, but they do not meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards and explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of all of the non-plus standards, but there were some instances where the full intent of the standard was not met.\n\n\n    Below are the non-plus standards that were not fully addressed and descriptions of how they were not fully addressed:\n\n\nA-SSE.1: Students are often shown how the information from a context is related to an equation or expression, yet evidence was not found where students interpret expressions in terms of the represented context. The materials regularly highlight and provide nomenclature for the parts of expressions, yet students are not required to interpret the parts of the expression in terms of the context. For example, Lesson 4-7 of Algebra 1 highlights the first term, term number, and common difference in arithmetic equations. In these cases, students are regularly shown the parts of an expression in order to replicate an example without needing to interpret the parts of an expression in terms of the context the expression represents. Furthermore, the materials focus on words within the standard (like \u201cfactors\u201d) without requiring students to interpret the structure. For example, the cumulative review in the TE on page 610 in Algebra 1 asks students to \u201cFactor the expression 3x^2 + 23x + 14\u201d as the single task aligned with A-SSE.1a. This example is representative of the focus of the materials on words like \u201cfactors\u201d within the standard without attending to the requirement for students to interpret expressions in terms of their context.\n    \nA-SSE.3: Students regularly factor and complete the square throughout the series, yet the standard requires students to \u201cChoose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.\u201d Evidence was not found that the materials require students to choose a form in order to reveal information. For example, the Algebra 1 TE on page 576 directs students to factor to find zeros. Similarly, students are directed to \u201csolve by factoring\u201d in the Algebra 1 TE on page 571 and \u201cFind the vertex of each parabola by completing the square\u201d on page 579 of the Algebra 1 TE. The standard requires students choose and produce an equivalent form in order to reveal information, but the materials regularly direct students which form they should use.\n    \nA-APR.3: Although students graph functions to find solutions to equations (e.g., 3x2 \u2013 12 = 0, Algebra 1 TE on page 564 and x2 \u2013 11x + 24 = 0, Algebra 2 TE on page 229), evidence was not found where students identify zeros of polynomials by factoring and then use the zeros to construct a rough graph of the function defined by the polynomial.\n    \nA-APR.6: No evidence was found where students rewrite a rational expression, a(x)/b(x), in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials.\n    \nA-REI.1: Throughout Algebra 1 and Algebra 2, students solve equations. The examples provided (e.g., problem 3 on page 111 in the Algebra 1 TE) detail the operations, formulas, and properties used in order to solve the equation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e862c880-3f7f-4897-b531-cc4ebf8707b1": {"__data__": {"id_": "e862c880-3f7f-4897-b531-cc4ebf8707b1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "99cf2406-8a4d-44f4-a2fb-9e79b9daad47", "node_type": null, "metadata": {}, "hash": "1fa010d882e86df372988769921c30e167297f6651b96b49abd176410f9e1b2e"}, "3": {"node_id": "2569c0ec-f92e-489c-9a2c-0aa07ae6144d", "node_type": null, "metadata": {}, "hash": "3209a097f4f3af18d841ef73482b23de106562606d26fae7b89926013a0e1d6c"}}, "hash": "e418b54a5a8640f4166b1433e8d11874476851b5006d3ab475bef94e954d6a37", "text": "Examples like these regularly provide students with sample justifications that \"explain each step in solving a simple equation,\" yet students themselves are not required to explain their steps in solving simple equations.\n    \nA-REI.5: The textbook provides reasoning as to why the \u201celimination method\u201d works (Algebra 1, Lesson 6.3), yet students are not required to prove that replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions as required by the standard.\n    \nA-REI.11: Evidence was not found where students explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x). Students regularly follow a prescribed method for solving equations. For example, page 596 of the Algebra 1 TE states \u201cStep 1: Graph both equations in the same coordinate plane. Step 2: Identify the point(s) of intersection, if any. The points are (-2,4) and (2,0). The solutions of the system are (-2,4) and (2,0).\u201d Similarly, the Concept Byte on pages 260-261 for Lesson 4-4 of the Algebra 1 TE provides a prescriptive method to solve equations like -4 = -3t + 2.\n    \nF-LE.3: Evidence was not found where students use graphs and tables to observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Students look at rates of change of various function types (e.g., on page 559, Algebra 1 TE), yet they are not required to observe exponential functions overtaking others in these situations.\n    \nG-CO.13: Students construct squares given a side length (in the Geometry TE on page 187), equilateral triangles (in the Geometry TE on page 255), and circumscribed polygons. However, no evidence was found that students construct an equilateral triangle, a square, or a regular hexagon inscribed in a circle.\n    \nG-MG.3: Evidence was not found that students would apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).\n    \nS-ID.3: The materials require students to recall definitions as well as calculate measures of center and spread (e.g., Lesson 12-3 in Algebra 1). However, no evidence was found where students are required to interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).\n    \nS-ID.8: The materials require students to compute correlation coefficients of a linear fit with technology (on page 339 of the Algebra 1 TE), yet no evidence was found were students interpret the meaning of the correlation coefficient.\n    \n\n\n    Many standards are addressed fully only with the incorporation of the teacher notes and features such as \u201cConcept-Bytes\u201d which are not present in the student materials.\n\n\n    Below are examples of how standards and clusters were fully addressed in the materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2569c0ec-f92e-489c-9a2c-0aa07ae6144d": {"__data__": {"id_": "2569c0ec-f92e-489c-9a2c-0aa07ae6144d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "e862c880-3f7f-4897-b531-cc4ebf8707b1", "node_type": null, "metadata": {}, "hash": "e418b54a5a8640f4166b1433e8d11874476851b5006d3ab475bef94e954d6a37"}, "3": {"node_id": "96ca2c5c-f444-439d-8f6b-f16afd9dea02", "node_type": null, "metadata": {}, "hash": "2cac8c4ef68fa26b784b2afcca4a3f70a8afef869e80ca04d92e9272a0107f9a"}}, "hash": "3209a097f4f3af18d841ef73482b23de106562606d26fae7b89926013a0e1d6c", "text": "Below are examples of how standards and clusters were fully addressed in the materials:\n\n\nN-RN.2: Lesson 6.4 of Algebra 2 includes work specifically around rewriting expressions involving radicals and rational exponents using the properties of exponents.\n    \nA-CED.A: The materials attend to the entirety of this cluster. Throughout the series, students create equations to describe relationships. Students begin writing simple linear equations in the first chapter of Algebra 1, and as the series progresses, students write equations with various functions. Students also create equations to highlight quantities of interest throughout the series, in particular in Algebra 1 and Algebra 2.\n    \nF-IF.2: The series regularly uses function notation and expects students to evaluate inputs for various function types. Additionally, students are required to interpret statements that use function notation in terms of a context (Algebra 1, Lesson 4-6).\n    \nG-CO.C: The entirety of this cluster is fully addressed in the materials. Throughout the geometry course, students prove various theorems about lines, angles, triangles, and parallelograms.\n    \nS-CP.6: In lesson 13-6 of Geometry and lesson 11-4 of Algebra 2, students find conditional probabilities by using the fractional part of desired outcomes that belong to the restrictive event.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials do not meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. Overall, while there are a few opportunities throughout the program for students to engage in some part(s) of the modeling cycle, students do not have opportunities to work with the full intent of many of the modeling standards.\n\n\n    The materials provide isolated opportunities for students to access the full modeling cycle in items like the \u201cApply What You\u2019ve Learned\u201d and \u201cConcept Byte\u201d sections. However, students are typically led through a series of guiding questions and established scenarios rather than engaging in the complete cycle which involves: \u201c(1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them.\u201d\n\n\n    Below are some examples of where the materials allow students to engage in only a part of the modeling process or interrupt the development of it:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96ca2c5c-f444-439d-8f6b-f16afd9dea02": {"__data__": {"id_": "96ca2c5c-f444-439d-8f6b-f16afd9dea02", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "2569c0ec-f92e-489c-9a2c-0aa07ae6144d", "node_type": null, "metadata": {}, "hash": "3209a097f4f3af18d841ef73482b23de106562606d26fae7b89926013a0e1d6c"}, "3": {"node_id": "5415596f-9bd5-41a6-a9fb-81299d265057", "node_type": null, "metadata": {}, "hash": "7d83b7f9800eab3f1523d233acc8da05a41d402f04557435f78c98ba03a0a9c9"}}, "hash": "2cac8c4ef68fa26b784b2afcca4a3f70a8afef869e80ca04d92e9272a0107f9a", "text": "In \u201cGot It?\u201d in Algebra 1 TE on page 256, students are required to choose the scale in graphs, an element of identifying variables and formulating a model. However, the situation is given, the essential features are called out, and a model is given rather than formulated by the student.\n    \nThe \u201cPull It All Together\u201d in Algebra 1 TE on page 282 gives students an established scenario, formulates a model, and directs assumptions students should make, although the task is identified as aligning with the modeling standard F-IF.4.\n    \nThe performance task in Algebra 2 TE on page 346 and the connected task in TE on page 279 notes that students are modeling, yet the tasks fail to incorporate the full modeling cycle. In both cases, students are limited to providing an equation to describe the situation.\n    \nIn the \u201cPull It All Together\u201d in Algebra 2 TE on page 552, the task is scripted and the assumptions are given, even in the \"On Your Own\" portion of the task.\n    \nLesson 3-4 in Geometry notes alignment with G-MG.3 but includes no tasks that attend to the full intent of the modeling process.\n    \nHow the materials address F-BF.2 does not give students opportunities to engage in the modeling cycle with the content of arithmetic and geometric sequences. In Algebra 1 Lessons 4-7 and 7-8, students write function rules, defined both explicitly and recursively, given a sequence and also write terms of the sequence defined by a function rule. In Algebra 2, lessons 9-2 and 9-3 continue that work with the same content. In Algebra 1 TE on page 473, \u201cPull it All Together\u201d is a culminating performance task for arithmetic and geometric sequences, and it asks students to engage in calculations for a given scenario using a given model. However, students are not asked to identify variables in a situation, instead a situation is given. Students don\u2019t formulate a model to describe relationships, but a model is delineated. Students aren\u2019t asked to analyze and draw conclusions, but they perform calculations and follow procedures. Students cite the meaning of the numerical answer they calculated in many cases, but they are not required to interpret the results or to validate their conclusions. Instead, the calculated answer is accepted. Students are not given opportunities to improve the model that was given by the materials, and they do not need to report on the reasoning behind the conclusions drawn. In Algebra 2 TE on page 576, question 62 provides a scenario and again specifies the model to use to complete a series of calculations with minimal opportunity for students to engage in any part of the modeling cycle.\n    \nSimilarly, for A-SSE.2, A-APR.3, A-CED.1, F-IF.7, F-BF.2, G-SRT.8, G-MG.1 and S-ID.6b, the materials provide few opportunities for students to engage with elements of the modeling cycle.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe Instructional materials reviewed for the High School Pearson Traditional series meet the expectations for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs). (Those standards that were not attended to by the materials, as noted in indicator 1ai, are not mentioned here.)\n\n\n    In Algebra 1, students spend most of their time working with WAPs from Number and Quantity, Algebra, and Functions. The Geometry course focuses daily attention on all the WAPs in the Geometry category. During Algebra 2, students spend most of their time extending their understandings of Number and Quantity, Algebra, and Functions. Throughout all three courses, students also spend time on the Statistics and Probability WAPs.\n\n\n    Examples of students engaging with the WAPs include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5415596f-9bd5-41a6-a9fb-81299d265057": {"__data__": {"id_": "5415596f-9bd5-41a6-a9fb-81299d265057", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "96ca2c5c-f444-439d-8f6b-f16afd9dea02", "node_type": null, "metadata": {}, "hash": "2cac8c4ef68fa26b784b2afcca4a3f70a8afef869e80ca04d92e9272a0107f9a"}, "3": {"node_id": "a76c5d77-3008-4bca-afd0-7b32f458e31a", "node_type": null, "metadata": {}, "hash": "d19e5e0db02414d63a490a94124be9025fce0f69ebf97250ec954c0b9caeec71"}}, "hash": "7d83b7f9800eab3f1523d233acc8da05a41d402f04557435f78c98ba03a0a9c9", "text": "Examples of students engaging with the WAPs include:\n\n\nDefining arithmetic and geometric sequences as functions and several opportunities with both recursive and explicit formulas to recognize and develop these utilizing such scenarios as an online auction, seating in a sports arena, and evaluation of consecutive bounces of a ball (F-IF.3);\n    \nMultiple opportunities to work with similarity, both in terms of transformations and problem-solving (G-SRT.A,B), and problem solving with trigonometric ratios in right triangles including contexts such as embroidery, conveyor belts, and building storage containers (G-SRT.C); and\n    \nIn several sections in Algebra 1 and Algebra 2, data sets are used to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more data sets (S-ID.2) and interpret the slope (rate of change) and the intercept (constant term) of a linear model with some discussion of correlation and causation (S-ID.7), and statistics is used as a process for making inferences about population parameters based on a random sample from that population (S-IC.1).\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials partially meet the expectation for, when used as designed, allowing students to fully learn each standard.The following are some examples of how the materials, when used as designed, would not allow students to fully learn each standard. (Those standards that were not attended to by the materials, as noted in indicator 1ai, are not mentioned here.)\n\n\nN-RN.1: Students should \u201cExplain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents\u2026\u201d Lesson 7.2 of Algebra I includes an explanation of this in the Teacher Edition; however, no explanation is noted in the student edition and no indication is noted where students explain. In Lesson 7.3 of Algebra I, there are examples of methods students can use to simplify exponential expressions; however, students are not asked to explain the meaning of rational exponents as the standard requires. Similarly, in lesson 6.4 of Algebra II on page 381, Problem 1 gives an example of this idea; however, students are not asked to explain the meaning of rational exponents.\n    \nF-IF.8b: Students \u201cUse the properties of exponents to interpret expressions for exponential functions.\u201d Lessons 7-3 and 7-4 of Algebra I work with properties of exponential functions. In Example 1B on page 461, students can see the expression 1.07x (in terms of x years) transformed into 1.0057m (a monthly expression); however, no evidence is found where students are interpreting the new expression.That is, students do not have opportunity to fully work with, practice, and learn this standard. Similarly, Lesson 6-8 in Algebra II, page 416, addresses this idea in a \u201cThink Box\u201d near the bottom of the page. Again, no evidence is found where students are interpreting the meaning of the equivalent exponential expression.\n    \nF-IF.9: Students \u201cCompare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).\u201d The evidence of this standard is found to be very limited. For instance, in Algebra I, three problems are found to address this idea: problem 51 (graph and table) in lesson 5-5 on page 327, problem 40 (table and equation) in lesson 7-6 on page 458, and problems 28 and 29 (equation and table) in lesson 9-2 on page 557. In Algebra II, four additional problems are noted: problem 48 in lesson 2-4 on page 87, problem 43 (equation and table) in lesson 4-2 on page 207, problem 38 (equation and graph) in lesson 5-9 on page 344, and problem 58 in lesson 7-3 on page 457. The limited number of problems provide limited opportunities for students to compare properties of functions represented in different ways, and no evidence is found to support students comparing different functions.\n    \nS-ID.7: Students \u201cInterpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.\u201d Some discussion of correlation and causation occurs in Algebra I on page 342 in problem 21. While students are given the opportunity to use and determine the slope and intercept, there is no evidence of students being asked to interpret these ideas, either in context or generally.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a76c5d77-3008-4bca-afd0-7b32f458e31a": {"__data__": {"id_": "a76c5d77-3008-4bca-afd0-7b32f458e31a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "5415596f-9bd5-41a6-a9fb-81299d265057", "node_type": null, "metadata": {}, "hash": "7d83b7f9800eab3f1523d233acc8da05a41d402f04557435f78c98ba03a0a9c9"}, "3": {"node_id": "cb0d737c-d4e9-4858-838b-84fbd63554eb", "node_type": null, "metadata": {}, "hash": "0a3e4d0b07fc6a55368246ffb2375792defd2e38f597d406361c05f3e298fb53"}}, "hash": "d19e5e0db02414d63a490a94124be9025fce0f69ebf97250ec954c0b9caeec71", "text": "Opportunities to fully learn the following standards are limited to one Concept-Byte activity.\n\n\nG-CO.2: Concept Byte 9-1 in Geometry includes a tracing paper activity, and Concept Byte 9-2 includes paper folding to represent reflections. The online program shows a solution to problems but does not have an interactive program for students to utilize in creating transformations. No evidence is found of students using transparencies to create transformations. Lesson 12-5 in Algebra 2 addresses \u201cgeometric transformations\u201d with matrices. While students are given intermittent opportunities to work with transformations, there is no opportunity for students to describe and/or compare transformations which limits their experience and the opportunity to deeply interact with these concepts.\n    \nG-CO.3: Geometry Concept Byte 9-3. pages 568-569, addresses this standard; however, evidence is not found in the student edition asking students to translate a figure back onto itself. In the Teacher Edition, notes include questions that push student thinking to this effect; however, students are not asked to \u201cdescribe\u201d these things in their problem solving.\n    \nS-ID.5: This standard is addressed in Algebra 1 with Concept Bye 12-5. One more problem was found in Geometry on page 854 with problem 23. This is limited opportunity for students to interact with the topic, understand the use of these tables, and interpret any data revealed within them.\n    \nS-IC.2: The materials state this standard is addressed in Algebra 2 by Concept Byte 11-3. There is material here for probability distributions and cumulative probability in problems 4a,b. Opportunities on this topic are limited and do not allow students to fully understand and interact with the ideas.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe materials partially meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school. Throughout the series, students engage in age-appropriate situations at a level of complexity suitable for students in this grade span. However, the materials require students to apply only some of the key takeaways from Grades 6-8.\n\n\n    Below are examples of how key takeaways from Grades 6-8 are not applied within the materials:\n\n\nExercises do not regularly require students to perform rational number arithmetic fluently in all the courses. For example, lesson 1-4 in Algebra 2 TE on page 30, \u201csolving equations\u201d provides 23 problems of which only two contain non-integer numbers and only five have non-integer solutions.\n    \nThroughout the materials, students are directed step-by-step to follow a procedure in order to apply key takeaways from Grade 6-8. For example, in Algebra 1 lesson 6-2 TE on page 374, students are given step-by-step instructions showing how to use a system of linear equations to solve a word problem. Rather than \"building on students\u2019 previous knowledge and allowing students to make connections to new learning,\" the materials direct procedures.\n    \nThe materials do not require students to apply concepts and skills from 6.SP through 8.SP in their work with high school Statistics and Probability throughout the series. For example, in the last chapter of Algebra 1, students work with histograms and measures of center. The lessons articulate how to create histograms and calculate measures of center without extending the work from 6.SP through 8.SP. Additionally, no evidence was found to support the application of 6.SP through 8.SP concepts and skills earlier in Algebra 1. Similarly, Statistics and Probability is addressed late in Geometry and Algebra 2 with no evidence found for the application of concepts and skills from 6.SP through 8.SP.\n    \n\n\n    Below are examples of how key takeaways from Grades 6-8 are applied within the materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cb0d737c-d4e9-4858-838b-84fbd63554eb": {"__data__": {"id_": "cb0d737c-d4e9-4858-838b-84fbd63554eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "a76c5d77-3008-4bca-afd0-7b32f458e31a", "node_type": null, "metadata": {}, "hash": "d19e5e0db02414d63a490a94124be9025fce0f69ebf97250ec954c0b9caeec71"}, "3": {"node_id": "19546b35-e7c5-472e-bddc-b2edd0d524eb", "node_type": null, "metadata": {}, "hash": "03eb579135c83ee233fd562b321de2400658a8413bfa4f95827e621930a59f1d"}}, "hash": "0a3e4d0b07fc6a55368246ffb2375792defd2e38f597d406361c05f3e298fb53", "text": "The materials require students to apply ratios and proportional relationships with their work in geometry, namely Chapters 7 and 8 concerning similarity and trigonometry.\n    \nThroughout Algebra 1 and Algebra 2, students apply basic function concepts, e.g., by interpreting the features of a graph in the context of an applied problem.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe materials partially meet the expectations for fostering coherence through meaningful connections in a single course and throughout the series where appropriate and where required by the Standards. The lessons throughout the Algebra 1 and Algebra 2 materials frequently build mathematically from one lesson to the next, in much the same way as the Geometry materials build from work with area of quadrilaterals and triangles to more diverse polygons and then to circles. However, the materials do not make many connections throughout courses and the series.\n\n\n    The Geometry Progressions for the Common Core State Standards describe a coherent growth in student understanding of congruence founded in rigid transformations in a plane and advocates student use of tools like tracing paper. The progressions go on to state that once a foundational definition of congruence in terms of rigid motion in a plane has been established, \u201cit is possible to transition into the traditional way of proving theorems\u201d (page 13). Instead, the materials move into congruence proofs in traditional format early in the materials (Geometry TE lesson 4-1) where congruence is defined as polygons with congruent corresponding parts. In the Geometry TE lesson 9-1, students are introduced to rigid transformations in the form of translations, reflections, and rotations. In a typical example from the materials, students are asked to combine transformations (Geometry TE on page 601) instead of using those transformations to justify congruence. The task asks students to justify the movement of a puzzle piece onto another without connecting the concept of congruence as the standards require. Likewise, the materials present similarity in Chapter 7 in a traditional manner while redefining similarity in Chapter 9 in terms of transformations without explicitly connecting the previous definition to the new.\n\n\n    The Algebra Progression for the CCSSM describe a tight connection between the work in algebra and the functions domain. Students should see the connection that equivalent expressions are in fact describing the same function, the same relationship between quantities. While the materials define and engage students with equivalent expressions and with functions separately- for example Algebra 1 TE Big Ideas on T26, Algebra 1 TE Math Background on page 613A, Algebra 1 TE Lesson 6-1, and Algebra 2 TE Lesson 3-2- the connection that, for example, equations in a consistent and dependent linear system represent a single function, is absent.\n\n\n    Materials addressing Statistics and Probability occur at the end of each course throughout the series. The treatment of these topics occurs in isolation from the rest of the topics within each of the courses. Additionally, some topics are duplicated in different courses without acknowledging the connections or repetition. For example, Geometry lesson 10-5 and Algebra 2 lesson 14-4 both derive the formula A = 1/2 ab sin(C) for the area of a triangle.\n\n\n    Overall, the series fails to make connections across conceptual categories. Work with the geometry category lives predominantly in the geometry course with minimal connections occurring in the other courses. Conversely, the geometry course is largely devoid of connections to number and quantity, algebra, and functions. Even when connections are being made, or could be made, the materials do not make the connections clear to teachers or students.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe materials do not meet expectations for explicitly identifying and building on knowledge from grades 6-8 to the high school standards. Neither the teacher nor student editions identify standards from grades 6-8, and the materials do not specifically build on connections from middle school content.\n\n\n    The teacher notes throughout the materials, namely in the \u201cMath Background,\u201d make references to previous work, yet these connections are to lessons within the series. For example, the Geometry TE on page 400 notes \u201cAn introduction to coordinate geometry is provided earlier in this textbook.\u201d Explicit evidence linking the work of the series to grades 6-8 was not found.\n\n\n    Moreover, the materials presume no previous knowledge when introducing multiple topics, for example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "19546b35-e7c5-472e-bddc-b2edd0d524eb": {"__data__": {"id_": "19546b35-e7c5-472e-bddc-b2edd0d524eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "cb0d737c-d4e9-4858-838b-84fbd63554eb", "node_type": null, "metadata": {}, "hash": "0a3e4d0b07fc6a55368246ffb2375792defd2e38f597d406361c05f3e298fb53"}, "3": {"node_id": "35822958-f30b-4f83-8de0-998a4d1155a1", "node_type": null, "metadata": {}, "hash": "fb47a0f7990aac8993ba25aa85505dcbdc14a9fb5b35c13efa2ff0185b1edaf7"}}, "hash": "03eb579135c83ee233fd562b321de2400658a8413bfa4f95827e621930a59f1d", "text": "The Geometry textbook introduces similarity in Chapter 7 without any reference to the work from Grade 8. The TE on page 431A provides the mathematics background for teachers for the chapter without any mention of how students worked with similarity in 8.G.4 or any reference to the transformational geometry middle school standards require.\n    \nAlgebra 1 addresses measures of center, histograms, and box-and-whisker plots as new material even though the standards require students to be working with these these tools and concepts since Grade 6.\n    \n\n\n    This disconnect with middle school standards can also be seen in particular with the materials\u2019 treatment of:\n\n\nRatios and proportions (Geometry lesson 7-1, \u201cRatios and Proportions\u201d)\n    \nVariables and expressions (Algebra 1 lessons 1-1 \u201cVariables and Expressions\u201d, lesson 1-2 \u201cOrder of Operations and Evaluating Expressions, lesson 1-7 \u201cThe Distributive Property\u201d)\n    \nOperations on real numbers (Algebra 1 lessons 1-2, 1-3, 1-4, 1-5, 1-6, 1-7)\n    \nFunctions (Algebra 1 Chapter 4, \u201cAn Introduction to Functions\u201d)\n    \nUnderstanding equations (Algebra 1 lesson 1-8 \u201cAn Introduction to Equations\u201d)\n    \nSolving equations (Algebra 1 Chapter 2, \u201cSolving Equations\u201d; Algebra 2 lesson 1-4 \u201cSolving Equations\u201d)\n    \nSolving inequalities (Algebra 1 Chapter 3, \u201cSolving Inequalities\u201d; Algebra 2 lesson 1-5 \u201cSolving Inequalities\u201d)\n    \nSystems of linear equations (Algebra 1 Chapter 6 \u201cSystems of Equations and Inequalities\u201d; Algebra 2 Chapter 3 \u201cLinear Systems\u201d)\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for this series address many of the plus standards, and in general, the materials treat these standards as additional content that extend or enrich topics within the unit and do not interrupt the flow of the course. Of the plus standards addressed in the materials, the following are fully met: N-CN.8,9; N-VM.1-5a; A-APR.5; A-REI.8; F-IF.7d; F-BF.1c; F-BF.4c; F-TF.6,7,9; G-C.4; G-GMD.2; G-SRT.11; S-CP.8,9; and S-MD.6,7.\n\n\n    Below are some examples of how plus standards are addressed:\n\n\nThe treatment of vectors can be found entirely in Algebra 2, lesson 12-6. This single lesson addresses N-VM.A,B. As such, the materials that address vectors are not integral to the work of the course and could be included or excluded at the discretion of the instructor without interrupting the flow of the course.\n    \nStudents begin working with matrices in the Concept Byte for lesson 6-3 in Algebra 1 in order to solve systems of linear equations. Students revisit matrices in a similar fashion in lesson 3-6 of Algebra 2. In both cases, the treatment of matrices helps enrich the work within the chapter. Matrices are addressed further in chapter 12 of Algebra 2 where students learn about the structure of matrices and how to perform operations with them. In all of the occurrences, the materials provide extensions to the course and could be used at the discretion of the teacher.\n    \nLesson 12-5 of Algebra 2 looks at how matrices can be used to represent geometric transformations in the plane. This lesson adds to the work of the unit while making connections to the geometry course.\n    \n\n\n    Of the plus standards addressed in the materials, the following are not fully met: A-APR.7; N-VM.5b,11,12; and G-SRT.9,10. Below is a description of how each of these plus standards is not fully addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "35822958-f30b-4f83-8de0-998a4d1155a1": {"__data__": {"id_": "35822958-f30b-4f83-8de0-998a4d1155a1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "19546b35-e7c5-472e-bddc-b2edd0d524eb", "node_type": null, "metadata": {}, "hash": "03eb579135c83ee233fd562b321de2400658a8413bfa4f95827e621930a59f1d"}, "3": {"node_id": "b6f1e03e-e893-455e-88b9-3f6342948b9d", "node_type": null, "metadata": {}, "hash": "2e1174a48c719bb2de554ef555b8cd0c412791d8da1aee03b33e68112e23c616"}}, "hash": "fb47a0f7990aac8993ba25aa85505dcbdc14a9fb5b35c13efa2ff0185b1edaf7", "text": "A-APR.7 requires students to understand that rational expressions form a system analogous to the rational numbers. Although the materials (Algebra 1, lessons 11-2 and 11-4, and Algebra 2, lessons 8-5 and 8-6) attend to operations on rational expressions, students are not required to make the connection to the analogous system.\n    \nN-VM.5b requires computation of the direction of scaled vectors. Evidence for this was not found in the materials.\n    \nN-VM.11 stipulates that students multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector and work with matrices as transformations of vectors. Evidence for this was not found in the materials.\n    \nN-VM.12 notes that students interpret the absolute value of the determinant of a 2x2 matrix in terms of area. Evidence for this was not found in the materials.\n    \nG-SRT.9 expects students derive the area formula for triangles. The materials provide the proof (Algebra 2, lesson 14-4, and Geometry, lesson 10-5) without requiring students to derive the formula on their own.\n    \nG-SRT.10 asks students to prove the laws of sines and cosines. Students use the laws in multiple lessons (Geometry, lessons 8-5 and 8-6, and Algebra 2, lessons 14-4 and 14-5), yet students are not required to prove the laws.\n    \n\n\n    The following standards are noted in the materials as \u201cStudied in a 4th year course\u201d: N-CN.3-6; A-REI.9; F-BF.4b,4d,5; F-TF.3,4; and S-MD.1-5b.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b6f1e03e-e893-455e-88b9-3f6342948b9d": {"__data__": {"id_": "b6f1e03e-e893-455e-88b9-3f6342948b9d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9f385996-ed99-4cd7-9b28-e538c8fd30e5", "node_type": null, "metadata": {}, "hash": "08e75dc1e52bee439e4bb4418b1abb03b9839c415bcb249a98561b8ca0f7376b"}, "2": {"node_id": "35822958-f30b-4f83-8de0-998a4d1155a1", "node_type": null, "metadata": {}, "hash": "fb47a0f7990aac8993ba25aa85505dcbdc14a9fb5b35c13efa2ff0185b1edaf7"}}, "hash": "2e1174a48c719bb2de554ef555b8cd0c412791d8da1aee03b33e68112e23c616", "text": "The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8c28bf24-2bba-46a8-b923-d25816909f87": {"__data__": {"id_": "8c28bf24-2bba-46a8-b923-d25816909f87", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "3": {"node_id": "a230fda7-0979-4396-9b08-4ad98e3d9b0e", "node_type": null, "metadata": {}, "hash": "09f5423b4a264bd1506e584239a1559037d783e33ad0c984063a7db9e5d9d063"}}, "hash": "5f3cf8834ba96471c872c373f65bce48b20b5f5e984525eefeaaf2903a70cc45", "text": "SpringBoard Traditional\n\nThe instructional materials reviewed for the Springboard Traditional series do not meet expectations for alignment to the CCSSM for high school. The materials do not meet the expectations for focus and coherence as they partially meet the expectations in the following areas: attending to the full intent of the mathematical content contained in the high school standards for all students, allowing students to fully learn each standard, requiring students to engage at a level of sophistication appropriate to high school, making meaningful connections in a single course and throughout the series, and identifying and building on knowledge from Grades 6-8 to the High School Standards. Since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of all of the non-plus standards, but there were some instances where the full intent of the standard was not met.\n\n\n    The following standards are identified as having been met in this series.\n\n\nIn Number and Quantity, there was evidence to indicate that the non-plus standards of N-CN were addressed in the Algebra 2 materials. On page 423, the Algebra 1 textbook requires students to pay particular attention to the units of quantities (N-Q.1). Additional items in Activity 33 require students to make choices about the level of accuracy needed in their answers (N-Q.3).\n    \nIn the Algebra category, there was evidence to support student engagement with A-APR.A,B and A-REI.A,B. Many opportunities with these clusters were found across both the Algebra 1 and Algebra 2 materials.\n    \nAcross the Algebra 1 and Algebra 2 materials, there was evidence to indicate that all aspects of the non-plus standards from the following domains and clusters were addressed: F-IF.B, F-IF.C, F-BF, F-LE.B, F-TF.A and F-TF.B.\n    \nThe standards from the Geometry category were predominantly addressed in the Geometry materials, and there was evidence to indicate that all aspects of the non-plus standards from the following domains and clusters were addressed: G-CO; G-GMD; G-SRT.B,C; G-C.B; G-GPE.B; and G-MG.\n    \nIn Statistics and Probability, it was determined that all aspects of the non-plus standards were met across the series.\n    \n\n\n    Reviewers did not find evidence of G-SRT.1b anywhere throughout the series. The standard was not identified in the materials.\n\n\n    The following standards are identified as having been partially met in this series in the conceptual categories and domains listed. In general, many of the standards that are partially met earn that classification due to the lack of student opportunity to prove certain aspects stated in the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a230fda7-0979-4396-9b08-4ad98e3d9b0e": {"__data__": {"id_": "a230fda7-0979-4396-9b08-4ad98e3d9b0e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "8c28bf24-2bba-46a8-b923-d25816909f87", "node_type": null, "metadata": {}, "hash": "5f3cf8834ba96471c872c373f65bce48b20b5f5e984525eefeaaf2903a70cc45"}, "3": {"node_id": "7e544eaa-e512-47c2-93bc-571b7d29c2e5", "node_type": null, "metadata": {}, "hash": "1495a5d3fddfbb45756a5f43ef0be08574b3e46ead24ae4b82f3cc905e7b521d"}}, "hash": "09f5423b4a264bd1506e584239a1559037d783e33ad0c984063a7db9e5d9d063", "text": "N-RN.3: Opportunities to have students explain why the sums/products are rational or irrational are needed. While students have opportunities to predict the outcome of such sums/products (Algebra 1 Activity 20), the explanation of such is not required.\n    \nA-REI.5: While students were given ample opportunities to solve systems via linear combinations, there were no expectations for students to prove that linear combinations worked as a valid method of solution by showing that the sum of one equation and a multiple of the other would produce a system with the same solution.\n    \nA-REI.11: Students are asked to solve systems of equations graphically with a variety of equation types, but they are not asked to explain why the x-coordinates of the points were the solutions to the equation f(x) = g(x).\n\nF-LE.1a: In Algebra 1, lesson 9-3, students explore the linear aspect but do not explore the exponential aspect of this standard. Also, students are not required to prove that linear functions grow by equal differences over equal intervals nor that exponential functions grow by equal factors over equal intervals.\n    \nG-C.3: Students are given opportunities to construct inscribed and circumscribed circles for a triangle, but they are not asked to prove the properties of angles for a quadrilateral inscribed in a circle.\n    \nG-GPE.1: Students are asked to derive equations using the distance formula rather than the Pythagorean theorem.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for this series do not meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. Many aspects of the modeling standards are not completely addressed with the full intent of the modeling process.\n\n\n    Throughout the series, many problems are labeled and identified by the publisher as modeling problems. However, students are not given opportunities to engage in the full modeling process. This process is defined for high school students in the following way:\n\n\n    \"By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.\" - www.corestandards.org\n\n\n    There are limited, if any, opportunities for students to make assumptions, revise their thought process, or revise and improve models. Most problems that are labeled and/or identified as a modeling problem are more of an application problem with significant scaffolding in place for the students. For a problem to be an example of modeling, students should be able to construct a hypothesis and revise their conjecture as needed.\n\n\n    Examples of problems that do not meet the full intent of the modeling standards include the following.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7e544eaa-e512-47c2-93bc-571b7d29c2e5": {"__data__": {"id_": "7e544eaa-e512-47c2-93bc-571b7d29c2e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "a230fda7-0979-4396-9b08-4ad98e3d9b0e", "node_type": null, "metadata": {}, "hash": "09f5423b4a264bd1506e584239a1559037d783e33ad0c984063a7db9e5d9d063"}, "3": {"node_id": "b02c2546-7605-4651-8f80-a42b8fb2cb20", "node_type": null, "metadata": {}, "hash": "549902d2f46a0113a91361961508d788ef4f7a3e74f4c81eb7fa2d2ad175c3d2"}}, "hash": "1495a5d3fddfbb45756a5f43ef0be08574b3e46ead24ae4b82f3cc905e7b521d", "text": "A-SSE.1: In Algebra 2 on page 265, there is an embedded assessment. This represents an application problem, and not the modeling process, as students do not have to engage in creating a model from a non-routine context. Likewise, the rubric does not reflect that students are expected to engage in the modeling process as described in the SMP.\n    \nThe rubric on page 33 of Algebra 1 indicates that students are being assessed on their ability to model. Problem 2b asks students to assume, but then tells them what number to use to determine a value. The removal of students' opportunities to make assumptions keeps students from engaging in the full modeling process.\n    \n\"Model with Mathematics\" is listed many times throughout the text. However, the focus on these items is for students to compute. On page 114 of the Algebra 1 textbook, question 23 very specifically tells students how to model the problem instead of giving students choice on formulating their own model.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials, when used as designed, meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs). The information provided by the publisher shows a strong focus on widely applicable prerequisites for college majors, post-secondary programs, and careers. Prerequisite material is mostly limited to \u201cWarm-Up\u201d tasks and used in a reasonable way to support meeting high school standards. In most of the series, standards from Grades 6-8 are reviewed and do not distract students from the WAPs.\n\n\n    Examples include, but are not limited to:\n\n\nF-IF.4 is addressed in activities 6, 7, 15, 22 and 29 in the Algebra 1 materials and in activities 7, 12, 14, 25 and 35 in the Algebra 2 materials. This represents a significant amount of time/attention given to this WAP from the functions category.\n    \nA-SSE.1 received extensive treatment through student work in Algebra 1 (activities 2, 24, 25, 26 and 31) and Algebra 2 (activities 7, 14 and 27). A-SSE received extensive work across the courses, and the domain was connected in meaningful ways to other WAPs in both the Algebra 1 and Algebra 2 materials.\n    \nIn the Geometry materials, many of the WAPs were addressed in Unit 2 (G-CO) and Unit 3 (G-SRT).\n    \nAlthough not always specifically identified in the Geometry materials, students continue to work with WAPs from the Algebra, Functions, and Number and Quantity categories at various times throughout the series.\n    \n\n\n    The materials do not include distracting content that would keep students from engaging with the standards identified as widely applicable prerequisites.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials, when used as designed, partially meet the expectation for allowing students to fully learn each non-plus standard. In general, the series addressed many of the standards in a way that would allow students to learn the standards fully. However, there are cases where the standards are not fully addressed or where the instructional time devoted to the standard was insufficient. The following are examples where the materials partially meet the expectation for allowing students to fully learn a standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b02c2546-7605-4651-8f80-a42b8fb2cb20": {"__data__": {"id_": "b02c2546-7605-4651-8f80-a42b8fb2cb20", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "7e544eaa-e512-47c2-93bc-571b7d29c2e5", "node_type": null, "metadata": {}, "hash": "1495a5d3fddfbb45756a5f43ef0be08574b3e46ead24ae4b82f3cc905e7b521d"}, "3": {"node_id": "2e8352af-206f-494b-b624-826ec33e3d34", "node_type": null, "metadata": {}, "hash": "4d3659f205e5cbd2adb305d8cb0778588d3af445a888dc52e818a624005b5684"}}, "hash": "549902d2f46a0113a91361961508d788ef4f7a3e74f4c81eb7fa2d2ad175c3d2", "text": "N-Q.2: Students are given opportunities to work with appropriate quantities when creating models for problems. However, many of these quantities are prescribed for students rather than allowing students to define their own quantities. This prescriptive definition by the materials does not allow students to develop their own understanding of how the quantities relate to the problem.\n    \nA-SSE.1b: Students are given minimal opportunities with this standard. An example is in Algebra 2 on page 228 where students are asked to use the discriminant to determine the nature of the solutions. Students are not asked to interpret other expressions throughout the series.\n    \nA-APR.4: The standard requires that students prove polynomial identities. There is one instance of this proof in Algebra 2 on page 251. This example proved the exact identity in the example in the standards. There are no other examples for proving identities. Students are also not given the opportunity to produce these proofs on their own.\n    \nA-REI.10: The one reference found for this standard is the Math Tip on page 92. There is no additional work to help students understand that the graph produced contains all possible solutions to the given equation.\n    \nF-IF.2: While students are given opportunities to evaluate functions, there are very few opportunities for students to interpret the given function in terms of the context of the given problem. In the instances where students were asked to interpret an equation in terms of a given context, function notation was not used, which is part of the standard.\n    \nF-IF.5: Students are not asked to determine the relationships between the domain and a graph.\n    \nF-LE.1a: There is one instance where students are exploring that linear functions grow by equal differences over equal intervals in Algebra 1, Lesson 9-3.\n    \nF-TF.8: There is a proof of the Pythagorean identity as part of the standard. In the materials, this proof is provided for the students. Students are not given the opportunity to construct the proof of the Pythagorean identity.\n    \nS-CP.5: Students are given the opportunity to calculate the conditional probability; however, they are not given sufficient opportunities to interpret their answers in terms of the context of the model.\n    \n\n\n    There are also two examples of the materials including content that is distracting because the content is not part of the CCSSM for high school.\n\n\nIn Geometry, lesson 12-1 on page 167, the learning targets are \"Write a simple flowchart proof as a two-column proof. Write a flowchart proof.\" While these are very explicit indications of the content in this lesson, there is no reference to specific types of proofs in the CCSSM.\n    \nIn Algebra 2, lesson 19-3 on page 303, the learning targets are \"Identify the index, lower and upper limits, and general term in sigma notation. Express the sum of a series using sigma notation. Find the sum of a series written in sigma notation.\" The language of the learning targets and the content of the lesson are not a part of the CCSSM.\n    \n\n\n    The following are some examples of where the materials meet the expectation for allowing students to fully learn the standard:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2e8352af-206f-494b-b624-826ec33e3d34": {"__data__": {"id_": "2e8352af-206f-494b-b624-826ec33e3d34", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "b02c2546-7605-4651-8f80-a42b8fb2cb20", "node_type": null, "metadata": {}, "hash": "549902d2f46a0113a91361961508d788ef4f7a3e74f4c81eb7fa2d2ad175c3d2"}, "3": {"node_id": "107f5cfd-8543-4034-9ad1-1476a133dccb", "node_type": null, "metadata": {}, "hash": "2b32ba2828ff70b1a2fb480c57fe79560679759db868971214cc474c8dc58d6c"}}, "hash": "4d3659f205e5cbd2adb305d8cb0778588d3af445a888dc52e818a624005b5684", "text": "G-CO.9: Starting with Lesson 6-1 in the Geometry materials, students are given multiple opportunities to use different properties and prove simple theorems about lines and angles. In Lesson 6-2, students are introduced to the Vertical Angles Theorem and use the theorem in other proofs about lines and angles. In Lesson 7-1, the materials address different angle pairs formed when a transversal intersects parallel lines and the relationships between the pairs of angles. In the remainder of the Geometry materials, there are various places where students use relationships already proven to prove new theorems about lines and angles.\n    \nN-Q.3: This standard is completely addressed in all courses. In Algebra 1, there is an explanation on page 489, problem 3d, in both the student and teacher editions discussing how to choose the appropriate level of accuracy. From that point on, students are expected to choose an appropriate level of accuracy in remaining lessons and courses.\n    \nF-IF.8 is only identified in the online version of the materials. The standard was fully addressed in the materials in the online version where identified.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials partially meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school. Although students are able to experience the majority of the standards they would need to master in order to be college- and career-ready, there were several instances where students did not get to engage with content in a way that is appropriate for high school students.\n\n\n    Examples of where this series partially meets the expectation include:\n\n\nStandards that require students to prove concepts or provide explanations were not fully developed and did not allow students to engage with the content in order to master the standards. An example of this is G-CO.9 where mostly teacher-given proofs were used (very few opportunities for students to generate their own proofs). G-SRT.7, problem 8, on page 310 of the Geometry textbook is one item that addresses this standard, and while the answers to problems on pages 312 and 313 address this standard as well, the explanation required from students would not fully address the relationship between the sine and cosine of complementary angles.\n    \nWhile the context provided for application problems is appropriate for high school, the contexts do not motivate the mathematics. For example, many of the Geometry contexts are superficially connected to the topic as the lessons could be completed without any knowledge of the context.\n    \nMost problems provide students with scaffolded steps and lead the students to the answers. For example, in the Algebra 1 textbook, lessons 7-1 and 7-2 provide students with tables, either completely or partially populated, and graphs that are completed or, at least, have scales marked and axes pre-labeled.\n    \nProblems presented in each section have routine answers and do not challenge students to engage fully in the mathematics required to be college- and career-ready. For example, in the Algebra 1 textbook, lesson 7-3, The Radioactive Decay Experiment, focuses on the concept of half-life for radioactive substances, but the problems in the lesson consistently use initial amounts that are even integers, which makes the computations and resulting answers much simpler than if the initial amounts were odd integers, fractions, or decimals.\n    \n\n\n    When information is provided for differentiated instruction, the content does not replace what students are expected to learn in order to be college and career ready.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "107f5cfd-8543-4034-9ad1-1476a133dccb": {"__data__": {"id_": "107f5cfd-8543-4034-9ad1-1476a133dccb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "2e8352af-206f-494b-b624-826ec33e3d34", "node_type": null, "metadata": {}, "hash": "4d3659f205e5cbd2adb305d8cb0778588d3af445a888dc52e818a624005b5684"}, "3": {"node_id": "3a77b457-1d8a-4b53-98af-80342867f5e7", "node_type": null, "metadata": {}, "hash": "d0e416b5a8596a225866a0297797a146660adf9cfa7d9e28db937fae5883b37c"}}, "hash": "2b32ba2828ff70b1a2fb480c57fe79560679759db868971214cc474c8dc58d6c", "text": "The \"Getting Ready Practice\" available for most units and topics is often below grade level, but it is also clearly labeled as \"additional lessons and practice problems for the prerequisite skills.\" For example, there are \"Getting Ready Practice\" lessons on the distributive property (Grade 6) and operations with decimals (Grade 5), along with operations on polynomials (grade-level for Algebra 1) and graphing linear functions (Grade 8, deeper in Algebra 1). Many of the Geometry \"Getting Ready Practice\" topics are from the Grade 7 and 8 Geometry standards. Many of the Algebra 2 textbook \"Getting Ready Practice\" topics are from Algebra 1 content, but several are grade-level, such as determining asymptotic restrictions and finding inverses of functions.\n    \nInformation presented in the sections labeled \"Differentiating Instruction\" or \"Adapt\" is not intended to replace the course-level work that students should be doing to master the standards. \"Differentiating Instruction\" contains directions to extend grade-level learning, and \"Adapt\" guides the teachers to check that students understand certain concepts and offers suggestions as to how to support students who need extra practice or what to do if re-teaching is required.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed partially meet the expectations that the materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and required by the Standards.\n\n\n    The organization of the course materials categorize units of study by related topics, and many of the activities cite multiple standards in the overview. Connections between clusters and domains are not always made for the teacher or student, and missing connections decrease the coherence of the materials across courses. The following are examples of missed opportunities for coherent connections throughout the series.\n\n\nAlthough there are locations in the Algebra 1 materials where Statistics and Probability standards could be explicitly associated with the Algebra and/or Functions standards, the connections were not made. For example, a connection between standards in the Functions and Statistics and Probability categories could occur in Algebra 1, lesson 13, \"Equations from Data,\" but it does not.\n    \nThere are missed opportunities to connect the Statistics and Probability and Number and Quantity categories. The relationship between N-Q.1, N-Q.2, and the Statistics and Probability standards could have been made clearly in many places in Algebra 1, Unit 6. Students are working with data, yet no mention is made to whether or not the measures of center are reliable for different distribution shapes or to level of accuracy that can be expected from a line of fit for less-than-nearly-perfect correlations.\n    \nThere are few connections between Geometry and other conceptual categories. Examples of missing connections are:\n        \nProofs about various aspects of mid-segments in triangles (G-CO.10) are present in Geometry, lesson 15-1, but there are no Algebra or Functions standards listed in the lesson, such A-SSE.3 as F-IF.6.\n            \nGeometry activity 26 is entitled \"Coordinate Proofs\" and contains algebraic proofs for midpoint, slope, and concurrency (G-GPE.4,5); however, there are no Algebra or Number and Quantity standards listed in the activity, such as A-SSE.1 or N-RN.2.\n            \nGeometry, activity 27 uses a coordinate plane to develop the equation of a circle (G-GPE.1), which ties together the Geometry and Algebra categories through the process of completing the square, but there are no specific connections made concerning these concepts, especially A-REI.4.\n            \nGeometry activity 28 and Algebra 2 activity 10 (both on using focus and directrix to write the equation of a parabola) are linked, but the materials do not explicitly connect the two activities.\n            \n\n\n\n\n    Some examples of how the content is coherent and provides opportunity for students to make meaningful connections are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a77b457-1d8a-4b53-98af-80342867f5e7": {"__data__": {"id_": "3a77b457-1d8a-4b53-98af-80342867f5e7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "107f5cfd-8543-4034-9ad1-1476a133dccb", "node_type": null, "metadata": {}, "hash": "2b32ba2828ff70b1a2fb480c57fe79560679759db868971214cc474c8dc58d6c"}, "3": {"node_id": "3b5daec8-1763-403b-b3f6-07fa088bfe10", "node_type": null, "metadata": {}, "hash": "815c326f9cf46749636364b581c9c2ded8b1cba033a557aeace4f556bae0c051"}}, "hash": "d0e416b5a8596a225866a0297797a146660adf9cfa7d9e28db937fae5883b37c", "text": "In the Geometry textbook, Unit 3 is titled \"Similarity and Trigonometry.\" Having these topics in the same chapter provides evidence that the content of the materials has been structured in terms of the connections and coherence inherent to the standards. After students learn about similarity, they engage in content specific to similarity in right triangles, which then leads to defining trigonometric ratios as a result of \"understanding that by similarity, side ratios in right triangles are properties of the angles in the triangle.\"\n    \nIn Algebra 2, connections are made in the \"Getting Ready\" part of many sections. Unit 6 (page 476) recalls work done in Geometry (G-SRT), Algebra (A-SSE and A-CED), and Functions (F-BF), and page 477 states in the teacher materials that \"students will use what they have learned in previous courses about circles, circumference, central angles, and arcs.\"\n    \nIn the Algebra 1 textbook, quadratic functions are introduced through context, data, and modeling with mathematics (Lesson 29-1). Then students move into analyzing and looking at properties of quadratic functions (Lesson 29-2). In activity 30, they look at transformations of quadratic functions in the coordinate plane. Then, in activity 31, students factor quadratic expressions to find the x-intercepts of the function defined by the expression. In activity 32, students complete the square to find the vertex of a quadratic function. The portions of the materials involving quadratic functions attend to the coherence in the standards, and students have been given opportunities to see structure in expressions and think about different forms of equivalent expressions.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the series partially meet the expectation that the materials explicitly identify and build on knowledge from Grades 6-8 to the high school standards. The materials miss opportunities to identify knowledge from previous grades and move the students\u2019 learning forward.\n\n\n    Below are examples of where the materials do not identify knowledge from Grades 6-8 and do not use the prior knowledge to move learning forward:\n\n\nIn Algebra 1, activity 9, the materials do not explicitly identify that students are building on their work with slope from Grade 8. The slope and rate of change portions of 8.EE.B and 8.F are not listed in the prerequisite skills for the unit. The activity does have students build on their knowledge of slope from Grade 8 to engage in F-IF.6 and F-LE.1.\n    \nIn Algebra 1, activities 14 and 15, the materials do not identify any standards from 8.F where students defined, compared, evaluated, and used linear functions to model relationships between quantities. This domain from 8th grade forms the basis for the extension of linear concepts into piecewise-defined linear functions that occurs in activity 14 and comparing equations that occurs in activity 15.\n    \nIn Algebra 1, activity 17, the materials do not identify any standards from 8.EE.C where students analyzed and solved pairs of simultaneous linear equations. In addition, lessons 4 and 5 in activity 17 are the only lessons that move student learning beyond what is addressed in 8.EE.C as these two lessons have students examine systems of linear equations without a unique solution and classify systems of equations, respectively.\n    \nIn Geometry, activity 9, the materials do not identify any standards from 8.G.A or 6.NS.C where students understand congruence and similarity through transformations and recognize reflections across the axes, respectively. These clusters form the basis for the learning around transformations that occurs in activity 9.\n    \nIn Geometry, activity 20, the materials do not explicitly identify that students are working with the Pythagorean Theorem from Grade 8. The work from Grades 6-8 is treated as a separate topic to review as opposed to being a foundation for new learning.\n    \nIn Algebra 2, activity 25, the materials do not identify any standards from 8.EE.A where students work with radicals and integer exponents. This cluster forms the basis for working with square root and cube root functions that occurs in the four lessons of activity 25.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b5daec8-1763-403b-b3f6-07fa088bfe10": {"__data__": {"id_": "3b5daec8-1763-403b-b3f6-07fa088bfe10", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "3a77b457-1d8a-4b53-98af-80342867f5e7", "node_type": null, "metadata": {}, "hash": "d0e416b5a8596a225866a0297797a146660adf9cfa7d9e28db937fae5883b37c"}, "3": {"node_id": "3c51e316-ff12-4f28-91a8-c6d812445efa", "node_type": null, "metadata": {}, "hash": "2fcc88382a2d64c3b37e3c2bd3897ffbfbf309376c93039bc58e2428dea1bdd9"}}, "hash": "815c326f9cf46749636364b581c9c2ded8b1cba033a557aeace4f556bae0c051", "text": "Each unit begins with a \u201cGetting Ready\u201d section that reviews prerequisite skills needed to engage in the mathematics of the upcoming section. The skills are aligned to previous grade-level CCSSM standards. Additional \u201cGetting Ready\u201d practice pages are available in the digital teacher resources. Although these skills are identified in the \u201cGetting Ready\u201d sections, connections are not made between the problem sets and the activities or lessons.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards, when included, are identified, appropriate, and support the content that students need to be college- and career-ready. For this series, the publisher identified several places where the plus standards were included and addressed.\n\n\n    In Algebra 1, activity 28 includes A-APR.7, which addresses closure of rational expressions. This is the only plus standard cited in the Algebra 1 textbook. It is appropriate to include this standard as closure of polynomials is discussed in Algebra 1 as well.\n\n\n    In Geometry, plus standards are included in activities 23, 29, 30 and 34. In activity 23, there is an appropriate introduction to the law of sines and law of cosines (G-SRT.10 and G-SRT.11). Activity 29 addresses the construction of a tangent line (G-C.4). Activity 30 asks students to derive the formula for calculating the area of the triangle (G-SRT.9), and activity 34 asks students to have an informal discussion of Cavalieri's principle (G-GMD.2). All of these plus standards are appropriate to the context of the course, and the publisher makes it clear that these standards will again be addressed and eventually mastered in later course work.\n\n\n    The Algebra 2 textbook includes composition of functions (F-BF.1c) in activities 5 and 6, complex conjugates (N-CN.3) and complex planes (N-CN.4) in activity 8, binomial theorem (A-APR.5) in activities 16 and 17, the fundamental theorem of algebra (N-CN.9) in activity 17, special right triangles and trigonometry (F-TF.3) in activity 32, and the unit circle (F-TF.4) in activity 34. All of these plus (+) standards are coherent with other work in the course and are presented in a way that allows both teacher and student to understand that mastery will be achieved in later course work.\n\n\n    The plus standards are embedded into activities/units with non-plus standards which makes it easier for teachers to include the plus standards in the normal scope of the course. However, the publisher makes it clear that the plus standards are not necessarily reached to their full intent when they are included and indicates that further work with the plus standards could be necessary to reach the full intent. For example, an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures (G-GMD.2) is identified as a plus standard and noted as an introductory skill. Likewise, function composition (F-BF.1c), included in the Algebra 2 materials in activity 5, is noted as introduced in Algebra 2 but also addressed in higher-level mathematics courses.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c51e316-ff12-4f28-91a8-c6d812445efa": {"__data__": {"id_": "3c51e316-ff12-4f28-91a8-c6d812445efa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "3b5daec8-1763-403b-b3f6-07fa088bfe10", "node_type": null, "metadata": {}, "hash": "815c326f9cf46749636364b581c9c2ded8b1cba033a557aeace4f556bae0c051"}, "3": {"node_id": "c3d089dc-d362-49b7-ba11-6045b0a58089", "node_type": null, "metadata": {}, "hash": "48b4a43b87a9f7462754a3f4b2288e830e3d40572f911f32ec98a6dd723c868e"}}, "hash": "2fcc88382a2d64c3b37e3c2bd3897ffbfbf309376c93039bc58e2428dea1bdd9", "text": "The materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c3d089dc-d362-49b7-ba11-6045b0a58089": {"__data__": {"id_": "c3d089dc-d362-49b7-ba11-6045b0a58089", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0f164ad-3137-4b7d-ab89-0d17f5a02eb6", "node_type": null, "metadata": {}, "hash": "281dbce15741a48dc27c61ff5c8ff9ffce467659e3d39dd10332be51696768bd"}, "2": {"node_id": "3c51e316-ff12-4f28-91a8-c6d812445efa", "node_type": null, "metadata": {}, "hash": "2fcc88382a2d64c3b37e3c2bd3897ffbfbf309376c93039bc58e2428dea1bdd9"}}, "hash": "48b4a43b87a9f7462754a3f4b2288e830e3d40572f911f32ec98a6dd723c868e", "text": "Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e934e7bb-9c77-4d39-8704-a4b1d0fa8fff": {"__data__": {"id_": "e934e7bb-9c77-4d39-8704-a4b1d0fa8fff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "3": {"node_id": "593152e2-3813-4b4d-a12d-4d330716ae38", "node_type": null, "metadata": {}, "hash": "a8e948ac7c5e7e8afdfb02ae73f5dea5ff6ffc0386c0a52b90a8b19e36c5e725"}}, "hash": "0887b33d7f3a7ec691525edd1ddab1230e57d17317ef82464850b261726e83a9", "text": "Singapore Math: Dimensions Math\n\nThe instructional materials for Dimensions Math Grade 6 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards but do devote at least 65% of instructional time to the major work of the grade. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials contain supporting work that enhances focus and coherence simultaneously by engaging students in the major work of the grade and foster coherence through connections at a single grade. In Gateway 2, the instructional materials meet the expectations for rigor and balance, but they do not meet the expectations for practice-content connections. Since the materials do not meet the expectations for alignment to the CCSSM, they were not reviewed for usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Dimensions Math Grade 6 partially meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, but the amount of time devoted to the major work of the grade is at least 65 percent. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials contain supporting work that enhances focus and coherence simultaneously by engaging students in the major work of the grade and foster coherence through connections at a single grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 do not meet expectations for assessing grade-level content. The FAQ page on the website for Singapore Math states, \u201cThere are currently no tests, but the workbook could be used as a test bank.\u201d In Dimensions Math workbooks 6A and 6B, above grade-level items are present and could not be modified or omitted without a significant impact on the underlying structure of the instructional materials. For example:\n\n\nStudents solve multi-step percent problems involving discount, tax, and percent increase/decrease (7.RP.3). For example, in Lesson 7.2 pages 150-151, problem 6 states, \u201cA pair of pants is discounted 25 percent. They now cost $104.25. What was the cost before the discount?\u201d\n    \nIn Lesson 10.3, pages 58-63, students write equations in the form px + q = r (7.EE.4a). For example, problem 6 states, \u201cThe internet service at the airport costs $11 to sign on and an additional $2.50 per half hour. Let h represent the amount of time Frances used the internet, and t represent the total cost in dollars. Write an equation that represents this scenario.\u201d\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 meet expectations for spending a majority of instructional time on major work of the grade.\n\n\nThe approximate number of chapters devoted to major work of the grade (including assessments and supporting work connected to the major work) is 11 out of 13, which is approximately 86 percent.\n    \nThe number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 28.5 out of 34, which is approximately 84 percent.\n    \nThe number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 107 out of 134, which is approximately 80 percent.\n    \n\n\n    A lesson-level analysis (which includes lessons and sublessons) is most representative of the instructional materials because it addresses the amount of class time students are engaged in major work throughout the school year. As a result, approximately 84 percent of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\n\n    Supporting standards/clusters are connected to the major standards/clusters of the grade with two exceptions. No connections are explicitly stated. Examples of supporting work that engage students in the major work of the grade include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "593152e2-3813-4b4d-a12d-4d330716ae38": {"__data__": {"id_": "593152e2-3813-4b4d-a12d-4d330716ae38", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "e934e7bb-9c77-4d39-8704-a4b1d0fa8fff", "node_type": null, "metadata": {}, "hash": "0887b33d7f3a7ec691525edd1ddab1230e57d17317ef82464850b261726e83a9"}, "3": {"node_id": "40369b0f-f0ea-4c90-ad5e-ced4edf996b8", "node_type": null, "metadata": {}, "hash": "4111e4c2820d5bb5d7b06f11bda25b3c49ed6d9f44960487c648b78338656936"}}, "hash": "a8e948ac7c5e7e8afdfb02ae73f5dea5ff6ffc0386c0a52b90a8b19e36c5e725", "text": "In Lesson 6.1, students calculate average weight, average height, and average distance (supporting standard 6.SP.5c), and these are connected to unit rates (major standard 6.RP.2).\n    \nIn Lesson 10.1, students graph points to draw a polygon on the coordinate plane (supporting standard 6.G.3), and this is connected to graphing points in all four quadrants (major standard 6.NS.8).\n    \nIn Lesson 1.4, students use division of multi-digit numbers (supporting standard 6.NS.2) when writing equivalent expressions and solving equations (major clusters 6.EE.A,B).\n    \nIn Chapter 3, students evaluate expressions (major cluster 6.EE.A) that include multi-digit decimals (supporting standard 6.NS.3).\n    \nIn Chapters 11 and 12, students evaluate expressions arising from area and volume formulas (supporting standards 6.G.1,2), and this connects to writing and solving equations for unknown lengths (major standards 6.EE.2,7).\n    \nIn Lesson 13.1B, students evaluate expressions (major standard 6.EE.1) to find the mean of a data set (supporting standard 6.SP.5c).\n    \nIn Lesson 13.2, students calculate percentages (major standard 6.RP.3) from analyzing histograms (supporting cluster 6.SP.B).\n    \nIn Lesson 6.2, students solve problems involving unit rates (major standard 6.RP.3) by dividing multi-digit numbers (supporting standard 6.NS.2).\n    \nIn Lesson 12.1, students use the ratio of length to width to height of a right rectangular prism (major standard 6.RP.3) to find the volume of the prism (supporting standard 6.G.2).\n    \n\n\n    Examples of missed connections between supporting and major work include:\n\n\nThese is no connection between finding factors (6.NS.4) and generating equivalent expressions (6.EE.3).\n    \nIn Lesson 11.1, problem 13 involves division of fractions (major standard 6.NS.1) within the context of area, surface area, and volume (supporting cluster 6.G.A). There are no other opportunities to connect 6.G.A and 6.NS.1.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials for Dimensions Math Grade 6 partially meet expectations that the amount of content designated for one grade level is viable for one year.\n\n\n    As designed, the instructional materials can be completed in 134 days. The total days were computed in the following manner:\n\n\nEach lesson was counted as one day of instruction.\n    \nA \u201clesson\u201d with subsections (i.e., 1a, 1b, 1c) counted as three lessons or three days.\n    \nA practice day was added for each chapter.\n    \n\n\n    The total days were computed based on a pacing chart provided in the teacher guide. The suggested time frame for the materials and/or the expectations for teachers and students are not viable. Some significant modifications would be necessary for materials to be viable for one school year.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Dimensions Math Grade 6 partially meet expectations for being consistent with the progressions in the standards. In general, materials follow the progression of grade-level standards, though they don\u2019t always meet the full intent of the standards. In addition, lessons utilize standards from prior grade levels, though these are not always explicitly identified in the materials.\n\n\n    Examples where standards from prior grades are utilized but not identified include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40369b0f-f0ea-4c90-ad5e-ced4edf996b8": {"__data__": {"id_": "40369b0f-f0ea-4c90-ad5e-ced4edf996b8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "593152e2-3813-4b4d-a12d-4d330716ae38", "node_type": null, "metadata": {}, "hash": "a8e948ac7c5e7e8afdfb02ae73f5dea5ff6ffc0386c0a52b90a8b19e36c5e725"}, "3": {"node_id": "e9980b71-c112-459e-bf04-4ca8382da1dc", "node_type": null, "metadata": {}, "hash": "d8c67f1330431353a35137a3680258cfd87a47afdd33d21df0ba7d0098aa59dc"}}, "hash": "4111e4c2820d5bb5d7b06f11bda25b3c49ed6d9f44960487c648b78338656936", "text": "Examples where standards from prior grades are utilized but not identified include:\n\n\nIn Lesson 1.1, students write numeric expressions for statements (5.OA.2). This material is not identified as content from a prior grade.\n    \nIn Lesson 2.1, the materials reference Multiplication of a Proper Fraction by a Whole Number as learning from a previous grade, but the materials do not identify Multiplication of a Proper Fraction by a Fraction as previous learning. Instead, the materials treat this topic and Division of a Whole Number by a Fraction and Division of a Fraction by a Whole Number (Lesson 2.2) as grade-level topics, though they are prior learning (5.NF.4).\n    \nIn Lesson 1.4, students examine division as sharing and division as grouping (3.OA.2 & 3.OA.6), but the material do not reference this as prior learning.\n    \nLesson 3.4 is not identified as work from a prior grade (5.MD.1).\n    \n\n\n    The materials typically develop according to the grade-by-grade progressions in the standards, but one missed opportunity is in the unit on The Number System (Chapters 1-3). The standards include students representing numbers on a number line, but students are not given that opportunity. The model most commonly used in this unit is the bar model. There is some emphasis on a number line with the introduction of integers to help students compare values.\n\n\n    The \u201cNotes on Teaching\u201d in Teaching Notes and Solutions provide some direction for teachers to explicitly relate the content to prior learning:\n\n\nIn Lesson 2.1, the lesson states, \u201cIn Grade 5, we interpreted a fraction as a division of the numerator by the denominator\u2026let\u2019s recap the multiplication of a fraction by a whole number.\u201d\n    \nIn Lesson 3.1B, adding and subtracting decimals are connected to prior knowledge: \u201cSince both whole numbers and decimals are written using the base-ten number system of numbers, we can use the same method for adding and subtracting whole numbers to add and subtract decimals.\u201d\n    \nIn Lesson 11.1, the materials state, \u201cIn earlier grades, we learned the area of a rectangle can be found by multiplying the side lengths.\u201d\n    \n\n\n    Examples where the student workbooks reference content learned in earlier grades include:\n\n\nIn Workbook 6B, page 109 states, \u201cIn earlier grades, we learned that the area of a rectangle can be found by multiplying the side lengths. That is, area of a rectangle = length x width.\u201d\n    \nIn Workbook 6B, page 154 states, \u201cIn earlier grades, you have already come across shapes like rectangular prisms and cubes. To review, a rectangular prism is a three-dimensional solid shape.\u201d\n    \n\n\n    The instructional materials do not attend to the full intent of some standards. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e9980b71-c112-459e-bf04-4ca8382da1dc": {"__data__": {"id_": "e9980b71-c112-459e-bf04-4ca8382da1dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "40369b0f-f0ea-4c90-ad5e-ced4edf996b8", "node_type": null, "metadata": {}, "hash": "4111e4c2820d5bb5d7b06f11bda25b3c49ed6d9f44960487c648b78338656936"}, "3": {"node_id": "d2d936c1-694e-4259-bb10-a9d5680dfc26", "node_type": null, "metadata": {}, "hash": "37369cef5d0f45d9b7c7de00125718e8b34c393b28705f4401f6f6bbeb64b3d0"}}, "hash": "d8c67f1330431353a35137a3680258cfd87a47afdd33d21df0ba7d0098aa59dc", "text": "In Chapter 1, students find the GCF of two numbers but do not have an opportunity to \u201cuse the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor,\u201d as stated in 6.NS.4.\n    \nIn Lesson 3.4, students convert measurements to different units, but ratio reasoning is not used for these conversions (6.RP.3d).\n    \nIn Chapter 5, rate language is not used to develop the concept of ratios (6.RP.2).\n    \nIn Chapters 5 and 6, ratios are not represented with tables (6.RP.3a).\n    \nUnit rate is defined in Chapter 6 on page 172, but there is no opportunity for students to \u201cunderstand the concept of a unit rate a/b associated with a ratio a:b with b \u2260 0\u201d (6.RP.2).\n    \nIn Chapter 8, students write algebraic expressions for given statements but do not have an opportunity to \u201cidentify parts of an expression using mathematical terms.\u201d (6.EE.2b)\n    \nThe materials do not provide an opportunity for students to \u201cview one or more parts of an expression as a single entity.\u201d (6.EE.2b)\n    \nIn Chapter 10, students use coordinates and absolute value to find distances between points on a coordinate plane (6.NS.8) but do not apply this understanding to real-world problems.\n    \n\n\n    The materials do not give all students extensive work with grade-level problems for some standards. Examples include:\n\n\nIn Chapter 2, students divide whole numbers, and in Chapter 3, students divide decimals by decimals using the standard algorithm. The materials do not provide opportunities for extensive work dividing multi-digit numbers using the standard algorithm (6.NS.3).\n    \nOn pages 175 and 189, students examine the net of a triangular prism (6.G.4), but they do not \u201crepresent three-dimensional figures using nets made up of rectangles and triangles, and use nets to find the surface area of these figures,\u201d as stated in the standard.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Dimensions Math Grade 6 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards.\n\n\n    The materials include learning objectives that are visibly shaped by CCSSM cluster headings, and there are correlations between Dimensions Math Grade 6 learning objectives and CCSSM cluster headings. Examples include:\n\n\nIn Chapter 5, learning objectives are shaped by 6.RP.A, \u201cUnderstand ratio concepts and use ratio reasoning to solve problems.\u201d\n    \nExamples of learning objectives shaped by 6.RP.A are: \u201cCompare quantities using ratios and use ratio language to describe a ratio relationship between two quantities; simplify ratios to obtain equivalent ratios; and relate ratios and fraction and apply ratio relationships to solve real-world problems.\u201d In Chapter 4, some learning objectives are: \u201cRecognize the use of positive and negative numbers in the real-world context; compare and order positive and negative numbers and plot them on a number diagram; and interpret the absolute values of a positive and negative quantity in real-world situations.\u201d These objectives are shaped by 6.NS.C, \u201cApply and extend previous understandings of numbers to the system of rational numbers.\u201d\n    \nIn Chapter 2, some learning objectives are: \u201cmultiply fractions by whole numbers; multiply fractions by fractions; divide whole numbers by fractions and fractions by whole numbers; divide fractions by fractions; and solve word problems involving multiplication and division of fractions.\u201d These objectives are shaped by 6.NS.A, \u201cApply and extend previous understandings of multiplication and division to divide fractions by fractions.\u201d\n    \n\n\n    The materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d2d936c1-694e-4259-bb10-a9d5680dfc26": {"__data__": {"id_": "d2d936c1-694e-4259-bb10-a9d5680dfc26", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "e9980b71-c112-459e-bf04-4ca8382da1dc", "node_type": null, "metadata": {}, "hash": "d8c67f1330431353a35137a3680258cfd87a47afdd33d21df0ba7d0098aa59dc"}, "3": {"node_id": "a3c84d0c-64b3-4529-b220-1e4fb7bae14f", "node_type": null, "metadata": {}, "hash": "ae6a1953750f3739dd6f43a19ae5edba1ef576e193051371c1dc6be01c536644"}}, "hash": "37369cef5d0f45d9b7c7de00125718e8b34c393b28705f4401f6f6bbeb64b3d0", "text": "In Chapters 11 and 12, students use formulas to calculate area, volume, and surface area (6.G.A) involving measures that are given in both decimal and fraction forms (6.NS.B).\n    \nIn Chapter 13, students investigate appropriate use of measures of center in different contexts (6.SP.A) and make comparisons among the three measures (6.SP.B).\n    \nIn Lesson 8.1, students evaluate expressions (6.EE.A) using multiplication and division of fractions (6.NS.A).\n    \nIn Lesson 9.1, students solve equations (6.EE.B) with fractional coefficients (6.NS.A).\n    \nIn Lesson 1.3, students model the distributive property (6.NS.B) to solve area problems (6.G.A).\n    \nIn Lesson 10.3A, students write and solve equations (6.EE.B) to describe relationships between dependent and independent variables (6.EE.C).\n    \n\n\n    Students do not compare rates of two or more quantities using graphs of quantities, missing a connection between 6.NS.C and 6.RP.A.\n\nRigor & Mathematical Practices\n\nThe instructional materials for Dimensions Math Grade 6 partially meet expectations for rigor and the mathematical practices. The instructional materials meet the expectations for rigor and balance by giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency and spending sufficient time working with engaging applications of the mathematics. The instructional materials do not meet the expectations for practice-content connections because they do not identify the mathematical practices, use them to enrich the content, or carefully attend to the full meaning of each practice standard.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Dimensions Math Grade 6 partially meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.\n\n\n    Conceptual understanding is developed by connecting models, verbal explanations, and symbolic representations of concepts, with an emphasis on the use of bar models. The following examples illustrate how the materials develop those standards addressing conceptual understanding.\n\n\n    Standard 6.RP.A: Understand ratio concepts and use ratio reasoning to solve problems.\n\n\nIn Lesson 5.1, page 138 Class activity, students use green and red cubes to explore equivalent ratios. Students are guided through the use of the manipulatives; the activity moves into the procedure of multiplying or dividing a number by the same amount.\n    \nIn Lesson 5.2, pages 145-152, students use bar models to represent and solve real-world ratio problems in examples 11 - 17.\n    \nIn Lesson 6.1, page 166 Class Activity, students use cubes to understand average. In page 168 example 3, students use a bar model to solve an average problem.\n    \nIn Lesson 6.2, page 175, students use division with bar models to find unit rates.\n    \nLessons 7.1 and 7.2 use bar models and 100s grids to develop the meaning of percent. In Class Activity 1, students model fractions, decimals, and percents on 100s grid. In Class Activity 2, students use bar models to represent percentages.\n    \n\n\n    However, the materials do not include work with ratio tables (6.RP.3a).\n\n\n    Standard 6.EE.3: Apply the properties of operations to generate equivalent expressions.\n\n\nIn Lesson 8.1 page 2, a table connects expressions, verbal descriptions, and tiles as a model to help students understand an expression. In the examples that follow, students are not asked to create models to represent the expressions.\n    \nIn Lesson 8.2, page 20 Class Activity 2, students play a game discussing why two terms are or are not like terms. The first two examples use a diagram to show why two terms are like terms.\n    \nIn Lesson 9.1B, page 33 Class Activity 1, students are given a visual model of a scale to demonstrate adding and subtracting the same quantity to both sides of an equation. Examples 4-14 on pages 35-42 show bar models as a visual method of solving the equations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a3c84d0c-64b3-4529-b220-1e4fb7bae14f": {"__data__": {"id_": "a3c84d0c-64b3-4529-b220-1e4fb7bae14f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "d2d936c1-694e-4259-bb10-a9d5680dfc26", "node_type": null, "metadata": {}, "hash": "37369cef5d0f45d9b7c7de00125718e8b34c393b28705f4401f6f6bbeb64b3d0"}, "3": {"node_id": "d9e66ff3-a4f9-4e46-867d-2a880dff9829", "node_type": null, "metadata": {}, "hash": "29f463c05311cbe77df3b704f9fc930b5959b8f86eea4736266d7c595da1ac5c"}}, "hash": "ae6a1953750f3739dd6f43a19ae5edba1ef576e193051371c1dc6be01c536644", "text": "6.EE.5 Understand solving an equation or inequality.\n\n\nIn Lesson 9.2, page 50 BrainWorks #13, students write an inequality to represent the number of days Rachel needs to clear orders for 30 cakes and graph the solution. They then determine how the inequality and graph will change if Rachel must clear the cake orders in eight days or less.\n    \n\n\n    6.NS.A: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.\n\n\nIn Chapter 2, pages 56-62, examples of bar models are provided to model problems involving both measurement and partitive division, extending previous understandings of multiplication and division to divide fractions by fractions. Students see how dividing a fraction by a fraction is equivalent to multiplying the fraction by the reciprocal.\n    \nExercise 3.2, page 85 Multiplication of Decimals: \u201cWithout doing any calculations, determine which of the following multiplication expressions will give a product that is larger than ___? Explain your answers.\u201d\n    \n6A Workbook, page 88 Division of Decimals: \u201cWithout doing any calculations, determine which of the following division expressions will have a quotient that is less than the dividend. Explain your answer.\u201d\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for Dimensions Math Grade 6 meet expectations for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The instructional materials develop procedural skills and fluencies and provide opportunities for students to independently demonstrate procedural skills and fluency throughout the grade level.\n\n\n    Examples of the materials developing procedural skills and fluencies throughout the grade level include:\n\n\nChapter 3 addresses adding, subtracting, multiplying, and dividing multi-digit decimals using the standard algorithm for each operation (6.NS.3). Each lesson utilizes the standard algorithm and contains fluency practice in the lesson through Basic Practice and Further Practice in the Exercises. For example, in Lesson 3.1, #3 includes addition and subtraction problems written in a vertical format, #4 and #7 provide questions written in a horizontal format, and #9-12 students use the standard algorithm to solve problems.\n    \nChapter 8 addresses writing and evaluating numerical and algebraic expressions (6.EE.1,2). In Lesson 8.1, there are several examples that demonstrate the procedural skills for writing and evaluating numerical and algebraic expressions, and there are several opportunities for students to practice these skills.\n    \n\n\n    Examples of students demonstrating procedural skills and fluencies independently include:\n\n\nIn Chapter 6, students divide multi-digit numbers to calculate rates and solve problems involving percentages (6.NS.2). Students also find the average of sets of numbers containing decimal values (6.NS.3) (pages 167-170) and compute with decimals as they calculate rates (pages 173-177).\n    \nIn Chapter 9, students solve equations of the form px = q involving multi-digit numbers and decimals (6.NS.2,3; 6.EE.7).\n    \nIn Chapters 11 and 12, students divide multi-digit numbers and perform operations with decimals as they find area, volume, and missing side lengths of two- and three-dimensional figures (6.NS.2,3; 6.EE.2c).\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for Dimensions Math Grade 6 meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single- and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.\n\n\n    Opportunities for students to engage in application and demonstrate the use of mathematics flexibility primarily occur in Math@Work and Brainworks included with each lesson. Additionally, the Problem Solving Corner included with some chapters engages students in application problems. Some of the Extend Your Learning Curve problems included in the chapter reviews are intended as non-routine problems (page 1 of Teacher Guide 6B and page 27 of Book B).\n\n\n    The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and knowledge of the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d9e66ff3-a4f9-4e46-867d-2a880dff9829": {"__data__": {"id_": "d9e66ff3-a4f9-4e46-867d-2a880dff9829", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "a3c84d0c-64b3-4529-b220-1e4fb7bae14f", "node_type": null, "metadata": {}, "hash": "ae6a1953750f3739dd6f43a19ae5edba1ef576e193051371c1dc6be01c536644"}, "3": {"node_id": "abaec2b7-3970-484f-902d-a6a950de553c", "node_type": null, "metadata": {}, "hash": "88c41f8bcb4d533caa4a18a610253c9a8fbca4de8c4c4742c2c57418376e8d33"}}, "hash": "29f463c05311cbe77df3b704f9fc930b5959b8f86eea4736266d7c595da1ac5c", "text": "Basic Practice tasks tend to be single-step, routine application problems. For example, in Lesson 10.3 Basic Practice #2, students identify the independent variable and the dependent variable in given scenarios (6.EE.9).\n    \nFurther Practice tasks tend to include language and/or types of numbers that increase the level of complexity, or the task may require more than one step. For example, in Lesson 2.2 Further Practice #3, students evaluate expressions involving multiple operations using the order of operations (6.EE.1).\n    \nIn BrainWorks tasks, students often make decisions and explain the decisions that are made. Many of these problems are non-routine because they aren\u2019t similar to an example presented earlier in the materials, and they can usually be solved in a variety of ways. For example, in Lesson 7.2 BrainWorks #15, students choose between two options regarding pocket money and explain their choice (6.RP.3c).\n    \n\n\n    The instructional materials provide opportunities for students to independently demonstrate the use of mathematics flexibly in a variety of contexts.\n\n\nIn Lesson 2.2, students determine how many fractional lengths of ribbons could be cut from a whole- number length (Book A, page 52 example #9) and how to divide paint into jars in fractional amounts (Book A, page 62 example #16) (6.NS.1).\n    \nIn Lesson 6.2, Class Activity 2 on page 171, students apply unit rates (6.RP.3) throughout the lesson and in the Problem Solving Corner on pages 183-187.\n    \nIn Lesson 12.2, Math@Work, students find the surface area of rectangular and triangular prisms in the contexts of determining how much paint is needed to cover a cube and how much fabric is needed to create a tent, respectively (6.G.4).\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for Dimensions Math Grade 6 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.\n\n\n    All three aspects of rigor are present independently throughout the program materials. Examples include:\n\n\nConceptual understanding is generally developed through the Class Activities, examples, and corresponding Try It! tasks. For example, students use pictures and data tables to determine various ratios in Try It! tasks in Chapter 5 on pages 132-136.\n    \nProcedural skill and fluency is treated independently in the Basic Practice and Further Practice problems of every chapter. For example, in Chapter 2 page 63, students evaluate given expressions by dividing a fraction by a fraction. In Chapter 3 page 94, students divide decimals by either another decimal or a whole number.\n    \nApplication is developed independently in Further Practice and Math@Work that appear at the end of each section. For example, Lesson 6.1 Problem #11 states, \u201cThree students are going to watch a movie. Each has a whole number of dollars, and no student has more than $20. If the average amount is $16, what is the smallest possible amount one of them could have?\u201d\n    \nChapter 11 Area of Plane Figures contains the three aspects of rigor treated in a single lesson but taught on separate days. Lesson 11.1 starts with Class Activity 1 on page 112, where students are guided through an activity to develop conceptual understanding of the area of parallelograms and \u201cderive the formula for the area of a parallelogram.\u201d This is followed by examples and Try It! problems where students find the area of parallelograms, developing procedural fluency. Finally, students \u201cconsolidate and extend the material covered thus far,\u201d by applying the mathematics to problems like the BrainWorks problem on page 122, finding the area of the yellow parallelogram in the Republic of Congo flag. This lesson is expected to take three days.\n    \n\n\n    Multiple aspects of rigor are engaged simultaneously to develop students\u2019 mathematical understanding of a single topic/unit of study throughout the materials. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "abaec2b7-3970-484f-902d-a6a950de553c": {"__data__": {"id_": "abaec2b7-3970-484f-902d-a6a950de553c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "d9e66ff3-a4f9-4e46-867d-2a880dff9829", "node_type": null, "metadata": {}, "hash": "29f463c05311cbe77df3b704f9fc930b5959b8f86eea4736266d7c595da1ac5c"}, "3": {"node_id": "3ccf4e4e-8dc5-4c5f-ad98-635aff14d317", "node_type": null, "metadata": {}, "hash": "53962842f2337da9809b50a7a405d99a86053360dc70456fa33801825da4e30b"}}, "hash": "88c41f8bcb4d533caa4a18a610253c9a8fbca4de8c4c4742c2c57418376e8d33", "text": "In Lesson 8.1B, Class Activity 1 page 7, students represent the number of toothpicks needed for a given amount of squares. After completing a table, they write an algebraic expression that would give the number of toothpicks for n squares (conceptual understanding). They use the algebraic expression to find the number of toothpicks needed to make four different types of squares (application and procedural skill).\n    \nIn Lesson 8.1C, students create a table of values and use bar models to represent real-world problems algebraically, which integrates application, conceptual understanding, and procedural skills used together.\n    \nIn Lesson 3.2, students integrate procedural skill with application by determining the total cost of 12.8 pounds of wire that cost $23.16 per pound.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 do not meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.\n\n\n    Mathematical Practices are not identified in the materials. In the Syllabus, page 39, Mathematical Processes (Reasoning, Communication and Connections, Application and Modeling, and Thinking Skills and Heuristics) are identified, but these are not referenced in the remainder of the materials. Teachers are not provided with guidance or directions for how to carry out lessons to ensure students are developing the mathematical processes.\n\n\n    Examples where the Mathematical Practices are not identified and do not enrich the mathematics content include:\n\n\nFor MP4, students use physical models in problems. For example, in Chapter 6 Section 6.1, Class Activity 1, students use blue and yellow blocks to model averages for player A and player B. However, students do not represent the situation mathematically with an equation or a method that would help them generalize information to draw conclusions.\n    \nFor MP5, students are directed which tools to use in problems, and students do not discuss which tools to select or use strategically. The instructional materials show different methods for solving problems, but students do not choose which method to use or which method would be most appropriate for problems.\n    \nFor MP7, the materials do not identify looking for and making use of structure. For example, in Chapter 1 BrainWorks Exercise #8, Daniel makes use of structure to write $$3^5$$ as an equivalent expression for $$3^2\\times3^3$$. However, the materials do not identify the use of structure or provide guidance for teachers as to how MP7 could be used.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Dimensions Math Grade 6 do not meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. The materials do not attend to the full meaning of three MPs.\n\n\n    For MP4 Model with mathematics, students solve real-world, contextual problems, but students do not model with mathematics in those problems. Examples of the materials not attending to the full meaning of MP4 include:\n\n\nIn Student Workbook 6A, Lesson 1.4, students \u201cdraw a model and equation to match\u201d for two real-world problems. On page 32 problem 3, students are prompted to \u201cdraw a model and solve\u201d for a real-world problem. In these problems, there are no opportunities for students to revise initial assumptions or models once calculations have been made.\n    \nIn Lesson 2.1C, examples 14-16 show students how to use bar models to solve real-world problems and write the solution mathematically from the models. Problems like this are also encountered in Lessons 5.2 and 7.2. In these problems, students do not make assumptions, define quantities, or choose what model to use, and there are no opportunities for students to revise initial assumptions or models once calculations have been made.\n    \nIn Lesson 8.1C, students complete an example by using a given table to model the relationship in age between two children, creating an expression from the table, and using the expression to determine the age of one child. In Try It! on page 14, students complete a similar problem on their own. In this problem, students do not make assumptions, define quantities, or choose which model to use.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ccf4e4e-8dc5-4c5f-ad98-635aff14d317": {"__data__": {"id_": "3ccf4e4e-8dc5-4c5f-ad98-635aff14d317", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "abaec2b7-3970-484f-902d-a6a950de553c", "node_type": null, "metadata": {}, "hash": "88c41f8bcb4d533caa4a18a610253c9a8fbca4de8c4c4742c2c57418376e8d33"}, "3": {"node_id": "5b1dabbd-d407-4594-ba17-34664b57eb73", "node_type": null, "metadata": {}, "hash": "89699ca0981251a26d66992e2bab16e6a92fd9965fe30fa7e3c374a65e9f7d2e"}}, "hash": "53962842f2337da9809b50a7a405d99a86053360dc70456fa33801825da4e30b", "text": "For MP5 Use appropriate tools strategically, the materials rarely demonstrate the use of tools to solve problems, other than a tape diagram. The instructional materials do not introduce and engage students in the use of various tools, including technology. Examples of the materials not attending to the full meaning of MP5 include:\n\n\nIn Lesson 2.1, students are shown how to use a bar model as a mathematical tool for solving a problem involving multiplication of fractions. Other tools are not introduced or used, and students do not choose which tool to use.\n    \nIn Lesson 10.2, students are shown a number line to help define absolute value in the introduction. Further examples in the lesson show distance on a coordinate plane through the use of absolute value, but students do not choose which tools to use to find distances.\n    \nIn Lesson 12.2B, students are shown a net of a triangular prism, but students do not use nets as a tool for finding surface area in subsequent examples in the lesson.\n    \nStudents do not use ratio tables or number line diagrams in problems with ratios, rate, or percentages. They are shown tape diagrams as a tool for working with ratios, but students do not choose the tool.\n    \n\n\n    For MP8 Look for and express regularity in repeated reasoning, there are limited opportunities for students to examine repeated calculations and look for general methods and/or shortcuts. Examples where students do not engage in MP8 include:\n\n\nIn Lesson 2.2, the materials demonstrate how to divide a whole number by a fraction, draw a model to represent \u201chow many 1/3\u2019s and 2/3\u2018s are in 6,\u201d and complete a table by using the reciprocal of the divisors to write equivalent multiplication expressions. Students are asked to: \u201c(a) Look at the patterns in the divisors and the quotients. What happens to the quotient as the divisor gets smaller? (b) What do you notice about the quotients of the division expressions and the products of the equivalent multiplication expressions?\u201d However, students are given a summary of the activity showing the generalization, \u201cDividing a whole number by a fraction is the same as multiplying by its reciprocal,\u201d as an algebraic expression.\n    \nIn Lesson 3.2, the materials demonstrate what happens to a rational number written in decimal form as it is multiplied by powers of 10. Students relate their results to place value. Students do not look for and express regularity in repeated reasoning. In example 5 on page 81, students determine which decimal factors produce products of a given size, but the remainder of the lesson includes teacher-led explanations of the repeated reasoning rather than students engaging in the mathematical practice.\n    \nOn page 94, students divide rational numbers written in decimal form, but none of the divisions result in repeating decimals, which means students do not engage in MP8. In BrainWorks question 16 on page 94, students compare two different students\u2019 reasoning about the value of repeating decimals, but they do not look for and express regularity in repeated reasoning themselves.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    The student materials include questions for discussion in the margins where students explain their thinking, and the teacher materials indicate students should discuss their explanations with a partner or in a group. The materials contain some problems where students are specifically asked to justify a claim with mathematics, build a logical progression of statements to explore the truth of a conjecture, or analyze situations by breaking them into cases. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b1dabbd-d407-4594-ba17-34664b57eb73": {"__data__": {"id_": "5b1dabbd-d407-4594-ba17-34664b57eb73", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "3ccf4e4e-8dc5-4c5f-ad98-635aff14d317", "node_type": null, "metadata": {}, "hash": "53962842f2337da9809b50a7a405d99a86053360dc70456fa33801825da4e30b"}, "3": {"node_id": "d4de2b36-2988-4265-a427-7b677e35c0a1", "node_type": null, "metadata": {}, "hash": "6ee03fe812efaace74d1deccde2d194d84d6cb5b4da0bfc356ead7e0a6715d6c"}}, "hash": "89699ca0981251a26d66992e2bab16e6a92fd9965fe30fa7e3c374a65e9f7d2e", "text": "In Chapter 1 page 4: \u201cWhich is greater: Two to the third power or three to the second power? Explain.\u201d\n    \nIn Chapter 1 page 15: \u201cAre 72 and 96 common multiples of 4 and 6? Explain.\u201d\n    \nIn Lesson 5.1, problem 15 states, \u201cA bag contains some red balls and blue balls. The ratio of the number of red balls to the number of blue balls is 4:7. If the total number of balls in the bag is not more than 40, what are the possible numbers of blue balls in the bag? Explain how you find the answers using equivalent ratios.\u201d\n    \nIn Chapter 7 page 198, students explain whether they would want 10 percent of $20 or 20 percent of $10.\n    \nIn Chapter 13 page 199: \u201cCan we arrange the data in descending order instead of ascending order? Why?\u201d\n    \n\n\n    The student materials include problems in each chapter for students to critique someone else\u2019s work or explanation. The Workbooks contain additional similar tasks. Examples include:\n\n\nIn Chapter 3 page 101 Write in Your Journal, students determine if 6.5 x 10 = 6.50 is a student\u2019s correct application of the rule, \u201cAdd a zero when you multiply by 10,\u201d and explain their reasoning.\n    \nIn Workbook 6A, Lesson 1.1B page 7, students explain Leo\u2019s error in evaluating $$6^3$$ as 18.\n    \nChapter 7 page 209 states: \u201cA shop owner sold 10 cell phones and made a total gain of 20 percent. What was her profit for each cell phone? A student solved this question as follows: 10 phones \u2192 20 percent, 1 phone \u2192 20%/10 = 2 percent. Her profit for each cell phone was 2 percent. Is this solution correct? Explain.\u201d\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 partially meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. The instructional materials provide little assistance to teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and the assistance that is provided is general in nature.\n\n\n    In the Syllabus page 13, the Mathematics Framework describes five components that make up Problem Solving: Attitudes, Metacognition, Processes, Concepts, and Skills. Under Processes, the syllabus describes how \u201cin the context of mathematics, reasoning, communication, and connections take on special meanings.\u201d On page 16, there is a section that describes ways \u201cto help teachers focus on these components in their teaching practice,\u201d and on page 18, the Syllabus states, \u201cTo support the development of collaborative and communication skills, students must be given opportunities to work together on a problem and present their ideas using appropriate mathematical language and methods.\u201d\n\n\n    On page 39, the Syllabus specifies that Reasoning, Communication, and Connections include:\n\n\nUsing appropriate representations, mathematical language (including notations, symbols and conventions), and technology to present and communicate mathematical ideas;\n    \nReasoning inductively and deductively, including: explaining or justifying/verifying a mathematical solution/statement; drawing logical conclusions; making inferences; and writing mathematical arguments; and\n    \nMaking connections within mathematics and between mathematics and the real world.\n    \n\n\n    The syllabus does not give specific direction to teachers about creating these opportunities for students, and this information is not found in any of the other materials besides the Syllabus.\n\n\n    Within the remainder of the instructional materials, there are no prompts, suggested questions, or frameworks for teachers suggesting ways to engage students in constructing viable arguments and/or analyzing the arguments of others. There is no guidance for teachers as to what constitutes a viable mathematical argument, such as the use of definitions, properties, counterexamples, cases, or if-then statements, and there is no guidance for analyzing the arguments of others, such as repeating or restating to check for understanding, asking clarifying questions, or building on a previous idea.\n\n\n    The teacher materials contain some directions to engage students in discussions, but there is no guidance for teachers on constructing viable arguments or analyzing the arguments of others. Examples of directions for teachers to engage students in discussions include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4de2b36-2988-4265-a427-7b677e35c0a1": {"__data__": {"id_": "d4de2b36-2988-4265-a427-7b677e35c0a1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "5b1dabbd-d407-4594-ba17-34664b57eb73", "node_type": null, "metadata": {}, "hash": "89699ca0981251a26d66992e2bab16e6a92fd9965fe30fa7e3c374a65e9f7d2e"}, "3": {"node_id": "1549becc-5da7-42a9-9309-ad6de3c5430c", "node_type": null, "metadata": {}, "hash": "64e917eea6ab2015fd3c218f68673a1438c2ab48d3c2b240c8dd502f5650adb2"}}, "hash": "6ee03fe812efaace74d1deccde2d194d84d6cb5b4da0bfc356ead7e0a6715d6c", "text": "On page 6, \u201cHave students talk about DISCUSS boxes with a partner or group.\u201d\n    \nOn page 17, \u201cHave them solve the problem and share and discuss their solutions.\u201d\n    \nOn pages 28 and 54, \u201cHave students work together with a partner or in groups . . . then compare solutions with their partner or group. If they are confused, they can discuss together.\u201d\n    \nOn page 60, \u201cHave students study examples 18-20 and do Try It! 18-20 on their own, then compare their solutions with partners or in a group.\u201d\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Dimensions Math Grade 6 partially meet expectations for explicitly attending to the specialized language of mathematics.\n\n\n    In general, the materials accurately use numbers, symbols, graphs, tables, and mathematical vocabulary. However, the materials do include some vocabulary and definitions that are not consistent with the CCSSM. Examples include:\n\n\nIn Lesson 1.1, \u201cRemark\u201d on page 2, the following information is given: \u201cThere will be a convention that when a difference between two numbers is asked for, it will be the larger minus the smaller unless otherwise specified. For division, the quotient of two numbers will be the larger divided by the smaller unless otherwise specified.\u201d This may reinforce a common misconception that division is always the larger number divided by the smaller number.\n    \n\u201cSimplest form\u201d is used in Chapter 2 with fractions and in Chapter 5 with ratios, but it is not used in the CCSSM.\n    \nIn Student Workbook 6A problem 6 page 15, \u201cCora and Alyssa solved the expression independently and got different solutions: $$6 + 3\\times 6 \\div2 + 4$$. Cora says that the solution is 19. Using the Order of Operations convention, which girl is correct? What was the other girl thinking?\u201d The term convention is used once in the Remark section on page 3, but a formal definition or explanation of convention is not provided.\n    \n\nSimplify is used throughout Chapter 8, but it is not used in CCSSM.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1549becc-5da7-42a9-9309-ad6de3c5430c": {"__data__": {"id_": "1549becc-5da7-42a9-9309-ad6de3c5430c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7a31b4fd-c758-4c42-b3e3-d2637f48ce47", "node_type": null, "metadata": {}, "hash": "83d7119c3ae60f87d133a32692fdf818d79e640ea5021449cdb78e39016cf07c"}, "2": {"node_id": "d4de2b36-2988-4265-a427-7b677e35c0a1", "node_type": null, "metadata": {}, "hash": "6ee03fe812efaace74d1deccde2d194d84d6cb5b4da0bfc356ead7e0a6715d6c"}}, "hash": "64e917eea6ab2015fd3c218f68673a1438c2ab48d3c2b240c8dd502f5650adb2", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e81cf1bc-7ebb-4808-bba5-8aa42269f7ea": {"__data__": {"id_": "e81cf1bc-7ebb-4808-bba5-8aa42269f7ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "3": {"node_id": "8d8c6159-16c7-421c-a360-104d00055b65", "node_type": null, "metadata": {}, "hash": "1c81c139f17867a940332915fd91bdd8d0d4c3a4b9c2878527757cf72d657d44"}}, "hash": "58c56b6ead5413eee3c7b6746d3ca40557b4cbc0cb20f6885055ff574c324e20", "text": "Agile Mind Middle School Mathematics\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for alignment to the CCSSM. The materials meet the expectations for focus and coherence in Gateway 1, and they meet the expectations for rigor and the mathematical practices in Gateway 2.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet expectations for focus and coherence. The instructional materials do not assess topics beyond Grade 8, and students and teachers using the materials as designed would devote the large majority of instructional time to the major work of the grade. The instructional materials meet expectations for coherence, and they show strength in having an amount of content that is viable for one school year and fostering coherence through connections within the grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for assessing grade-level content. The majority of the Grade 8 assessment content was appropriate for the grade. There are some items in the assessments that align to standards above Grade 8 or address content not explicitly addressed in the CCSSM, but omitting or modifying these assessment items would not significantly impact the underlying structure of the Grade 8 materials.The questions within the Practice and Assessment sections were reviewed for this indicator. The Practice sections within each topic contain multiple questions under the categories of Guided Practice and More Practice. The Assessment sections within each topic contain Automatically Scored questions and Constructed Response questions.The questions that include content from future grades or address content not explicitly addressed in the CCSSM are as follows:Topic 10 Guided Practice 14 asks students to write an exponential rule (F-LE.2): \u201cNow, write an exponential function rule to find M, the amount of medicine left in the body t hours after the scan. Complete the process column in the table to help you find this rule.\u201dTopic 15 includes items assessing surface area of spheres, which is a topic not explicitly addressed by any standards from the CCSSM. These items are as follows:Guided Practice: 3, 4, and 9More Practice: 7, 8, and 9Automatically scored: 2 and 4\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for spending the majority of class time on the major clusters of the grade. Overall, the instructional materials spend approximately 83% of class time on the major clusters of Grade 8.For this indicator, the following were examined: all Blocks of instruction within all Topics in Course Contents, Alignment to Standards in Course Materials, the Mathematics 8 Scope & Sequence with Common Core State Standards document in Professional Support, and the Block descriptions for each Topic located within Deliver instruction under Advice for Instruction in Professional Support. There are fifteen topics divided into the following categories: Overview, Explore, Summary, Practice, and Assessment. Each Topic contains 7 to 12 Blocks of instruction, and each Block of instruction represents a 45-minute class period.In the Block descriptions for each Topic, individual activities are not assigned specific amounts of time, or ranges of time, for the activities to be completed. Thus, when calculating the percentage of class time spent on the major cluster of the grade, two perspectives were appropriate, Topics and Blocks. For these materials, analysis by Blocks is the most appropriate because the Topics do not have an equal number of Blocks within them and the Blocks are not subdivided into smaller increments.In addition to the Blocks directly aligned to major clusters of the grade, all Blocks aligned to supporting clusters of the grade were also examined. Those Blocks aligned to supporting clusters that were found to incorporate major work of the grade were included in the calculations below:Blocks: 109 of the 132 Blocks, approximately 83%, are spent on the major clusters of the grade.Topics: 14 of the 15, Topics , approximately 93%, are spent on the major clusters of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. Overall, supporting content is found primarily in Topics 2, 9, and 15, and the supporting content in these Topics does enhance focus and coherence by engaging students in the major work of the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8d8c6159-16c7-421c-a360-104d00055b65": {"__data__": {"id_": "8d8c6159-16c7-421c-a360-104d00055b65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "e81cf1bc-7ebb-4808-bba5-8aa42269f7ea", "node_type": null, "metadata": {}, "hash": "58c56b6ead5413eee3c7b6746d3ca40557b4cbc0cb20f6885055ff574c324e20"}, "3": {"node_id": "ca1486f7-5cef-4472-b4c1-05183d4d745c", "node_type": null, "metadata": {}, "hash": "3c072fd0a7aaea3001bbaadc5789617778800b9a457163259d2881ebfd4712ad"}}, "hash": "1c81c139f17867a940332915fd91bdd8d0d4c3a4b9c2878527757cf72d657d44", "text": "Examples of the connections between supporting work and major work found in these topics include the following:In Topic 2 Blocks 4, 8, 10, and 11 connect major standard 8.EE.2 to supporting standards 8.NS.1 and 8.NS.2. Students are identifying irrational numbers using perfect squares and writing and solving equations to find approximate values of radicals.In Topic 9 Blocks 1, 2, 4, 5, and 7 connect major standards 8.F.3 and 8.F.4 to supporting standards 8.SP.1, 8.SP.2, and 8.SP.3. As students explore bivariate data they are making scatter plots, finding the line of best fit, writing the equation of the line, and using the line of best fit to interpret additional data.In Topic 15 Blocks 3 and 6 connect major standards 8.F.3 and 8.F.4 to supporting standard 8.G.9. As students explore the surface area and volume formulas for cones, cylinders, and spheres they are comparing properties of functions that are represented in different ways and looking at examples of functions that are not linear.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for the amount of content designated for one grade-level being viable for one school year in order to foster coherence between grades. The suggested pacing contains 15 Topics and 132 Blocks (days) of instruction, including assessments. According to the Agile Mind Mathematics 8 Scope and Sequence, each block is expected to last 45 minutes. Some lessons (Constructed Response, MARS tasks) may take longer than indicated.Each Block includes the following sections: Overview, Exploring, Summary, and Assessment. The Exploring pages are categorized by math concept and can be discussed and reviewed as a class or by individuals/small groups of students.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectations for being consistent with the progressions in the Standards. Overall, the materials develop according to the grade-by-grade progressions in the Standards, and they give all students extensive work with grade-level problems. However, content from prior or future grades is not always clearly identified or related to grade-level work, and the materials do not always relate grade-level concepts explicitly to prior knowledge from earlier grades.Examples of Grade 8 materials in which off grade-level content is present and not identified as such includes the following:In Topic 10 Blocks 4, 5, and 6, aligned to 8.F.3, extend above grade-level when students must write equations for nonlinear functions, especially exponential functions (F-LE.2).In Topic 11 Block 4, aligned to 8.EE.7, involves solving one-step (6.EE.7) and two-step (7.EE.4) equations algebraically.The Grade 8 materials provide extensive work with grade-level standards. All students are expected to complete the same problems, and lessons or ideas presented for differentiated instruction also include grade-level problems. The MARS tasks that are included, especially the ones in Topics 5, 7, 8, 9, and 12, are places where students are given the opportunity to engage with the grade-level standards to their full intent.In lessons where prior knowledge is included, identification of content from prior grades is mentioned in four components of the materials, but the identification is general and not explicitly connected to a grade-level or standard. Examples from the four components are as follows:In the first paragraph of the About the Course section, there is a brief, general overview of topics of which students acquired a foundation prior to Grade 8.The first paragraph in Agile Mind Mathematics 8 Scope and Sequence, 2016-2017 briefly references prior work with expressions, equations/inequalities, dependent/independent variables, area, surface area, and volume and how these concepts connect to Grade 8 work.The Advice for Instruction section references prior work in different places, although specific standards are not referenced.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca1486f7-5cef-4472-b4c1-05183d4d745c": {"__data__": {"id_": "ca1486f7-5cef-4472-b4c1-05183d4d745c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "8d8c6159-16c7-421c-a360-104d00055b65", "node_type": null, "metadata": {}, "hash": "1c81c139f17867a940332915fd91bdd8d0d4c3a4b9c2878527757cf72d657d44"}, "3": {"node_id": "de70ec04-cb28-4af9-8c5e-020b50956584", "node_type": null, "metadata": {}, "hash": "9e2422fd1f157d12891d2818ec4cae072d3c7e20b33074c5903c826250f66d37"}}, "hash": "3c072fd0a7aaea3001bbaadc5789617778800b9a457163259d2881ebfd4712ad", "text": "Some examples of this include:In Topic 3 Topic at a glance states, \u201cThroughout this topic, it is assumed that students have had previous exposure to the meaning of exponents.\u201dIn Topic 5 the following Prerequisite skills are listed under Prepare instruction: Labeling coordinate axes, Plotting points, Reading information from graphs, Recognizing constant rates of change given a graphical representation, Representing constant rates of change given a verbal description, and Calculating unit rates. The Prerequisite skills are not explicitly connected to any previous, grade-level standards.In Topic 7 the Goals and objectives start by stating, \u201cThe topic Linear patterns and functions builds on students' work in patterning in previous grades to develop the formal notion of 'function' and to begin to recognize patterns that can be modeled with linear functions.\u201dIn Topic 14 Opening the lesson for Block 4 states, \u201cStudents have seen angle relationships from two intersecting lines and from two lines cut by a transversal. They have also seen how the various angle pairs they have been working with relate to each other and how they can be used to establish the fact that two lines are parallel. Now, we want to find ways to extend these geometric relationships to other shapes and situations.\u201dIn Topic 15 the first Classroom strategy for Block 1 states, \u201cThis Exploring connects to students\u2019 prior understandings of surface area of pyramids and prisms and extends that understanding to include cylinders, cones and spheres.\u201dThe Overview of the student material sometimes informs students what they will learn within the Topic and occasionally gives a general connection to previous learning. For example, the Overview of Topic 2 states, \u201cIn this topic, you will learn about a set of numbers that behave quite differently from numbers you are currently familiar with. Let\u2019s review the types of numbers that you have learned about in previous mathematics courses.\u201d\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for fostering coherence through connections at a single grade, where appropriate and when the standards require. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings, and they provide problems and activities that connect two or more clusters in a domain or two or more domains when these connections are natural and important.Some examples of Topic Headings and Goals and Objectives shaped by cluster headings include the following:Topic Headings:In Topic 7 \u201c Linear patterns and functions\u201d is shaped by 8.F.A,B.In Topic 11 \u201cSolving Linear Equations\u201d is shaped by 8.EE.C.Goals and Objectives:In Topic 2 \u201cknow that there are numbers that are not rational\u201d is shaped by 8.NS.A.In Topic 3 \u201cgenerate the laws of exponents and apply them in problem solving situations\u201d is shaped by 8.EE.A.In Topic 4 \u201capply the Pythagorean Theorem and its converse in problem situations\u201d is shaped by 8.G.B.In Topic 7 \u201cuse variables to generalize linear patterns and represent problem situations that can be modeled by linear functions\u201d is shaped by 8.F.B.In Topic 13 \u201csolve systems of linear equations using the substitution method\u201d is shaped by 8.EE.C.The following are topics that contain problems and/or activities which connect two or more clusters in a domain or two or more domains in a grade.In Topic 4, 8.G.B and 8.EE.A are connected as students solve problems involving the Pythagorean Theorem by applying knowledge of square roots.In Topic 7, 8.F.A and 8.F.B are connected as students define, evaluate, and compare functions along with using functions to model relationships between quantities.In Topic 8, 8.F.A and 8.EE.B are connected as students connect various representations of a function by writing equations, making graphs and tables, and interpreting values within these representations.In Topic 10, 8.F.A and 8.F.B are connected as students explore nonlinear relationships by examining examples of functions that are not linear and by qualitatively describing the relationship between two quantities that are not linear.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de70ec04-cb28-4af9-8c5e-020b50956584": {"__data__": {"id_": "de70ec04-cb28-4af9-8c5e-020b50956584", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "ca1486f7-5cef-4472-b4c1-05183d4d745c", "node_type": null, "metadata": {}, "hash": "3c072fd0a7aaea3001bbaadc5789617778800b9a457163259d2881ebfd4712ad"}, "3": {"node_id": "39133975-a3cc-4933-9a8a-3f15f0ba4ca2", "node_type": null, "metadata": {}, "hash": "305d95b6709639c84d3e8e8a4073424e5281f91527171726d70bd57cb164c374"}}, "hash": "9e2422fd1f157d12891d2818ec4cae072d3c7e20b33074c5903c826250f66d37", "text": "Rigor & Mathematical Practices\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for rigor and the mathematical practices. The materials meets the expectations for rigor as they help students develop conceptual understanding, procedural skill and fluency, and applications. The materials also meet the expectations for mathematical practices. Overall, the materials show strengths in identifying and using the MPs to enrich the content along with attending to the specialized language of mathematics.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Multiple opportunities exist for students to work with standards that specifically call for conceptual understanding and include the use of visual representations, interactive examples, and different strategies.Cluster 8.EE.B addresses understanding the connections between proportional relationships, lines, and linear equations, and standards 8.F.2,3 address comparing and defining functions.In Topic 8 students are given opportunities to connect verbal descriptions of situations to graphs and write situations that can be represented by a specific graph. The MARS task \u201cVacations\u201d gives students the opportunity to compare slopes on two different graphs. Students also use proportional and nonproportional reasoning to derive a two-variable equation representing a situation. Overall, students are responsible for interpreting the given real-world situation and representing it in multiple ways, i.e. tables, graphs, verbal descriptions, and equations.Standard 8.F.1 addresses understanding that a function is a rule that assigns to each input exactly one output.In Topic 7 the definition of a function is developed in multiple ways. Students understand functions through the use of verbal description, input-output machines, real-world situations, graphs, and mappings.Cluster 8.G.A addresses understanding congruence and similarity through different tools.In Topic 1 students are given multiple opportunities to describe the effects of a transformation of a shape on the coordinate plane. Students demonstrate understanding by moving points on the coordinate plane given a specific transformation and by describing the movement of a point algebraically. Although there are a few opportunities to describe a sequence of transformations and to explain the effects of change on the figure as a whole, greater focus is placed on individual ordered pairs. In this topic, angle measures and side lengths are referenced in dilations.In Topic 14 students further develop their understanding of how angle relationships are affected by transformations through the use of verbal descriptions, animations, real-world examples with maps, and the use of geometric tools.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skills. Overall, students are given opportunities to develop procedural skills within clusters 8.EE.C and 8.G.C.Cluster 8.EE.C addresses students developing procedural skills with analyzing and solving linear equations and pairs of linear equations in one variable.In Topic 11 students have opportunities to practice solving multi-step equations in one variable using the Distributive Property and combining like terms through the Practice and Assessment sections, along with the Student Activity Sheets. Also, within this topic there are opportunities to develop procedural skills with solving equations resulting in infinitely many or no solutions.In Topic 12 students have opportunities to solve systems of equations both graphically and algebraically. Also, within this Topic there are opportunities to develop procedural skills with solving systems of linear equations resulting in infinitely many or no solutions.Cluster 8.G.C addresses developing procedural skills with the formulas for the volume of cylinders, cones, and spheres.In Topic 15, 3-dimensional animations are provided as assistance for students in understanding the development of the volume formulas. There is limited practice in using the formulas to find the volume of cones, cylinders, and spheres. There are problems within the Practice and Assessment questions, which are multiple choice, that involve finding the volume of cones, cylinders, and spheres, and there are three Constructed Response items that involve these formulas as well.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe materials reviewed for Agile Mind Grade 8 meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "39133975-a3cc-4933-9a8a-3f15f0ba4ca2": {"__data__": {"id_": "39133975-a3cc-4933-9a8a-3f15f0ba4ca2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "de70ec04-cb28-4af9-8c5e-020b50956584", "node_type": null, "metadata": {}, "hash": "9e2422fd1f157d12891d2818ec4cae072d3c7e20b33074c5903c826250f66d37"}, "3": {"node_id": "6a56822c-4990-462d-8ca7-6f5e6cdb45b7", "node_type": null, "metadata": {}, "hash": "00eb4079e53a6ba1e1e0bb6643634ca2c8d6b746ecf9081d660d7ecb76f3dd17"}}, "hash": "305d95b6709639c84d3e8e8a4073424e5281f91527171726d70bd57cb164c374", "text": "Overall, students are given opportunities to solve application problems that include multiple steps, real-world contexts, and are non-routine.Application problems allowing students to make their own assumptions in order to apply their mathematical knowledge can be found in different parts of the materials, including MARS Tasks, Constructed Response items, and occasionally within the Student Activity Sheets (SAS).Standard 8.EE.8c addresses students solving real-world and mathematical problems leading to two linear equations in two variables.In Topic 12 Constructed Response 1 students are given tables of data for two students walking in front of a motion detector. The tables include the distances in feet from the motion detector after different amounts of time in seconds. Students are ultimately asked to interpret the point of intersection for the graphs of the two sets of data. Students are provided with scaffolded steps in this problem that lead them to interpreting the point of intersection.Topic 12 Constructed Response 2 is a scaffolded problem that leads students through the steps of creating a solution that contains a certain percentage of pure acid.In Topic 12 Constructed Response 3 students are presented a problem that has them create a solution containing a certain percentage of pure acid, just as in Constructed Response 2 of Topic 12, but the problem does not provide them any scaffolded questions to help them obtain the answer.In Topic 12 the MARS task, Pathways, allows students to write and solve a system of equations that will yield the appropriate dimensions of a paving stone based on a desired design design of the pathway. This problem does not include any questions or prompts for scaffolding, and the context is unique to the topic, which makes the problem non-routine.In Topic 13 Constructed Response 1 students write and solve a system of equations that will result in the dimensions of three horse pens. This problem does not include any questions or prompts for scaffolding, and the context is unique to the topic, which makes the problem non-routine. Furthermore, students must alter the equations and recompute the dimensions based on a change in feet of fencing used.Cluster 8.F.B addresses students being able to use functions to model relationships between quantities.In Topic 5 Constructed Response 2 students are given a graph that shows the volume of four different gas tanks and how much time is needed for each gas tank to become empty. Students have to answer different questions using the graph, and the questions involve analyzing the volumes of the tanks, the time needed to empty the tanks, distance traveled, and gas mileage. There are no questions or prompts that provide scaffolding to lead students toward the answers, and although the context is similar to one students encountered during the Topic, the use of four gas tanks as opposed to one gives students the opportunity to apply their mathematical knowledge in a non-routine way.In Topic 6 Constructed Response 1 students are presented with a graph that shows distance traveled from a motion detector over time. Students are expected to answer different questions about the graph, but the context used is exactly the same as the context used with many other problems throughout the Topic. Also, the questions used in this problem are the same in wording and structure as other questions posed in the Topic.In Topic 7 Constructed Response 2 students are presented with the first three steps of a tile pattern and must answer questions about different steps in the pattern. Students are provided with some scaffolding during the problem as they are instructed to include a general function rule and a description of what is constant and what changes in the tile pattern as they respond. The context of tiles is unique for this problem in comparison to the other contexts used in the Topic.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for balance. Overall, the three aspects of rigor are not always treated together and are not always treated separately. Most Topics provide opportunities through lessons and assessments for students to connect conceptual understanding, procedural skill and fluency, and application when appropriate or engage with them separately as needed.Balance is displayed in Topic 4 when students apply and extend previous understanding of the Pythagorean Theorem as they complete an activity. Balance is further evidenced in Topic 11 where students conceptually solve linear equations using different models.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for the Standards for Mathematical Practices (MPs) being identified and used to enrich the mathematics content within and throughout the grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a56822c-4990-462d-8ca7-6f5e6cdb45b7": {"__data__": {"id_": "6a56822c-4990-462d-8ca7-6f5e6cdb45b7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "39133975-a3cc-4933-9a8a-3f15f0ba4ca2", "node_type": null, "metadata": {}, "hash": "305d95b6709639c84d3e8e8a4073424e5281f91527171726d70bd57cb164c374"}, "3": {"node_id": "ada1fea6-be2a-491f-9f7d-b1780e41a559", "node_type": null, "metadata": {}, "hash": "c9a6b001951d8d13486db3cca8087d8fce52a549eef9048d43ede1d4ab84e0e8"}}, "hash": "00eb4079e53a6ba1e1e0bb6643634ca2c8d6b746ecf9081d660d7ecb76f3dd17", "text": "The instructional materials for the teacher identify the MPs, and students using the materials as intended will engage in the MPs along with the content standards for the grade.The Practice Standards Connections are found within the Professional Support section for the teacher. The eight MPs are listed with six to ten examples for each. According to the Practice Standards Connections, \u201ceach citation is intended to show how the materials provide students with ongoing opportunities to develop and demonstrate proficiency with the Standards for Mathematical Practice.\u201dDeliver Instruction is located within Advice for Instruction under Professional Support in the teacher material. Occasionally, there will be information within the Deliver Instruction section giving some guidance on how to implement the MP within the task/activity.In Topic 8 Block 8 the teacher leads the class through the \u201cConnecting Representations\u201d pages. With the use of teacher questioning and activities found in the Deliver Instruction teacher material, the teacher helps the students understand that relationships can be expressed abstractly and quantitatively. Throughout this lesson, the students are engaging in MP2.Topic 12 Block 6 Deliver Instruction suggests teachers tell students to make sense of the problem by explaining it to their partner. By doing this, students are engaging in MP1; however, that is not noted within the teacher information.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectations for carefully attending to the full meaning of each practice standard (MP). Overall, the materials attend to the full meaning of most of the MPs, but there are two MPs for which the full meaning is not addressed.The instructional materials do not attend to the full meaning of MPs 4 and 5.MP4: This MP is integrated several times throughout the materials, but the full meaning of the MP is not developed through these different parts of the materials. In Topic 7 during the MARS Task \u201cSquares and Circles\u201d the teacher is directed to \u201cobserve how students are modeling with mathematics\u201d by noting different representations that the students pick/create in order to model a context. In this task, most of the models are provided for the students, and students are not defining quantities for themselves or needing to revise their initial choices. In Topic 8 there are different opportunities for students to engage with this MP, but the problems do not allow for students to define their own quantities, and most of the models are provided for the students. There are some opportunities for students to revisit their initial calculations, but this is due to new information being introduced into the problem and not because there could be other solutions that are more optimal. In Topic 13 students create a system of equations to solve a real-world problem, but the quantities needed are defined for the students and revisions to the initial calculations are due to new information being introduced into the problem.MP5: This MP is integrated at different points in the materials, but the full meaning of the MP is not developed through these different parts of the materials. In Topic 1 Block 1 teachers are given assistance for discussing the full meaning of MP5 with students, but the students are not engaged with using appropriate tools strategically at this time as the tools for the activity are given to them. Also in Topic 1, students are told to use patty paper as their tool in Block 2, and teachers are directed to tell students that they will have dilations as a new tool to use in problems in Block 9. In Topic 4 during Block 3, students are told to use patty paper, a ruler, and a pencil as they work on a proof related to the Pythagorean Theorem. In Topic 11 during Blocks 2 and 3 students are lead through using a graphing calculator to solve an equation with both tables and graphs. In Block 4 this MP is identified, but students are shown how to use algebra tiles to solve an equation.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectations for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials prompt students to construct viable arguments and present opportunities for students to analyze the arguments of others.The instructional materials provide opportunities for students to construct viable arguments.In Topic 4 Block 4 the class is investigating the converse of the Pythagorean Theorem and must answer, \u201cWhat do the conclusions you have reached so far tell you about the triangles and \u2220????", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ada1fea6-be2a-491f-9f7d-b1780e41a559": {"__data__": {"id_": "ada1fea6-be2a-491f-9f7d-b1780e41a559", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "6a56822c-4990-462d-8ca7-6f5e6cdb45b7", "node_type": null, "metadata": {}, "hash": "00eb4079e53a6ba1e1e0bb6643634ca2c8d6b746ecf9081d660d7ecb76f3dd17"}, "3": {"node_id": "155acccc-8410-4e63-b2a6-7665684be19d", "node_type": null, "metadata": {}, "hash": "574ff9e6ae4862f26345c67fbd125e3ab15be2943cdcd17899c3682ceaa33e24"}}, "hash": "c9a6b001951d8d13486db3cca8087d8fce52a549eef9048d43ede1d4ab84e0e8", "text": "?\u201dIn Topic 5 during the MARS task \u201cGraphs\u201d students are told to \u201cExplain how you made your choices\u201d after matching several equations and graphs.In Topic 8 Block 4 students compare data in a table during a class discussion and must answer, \u201cWhich amount grows at a faster rate\u2014the amount paid or the amount collected? How do you know?\u201dIn Topic 14 Block 2 the class is introduced to parallel lines cut by a transversal and the related angles. The class is asked \u201cUse what you have learned about parallel lines, supplementary angles and corresponding angles to explain why ????\u22202 = ????\u22207.\u201dThe instructional materials provide opportunities for students to analyze the arguments of others.In Topic 2 Constructed Response 3 students create a cube out of modeling clay that has a volume of 20 cubic centimeters. In the last part of the problem, students are instructed to \u201cCompare your group's estimates and results with another group by reading your written responses to another group. Did your methods differ for finding an approximation for the edge length? Did your explanations differ? Revise your writing after reflection and feedback from the other group.\u201d\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. In Deliver Instruction, classroom strategies and question prompts are provided to assist teachers in engaging students to construct viable arguments or analyzing the arguments of others.The following are examples of assistance provided to the teachers to promote the construction of viable arguments and analysis of other\u2019s thinking, including prompts, sample questions to ask, and guidance for discussions.In Topic 2 after the students complete Constructed Response 1, there is a class discussion and the teacher is instructed, \u201cThe debrief of this task provides an opportunity for students to construct viable arguments and critique the reasoning of others. As students are explaining their solution methods, they should also attend to precision. Encourage the audience members to ask questions of the presenters if information is not clear, either in vocabulary or logic. Push students to clarify their thinking and to use precise vocabulary when explaining their solution method(s).\u201dIn Topic 3 Block 1 Professional Support Deliver Instruction, teachers are guided to listen for misconceptions related to exponents, use questions as needed that specifically ask students to analyze why or how a hypothetical person thinks about an answer or gets an answer, and identify whether the person correctly interpreted the meaning of the mathematics in the problem. The intent of these questions is to help students analyze the arguments presented by others and determine how those arguments support the mathematics in this specific problem.In Topic 4 Block 3 students watch animations to help them understand the Pythagorean Theorem, and the teacher is instructed to pose these questions: \u201cConsider one of the right triangles on your Patty Paper. What is the base of the triangle? What is the height of the triangle? Do all four right triangles have the same area? How do you know?\u201d These questions assist teachers in engaging students in constructing viable arguments.In Topic 4 Block 4 students investigate the converse of the Pythagorean Theorem. Teachers are provided with the following assistance, \u201cThis may be the first time students have been pushed to make precise mathematical arguments about a geometric relationship. ... Give students the opportunity to make their own arguments before showing the final Check button. Then let students compare their arguments with the one shown online. Discuss the precision of the language and the logical reasoning used. The intent of this page is not for students in this course to develop strict mathematical proofs, but instead to expose students to the reasoning and language used in such arguments.\u201d This assistance is specific in that teachers can draw students\u2019 attention to specific aspects of the solutions provided, which helps in constructing an argument. Also, students can use the correct solutions as a way to analyze their own arguments and improve them as needed.In Topic 5 of the MARS Task \u201cGraphs\u201d teachers are provided with the following assistance, \u201cAs the majority of students seem to be finishing the task, put students into pairs and assign one of the four graphs to the each pair of students by counting off student pairs by four. ... This can help students grow in their ability to construct sound arguments and provide meaningful critiques of others\u2019 arguments.\u201dIn Topic 5 as the students work on Constructed Response 1, the teacher is instructed to have \u201cstudents verify their graphs and written responses with a partner.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "155acccc-8410-4e63-b2a6-7665684be19d": {"__data__": {"id_": "155acccc-8410-4e63-b2a6-7665684be19d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "ada1fea6-be2a-491f-9f7d-b1780e41a559", "node_type": null, "metadata": {}, "hash": "c9a6b001951d8d13486db3cca8087d8fce52a549eef9048d43ede1d4ab84e0e8"}, "3": {"node_id": "454ccab2-ffac-426b-b1d3-eff93bf26c89", "node_type": null, "metadata": {}, "hash": "a307e898c5950073a2972423c33468c8d997bef430af6a670987aab6a8d1ff71"}}, "hash": "574ff9e6ae4862f26345c67fbd125e3ab15be2943cdcd17899c3682ceaa33e24", "text": "Provide students an opportunity to revise their work as needed but ask that they note any modifications and justification for changes.\u201dIn Topic 5 as the students work on Constructed Response 2, the teacher is given the following Classroom Strategy: \u201cDivide the class into two \u201cteams.\u201d Then have each team come to a consensus on their responses for each part. Have team leaders present their team\u2019s answers. Allow time for the other team to ask for clarifications. This will provide students with an opportunity to practice constructing viable arguments and critiquing the reasoning of others as they justify their conclusions, communicate them to others, and respond to the arguments of others.\u201d The assistance provided for the teacher helps create an environment where MP3 can occur.In Topic 14 Block 2 students construct an argument to show that the measures of two angles are equal. The assistance provided to the teacher is as follows: \u201cEncourage students to begin their proving process by measuring or tracing angles. They can write algebraic equations using the variables labeling each angle. Students may need to state their reasons verbally before recording their ideas on paper. These are a great opportunity to promote the mathematical practice of constructing viable arguments and critiquing the reasoning of others. Engage students in each others' arguments by asking them to restate key arguments in their own words or describe how those arguments are related to angles within each image.\u201d This assistance gives teachers specific strategies for helping students construct a viable argument, and it also provides specific ways in which students can begin to analyze the arguments of others.In Topic 14 Constructed Response 1 students construct an argument to prove that two rays are parallel. The assistance that is provided to teachers with this problem is to \u201cAsk a few students to share their explanation. Again, encourage students to critique the reasoning of the students, in a respectful way, and come to a class consensus on a strong explanation.\"In the Advice for Instruction there is a missed opportunity to provide support for teachers that explains and identifies where and when problems, tasks, examples, and situations lend themselves to these types of questions. Additional guidance is needed to broaden the application of these questions throughout the course so that students routinely construct viable arguments and analyze the arguments of others.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for explicitly attending to the specialized language of mathematics. Overall, the materials appropriately use the specialized language of mathematics and expect students and teachers to use it appropriately as well.Occasionally, there are suggestions within Deliver Instruction as to how teachers can reinforce mathematical language during instruction.Topic 1 Block 2: \u201cDiscuss the term corresponding points. Make sure students understand this, as it is part of all three transformations.\u201dTopic 3 Block 2: \u201c...encourage them to use technical vocabulary to describe what is happening: base, exponent, and sum.\u201dTopic 11 Block 1: \u201cLanguage strategy. Students may have trouble at first telling the difference between a function and an equation, and may need to review some core vocabulary from previous topics: function rule, function, equation, input, output, domain, and range may need further review before, during, and after the lessons. Stress the relationship between a function, which describes the relationship between two varying quantities, and an equation, which represents a specific instance of the functional relationship.\u201dIn the student materials, vocabulary terms can be found in bold print within the lesson pages, and these terms are used in context during instruction, practice, and assessment. Vocabulary terms are also available to the students at all time through My Glossary within the materials. For teachers, vocabulary terms for each Topic can be found under Language Support, which is within Advice for Instruction. Both core vocabulary and reinforced vocabulary are listed for each unit.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for having an underlying design that distinguishes between problems and exercises.Each Topic includes three sections: Overview, Exploring, and Summary. The Overview section introduces the mathematical concepts that will be addressed in the Topic. The Exploring section includes two to four explorations where students learn the mathematical concepts of the Topic through problems that include technology-enhanced animations and full-class activities. The Summary section highlights the most important concepts from the Topic and gives students another opportunity to connect these concepts with each other.Each Topic also includes three additional sections: Practice, Assessment, and Activity Sheets.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "454ccab2-ffac-426b-b1d3-eff93bf26c89": {"__data__": {"id_": "454ccab2-ffac-426b-b1d3-eff93bf26c89", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "155acccc-8410-4e63-b2a6-7665684be19d", "node_type": null, "metadata": {}, "hash": "574ff9e6ae4862f26345c67fbd125e3ab15be2943cdcd17899c3682ceaa33e24"}, "3": {"node_id": "0488b0a7-6bc8-41b4-9b62-0afbc883277a", "node_type": null, "metadata": {}, "hash": "bf3f77e1e18ab914610cb9c99b063fbde34041a01529f8b7cae46cc819aaa005"}}, "hash": "a307e898c5950073a2972423c33468c8d997bef430af6a670987aab6a8d1ff71", "text": "The Practice section includes Guided Practice and More Practice. Guided Practice consists of exercises that students complete during class periods and give opportunities for students to apply the concepts learned during the explorations. More Practice contains exercises that are completed as homework assignments. The Assessment section includes Automatically Scored and Constructed Response items. These items are exercises to be completed during class periods or as part of homework assignments. They provide more opportunities for students to apply the concepts learned during the explorations. The Activity Sheets also contain exercises, which can be completed during class periods or as part of homework assignments, that are opportunities for students to apply the concepts learned during the explorations.Some Topics also include MARS Tasks, which are exercises that present students with opportunities to apply concepts they have learned from the Topic in which the MARS Task resides or to apply and connect concepts from multiple Topics.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for having a design of assignments that is not haphazard with problems and exercises given in intentional sequences.The sequencing of Topics, and explorations within the Exploring section for each Topic, develops in a way that helps to build students\u2019 mathematical foundations.The Topics are comprised of similar content.Within the explorations for each Topic, problems generally develop from more simple to more complex problems and incorporate knowledge from prior problems or Topics, which offers students opportunities to make connections among mathematical concepts. For example, solving systems of linear equations in Topic 12 incorporates and builds upon solving individual linear equations from Topic 11.As students progress through the Overview, Exploring, and Summary sections, the Practice (Guided and More), Assessment (Automatically Scored and Constructed Response), and Activity Sheets sections are placed intentionally in the sequencing of the materials to help students build their knowledge and understanding of the mathematical concepts addressed in the Topic.The MARS Tasks are also placed intentionally in the sequencing of the materials to support the development of the students\u2019 knowledge and understanding of the mathematical concepts that are addressed by the tasks.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for having a variety in what students are asked to produce.Throughout a Topic, students are asked to produce answers and solutions as well as explain their work, justify their reasoning, and use appropriate models. The Practice section and Automatically Scored items include questions in the following formats: fill-in-the-blank, multiple choice with a single correct answer, and multiple choice with more than one correct answer. Constructed Response items include a variety of ways in which students might respond, i.e. multiple representations of a situation, modeling, or explanation of a process. Also, the types of responses required vary in intentional ways. For example, concrete models or visual representations are expected when a concept is introduced, but as students progress in their knowledge, students are expected to transition to more efficient solution strategies or representations.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written models. The materials include a variety of virtual manipulatives, as well as integrate hands-on activities that allow the use of physical manipulatives.Most of the physical manipulatives used in Agile Mind are commonly available: ruler, patty paper, graph paper, algebra tiles, and graphing calculators. Due to the digital format of the materials, students also have the opportunity to represent equations or functions virtually with tables and graphs. Each Topic has a Prepare Instruction section that lists the materials needed for the Topic. Manipulatives accurately represent the related mathematics. For example, Topic 15 Exploring Volume, students use physical geometric models to explore finding the volumes of various solids along with having interactive, virtual models of the same shapes.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Agile Mind Grade 8 have a visual design that is not distracting or chaotic but supports students in engaging thoughtfully with the subject. The student materials are clear and consistent between Topics within a grade-level as well as across grade-levels. Each piece of a Topic is clearly labeled, and the explorations include Page numbers for easy reference. Problems and Exercises from the Practice, Assessment, and Activity Sheets are also clearly labeled and consistently numbered for easy reference by the students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0488b0a7-6bc8-41b4-9b62-0afbc883277a": {"__data__": {"id_": "0488b0a7-6bc8-41b4-9b62-0afbc883277a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "454ccab2-ffac-426b-b1d3-eff93bf26c89", "node_type": null, "metadata": {}, "hash": "a307e898c5950073a2972423c33468c8d997bef430af6a670987aab6a8d1ff71"}, "3": {"node_id": "aabadf1d-83c4-4ed8-8da3-9eb3ca752bb3", "node_type": null, "metadata": {}, "hash": "ff8dc22aacb888286dcda2fa50bf2127ac7731a6fdccdd29af056884a6cc0e10"}}, "hash": "bf3f77e1e18ab914610cb9c99b063fbde34041a01529f8b7cae46cc819aaa005", "text": "There are no distracting or extraneous pictures, captions, or \"facts\" within the materials.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for Grade 8 meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. The Deliver Instruction section for each Block of a Topic includes Framing Questions for the start of each lesson. For example, in Topic 12 Block 3 the Framing Questions are: \u201cWhat do we mean by a 'solution' to a system of equations? How would solve these systems?\u201d During the lesson the Deliver Instruction section includes multiple questions that teachers can ask while students are completing the activities. At the end of each lesson, Deliver Instruction includes Further Questions. For example, in Topic 12 Block 5 \u201cCould we have solved the two equations modeling the tickets in terms of d? What would the equations have been? If so, what would the solution have looked like?\u201d\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for containing a teachers edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Also, where applicable, the materials include teacher guidance for the use of embedded technology to support and enhance student learning.The materials contain Professional Support which includes a Plan the Course section and a Scope and Sequence document. The Plan the Course section includes Suggested Lesson-planning Strategies and Planning Resources. Each Topic contains an Advice for Instruction section that is divided into Prepare Instruction and Deliver Instruction. For each Topic, Prepare Instruction includes Goals and Objectives, Topic at a Glance, Prerequisite Skills, Resources, and Language Support, and for each Block within a Topic, Deliver Instruction includes Agile Mind Materials, Opening the Lesson, Framing Questions, Lesson Activities, and Suggested Assignment. In Lesson Activities, teachers are given ample annotations and suggestions as to what parts of the materials should be used when and Classroom Strategies that include questions to ask, connections to mathematical practices, or statements that suggest when to introduce certain mathematical terms or concepts.Where applicable, the materials include teacher guidance for the use of embedded technology to support and enhance student learning. For example, in Topic 3 Block 4 teachers are directed to, \u201cShow students the animation on page 7 that combines multiplication and division with different bases in the same problem. [SAS, question 7] Next, have students work on finding the solution for the expression on page 8. [SAS, question 8]\u201d\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for containing full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.In Professional Support, Professional Learning, there are four interactive essays entitled \u201cDeveloping concepts across grades\u201d. There is an Overview that explains the purpose of the four essays, and the topics for these four essays are Functions, Volume, Rate, and Proportionality. Each essay is accessible to teachers and not students, and the Overview states \u201cthese essays are available for educators to illustrate connections and deepen understanding around what students may have already learned, and where they are headed on their journey.\u201d Each essay examines the progression of the concept from Grades 6-8 through Algebra I, Geometry, Algebra II, and beyond. By examining the progressions of the concepts beyond Algebra II, teachers have the opportunity to improve their own knowledge of more advanced mathematics concepts that build upon grade-level standards. For example, in Volume, teachers progress from packing a right, rectangular prism with unit cubes to developing the formulas for the volume of cylinders and cones to finding the volume of a figure generated by rotating a two-dimensional shape around a horizontal axis.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aabadf1d-83c4-4ed8-8da3-9eb3ca752bb3": {"__data__": {"id_": "aabadf1d-83c4-4ed8-8da3-9eb3ca752bb3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "0488b0a7-6bc8-41b4-9b62-0afbc883277a", "node_type": null, "metadata": {}, "hash": "bf3f77e1e18ab914610cb9c99b063fbde34041a01529f8b7cae46cc819aaa005"}, "3": {"node_id": "fb4bb236-8c9d-4191-938a-28fb83612df8", "node_type": null, "metadata": {}, "hash": "2bd10db9028893a5ee6aaa5515ad4da37a2083d071bc6351d726aabff003fc49"}}, "hash": "ff8dc22aacb888286dcda2fa50bf2127ac7731a6fdccdd29af056884a6cc0e10", "text": "Also, in Proportionality, teachers explore how proportional relationships are part of the following mathematical concepts: scaling images, linear functions, trigonometric ratios, rational functions, and the derivative.In addition to \u201cDeveloping concepts across grades\u201d, the Grade 8 materials also contain a section of interactive essays entitled \u201cGoing beyond Grade 8\u201d. There is an Overview that explains the purpose of the three essays, and the Overview states, \u201cThese essays are not intended for use with your 8th grade students; rather, they are designed to provide you with important connections and background that will support you as you help your students master 8th grade content.\u201d The topics for these three essays are are Rate of Change, Finding the Line of Best Fit, and Trigonometric Ratios. Along with having their own section in Professional learning, each of these essays are also referenced in Deliver Instruction for the Blocks where they are appropriate under the title of Teacher Corner. For example, in Topic 9, the essay Finding the Line of Best Fit is referenced for teachers in Block 1 on pages 1-2 of Exploring Trend Lines, and in Topic 1, Trigonometric Ratios is referenced in Block 9 on page 12. The three essays connect the Grade 8 content to advanced mathematical concepts through multiple grades and courses.In Professional Support, there is a section of Professional Essays which are in either Print or Video format. The Print essays are divided as either Curriculum or Course Management Topics, and although some of the Curriculum Essays are content specific, they do not address mathematical concepts that extend beyond the current grade. The Video Essays - categorized into Teaching with Agile Mind, More Teaching with Agile Mind, and Dimensions of Mathematics Instruction - do not directly provide adult-level explanations or examples of advanced mathematics concepts.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectation for explaining the role of the specific grade-level mathematics in the context of the overall mathematics curriculum. In the course materials for Grade 8, the specific reference to the Standards is the following statement in the Plan the Course materials: \u201cAlignment to standards. To support the use of our Grade 8 course, you will find correlations from Agile Mind topics to your state learning standards. These alignments can be found in Course Materials.\u201d There are no specific references within the online lesson materials as to the standards that are being taught for the courses. A Scope and Sequence is provided where the standards for each lesson are listed for each Topic.Within Professional Support, Practice Standards Connections is provided. Also, the materials include a table for each Standard for Mathematical Practice that lists examples of where the MPs are used within the course. \u201cThe citations below are examples from the Grade 8 program that show how the materials provide students with ongoing opportunities to develop and demonstrate proficiency with the Standards for Mathematical Practice.\u201d Teachers are able to make connections between the standards being taught and the activities and instruction for the lesson.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for Agile Mind Grade 8 provide a list of lessons in the teacher's edition, cross\u00ad\u2010referencing the standards covered and providing an estimated instructional time for Topics and Blocks. The materials provide a Mathematics 8 Scope and Sequence document which includes the number of Blocks of instruction for the duration of the year, time in minutes that each Block should take, and the number of Blocks needed to complete each Topic. The Scope and Sequence document lists the CCSSM addressed in each Topic, but there is no part of the materials that aligns Blocks to specific content standards. The materials also provide Alignment to Standards in the Course Materials which allows users to see the alignment of Topics to the CCSSM or the alignment of the CCCSM to the Topics. The Deliver Instruction section contains the Blocks for each Topic. The Practice Standards Connections, found in Professional Support, gives examples of places in the materials where each MP is identified.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Agile Mind Grade 8 do not contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fb4bb236-8c9d-4191-938a-28fb83612df8": {"__data__": {"id_": "fb4bb236-8c9d-4191-938a-28fb83612df8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "aabadf1d-83c4-4ed8-8da3-9eb3ca752bb3", "node_type": null, "metadata": {}, "hash": "ff8dc22aacb888286dcda2fa50bf2127ac7731a6fdccdd29af056884a6cc0e10"}, "3": {"node_id": "828d3a8b-2d28-4adf-8295-4575215b6151", "node_type": null, "metadata": {}, "hash": "e010ce1c5d4802a970177f74aad48e1162c7d163ce16f1adaf8f2d6ad89ce2a0"}}, "hash": "2bd10db9028893a5ee6aaa5515ad4da37a2083d071bc6351d726aabff003fc49", "text": "Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Agile Mind Grade 8 do not contain explanations of the instructional approaches of the program and identification of the research-based strategies within the teaching materials. There is a Professional Essays section which addresses a broad overview of mathematics in grades 6-8 as discussed in indicator 3h.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectations for providing strategies for gathering information about students' prior knowledge within and across grade levels. The materials do not provide any assessments that are specifically designed for the purpose of gathering information about students\u2019 prior knowledge, but the materials do provide indirect ways for teachers to gather information about students\u2019 prior knowledge if teachers decide to use them that way.In Prepare Instruction for each Topic, there is a set of Prerequisite Skills needed for the Topic, and the Overview for each Topic provides teachers with an opportunity to informally assess students prior knowledge of the Prerequisite Skills. For example:In Topic 15 two of the Prerequisite Skills are: \u201cFinding the area and  circumference of circles and Finding the surface area and volume of prisms and pyramids.\u201dThen, in the Lesson Activities for the Overview, teachers are told, \u201cThis Exploring connects to students\u2019 prior understandings of surface area of pyramids and prisms and extends that understanding to include cylinders, cones and spheres. The formulas for surface area and volume are developed from physical models so that students are able to see and make strong connections.\u201d\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectation for providing strategies for teachers to identify and address common student errors and misconceptions. There is not an explicit way in which the materials help teachers identify and address common student errors and misconceptions, but there are a few instances in the Deliver Instruction where common errors and misconceptions are identified and suggestions are given for how to address them. For example, in Topic 7 Block 5 teachers are told, \u201cA common misunderstanding that students make when working with this task (MARS Task: Squares and CIrcles) is that they graph points incorrectly, or forget to graph the points, in questions 1 and 2. If this misunderstandings occurs, ask students to re-read both parts of each prompt or ask them to explain how they determined the coordinates or location of the point they graphed.\u201d\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. The materials provide opportunities for ongoing review and practice, and feedback occurs in various forms. Within interactive animations, students submit answers to questions or problems, and feedback is provided by the materials. Practice problems and Automatically Scored Assessment items are submitted by the students. Immediate feedback is provided letting students know whether or not they are correct, and if incorrect, suggestions are given as to how the answer can be improved. The Lesson Activities in Deliver Instruction provide some suggestions for feedback that teachers can give while students are completing the lessons.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectation for assessments clearly denoting which standards are being emphasized.The pre-made assessments provided in the Assessment section align to the standards addressed by the Topic, but the individual items are not clearly aligned to particular standards. The set of standards being addressed by a Topic can be found in the Scope and Sequence document or in Course Materials through Alignment to Standards. The MARS Tasks also do not clearly denote which CCSSM are being emphasized.Agile Assessment is an optional resource that can be licensed along with Agile Mind Grade 8, and Agile Assessment allows educators to create their own assessments by selecting from a repository of items aligned to standards and level of difficulty. Reports from assessments created with Agile Assessment denote which standard is being assessed.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectation for assessments including aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "828d3a8b-2d28-4adf-8295-4575215b6151": {"__data__": {"id_": "828d3a8b-2d28-4adf-8295-4575215b6151", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "fb4bb236-8c9d-4191-938a-28fb83612df8", "node_type": null, "metadata": {}, "hash": "2bd10db9028893a5ee6aaa5515ad4da37a2083d071bc6351d726aabff003fc49"}, "3": {"node_id": "caeb51bc-108a-4fc1-95fd-649f13019f6c", "node_type": null, "metadata": {}, "hash": "5388ddf47f855107f890755f4439c5d57ccdc5593fcbb44a78c9a20bfec234f0"}}, "hash": "e010ce1c5d4802a970177f74aad48e1162c7d163ce16f1adaf8f2d6ad89ce2a0", "text": "The MARS Tasks that are included in the materials are accompanied by rubrics aligned to the task that show the total points possible for the task and exactly what students need to do in order to earn each of those points. The Constructed Response items are accompanied by complete solutions, but rubrics aligned to the Constructed Response items are not included. For both the MARS Tasks and the Constructed Response items, alternate solutions are provided when appropriate, but sufficient guidance to teachers for interpreting student performance and suggestions for follow-up are not provided with either the MARS Tasks or the Constructed Response items.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials reviewed for Agile Mind Grade 8 offer opportunities for students to monitor their own progress. Throughout the Exploring, Practice, and Automatically Scored Assessment sections, students get feedback once they submit an answer, and in that moment, they can adjust their thinking or strategy. Goals and Objectives for each Topic are not provided directly to students, but they are given to teachers in Prepare Instruction.Students can also monitor their progress on assignments and quizzes assigned by their teacher from the Agile Mind Grade 8 course. There is a set of reports for students that appear on their dashboard about active assignments and quizzes from that day, there is another set of reports in the student\u2019s Report area from which students can view data on all the assignments they have completed throughout the year. These reports allow students to monitor their progress and learning related to the topics in the course.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.Each Topic consists of three main sections- Overview, Exploring, and Summary, and these three sections are divided into Blocks. Each Block contains lesson activities including Practice, Assessment, and Activity Sheets, along with any MARS Tasks in the Topic. In each Topic, the Blocks are sequenced for the teachers, and the lesson activities within the Blocks are sequenced for the teachers. In the Advice for Instruction for each Topic, Deliver Instruction for each Block contains instructional notes and classroom strategies that provide teachers with key math concepts to develop, sample questions to ask, ways in which to share student answers, and other similar instructional supports.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectation for providing teachers with strategies for meeting the needs of a range of learners. Overall, the instructional materials embed multiple visual representations of mathematical concepts where appropriate, include audio recordings in many explorations, and give students opportunities to engage physically with the mathematical concepts.However, the instructional notes provided to teachers do not consistently highlight strategies that can be used to meet the needs of a range of learners. When instructional notes are provided to teachers, they are general in nature and are intended for all students in the class, and they do not explicitly address the possible range of needs for learners. For example, in Topic 5, Block 1, the Deliver Instruction states \u201cGive students the situation, either the verbal description or the graph, and give them time to see what information they can pull from it. Then, give them additional time to present that information in the opposing format. Students can usually catch on to analyzing graphs quickly, when given sufficient time initially to process important data from the graph. Ask students smaller, more specific questions about parts of a graph or situation before tackling the entire problem.\u201dIn some explorations, teachers are provided with questions that can be used to extend the tasks students are completing, which are beneficial to excelling students.  For struggling students, teachers are occasionally provided with strategies or questions they can use to help move a student\u2019s learning forward.\u00a0The Summary for each Topic does not provide any strategies or resources for either excelling or struggling students to help with their understanding of the mathematical concepts in the Topic.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation that materials embed tasks with multiple entry\u00ad-points that can be solved using a variety of solution strategies or representations. Overall, tasks that meet the expectations for this indicator are found in some of the Constructed Response Assessment items and Student Activity Sheets that are a part of all Topics. MARS Tasks embedded in some Topics have multiple entry-points and can be solved using a variety of solution strategies or representations. For example, in Topic 14 Constructed Response 2 students complete a geometry puzzle called an angle network.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "caeb51bc-108a-4fc1-95fd-649f13019f6c": {"__data__": {"id_": "caeb51bc-108a-4fc1-95fd-649f13019f6c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "828d3a8b-2d28-4adf-8295-4575215b6151", "node_type": null, "metadata": {}, "hash": "e010ce1c5d4802a970177f74aad48e1162c7d163ce16f1adaf8f2d6ad89ce2a0"}, "3": {"node_id": "3a711123-79df-4804-8fa6-250c6d9bd386", "node_type": null, "metadata": {}, "hash": "fd24b6dbd30bc375db227b302af99d4c97bdeaa933a02d66751d0318e65906b4"}}, "hash": "5388ddf47f855107f890755f4439c5d57ccdc5593fcbb44a78c9a20bfec234f0", "text": "Students are given information about a picture containing three parallel lines intersected by two transversals, and they have choices as to which information to use first and how to proceed in determining the angles measures for the angles in the puzzle. Another example is in Topic 13 Student Activity Sheet 6 Problem 11. Students create one system of linear equations for each of the following three conditions: a system with one solution, a system with many solutions, and a system with no solutions.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation that the materials suggest accommodations and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.The materials provide suggestions for English Language Learners and other special populations in regards to vocabulary and instructional practices. In Prepare Instruction for Topic 1, Teaching Special Populations of Students refers teachers to the Print Essay entitled \u201cTeaching English Language Learners\u201d in Professional Support, which describes general strategies that are used across the series such as a vocabulary notebook, word walls, and concept maps. Teaching Special Populations of Students also describes general strategies that are used across the series for other special populations, including progressing from concrete stage to representational stage to abstract stage and explicitly teaching metacognitive strategies through think alouds, graphic organizers, and other visual representations of concepts and problems.In addition to the general strategies mentioned in Teaching Special Populations of Students, there are also many specific strategies listed across each course of the series in Deliver Instruction. In Deliver Instruction, Support for ELL/other special populations includes strategies that can be used with both English Language Learners and students from other special populations. Strategies specific to other special populations can also be found in Classroom strategy or Language strategy. An example of Support for ELL/other special populations from Topic 6, Block 3 is \u201cUse a think-write-pair-share strategy to help ELL and those with other learning differences process the given information and the framing questions. Give time for students to individually think about the questions and time to write a response. Then pair a non-native English speaker with a native English speaker and have each student share his or her responses.\u201d An example of a strategy for other special populations from Topic 2, Block 2, Pages 3-4 is \u201cClassroom strategy. Students may not be familiar with bar notation used to represent repeating decimals. Take time now to review this notation. The use of technology in this case is especially important for those students with certain learning differences; it can remove barriers and allow them to access the content they need to learn.\u201d\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for Agile Mind Grade 8 partially meet the expectation for providing opportunities for advanced students to investigate mathematics content at greater depth. The problems provided in the materials are on grade level, and the materials are designed to assign most of the problems to all students. However, there are a few problems that are on grade level and not assigned to all students, and these problems could be used for advanced students to investigate mathematics content at greater depth. Examples include: In Topic 14, Block 2, the materials provide the following assistance, \"The animation shows only one case, so you may prefer to ask the students to conduct a further exploration in the following way: Give each group of students three pieces of spaghetti and a different angle measure to explore. Ask each group to use spaghetti to construct lines cut by a transversal in such a way that one pair of corresponding angles has the measure assigned to the group. Ask the group to measure the distance between the two parallel\u2010line candidates. Then, ask the group to try to keep the angles congruent but make the parallel lines not be parallel. Then ask the group to shift the position of the transversal and redo the process.\"\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for Agile Mind Grade 8 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics. The activities are diverse, meeting the interests of a demographically, diverse student population. The names, contexts, videos, and images presented display a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Agile Mind Grade 8 provide opportunities for teachers to use a variety of grouping strategies in the Deliver Instruction Lesson Activities including when students work individually, in pairs, or in small groups. When suggestions are made for students to work in small groups, there are no specific roles suggested for group members, but teachers are given suggestions to ensure the involvement of each group member.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a711123-79df-4804-8fa6-250c6d9bd386": {"__data__": {"id_": "3a711123-79df-4804-8fa6-250c6d9bd386", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "aa52a081-b042-42a9-a641-b9b63874739d", "node_type": null, "metadata": {}, "hash": "3de64cf7e8dfb092d2489f799f6f7eb3e21f3daf4844dfe455887f87e8aa98c1"}, "2": {"node_id": "caeb51bc-108a-4fc1-95fd-649f13019f6c", "node_type": null, "metadata": {}, "hash": "5388ddf47f855107f890755f4439c5d57ccdc5593fcbb44a78c9a20bfec234f0"}}, "hash": "fd24b6dbd30bc375db227b302af99d4c97bdeaa933a02d66751d0318e65906b4", "text": "For example, Topic 7 Block 7 teachers are told to \u201chave each student in a group present one part of the problem.\u201d\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for Agile Mind Grade 8 do not encourage teachers to draw upon home language and culture to facilitate learning. Questions and contexts are provided for teachers in the materials, and there are no opportunities for teachers to adjust the questions or contexts in order to integrate the home language and culture of students into the materials to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for Agile Mind Grade 8 are web-based and compatible with multiple internet browsers (Chrome, Firefox, and Internet Explorer). In addition, the materials are \u201cplatform neutral\u201d and allow the use of tablets with ChromeOS, Android, or iOS operating systems, and students can complete assignments on smartphones.However, the navigation between the online student and teacher materials and resources is cumbersome and time consuming. The online interface makes it difficult to compare the student and teacher materials since they cannot be seen in their entirety simultaneously. Teachers can review the printed, spiral-bound teacher materials while viewing the online curriculum projected in class (and what the student also sees when they login to the system).\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for Agile Mind Grade 8 include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. All Practice and Automatically Scored Assessment questions are designed to be completed using technology. These items cannot be edited or customized.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for Agile Mind Grade 8 include few opportunities for teachers to personalize learning for all students. Within the Practice and Assessment sections, the teacher can choose which problems and exercises to assign students, but these problems and exercises cannot be modified for content or wording from the way in which they are given. Other than being able to switch between English and Spanish in My Glossary, there are no other adaptive or technological innovations that allow teachers to personalize learning for all students.The instructional materials reviewed for Agile Mind Grade 8 cannot be easily customized for local use. Within My Courses, there are no options for modifying the sequence or structure of the Topics or any of the sections within the Topics.Agile Assessment is an optional resource that can be licensed along with the Agile Mind Integrated Math series, and Agile Assessment allows educators to create their own assessments by selecting from a repository of items aligned to standards and level of difficulty.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for Agile Mind Grade 8 provide few opportunities for teachers and/or students to collaborate with each other. Under My Agile Mind, teachers can communicate with students through the Calendar and Score and Review. There are no opportunities for teachers to be able to collaborate with other teachers.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for Agile Mind Grade 8 integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices. Given the digital platform of the materials, the inclusion of interactive tools and virtual manipulatives/objects helps to engage students in the MPs in all of the Topics, and the use of animations in all of the Topics provides examples as to how the interactive tools and virtual manipulatives can be used.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6bdc21c8-3aaa-4719-bbc4-debf14c0b927": {"__data__": {"id_": "6bdc21c8-3aaa-4719-bbc4-debf14c0b927", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "3": {"node_id": "9750a9df-34f7-4cdf-9811-54def38145d2", "node_type": null, "metadata": {}, "hash": "ce966efa09a6a98f5ed3cc8871edb61edeb9d87b9b18544e060fcc2228e3a544"}}, "hash": "fddd9fd5501eb5629513fce9514b70ce05c9741c251e4697b06fb936db935058", "text": "Agile Mind Traditional Mathematics\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet expectations for alignment to the CCSSM for high school, Gateways 1 and 2. In Gateway 1, the instructional materials attend to the full intent of the non-plus standards and allow students to fully learn each non-plus standard, but they do not attend to the full intent of the modeling process when applied to the modeling standards. The materials regularly use age-appropriate contexts, apply key takeaways from Grades 6-8, and vary the types of numbers being used, but the materials do not explicitly identify and build on knowledge from Grades 6-8, although they do foster coherence through meaningful connections in a single course and throughout the series. In Gateway 2, the instructional materials meet the expectation that materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice. The instructional materials reviewed meet the expectations for the development of overarching, mathematical practices; reasoning and explaining; modeling and using tools; and seeing structure and generalizing.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. Although there are a few instances where all of the aspects of the standards are not addressed, most non-plus standards are addressed to the full intent of the mathematical content by the instructional materials.The following are examples of standards that are fully addressed:A-APR.3: Algebra I Topic 18 Roots, Factors, and Zeros connects x-intercepts to zeros to factors. In Algebra II Topic 5 Polynomial Functions there are two lessons, Long Term Behavior and Zeros and Higher Degree Polynomials, where students factor polynomials to find zeros and use zeros to construct polynomial functions. Also in Algebra II Topic 6 Polynomial equations - Theorems of Algebra, students use Theorems of Algebra (such as The Fundamental Theorem of Algebra and Remainder Theorem), and factorizations to find zeros in order to graph the polynomial function.F-BF.4a: In Algebra II Topic 2 Understanding Inverse Relationships students find equations of inverses of linear, exponential, and quadratic functions and give restrictions where needed.G-SRT.8: In Topic 14 Pythagorean Theorem and the Distance Formula and Topic 15 Right Triangle and Trig Relationships of Geometry, students use the Pythagorean Theorem as well as the trigonometric ratios to solve right triangles. In addition to the lesson demonstrations, student activity sheets, practice, and assessment items, both topics include MARS tasks which fully address the intent of this standard by providing students opportunities to solve right triangles using the trigonometric ratios and Pythagorean Theorem in applied problems.S-ID.2: In Algebra I Topic 7 Descriptive Statistics students compare data sets using mean and median in the lesson Measures of Center. In the next lesson, Measures of Spread, students compare data sets using range and standard deviation.The following standard is partially addressed:G-CO.13: While no instruction was provided on G-CO.13, there is one instance where this standard is assessed, in Topic 15 of Geometry Constructed Response Assessment #1. Students inscribe an equilateral triangle in a circle, but students are not provided an opportunity to practice this concept in the lesson materials. Constructions can be found in Geometry Topic 11 Compass and Straightedge Constructions; Geometry Topic 19 Chords, Arcs, and Inscribed Angles; and Geometry Topic 20 Lines and Segments on Circles; however, students are not given an opportunity to construct a shape inside of a circle.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the Agile Mind Traditional series partially meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. Overall, most of the modeling standards are addressed with various aspects of the modeling process present in isolation or combination. However, opportunities for the full modeling process are absent.The materials often allow students to incorporate their own solution method to find a predetermined quantity. Modeling opportunities in the materials are thus \u201cclosed\u201d in the beginning and the end while \u201copen\u201d in the middle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9750a9df-34f7-4cdf-9811-54def38145d2": {"__data__": {"id_": "9750a9df-34f7-4cdf-9811-54def38145d2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "6bdc21c8-3aaa-4719-bbc4-debf14c0b927", "node_type": null, "metadata": {}, "hash": "fddd9fd5501eb5629513fce9514b70ce05c9741c251e4697b06fb936db935058"}, "3": {"node_id": "36ee9e18-6fbe-401b-a35b-5c3dcc1a91a1", "node_type": null, "metadata": {}, "hash": "371cccdda7ec9d61c35fee0e961fbedcffe6b3870b8d7d9d7c87aed2784b1443"}}, "hash": "ce966efa09a6a98f5ed3cc8871edb61edeb9d87b9b18544e060fcc2228e3a544", "text": "In many instances, materials step students through the modeling process using a series of questions and/or prompts. In addition, students are rarely given the opportunity to question their reasoning and \u201ccycle\u201d through the modeling process by validating their conclusions and potentially making improvements to their model.The following examples allow students to engage in only a part of the modeling process:In Algebra I Topic 18 Student Activity Sheet 2 (A-SSE.3a), students are given a function rule of a real-world context and guided through a series of questions, mostly directed by the teacher with questions and/or Exploring \u201cSolving by graphing.\u201d The same is true on Student Activity Sheet 4, which follows along with Exploring \u201cRoots, factors, and zeros.\u201d Students are given a real-world context and taken through a series of questions, as posed on the Student Activity Sheet. Students use a variety of tools to find a solution to a quadratic equation. Students do not define their own variables or formulate the equation or function needed to work the problem. The materials provide students with a graph with predefined axes and scale as well as the function they are to graph.In Algebra I Topic 14 (A-SSE.3c, F-BF.1a), there are two sections in the Exploring part of the Topic that starts out with the word \u201cModeling.\u201d Students follow step-by-step directions on how to apply the modeling context (make a table, graph the data, answer questions, etc.). The Constructed Response assessment item for the topic gives students exact measurements when starting the problem, steps them through by telling them which tools to use, and does not have them justify their solution; therefore, students do not complete the modeling cycle. Student Activity Sheets 2-5 have application problems where students are asked to do things such as explain, describe, and discuss; students are also asked to check the validity of their answer. However, there isn\u2019t an opportunity for students to complete the full modeling process in any one problem.In Algebra I Topic 8 (A-CED.2) Student Activity Sheet 3 Question 26 is an example of an application problem where students choose their tools to use in order to solve the problem. However, there are exact values given to students leading to one correct answer. In addition, students are not required to provide any justification for or validate their solution. The same thing happens in Student Activity Sheet Question 31.In Algebra 1 Topic 10 (A-CED.3) there is a MARS task which asks students to explain their work. However, all quantities are fixed, and students are not asked to check the validity of their solution or to adjust as necessary. There is a Constructed Response question on the Assessment that is an application where students are required to identify the variables, write a system, use a graph or table to solve, and then show how to check the answer. They are taken step-by-step through the process.In Algebra II Topic 11 (F-IF.5) a Constructed Response Assessment question has students find the domain and range, in context, and relate it to the context of the situation. Students are also asked to justify their answer in another part of the problem; however, students do not develop the model.In Geometry Topic 15 (G-SRT.8) Student Activity Sheet 3 Question 19 is also found in Exploring Right triangle and trig relationships. Students are presented with an open-ended question but given specific variables to use in order to solve it. Students are not given an opportunity to define the variables. In addition, students are not asked to validate or interpret their solutions. All application problems in this Topic are routine and require one or two steps. An example of this can be found in Student Activity Sheet 3 Question 21 where students are given the context and a labeled picture to find the solution to the problem which asks students to find the height of the cliff. Students are required to use trigonometric ratios to solve for the height given the angle of elevation and the horizontal distance from the cliff to the boat. A second example is found in Assessment for this Topic; Constructed Response 3 has students solve a few problems using the context of a lighthouse used to orient ships.In Geometry Topic 14 (G-GPE.7) Question 12 on Student Activity Sheet 2 gives measurements and asks students if the door frame is rectangular. Students are directed to justify their response. They are not afforded the opportunity to complete the modeling process.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "36ee9e18-6fbe-401b-a35b-5c3dcc1a91a1": {"__data__": {"id_": "36ee9e18-6fbe-401b-a35b-5c3dcc1a91a1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "9750a9df-34f7-4cdf-9811-54def38145d2", "node_type": null, "metadata": {}, "hash": "ce966efa09a6a98f5ed3cc8871edb61edeb9d87b9b18544e060fcc2228e3a544"}, "3": {"node_id": "ffc417b7-10cf-40de-9af4-956e499b76b5", "node_type": null, "metadata": {}, "hash": "4fb6e7d7b7dfeae28ba5e417958c279d08c3e1220f1faad669d5f00f32725d20"}}, "hash": "371cccdda7ec9d61c35fee0e961fbedcffe6b3870b8d7d9d7c87aed2784b1443", "text": "They are not afforded the opportunity to complete the modeling process. Student Activity Sheet 3 requires students to support their response but requires that support be in a diagram.In Algebra I Topic 7 (S-ID.1, S-ID.2, and S-ID.3) on Student Activity Sheet 2 Question 12 students are asked to predict, explain, and check their prediction by calculating the mean and median. Students are given the tools to use throughout the step-by-step questions. Question 13 and 14 are contextual problems where students create histograms. Students explain their reasoning if something was changed based on the histograms. Students use a context but are not able to formulate the variables. The data set to be used is given at the beginning, and students are given questions to guide them through. In Student Activity Sheet 4 Question 17 students create a survey for the class, conduct it, and do specific things to interpret the survey. However, students are not asked to verify their responses.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectations for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers (WAPs). (Those standards that were not fully attended to by the materials, as noted in indicator 1ai, are not mentioned here.)In the Algebra I course, students spend most of their time working with WAPs from the Algebra, Functions, and Statistics and Probability categories. During the Geometry Course, students spend most of their time working with WAPs from the Geometry category. The Algebra II course focuses on the WAPs in the Functions, Algebra, and Geometry categories. Within the Algebra I and Algebra II courses, students also spend time on the Number and Quantity WAPs.Examples of students engaging with the WAPs include:Algebra I: In Topic 13 Law of Exponents students are provided with multiple opportunities to explore and interpret laws of exponents using scenarios such as fuel consumption and distance from the sun to the Milky Way Galactic Center (N-RN.1,2). Topic 13 covers the general rules for exponents as well as scientific notation. Topics 16 and 18, Operations on Polynomials and Solving Quadratic Equations, provide several opportunities to explore the structure of an expression to identify ways to rewrite it and to factor a quadratic expression to reveal the zeros of the function it defines. The topics provide practical illustrations using blueprints from a construction site to illustrate finding sums and differences of two polynomials and a water balloon launch to illustrate solving quadratic equations (A-SSE.2,3a).Geometry: Topics 9, 10, 12, and 13 address similarity and congruence as referred to in G-SRT.5. Topics 9 and 10 focus on congruence, and Topics 12 and 13 focus on similarity.Geometry: In Topics 4, 5, and 6 students prove theorems about lines and angles (G-CO.9). Proofs begin in Topic 4 on Student Activity Sheet 2 with algebraic proofs. The topic then progresses in Student Activity Sheet 3 as materials provide multiple proofs for students to \u201cfill in the blank\u201d for the missing part. In Student Activity Sheet 4 there are multiple cases where students are expected to complete the majority of an entire proof. In Topic 5 proofs continue in Student Activity Sheet 1 as well as indirect proofs in Student Activity Sheet 4.Algebra II: In Topic 1 Student Activity Sheet 3 students work with geometric series in word problems and are asked to write a function rule that models the given situation (A-SSE.4). Throughout Student Activity Sheet 3 students are exposed to finite, geometric series by using the general formula and finding sums.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Agile Mind Traditional series, when used as designed, meet the expectation for allowing students to fully learn each non-plus standard. Overall, there are multiple opportunities for students to fully learn the non-plus standards by engaging with all aspects of the standards and not distracting students with prerequisite or additional topics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ffc417b7-10cf-40de-9af4-956e499b76b5": {"__data__": {"id_": "ffc417b7-10cf-40de-9af4-956e499b76b5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "36ee9e18-6fbe-401b-a35b-5c3dcc1a91a1", "node_type": null, "metadata": {}, "hash": "371cccdda7ec9d61c35fee0e961fbedcffe6b3870b8d7d9d7c87aed2784b1443"}, "3": {"node_id": "4e3b4a27-adf8-4bdb-9847-6a0a09f75bff", "node_type": null, "metadata": {}, "hash": "a0598ac4c59151ccb3abbc3a7b3cd27222bc36cfeb7c391984f38a52d81e390c"}}, "hash": "4fb6e7d7b7dfeae28ba5e417958c279d08c3e1220f1faad669d5f00f32725d20", "text": "Examples of the standards where students have multiple opportunities to fully learn the standard include, but are not limited to:A-SSE.1a: Algebra I Topic 2 Exploring Tiling Square Pools offers students the opportunity to interpret parts of expressions as they examine different representations for determining the number of tiles needed in a pattern to create a border around a pool. Constructed Response 1c of Topic 2 offers students the opportunity to interpret parts of an expression as they create a symbolic representation of the relationship between the length of the side of a square flower bed and the perimeter of the flower bed. Throughout the remainder of Algebra I and into Algebra II, there are multiple opportunities for students to interpret parts of an expression, and some of those opportunities are:Algebra I Topic 6 More Practice Problem 23 has students interpret parts of an equation in order to determine which conclusion can be made based on the equation and its accompanying graph.Algebra I Topic 14 includes multiple opportunities for students to interpret parts of expressions, equations, and functions in different contexts that represent exponential growth and decay.Algebra II Topic 1 Exploring Arithmetic Sequences and Series has opportunities for students to interpret parts of expressions that represent the same arithmetic sequence, and Algebra II Topic 1 Exploring Geometric Sequences and Series has students interpret parts of expressions while comparing different expressions that represent the same geometric sequence.Algebra II Topic 13 Guided Practice Problems 11 and 12 have students interpret parts of a general exponential equation in order to determine how to substitute numerical values into the equation, and More Practice Problems 3 and 6 has students selecting which exponential equation models a situation which means the students interpret parts of the exponential expression to choose the correct equation.Algebra II Topic 21 Automatically Scored Problem 10 has students interpret parts of a trigonometric expression in order to choose which trigonometric equation best represents a given situation.A-APR.6: In Algebra 1 Topic 16 students are introduced to dividing polynomials, and the problems include dividing by monomials with remainders. In Algebra II Topic 6 Exploring Theorems of Algebra students divide polynomials by linear binomials as they engage with The Remainder Theorem, and in Algebra II Topic 9 Exploring Rational Expressions, students use polynomials to build rational expressions by dividing polynomials using factoring techniques with no remainders. In the remainder of Algebra II Topic 9, students further develop their skills in rewriting simple rational expressions as they use long division with expressions that involve remainders in order to analyze the graphs of rational functions that correspond to the rational expressions.G-GPE.5: In Algebra 1 Topic 5 Student Activity Sheet 3 Problems 18 and 19 students informally use the slope criteria for parallel and perpendicular lines to solve geometric problems by writing equations of lines that are parallel and perpendicular to given lines, and they do the same thing in More Practice Problem 16 of the same topic. In Geometry Topic 6 Exploring Lines and Algebra, students formally derive the slope criteria for parallel and perpendicular lines. Student Activity Sheet 3 of the same topic, along with More Practice Problems 17 and 19 and Automatically Scored Problems 12 and 13, gives students opportunities to write the equations of lines parallel and perpendicular to given lines. Geometry Topic 8 Constructed Response Problems 2 and 3 have students use the slope criteria for parallel and perpendicular lines to solve geometric problems by having the students find the centroid, orthocenter, and Euler line for triangles with given coordinates.There are non-plus standards where the materials provide students an opportunity to fully learn the standard, and the materials could solidify the students\u2019 learning with more opportunities that address the standard:F-IF.8b: In Algebra 1 Topic 14 and Algebra II Topic 13 there are problems where students interpret expressions in exponential functions, and there could be more opportunities for students to use properties of exponents to interpret functions.G-SRT.7: In Geometry Topic 15 students work with trigonometric ratios, and throughout the topic students engage with problems involving complementary angles. Students\u2019 understanding of G-SRT.7 could be further solidified by offering more opportunities for students to use the relationship between the sine and cosine of complementary angles.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The materials regularly use age-appropriate contexts, apply key takeaways from Grades 6-8, and vary the types of real numbers being used.The materials use age appropriate and relevant contexts throughout the series. The following examples illustrate appropriate contexts for high school students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4e3b4a27-adf8-4bdb-9847-6a0a09f75bff": {"__data__": {"id_": "4e3b4a27-adf8-4bdb-9847-6a0a09f75bff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "ffc417b7-10cf-40de-9af4-956e499b76b5", "node_type": null, "metadata": {}, "hash": "4fb6e7d7b7dfeae28ba5e417958c279d08c3e1220f1faad669d5f00f32725d20"}, "3": {"node_id": "0f3e8db0-3712-473b-9bdf-5c064227ebb0", "node_type": null, "metadata": {}, "hash": "241a739d7552ff155c76dbbed53483fd3ff7f62e6cbd86546cae87215b3530a8"}}, "hash": "a0598ac4c59151ccb3abbc3a7b3cd27222bc36cfeb7c391984f38a52d81e390c", "text": "The following examples illustrate appropriate contexts for high school students.\u00a0In Algebra I, Topic 14 gives the growth of a population at a high school and requires students to solve problems based on the enrollment data.In Algebra I, Topic 8, students must figure out how many miles can be driven in a dune buggy while on vacation with a budget of $75.\u00a0In Algebra I, Topic 16, Student Activity Sheets 2 and 3 use a house floor plan as the context for the problems..\u00a0\u00a0In Geometry, Topic 15, students use trigonometric ratios to find the height of the flagpole in the courtyard.In Algebra II, Topic 15 begins with context that involves graduation money being put towards the purchase of a new car.The following problems represent the application of key takeaways from Grades 6-8:In Algebra I, Topic 3 expands upon 8.F.1 as students define, evaluate, and compare functions. Students look at various situations, create functions, and move into recursively defined functions.Students work with proportions and ratios as a key takeaway from grades 6-8 when working with similar figures and dilations in Geometry, Topic 12. Students determine the scale factor (ratio) and a missing coordinate and examine if two figures are similar using proportions.Students extend their knowledge of function concepts as students work with linear, exponential, and quadratic functions in Algebra I. In Algebra II, students\u00a0 continue this work with polynomial, rational, logarithmic, and trigonometric functions.Examples of the materials varying the types of real numbers used across the courses of the series include:In Algebra I, Topic 6, Exploring \u201cRate of Change\u201d, students perform calculations with decimals as they analyze data from a simulation of Hooke\u2019s Law to create a linear model for the data.In Algebra I, Topic 13, Student Activity Sheets, students operate on fractions as they apply laws of exponents to simplify expressions involving rational exponents.In Geometry, Topic 14, Constructed responses 1 and 2, students perform calculations with decimals and fractions to model and solve real-world problems.In Geometry, Topic 22, Guided practice, Page 9, students use irrational numbers to solve an area problem.In Algebra II, Topic 1, two problems in the More and Guided Practice sections use a fractional difference in a geometric series.In Algebra II, Topic 8, More practice, Pages 9 and 10, students solve problems about joint variation involving mixed numbers and decimals.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation for fostering coherence through meaningful connections in a single course and throughout the series. Overall, connections between and across multiple standards are made in meaningful ways. Each topic provides a Pre-requisite Skills list and an overview of the topic in Topic at a Glance. The Topic at a Glance provides generic connections within each course and throughout the series.Examples of connections made within courses include the following:Algebra I Topic 14 Exponential Functions and Equations connects a number of standards as students create and solve equations in one or two variables (A-CED.1,2) as well as recognize the difference between linear and exponential growth (F-LE) and fit an exponential model to a data set and use models to solve problems (S-ID.6a).In Algebra II Topic 5 Polynomial Functions students find zeros using suitable factorizations, if possible, and graph them, connecting A-APR.3, F-IF.7c, and F-IF.8a.In Geometry Topic 12 Dilations and Similarity begins by connecting the idea of transformations (G-CO.2) to deciding if two triangles are similar (G-SRT.2). This Topic uses the properties of similarity to prove AA congruence (G-SRT.2) as well as congruence and similarity criteria to solve problems (G-SRT.5). At the end of this topic, students also prove that all circles are similar (G-C.1).Examples of connections made between the courses include the following:Transformations can be found throughout the series. The materials first introduce the idea in Algebra I with translating graphs of functions using the graphing calculator in Topics 15 and 17. Students have extensive work with transformations in Geometry using all transformations (Reflect, Rotate, Translate, and Dilate) on shapes. In Algebra II Topic 3 Transforming Functions, the last lesson in this Topic is titled \u201cMaking the algebra-geometry connection,\u201d which makes the algebra-geometry connection between transformations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0f3e8db0-3712-473b-9bdf-5c064227ebb0": {"__data__": {"id_": "0f3e8db0-3712-473b-9bdf-5c064227ebb0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "4e3b4a27-adf8-4bdb-9847-6a0a09f75bff", "node_type": null, "metadata": {}, "hash": "a0598ac4c59151ccb3abbc3a7b3cd27222bc36cfeb7c391984f38a52d81e390c"}, "3": {"node_id": "7a767480-9391-4719-a92d-8b864436a5dd", "node_type": null, "metadata": {}, "hash": "74a8ab859721c3b4eff8decda83de655e90a4c12a77110a719ad0dc94d8ff9cd"}}, "hash": "241a739d7552ff155c76dbbed53483fd3ff7f62e6cbd86546cae87215b3530a8", "text": "Transformations are seen in a number of Topics after students extensively work on it in Topic 3 of Algebra II.The F-LE standards are connected throughout the series. In Algebra I students compare linear growth and exponential growth in a number of ways and in a number of topics. Students use the idea of linear growth in Geometry to find lines that are parallel and perpendicular. This can be found in Topic 6 which has a lesson called Lines and Algebra. In Algebra II students use the idea from previous coursework to work with logarithms using prerequisite knowledge of exponential functions.A-SSE.2 and A-SSE.3.a begin in Algebra I Topics 16 and 18 as students work with operations on polynomials and solving quadratic equations, and they are further developed in Algebra II Topic 6 as students work with polynomial equations.In Algebra II Topic 22 Modeling Data focuses on determining an appropriate model for data, interpreting the strength of the relationship between two variables, and making predictions in the context of the problem situation. In the Advice for Instruction, a connection is made between characteristics of function families (F-IF.4) and determining the appropriate model for data in Topic 22. In the Choosing a Model subtopic of Topic 22 students are asked to look at the way data points are spread for the US Census data. Based on prerequisite skills students then determine which shape and/or model is most appropriate. When students reach the Fitting Quadratic Data subtopic in Topic 22 they connect their knowledge of Polynomial Functions Topic 15 from Algebra I and Topic 5 from Algebra II to determine that a parabola is the best fit for the data.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Agile Mind Traditional series partially meet the expectations that the series explicitly identifies and builds on knowledge from Grades 6-8. Materials include and build on content from grades 6-8, however, the content is not clearly identified or connected to specific middle school standards. Although the provided content from Grades 6-8 supports progressions of the high school standards, the Grade 6-8 standards are not identified in either the teacher or student materials.The following are examples of where the materials build on, but do not explicitly identify standards from Grades 6-8.Algebra I Topic 3 Functions includes Prerequisite Skills listed in the Teacher Materials in Prepare Instruction. The list of skills includes \u201corder of operations, operations with rational numbers, domain and range of a function, solving two-step equations by inspection, and plotting points on the coordinate plane.\u201d However, there is no mention in the teacher and/or student materials of where these prerequisite skills can be found in prior content. The teacher is directed in the Deliver Instruction to review independent and dependent variables. These ideas are used to identify domain and range of functions.In Algebra I Topic 1 students use prerequisite skills such as perimeter and area of polygons and volume of rectangular solids (7.G.6) in Operations with Polynomials. This topic builds on knowledge from Grades 6-8.In Geometry Topic 12 students begin work on an introduction to similarity through dilations. The materials state \u201cThe topic dilations and similarity builds on what students have learned about similarity and transformations in middle school in order to generate a precise definition, make connections to transformations, and analyze ways to prove that two triangles are similar.\u201d In the opening question students are expected to determine the distance to place a toy from a flashlight and the height at which to hang the toy such that it casts a particular size shadow on a wall. Students must use proportions (7.RP.2) to solve this problem in relation to similar triangles (G-SRT.5).In Geometry Topic 25 students develop formulas for volume and surface area of pyramids and cones. In the Topics at a Glance section of the Advice for Instruction, the materials indicate that \u201cStudents should have seen formulas for computing surface area and volume of three-dimensional figures in middle school mathematics.\u201d In this topic students work with the materials to determine the volume of chocolate needed to make a chocolate pyramid and the amount of materials needed to package the chocolate pyramid (Design problem, G-MG.3 using Surface Area, 7.G.6).Themes beginning in middle school algebra continue and deepen during high school. As early as grades 6 and 7, students begin to use the properties of operations to generate equivalent expressions (6.EE.3, 7.EE.1). In grade 7, they begin to recognize that rewriting expressions in different forms could be useful in problem solving (7.EE.2). In Algebra I Topic 2 Student Activity Sheet 2 Question 5 students look at a situation where they will build borders of a garden.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a767480-9391-4719-a92d-8b864436a5dd": {"__data__": {"id_": "7a767480-9391-4719-a92d-8b864436a5dd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "0f3e8db0-3712-473b-9bdf-5c064227ebb0", "node_type": null, "metadata": {}, "hash": "241a739d7552ff155c76dbbed53483fd3ff7f62e6cbd86546cae87215b3530a8"}, "3": {"node_id": "6c91380a-6857-407f-9e88-3e560b8bdfda", "node_type": null, "metadata": {}, "hash": "fbf730364b48f48aea07f5bdc5521d25ce30a538b91857d265f9cbf1b2f4c4f2"}}, "hash": "74a8ab859721c3b4eff8decda83de655e90a4c12a77110a719ad0dc94d8ff9cd", "text": "They look at various ways to set up the two gardens. Throughout the topic students are presented with various situations that ask them to write equivalent expressions both in words and in a numerical representation.Students in Grade 8 solve linear equations (8.EE.7) and systems of linear equations (8.EE.8). This concept is built upon in Algebra I Topic 10 as students use this concept to solve real-world problems. In Student Activity Sheet 2 students are given various scenarios to apply their prior knowledge. For example, question 1 involves the context of repairing a gas-powered mower versus buying a new energy-efficient, electric-powered mower. Throughout Student Activity Sheets 3 and 4 students are presented with both systems of equations and inequalities.In Algebra II Topic 20 Design and Data Collection in Statistical Studies begins with an overview introducing the idea of sampling. Once in the topic more information is given concerning surveys and sampling. Within the Subtopic Surveys and Sampling, page 12 uses several random samples to produce a dot plot to make decisions about a population. This topic is aligned with 7.SP.2, \u201cUse data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.\u201d\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.Of the 43 plus standards and 5 plus substandards included in the CCSSM, the materials address 24 of them: N-CN.8,9; N-VM.6-11; A-APR.7; A-REI.8,9; F-IF.7d; F-BF.4c; F-BF.4; F-BF.5; G-SRT.9-11; G-C.4; G-GMD.2; S-CP.8,9; and S-MD.6,7. The materials attend to the full intent of these standards. In general the materials treat these 24 standards as additional content that extends or enriches topics within the unit and do not interrupt the flow of the course. No plus standards were located within the first course of the series, Algebra I.The following are examples of components of the materials that address the full intent of the plus standards:In Algebra II Topic 6 Exploring Other Polynomial Equations, the materials address the fundamental theorem of algebra alongside finding roots of higher order polynomial equations. Students must find one root and then find additional roots using the quadratic formula to identify complex roots (N-CN.9). In the \u201cCheck\u201d section, x^2 +1=0 is shown as (x+i)(x-i) (N-CN.8).In Algebra II Topic 17 Exploring Using the Inverse Matrix, the materials provide examples of identity matrices for a 2x2 and a 3x3 matrix and ask students to identify what a 4x4 identity matrix would look like based on the provided examples. Students then are asked to describe what they notice about the relationship between the number of rows and columns of identity matrices (N-VM.10).In Algebra II Topic 9 Exploring Graphing Rational Functions students use an applet to determine how different parts of rational functions change the graph of a rational function (transformations). Students are also provided opportunities to graph rational functions on the student activity sheets for the topic (F-IF.7d)In Geometry Topic 16 Exploring Law of Sines and Law of Cosines students complete proofs of the laws of sines and cosines and use the laws of sines and cosines to solve problems. (G-SRT.10)In Geometry Topic 26 Exploring Chocolate Hemispheres students are shown and discuss how the volume of a sphere is derived from a cone and cylinder using Cavalieri\u2019s principle. (G-GMD.2)In Algebra II Topic 18 Exploring Permutations and Combinations, students use combinations to determine the number of possible jury members for a trial. (S-CP.9)\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6c91380a-6857-407f-9e88-3e560b8bdfda": {"__data__": {"id_": "6c91380a-6857-407f-9e88-3e560b8bdfda", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "7a767480-9391-4719-a92d-8b864436a5dd", "node_type": null, "metadata": {}, "hash": "74a8ab859721c3b4eff8decda83de655e90a4c12a77110a719ad0dc94d8ff9cd"}, "3": {"node_id": "47d92760-e39e-4254-8b13-e3e3b65dd44c", "node_type": null, "metadata": {}, "hash": "7e1e0e5da8c21c2d114c96b6e75b43dcfbeb6bab12963996ff33ba6356d6f8d3"}}, "hash": "fbf730364b48f48aea07f5bdc5521d25ce30a538b91857d265f9cbf1b2f4c4f2", "text": "Attention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation that materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters. There are instances in the materials where students are prompted to use multiple representations to further develop conceptual understanding. In addition, throughout the materials real-world context is used in order to give \u201cconcreteness\u201d to abstract concepts, especially when introducing a new topic.A few examples of the development of conceptual understanding related to specific standards are shown below:A-REI.A: In Algebra I Topic 8 students use algebra tiles to solve linear equations. Students check their work using tables and graphs. Algebra II Topic 13 uses graphing technology to introduce logarithmic equations as students examine graphs and tables of logarithmic functions in a real-world context before solving them analytically in the lesson Analytic Techniques.A-APR.B: Algebra I Topic 18 begins by using a garden to connect x-intercepts of a graph to zeros of a function. There are a series of questions that students work through in order to connect what is happening graphically with the factored form of a function. This is found again in Algebra II Topic 5 Higher Degree Polynomials. There are graphs and functions (standard and factored form) to show the relationship between zeros and factors of polynomials. Students construct polynomials given the zeros.N-RN.1: In Algebra I Topic 13 Laws of Exponents students make tables to see patterns in whole numbers raised to integer exponents, including zero and negative exponents. Students extend this idea to rational exponents by using positive integer exponents and radicals to understand rational exponents.F-LE.1: Algebra I Topic 14 begins by introducing students to linear and exponential growth. Students are introduced to different scenarios using fruit flies and fire ants. Materials use the contexts, along with graphs, tables, and functions, to develop students\u2019 conceptual understanding around linear and exponential growth.G-SRT.2: Geometry Topic 12 contains applets throughout the lesson that allow students to manipulate triangles in order to further understand triangle similarity through student exploration and guided questioning in Advice for Instruction.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation for providing intentional opportunities for students to develop procedural skills. Within the lessons, students are provided with opportunities to develop procedural skills for solving problems. Guided Practice and More Practice sections are included within each lesson. These practice sections are often problems with no context and provide students the opportunity to practice procedural skills when called for by the standards.Some highlights of development of procedural skills include the following:A-APR.1: In Algebra I Topic 16 students multiply binomials to determine the area of rectangles as well as simplify expressions. Students also simplify expressions using polynomial multiplication, addition, and subtraction in the More and Guided Practice sections. In Algebra II Topic 4 students multiply binomials to determine the volume of a rectangular prism as well as simplify expressions using addition, subtraction, multiplication, and division within the More Practice section.G-GPE.7: In Geometry Topic 14 students use the distance formula to compute the perimeter of a triangle as well as to determine if the diagonals of a rectangle bisect each other during More Practice. In Topic 21 students use the distance formula to compute the area of a rhombus as well as find the area and perimeter of a hexagon.F-BF.3: Students are given examples and applicable activities throughout both Algebra I (Topics 3, 5, 6, 12, 15, and 17) and Algebra II (Topics 3, 4, 9, 10, 12, 13, and 20). For example, Algebra II Topic 3 Making the Algebra-Geometry Connection presents several examples addressing this standard. Student Activity Sheet 4, as well as Practice and Assessment, provide opportunities for students to develop necessary skills.G-GPE.4: Geometry Topic 17 Polygons and Special Quadrilaterals explores this standard. Students are given ten examples to view. Example 1 provides definitions and an overview, and Examples 2-10 provide proofs for simple geometric theorems algebraically. Students are then given Student Activity Sheet 4 Practice Problems and Assessment to practice these skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "47d92760-e39e-4254-8b13-e3e3b65dd44c": {"__data__": {"id_": "47d92760-e39e-4254-8b13-e3e3b65dd44c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "6c91380a-6857-407f-9e88-3e560b8bdfda", "node_type": null, "metadata": {}, "hash": "fbf730364b48f48aea07f5bdc5521d25ce30a538b91857d265f9cbf1b2f4c4f2"}, "3": {"node_id": "891b55e6-d6bf-43e5-9f63-bf4661902913", "node_type": null, "metadata": {}, "hash": "0f98464f39a254030d15bbab8ca59f0f127c92ae1fb6fa91376845142da5951b"}}, "hash": "7e1e0e5da8c21c2d114c96b6e75b43dcfbeb6bab12963996ff33ba6356d6f8d3", "text": "Students are then given Student Activity Sheet 4 Practice Problems and Assessment to practice these skills.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation of the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Students work with mathematical concepts within a real-world context. There are Topics for which the content of the Topic is framed by a real-world context through the Overview. The context used in the Overview is expanded upon throughout the lessons in the Topic.Examples of students utilizing mathematical concepts and skills in engaging applications include:F-IF.B: The Algebra I Topic 4 Overview introduces students to a skateboarder and his motion. Students use the context of the skateboarder to match his motion to graphs and answer a variety of questions regarding the motion of the skateboarder throughout the lesson. The Topic also uses the idea of elevators and their movement to create graphs and understand various features of the graph. This Topic focuses on interpreting rates of change, and the entire Topic uses a variety of various contexts. In Topic 6 of Algebra I the Constructed Response Assessment problems are examples of applications where students are utilizing mathematical skills to answer various single- and multi-step problems. Students are asked to do things such as find the domain, find and interpret the y-intercept, find a parallel data set, and find the zero and interpret it in relation to the context of the problem. This standard is also found in Algebra II Topic 10 as students engage with the problems in the Topic using sets of data modeled by square root equations to further develop the mathematical skills for examining and identifying the features of graphs.G-SRT.8: Geometry Topic 15 Indirect Measurement begins with the student council of a school finding the height of the flagpole in the school courtyard. The lesson takes students through different strategies to find the height. The last question in the lesson uses an airplane to find the angle of depression. There are a number of application problems in the practice and assessment.S.ID.2: Algebra II Topic 19 has a number of application situations for students to use surveys and sampling. The Overview for the Topic uses real-world context by doing a survey to see if Americans believe life exists beyond earth. This application is used throughout in order to make sense of key terms. The questions in the Advice for Instruction provides the teacher with strategies to support students to work through the application in more meaningful ways. The entire Topic has a variety of application problems in Exploring, Practice, More Practice, Assessment, and Student Activity Sheets.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation for the three aspects of rigor being balanced with respect to the standards being addressed. The structure of the materials lends itself to balancing the three aspects of rigor.Each Topic includes an Overview, Exploring, Practice, Assessment, and Student Activity Sheets.The Topic Overviews provide a focal point for students to begin thinking about the Topic. They allow for students to relate the topic to a real-world application and/or prior knowledge. This gives students an opportunity to develop conceptual understanding through applications and/or prior knowledge. For example, in Algebra II Topic 4 the teacher is provided with the pieces of a puzzle. In the opening to the lesson teachers state \u201csuppose you buy 100 pencils for $25.\u201d The teacher is then presented with several framing questions \u201cWhat is the cost of each pencil? How do you know? What operation did you perform to find the answer? If you bought x pencils for $25, what expression would represent the cost of each pencil?\u201dThe Exploring section focuses on developing conceptual understanding, in context and/or by using applets. Students are given the tools to build their procedural skills throughout as algorithmic steps are connected to the concepts in this section.Practice has Guided Practice and More Practice for students. There are a variety of types of problems (multiple choice, multiple select, true or false, etc) with a focus on conceptual understanding and procedural skills. Students can get hints and immediate feedback if their answer is correct. If it is incorrect, students receive a statement/question to help direct their thinking.Assessment has two parts, Automatically Scored and Constructed Response. Automatically Scored includes Multiple Choice and Short Answer.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "891b55e6-d6bf-43e5-9f63-bf4661902913": {"__data__": {"id_": "891b55e6-d6bf-43e5-9f63-bf4661902913", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "47d92760-e39e-4254-8b13-e3e3b65dd44c", "node_type": null, "metadata": {}, "hash": "7e1e0e5da8c21c2d114c96b6e75b43dcfbeb6bab12963996ff33ba6356d6f8d3"}, "3": {"node_id": "1e933ee3-8614-41cf-9c4e-2d428b847d91", "node_type": null, "metadata": {}, "hash": "51119c341efd511fb4833aa56b9cd74df6100b11dd55f3fec1c03b317a71b914"}}, "hash": "0f98464f39a254030d15bbab8ca59f0f127c92ae1fb6fa91376845142da5951b", "text": "Automatically Scored includes Multiple Choice and Short Answer. This section has questions that require conceptual knowledge, procedural skills, and application of the Topic.Student Activity Sheets follow the online instruction but include additional procedural skill and application problems.In addition to this, there are MARS tasks throughout that focus on conceptual understanding and application.The following are examples of balancing the three aspects of rigor in the instructional materials:Algebra I Topic 5 Moving Beyond Sloping Intercept (S.ID.7) has students study data from a table of a skateboarder and their distance traveled during a set of skateboard drills. They use the data table to match the graph of the motion detector data to the path created by moving the computerized skater on the app provided. Students discuss the two parameters necessary to match the graph and develop understanding around steepness (slope) of the line and the constant (intercept). Students use this knowledge to do more procedural skills around standard form and point-slope form. Throughout the Topic, students are given real-world context to explore all concepts in this Topic.Geometry Topic 17 Polygons and Special Quadrilaterals (G-GPE.4) includes examples that review key concepts from previous topics and subtopics. In the topic, the meaning of coordinate proof is given and then stepped through the idea of special quadrilaterals. Students have a series of questions posed to answer (developing conceptual understanding), examples of the process to do a coordinate proof (developing procedural skills), and more questions to check their understanding throughout the lesson on Coordinate Proofs. Students then work in small groups to write a coordinate proof showing that diagonals of a rhombus are perpendicular. After completing these things, students can do the Guided Practice and More Practice to master the skills just learned.Algebra II Topic 2 Understanding Inverse Relations (F-BF.4.a) begins with a real-world context to introduce the idea of inverse relations. Throughout the topic, students are given contextual situations to bridge the idea of functions and their inverses together. The use of tables, graphs, and equations are all used throughout in order for students to understand the idea of inverse. Students are also given the opportunity to compare a function and its inverse as well as practice the skill of finding an inverse from a function. Students are also given real-world context to answer questions which require a conceptual understanding of inverse relations.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation for supporting the intentional development of overarching, mathematical practices (MPs 1 and 6). The instructional materials develop both MP1 and MP6 to the full extent of the MPs. Accurate and precise mathematical language and conventions are encouraged by both students and teachers as they work with course materials. Teachers are given guidance on materials in the Advice for Instruction provided in each Topic. Topics that include a MARS Task list MPs used within the task in the Advice for Instruction. The Advice for Instruction also provides teachers with guidance to foster discussion throughout the materials. This discussion often stresses accurate vocabulary used to increase precision of mathematical language. Emphasis is placed on using units of measure and labeling axes throughout the series. Making sense of answers within the context of a problem is also emphasized. Students persevere in problem solving in lessons through the many real-world application scenarios.In Geometry Topic 14 Block 5 MARS task students make sense of problems and persevere in solving them (MP1) to determine angles and lengths of pieces of wood of a wooden garden chair using similarity and Pythagorean Theorem (G-SRT.8).In Algebra I Topic 1 Student Activity Sheet 1 the first question has students look at three linear graphs and asks them \u201cHow are the three graphs similar? How are the three graphs different?\u201d The students analyze the graphs, make conjectures, and plan their strategy. As the teacher directs the lesson, the teacher is told to encourage students\u2019 thinking and emphasize the importance of precise communication by helping students use precise language (MP6) such as slope, how steep, increasing, decreasing, and line versus segment (F-IF.6).Algebra I Topic 8 Student Activity Sheet 4 Question 31 introduces a babysitting situation through Maggie who charges $15 an hour for babysitting. The students look for the possible numbers of hours she can babysit to make enough money for the bag she wants to buy without having to pay taxes on her earnings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1e933ee3-8614-41cf-9c4e-2d428b847d91": {"__data__": {"id_": "1e933ee3-8614-41cf-9c4e-2d428b847d91", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "891b55e6-d6bf-43e5-9f63-bf4661902913", "node_type": null, "metadata": {}, "hash": "0f98464f39a254030d15bbab8ca59f0f127c92ae1fb6fa91376845142da5951b"}, "3": {"node_id": "3b7357d6-77fd-4cf9-8b99-18df00ce9fdf", "node_type": null, "metadata": {}, "hash": "75a754b5a619b1dd81ea5ed7b03f3d4a506ae99946f20bbcf3fed3bf6d9a6f0d"}}, "hash": "51119c341efd511fb4833aa56b9cd74df6100b11dd55f3fec1c03b317a71b914", "text": "In this problem, students are asked to first understand the meaning of the problem, analyze the information, make a conjecture, and try to find an answer. Students need to check their answers and see if their answer makes sense (MP1) (A-CED.3).In Algebra II Topic 18 students are presented with an overarching scenario. In this scenario, Mr. Jones witnesses a crime and gives a witness description. In the scenario, students reason through multiple probability concepts for each portion of Mr. Jones\u2019 account. \u201cHow likely is it that Rob is the bad guy? Mr. Jones indicated that the license plate had 6 non-repeating letters.\u201d In this case, the students (playing the role of Rob\u2019s attorney) will have to use the fundamental counting principle to determine how likely it is to have a license plate with non-repeating letters. Students then use basic probability concepts to determine probabilities of events occurring together and/or occurring given that another event occurred first. Lastly, students use the normal distribution to find the percentage of people in Arresta that have a height of 6 feet or more. Students persevere through multiple nuances of the problem to finally determine their solution to whether the jury comes back with a guilty or not guilty verdict (MP1) (S-ID.4).In Algebra II Topic 1 Exploring Arithmetic Sequences and Series students are first presented with an auditorium seating scenario. In this scenario, students are told that the first row has 20 seats and each subsequent row has 3 seats more than the row in front of it. Students are given a table to complete in Student Activity Sheet 2 question 3. From here, the students are asked to determine the constant difference of the linear function that models this situation and also determine the domain and range. The student then writes a precise arithmetic sequence that will help them predict the 21st term in the sequence (MP6) (A-SEE.4).\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation of supporting the intentional development of reasoning and explaining (MP2 and MP3), in connection to the high school content standards, as required by the Standards for Mathematical Practice (MPs). Overall, the majority of the time MP2 and MP3 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, students are expected to reason abstractly and quantitatively, and students are expected to construct viable arguments by justifying along with a few opportunities to critique the reasoning of others in each course. Support and guidance is provided for teachers in the Advice for Instruction for each lesson to assist teacher development of these MPs although the MPs are not explicitly listed in the Advice for Instruction with the exception of the MARS Tasks. MARS Tasks identify specific MPs used within each task in the Advice for Instruction.In Algebra I Topic 3 Functions, Exploring Modeling with Functions begins with the real-world application of a soccer team selling roses as a fundraiser. Students are asked at the beginning of the lesson \u201cWhat a successful project looks like\u201d and \u201cHow will the factors in the list influence the success of the project?\u201d Students think about successful money-making ventures and discuss the factors that make the ventures successful. Students are then given amounts and pricings for two shops to determine which shop would be the best deal for them. Students are then asked to determine costs for ordering a specific numbers of roses from each shop and explaining their reasoning to the class. In this scenario students formulate their own reasoning and explain the evidence and/or prompts that led to their reasoning, illustrating both MP2 and MP3 (F-IF.1).In the Geometry Topic 15 MARS Task students reason abstractly (MP2) about whether a particular triangle is a right triangle by finding the side lengths of neighboring triangles and then using the Pythagorean Theorem to draw a conclusion. Students must also explain how they decided the triangle was a right triangle (MP3) (G-SRT.8, G-SRT.5).One example where students are given the opportunity to critique the reasoning of others (MP3) can be found in Algebra II Topic 21 Student Activity Sheet 5 Problem 8. Students are shown a graph of a cotangent function along with a student\u2019s description of the function. Students are directed to critique the student\u2019s description of the graph of the cotangent function.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b7357d6-77fd-4cf9-8b99-18df00ce9fdf": {"__data__": {"id_": "3b7357d6-77fd-4cf9-8b99-18df00ce9fdf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "1e933ee3-8614-41cf-9c4e-2d428b847d91", "node_type": null, "metadata": {}, "hash": "51119c341efd511fb4833aa56b9cd74df6100b11dd55f3fec1c03b317a71b914"}, "3": {"node_id": "3b327345-bb27-465f-b257-f830fe2ad94e", "node_type": null, "metadata": {}, "hash": "6f682c12c031b8c1d31411ffe61161a6afc8eda33b615fea904c19b1f270926f"}}, "hash": "75a754b5a619b1dd81ea5ed7b03f3d4a506ae99946f20bbcf3fed3bf6d9a6f0d", "text": "The instructional materials reviewed for Agile Mind Traditional series meet the expectations for supporting the intentional development of modeling and using tools (MPs 4 and 5).The materials fully develop MPs 4 and 5 as students build upon prior knowledge to solve problems, create and use models within many lessons, and choose and use appropriate tools strategically across the courses. The materials pose problems connected to previous concepts and a variety of real-world contexts. Students are provided meaningful real-world problems in which to model with mathematics and use tools.Examples where students model with mathematics include:In Algebra I, Topic 6, Exploring, students examine a graph of shoe size versus height of a person. Students create a function to model the information provided in the graph. Students were able to use previous knowledge to show a correlation between each of the figures and thus draw a trend line. The students formulated the problem (with some help from the book), then were asked to compute the trend line that would correlate that data and lastly students checked their work and reported out. This process is present for multiple scenarios within the guided practice and more practice sections.\u00a0In Algebra I, Topic 15, MARS Task: Functions, students \u201cmodel each of two subsets of a set of points on a scatterplot. Students must go beyond simple visual inspection of a graph to sort the set into two subsets and justify their sorting by applying their knowledge of fundamental characteristics of different function families.\u201d In this activity, students must write a linear function to represent the scatterplot and determine a non-linear model for the rest of the points in the scatterplot. Students must verify their solutions with their partner and report their findings.In Algebra II, Topic 21, Student Activity Sheet 4, students are given data representing the number of hours of daylight in Tallahassee, Florida for the year 1998. Students are asked to \u201cMake a scatterplot of these data using your graphing calculator. What type of function do you think would model these data? Do you think these data are periodic?\u201d Later, students are asked, \u201cWhat trigonometric function would you use to model the data?\u201d and then \u201cWhat is the period of the graph?\u201d \u201cWhat is the amplitude of the sinusoidal graph?\u201d \u201cIs the graph shifted horizontally and/or vertically from the parent function y = sin x? If so, by how much is it shifted?\u201d \u201cTransform the parent function, y = sin x, to fit the data.\u201d Finally, students are asked to \u201cUse your model to find the days when Tallahassee had more than 12 hours of daylight.\u201d Through this set of problems, students apply prior knowledge to new problems, identify important relationships and map relationships with tables, diagrams, graphs, rules, draw conclusions as they pertain to a situation, create, and use models.Examples where students choose and use appropriate tools strategically include:In Geometry, Topic 8, Block 4, Advice for Instruction states, \u201cEncourage students to use tools to help them make sense of the problem of dividing a triangle into sixths. Make Patty Paper, rulers, protractors, dynamic geometry software (optional) and scissors available to students. Give students enough time to really try to answer this question.\u201dIn Geometry, Topic 11, Block 1, Advice for Instruction, students follow a paper-and-pencil activity with a construction activity in which they are to \u201cuse tools of their choice.\u201d Later in the same block, in Technology tip, pages 6-7, Exploring \u201cCongruent segment and angle bisector constructions,\u201d students choose between compass and straightedge or an online construction tool.In Algebra II, Topic 20, Student Activity Sheet 2, Question 10, students design and carry out a simulation. They choose from a variety of tools to carry out the simulation, including a coin, a random number table, a random number generator, or a statistical software package.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the Agile Mind Traditional series meet the expectation of supporting the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards, as required by the Standards for Mathematical Practice (MPs). Overall, the majority of the time MP7 and MP8 are used to enrich the mathematical content and are not treated separately from the content standards. Throughout the materials, support is present for the intentional development of seeing structure and generalizing.In Geometry Topic 13 Geometric Mean students define the geometric mean. Students receive instruction on the connection between the geometric mean and right triangles.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b327345-bb27-465f-b257-f830fe2ad94e": {"__data__": {"id_": "3b327345-bb27-465f-b257-f830fe2ad94e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "3b7357d6-77fd-4cf9-8b99-18df00ce9fdf", "node_type": null, "metadata": {}, "hash": "75a754b5a619b1dd81ea5ed7b03f3d4a506ae99946f20bbcf3fed3bf6d9a6f0d"}, "3": {"node_id": "9dbb4cb8-4d05-4873-b37c-af29911c12bb", "node_type": null, "metadata": {}, "hash": "d5fb8873f7573dc2c07b91d6516010808de5777d6ce3a6e4057752d8b51cc7b4"}}, "hash": "6f682c12c031b8c1d31411ffe61161a6afc8eda33b615fea904c19b1f270926f", "text": "Students receive instruction on the connection between the geometric mean and right triangles. They work a puzzle to apply what they have learned and determine the difference between the arithmetic mean and the geometric mean. They are asked to make a general statement about when the arithmetic mean and the geometric mean of two numbers are the same. This provides students with the opportunity to see structure and generalize to a larger idea (MP7).In Algebra II Topic 19 Conditional Probability and Independence students are asked to determine the conditional probability that a British ship is armed given that it appears armed. This question arises from British ships\u2019 need to deter pirates. They then use their conclusions from Exploring Conditional Probability to help determine calculations from the French ship data to show that the event of selecting an armed French ship is not dependent on the event of selecting a French ship that appears to be armed. This allows the students to use requisite knowledge to make generalizations from the sample data (French Ships) to the population (British Ships) (MP7).In Geometry Topic 21 students make estimates about the area of the model and then refine that estimate by using different scales for estimating the area through different geometric figures through repeated reasoning (MP8).In the Algebra I Topic 4 MARS Task Differences students look for patterns and express regularity in repeated reasoning by completing a table (MP8). By completing the table, students are able to notice patterns in a sequence and determine the 7th and 8th term in the sequence. Students must also use their completed table, along with a table of expressions, to look for patterns in both tables to determine the coefficients of the expressions given in the second table.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for having an underlying design that distinguishes between problems and exercises.\n\nEach Topic includes three sections: Overview, Exploring, and Summary. The Overview section introduces the mathematical concepts that will be addressed in the Topic. The Exploring section includes two to four explorations. In these explorations, students learn the mathematical concepts of the Topic through problems that include technology-enhanced animations and full-class activities. The Summary section highlights the most important concepts from the Topic and gives students another opportunity to connect these concepts with each other.\nEach Topic also includes three additional sections: Practice, Assessment, and Activity Sheets. The Practice section includes Guided Practice and More Practice. Guided Practice consists of exercises that students complete during class periods, providing opportunities for students to apply the concepts learned during the explorations. More Practice contains exercises that are completed as homework assignments. The Assessment section includes Automatically Scored and Constructed Response. These items are exercises to be completed during class periods or as part of homework assignments. They provide more opportunities for students to apply the concepts learned during the explorations. The Activity Sheets also contain exercises, which can be completed during class periods or as part of homework assignments, that are opportunities for students to apply the concepts learned during the explorations.\nSome Topics also include MARS Tasks, which are exercises that present students with opportunities to apply concepts they have learned from the Topic in which the MARS Task resides or to apply and connect concepts from multiple Topics.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for having a design of assignments that is not haphazard with problems and exercises given in intentional sequences.\nThe sequencing of Topics, and explorations within the Exploring section for each Topic, develops in a way that helps to build students\u2019 mathematical foundations.\n\nThe Topics are comprised of similar content. For example, in Algebra I, Topic 3 Functions, the Exploring section consists of: Function Notation, Modeling with Functions, and Graphs.\nWithin the explorations for each Topic, problems generally progress from simpler to more complex, incorporating knowledge from prior problems or Topics, which offers students opportunities to make connections among mathematical concepts. For example, in Algebra I, creating linear models for data in Topic 6 incorporates and builds on rate of change from Topic 4.\nAs students progress through the Overview, Exploring, and Summary sections, the Practice (Guided and More), Assessment (Automatically Scored and Constructed Response), and Activity Sheets sections are placed intentionally in the sequencing of the materials to help students build their knowledge and understanding of the mathematical concepts addressed in the Topic.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9dbb4cb8-4d05-4873-b37c-af29911c12bb": {"__data__": {"id_": "9dbb4cb8-4d05-4873-b37c-af29911c12bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "3b327345-bb27-465f-b257-f830fe2ad94e", "node_type": null, "metadata": {}, "hash": "6f682c12c031b8c1d31411ffe61161a6afc8eda33b615fea904c19b1f270926f"}, "3": {"node_id": "37bc3b2d-986d-441d-87a9-af2f4ae07cbc", "node_type": null, "metadata": {}, "hash": "c91582243bd0666772d1e51a5a2b53cca76837b8b892ccd46144e04f17083d7c"}}, "hash": "d5fb8873f7573dc2c07b91d6516010808de5777d6ce3a6e4057752d8b51cc7b4", "text": "The MARS Tasks are also placed intentionally in the sequencing of the materials to support the development of the students\u2019 knowledge and understanding of the mathematical concepts that are addressed by the tasks.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for having a variety in what students are asked to produce.\nThroughout a Topic, students are asked to produce answers and solutions as well as explain their work, justify their reasoning, and use appropriate models. The Practice section and Automatically Scored items include questions in the following formats: fill-in-the-blank, multiple choice with a single correct answer, and multiple choice with more than one correct answer. Constructed Response items include a variety of ways in which students might respond, i.e. multiple representations of a situation, modeling, or explanation of a process. Also, the types of responses required vary in intentional ways. For example, concrete models or visual representations are expected when a concept is introduced, but as students progress in their knowledge, students are expected to transition to more efficient solution strategies or representations.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written models. The materials include a variety of virtual manipulatives, as well as, integrate hands-on activities that allow the use of physical manipulatives.\nMost of the physical manipulatives used in Agile Mind are commonly available: ruler, patty paper, graph paper, algebra tiles, and graphing calculators. Due to the digital format of the materials, students also have the opportunity to represent proportional relationships virtually with a table and graph and generate random samples to draw inferences. Each Topic has a Prepare Instruction section that lists the materials needed for the Topic. Manipulatives accurately represent the related mathematics. For example, in Geometry Topic 23, Relating 2-D and 3-D objects, students use models of prisms, cones, and spheres that can be cut. In addition, they use modeling clay, fishing wire (or dental floss), and linking cubes throughout the topic.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Agile Mind Traditional series have a visual design that is not distracting or chaotic but supports students in engaging thoughtfully with the subject. The student materials are clear and consistent between Topics within a grade-level as well as across grade-levels. Each piece of a Topic is clearly labeled, and the explorations include Page numbers for easy reference. Problems and Exercises from the Practice, Assessment, and Activity Sheets are also clearly labeled and consistently numbered for easy reference by the students. There are no distracting or extraneous pictures, captions, or \"facts\" within the materials.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. The Deliver Instruction section for each Block of a Topic includes Framing Questions for the start of each lesson. For example, in Algebra 1, Topic 8 Block 6, the Framing Questions are: \u201cWould you use an equation or an inequality to describe this situation? How many variables will you need to describe this situation? Why?\u201d During the lesson, the Deliver Instruction section includes multiple questions that teachers can ask while students are completing the activities. At the the end of each lesson, Deliver Instruction includes Further Questions. For example, in Geometry, Topic 7 Block 3 \u201cWhy can a triangle never have two obtuse angles? Two right angles? How could knowing the sum of the angles of a triangle help you find the sum of the angles of a quadrilateral? What about any polygon?\u201d\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "37bc3b2d-986d-441d-87a9-af2f4ae07cbc": {"__data__": {"id_": "37bc3b2d-986d-441d-87a9-af2f4ae07cbc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "9dbb4cb8-4d05-4873-b37c-af29911c12bb", "node_type": null, "metadata": {}, "hash": "d5fb8873f7573dc2c07b91d6516010808de5777d6ce3a6e4057752d8b51cc7b4"}, "3": {"node_id": "c0415cca-f4ef-41dc-a902-866e02e5452e", "node_type": null, "metadata": {}, "hash": "cdda634772e2522badb45dbae8cd174dceb952a94d5139872ed01a54a1350267"}}, "hash": "c91582243bd0666772d1e51a5a2b53cca76837b8b892ccd46144e04f17083d7c", "text": "The instructional materials reviewed for Agile Mind Traditional series meet the expectation for containing a teacher\u2019s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, the materials include teacher guidance for the use of embedded technology to support and enhance student learning.\nThe materials contain Professional Support which includes a Plan the Course section and a Scope and Sequence document. The Plan the Course section includes Suggested Lesson-planning Strategies and Planning Resources. Each Topic contains an Advice for Instruction section, and that is divided into Prepare Instruction and Deliver Instruction. For each Topic, Prepare Instruction includes Goals and Objectives, Topic at a Glance, Prerequisite Skills, Resources, and Language Support, and for each Block within a Topic, Deliver Instruction includes Agile Mind Materials, Opening the Lesson, Framing Questions, Lesson Activities, and Suggested Assignment. In Lesson Activities, teachers are given ample annotations and suggestions as to what parts of the materials should be used when and Classroom Strategies that include questions to ask, connections to mathematical practices, or statements that suggest when to introduce certain mathematical terms or concepts.\nWhere applicable, the materials include teacher guidance for the use of embedded technology to support and enhance student learning. For example, in Algebra II, Topic 8 Block 5 teachers are directed to, \u201cUse the animation on page 1 to introduce the idea of area varying with more than one dimension. As you view each new panel, have students respond to the appropriate questions on their Student Activity Sheets. Then, play the panel to confirm their responses. [SAS 4, questions 1-5]\u201d\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for containing full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\nIn Professional Support, Professional Learning, there is a group of four interactive essays in each course entitled \u201cDeveloping Concepts Across Grades\u201d, and the topics for these four essays are Functions, Volume, Rate, and Proportionality. Each essay examines the progression of the concept from Grades 6-8 through Algebra I, Algebra II, Geometry and beyond. These interactive essays give teachers the opportunity to not only make connections between the courses they are teaching and previous courses, but they also give teachers the opportunity to improve their own knowledge in regards to connections that will be made between the courses they are teaching and future courses.\nIn addition to \u201cDeveloping Concepts Across Grades\u201d, each course also contains a section of interactive essays entitled \u201cGoing Beyond (course name)\u201d. In Algebra I, there are three essays in this section: Average and Instantaneous Rates of Change, The Slope of a Curve, and The Relationship Between Exponential and Logarithmic Functions. In Algebra II, there are two essays in this section: Linearizing Data Using Logarithms, and From Rates of Change to Derivatives. In Geometry, there are three essays in this section: Trigonometric Functions, Understanding Area of Irregular Shapes using Calculus, and Radians. Along with having their own section in Professional learning, each of these essays are also referenced in Deliver Instruction for the Blocks where they are appropriate under the title of Teacher Corner. For example, in Geometry, the essay Trigonometric Functions is referenced for teachers in Block 2 of Topic 15, Right Triangle and Trig Relationships, or in Algebra II, Linearizing Data using Logarithms is referenced in Block 3 of Topic 14, Logarithmic Functions.\nIn Professional learning, there are also sets of Video or Print essays. The Print essays are divided as either Curriculum or Course Management Topics, and there is a series of three essays in Algebra II titled \u201cRational Functions and Crossing Asymptotes\u201d that addresses mathematical concepts that extend beyond the current course. The Video Essays are: Teaching with Agile Mind, More Teaching with Agile Mind, and Dimensions of Mathematics Instruction.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for Agile Mind Traditional series partially meet the expectation for explaining the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c0415cca-f4ef-41dc-a902-866e02e5452e": {"__data__": {"id_": "c0415cca-f4ef-41dc-a902-866e02e5452e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "37bc3b2d-986d-441d-87a9-af2f4ae07cbc", "node_type": null, "metadata": {}, "hash": "c91582243bd0666772d1e51a5a2b53cca76837b8b892ccd46144e04f17083d7c"}, "3": {"node_id": "b90e0488-0b7e-4965-ad2f-a8d094aa28d0", "node_type": null, "metadata": {}, "hash": "57ba5ac4f1018010956e95dd71f20d6e185571280cf7bc7d8766b03b8ebb6772"}}, "hash": "cdda634772e2522badb45dbae8cd174dceb952a94d5139872ed01a54a1350267", "text": "In the course materials for Algebra I, Geometry, and Algebra II, the specific reference to the Standards is the following statement in the Plan the Course materials: \u201cAlignment to standards, \u2026 you will find correlations from Agile Mind topics to your state learning standards. These alignments can be found in Course Materials.\u201d There are no specific references within the online lesson materials as to the standards that are being taught for the courses. A Scope and Sequence is provided where the standards for each lesson are listed for each Topic.\nWithin Professional Support, Practice Standards Connections is provided. Also, the materials include a table for each Standard for Mathematical Practice that lists examples of where the MPs are used within the course. \u201cThe citations below are examples from the Algebra II program that show how the materials provide students with ongoing opportunities to develop and demonstrate proficiency with the Standards for Mathematical Practice.\u201d Teachers are able to make connections between the standards being taught and the activities and instruction for the lesson.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for Agile Mind Traditional series provide a list of lessons in the teacher's edition, cross\u00ad\u2010referencing the standards covered and providing an estimated instructional time for Topics and Blocks. For each course, the materials provide a Scope and Sequence document which includes the number of Blocks of instruction for the duration of the year, time in minutes that each Block should take, and the number of Blocks needed to complete each Topic. The Scope and Sequence document lists the CCSSM addressed in each Topic, but there is no part of the materials that aligns Blocks to specific content standards. The materials also provide Alignment to Standards in the Course Materials which allows users to see the alignment of Topics to the CCSSM or the alignment of the CCCSM to the Topics. The Deliver Instruction section contains the Blocks for each Topic. The Practice Standards Connections, found in Professional Support, gives examples of places in the materials where each MP is identified.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Agile Mind Traditional series do not contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for Agile Mind Traditional series do not contain explanations of the instructional approaches of the program and identification of the research-based strategies within the teaching materials. There is a Professional Essays section which addresses a broad overview of mathematics and clips of teachers using Agile Mind in Algebra I, Geometry, and Algebra II as discussed in indicator 3h.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectations for providing strategies for gathering information about students' prior knowledge within and across grade levels. The materials provide assessments that are specifically designed for the purpose of gathering information about students\u2019 prior knowledge, and the materials also include indirect ways for teachers to gather information about students\u2019 prior knowledge if teachers decide to use them that way.\nEach course includes additional Topics intended to assess students\u2019 prior knowledge. Algebra I includes computations with rational numbers and foundations of solving equations. Geometry includes computations with rational numbers and foundations of functions and linear equations. Algebra II includes computations with rational and irrational numbers, operations with exponents, and foundations of linear and quadratic functions and equations.\nIn Prepare Instruction for each Topic, there is a set of Prerequisite Skills needed for the Topic, and the Overview for each Topic provides teachers with an opportunity to informally assess students prior knowledge of the Prerequisite Skills. For example:\n\nIn Algebra I, Topic 1, Advice for Instruction, the prerequisite skills required for the lesson are: \u201cReading and constructing graphs, Domain and range and Exponential and quadratic patterns in data\u201d.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b90e0488-0b7e-4965-ad2f-a8d094aa28d0": {"__data__": {"id_": "b90e0488-0b7e-4965-ad2f-a8d094aa28d0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "c0415cca-f4ef-41dc-a902-866e02e5452e", "node_type": null, "metadata": {}, "hash": "cdda634772e2522badb45dbae8cd174dceb952a94d5139872ed01a54a1350267"}, "3": {"node_id": "bfb08c8c-8312-47ef-8e03-c46f0b253346", "node_type": null, "metadata": {}, "hash": "7d6c228489b053b4461f14d7b0644bcbf07ac7cdc6e587586b7c98ab8afcf822"}}, "hash": "57ba5ac4f1018010956e95dd71f20d6e185571280cf7bc7d8766b03b8ebb6772", "text": "In Algebra I, Topic 9, About this Topic has several references to framing students\u2019 thinking, \u201cThis topic, Absolute value and other piecewise functions, builds on students' understanding of the absolute value of a number and of the absolute value of a difference of two numbers as a distance on the number line to develop the absolute value function..\u201d\nIn Algebra II, Topic 1, Deliver Instruction, Overview states, \u201cClassroom strategy, The material on these two pages are designed to activate students' prior learning from previous courses, but keep it in the context of setting the stage for new learning in this course. Do not succumb to the temptation of re-teaching everything students should have learned in prior courses. Instead, use the material on these pages to actively engage students in recall of prior work, facilitating students' conversations to resurface what they have learned previously about these key function families. This will set students up for success not only for this topic but also for work in future topics with new function families.\u201d\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for providing strategies for teachers to identify and address common student errors and misconceptions. Across the series, common student errors and misconceptions are identified and addressed in Deliver Instruction as parts of \u201cClassroom Strategy\u201d, but \u201cClassroom Strategy\u201d is not solely used for identifying and addressing common student errors and misconceptions.\n\nIn Algebra I Topic 6, Deliver Instruction for Block 3 states, \u201cAnother common mistake is for students to look at the differences in the y-values only, and not relate these changes to the differences in the x-values. This mistake sometimes comes from misconceptions students create when exploring linear data where the x-values only increase by 1 unit. Throughout all data interpretation in tables, refer to the ratio or rate of change. If the students say that y-values are increasing by some number, ask them to complete their sentence by adding a description of how the corresponding x-values are changing, even when the change in x is only 1 unit.\u201d\nIn Geometry Topic 22, Deliver Instruction for Block 2 states, \u201cStudents often mistakenly use diameter in computations instead of radius and vice versa. Similarly, students often lose track of when to use a 1/2 or 2 in computations. This can be especially confusing when looking at something like half of a circumference.\u201d\nIn Algebra II Topic 11, Deliver Instruction for Block 4 states, \u201cBe sure to discuss with students the importance of isolating the radical. Show students an example of what happens if they don\u2019t. Also remind them about how to expand a binomial. Be sure they do not distribute the exponent over addition or subtraction.\u201d\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. The materials provide opportunities for ongoing review and practice, and feedback occurs in various forms. Within interactive animations, students submit answers to questions or problems and feedback is provided by the materials. Practice problems and Automatically Scored Assessment items are submitted by the students, and immediate feedback is provided letting students know whether or not they are correct and, if incorrect, suggestions are given as to how the answer can be improved. The Lesson Activities in Deliver Instruction provide some suggestions for feedback that teachers can give while students are completing the lessons.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Agile Mind Traditional series partially meet the expectation for assessments clearly denoting which standards are being emphasized.\nThe pre-made assessments provided in the Assessment section align to the standards addressed by the Topic, but the individual items are not clearly aligned to particular standards. The set of standards being addressed by a Topic can be found in the Scope and Sequence document or in Course Materials through Alignment to Standards. The MARS Tasks also do not clearly denote which CCSSM are being emphasized.\nAgile Assessment is an optional resource that can be licensed along with the Agile Mind Traditional Math series, and Agile Assessment allows educators to create their own assessments by selecting from a repository of items aligned to standards and level of difficulty. Reports from assessments created with Agile Assessment denote which standard is being assessed.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Agile Mind Traditional series partially meet the expectation for assessments including aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bfb08c8c-8312-47ef-8e03-c46f0b253346": {"__data__": {"id_": "bfb08c8c-8312-47ef-8e03-c46f0b253346", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "b90e0488-0b7e-4965-ad2f-a8d094aa28d0", "node_type": null, "metadata": {}, "hash": "57ba5ac4f1018010956e95dd71f20d6e185571280cf7bc7d8766b03b8ebb6772"}, "3": {"node_id": "eb8346a6-2125-47da-b564-d73d5f8133ab", "node_type": null, "metadata": {}, "hash": "665d5fd1ae3ac7d856898b5a484463247e63bc6ccc5dabd512f037d4cb8e4fa5"}}, "hash": "7d6c228489b053b4461f14d7b0644bcbf07ac7cdc6e587586b7c98ab8afcf822", "text": "The MARS Tasks and selected Constructed Response items in Algebra II are accompanied by rubrics aligned to the task or item that show the total points possible for the task and exactly what students need to do in order to earn each of those points. The remainder of the Constructed Response items in Algebra II, along with all of the Constructed Response items in Algebra I and Geometry, are accompanied by complete solutions, but rubrics aligned to these Constructed Response items are not included. For both the MARS Tasks and the Constructed Response items, alternate solutions are provided when appropriate, but sufficient guidance to teachers for interpreting student performance and suggestions for follow-up are not provided with most of the MARS Tasks or the Constructed Response items. In Algebra I, there are four Constructed Response items that are accompanied by a professional essay titled \u201cLearning from Student Work\u201d, and Algebra I and Geometry each include a MARS Task that is accompanied by a professional essay that provides guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials reviewed for Agile Mind Traditional series offer opportunities for students to monitor their own progress. Throughout the Exploring, Practice, and Automatically Scored Assessment sections, students get feedback once they submit an answer, and in that moment, they can adjust their thinking or strategy. Goals and Objectives for each Topic are not provided directly to students, but they are given to teachers in Prepare Instruction.\nStudents can also monitor their progress on assignments and quizzes assigned by their teacher from the Agile Mind Traditional courses. There is a set of reports for students that appear on their dashboard about active assignments and quizzes from that day, there is another set of reports in the student\u2019s Report area from which students can view data on all the assignments they have completed throughout the year. These reports allow students to monitor their progress and learning related to the topics in the course.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for Agile Mind Traditional series partially meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\nEach Topic consists of three main sections, Overview, Exploring, and Summary, and these three sections are divided into Blocks. Each Block contains lesson activities, materials for Practice, Assessment, and Activity Sheets, along with a MARS Tasks if applicable for the Topic. In each Topic, the Blocks and lesson activities are sequenced for the teacher. In the Advice for Instruction for each Topic, Deliver Instruction for each Block contains instructional notes and classroom strategies that provide teachers with key math concepts to develop, sample questions to ask, ways in which to share student answers, and other similar instructional supports.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for Agile Mind Traditional series partially meet the expectation for providing teachers with strategies for meeting the needs of a range of learners. Overall, the instructional materials embed multiple visual representations of mathematical concepts where appropriate, include audio recordings in many explorations, and give students opportunities to engage physically with the mathematical concepts.\nHowever, the instructional notes provided to teachers do not consistently highlight strategies that can be used to meet the needs of a range of learners. When instructional notes are provided to teachers, they are general in nature and are intended for all students in the class, and they do not explicitly address the possible range of needs for learners. For example, in Algebra II, Topic 6, Block 3, Deliver Instruction states, \u201cTo save time, break the classroom into three sections. Have one section solve the first equation, another the second, and the last section the third equation. Give each section time to solve their equation and check their work with each other, as well as time to interpret their graph and number of solutions and to pick a person to present. Have a member from each section come up and present the work.\u201d\nIn some explorations, teachers are provided with questions that can be used to extend the tasks students are completing, which are beneficial to excelling students. The Summary for each Topic does not provide any strategies or resources for either excelling or struggling students to help with their understanding of the mathematical concepts in the Topic. For struggling students, teachers are occasionally provided with strategies or questions they can use to help move a student\u2019s learning forward. For example, in Geometry, Topic 26, Block 1, Advice for Instruction states, \u201cTo differentiate instruction, you can give constraints to the spheres that students create. For example, you can limit the side lengths to whole numbers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eb8346a6-2125-47da-b564-d73d5f8133ab": {"__data__": {"id_": "eb8346a6-2125-47da-b564-d73d5f8133ab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "bfb08c8c-8312-47ef-8e03-c46f0b253346", "node_type": null, "metadata": {}, "hash": "7d6c228489b053b4461f14d7b0644bcbf07ac7cdc6e587586b7c98ab8afcf822"}, "3": {"node_id": "bdf4d3f0-6d6d-4830-b82e-d4af95a52572", "node_type": null, "metadata": {}, "hash": "1330107c4ad229dd3a14deb868d67180c7b3a6de5a1b93850a1efc8134b8866e"}}, "hash": "665d5fd1ae3ac7d856898b5a484463247e63bc6ccc5dabd512f037d4cb8e4fa5", "text": "For example, you can limit the side lengths to whole numbers. Students may have individual modifications that allow them to use a calculator.\"\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation that materials embed tasks with multiple entry\u00ad-points that can be solved using a variety of solution strategies or representations. Overall, tasks that meet the expectations for this indicator are found in some of the Constructed Response Assessment items and Student Activity Sheets that are a part of all Topics. MARS Tasks embedded in some of the Topics have multiple entry-points and can be solved using a variety of solution strategies or representations. For example, Geometry, Topic 14 Mars Task: Garden Chair, students determine an angle made by the wooden construction of the chair. Students can begin the problem by using either the angle sum theorem or the exterior angle theorem. Students could find all the angles in the problem first or the minimum required for the problem.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for Agile Mind Traditional series meet the expectation that the materials suggest accommodations and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.\nThe materials provide suggestions for English Language Learners and other special populations in regards to vocabulary and instructional practices throughout each course in the series. In Prepare Instruction for Topic 1 of each course, Teaching Special Populations of Students refers teachers to the Print Essay entitled \u201cTeaching English Language Learners\u201d in Professional Support, and that essay describes general strategies that are used across the series such as a vocabulary notebook, word walls, and concept maps. Teaching Special Populations of Students also describes general strategies that are used across the series for other special populations, and these strategies include progressing from concrete stage to representational stage to abstract stage and explicitly teaching metacognitive strategies through think alouds, graphic organizers, and other visual representations of concepts and problems.\nIn addition to the general strategies mentioned in Teaching Special Populations of Students, there are also many specific strategies listed across each course of the series in Deliver Instruction. In Deliver Instruction, Support for ELL/other special populations includes strategies that can be used with both English Language Learners and students from other special populations, and strategies specific to other special populations can also be found in Classroom strategy or Language strategy. An example of Support for ELL/other special populations from Geometry, Topic 1, Block 5, Pages 2-3 is \u201cThis puzzle acts much like a Cloze activity, in which key vocabulary words are removed from a paragraph, to build confidence and quickly assess fluency with the vocabulary. This type of activity can be particularly helpful to reinforce key understandings for students with a variety of learning differences, including challenges with language acquisition and processing. ELL students should add the labeled diagram to their vocabulary notebooks.\u201d An example of a strategy for other special populations from Algebra II, Topic 13, Block 4, Page 10 is \u201cLanguage strategy. You may wish to use a paired reading strategy for this page. In paired reading, one student in the pair reads the first sentence to the other student in the pair. The second student then paraphrases what was read back to the first student. Then, the students switch roles and repeat the process for the next sentence. This continues until the entire page is read and processed. This strategy can be modified if one student in the pair has a reading challenge so that only one student reads the passage, but both students take turns paraphrasing what was read.\u201d\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for Agile Mind Traditional series partially meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. The problems provided in the materials are on course level, and the materials are designed to assign most of the problems to all students. However, there are a few problems that are on course level and not assigned to all students, and these problems could be used for advanced students to investigate mathematics content at greater depth. Examples include:\n\nIn Algebra I, Topic 4, the MARS Task \u201cDifferences\u201d does not have to be assigned to all students at the completion of the Topic, and could be assigned to advanced students.\nIn Geometry, Topic 18, optional Block 5, students investigate another curve of constant width as they study Reuleaux triangles.\nIn Geometry, Topic 23, optional Block 5, students investigate orthographic and isometric drawings.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdf4d3f0-6d6d-4830-b82e-d4af95a52572": {"__data__": {"id_": "bdf4d3f0-6d6d-4830-b82e-d4af95a52572", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "eb8346a6-2125-47da-b564-d73d5f8133ab", "node_type": null, "metadata": {}, "hash": "665d5fd1ae3ac7d856898b5a484463247e63bc6ccc5dabd512f037d4cb8e4fa5"}, "3": {"node_id": "7595df0d-74a5-40d4-8da3-77d84abfbf14", "node_type": null, "metadata": {}, "hash": "c5b051aa48a251a96325b2e5d9a65352502424fcd5016d15b2be3da03c36856d"}}, "hash": "1330107c4ad229dd3a14deb868d67180c7b3a6de5a1b93850a1efc8134b8866e", "text": "Materials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for Agile Mind Traditional series provide a balanced portrayal of various demographic and personal characteristics. The activities are diverse, meeting the interests of a demographically, diverse student population. The names, contexts, videos, and images presented display a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Agile Mind Traditional series provide opportunities for teachers to use a variety of grouping strategies. The Deliver Instruction Lesson Activities include suggestions for when students could work individually, in pairs, or in small groups. When suggestions are made for students to work in small groups, there are no specific roles suggested for group members, but teachers are given suggestions to ensure the involvement of each group member. For example, in Algebra II, Topic 10 Block 2 Deliver Instruction teachers are told to \u201cHave student pairs solve the equation algebraically, then use the solution to determine how fast Chloe runs and how long her workout takes. [SAS 2, question 17] Ask for student volunteers to share their processes. Use page 10 as needed to verify responses.\u201d\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for Agile Mind Traditional series do not encourage teachers to draw upon home language and culture to facilitate learning. Questions and contexts are provided for teachers in the materials, and there are no opportunities for teachers to adjust the questions or contexts in order to integrate the home language and culture of students into the materials to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for Agile Mind Traditional series are web-based and compatible with multiple internet browsers (Chrome, Firefox, and Internet Explorer). In addition, the materials are \u201cplatform neutral\u201d and allow the use of tablets with ChromeOS, Android, or iOS operating systems, and students can complete assignments on smartphones.\nHowever, the navigation between the online student and teacher materials and resources are cumbersome and time consuming. The online interface makes it difficult to compare the student and teacher materials since they cannot be seen in their entirety simultaneously. Teachers can review the printed, spiral-bound teacher materials while viewing the online curriculum projected in class (and what the student also sees when they log into the system).\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for Agile Mind Traditional series include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. All Practice and Automatically Scored Assessment questions are designed to be completed using technology. These items cannot be edited or customized.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for Agile Mind Traditional series include few opportunities for teachers to personalize learning for all students. Within the Practice and Assessment sections, the teacher can choose which problems and exercises to assign students, but these problems and exercises cannot be modified for content or wording from the way in which they are given. Other than being able to switch between English and Spanish in My Glossary, there are no other adaptive or technological innovations that allow teachers to personalize learning for all students.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for Agile Mind Traditional series cannot be easily customized for local use. Within My Courses, there are no options for modifying the sequence or structure of the Topics or any of the sections within the Topics.\nAgile Assessment is an optional resource that can be licensed along with the Agile Mind Traditional series, and Agile Assessment allows educators to create their own assessments by selecting from a repository of items aligned to standards and level of difficulty.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for Agile Mind Traditional series provide few opportunities for teachers and/or students to collaborate with each other. Under My Agile Mind, teachers can communicate with students through the Calendar and Score and Review.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7595df0d-74a5-40d4-8da3-77d84abfbf14": {"__data__": {"id_": "7595df0d-74a5-40d4-8da3-77d84abfbf14", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "03b8133f-a5aa-4b0c-8cee-c88d9e9a74e7", "node_type": null, "metadata": {}, "hash": "0373864afa7af800d2e6df8933618828cb5bec7724fe1154b3b9d3014826b7ec"}, "2": {"node_id": "bdf4d3f0-6d6d-4830-b82e-d4af95a52572", "node_type": null, "metadata": {}, "hash": "1330107c4ad229dd3a14deb868d67180c7b3a6de5a1b93850a1efc8134b8866e"}}, "hash": "c5b051aa48a251a96325b2e5d9a65352502424fcd5016d15b2be3da03c36856d", "text": "Under My Agile Mind, teachers can communicate with students through the Calendar and Score and Review. There are no opportunities for teachers to be able to collaborate with other teachers.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for Agile Mind Traditional series integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices. Given the digital platform of the materials, the inclusion of interactive tools and virtual manipulatives/objects helps to engage students in the MPs in all of the Topics, and the use of animations in all of the Topics provides for some examples as to how the interactive tools and virtual manipulatives can be used.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9b6eec23-4fde-45ce-b064-abc2e146ee3a": {"__data__": {"id_": "9b6eec23-4fde-45ce-b064-abc2e146ee3a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "3": {"node_id": "ccd009a6-3c1d-4ca3-9570-ef6431101ca3", "node_type": null, "metadata": {}, "hash": "67cff7a820c762591182c77d21cd0fcc35c1b931c6c88cfb6729e2d621cdf246"}}, "hash": "16d134e7f3d18e14c29789abba1009f7a1d4ea5feaf3970a0febf5b484f483a0", "text": "Amplify ELA\n\nThe Grade 6 instructional materials meet expectations for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials also include texts that are worthy of student's time and attention, and provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. High-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.The instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 6 instructional materials meet expectations for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials also include texts that are worthy of student's time and attention. The Grade 6 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. High-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for anchor texts being of publishable quality and worthy of careful reading. Anchor texts include rich language and topics and stories engaging for Grade 6 students. Texts consider a range of student interests including (but not limited to) ancient Greece, early to late 20th century experiences, and 19th century rural America and London. Some included texts are reflected in the CCSS appendices as possible exemplars for the grade level.\n\n\n    Some examples of texts that represent the overall quality include the following:\n\n\nUnit A: Boy: Tales of a Childhood, Roald Dahl\n    \nUnit B: The Adventures of Tom Sawyer, Mark Twain\n    \nUnit C: \"The Chocolate Collection,\" a research collection of informational texts focused on the evolving economic and cultural significance of a product (chocolate) in society\n    \nUnit D: The Greeks: Prometheus and Odysseus\n\nUnit E: M.C.Higgins, the Great, Virginia Hamilton\n    \nUnit F: The Titanic Collection, a research collection of texts focused on 20th century\n    \n\n\n    Anchor texts and text sets include a mix of genres, including novels, informational texts, autobiographies, poetry, and letters.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 6 fully meet the expectations of indicator 1b, reflecting the distribution of text types and genres required by the standards. Anchor texts and text sets include a mix of informational texts and literature. Supplemental text within the modules are also a mixture of literature and informational texts. Texts illustrating the mix of informational texts and literature include the following:\n\n\nLiterature\n\n\n    Unit A:\n\n\n\nBoy: Tales of a Childhood, Roald Dahl\n    \n\n\n    Unit B:\n\n\n\nThe Adventures of Tom Sawyer, Mark Twain\n    \n\"The Red-Headed League,\" Sir Arthur Conan Doyle\n    \n\n\n    Unit C:\n\n\n\"Chocolate,\" Rita Dove\n    \n\nThe Dharma Bums, Jack Kerouac\n    \nChapter 7, \"Monseigneur in Town,\" from A Tale of Two Cities, Charles Dickens\n    \n\n\n    Unit D:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ccd009a6-3c1d-4ca3-9570-ef6431101ca3": {"__data__": {"id_": "ccd009a6-3c1d-4ca3-9570-ef6431101ca3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "9b6eec23-4fde-45ce-b064-abc2e146ee3a", "node_type": null, "metadata": {}, "hash": "16d134e7f3d18e14c29789abba1009f7a1d4ea5feaf3970a0febf5b484f483a0"}, "3": {"node_id": "d4055866-3ac9-44b5-976b-3545e3fb92f2", "node_type": null, "metadata": {}, "hash": "55c913ece771d9617005fd6c8c91613de82c71585116d8d5a809a7f8fdd03a7d"}}, "hash": "67cff7a820c762591182c77d21cd0fcc35c1b931c6c88cfb6729e2d621cdf246", "text": "Unit D:\n\n\n\"Prometheus,\" from Heroes, Gods and Monsters of the Greek Myths, Bernard Evslin\n    \nBook 9 from The Odyssey, Homer, translated by E.V. Rieu\n    \n\"Arachne\" from Tales from Ovid, Ted Hughes\n    \n\n\n    Unit E:\n\n\n\nM.C. Higgins, the Great, Virginia Hamilton\n    \n\n\nInformational:\n\n\n    Unit C:\n\n\n\"Prehistoric Americans Traded Chocolate for Turquoise?\" Christine Dell'Amore from National Geographic News\n\nMore Chocolate. Win More Nobels?\" Karl Ritter and Marilyn Marchione from Associated Press\n    \nLetter from Lord Rothschild to Laurence Fish\n    \n\"Pilot Dropped Candy Into Hearts of Berlin,\" ABC News\n    \nAppendix C Statement from Labour in Portuguese West Africa, William A. Cadbur\n    \n\"The Tropics\" from The Story of Chocolate by National Confectioners Association's Chocolate Council\n    \n\"Good Harvest,\" Karen E. Lange from All Animals magazine/The Humane Society of the United States\n    \n\"Dark Chocolate: A Bittersweet Pill to Take,\" Mary Brophy Marcus from USA Today\n\n\n\n    6F:\n\n\n\nSinking of the Titanic, Most Appalling Ocean Horror, Jay Henry Mowbray\n    \n\nA Night to Remember, Walter Lord\n    \n\nSinking of the Titanic and Great Sea Disasters, edited by Logan Marshall\n    \nTestimony of Olaus Abelseth\n    \n\"Letter from the Dock, Wharf, Riverside and General Workers Union of Great Britain and Ireland,\" Ben Tillett\n    \nTelegraphic transmissions to and from the Titanic\n\n\"The Iceberg Was Only Part of It,\" from The New York Times\n\n\n\nOther Media:\n\n\n    6C:\n\n\nAct I, Scene Eight from Cosi fan tutte: English National Opera Guide 22, Wolfgang Amadeus Mozart, Nicholas Joh (Book editor), Marmaduke E. Browne (Translator)\n    \nSeveral paintings and photographs from the history of chocolate\n    \n\n\n    Throughout the instructional materials, a wide distribution of genres and text types is found including the following examples:\n\n\nNovels: Autobiography and Adventure (i.e., Boy: Tales of a Childhood, Roald Dahl; The Adventures of Tom Sawyer, Mark Twain)\n    \nPrimary Sources (i.e., \"Can Chocolate be Good for My Health?\" Answers from Katherine Zeratsky, R.D., L.D from Mayo Foundation for Medical Education and Research)\n    \nEpic Poetry (i.e., The Odyssey)\n\nNews Articles (i.e.,\"Dark Chocolate: A Bittersweet Pill to Take,\" Mary Brophy Marcus from USA Today)\n\nMyths (i.e., \"Prometheus\")\n    \nLetters (i.e., Letter from Mary Lines, 1912, Letter from Lord Rothschild to Laurence Fish)\n    \nShort Stories (i.e., \"The Speckled Band\")\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 6 fully meet the expectations of indicator 1c. Texts are appropriately rigorous, meeting the text complexity criteria for the grade. Materials support students\u2019 advancing toward independent reading. The majority of texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. There are a few texts which fall above and below the band in terms of rigor and complexity; however, the overwhelming majority of texts are within appropriate levels for 6th grade students.\n\n\n    Texts increase over the course of the year in reading levels starting in this range and building through the year, starting in the range 955\u20131155, and building. For texts with lower reading levels, associated tasks are more challenging for students.\n\n\n    Unit A, Dahl and Narrative, includes Boy: Tales of Childhood by Roald Dahl. Although starting at a lower range for reading, students are introduced to a text that is vividly written and the story allows them to get connected.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4055866-3ac9-44b5-976b-3545e3fb92f2": {"__data__": {"id_": "d4055866-3ac9-44b5-976b-3545e3fb92f2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "ccd009a6-3c1d-4ca3-9570-ef6431101ca3", "node_type": null, "metadata": {}, "hash": "67cff7a820c762591182c77d21cd0fcc35c1b931c6c88cfb6729e2d621cdf246"}, "3": {"node_id": "7ef4c4df-61f1-4f4b-990d-3b32ec5ecfcf", "node_type": null, "metadata": {}, "hash": "95246e1ffef4e21087bc3824900e9566f7a9b1176d06c9d48ec57145e23c47b4"}}, "hash": "55c913ece771d9617005fd6c8c91613de82c71585116d8d5a809a7f8fdd03a7d", "text": "In Unit B, Tom and Sherlock, a main text isThe Adventures of Tom Sawyer by Mark Twain. This text is listed in the CCSS as an exemplar for grades 6-8. The quantitative measure for this text (970 Lexile), which falls within lower ranges of the CCSS stretch band of 955L\u20131155L. Set within the second unit, this would seem to be an appropriate quantitative measure to use early in the school year. The qualitative complexity of this text would seem to be \u201cvery complex.\" Vocabulary is unfamiliar and archaic and the sentence structure is complex. Although the text would seem to be topically easy for students in Grade 6 to understand, Tom Sawyer\u2019s experiences and his simple life are so culturally disconnected with those of most modern adolescents that it would increase the knowledge demand component of qualitative complexity.\n\n\n    Example text: While Tom was eating his supper, and stealing sugar as opportunity offered, Aunt Polly asked him questions that were full of guile, and very deep\u2014for she wanted to trap him into damaging revealments. Like many other simple-hearted souls, it was her pet vanity to believe she was endowed with a talent for dark and mysterious diplomacy, and she loved to contemplate her most transparent devices as marvels of low cunning. Said she:\u201cTom, it was middling warm in school, warn\u2019t it?\u201d\n\n\nHe got home pretty late that night, and when he climbed cautiously in at the window, he uncovered an ambuscade, in the person of his aunt; and when she saw the state his clothes were in her resolution to turn his Saturday holiday into captivity at hard labor became adamantine in its firmness.\n\n\n    The Reader and Task considerations would indicate that this text is appropriately placed for Grade 6. Even though students may not connect with the specifics of Tom\u2019s experiences, there is a universality to his relationships and antics. The humor with which the story is written is engaging and would likely motivate a student to work through their gaps in understanding, especially when they are presented by the difficult language. Tasks presented provide ample scaffolding (sentence starters for discussion, lessons on characterization) to support student participation and success with tasks, however it is not without challenge (ex. Students select quotes from the text as evidence of character traits).\n\n\n    In Unit D, The Greeks, there is included Heroes, Gods, and Monsters of the Greek Mythsby Bernard Evlsin and William Hofmann. The Lexile level is 800. which is low for Grade 6 students; however, in using a qualitative rubric, the text structure, language features, meaning and knowledge demands is very complex. The language is difficult with difficult vocabulary, irony is included and sub-plots. The interest level for students is high. The tasks include analyzing the text, making connections, read and respond, making arguments, and writing using the text to support.\n\n\n    Example text: More interesting, perhaps, but infinitely more dangerous. For there is this in man too: a vaunting pride that needs little sustenance to make it swell to giant size. Improve his lot, and he will forget that which makes him pleasing\u2014his sense of worship, his humility. He will grow big and poisoned with pride and fancy himself a god, and before we know it, we shall see him storming Olympus. Enough, Prometheus! I have been patient with you, but do not try me too far. Go now and trouble me no more with your speculations.\u201d\n\n\n    An outlier for the program includes a text in Unit E, Reading the Novel: M.C. Higgins, the Great by Virginia Hamilton. The Lexile Level is 630 which puts it in the 2-3 grade level band, far below the 6-8 band. Using a qualitative rubric the text structure and meaning is slightly complex, and language features and knowledge are moderately complex. The tasks that the students are asked to do with the text include the student to identify character traits, write about them, make meaning and connections with/from the text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7ef4c4df-61f1-4f4b-990d-3b32ec5ecfcf": {"__data__": {"id_": "7ef4c4df-61f1-4f4b-990d-3b32ec5ecfcf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "d4055866-3ac9-44b5-976b-3545e3fb92f2", "node_type": null, "metadata": {}, "hash": "55c913ece771d9617005fd6c8c91613de82c71585116d8d5a809a7f8fdd03a7d"}, "3": {"node_id": "6dc31404-67e8-4f8c-921c-38c300028b49", "node_type": null, "metadata": {}, "hash": "02cf85a0463659f628aa3d4fe879cdc1c42f75bd7251f4d8720abad34ba7ce76"}}, "hash": "95246e1ffef4e21087bc3824900e9566f7a9b1176d06c9d48ec57145e23c47b4", "text": "Example text: He remembered childhood, when he was the only one small on the mountain. Watching, sucking his fingers in his mouth. His father, struggling with stones, rounded, man-hewn. Jones, wrenching them from the soil dug away from their base. And looking fearfully at Banina standing over him, as if he hated, despised, what he had to do, but doing it because she said he must. The stones?\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 1d, supporting students as they grow their literacy skills over the course of the school year. By the end of Grade 6, students have support and opportunities to read and comprehend texts that meet the requirements for the end of the Grade 6 and possibly beyond.\n\n\n    The program starts with texts at the beginning of the grade band in terms of rigor and complexity. Texts \"maintain\" the grade band complexity and toward the end of the year, students are presented with increasingly complex texts. During instruction there are many formative assessment opportunities to help a teacher guide decisions about their students' learning, and there are summative benchmark assessments that are to be given after three weeks of instruction then after 20 weeks of instruction. The online library offers opportunities for students to select independent reading texts that are on their level of reading along with differentiated opportunities embedded in the program, to support their building stamina with reading alongside being presented with the increasingly complex texts.\n\n\n    There is a clear progression of complexity throughout the Grade 6 year seen as the tasks require that students engage with increasingly challenging texts in challenging ways. Following is a sample of how the program organizes tasks and texts to support growing students' skills over the school year:\n\n\nUnit A in Grade 6 starts with a writing sub-unit, then goes into a close read of Roald Dahl\u2019s Boy with writing about the text. The high quantitative level combined with a fairly uncomplicated narrative structure and simple reader tasks starts off the year. Tasks and reading grow more complex through the following units, with higher demands on the student to work through text.\n    \nFrom finding evidence in the text to supporting a point in Unit A, students move to looking for motivations and points of view in Unit B, Tom & Sherlock. Texts in Unit B are more complex, as are the associated tasks.\n    \nIn Unit C students are engaging in debates and including in-text citations in their evidence-based writing. Most texts in Unit C fall into the midrange of the quantitative measures.\n    \n\nThe Greeks, Unit D in the series, asks students to write essays that explore issues beyond their personal lives, asking bigger questions about the human experience such as, \u201cAre humans destroyed by pride?\u201d\n    \nThe novel read in Unit E, M.C. Higgins, the Great, is read in its entirety following a model to select, describe, and connect evidence. The novel itself is quantitatively lower than other texts, but the application of careful study makes it more qualitatively rigorous.\n    \nIn Unit F, The Titanic Collection, students are called on to synthesize many documents in order to write an essay and create a multi-media project. The final unit is Beginning Story Writing where students create a believable character and a supporting character to write a short story.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe materials for Grade 6 fully meet the expectations of indicator 1e. How the publisher identifies text complexity is laid out at a glance in the Teachers Program Guide (TPG) on page 33, with specific measures given for qualitative, quantitative, and reader and task considerations. There is also provided a complexity index that places the text holistically within the 6-8 grade band.\n\n\n    The materials reviewed use an aggregate score for a unit based on text complexity. They use quantitative, qualitative, and reader and tasks measures to place the unit within a 6-9 grade band. The visual of this is the familiar triangle with each section providing information for each component\u2019s complexity. Alongside this triangle is a grid that uses the Amplify formula to present an overall complexity score. On pages 44, the analysis and rationale are presented which states that texts are sequenced for text complexity as well as to intentionally build content knowledge and skills through each grade and throughout the program.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6dc31404-67e8-4f8c-921c-38c300028b49": {"__data__": {"id_": "6dc31404-67e8-4f8c-921c-38c300028b49", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "7ef4c4df-61f1-4f4b-990d-3b32ec5ecfcf", "node_type": null, "metadata": {}, "hash": "95246e1ffef4e21087bc3824900e9566f7a9b1176d06c9d48ec57145e23c47b4"}, "3": {"node_id": "71cf72d7-5031-427d-8b2b-d8e291e50873", "node_type": null, "metadata": {}, "hash": "8e8abefd5b5aa68ffd08a7deb23ab67b3952986450aa54d63555cbaf5b2a951f"}}, "hash": "02cf85a0463659f628aa3d4fe879cdc1c42f75bd7251f4d8720abad34ba7ce76", "text": "With this method, Amplify has placed units in an order that shows increasing text complexity. This ordering also creates increasing complexity of the skills students require to meet grade level Common Core standards. This is seen within units when, for example, Unit 6C Chocolate, students begin with learning about informational literacy, and begin constructing an evidence-based argument. The culminating research project builds on the skills previously learned. Also, in The Greeks Unit 6D, Lexiles are used as the quantitative measure, a scale of .5-5 is used for the qualitative measure and reader and task are identified within a scale of .5-5. The complexity index was developed by Amplify to \u201creflect aggregate scores as a guideline to present appropriate curriculum materials and track the students\u2019 path through each grade.\u201d\n\n\n    Lexiles are used as the quantitative measure, a scale of .5-5 is used for the qualitative measure and reader and task are identified within a scale of .5-5. The complexity index was developed by Amplify to \u201creflect aggregate scores as a guideline to present appropriate curriculum materials and track the students\u2019 path through each grade.\u201d\n\n\n    Page 241-244 of the TPG discusses the rationale for the selection of text for the core units. It calls out \u201cstair casing\u201d the text complexity, explains how the digital environment was designed to help students \u201ctap into the power\u201d of the selected texts, the importance of student engagement in selection of the texts and activities, and the importance in including traditional texts.\n\n\n    Pages 246-318 of the TPG provide a unit by unit discussion of where the texts fit in the sequence of knowledge building by describing both prior knowledge and future learning that will build upon the texts. Additionally, recommendations for enrichment activities, independent reading, and interdisciplinary connections are provided.\n\n\n    The Appendix to the TPG lays out the research foundations for Evidence in indicator 1c and 1d reflect that the texts in the program are of quality and meet the text complexity ranges for the Grade 6 level. The program also has a digital library which allows students to choose from a range of simpler texts to more complex texts for independent reading purposes. There is a teacher edition guide (3-ring binder, page 33) that gives an overview of each unit. It lists the genres and the qualitative measure, quantitative measure and reader and task measure to give an overall text complexity range. It does not list this for each text within the unit. On pages 44-47 of the teacher guide the progression of content and skills is explained. It addresses text complexity. On pages 323-336, in the teachers guide the approach to research is given that explain the selection process for the texts in the program.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials for Grade 6 fully meet the expectations for indicator 1f, providing opportunities for students to engage in a range and volume of reading to achieve grade level reading over the course of the school year. There are many opportunities outside of the core coursework that supports students to practice with different texts in and out of the topics being studied at the time.\n\n\n    The Amplify Library provides more than 600 texts including a range of genres and texts of varying complexity. The online texts come in a format with the ability for students to highlight and annotate text supporting students' engagement with different texts. The Reading Tracker encourages students to read broadly, following students year to year and can be accessed to provide a view of the breadth of independent reading that is being done by a student over time. To assist students with book selection there are starter lists by genre/subject (page 680-700 of TPG), independent reader\u2019s guides that group works around each unit of study (page 710-736 of TPG), books encountered on Lexica (a game embedded in the library), and peer recommendation lists.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "71cf72d7-5031-427d-8b2b-d8e291e50873": {"__data__": {"id_": "71cf72d7-5031-427d-8b2b-d8e291e50873", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "6dc31404-67e8-4f8c-921c-38c300028b49", "node_type": null, "metadata": {}, "hash": "02cf85a0463659f628aa3d4fe879cdc1c42f75bd7251f4d8720abad34ba7ce76"}, "3": {"node_id": "48651b51-f2fa-4708-bd1d-3471d4f40889", "node_type": null, "metadata": {}, "hash": "c092072e5eee46aed49a6177f9fda541b287f2339333cc003db743e893b4cdb9"}}, "hash": "8e8abefd5b5aa68ffd08a7deb23ab67b3952986450aa54d63555cbaf5b2a951f", "text": "Oral reading is addressed primarily through the \u201cWorking with Text Out Loud\u201d and \u201cWorking with Text as Theater\u201d learning experiences within the program. Students regularly read along while they listen to a dramatic reading as well as performing themselves with the text orally. Page 95 of the TPG specifically addresses Foundational Skills. Among the areas discussed here are that there are Teacher Tips that are embedded in the lessons that provide purposeful attention to oral reading skills and offer ways for teachers to be more explicit and intentional with reading strategies for students who struggle with phonics and phonological awareness. Differentiation strategies give specific information about how to use the audio and video recordings and how to provide additional fluency work for students who struggle with this foundational skill. There is access to a resource www.freereading.net that is to be used for Tier III intervention activities that can be used in conjunction with Amplify\u2019s supplemental reading intervention program Burst: Reading.\n\n\n    Students regularly listen to professionally read audio versions of the reading while following along with the text. Students often act out sections of dialogue within texts that are not written as plays, in order to capture different characters\u2019 speech patterns and reveal traits. (For example, dramatic readings in Tom Sawyer establish \u201cvoice\u201d for each character and indicate phrasing and speech patterns.)\n\n\n    Flex Days are built into the curriculum to provide extra time to revisit or expand on the curriculum. Reading assessments are built into the program and are short quizzes to check understanding. Checks occur throughout the week in the lessons as independent or \"solo\" tasks. Each of the units provides time for students to be read to, to read aloud and with partners at times. The audio is another tool used by the program to support the development of reading skills.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe Grade 6 instructional materials fully meet the expectations of indicator 1g. The majority of questions and tasks students complete are text-dependent and/or text-specific, engaging students in going back to the text. The Grade 6 unit has several opportunities for students to respond to text-dependent questions in the form of Multiple Choice Questions (MCQ). Throughout all of the units, there is a combination of text-dependent and non-text-dependent questions. Non-text dependent questions are used to build knowledge and connections for students in the readings they will encounter. Some of the more difficult readings (e.g., those with more complex language and/or content) are supported by asking students questions that help them make connections for better understanding. Students are required to provide evidence from the text to support their responses in almost all of the questions throughout the unit. Several of the questions require longer responses that a short written responses and ask students to make inferences as well.\n\n\n    The units in the Grade 6 are dense with text- dependent questions in the form of multiple choice questions used to assess reading comprehension as well as constructed responses that delve more deeply into the texts. Students are required to provide text evidence throughout the units in responding to questions and prompts. Most often, responses show an understanding of the text at an inferential level. Each unit, focuses on how the writer has crafted his/her narrative and students are examining the text for examples.\n\n\n    Some text-dependent questions and tasks that students will encounter in the Grade 6 materials include the examples listed here:\n\n\n    UNIT A: For the Roald Dahl piece, the text dependent questions are more on the level of short answer responses yet require students to understand the text on multiple levels. Many of the questions prepare students for a writing task, such as the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "48651b51-f2fa-4708-bd1d-3471d4f40889": {"__data__": {"id_": "48651b51-f2fa-4708-bd1d-3471d4f40889", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "71cf72d7-5031-427d-8b2b-d8e291e50873", "node_type": null, "metadata": {}, "hash": "8e8abefd5b5aa68ffd08a7deb23ab67b3952986450aa54d63555cbaf5b2a951f"}, "3": {"node_id": "b2e32ad2-aae6-46ed-8d42-5222bb2cb047", "node_type": null, "metadata": {}, "hash": "aa8b00b1f21a7a046a37611004f2da36ac7d7c087e6d97b5908a542dcf7ba275"}}, "hash": "c092072e5eee46aed49a6177f9fda541b287f2339333cc003db743e893b4cdb9", "text": "Write about one candy that sounds really appealing or repulsive to you and why. Describe 2\u20133 details from the text in your response.\n    \nDahl says earlier in the chapter that Mrs. Pratchett was \u201ca horror\u201d (page 24). Do you agree or disagree? Describe 2\u20133 details from the passage to show why.\n    \nConsider the three passages you read from \u201cThe Great Mouse Plot\u201d and \u201cMr. Coombes\u201d and the emotions you identified Dahl feeling. Did Dahl\u2019s emotion change a little or a lot throughout the three moments? What are some of the things you notice and the ideas you have about Dahl or his friends when you put these moments together?\n    \nChoose another moment where Dahl\u2019s description gives you a clear idea about the type of person the Matron is. Does this moment present a similar or different idea about the Matron than the soap moment?\n    \n\n\n    UNIT A: In Unit A, students are asked to look for evidence from the text to identify Tom's character from The Adventures of Tom Sawyer. Students begin by locating text evidence of Tom\u2019s character. Quotes from the text are used on a character matrix.\n\n\n    Students paraphrase dialect from the text, and many of the questions and activities include both comprehension checks which use multiple choice text dependent questions as well as highlighting and discussing text as it relates to characterization. Examples include:\n\n\nChoose one text excerpt you highlighted from one of the skits,and describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.\n    \nCompare how Twain and Dahl show the reader the character's traits in each text.\n    \nHow would you compare the reasons Tom is tricky in the jam scene and swimming scene with his reason for being tricky in the fence scene?\n    \n\n\n    UNIT C: Unit C contains a scavenger hunt where students comb texts by doing close reading to answer a number of text-dependent questions. These questions range from low level (\"How did Gail Halvorsen get the nickname 'Uncle Wiggly Wings'?\") to higher level (\"What arguments does Cadbury make to convince plantation owners to stop using slave labor?\") In addition, there are several opportunities for constructed response where students are applying the knowledge gained through the scavenger hunt to new questions:\n\n\nRead the excerpt where Benjamin Franklin lists supplies that he ordered for the soldiers of Colonel unbar\u2019s regiment. After reading the list of the supplies that were delivered, what can you conclude about the fact that chocolate was among these items? Support your answer with evidence from the text.\n    \nRead the passage from Mark Twain\u2019s memoir, Life on the Mississippi. How does Twain use chocolate to portray the Mississippi?\n    \n\n\n    UNIT D: Unit D focuses on the Greek Myths. Prometheus requires students to answer text-dependent multiple choice and constructed response questions Some questions focus on students\u2019 opinions and are not text-dependent, but others direct students back to the text, such as:\n\n\nWhat are the two strongest points Zeus makes? Give a reason that explains why each one is strong.\n    \nThink like Prometheus: In your own words, list two reasons that fire might make humans more interesting.\n    \nThink like Zeus: In your own words, list two reasons that fire might make humans more dangerous.\n    \n\n\n    UNIT E: Students are required to answer both multiple choice text-dependent questions that check comprehension as well as constructed response questions, such as:\n\n\nDescribe one trait that stands out to you about M.C., the Great, in Chapter 1.\n    \nUse textual evidence to support your answer.\n    \nDoes M.C. feel comfortable or uncomfortable on Sarah\u2019s Mountain?\n    \nDescribe 2\u20133 details from the text to show how he is comfortable or uncomfortable.\n    \n\n\n    Work with the novel focuses on the idea of connection and change as students work through a series of text-dependent questions and discussions.\n\n\n    UNIT F: Unit F mirrors the format of Unit C with scavenger hunts, close reading, and answering text-dependent questions. The solo in the first lesson expands the students' \u201ctext\u201d dependent questions to the use of images to which students answer constructed responses such as:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b2e32ad2-aae6-46ed-8d42-5222bb2cb047": {"__data__": {"id_": "b2e32ad2-aae6-46ed-8d42-5222bb2cb047", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "48651b51-f2fa-4708-bd1d-3471d4f40889", "node_type": null, "metadata": {}, "hash": "c092072e5eee46aed49a6177f9fda541b287f2339333cc003db743e893b4cdb9"}, "3": {"node_id": "27bab7d5-3a5a-4608-a3fc-8850657dbf42", "node_type": null, "metadata": {}, "hash": "f3131409458a723c4ade37972f69ebf08369da260a618a3b2b3a06dc10ec23d0"}}, "hash": "aa8b00b1f21a7a046a37611004f2da36ac7d7c087e6d97b5908a542dcf7ba275", "text": "What luxuries does the first-class room have that the second-class room doesn't have?\n    \nWhat luxuries does the second-class room have that the third-class room lacks?\n    \nCompare this image with the Max Beckmann painting, \"The Sinking of the Titanic.\" What are the similarities and differences between these two images?\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe Grade 6 instructional materials fully meet the expectations of indicator 1h, as sequences of text-dependent questions and tasks to build to culminating tasks to support students' literacy learning. All units end with a writing task that requires students to take what they have learned and evaluated throughout the unit and apply to the task, citing evidence from the associated texts. There are different types of writing that is required within the culminating tasks.\n\n\n    The writing tasks require evidence based arguments, narratives, and information research. From Unit A to the last unit, students are building their writing skills in addition to the text dependent questions they are challenged to address. Samples from the materials that represent this indicator include the following:\n\n\n    The culminating task in Unit 1 is an essay: \"Who does Dahl describe as causing more trouble: the boys or the adults? Use details from one moment in the book to show who is really causing more trouble.\" Students refer back to work done while reading the text when they identified \u201cmoments\u201d on a personal chart or on the class chart. The text-dependent questions throughout the unit highlight either the adults or the students and set up the context for the culminating essay. Students discuss Dahl\u2019s emotions and identify possible large themes and small, concrete connections to practice synthesizing ideas in Lesson 6.\n\n\n    The culminating task in Unit 2 is an essay: \"In his stories, Sir Arthur Conan Doyle includes false clues (or \u201cred herrings\u201d) that are either not important or that point you in the wrong direction. Write an essay in which you identify one of the false clues or red herrings Doyle uses in \u201cThe Red-Headed League\u201d and do the following: Explain why this detail seemed important and what it led you to predict. Explain what in fact was true about this detail.\" This task builds on the emphasis of finding clues/suspicious details which took place while working with the text earlier in the unit.\n\n\n    The culminating task for Unit 3 is to develop a research question, research to find information, and then write a short piece in response to the question. With the scavenger hunt format emphasizing close reading of a variety of sources to answer specific questions throughout the unit, the prior lessons in the unit support this culminating task. Students focus on organizing their thoughts and preparing for a debate in Sub Unit 4. There is a \u201cPro-chocolate\u201d group and an \u201cAnti-chocolate\u201d group that present their opening statements and counter arguments. All students complete a Peer Evaluation Form during each group\u2019s debate. A post-debate reflection allows students the opportunity to consider their own work and comment on how to improve it.\n\n\n    In Unit 4 students write a culminating piece after working with the texts: \"Using two of the following characters\u2014the humans from 'Prometheus,' Odysseus from the Odyssey, or Arachne from 'Arachne' and answer the following question: Are humans destroyed by their pride? Why or why not? Use your answer to make a claim about whether or not these characters have been destroyed by their pride. Be sure to support your claim with textual evidence from the stories and the poem.\"\n\n\n    In Unit 5, students write a culminating paper in response to the prompt: \"What is one way M.C. has changed since the beginning of the book, and who is one person who influenced that change?\" This is supported by the work done while working with the text, which focuses on the idea of connection and change as students work through a series of text dependent questions and discussions. An emphasis is placed on making and supporting a claim.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe 6th grade materials fully meet the expectations for indicator 1i, providing students frequent opportunities to practice academic vocabulary and syntax in their evidence-based discussions. Each unit/lesson is set up in the same manner , beginning with a vocabulary lesson. Then it poses a class discussion topic and offers other opportunities for students to work in pairs or small groups to have discussions. On pages 134-141 in the teacher guide, the vocabulary words for each unit/lesson are listed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27bab7d5-3a5a-4608-a3fc-8850657dbf42": {"__data__": {"id_": "27bab7d5-3a5a-4608-a3fc-8850657dbf42", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "b2e32ad2-aae6-46ed-8d42-5222bb2cb047", "node_type": null, "metadata": {}, "hash": "aa8b00b1f21a7a046a37611004f2da36ac7d7c087e6d97b5908a542dcf7ba275"}, "3": {"node_id": "a8f8781d-e102-4091-95ff-f76a19d8bafe", "node_type": null, "metadata": {}, "hash": "531751937da2ed40ffe69187e8ffd52454eef19352344b543058377e76a4183f"}}, "hash": "f3131409458a723c4ade37972f69ebf08369da260a618a3b2b3a06dc10ec23d0", "text": "Frequent oral language opportunities to do Think-Pair-Share, peer questioning in groups, and partner talk. Sentence frames are provided to support students who need more help applying new vocabulary and syntax.\n\n\n    Samples of how students get practice in modeling academic vocabulary include work with Socratic seminars. Examples of different listening and speaking activities that support students' development with practicing language over the course of the school year include the following:\n\n\nUnit A: Using text clues to \u201cact out\u201d these characters helps students study how dialogue and narration work together in a text.\n    \nUnit D: Prometheus; assign or have students determine their roles and spend a few minutes reviewing the text and gathering details to use in their scene. As they work, they should focus on the different characteristics of fire and how humans react to those qualities.\n    \nUnit F: Students assume the identity of an actual Titanic passenger. They search through primary and secondary source materials to determine their passenger\u2019s class of travel. Students synthesize this information and write a first-person narrative from the point of view of their passenger, incorporating language from the texts. This lesson is most successful when students are separated into groups according to their class of travel and allowed to role-play. The issues of discrimination based on gender and class become apparent as students work together to flesh out their personas.\n    \n\n\n    Lessons typically begin with discussion and end with sharing. Some of these discussions are around the text and others focus on things like crafting writing. Teachers and students are given vocabulary and terms with which to work in these sections.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe Grade 6 materials fully meet the expectations of indicator 1j. Students have multiple opportunities for text-dependent discussions in each unit. Each lesson has an opportunity for the teacher to pose a question and have the class discuss it. In addition, each lesson provides opportunities for students to share with partners.\n\n\n    For example, in Unit 1, lesson 1: Students discuss passages from Boy to engage with the liveliness of Dahl's writing and to recognize his use of focus and showing (This is a whole class opportunity). In lesson 4 students work with a partner to have a brief discussion with a partner about the question, \"What are some of the things you notice and the ideas you have about Dahl or his friends when you put these moments together?\"\n\n\n    Each Unit/lesson is set up in the same manner generally, starting with a vocabulary lesson, then posing a class discussion topic. The materials offer other opportunities for students to work in pairs or small groups to have discussions. The discussions are always text-dependent and the students are instructed to answer questions citing evidence from the text. Videos, audio recordings or photos/images are sometimes used to promote/start the discussion. The materials include dramatic readings, debates, and other protocols for teachers to provide students multiple opportunities and ways to build their speaking and listening skills while using the texts as anchors.\n\n\n    In the teacher guide, questions are provided as models for teachers to move student discussions and listening skills. Pedagogy for the program include three areas that address speaking and listening. Daily Lesson Patterns include 15-25 minutes at the beginning of each lesson for collaboration and interpretation. Included are the following:\n\n\nWorking the Text Out Loud\n        \n(Page 78, T Guide): Early units have students listening to, and sometimes watching a dramatic reading of the text.\n            \nThis includes follow-up discussions that ask students to consider how the the performer interprets the texts, students are asked to interpret and make meaning out of the texts.\n            \n\n\n\n\n    Some examples of these materials meeting the expectations of these indicators include:\n\n\nReading the Novel\n        \nIn unit E, M.C. Higgins, the Great, Lesson 1: Students listen to a recording of the first few passages of M.C. Higgins to consider this first image of the main character.\n            \n\n\nWorking with Text as Theater\n        \nStudents are given opportunities to perform and interpret the text on their own, and they are asked to construct meaning for the audience", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a8f8781d-e102-4091-95ff-f76a19d8bafe": {"__data__": {"id_": "a8f8781d-e102-4091-95ff-f76a19d8bafe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "27bab7d5-3a5a-4608-a3fc-8850657dbf42", "node_type": null, "metadata": {}, "hash": "f3131409458a723c4ade37972f69ebf08369da260a618a3b2b3a06dc10ec23d0"}, "3": {"node_id": "f378ab1b-e39c-4939-b158-b48c457e0919", "node_type": null, "metadata": {}, "hash": "181bd56b8a6955d66dbf3367eba3606c4c06edb7a3fa66a6954d34761ef1d56b"}}, "hash": "531751937da2ed40ffe69187e8ffd52454eef19352344b543058377e76a4183f", "text": "Using Text as Referee\n        \nIn Unit B, \"Tom and Sherlock, Lesson 3: Who Is This Guy, Really?\" students rehearse a scene between Tom and another character to get more comfortable with Twain\u2019s language and to make the characters come alive in the classroom.\n            \n\n\nDebate\n        \nStudents are engaged in activities that require debating ideas and push to use language purposefully and respond to other students and what they say\n            \n\n\n\n\n    Quests\n\n\n    Students must participate in speaking and listening when engaging in the Quests, which are interactive and collaborative. Quests create multiple opportunities for students to work in pairs, small groups, and as a class. The discussions, both \u201cin character\u201d and \u201cout of character\u201d within the contexts of the works they read are critical to each lesson. (An example: \"Tom Sawyer Treasure Hunter,\" in which each leg of the competition requires students to work in groups. The collaboration and competition creates a highly social atmosphere.)\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials meet the expectation of a mix of on-demand and process writing and short, focused projects appropriate for Grade 6. Students write both \"on demand\" and \"over extended periods.\" On Demand Writing is included in multiple lessons within a collection. Students are required to write 10-15 minutes a couple times a week on different topics. Culminating writings are built from the regular writing tasks completed in the context of reading and writing instruction.\n\n\n    On-demand writing activities happen almost daily, with students answering text-specific questions and prompts. Notebook structures support this type of student demonstration in a low-stakes environment. Higher-stakes essay prompts are also employed throughout the materials. Some examples of on-demand writing includes:\n\n\n    As students read The Adventures of Tom Sawyer by Mark Twain in Unit B, they will encounter these on-demand writing tasks:\n\n\nLesson 3: Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.\n    \nLesson 5: Find a moment when Tom shows his trickiness at work. Describe what is happening.\n    \nLesson 7: Do the lines you highlighted show you something about Tom that you didn\u2019t know before? Explain your answer.\n    \nLesson 8: Describe the way Tom acts in response to Aunt Polly\u2019s accusation, and explain what his response shows about him.\n    \nLesson 11: Compare the way Tom acts in the scene with Huck to how he acts with another character in an earlier scene. Explain whether Tom is showing the same traits in each scene.\n    \n\n\n    As students read \"The Speckled Band\" by Arthur Conan Doyle, they will encounter these on-demand writing tasks:\n\n\nLesson 2: What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.\n    \nLesson 5: Write about 2 details: 1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes. 2. Pick another detail that you or someone else once thought might be important, but it turned out not to be, and explain why..\n    \n\n\n    Process Writing is evident throughout the program. Some examples that illustrate this include:\n\n\n    In Unit E, MC Higgins, the lessons target the character and development of M.C. Higgins in order to streamline what students focus on and students practice both the small- and large-scale analysis involved in novel reading and written response. Students select details (about the character) from a specific moment in the novel, describe what those details reveal about the character in that moment, and then must connect particular moments and details and explain which aspects of the character remain consistent, which become more complex, and in what ways the character is changing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f378ab1b-e39c-4939-b158-b48c457e0919": {"__data__": {"id_": "f378ab1b-e39c-4939-b158-b48c457e0919", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "a8f8781d-e102-4091-95ff-f76a19d8bafe", "node_type": null, "metadata": {}, "hash": "531751937da2ed40ffe69187e8ffd52454eef19352344b543058377e76a4183f"}, "3": {"node_id": "790be267-85ca-4758-a70a-6c249bc0f8f1", "node_type": null, "metadata": {}, "hash": "364fb92f59aa3694ac8914e35b6689774398e2c40b1cb52b4cfd719b995e1f7e"}}, "hash": "181bd56b8a6955d66dbf3367eba3606c4c06edb7a3fa66a6954d34761ef1d56b", "text": "Over the course of five lessons, students will explore and describe how M.C. Higgins changes over the course of the novel and which character most influenced that change. The unit lessons have prepared students to identify and analyze one of these changes by providing them with many opportunities to identify connections between the things M.C. has done or said or thought and to describe details that point to a contrast or change in this boy. Once establishing a claim, The remaining four lessons take them through the essay writing process: Develop evidence into structured paragraphs, Refine a claim statement to best express the drafted argument, Revise to strengthen use of evidence, Craft an introduction to engage the reader, Practice writing a conclusion, Polish for conventions\n\n\n    In Unit F, Titanic, students spend six lessons researching and writing a four-paragraph essay. They choose from an argumentative essay: Who\u2019s to blame for the loss of life on the Titanic? and An informative essay: the Titanic Orphans. This lesson sequence reinforces skills learned in earlier units including writing a compelling introduction and a strong conclusion. Students also learn how to create in-text citations, frames for quotes, and a Works Cited Page.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe materials meet the expectations providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources.\n\n\n    Some examples that show how the materials meet the expectations of these indicators include, but are not limited to:\n\n\n    Argument Examples:\n\n\nArachne: Lesson 2: Pick one of Arachne's behaviors or actions and describe the character trait that motivates it. Cite 2\u20134 details that support your claim, and make sure those details come from at least two moments in the passage.\n    \nArachne: Lesson 4: Does Minerva treat Arachne fairly? Why or why not? Give three reasons based on the text to support your answer.\n    \n\n\n    Informative/Explanatory Examples:\n\n\n\nBoy: Tales of Childhood: Lesson 2: Write about one candy that sounds really appealing or repulsive to you and why. Describe 2\u20133 details from the text in your response.\n    \nUnit 6; Who were the Titanic orphans? Who was responsible for the sinking of the unsinkable ship?\n\n\n\n    Narrative Examples:\n\n\n\nBoy: Tales of Childhood: Lesson 7: Look at the dialogue you filled in for the photo of the students standing in the cafeteria line. Write 5\u20137 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.\n    \nArachne: Lesson 5: Using your answers to the previous questions as a guide, write your own version of the Arachne myth, making sure to give Arachne a different talent than she had in the Hughes version. Use specific details to help show readers what Arachne's talent is and how she shares it. For example, if Arachne's talent is singing, don't just tell readers that she is good at it. Instead, include details that show what her voice sounds like or what songs are her favorites. As you write about Arachne's punishment, think about Arachne's five senses. What does she feel when she is punished? What sounds does she make? What does she touch or see when she is punished? Does she taste anything? Describing some of these details can help your readers understand what Arachne experiences. If you finish with time to spare, add two more details to help readers understand Arachne\u2019s attitude.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe Grade 6 materials fully meet the expectations of indicator 1m, providing frequent opportunities for students to practice evidence-based writing. Students write throughout the year with support to use text in careful analyses, using text-specific evidence to support their thinking. The program addresses evidence-based and evidence-supported writing in varied assignments. One of the highlighted learning experiences in the program involves choosing the best evidence. This is addressed through the themes (making meaning, language development, effective expression, and content knowledge):\n\n\n    Making Meaning: After students find a piece of evidence to support their claim or their answer to a text-dependent question they are asked to write 1-2 sentences to explain how this evidence led them to this answer or connects to their claim.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "790be267-85ca-4758-a70a-6c249bc0f8f1": {"__data__": {"id_": "790be267-85ca-4758-a70a-6c249bc0f8f1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "f378ab1b-e39c-4939-b158-b48c457e0919", "node_type": null, "metadata": {}, "hash": "181bd56b8a6955d66dbf3367eba3606c4c06edb7a3fa66a6954d34761ef1d56b"}, "3": {"node_id": "0ba37968-7a12-4347-9428-c817d1104077", "node_type": null, "metadata": {}, "hash": "d080f2d97000a207d67d19e9b9e8a6cd3e2b58a834499d230125f6d5fc41986b"}}, "hash": "364fb92f59aa3694ac8914e35b6689774398e2c40b1cb52b4cfd719b995e1f7e", "text": "Language Development: Students will learn and practice \u201cdescribing your evidence.\u201d In other words, noting those aspects of your chosen evidence that best illustrate your idea. As they describe what they notice in those words, students are encouraged to comment at the word level, explaining how an author\u2019s particular word choice impacts the meaning of a sentence or passage.\n    \nEffective Expression: The lessons present multiple opportunities for students to compare how they are using the text to build a claim or develop an understanding. The structure around these moments allow students to learn how to express their ideas and listen to another perspective.\n    \nContent Knowledge: Lessons present multiple opportunities for students to compare how they are using the text to build a claim or develop an understanding. As students review how they might support a particular claim based on the text, they share and become cognizant of the knowledge they are gaining through their close reading.\n    \n\n\n    Some specific examples that represent this program's evidence-based writing include the following. All tasks require students to identify specific components of the texts read:\n\n\nUnit A Dahl Essay Prompt: Who does Dahl describe as causing more trouble: the boys or the adults? Use details from one moment in the book to show who is really causing more trouble.\n    \nReread this moment from the book. Highlight 3\u20134 details from this moment that show either Dahl and the boys or the adult(s) causing trouble. For each highlighted detail, add a note labeled \"Essay Evidence.\" (Before completing the essay students examine a sample essay.)\n    \nUnit C Chocolate: Lesson focuses on writing a claim and supporting that claim with textual evidence. The chocolate sample essay is deconstructed as students work in pairs to highlight claims and evidence. The Elements of a Research Essay are discussed and students begin to see that this essay will be similar to the essays they wrote in other units earlier in the year. Students write their claims and work on their body paragraphs, keeping track of where in-text citations will be inserted during a later lesson.\n    \nUnit D The Greeks: Students review the use of textual evidence in the sample essay. How do you know that this sentence is giving textual evidence, \u201cHe gets the Titans to chase him up Mount Olympus, and when he gets halfway, he whistled for his cousins, the Hundred-handed Ones, who had been lying in ambush.\"\n    \nUnit F, Titanic: Write the claim from the sample essay on the board: First-class and second-class passengers had a much better chance of survival than those in third class on the Titanic. Today you\u2019re going to use the evidence from your research to write two body paragraphs for your essay. To do that, you first need to decide on the claim you will make for your essay. To help with this process, we\u2019re going to read this sample claim and a sample research essay written about it.\n    \n\n\n    The Grade 6 materials include daily writing instruction and practice, end of unit writing, and digital platform writing work.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nMaterials meet the requirements of indicator 1n as they include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Opportunities for grammar instruction are built into the program. The program includes three PDFs named Mastering Conventions with over 1,000 pages of exercises for grammar skills. The program has embedded grammar throughout the curriculum and in each unit.\n\n\n    In Unit 1, the Getting Started sub-unit focuses on jump-starting student writing by developing their focus and stamina. Continuing throughout the unit with regular opportunities for writing and connections to selected texts, students develop their idea and build their sense of syntax. The lessons start with practice in communicating ideas effectively and develop ideas before formal grammar instruction begins.\n\n\n    Examples:\n\n\nLesson 1: Write about one recent moment you noticed from lunch.\n    \nLesson 6: Write about a recent moment when you were doing something with friends or a friend. Show, don\u2019t tell, the emotion you felt in that moment.\n    \n\n\n    Revision Assignments are provided and provide time for students to practice revising their own writing. Revision assignments are provided as part of the Flex Days. Each revision assignment focuses on one of the following five areas:\n\n\nComplete sentences\n    \nPronoun use\n    \nSubject-verb agreement\n    \nVerb tense\n    \nSentence combining", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0ba37968-7a12-4347-9428-c817d1104077": {"__data__": {"id_": "0ba37968-7a12-4347-9428-c817d1104077", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "790be267-85ca-4758-a70a-6c249bc0f8f1", "node_type": null, "metadata": {}, "hash": "364fb92f59aa3694ac8914e35b6689774398e2c40b1cb52b4cfd719b995e1f7e"}, "3": {"node_id": "331cd949-6a18-46d7-a60e-f3b687910131", "node_type": null, "metadata": {}, "hash": "53e36037bca3e86052ac817ac7b26b74e3a55c741ca883ec6427a9f6a065fb74"}}, "hash": "d080f2d97000a207d67d19e9b9e8a6cd3e2b58a834499d230125f6d5fc41986b", "text": "Teachers are encouraged to review each student\u2019s work for the skill they need to work on and provide the lesson appropriate and most beneficial for the student.\n\n\n    Flex Days and Over-the Shoulder conferencing (OTSC) with targeted feedback allowing teachers to \u201cregularly instruct students on grammar\u201d and focus on individual skills for individual students. Flex days are designed to pace the grammar instruction and contain a regular time for review, reinforcement and/or extension activities to help all levels of students. Lessons include short drills and revision assignments to practice the skills. Flex Days examples:\n\n\nFlex Day, Grammar 1: Unit 1, Lesson 5: Defining and Identifying Pronouns\n    \nFlex Day, Grammar 9: Unit 3, Lesson 20: Introducing Reflexive Pronouns\n    \n\n\n    The OTSC is targeted feedback for students. Each grade level provides models of how a teacher would respond to specific concerns in a text. Teachers are instructed to \u201cpoint to the sentences, name the skill, and comment on it.\u201d A few examples of the types of feedback provided include, but is not limited to;\n\n\n\u201cThis subordinate clause makes it clear how truly strange his behavior appeared.\u201d\n    \n\u201cThese three complete sentences clearly illustrate your idea, and make it easy to follow.\u201d\n    \n\n\n    Rubrics are provided in the TPG to track student progress with their control of grammar in the writing prompts. For example, a conventions rubric has the following language to guide teachers and students:\n\n\n\n\n\n\n                    1 Needs Improvement\n                \n\n\n\n                    2 Developing proficiency\n                \n\n\n\n                    3 Proficient\n                \n\n\n\n                    4 Exceeds expectations\n                \n\n\n\n\n\n                    Student writes a minimum of 25 words, but there are many fragments and/or run-ons that prevent the reader from understanding the writing.\n                \n\n\n\n                    Student writes a minimum of 50 words, and most sentences are complete. Errors impeded the reader\u2019s ability to understand the writing.\n                \n\n\n\n                    Student writes a minimum of 85 words, and most sentences are complete and punctuated correctly. Errors might detract the reader, but do not impede the reader\u2019s ability to understand the writing overall.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "331cd949-6a18-46d7-a60e-f3b687910131": {"__data__": {"id_": "331cd949-6a18-46d7-a60e-f3b687910131", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "0ba37968-7a12-4347-9428-c817d1104077", "node_type": null, "metadata": {}, "hash": "d080f2d97000a207d67d19e9b9e8a6cd3e2b58a834499d230125f6d5fc41986b"}, "3": {"node_id": "f6db5d33-4c19-4db6-ab19-5782e1238bb3", "node_type": null, "metadata": {}, "hash": "e942c61f784948620b85d4ccfbdf58273176cbbae51293f3d1f4b9460bdca1cb"}}, "hash": "53e36037bca3e86052ac817ac7b26b74e3a55c741ca883ec6427a9f6a065fb74", "text": "Student writes a minimum of 120 words, and, almost all of the sentences are complete and punctuated correctly.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe Grade 6 instructional materials fully meet the expectations of indicator 2a. Texts within units are connected and arranged by topics (and sometimes theme, which is appropriate for grades 6-8): Dahl & Narrative, Tom & Sherlock, The Greeks, Reading the Novel, and research units The Chocolate Collection and The Titanic Collection are organized in ways that indicate purposeful design to build knowledge and to build students\u2019 ability to read and comprehend complex text.\n\n\n    Some examples of how the materials represent the expectations of this indicator to build students' knowledge include the following:\n\n\n    The Greeks selections combine \"Prometheus\" from Heroes, Gods and Monsters of the Greek Myths, Bernard Evslin, Book 9 from The Odyssey, Homer, translated by E.V. Rieu and \"Arachne\" from Tales from Ovid, Ted Hughes to make connections among the characters and respond to the following question: Are humans destroyed by their pride? Why or why not? Students build knowledge about mythology and other historical fiction constructs.\n\n\n    The Chocolate Collection combines several selections to build student knowledge and research skills on the historical, social, and scientific perspectives on topic of Chocolate. Selections include a variety of fiction and non-fiction genres to build knowledge and comprehension of difficult texts on the topic. Multiple perspectives are also included in the following: \"Chocolate\" Rita Dove, Chocolat, Joanne Harris, The Dharma Bums, Jack Kerouac, Chapter 7-\"Monsiegneur in Town\" from A Tale of Two Cities, Charles Dickens.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 2b. The materials contain sets of coherently sequenced equation and tasks requiring students to analyze the language, key ideas, details, craft, and structure of individual texts. Students are given frequent opportunities to practice identifying and studying specific elements of texts, from analyzing words to looking at the structures of paragraphs and the larger text itself.\n\n\n    Each unit focuses on how the writer has crafted his/her narrative and students are examining the text for examples. Each lesson includes a list of vocabulary words to use. Also included are vocabulary lessons and videos to teach the vocabulary words. Each lesson starts with a vocabulary lesson.\n\n\n    A representative example of how the program addresses this indicator comes from Unit B. Students are asked to look for evidence from the text to identify Tom's character. Much of the questions again, build on the writing tasks throughout the year. Discuss how a piece of dialogue and narration helped you understand a character or emotion.\n\n\nLook at the words Mrs. Pratchett uses. How would you describe her to someone? Explain your answer using 1\u20132 pieces of her dialogue.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f6db5d33-4c19-4db6-ab19-5782e1238bb3": {"__data__": {"id_": "f6db5d33-4c19-4db6-ab19-5782e1238bb3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "331cd949-6a18-46d7-a60e-f3b687910131", "node_type": null, "metadata": {}, "hash": "53e36037bca3e86052ac817ac7b26b74e3a55c741ca883ec6427a9f6a065fb74"}, "3": {"node_id": "916741ec-e615-4135-bb3c-f7d94b4757d5", "node_type": null, "metadata": {}, "hash": "0be7817a3b3ad90d8a75dc6dd519a5e05174a1f381a0e3f39568c76754c94e46"}}, "hash": "e942c61f784948620b85d4ccfbdf58273176cbbae51293f3d1f4b9460bdca1cb", "text": "Based on your highlighted details, what is one idea you have about the type of person the Matron is?\n    \nChoose another moment where Dahl\u2019s description gives you a clear idea about the type of person the Matron is. Does this moment present a similar or different idea about the Matron than the soap moment?\n    \nWhat words does Jeffrey Tambor emphasize to help you see the problem and solution in this scene\n    \nWhat words does he emphasize to help you see the contrast between Aunt Polly\u2019s character and Tom\u2019s character?\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions are used to assess reading comprehension and to connect the reader to the text in a deeper way. Questions are employed to build students' knowledge. Many lessons contain a section titled \u201cConnections to other lessons\u201d that assists the teacher with understanding how pieces both in the past and future fit together.\n\n\n    Many short answer responses require students to demonstrate understanding of the text on multiple levels. Many of the questions prepare students for an upcoming culminating writing task. In Unit 2, students are asked to look for evidence from the text to identify Tom's character. Much of the questions again, build on the writing tasks throughout the year. Each unit, focuses on how the writer has crafted his/her narrative and students are examining the text for examples. Same questions that represent how this program meets this expectation include (but are not limited to) the following:\n\n\nWrite about one candy that sounds really appealing or repulsive to you and why. Describe 2\u20133 details from the text in your response.\n    \nDahl says earlier in the chapter that Mrs. Pratchett was \u201ca horror\u201d (page 24). Do you agree or disagree? Describe 2\u20133 details from the passage to show why.\n    \nConsider the three passages you read from \u201cThe Great Mouse Plot\u201d and \u201cMr. Coombes\u201d and the emotions you identified Dahl feeling. Did Dahl\u2019s emotion change a little or a lot throughout the three moments? What are some of the things you notice and the ideas you have about Dahl or his friends when you put these moments together?\n    \nChoose another moment where Dahl\u2019s description gives you a clear idea about the type of person the Matron is. Does this moment present a similar or different idea about the Matron than the soap moment?\n    \n\n\n    In each Unit, students are presented with opportunities to work across texts. For example, in Unit C, students discuss the Gettysburg Address relative to The Declaration of Independence to figure out the meaning of Lincoln when he uses the word \u201cnew.\u201d Next, the discussion asks students to figure out the meaning of \u201cequal\u201d as used in both documents.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 2d. The sets of questions and tasks students are asked to work with and complete support their ability to complete culminating tasks in which they are demonstrating knowledge of topics and/or themes. The materials contain sets of high-quality sequences of text-dependent questions and activities that build to each culminating task. Many tasks are focused on writing productions; however, students engage in speaking and listening as well as reading and writing to prepare for tasks, providing learning through integrated skills. Some examples of culminating tasks that showcase students' demonstration of topics and themes through a combination of skills include the following examples:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "916741ec-e615-4135-bb3c-f7d94b4757d5": {"__data__": {"id_": "916741ec-e615-4135-bb3c-f7d94b4757d5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "f6db5d33-4c19-4db6-ab19-5782e1238bb3", "node_type": null, "metadata": {}, "hash": "e942c61f784948620b85d4ccfbdf58273176cbbae51293f3d1f4b9460bdca1cb"}, "3": {"node_id": "05c17008-1568-4ede-bbd1-6bce61ea16db", "node_type": null, "metadata": {}, "hash": "5ec365814fec83559006136f3e740e5e60992475ca4132c56554b8677fd651e6"}}, "hash": "0be7817a3b3ad90d8a75dc6dd519a5e05174a1f381a0e3f39568c76754c94e46", "text": "The culminating task in Unit 2 is an essay. In his stories, Sir Arthur Conan Doyle includes false clues (or \u201cred herrings\u201d) that are either not important or that point you in the wrong direction. Write an essay in which you identify one of the false clues or red herrings Doyle uses in \u201cThe Red-Headed League\u201d and do the following: Explain why this detail seemed important and what it led you to predict. Explain what in fact was true about this detail. This task builds on the emphasis of finding clues/suspicious details which took place while working with the text earlier in the unit. The culminating task for Unit 3 is to develop a research question, research to find information, and then write a short piece in response to the question. With the scavenger hunt format emphasizing close reading of a variety of sources to answer specific questions throughout the unit, the prior lessons in the unit support this culminating task. Students focus on organizing their thoughts and preparing for a debate in Sub Unit 4. There is a \u201cPro-chocolate\u201d group and an \u201cAnti-chocolate\u201d group that present their opening statements and counter arguments. All students complete a Peer Evaluation Form during each group\u2019s debate. A post-debate reflection allows students the opportunity to consider their own work and comment on how to improve it. In Unit 5 students write a culminating paper in response to the prompt: What is one way M.C. has changed since the beginning of the book, and who is one person who influenced that change? This is supported by the work done while working with the text, which focuses on the idea of connection and change as students work through a series of text dependent questions and discussions. An emphasis is placed on making and supporting a claim. In lesson 16 of Sub Unit 1, Students discuss what is the same from the beginning to the end of the story and what has changed. As stated in the Teacher\u2019s Guide \u201cAllow this complexity a central place in your discussions. Let kids disagree with the character, let them find contradictions in what he says and thinks, and point out those moments where two students both use the text well and arrive at distinct interpretations. The opportunity of this book is that it is not an obvious answer; it is an opportunity for exploration and discussion.\"\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe materials for Grade 6 meet the expectations of indicator 2e. Materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Vocabulary instruction is designed for students to master up to 500 new words every year. Words are chosen for their support of comprehension of texts, unfamiliar words that appear in middle school texts. Repeated encounters with vocabulary- through texts, activities, interactive multimedia, teacher talk, games, audio and video shorts-- support students as they interact with new words and practice them in and out of contexts.\n\n\n    On pages 134-141 in the teacher guide the vocabulary words for each unit/lesson are listed so teachers may prepare and anticipate different approaches to supporting students' vocabulary development. For students, vocabulary is addressed through a daily vocabulary lesson. These short lessons are presented through the Amplify Vocabulary App. With animations, the app introduces important vocabulary that will be encountered in that day's lesson. Each unit is also organized to begin with vocabulary prior to students diving in to the text(s).\n\n\n    Teachers are also guided via a \"words to use\" section in the Teacher Guide to use these words for modeling and exposure, as noted in indicator 1i. This practice with vocabulary is intentionally built to span the whole year's worth of instruction.\n\n\n    The \"Reveal tool\" is an online feature that identifies (reveals) new words for the student and gives a contextual definition to enable students to continue reading with minimal interruption. The tool tracks the words a student needs help with so the teacher can access this later. It also puts them in a personal glossary for the students.\n\n\n    A sampling of the words students will encounter and study in their year-long work with the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "05c17008-1568-4ede-bbd1-6bce61ea16db": {"__data__": {"id_": "05c17008-1568-4ede-bbd1-6bce61ea16db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "916741ec-e615-4135-bb3c-f7d94b4757d5", "node_type": null, "metadata": {}, "hash": "0be7817a3b3ad90d8a75dc6dd519a5e05174a1f381a0e3f39568c76754c94e46"}, "3": {"node_id": "bdcbccf3-adbf-4e50-ab9a-fb0d7030f3a6", "node_type": null, "metadata": {}, "hash": "e1d429843ff20292edde0432e78d5765b995c26b22c7d1cf086ce885f064b624"}}, "hash": "5ec365814fec83559006136f3e740e5e60992475ca4132c56554b8677fd651e6", "text": "Unit 2: Tom and Sherlock- seldom, contemplate, conduct, citified, finery, glowering, jeers, coppers. thrash, laborious\n    \nUnit 3 : The Chocolate Collection- antioxidant, archaeology, bartered, misconception, enigmatic, inevitable, sustainable\n    \nUnit 4: The Greeks--enlighten, aptitude, vaunting, sear, notion, clustered, bouquet, contemptuous\n    \nUnit 5: Reading the Novel-- gingerly, ponderous, lithe, inkling, fleeting, premonition, exertion\n    \nUnit 6: The Titanic Collection-- ramifications, superfluous, formulation, magnitude, calamity, peril\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 6 meet the expectation of indicator 2f. Materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Students are provided with prompts to make observations and reflect about their own writing to build skills and knowledge for future writings. Standard practices for writing are set in motion in the first unit and continue throughout the year with different writing tasks. Lessons include targeted writing instruction, writing skill drills, and revision assignments. Also included in the materials is guidance to teachers about how to use Over-the Shoulder Conferences to provide immediate and meaningful feedback as students write. Teachers are directed to use affirmation comments, skill reminders and oral revision remarks to support students.\n\n\n    In Unit A, Dahl and Narrative, the progression of writing the narrative starts with getting the interest of the students and their own stories. In the first unit, students are provided with multiple prompts (both text-dependent and not) to generate ideas. For example:\n\n\nLesson 1: Write about one recent moment you noticed from lunch.\n    \nLesson 2: Write about one moment when you saw or did something new or unexpected.\n    \nLesson 4: Write about a moment when you were nervous.\n    \nLesson 5: Write about a recent moment that took three minutes or fewer.\n    \nLesson 6: Write about a recent moment when you were doing something with friends or a friend. Show, don\u2019t tell, the emotion you felt in that moment.\n    \nLesson 8: Choose one of the moments from your comic strip and write 5\u20137 sentences about just that moment.\n    \n\n\n    After they are more comfortable with their stories, students read the Dahl text and respond to prompts connected to the text to focus on the details (a narrative element they will practice later).\n\n\n    In other units, students work to synthesize details into a cull writing piece. For example, when studying \"The Speckled Band\" by Arthur Conan Doyle, students encounter these directions:\n\n\n    Write about 2 details: 1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes. 2. Pick another detail that you or someone else once thought might be important, but it turned out not to be, and explain why. What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.\n\n\n    After reading \"The Red-Headed League\" by Arthur Conan Doyle, students encounter an essay Prompt: \"In his stories, Sir Arthur Conan Doyle includes false clues (or \u201cred herrings\u201d) that are either not important or that point you in the wrong direction. Write an essay in which you identify one of the false clues or red herrings Doyle uses in \u201cThe Red-Headed League\u201d and do the following: Explain why this detail seemed important and what it led you to predict. Explain what in fact was true about this detail.\" Students build their understanding and practice incorporating small pieces into larger texts.\n\n\n    The program also supports the writing process by having students use texts as mentor texts and examples from which to practice their own writing craft. Some examples illustrating this:\n\n\n    \"Using your answers to the previous questions as a guide, write your own one-page version of the Prometheus myth. If you finish with time to spare, think about the attitude you want each character to show. Add two more details to every character to help show that attitude.\" This provides practice summarizing material while building writing fluency.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdcbccf3-adbf-4e50-ab9a-fb0d7030f3a6": {"__data__": {"id_": "bdcbccf3-adbf-4e50-ab9a-fb0d7030f3a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "05c17008-1568-4ede-bbd1-6bce61ea16db", "node_type": null, "metadata": {}, "hash": "5ec365814fec83559006136f3e740e5e60992475ca4132c56554b8677fd651e6"}, "3": {"node_id": "5479183e-df75-4284-89b7-545a22c82fa6", "node_type": null, "metadata": {}, "hash": "d3cc56c94632130b065a62d76aabb5d3bbf1f40394b552f1e1f233d929b7a619"}}, "hash": "e1d429843ff20292edde0432e78d5765b995c26b22c7d1cf086ce885f064b624", "text": "At the end of the year, there is Beginning Story Writing in Unit G that culminates several of the writing tasks introduced throughout the year. In this unit, students have an opportunity to focus on fiction writing: moving from the personal narrative (in previous units) to the fictional narrative. Students receive targeted writing instruction, skill drills, and revision assignments.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe materials for Grade 6 fully meet the expectations of indicator 2g. Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. There are two culminating research units in the Grade 6 materials. The first one falls after third in the sequence of seven units, while the second one comes six out of seven. Both projects develop over the course of the unit, introducing the students to a variety of genres and information relevant to the topic.\n\n\n    In Unit C, The Chocolate Collection, students begin learning the difference between primary, secondary, and tertiary sources, in addition to learning to identify the credibility and uses of sources. Students generate their own research questions but are provided sources to start with. The unit focuses on argument writing after students have learned the research methods and concerns. The unit ends with a culminating activity that synthesizes all the work/skills they learn throughout the unit.\n\n\n    Students review two commercial websites and find an article from each website. One of the articles should be written by a reliable author and the other one by an unreliable author. Each website must have a link to learn about the author\u2019s credentials. Students will be evaluating the author\u2019s credentials, so it\u2019s important that an About the Author link is accessible and the link includes credentials and experience that students will understand, e.g., job experience and education.\n\n\n    An example of the progression of writing that happens within a Unit includes the following examples:\n\n\nQuestions after reading early texts:What are 2 ingredients in chocolate that are not good for your health?What is GERD, and how does eating chocolate effect this condition?\n    \nStudents are given another opportunity to read through materials and research information provided by the teacher. Teacher prompts: \"Take a quick look through the texts that we did not get a chance to read today. Which one looks the most interesting to you? Select one to read for tonight's Solo. You are expected to answer the close reading questions.\"\n    \nAbout midway through the unit, students are drafting an argument based on the research.\n    \nStudents complete more research and look for details to support ideas as they prepare for argumentative writing:\n        \nWhat if you provided evidence in your response that proved that one type of chocolate was better than others? Would that be more persuasive? Let\u2019s try it.\n            \nRead the facts about different types of chocolate and then answer these questions about your favorite type.\n            \nWhat is your claim about your chocolate of choice?\n            \nAssignment: Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least 2 pieces of evidence to support the claim. Use your pre-writing outline to guide your response.\n            \nAfter reading and prompting from the teacher, students get to choose a topic they want to further develop and research for their own.\n            \n\n\n\n\n    Students spend six lessons researching and writing a (minimum) four-paragraph essay. This lesson sequence reinforces skills learned in earlier units including writing a compelling introduction and a strong conclusion. Students also learn how to create in-text citations, frames for quotes, and a Works Cited Page.\n\n\n    Detail for students to learn research writing practice includes specific checklists, such as guiding questions:\n\n\nHave I found 2\u20133 valid sources that provide useful information about my topic?\n    \nIs the information I\u2019ve gathered focused on my topic?\n    \nDo I have enough information to write an introduction, 2 body paragraphs, and a conclusion?\n    \nAre there any gaps in my research?\n    \n\n\n    Students are guided through the writing with editing, revision, research and peer response. Teacher shares models, rubrics and over the shoulder conferences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5479183e-df75-4284-89b7-545a22c82fa6": {"__data__": {"id_": "5479183e-df75-4284-89b7-545a22c82fa6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "bdcbccf3-adbf-4e50-ab9a-fb0d7030f3a6", "node_type": null, "metadata": {}, "hash": "e1d429843ff20292edde0432e78d5765b995c26b22c7d1cf086ce885f064b624"}, "3": {"node_id": "1ace0037-eebb-4ac9-9b68-7586c063d65e", "node_type": null, "metadata": {}, "hash": "d28df4ccebe2aaa726efbb9d2a52a0a745bf0f97693a875ade199a9a39b89f6a"}}, "hash": "d3cc56c94632130b065a62d76aabb5d3bbf1f40394b552f1e1f233d929b7a619", "text": "A concern for program is that students have a choice with some Units and may choose to write only in the informative or argument for a final research product. Although this may occur, students are working with both writing tasks throughout both research units, which both require students to read and analyze informative, narrative and argument text types.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials for Grade 6 fully meet the expectations of indicator 2h, supporting students' independent reading development..\n\n\n    Pages 327-336 of the TPG lays out the Independent Reading program. It sets out three goals. 1) Making Reading More Independent \u2013 This involves setting up and guiding the selection and then letting students decide what to read. 2) Making reading more social by providing book sharing sessions, and 3) Making reading more about the book and less about the essay.. Assignments are lighter than those around core texts not graded, and involve choice to hold students accountable while still making the focus on the reading itself. During independent reading students set weekly goals, reflect on their own reading, and log progress by describing and critiquing one strategy they have used and when they decide on another strategy they could try (TE, page 199). Throughout the curriculum, there are opportunities and TIPS for teachers to help guide students and take responsibility for their learning. The TE gives some guidelines on how to help students and more input for guiding these discussions with students. This helps kids set goals and helps teachers guide them.\n\n\n    The Reading Tracker (following page 736 of TPG) requires that students log progress weekly in relation to a goal that they have set for weekly reading (#pages). It also requires reflection on reading by responding to prompts (done when student is halfway through the reading). Reflection relates to how challenging the text is for the student, paraphrasing text, noticing aspects of the story structure supported with text evidence. Students also track their reading path by identifying texts by genres of fiction and non-fiction, identity of the character time of the setting, and location of the setting.\n\n\n    The world of Lexica, an extra resource, requires that students encounter characters and objects that \u201cwander in and out\u201d of books in the Amplify library. Reading choices and reading progress has consequences in the game which supports independent reading.\n\n\n    Teachers are encouraged to solicit the assistance of families in the independent reading through home-school letters.\n\nUsability\n\nThe instructional materials meet expectations for instructional supports and usability. The use and design of the materials facilitate student learning. The materials take into account effective lesson structure and pacing, and the pacing allows for maximum student understanding. Materials are designed to ease teacher planning and support teacher learning and understanding of the standards. Standards addressed and assessed in each lesson are clearly noted and easy to locate. The materials reviewed provide teachers with multiple strategies for meeting the needs of a range of learners. Content is accessible to all learners and support them in meeting or exceeding the grade level standards. Students who read, write, speak, or listen below grade level or in a language other than English are provided with some support, although the teacher may need to access outside materials to ensure building toward language proficiency and reading comprehension in English. Materials also provide students who read, write, speak, or listen above grade level some extension and advanced opportunities. Materials also support the effective use of technology to enhance student learning.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.\n\n\n    The lesson architecture appears on pages 101-103 of the TPG. The daily lesson begins with 5 minutes of Building Vocabulary where students work independently on the vocabulary activities while the teacher checks in with students. This is followed by 15-25 minutes Collaborate and Interpret where one of the following tasks is performed: Working with Text Out Loud, Working Visually, Working with Text as Theater, Choosing the Best Evidence, or Using Text as Referee. Next is the 15-25 minute Produce segment which includes Writing for an Authentic Audience, Revising, or Debate. In the 5-10 minute Prepare for Independent Work part of the lesson, students wrap up their learning with sharing, discussion, and introducing the Solo. The daily lesson ends with 20-60 minutes of Independent Work time where students complete the Solo, read independently, play in the World of Lexica, create a video for ProjectEd, or Build more vocabulary with VocabApp.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1ace0037-eebb-4ac9-9b68-7586c063d65e": {"__data__": {"id_": "1ace0037-eebb-4ac9-9b68-7586c063d65e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "5479183e-df75-4284-89b7-545a22c82fa6", "node_type": null, "metadata": {}, "hash": "d3cc56c94632130b065a62d76aabb5d3bbf1f40394b552f1e1f233d929b7a619"}, "3": {"node_id": "c065b605-8874-4ada-affd-ad532164a803", "node_type": null, "metadata": {}, "hash": "d0d7535e64c0268bdb1138ce539d23b93bd51999842ed293ff4e6ecffb6dff16"}}, "hash": "d28df4ccebe2aaa726efbb9d2a52a0a745bf0f97693a875ade199a9a39b89f6a", "text": "In the teacher\u2019s digital guide there is a clear structure and pacing laid out for each lesson and each lesson segment. For example, in the Tom Sawyer lesson segment, for three minutes students highlight text from the swimming trick scene that shows how Tom acts with Aunt Polly and Sid so that they will have passages ready for the Character Matrix app. One minute is devoted to discussion, and two minutes are devoted to highlighting.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\n\n    The annual pacing guide for 6th grade appears on pages 38-39 of the TPG. The 7 units are taught over a 36 week/180 day school year.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 6 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    The Student digital materials contain ample practice resources within each lesson segment. The predictable format that is used throughout each lesson makes it easy for students to follow along and engage with the texts as well as the activities. Tasks are chunked to provide frequent practice with a skill throughout the lesson. The directions are clearly written, and texts and work spaces are provided conveniently alongside. Writing is strongly supported in the organization of the student materials. Students\u2019 written responses are preserved within the lesson and show up later for sharing. They are also easily accessible within a section of the program called \u201cMy Work.\u201d Of particular strength are the Solo activities that often act as a formative assessment where students can display their competence with a text independently. In addition to the directions given within the student materials, there are scripted oral supports within the teacher\u2019s materials for the teacher to use during instruction.\n\n\n    For example, in Unit A Dahl & Narrative, Sub Unit 3, Lesson 1: Introducing the Text Solo 1 of 8, students read \u201cThe Bicycle and the Sweet-shop.\u201d Alongside the text, students are prompted to \u201cHighlight two places in your reading that grabbed your attention\u201d and \u201cAdd a note to describe what you noticed and think about this place in the text.\u201d\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    An overview and alignment for each unit appears in the TPG on pages 51-57. The specific standards are identified by lesson as being taught explicitly or practiced in the sub units. Additionally, in the digital teacher\u2019s edition, Skills and Standards are called out for each lesson sequence.\n\n\n    For example, The Greeks Unit D, Sub Unit 3, Lesson 2 cites CA CCSS.ELA-Literacy.W.6.1\n    and CA CCSS.ELA-Literacy.W.6.9.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 6 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The student online edition is well laid out with a predictable format and ease of use. There are supporting graphics that are not distracting that serve as recognizable links within the content rather than as illustrations. The use of drop down menus and expanding windows keeps the screen clean. When students are reading text or engaging in tasks, the design provides easy access to everything students need without extra distraction.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials reviewed for Grade 6 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c065b605-8874-4ada-affd-ad532164a803": {"__data__": {"id_": "c065b605-8874-4ada-affd-ad532164a803", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "1ace0037-eebb-4ac9-9b68-7586c063d65e", "node_type": null, "metadata": {}, "hash": "d28df4ccebe2aaa726efbb9d2a52a0a745bf0f97693a875ade199a9a39b89f6a"}, "3": {"node_id": "3ad95138-9c9a-46b9-bebe-384a259a2cce", "node_type": null, "metadata": {}, "hash": "7f1bcb676b1571362ffc14fe6b1311d23cca3ce16255e02dfb415dd2a9ba2a4a"}}, "hash": "d0d7535e64c0268bdb1138ce539d23b93bd51999842ed293ff4e6ecffb6dff16", "text": "The program includes a teacher\u2019s edition with each lesson containing an overview, prep, connections to other lessons, vocabulary, skills and standards, and tips on differentiation. Throughout the lesson, suggestions on how to present the content are provided. Materials also include specific guidance for embedded technology.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials reviewed for Grade 6 meet the expectation of materials containing a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    The program includes a Teacher Program Guide which includes a program overview, pedagogical approach, pacing guides, guidance for skill instruction, assessment, universal design, and more: https://resources.learning.amplify.com/ela/resources/ela-california-edition/teacher-program-guide/\n\n\n    Also, a section of the Teacher Program Guide addresses technology & Multimedia: https://resources.learning.amplify.com/wp-content/uploads/2016/03/Strategic_Use_of_Technology_and_MultimediaCA-program-over.pdf\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 6 meet expectations for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    The Teacher Program Guide includes unit overviews that show the connection between standards and the Amplify program. The guide provides program organization maps broken down by sub-units to indicate how the Common Core Standards are aligned to the instructional program.\n\n\nhttps://resources.learning.amplify.com/wp-content/uploads/2016/03/Unit_Overviews_and_AlignmentsCA-program-over.pdf\n\n\n    The Amplify approach to standards based instruction is further clarified in their document on skill instruction and practice.\n\n\nhttps://help.learning.amplify.com/wp-content/uploads/2016/03/Skills_instruction_and_practiceCA-Assess.pdf\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials reviewed for Grade 6 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.\n\n\n    Amplify ELA provides a guide to their research-based strategies in the research base section of the teacher\u2019s program guide that fully goes into detail to explain the implementation model.\n\n\nhttps://resources.learning.amplify.com/wp-content/uploads/2016/03/Research_BaseCA-Appendix.pdf\n\n\n    The guide also includes the pedagogical approach: https://resources.learning.amplify.com/wp-content/uploads/2016/03/Pedagogical_approachCA-Assess.pdf\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nMaterials reviewed for Grade 6 contain multiple strategies to inform stakeholders about the program including discussion of the program\u2019s approach to feedback and revision, guidance to teachers on supporting student progress through identifying areas of concern through formative assessments, and enlisting support of parents through home/school communications\n\n\n    Resources are found at https://resources.learning.amplify.com/wp-content/uploads/2016/03/Home-School_ConnectionCA-Extended.pdf and https://resources.learning.amplify.com/wp-content/uploads/2016/03/Assessment_and_FeedbackCA-Assess.pdf.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nMaterials reviewed for Grade 6 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. There are ample opportunities for assessment placed throughout the program to serve formative needs and to pinpoint summative progress towards standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ad95138-9c9a-46b9-bebe-384a259a2cce": {"__data__": {"id_": "3ad95138-9c9a-46b9-bebe-384a259a2cce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "c065b605-8874-4ada-affd-ad532164a803", "node_type": null, "metadata": {}, "hash": "d0d7535e64c0268bdb1138ce539d23b93bd51999842ed293ff4e6ecffb6dff16"}, "3": {"node_id": "be1cbe14-2cb6-45b4-9bf3-395dd7b6f74e", "node_type": null, "metadata": {}, "hash": "1b4989fa16504069d5dbfc6267ce639fd39eb689b67346688b6e5296386c48d3"}}, "hash": "7f1bcb676b1571362ffc14fe6b1311d23cca3ce16255e02dfb415dd2a9ba2a4a", "text": "Formative Assessments include Over-the-Shoulder conferences, Spotlight, Solo, and Reading Comprehension Checks. Reading Comprehension checks are placed within each text in the form of a multiple choice \u201cSolo\u201d which checks explicit and implicit understanding. The TE indicates that these \u201cSolos\u201d will occur about 3 times weekly and provide formative assessment for both the class as a whole and individual students. Over-the-shoulder conferences are a staple of the Amplify ELA program and enable teachers to provide nuanced feedback and subtle individualized direction while every student works on a common activity. Over-the-shoulder conferencing is such a key part of the Amplify lessons that a technical feature to support it has been built into the digital lesson structure. When teachers see the symbol and click on it, they see 3-4 squares that describe characteristics of student behavior or student work, specific to the activity that teachers should look for. When teachers click on one of these squares, the system provides direction to the teacher about how to support students approaching the activity in different ways. These context-specific over-the-shoulder conferences always include an \u201con-track\u201d example and a way to push the \u201con-track\u201d student further.\n\n\n    The instructional materials include Summative Assessments. End of Unit Essays require the student to write about the text and cite evidence from the text. End of Unit assessments integrate reading and writing skills. The twice yearly summative assessment provides analysis that is tied directly to standards.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nMaterials reviewed for Grade 6 meet the requirement for assessments clearly denoting which standards are being emphasized.\n\n\n    Amplify ELA includes three grades that are each built on seven units of instruction. Within each unit, several sub-units divide a unit\u2019s texts and skills into manageable learning goals. Pages 50-71 in the teachers edition outline which standards are taught in each unit and sub-unit.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials reviewed for Grade 6 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\n\n    The Teacher Program Guide provides rubrics and scoring practices for the following skills:\n\n\nFocus\n    \nUse of evidence\n    \nLogical structure\n    \nConventions\n    \n\n\n    Writing assessments are provided to guide the teacher on what skills to target for each student. Used in conjunction with formative writing assessments, teachers can support areas of growth for the needs of each student.\n\n\n    Within the lessons, teachers have access to suggestions for what to say in a particular situation to students in the over-the-shoulder conferences. In addition, the daily reports also provide suggestions for ways teachers can intervene to improve student productivity.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials reviewed for Grade 6 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.\n\n\n    The following provide opportunities to monitor student progress:\n\n\nOver-the-shoulder conferences allow the teacher to provide \u201cin the moment\u201d feedback to students as they work through a challenging activity or complete a writing prompt\n    \nSharing is part of the writing routine. Students produce a specific idea about a text.\n    \nSpotlight is a digital app that allows teacher to highlight student examples and project those to use for instruction or appreciation.\n    \nRevision agreements ask students to do a short piece of differentiated revision on one of their pieces of writing. Student practice a particular skill at the same time as they practice the skill of revising itself.\n    \nWritten comments allow students to have the teacher\u2019s recorded feedback. Targeted comments both provide specific feedback on the piece of writing and a small model to guide future writing.\n    \nReading comprehension check is a series of 5-8 multiple choice questions tied to a text that the students have not seen before. This is part of the students\u2019 independent work or solo activity.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials reviewed for Grade 6 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be1cbe14-2cb6-45b4-9bf3-395dd7b6f74e": {"__data__": {"id_": "be1cbe14-2cb6-45b4-9bf3-395dd7b6f74e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "3ad95138-9c9a-46b9-bebe-384a259a2cce", "node_type": null, "metadata": {}, "hash": "7f1bcb676b1571362ffc14fe6b1311d23cca3ce16255e02dfb415dd2a9ba2a4a"}, "3": {"node_id": "a3ab9cf8-08bf-4ae6-93fc-ebee3f18bf94", "node_type": null, "metadata": {}, "hash": "428bceea17ad659d8d1a42fec17ecea851db6419c9a892f8bba2470cf74c3a35"}}, "hash": "1b4989fa16504069d5dbfc6267ce639fd39eb689b67346688b6e5296386c48d3", "text": "The materials include a Digital library, and Lexica motivates students to read outside of school. The materials include a Reading Tracker. Pages 639-736 in the teachers guide provide a student guide to the digital library and offer students choices and selections. This includes Starter lists, Independent Reader\u2019s Guides, Lexica, and Peer recommendations. Strategies to support independent reading include Book talks, teacher modeling via think-alouds, book sharing, and partner reading. Accountability and Progress are tracked by digital readers, book sharing conversations, one-on-one conversations, and reading trackers.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials reviewed for Grade 6 meet the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    As noted in the TE on pages 210-216, Amplify uses Universal Design to meet all students where they are and encourage growth. The following is a list of the strategies used to engage all learners:\n\n\nModeling- Teachers demonstrate how to perform certain tasks, provide examples of student work, and model thinking process aloud\n    \nFormative Assessment Practices- Teachers monitor student understandings and progress through \"understanding checkpoints\" and provide elicit feedback\n    \nLanguage Production Supports- Teachers provide sentence frames and word banks to enable all students to produce academic writing and speech\n    \nBackground Knowledge- Teachers connect new learning to student experiences and prior learning.\n    \nVisual Supports: The materials use visuals to guide student language and content learning\n    \nOral Language Support: Teachers provide opportunities for students to practice academic discourse frequently.\n    \nAttention to Language Forms: Teachers foster discussion of how to effectively use words and conventions to convey meaning in context\n    \nWorking with Text Aloud: The materials encourage performance of theater exercises with text, viewing performances of text, and hearing audio versions of required readings as needed\n    \nWorking with Routines: The materials include clear, structured routines that are established at the beginning of the year.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials reviewed for Grade 6 partially meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with opportunities to work with grade level text and meet or exceed grade level standards.\n\n\n    Lessons are coded for different levels. In each lesson there is a differentiation lesson with multiple variations. It is located right at the bottom of the first page and is available to all students. Teachers can combine the lessons and the differentiation easily. Teachers are provided with supports to guide them through the instruction with a variety of learners (disabilities, reading below level, advanced, and EL). Supports include grouping strategies, focusing different students to different parts of the reading, and stopping before discussions to do partner read alouds. Targeted support for students who are learning English is limited.\n\n\n    Flex Days are embedded in each unit to allow students to catch up or move ahead with a variety of activites, including Quests, vocabulary, and language work. Students can work on revisions during these days as well, although there is limited specific support for teachers to assure implementation of this differentiation. On these days, teachers can direct students individually to work on the skills they need, although may need to identify outside resources to support this work.\n\n\n    Three levels of differentiation are provided for the most difficult primary source documents in the Collection. Adapted versions, paraphrased versions, and Spanish version are provided. Alternative vocabulary exercises are also available.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials reviewed for Grade 6 meet the requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Flex Days provide time for advanced students to read from the Amplify library and expand vocabulary and language knowledge through games. Supplemental texts to provide additional reading and engagement for advanced learners are identified to accompany all units in the Amplify library.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a3ab9cf8-08bf-4ae6-93fc-ebee3f18bf94": {"__data__": {"id_": "a3ab9cf8-08bf-4ae6-93fc-ebee3f18bf94", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "61a0486d-7dd3-48b6-a29c-b1e5c17a8791", "node_type": null, "metadata": {}, "hash": "bada185448aaebff4af595ef2171e8f63000d301c2f0a6366f09e4da0b8f1454"}, "2": {"node_id": "be1cbe14-2cb6-45b4-9bf3-395dd7b6f74e", "node_type": null, "metadata": {}, "hash": "1b4989fa16504069d5dbfc6267ce639fd39eb689b67346688b6e5296386c48d3"}}, "hash": "428bceea17ad659d8d1a42fec17ecea851db6419c9a892f8bba2470cf74c3a35", "text": "The instructional materials include extensions and advanced opportunities throughout. For example, over the Shoulder conferences include guidance for the teachers to push students more deeply about a particular topic. Throughout the materials, teachers are provided challenge questions to support the advanced learners. Challenge Writing Prompts are also available.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials reviewed for Grade 6 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.\n\n\n    Within the lessons, students work in collaborative groups and pair-share partners, and teachers are provided with tips on how to organize students. Teachers are encouraged to group students by ability and by language use at different times. Students have the opportunity to work with heterogeneous and homogeneous groups. When students work with partners, sometimes they choose their partners and other times the teacher chooses. For example, in The Chocolate Collection Unit C, Sub Unit 4, Lesson 1 students are arranged in groups to share evidence.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe instructions materials partially meet expectations that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    Some difficulties were encountered when downloading the materials. The downloads didn't work on a PC using Explorer or Firefox. The downloads didn't work on a Mac using Firefox 45.02 or safari.\n\n\n    On a laptop running Windows 10 Home version 1511, everything was accessible using Chrome version 49.0.2623.112. The teacher and student digital program were accessible using Firefox version 45.0.2, but the texts could not be accessed. Using Internet Explorer 11, the teacher and student digital program were accessible, but the texts could not be accessed.\n\n\n    On HTC Android phone Chrome version 50.0.2661.89 everything was accessible, including texts, but it was difficult to move around the pages and see the full content on the program.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials reviewed for Grade 6 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    Technology is used in the following ways:\n\n\nresearch, integration of dynamic media, and sharing of ideas\n    \nexpress and publish information and opinions using digital media and technology (Evidenced in Research units)\n    \nvirtual library with eReader and scaffolds, audio support, and interactive questions\n    \nStoryboard authoring tools\n    \nresearch collections\n    \napps/quests\n    \nlearning about using reliable resources and being responsible with internet\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\n\n    The materials are easily differentiated to meet the different needs of students. The materials provide real time data to give feedback and help teachers respond to student needs. The eWriter includes feedback tools, so teacher feedback is immediate for students. They can view and comment as students are in the process of writing and make immediate adjustments.\n\nMaterials can be easily customized for local use.\n\nThe materials reviewed can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials include some technology that provides opportunities for teachers and/or students to collaborate. For example, teachers can use Spotlight to showcase student work for other students to see.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17d2fa4d-5958-438c-8089-7f0ab48ad0bc": {"__data__": {"id_": "17d2fa4d-5958-438c-8089-7f0ab48ad0bc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "3": {"node_id": "fdff171c-1ba9-47b1-8fd6-368f7578a554", "node_type": null, "metadata": {}, "hash": "5074328c9f3650dccdbc86cee5385903b7ba6c9a6b27b14f2c747c07c99f90ea"}}, "hash": "abfc35d986a70fc10d474783b72928d7c59f3b437777edc55bbb0da00b5034bc", "text": "AMSCO Math: Algebra 1, Geometry, Algebra 2\n\nThe instructional materials reviewed for the AMSCO Traditional Series do not meet expectations for alignment to the CCSSM for high school. The instructional materials attend to the full intent of the high school standards and spend a majority of time on the widely applicable prerequisites from the CCSSM. However, the instructional materials partially attend to engaging students in mathematics at a level of sophistication appropriate to high school, making connections within courses and across the series, and explicitly identifying standards from Grades 6-8 and building on them to the High School Standards. Since the materials do not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the AMSCO Traditional series meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. There are few instances where all the aspects of the standards are not addressed, and there is one standard that is not addressed by the materials. Overall, most non-plus standards are addressed to the full intent of the mathematical content by the instructional materials.\n\n\n    The following are standards that have been addressed fully in the instructional materials:\n\n\nA-CED: The standards from A-CED are addressed throughout the Algebra 1 and Algebra 2 courses. In Algebra 1, students create linear equations and inequalities in one and two variables to represent relationships in problems. Students extend their understanding of creating inequalities to linear programming problems in Algebra 2 when they consider viable solutions within given constraints. Additionally, students create absolute value (Algebra 1, Algebra 2), quadratic (Algebra 1, Algebra 2), exponential (Algebra 1, Algebra 2), and rational (Algebra 2) equations to solve problems.\n    \nF-BF.3: Transformations of functions are emphasized throughout the Algebra 1 and Algebra 2 courses. In Algebra 1, students transform absolute value functions in Lesson 4.4 (pages 164-170), quadratic functions in Lesson 8.7 (pages 288-290), and exponential functions in Lesson 9.2 (pages 326-334). In Algebra 2, students transform quadratic and absolute value functions in Lesson 1.1 (pages 49-54), square root and cube root functions in Lesson 5.5 (pages 251-255), exponential functions in Lesson 6.1 (pages 264-265), and logarithmic functions in Lesson 7.2 (pages 302-305).\n    \nG-CO.9: Students prove theorems about lines and angles. Proofs include: vertical angles are congruent; alternate interior angles are congruent when a transversal intersects parallel lines; alternate exterior angles are congruent when a transversal intersects parallel lines; corresponding angles are congruent when a transversal intersects parallel lines; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment\u2019s endpoints; segment addition postulate; if two angles are complementary to the same angle they are congruent to each other; if two angles are supplementary to the same angle they are congruent to each other; and two angles that form a linear pair have measures that sum to 180 degrees. Through these proofs, students enhance their understanding of the relationship between lines and angles in geometric figures.\n    \n\n\n    The following standards are partially addressed in the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fdff171c-1ba9-47b1-8fd6-368f7578a554": {"__data__": {"id_": "fdff171c-1ba9-47b1-8fd6-368f7578a554", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "17d2fa4d-5958-438c-8089-7f0ab48ad0bc", "node_type": null, "metadata": {}, "hash": "abfc35d986a70fc10d474783b72928d7c59f3b437777edc55bbb0da00b5034bc"}, "3": {"node_id": "ba7b8c58-83a1-4526-8880-c3f0d2bed732", "node_type": null, "metadata": {}, "hash": "570b80c141e868a0c16d044c29a83f1c767d894f2b867befc0248a47694f4a57"}}, "hash": "5074328c9f3650dccdbc86cee5385903b7ba6c9a6b27b14f2c747c07c99f90ea", "text": "The following standards are partially addressed in the instructional materials:\n\n\nA-REI.11: In Algebra 1, Lesson 5.1, the materials state, \u201cThe coordinates of the point of intersection, or points of intersection, of the lines define the solution of the system\u201d (page 185). However, an explanation as to why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equations f(x)=g(x) is not provided. The materials do provide examples where f(x) and g(x) are linear, absolute value, polynomials, rationals, exponential, and logarithmic functions.\n    \nG-CO.4: In Geometry, Lesson 1.6, materials define reflections in terms of line of symmetry, but not in terms of angles, circles, perpendicular lines, parallel lines, and/or line segments.\n    \nG-CO.13: Students construct an equilateral triangle, square, and equilateral hexagon; however, not all of these constructions are inscribed in a circle. Students construct a hexagon inscribed in a circle in Geometry, Lesson 8.3, pages 372-373.\n    \nS-IC.5: Students compare two treatments in an experiment in an online activity paired with Algebra 2, Lesson 10.7. However, students do not compare differences between two parameters or a statistic and a parameter to determine if the data is statistically significant. The concept of significance is not defined or discussed in materials.\n    \nS-CP.4: In Algebra 2, Lesson 10.4, pages 490-493, students interpret two-way tables to calculate probabilities and determine if two categorical variables are independent. However, students do not construct a two-way table to represent categorical data.\n    \n\n\n    The following standard is not addressed in the instructional materials:\n\n\nA-REI.5: In Algebra 1, Lesson 5.3, students solve systems of equations using elimination by replacing one equation with the sum of that equation and a multiple of another equation in the system, but a proof by comparison of methods or how this method works is not provided in the materials.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the AMSCO Traditional series do not meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. The instructional materials do not include all aspects of the modeling process, and students do not engage in parts of the modeling process.\n\n\n    Students do not have an opportunity to work through the entire modeling cycle independently due to extensive scaffolding. Students do not have opportunities to make assumptions about problems, develop their own solution strategies, validate their solutions, and either improve upon their model or report their conclusions. Students apply and analyze given problems and scenarios, but the variables, parameters, units, equations, or problem-solving methods have been identified.\n\n\n    While aspects of the modeling process are attended to, there are components of the modeling process that are altogether missing from the series. Examples from the instructional materials include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba7b8c58-83a1-4526-8880-c3f0d2bed732": {"__data__": {"id_": "ba7b8c58-83a1-4526-8880-c3f0d2bed732", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "fdff171c-1ba9-47b1-8fd6-368f7578a554", "node_type": null, "metadata": {}, "hash": "5074328c9f3650dccdbc86cee5385903b7ba6c9a6b27b14f2c747c07c99f90ea"}, "3": {"node_id": "24146020-6483-4b50-a324-66266b1be623", "node_type": null, "metadata": {}, "hash": "32262fa0b6c381e708a4ffe2d4074b1d0843b89c66c9203b43ee84de714e7078"}}, "hash": "570b80c141e868a0c16d044c29a83f1c767d894f2b867befc0248a47694f4a57", "text": "In Algebra 1, Lesson 3.8, Problem 9, page 135, students compare prices for two car repair services. Students are provided the variables and equations, yet they explain the equations in words. Students are directed to graph the equations (as to which variable goes on the x-axis and which goes on the y-axis) in order to find the difference in cost for service that would take 2, 3, or 5 hours before making a conclusion about which service to choose. Students do not formulate the equations nor do they have the opportunity to validate their conclusion. (A-SSE.1, F-IF.7a)\n    \nIn Algebra 1, Chapters 1-6, Cumulative Review, Problem 23, page 238, students use information about hourly wages earned working two different jobs as well as the maximum number of hours that can be worked and the minimum amount of money needed to be earned weekly. Students write a system of linear inequalities to represent the situation and graph the system in order to describe the range of possible combinations of hours worked at each job to make at least $240 per week. Students formulate the inequalities representing the information provided, but they do not decide on a pathway for solving the problem or validate or report their conclusion. (A-CED.3)\n    \nIn Geometry, Chapters 1-10, Cumulative Review, Problem 30, page 525, students determine a new height for a platform on a zip-line course in order to reduce the speed when participants approach the landing platform. Students are given certain parameters, change the height of the landing platform (not the take-off platform) by making the angle of depression between the two platforms smaller, and this removes assumptions students can make as they identify variables in the problem. In addition, students justify their answer but are not given an opportunity to validate their solution. (G-SRT.8)\n    \nIn Geometry, Lesson 9.6, Multi-Part Problem Practice, page 56, students use coordinates representing street intersections that bound a park. Students apply properties of quadrilaterals to find the area of the park, determine how much fencing would be needed to enclose the park, and determine the coordinate for the center of the park where a tree will be planted. Students do not develop a plan to approach this multi-part problem, rather they are offered a step-by-step outline. Students compute area, perimeter, and midpoint and interpret their calculations in the context of the problem, but students do not validate or report their solution. (G-GPE.7)\n    \nIn Algebra 2, Lesson 9.5, Problem 31, page 431, students write an equation to model the oscillating motion of a puck attached to a spring. The instructional materials identify the variables d (displacement in inches from its equilibrium position) and t (time in seconds) and that the motion is modeled by the sine or cosine function. Students formulate the equation, but they do not make assumptions about the variables and parameters involved in this scenario in order to develop the equation. Students do not interpret their equation in terms of the original scenario nor do they validate that their equation accurately represents the scenario. (F-TF.5)\n    \nIn Algebra 2, Lesson 6.2, Problem 29, students write an equation to model the dilution of a solution of alcohol with water. The instructional materials identify the variables x (number of dilutions) and y (portion of alcohol that remains), so students do not make assumptions about the variables and parameters in order to develop the equation. Students graph the equation and use the equation or graph for two computations. Students do not interpret their equation in terms of the original scenario nor do they validate their equation to ensure it accurately represents the scenario. (F-LE.1c)\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the AMSCO Traditional series meet expectations, when used as designed, for spending the majority of time on the CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs and careers (WAPs). Some examples of how the materials spend the majority of time on the WAPs include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "24146020-6483-4b50-a324-66266b1be623": {"__data__": {"id_": "24146020-6483-4b50-a324-66266b1be623", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "ba7b8c58-83a1-4526-8880-c3f0d2bed732", "node_type": null, "metadata": {}, "hash": "570b80c141e868a0c16d044c29a83f1c767d894f2b867befc0248a47694f4a57"}, "3": {"node_id": "21b358df-5a85-4515-8084-4fd315d70302", "node_type": null, "metadata": {}, "hash": "734b8c78c8eb2ab69c825916232c9ef3d51a20b823d03fae746b83631df4a465"}}, "hash": "32262fa0b6c381e708a4ffe2d4074b1d0843b89c66c9203b43ee84de714e7078", "text": "N-RN.2: In Algebra 1, Lessons 1.7 and 9.1 and Algebra 2, Lessons 5.1 and 5.3, students rewrite expressions involving rational exponents and radicals to create equivalent expressions.\n    \nA-APR.3: In Algebra 1, Lesson 8.5, students use zeros of quadratics to sketch a graph. This knowledge is extended in Algebra 2, Lesson 3.5 when students find zeros given a graph of a polynomial and write the function of the graphed polynomial.\n    \nF-IF.6: In Algebra 1, Lesson 3.3, students calculate and interpret the average rate of change of a linear function presented symbolically and as a table. Students later calculate and interpret the rate of change for quadratic functions in Algebra 1, Lesson 8.5. In Algebra 2, the concept of rate of change is extended to exponential functions in Lesson 6.1 and logarithmic functions in Lesson 7.5.\n    \nG-SRT.B, C: In Geometry, Chapter 7, students build upon knowledge of similarity from Geometry, Chapter 2. In Chapter 7, the materials address proving triangle similarity in order to develop the Pythagorean Theorem. This extends to solving problems with special right triangles and trigonometric ratios.\n    \nS-ID.7: In Algebra 1, Lesson 10.4 and Algebra 2, Lesson 1.2, students find a linear regression equation to represent a data set and describe the meaning of the slope and y-intercept within the context of the problem for linear models.\n    \n\n\n    There is little evidence of where plus standards or non-CCSSM standards distract from the WAPs. An example of distracting topics include:\n\n\nAlgebra 2, Lesson 9.6 addresses reciprocal trigonometric functions. This topic is not included in the CCSSM high school standards. This lesson is labeled \u201cOptional\u201d in the instructional materials.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the AMSCO Traditional series do not meet expectations, when used as designed, for letting students fully learn each non-plus standard. Overall, where the standards expect students to prove, derive, or develop understanding of a concept, the materials often provide students the information. For some standards, the materials provide limited opportunities for students to learn the non-plus standard fully.\n\n\n    The following are examples of how the materials, when used as designed, do not enable students to learn the non-plus standards fully:\n\n\nN-RN.3: In Algebra 1, Lesson 9.1, the materials state, \u201cThe sum or product of two rational numbers is always rational;\u201d however, students do not explain why these two properties are true (page 322). Furthermore, students identify whether the following two properties are always, sometimes, or never true: (1) Multiplying a rational number by an irrational number results in a rational number, and (2) Adding a rational number and an irrational number results in a rational number (page 363). Students do not explain their reasoning.\n    \nA-SSE.3: Students regularly produce equivalent forms of expressions, yet do not use these equivalent expressions to explain properties of the quantity represented by the expression. For example, in Algebra 1, Chapter 8, students utilize procedures to produce equivalent quadratic expressions but do not make connections between factored form and x-intercepts of the graphed quadratic or vertex form and whether the vertex is a maximum or minimum.\n    \nA-SSE.3c: In Algebra 1, Lesson 9.3, Practice Problem 8b, students determine an equivalent way to express $$N(t)=50(2^{2t})$$ (page 339). In Algebra 2, Lesson 6.2, Practice Problems 26-28, students transform expressions for exponential functions to change the time measurement for the independent variable (page 277). These practice problems provide limited opportunities for students to learn the standard fully.\n    \nA-SSE.4: In Algebra 2, Lesson 8.4, the materials derive the formula for the sum of a finite geometric series (page 361). Students do not derive the formula but do use the formula to solve problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "21b358df-5a85-4515-8084-4fd315d70302": {"__data__": {"id_": "21b358df-5a85-4515-8084-4fd315d70302", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "24146020-6483-4b50-a324-66266b1be623", "node_type": null, "metadata": {}, "hash": "32262fa0b6c381e708a4ffe2d4074b1d0843b89c66c9203b43ee84de714e7078"}, "3": {"node_id": "4270193b-672e-484e-8981-ce4ec4938c34", "node_type": null, "metadata": {}, "hash": "437c3298df8f0244f3b20fef84bad64278d1dd8e2809969a0c36db8667a39243"}}, "hash": "734b8c78c8eb2ab69c825916232c9ef3d51a20b823d03fae746b83631df4a465", "text": "A-APR.4: The materials prove several polynomial identities - square of a binomial sum (Algebra 2, Lesson 2.1, page 81), product of the sum and difference of two terms (Algebra 2, Lesson 2.1, page 81), identity to generate Pythagorean triples (Algebra 2, Lesson 2.3, page 93), but students do not prove these identities.\n    \nA-REI.1: In Algebra 1, Lesson 2.1, students explain each step in solving a linear equation as following from the equality of numbers asserted at the previous step. Students do not explain each step in solving a non-linear equation.\n    \nA-REI.4a: In Algebra 1, Lesson 8.8, the materials derive the quadratic formula by completing the square on a general quadratic equation in standard form (page 291), but students do not derive the quadratic formula.\n    \nF-IF.8b: In Algebra 1, Lesson 9.2, Practice Problem 11, students identify six functions as exponential growth or exponential decay (page 332); however, students do not interpret parts of the exponential equations. In Algebra 1, Lesson 9.3, Practice Problem 21, students identify the decay rate for a given exponential function (page 340), yet properties of exponents are not needed to answer the question. In Algebra 2, Lesson 6.1, Practice Problem 24, students use properties of exponents to rewrite the function $$g(x)=(\\frac{5}{2})^{3-x}$$ into an exponential function of the form $$a^{x+b}$$ (page 268), however, students do not need to interpret this function. In Algebra 2, Chapter 6, Review Problems 12 and 13, students use properties of exponents to interpret expressions for exponential functions involving rates of inflation (page 291).\n    \nF-BF.4a: Students write equations for the inverses of linear functions in Algebra 1, Lesson 3.7 and Algebra 2, Lesson 6.4, Opportunities, when students write equations for the inverses of non-linear functions, are limited to Algebra 1, Chapter 3, Review Problem 44, page 139, when students determine if $$f(x)^{-1}=\\sqrt{x}$$ is the inverse of $$f(x)=x^2$$, Algebra 2, Lesson 6.4, Practice Problem 2, page 285, when students identify the graph of the inverse for a quadratic function with a restricted domain in a multiple choice question and Algebra 2, Cumulative Review Chapters 1-9, Problem 1 (page 460), when students identify the inverse of a rational function in a multiple choice question.\n    \nF-LE.1: In Algebra 1 and Algebra 2, students model situations with linear functions and exponential functions. However, students have limited opportunities to distinguish between situations that could be modeled with a linear or an exponential function. Limited opportunities for students to distinguish between linear and exponential models are provided in Algebra 2, Lesson 9.7.\n    \nF-LE.1a: In Algebra 2, Lesson 6.1, the materials show how linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals in an example (page 265). Students do not prove this relationship.\n    \nF-LE.3: In Algebra 1, Lesson 9.2, students observe the relationship that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically in Model Problem 5 (page 329) when comparing quadratic and exponential functions using a table and graph and Model Problem 6 (page 330) when comparing linear, quadratic, and exponential functions using a graph. These examples are completed for the students.\n    \nF-TF.2: In Algebra 2, Lesson 9.4, students apply understandings of the unit circle; however, they do not explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers.\n    \nG-CO.3: In Geometry, Lesson 1.6, students find the smallest angle of rotation that matches an image to the original figure. There was no evidence found where students take a given rectangle, parallelogram, trapezoid, or regular polygon and rotate it onto itself.\n    \nG-CO.8: In Geometry, Lessons 5.3 and 5.4, students use SSS, SAS, and ASA criteria to show that two triangles are congruent.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4270193b-672e-484e-8981-ce4ec4938c34": {"__data__": {"id_": "4270193b-672e-484e-8981-ce4ec4938c34", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "21b358df-5a85-4515-8084-4fd315d70302", "node_type": null, "metadata": {}, "hash": "734b8c78c8eb2ab69c825916232c9ef3d51a20b823d03fae746b83631df4a465"}, "3": {"node_id": "df7aaa9b-8eb3-46ce-8c75-d3fca4887406", "node_type": null, "metadata": {}, "hash": "099a176fa47793c7ae28368401caee3bd127daef47ca81e94ec0c754d121a60f"}}, "hash": "437c3298df8f0244f3b20fef84bad64278d1dd8e2809969a0c36db8667a39243", "text": "Students do not explain how these criteria stem from the definition of congruence in terms of rigid motions.\n    \nG-GPE.6: In Geometry, Lesson 1.2, students use ratios to find the length of a partitioned segment or find the coordinate of an endpoint of a line segment. In Practice Problem 5, students find point B that partitions line segment AC in a ratio of 1:1, so students find the midpoint of segment AC (page 50). There is no evidence of students finding the point on a directed line segment between two points that partition the segment in a ratio other than 1:1.\n    \nG-GMD.4: In Geometry, Lesson 10, students identify the shape of two-dimensional cross-sections of three-dimensional objects (pages 475, 481-482). However, students' identification of three-dimensional objects generated by rotations of two-dimensional objects is limited to Problem 17 in the Practice Problem portion of the lesson.\n    \nG-MG.1: Throughout the Geometry course, Model Problems use geometric shapes, their measures, and their properties to describe objects include representing the shape of a yard using trapezoids (Lesson 9.6, page 450-451), a soup can as a cylinder (Lesson 10.2, page 486), and the shape of a hand using cylinders and prisms. Since these examples are completed for the students, students do not learn the standard fully. In Lesson 10.3, Practice Problem 36, page 507, students select a complex object and sketch the object reducing it to four or more solids that have a known formula for volume.\n    \nG-MG.3: Throughout the Geometry course, Model Problems apply geometric methods to solve design problems include building a new basketball court using specified ratios and limited gym space (Lesson 2.3, page 104) and deciding on the shape of an ornament to minimize the surface area (Lesson 10.3, page 503). Students apply geometric methods to solve design problems in Multi-Part Problem practice (Lesson 9.8, page 464) when designing a sculpture out of aluminum and steel with budget constraints. These problems combined provide limited opportunities for students to learn the standard fully.\n    \nS-ID.6b: In Algebra 1, Lesson 10.4, Practice Problems 1e, 2e, 3e, 4e, and 9d, students create residual plots (pages 388-389); however, students do not analyze the residuals to assess the fit of a function.\n    \nS-ID.9: In Algebra 1, Lesson 10.4, the materials state, \u201cCorrelation does not always mean causation,\u201d (page 387) and provide two examples and Practice Problems 5 and 6 for students to distinguish the difference between causation and correlation. These problems combined provide limited opportunities for students to fully learn the standard.\n    \nS-IC.2: In Algebra 2, Lesson 10.1, Model Problem 1, page 468 and Practice Problem 16, page 471, students analyze whether results from a spinner are fair. These problems provide limited opportunities for students to learn the standard fully.\n    \nS-IC.6: In Algebra 2, Lesson 10.6, Practice Problems 9 and 10, page 512, students determine the validity of a decision based on reported data. In Algebra 2, Lesson 10.7, Practice Problem 22, page 522, students determine whether a polling company was accurate in their report given that the actual results fell outside their reported margin of error. These problems provide limited opportunities to learn the standard fully.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the AMSCO Traditional series partially meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials regularly use age-appropriate contexts and apply key takeaways from grades 6-8, yet do not vary the types of numbers being used.\n\n\n    The materials provide opportunities to solve problems in real-world contexts that are relevant to high school students. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "df7aaa9b-8eb3-46ce-8c75-d3fca4887406": {"__data__": {"id_": "df7aaa9b-8eb3-46ce-8c75-d3fca4887406", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "4270193b-672e-484e-8981-ce4ec4938c34", "node_type": null, "metadata": {}, "hash": "437c3298df8f0244f3b20fef84bad64278d1dd8e2809969a0c36db8667a39243"}, "3": {"node_id": "7a19e6ce-4012-4543-841e-38fcd0735633", "node_type": null, "metadata": {}, "hash": "1c7ff17f26402926febaec9d6df077d545771c14a0f65bf961d9b49ee966fe44"}}, "hash": "099a176fa47793c7ae28368401caee3bd127daef47ca81e94ec0c754d121a60f", "text": "In Algebra 1, Lesson 2.4, students determine how many miles a car can drive on 24 gallons of gas (Practice Problem 5, page 71).\n    \nIn Algebra 1, Lesson 9.3, students determine the value of an autographed baseball card given that it grew 10% in value every year (Practice Problem 7, page 339).\n    \nIn Geometry, Lesson 7.2, students use similar triangles and the Law of Reflection from physics to determine how to tag a friend in a game of laser tag (Practice Problem 34, page 296).\n    \nIn Geometry, Lesson 7.8, students use the Law of Cosines to determine the length of a slide at an amusement park (Practice Problem 30, page 344).\n    \nIn Algebra 2, Lesson 2.4, students determine whether a field goal kicker kicked the ball high enough to clear the goalpost (Practice Problem 21, page 102).\n    \nIn Algebra 2, Lesson 6.2, students compare how the amount of money they invest changes depending on whether the account compounds interest annually, quarterly, monthly, or daily (Multi-Part Problem Practice, page 277).\n    \n\n\n    The instructional materials offer opportunities for students to apply/extend key takeaways from Grades 6-8. Examples include:\n\n\nIn Algebra 1, Lesson 10.4, students apply statistical concepts by graphing scatterplots, using a calculator to find the correlation coefficient, and plotting residuals.\n    \nIn Algebra 1, Lesson 9.2 and Algebra 2, Lesson 6.1, students apply the rate of change for a linear function to the average rate of change for an exponential function.\n    \nIn Geometry, Lesson 7.6, students extend their understanding of ratios as they define the trigonometric ratios of sine, cosine, and tangent.\n    \nIn Geometry, Chapters 2 and 7, students extend their understanding of proportional relationships by dilating geometric figures, proving triangles similar, and using trigonometric functions to solve problems.\n    \n\n\n    The types of real numbers being used are not varied throughout any single course or the entire series. Examples include:\n\n\nIn Algebra 1, Lesson 2.1, students solve two-sided equations in Practice Problems 5-20, page 55. While four of the equations consist of non-integer values, all but one of the equations results in a positive whole-number answer.\n    \nIn Algebra 1, Lesson 8.4, students solve quadratic equations by graphing. Of the quadratic equations graphed in Practice Problems 1-20, Practice Problem 4 contains a decimal: $$x^2+7x+12.25=0$$.\n    \nIn Geometry, Lesson 1.2, problems involving the distance formula and midpoint formula include integer coordinates.\n    \nIn Geometry, Lessons 4.1 and 4.2, students learn about angle relationships resulting from a transversal intersecting a pair of parallel lines. Model Problems and Practice Problems include positive integer values for all angle measures.\n    \nIn Geometry, Lesson 7.8, integer values are used for given side lengths and angle measures of triangles in all but three problems (Problems 7, 8, and 14 provide the measure of a side length that is 6.2, 9.1, and 4.5 units in length, respectively).\n    \nIn Algebra 2, Chapter R, students review topics from Algebra 1. Most Model Problems and Practice Problems use integer values in the given problems and result in positive whole number solutions.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the AMSCO Traditional series partially meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. Connections within a course or between courses are often not made explicit for teachers and students.\n\n\n    Examples of where the materials foster coherence through meaningful mathematical connections in a single course and between courses include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a19e6ce-4012-4543-841e-38fcd0735633": {"__data__": {"id_": "7a19e6ce-4012-4543-841e-38fcd0735633", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "df7aaa9b-8eb3-46ce-8c75-d3fca4887406", "node_type": null, "metadata": {}, "hash": "099a176fa47793c7ae28368401caee3bd127daef47ca81e94ec0c754d121a60f"}, "3": {"node_id": "4fdfbfc5-1624-4da3-8243-60e4840513a5", "node_type": null, "metadata": {}, "hash": "90280455fe455215da05f6eb464f093efaef316685eef6bd478f29057036c46e"}}, "hash": "1c7ff17f26402926febaec9d6df077d545771c14a0f65bf961d9b49ee966fe44", "text": "In Algebra 1, Lesson 3.4, students graph linear equations by creating a table of values or identifying the slope and y-intercept from an equation in slope-intercept form or point-slope form. In Algebra 1, Lesson 4.1, students make a table or use the slope and y-intercept to graph linear inequalities.\n    \nStudents identify the effect on the graph of f(x) when it is replaced by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k when transforming functions throughout the series (F-BF.3). In Algebra 1, students work with transformations of absolute value functions (Lesson 4.4), quadratic functions (Lesson 8.7), and exponential functions (Lesson 9.2). In Algebra 2, students connect to their work from Algebra 1 when they transform polynomial functions (Lesson 3.7), exponential functions (Lesson 6.1), logarithmic functions (Lesson 7.2), and rational functions (Lesson 4.4). In Geometry, students translate parabolas (Lesson 11.4) from the origin.\n    \nStudents work with the slope criteria for parallel and perpendicular lines to solve problems in Algebra 1, Lesson 3.3 and Geometry, Lesson 4.4. In Lesson 4.4, the materials explicitly state, \u201cWe recall from Algebra how to determine if two lines are parallel\u201d and then prove why perpendicular lines have negative reciprocal slopes using rotations to find parallel lines.\n    \nStudents solve quadratic equations using a variety of methods in Algebra 1, Chapter 8. In Algebra 2, Chapter 2, students review those methods for solving quadratic equations in Lessons 2.1 and 2.4, and in Lessons 2.5 and 2.6, students connect those methods to solving quadratic equations with complex number solutions.\n    \n\n\n    Examples of where the materials do not foster coherence through meaningful mathematical connections in a single course and between courses include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4fdfbfc5-1624-4da3-8243-60e4840513a5": {"__data__": {"id_": "4fdfbfc5-1624-4da3-8243-60e4840513a5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "7a19e6ce-4012-4543-841e-38fcd0735633", "node_type": null, "metadata": {}, "hash": "1c7ff17f26402926febaec9d6df077d545771c14a0f65bf961d9b49ee966fe44"}, "3": {"node_id": "148c0e3d-89eb-4eec-8ef3-3286e4812e6c", "node_type": null, "metadata": {}, "hash": "899941349718688e50ac3a31d0774400b12eb4cc7d98271aae5cbd386be27415"}}, "hash": "90280455fe455215da05f6eb464f093efaef316685eef6bd478f29057036c46e", "text": "In Algebra 1, Lesson 4.3, students graph a piecewise function in which a portion of the graph is an absolute value function. The materials state, \u201cThe absolute value function we will study later can also be defined algebraically as a piecewise function,\u201d (page 156). However, when students graph absolute value functions in Lesson 4.4, no connection is made to defining an absolute value function as a piecewise function.\n    \nIn Algebra 1, Chapter 8, students solve quadratic equations algebraically by factoring and taking the square root (Lesson 8.2), completing the square (Lesson 8.3) and the quadratic formula (Lesson 8.8). Students solve quadratic equations graphically in Lesson 8.4. In Lesson 8.4. There are connections made for students in the Model Problem between the factored form of a quadratic equation and the x-intercepts of the graphed equation. However, students do not make these connections in the Practice Problem portion of the lesson.\n    \nIn Geometry, Chapter R, Algebra Review, students review concepts and skills from Algebra 1 including solving equations, inequalities, and systems, the slope intercept form of a line, multiplying and factoring polynomials, simplifying square roots, completing the square, graphing parabolas, area and perimeter fundamentals, and the Pythagorean Theorem. There are no specific connections made between these topics and specific Geometry concepts or skills to be taught later in the course. For example, Geometry, Lesson R.8, pages 24-25 and Algebra 2, Lesson 2.4, pages 94-96 address completing the square, which was addressed in Algebra 1, Lesson 8.3. These two lessons are duplicate lessons with the same Model Problems and Practice Problems.\n    \nIn Algebra 2, Chapter R, Review, students review concepts and skills from Algebra 1 including solving equations, the rate of change for linear functions, graphing functions, solving systems of linear equations and inequalities, operations with polynomials, and translating parabolas in vertex form. There are no explicit connections made between these topics and specific concepts or skills to be taught later in the course. For example, in Algebra 2, Lesson R.4, students solve systems of linear equations and inequalities by graphing or using the algebraic methods of substitution and elimination. However, students do not solve problems related to systems of linear equations or inequalities later in the course.\n    \nStatistics and Probability standards are addressed in Algebra 1, Chapter 10 (interpreting quantitative and categorical data), Geometry, Chapter 12 (probability), and Algebra 2, Chapter 10 (probability). These chapters are taught in isolation and have limited connections to other content in the series.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the AMSCO Traditional Series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the high school standards. The instructional materials do not explicitly identify content from Grades 6-8, but they do support the progressions of the high school standards. Connections between the non-plus standards and standards from Grades 6-8 are not clearly articulated in the student or teacher materials. Certain lessons or parts of lessons are labeled \u201cReview,\u201d but these review sections do not identify standards from Grades 6-8.\n\n\n    Although the materials do not explicitly identify Grade 6-8 standards when addressed in the materials, evidence that the materials build on knowledge from Grades 6-8 standards and connect to the high school standards include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "148c0e3d-89eb-4eec-8ef3-3286e4812e6c": {"__data__": {"id_": "148c0e3d-89eb-4eec-8ef3-3286e4812e6c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "4fdfbfc5-1624-4da3-8243-60e4840513a5", "node_type": null, "metadata": {}, "hash": "90280455fe455215da05f6eb464f093efaef316685eef6bd478f29057036c46e"}, "3": {"node_id": "38c9727b-49f5-4c7f-8778-52879cfbeddc", "node_type": null, "metadata": {}, "hash": "23c27d45493c7c79f5a71d1df92d5f6f98f7069a72245d81a61250f44c615150"}}, "hash": "899941349718688e50ac3a31d0774400b12eb4cc7d98271aae5cbd386be27415", "text": "Students extend their knowledge of properties of operations to add, subtract, factor, and expand linear expressions (7.EE.1) when adding, subtracting, and multiplying polynomials in Algebra 1, Lessons 6.1 - 6.5 and Algebra 2, Lesson 3.1 (A-APR.1). Connections between the multiplication of polynomials and factoring are made in Algebra 1, Lesson 7.1-7.3 as students determine the factored form of a quadratic expression, with an emphasis on the structure of the quadratic expression (A-SSE.2 connects to 7.EE.2).\n    \nStudents build upon their knowledge of the formulas for the circumference and area of a circle (7.G.4) and proportional reasoning (7.RP.3) as they calculate the length of an arc and the area of a sector in Geometry, Lesson 8.5 (G-C.5).\n    \nStudents extend their knowledge of the relationships between angles that are created when parallel lines are cut by a transversal (8.G.5) by proving postulates and theorems about angle measures in Geometry, Chapter 4 (G-CO.A).\n    \nStudents review the properties of integer exponents used to generate equivalent numerical expressions (8.EE.1) in Algebra 2, Lesson 5.1 and extend their knowledge to generate equivalent numerical expressions for numeric and algebraic expressions in Lessons 5.1 and 5.2 (N-RN.2).\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the AMSCO Traditional series use the plus standards to coherently support the mathematics which all students should study in order to be college and career ready. Plus standards are integrated into the chapters in such a way that omitting the lessons or portions of lessons aligned to plus standards would not disrupt the coherence of the remainder of the mathematical content in the series.\n\n\n    Generally, plus standards are explicitly identified as \u201cOptional\u201d in both teacher and student materials. For example, Geometry, Lesson 11.5 is titled, \u201cOptional: Ellipses at the Origin\u201d and aligns to G-GPE.3. If a portion of a lesson addresses a plus standard, then the portion is identified as optional, for example, Algebra 2, Lesson 6.4, \u201cOptional: Domain Restrictions of Composite Functions.\u201d There are instances when plus standards are not explicitly identified, such as Algebra 2, Lesson 4.4, \u201cGraphing Rational Functions\u201d that aligns to F-IF.7d.\n\n\n    The following plus standards are addressed fully in the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "38c9727b-49f5-4c7f-8778-52879cfbeddc": {"__data__": {"id_": "38c9727b-49f5-4c7f-8778-52879cfbeddc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "148c0e3d-89eb-4eec-8ef3-3286e4812e6c", "node_type": null, "metadata": {}, "hash": "899941349718688e50ac3a31d0774400b12eb4cc7d98271aae5cbd386be27415"}, "3": {"node_id": "f95966d3-7a8b-45a0-b9e6-d6338e48b583", "node_type": null, "metadata": {}, "hash": "779f0e220361b591fbf90130150a4eb872f13fe2c1a2b99513e785d0f7f25e53"}}, "hash": "23c27d45493c7c79f5a71d1df92d5f6f98f7069a72245d81a61250f44c615150", "text": "The following plus standards are addressed fully in the instructional materials:\n\n\nN-CN.8: In Algebra 2, Lesson 2.5, the materials derive the identity for the sum of two squares, and students use the identity in Practice Problems 1-18, pages 107 and 108.\n    \nN-CN.9: In Algebra 2, Lesson 3.5, the materials state the Fundamental Theorem of Algebra and explain why it is true for quadratic polynomials.\n    \nA-APR.5: In Algebra 2, Lesson 8.5, the materials state the Binomial Theorem, and students apply the Binomial Theorem in the Practice Problems for the lesson.\n    \nA-APR.7: In Algebra 2, Lesson 4.1, the materials state that operations with rational expressions are part of a closed system. Students multiply and divide rational expressions in Algebra 2, Lesson 4.1 and add and subtract rational expressions in Algebra 2, Lesson 4.2.\n    \nF-BF.1c: In Algebra 2, Lesson 6.4, students compose functions in problems on pages 286-289.\n    \nF-BF.4b: In Algebra 2, Lesson 6.4, Multi-Part Problem Practice, students verify that a function is the inverse of a given function using composition.\n    \nF-BF.4d: In Algebra 2, Lesson 6.4, the materials restrict the domain of a non-invertible function to produce an invertible function.\n    \nG-SRT.9: In Geometry, Lesson 7.8, the materials derive the formula A=$$\\frac{1}{2}$$ bc sin A on page 338.\n    \nG-SRT.10: In Geometry, Lesson 7.8, the materials prove the Law of Cosines and Law of Sines. Students use these laws in the Practice Problems for the lesson.\n    \nG-SRT.11: In Geometry, Lesson 7.8, students apply the Law of Cosines and Law of Sines to find unknown measurements in right and non-right triangles.\n    \nG-C.4: In Geometry, Lesson 8.1, the materials outline the steps for constructing a tangent line from a point outside a given circle to the circle and prove the construction on pages 357 and 358.\n    \nG-GPE.3: In Geometry, Lesson 11.5, the materials derive the equation for an ellipse given the foci, and in Geometry, Lesson 11.6, the materials derive the equation for a hyperbola given the foci.\n    \nG-GMD.2: In Geometry, Lesson 10.4, the materials state Cavalieri\u2019s Principle, and students use it to find the volume of solids.\n    \nS-CP.9: In Geometry, Lesson 12.2, students use permutations and combinations to compute probabilities of compound events and solve problems.\n    \nS-MD.5a: In Geometry, Lesson 12.1, students have opportunities in the Practice Problem set and an online activity to find the expected payoff for a game of chance.\n    \nS-MD.5b: In Geometry, Lesson 12.1, Multi-Part Problem Practice 3, students evaluate whether to plead guilty or go to trial when given expected chances of going to prison for each outcome.\n    \nS-MD.6: In Geometry, Lesson 12.1, Model Problem 4, the probability to make a decision based on randomly flipping a coin versus using a deck of cards is considered when determining which high school in a town gets a new football field.\n    \nS-MD.7: In Practice problems in Geometry, Lesson 12.1 and Algebra 2, Lessons 10.6 and 10.7, students analyze decisions and strategies using probability concepts.\n    \n\n\n    The following plus standards are partially addressed in the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f95966d3-7a8b-45a0-b9e6-d6338e48b583": {"__data__": {"id_": "f95966d3-7a8b-45a0-b9e6-d6338e48b583", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "38c9727b-49f5-4c7f-8778-52879cfbeddc", "node_type": null, "metadata": {}, "hash": "23c27d45493c7c79f5a71d1df92d5f6f98f7069a72245d81a61250f44c615150"}, "3": {"node_id": "cbdee194-de89-4194-8455-30630b450ccc", "node_type": null, "metadata": {}, "hash": "2fcc88382a2d64c3b37e3c2bd3897ffbfbf309376c93039bc58e2428dea1bdd9"}}, "hash": "779f0e220361b591fbf90130150a4eb872f13fe2c1a2b99513e785d0f7f25e53", "text": "The following plus standards are partially addressed in the instructional materials:\n\n\nN-CN.3: In Algebra 2, Lesson 2.5, students find the conjugate of a complex number. However, students do not use conjugates to find moduli and quotients of complex numbers.\n    \nF-IF.7d: In Algebra 2, Lesson 4.4, students graph rational functions as they transform reciprocal functions. While the materials have students identify asymptotes of a rational function, students do not factor in order to identify zeros and asymptotes of a given function. Furthermore, the end behavior for the parent function $$f(x)=\\frac{1}{x}$$ is provided (page 205), and students do not determine end behavior for any other rational functions.\n    \nF-BF.5: In Algebra 2, Lesson 7.4, students solve exponential equations with logarithms on pages 316 and 317. However, neither the materials nor students explain the inverse relationship between exponential and logarithmic functions.\n    \nF-TF.3: In Algebra 2, Lesson 9.4, the materials use the unit circle to express the values of sine, cosine, and tangent for $$z$$, $$\\pi-z$$, and $$\\pi+z$$ in terms of given values for $$z$$, where $$z$$ is any real number. However, the materials do not express the values of sine, cosine, and tangent for $$2\\pi-z$$.\n    \n\n\n    The following plus standards are not addressed in the instructional materials:\n\n\nN-CN.4\n    \nN-CN.5\n    \nN-CN.6\n    \nN-VM.1\n    \nN-VM.2\n    \nN-VM.3\n    \nN-VM.4a\n    \nN-VM.4b\n    \nN-VM.4c\n    \nN-VM.5a\n    \nN-VM.5b\n    \nN-VM.6\n    \nN-VM.7\n    \nN-VM.8\n    \nN-VM.9\n    \nN-VM.10\n    \nN-VM.11\n    \nN-VM.12\n    \nA-REI.8\n    \nA-REI.9\n    \nF-BF.4c\n    \nF-TF.4\n    \nF-TF.6\n    \nF-TF.7\n    \nF-TF.9\n    \nS-CP.8\n    \nS-MD.1\n    \nS-MD.2\n    \nS-MD.3\n    \nS-MD.4\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cbdee194-de89-4194-8455-30630b450ccc": {"__data__": {"id_": "cbdee194-de89-4194-8455-30630b450ccc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "f95966d3-7a8b-45a0-b9e6-d6338e48b583", "node_type": null, "metadata": {}, "hash": "779f0e220361b591fbf90130150a4eb872f13fe2c1a2b99513e785d0f7f25e53"}, "3": {"node_id": "db217e0b-3fca-4581-9a63-78fafc494747", "node_type": null, "metadata": {}, "hash": "48b4a43b87a9f7462754a3f4b2288e830e3d40572f911f32ec98a6dd723c868e"}}, "hash": "2fcc88382a2d64c3b37e3c2bd3897ffbfbf309376c93039bc58e2428dea1bdd9", "text": "The materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "db217e0b-3fca-4581-9a63-78fafc494747": {"__data__": {"id_": "db217e0b-3fca-4581-9a63-78fafc494747", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dcfa0c4a-6af4-46ba-988c-2dfe75926aea", "node_type": null, "metadata": {}, "hash": "9c874975d41d6c37698ac152f7ea7dbe81b1aad6883c90340149d5620c2c7f2c"}, "2": {"node_id": "cbdee194-de89-4194-8455-30630b450ccc", "node_type": null, "metadata": {}, "hash": "2fcc88382a2d64c3b37e3c2bd3897ffbfbf309376c93039bc58e2428dea1bdd9"}}, "hash": "48b4a43b87a9f7462754a3f4b2288e830e3d40572f911f32ec98a6dd723c868e", "text": "Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a33c20d7-169b-4cd9-b135-051aa0489e2f": {"__data__": {"id_": "a33c20d7-169b-4cd9-b135-051aa0489e2f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "3": {"node_id": "2539c971-36eb-43de-9d62-6857c77e711a", "node_type": null, "metadata": {}, "hash": "d04b1631c32fe38d39b68aab46fe8f7393d13aa3def4a8bac81e647329bc6f3b"}}, "hash": "117da491fb421fb5dd4bed8099a9605a34a34075414719a042aa2d749dc02d7e", "text": "Big Ideas Integrated\n\nThe instructional materials reviewed for the Big Ideas Integrated series do not meet expectations for alignment to the CCSSM for high school. The materials do meet the expectations for allowing students to spend the majority of their time on the content from the CCSSM widely applicable as prerequisites, but they do not meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. The materials partially meet the expectations for the remainder of the indicators within Gateway 1, and since the materials did not meet the expectations for focus and coherence, evidence for rigor and the mathematical practices in Gateway 2 was not collected.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe materials partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. Although most non-plus standards were addressed, multiple standards were only partially addressed.\n\n\n    For some standards, the materials only addressed certain aspects of the standard. For example:\n\n\nN-Q.1,2: Throughout the series, students are always provided the units to use in their problems. When contexts are used, students are given the appropriate units, and in most problems, they are given the units to use in their solution process. Examples of this include:\n        \nIn exercises involving area and volume, the unit of measure is consistent so that the student does not have to choose to convert units and decide which unit of measure to use for reporting solutions.\n            \nIn other real-life problems, units could be used to gain understanding, as in problem 38 of Lesson 1.5 or problem 22 in Lesson 3.3 (both in Integrated Mathematics I), but students are not given opportunities to use units to solve problems that would require a series of conversions.\n            \n\n\nFor G-CO.3, the materials do not address the reflection of an object onto itself. In Integrated Mathematics I, 11.2, the materials ask students about lines of symmetry but do not ask students to describe reflections that carry a polygon onto itself. Lesson 11.3 does ask students to describe rotations that map a figure onto itself in problem 20 and to select angles of rotation symmetry for a given regular polygon in problems 21-24, which addresses the portion of the standard concerning rotations.\n    \nS-IC.4 requires students to develop a margin of error through the use of simulation models for random sampling. In Integrated Mathematics III, Lesson 10.5, students calculate a sample mean and sample proportion and use those to estimate the population parameters. Students learn a formula for calculating a margin of error but do not \u201cdevelop a margin of error through the use of simulation models for random sampling.\u201d\n    \nS-IC.5: In Integrated Mathematics III, Lesson 10.6, problems 3-4 and 7-9 do \"use data from a randomized experiment to compare two treatments,\" and although problems 7-9 have students use simulations to calculate the differences between the means of two groups and draw a conclusion, the conclusion that is drawn does not include whether or not the differences are significant.\n    \nFor S-CP.5, students are given the formula for conditional probability, and then they are directed to use and apply the formula. When asked to explain the concept of conditional probability, they are asked to explain in terms of dependence and not independence. Students are not prompted to explain or make the connection between conditional probability and independence.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe materials do not meet the expectations for attending to the full intent of the modeling process when applied to the modeling standards. Many of the modeling standards have not been completely addressed with the full intent of the modeling process by the instructional materials of the series, and some aspects of the modeling process are missing within the materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2539c971-36eb-43de-9d62-6857c77e711a": {"__data__": {"id_": "2539c971-36eb-43de-9d62-6857c77e711a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "a33c20d7-169b-4cd9-b135-051aa0489e2f", "node_type": null, "metadata": {}, "hash": "117da491fb421fb5dd4bed8099a9605a34a34075414719a042aa2d749dc02d7e"}, "3": {"node_id": "cb2f2cac-5b58-466a-af99-b09bd04b5d41", "node_type": null, "metadata": {}, "hash": "2cada061206b0026b991ea16f5e02bb40f042697624ed20481f8a28226979a1c"}}, "hash": "d04b1631c32fe38d39b68aab46fe8f7393d13aa3def4a8bac81e647329bc6f3b", "text": "According to the CCSSM, modeling has attributes such as choice, decision-making, creativity, estimation, drawing and validating conclusions, design and re-design, as well as reasoning and communicating. Scaffolding within the lessons, practice problems, extension resources, and the performance assessment tasks prevents students from engaging in the full modeling process, and opportunities for students to engage in validation, reporting of conclusions, and the reasoning behind them were routinely omitted from problems. Also, there were many problems in the materials labeled as Modeling with Mathematics that attended to either MP4 or were application problems because they were missing at least one part of the modeling process. Examples of incomplete opportunities to engage in the full modeling process include hte following:\n\n\nIn Integrated Mathematics I, the exploration for Section 6.6 focuses on a context of rabbits reproducing. Students determine the number of pairs of rabbits after a given number of months. The reproduction pattern is described, and the exploration states that the numerical pattern is exponential and gives a picture. Numbers are organized in a table with places for students to finish by filling in blank spaces. This guides the student solution strategy and inhibits the modeling process from unfolding.\n    \nIn the student resources for Integrated Mathematics I, the enrichment and extension exercise for 3.1 gives a quadratic rule in the context of jumping off a diving board. Within this exercise in relation to F-IF.4, students are given the opportunity to interpret key features of graphs and tables in terms of the context. However, rather than asking students to model, analyze and interpret the function, the problem specifically tells them how and what to interpret. Students are instructed to graph the function with t on the horizontal axis and construct a table with time increments of tenths of a second. These specifications take away the first part of the modeling process in which students identify variables in the situation and select those that represent essential features. There is also no request for the final part of the modeling process in which students report their conclusions and the reasoning behind them.\n    \nIn Integrated Mathematics II, the performance task for Chapter 2, \"Flight Path of a Bird,\" includes scaffolding that prevents the full modeling process from taking place. A quadratic model is given, and then students are guided to write an equation, graph it, interpret the graph and answer questions about the model using the graph. Student decisions about how to analyze and interpret the quadratic model for the bird path is overly guided by instructions, diagrams, and guidance about solution strategies and the completion of calculations.\n    \nIn Integrated Mathematics II Lesson 9.1, problems 13 and 14 use the Pythagorean theorem to solve a right triangle application problem, but students are not engaged in the entire modeling process. The questions are prescriptive as they refer to an example to follow, and students are told to use the Pythagorean theorem. The right angle is drawn and labeled for the students.\n    \nIn Integrated Mathematics II Lesson 3.7, problems 19, 20 and 30 have the variables already defined, and students are told which variable is independent. Students are asked to determine if the given data is linear, exponential, or quadratic and to explain their reason, but there is no opportunity to define variables, interpret results in context or consider the need for reevaluation.\n    \nIn Integrated Mathematics III, the Performance Task for Chapter 1, entitled Population Density, gives students the opportunity to formulate a model/plan for attendance boundaries given a list of constraints, and then students can compute and interpret their results based on the formation of the problem. This task does not, however, indicate how students would be expected to validate their results and, then, either report those results or complete any re-formulations that might be needed.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe materials, when used as designed, meet the expectations for allowing students to spend the majority of their time on the content from the CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers. The Widely Applicable Prerequisite Standards (WAPs) are a focus across the series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cb2f2cac-5b58-466a-af99-b09bd04b5d41": {"__data__": {"id_": "cb2f2cac-5b58-466a-af99-b09bd04b5d41", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "2539c971-36eb-43de-9d62-6857c77e711a", "node_type": null, "metadata": {}, "hash": "d04b1631c32fe38d39b68aab46fe8f7393d13aa3def4a8bac81e647329bc6f3b"}, "3": {"node_id": "56101a7e-69f4-4f88-99d4-e4a4b05a7e06", "node_type": null, "metadata": {}, "hash": "0741aa905b47d077e431df69f1a51c4762b3a86eca155d5d6d8a29c5716fc1bc"}}, "hash": "2cada061206b0026b991ea16f5e02bb40f042697624ed20481f8a28226979a1c", "text": "In Integrated Mathematics I, the first half of the course (Chapters 1-6) is focused on the WAPs from Algebra and Functions. The Algebra WAPs continue to be supported through integration with geometric concepts in Chapters 8, 9, 10, and 12.\n    \nChapters 1-4 of Integrated Mathematics II are focused on WAPs as students work with a broader range of equations and functions. Chapters 6-9 focus on WAPs through geometric investigations of triangle relationships, polygons, similarity and right triangle trigonometry.\n    \nThe only chapters within Integrated Mathematics III that do not have a heavy focus on the WAPs are 1, 9, and 10. Chapter 1 focuses on G-MG.1-3 and G-GMD.4, and Chapters 9 and 10 address trigonometric identities and formulas, data analysis, and statistics. Otherwise, Integrated Mathematics III is focused on the WAPs throughout Chapters 2-8.\n    \n\n\n    This relatively balanced distribution of WAPs across all three courses of the Big Ideas Integrated series for high school is a strength of the materials.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for Big Ideas Integrated Series partially meet the expectations that the materials, when used as designed, provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics. The materials for the series, when used as designed, would not enable students to fully learn some of the non-plus standards.\n\n\n    There were a number of examples where the materials would not enable students to fully learn a particular standard. Specific examples are shown below:\n\n\nG-CO.1: This standard asks students to know geometric definitions based on \"undefined notions of point, line, distance along a line, and distance around a circular arc.\" Across the series, this standard was addressed by telling students there are undefined notions in geometry (with the exception of distance around a circular arc), and the geometric definitions were not developed based on the undefined notions.\n    \nN-RN.3: The standard asks students to \"explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.\" In Algebra 1, Lesson 4.1, problem 99 has students perform a limited number of calculations with pre-selected numbers, and then, students use that information in problem 100 to answer if this is always, sometimes, or never true. These are the two problems that offer opportunities to address N-RN.3.\n    \nAdditionally, it is important to note that there were a number of standards, for example, A-REI.5 (Integrated Mathematics I, 5.3), G-SRT.7 (Integrated Mathematics II, 9.5) and S-ID.5 (Integrated Mathematics I, 7.5), which were addressed in one lesson throughout the series.\n    \n\n\n    For standards that require students to derive, prove or explain, the materials often provide a derivation, proof or explanation rather than providing students with the opportunity to show their own understanding. Examples are shown below:\n\n\nN-RN.1 requires students to explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponent to those values. In Integrated Mathematics II, Lesson 1.5, an explanation was provided to students, with no opportunity for student explanations.\n    \nG-C.5 calls for students to derive the fact that the length of the arc intercepted by an angle is proportional to the radius. In Integrated Mathematics II, Lessons 11.1-11.2, the derivation of arc length and the formula for area of sectors is provided for students. Students are not required to engage in constructing a derivation.\n    \nG-GPE.2 requires students to derive the equation of a parabola given a focus and directrix. In Integrated Mathematics II, Lesson 3.6, the derivation is given to students, with no opportunity for active engagement or input by the student.\n    \n\n\n    For some standards, the materials do provide sufficient opportunities for students to fully learn the standards. Examples where the materials provide sufficient opportunities for students to fully learn a standard include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "56101a7e-69f4-4f88-99d4-e4a4b05a7e06": {"__data__": {"id_": "56101a7e-69f4-4f88-99d4-e4a4b05a7e06", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "cb2f2cac-5b58-466a-af99-b09bd04b5d41", "node_type": null, "metadata": {}, "hash": "2cada061206b0026b991ea16f5e02bb40f042697624ed20481f8a28226979a1c"}, "3": {"node_id": "5bf9ec81-05a5-4da1-8ce6-8c63c4c3fb2a", "node_type": null, "metadata": {}, "hash": "c20e43681c165399242b3b4afcd04492fef83255b987d3cdf77f349692b64b9f"}}, "hash": "0741aa905b47d077e431df69f1a51c4762b3a86eca155d5d6d8a29c5716fc1bc", "text": "F-IF.2: The materials introduce function notation to students in Integrated Mathematics I during Lesson 3.3, providing a description of function notation and how to use it to evaluate functions for specific input values and practice in using function notation when solving familiar problems in mathematical contexts and real-world contexts. Skill in utilizing function notation is continually promoted throughout the remainder of the series with the regularity of using function notation increasing from Integrated Mathematics I through Integrated Mathematics III. For example, by the end of Integrated Mathematics I, students build fluency in seeing f(4) = -2 as (4, -2) . In Integrated Mathematics II and III, basic skills extend to more complex uses of function notation, such as seeing \u0394y/\u0394x as or describing function transformations using f(x) notation.\n    \nF-BF.3: In Integrated Mathematics I, students develop understanding of transformations with linear and exponential functions. In Integrated Mathematics II, students begin working with absolute value and quadratic function transformations. In section 3.4 of this course, students learn how to identify even and odd functions. There is a specific example to address identifying even and odd functions from the rules, and there is a study tip to expose students to identifying even and odd functions from a graph. There are practice problems to address both. Students continue to practice and develop understanding of transformations of functions in Integrated Mathematics III. In earlier chapters of this course, students work with transformations on function types previously learned in the first two courses. Students then develop understanding of transformations with new functions (polynomials, radical, exponential and logarithm, rational, and trigonometric) as they learn them.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed partially meet the expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The materials regularly use age-appropriate contexts and apply key takeaways from Grades 6-8, yet do not vary the types of real numbers being used.\n\n\n    Throughout the series, many examples, exercises, and problems include real numbers that, in many instances, provide limited opportunities for students to use decimal and fractional constants, coefficients and solutions.\n\n\nIn Integrated Mathematics I, the chapters that address linear equations, linear inequalities and geometric concepts avoid fractions, decimals and irrational numbers. Chapter 1 focuses on solving linear equations, and in Lesson 1.1, students solve one-step equations in examples and practice problems that use values integer coefficients, numbers that divide or multiply easily to give integer results, or fractions that have the same denominator.\n    \nIn Chapter 11 of Integrated Mathematics II, the figures in the exercises addressing area, surface area, and volume typically have dimensions that are whole numbers. When calculating area, surface area, or volume, the solutions are typically whole numbers unless the figure involves a circle or finding the area of a regular polygon. In those exercises where a missing dimension needs to be found, the solution is typically a whole number except for figures that involve a circle or finding the area of a regular polygon.\n    \nIn Lesson 6.5 of Integrated Mathematics III, students solve rational equations, and for most of the equations, the solutions are integers or simple rational numbers. This also occurs when students solve radical equation and inequalities in Lesson 4.4 and exponential and logarithmic equations in lesson 5.5.\n    \n\n\n    Contexts include a variety of topics that help engage learners with different interests at a level appropriate to high school. Contexts include, but are not limited to: sports, animals, income, profit, investments, driving cars, and population density. Opportunities for experience with key take-aways from Grades 6-8 were prevalent, with the following seen more strongly than others:\n\n\nApplying ratios and proportional relationships\n    \nApplying basic function concepts; e.g., by interpreting the features of a graph in the context of an applied problem\n    \nApplying concepts and skills of geometric measurement; e.g., when analyzing a diagram or schematic\n    \nApplying concepts and skills of basic statistics and probability (see 6-8.SP)\n    \n\n\n    There were limited opportunities to apply the following key-takeaways:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5bf9ec81-05a5-4da1-8ce6-8c63c4c3fb2a": {"__data__": {"id_": "5bf9ec81-05a5-4da1-8ce6-8c63c4c3fb2a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "56101a7e-69f4-4f88-99d4-e4a4b05a7e06", "node_type": null, "metadata": {}, "hash": "0741aa905b47d077e431df69f1a51c4762b3a86eca155d5d6d8a29c5716fc1bc"}, "3": {"node_id": "15f7fc83-8896-4889-ad1d-fda55b8429a5", "node_type": null, "metadata": {}, "hash": "4df9d383cecaf31a19f92772b6a14547d700377de962b890b9e1c567d32631f8"}}, "hash": "c20e43681c165399242b3b4afcd04492fef83255b987d3cdf77f349692b64b9f", "text": "There were limited opportunities to apply the following key-takeaways:\n\n\nPerforming rational number arithmetic fluently\n    \nApplying percentages and unit conversions; e.g., in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.)\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed partially meet the expectations for fostering coherence through meaningful mathematical connections in a single course and throughout the series, where appropriate and where required by the Standards. While there is some evidence of mathematical connections within courses and across the series, overall the connections among standards within and between courses are not clearly shown for teachers. Even when solid connections exist within the mathematics, those connections may not be utilized to enhance the students' learning and understanding of the mathematics.\n\n\n    Some of the lessons and chapters are not connected to other lessons and chapters within the course/series where connections would be appropriate. For example:\n\n\nIn Integrated Mathematics I, Chapter 7 primarily addresses analyzing and displaying univariate data, but there are no connections made to the analysis and display of bivariate data presented in lessons 4.4 and 4.5 of the same course. There was also no indication for teachers as to if or how the content of Chapter 7 would connect to future courses in the series.\n    \nIn Integrated Mathematics II, there is no connection made between geometric probability addressed in Lesson 11.2 and Chapter 5, Probability.\n    \nIn Integrated Mathematics III, the summary for Chapter 1, Geometric Modeling, indicates general concepts from the first two courses in the series that students will use in the chapter, but there are no other direct references to either Chapter 11, Circumference, Area, and Volume, of Integrated Mathematics II or Lesson 8.4, Perimeter and Area in the Coordinate Plane, of the first course.\n    \nIn Integrated Mathematics III, the summary for Chapter 10, Data Analysis and Statistics, indicates general concepts from the first two courses in the series that students will use in the chapter, but there are no other direct references to either Chapter 5, Probability, of Integrated Mathematics II or Chapter 7, Data Analysis and Displays, of Integrated Mathematics I.\n    \n\n\n    The following examples include characteristics of the instructional materials reviewed that may promote mathematical connections within and between courses but do not clearly articulate those connections.\n\n\nThe Teacher Edition includes overviews of the sections in each chapter as well as a chapter summary. Both the overviews and the chapter summaries indicate general concepts and skills teachers can expect their students to know from middle school and/or previous courses, but neither of these sections provide direct connections to previous courses.\n    \nThe student materials occasionally include \u201cremember\u201d arrows (as on pages 254 and 255 of Integrated Mathematics II) or phrases like \u201cPreviously, you\u2026\u201d that contain information about a previously learned concept. For example, in Lesson 2.6 of Integrated Mathematics III, the materials state, \"Previously, you used transformations to graph quadratic functions in vertex form. You can also use the axis of symmetry and the vertex to graph quadratic functions written in vertex form\". However, these aids do not foster direct connections within and among courses of the series.\n    \nThe connections between standards are listed in the Correlation to the Common Core State Standards Table of Contents documents for each course. However, the connections are not explained or emphasized for the teachers. These documents are not included in the Teacher Editions.\n    \nThere are \"Connections to Algebra\" and \"Connections to Geometry\" symbols and notes included in the lesson examples that make students and teachers aware that this is a concept that can be connected to other concepts in the course or series; however, these are used only occasionally. Some of these connections are very specific, as on page 390 of Integrated Mathematics I that states \"In this step, you are applying the Substitution Property of Equality that you learned about in Section 1.1.\" Others are general or vague, as on page 405 of Integrated Mathematics I, where it states, \"In this exploration, you expand your work on perimeter and area into the coordinate plane\".\n    \n\n\n    The following are examples within the series materials that do promote and foster coherence:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15f7fc83-8896-4889-ad1d-fda55b8429a5": {"__data__": {"id_": "15f7fc83-8896-4889-ad1d-fda55b8429a5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "5bf9ec81-05a5-4da1-8ce6-8c63c4c3fb2a", "node_type": null, "metadata": {}, "hash": "c20e43681c165399242b3b4afcd04492fef83255b987d3cdf77f349692b64b9f"}, "3": {"node_id": "f0ea0dfd-9d9e-42f0-8087-736484d0956e", "node_type": null, "metadata": {}, "hash": "648a2882fbaa77d944d46fe0213de5bb69725c954981ef1db67d8d38bd49d149"}}, "hash": "4df9d383cecaf31a19f92772b6a14547d700377de962b890b9e1c567d32631f8", "text": "At the beginning of each chapter across the series, there is a \"Maintaining Mathematical Proficiency\" activity that reviews important concepts and skills from previous grades or courses. These activities help students connect prior learning to new learning in the chapter they are beginning.\n    \nStudents work with area, surface area, and volume in middle school, and these geometric concepts are reviewed in the last chapter of Integrated Mathematics II. The chapter extends this review work to include the area of regular polygons and surface area and volume of a variety of 3D figures not included in the middle school standards.\n    \nIn Integrated Mathematics I, students develop linear and exponential equations and functions. Then in Integrated Mathematics II, they extend their algebraic reasoning and understanding of functions with quadratic, absolute value, and polynomial functions. Finally, in Integrated Mathematics III, students study polynomials, radicals, logarithmic, rational, and trigonometric functions. In each of the three courses, students' ability to interpret the structure (A-SSE), perform arithmetic (A-APR), create equations (A-CED), reason with equations and inequalities (A-REI), and interpret functions (F-IF) builds upon the previous course. Students are given the opportunities to augment their work with many function types in these domains across the series.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe materials partially meet the expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. Overall, content from Grades 6-8 is present but is not explicitly identified and does not always fully support the progressions of the high school standards. There is some support for making connections between standards from Grades 6-8 and high school as seen in Laurie's Notes and Maintaining Mathematical Proficiency.\n\n\n    The following are examples of where the materials do not explicitly identify and/or build on standards from Grades 6-8:\n\n\nThe Chapter Summary pages for all courses have a What Your Students Have Learned\u2026Will Learn section, and throughout the series, this section includes references to topics or concepts students learned in middle school. However, when referencing these concepts from Grades 6-8, specific standards are not explicitly identified, and there are not clear connections between standards from Grades 6-8 and high school.\n    \nLessons 1.1-1.3 and 2.1-2.4 of Integrated Mathematics I are identified in the CCSSM document as addressing A-CED.1 and A-REI.3. These lessons address solving linear equations and inequalities, which aligns to standards from 8.EE.C, but there are no standards identified from Grades 6-8.\n    \nLessons 5.1-5.4 of Integrated Mathematics I address solving systems of linear equations graphically and symbolically for systems having one solution, no solutions and infinitely many solutions, which aligns to standards from 8.EE.C. The teacher materials do indicate that the concepts are being repeated from Grades 6-8, but no specific standards are identified. Also, the teacher materials do provide some pacing suggestions for these lessons, but there is no guidance for how to build on these concepts in order to enhance the learning for high school students.\n    \nThe Chapter 7 Summary of Integrated Mathematics I indicates the construction and interpretation of box-and-whisker plots as new learning rather than prior learning from middle school, but the overview for Lesson 7.2 states that \u201cstudents should be familiar with representing data using box-and-whisker plots from middle school.\u201d There are no standards from Grades 6-8 identified.\n    \nChapter 11 of Integrated Mathematics II mainly addresses area, volume, and surface area, which are concepts that have their origins in standards from Grades 6-8. However, there are no standards from Grades 6-8 identified, and the connections between the high school concepts and the concepts for Grades 6-8 are only described in the teacher materials.\n    \n\n\n    The Maintaining Mathematical Proficiency lessons at the beginning of each chapter connect to concepts from Grades 6-8 as this section reviews concepts or skills that will be needed throughout the chapter. Most of the work with middle school concepts or skills in these lessons is intended to reinforce course-level standards, but identification of the concepts or skills from Grades 6-8 is inconsistent. For example, in Chapter 1 of Integrated Mathematics 1, adding, subtracting, multiplying, and dividing integers is specifically noted as Grade 7 work, but in Chapter 2 of the same course, graphing numbers on a number line and comparing real numbers are not identified as work from a previous grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f0ea0dfd-9d9e-42f0-8087-736484d0956e": {"__data__": {"id_": "f0ea0dfd-9d9e-42f0-8087-736484d0956e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "15f7fc83-8896-4889-ad1d-fda55b8429a5", "node_type": null, "metadata": {}, "hash": "4df9d383cecaf31a19f92772b6a14547d700377de962b890b9e1c567d32631f8"}, "3": {"node_id": "15643198-5bb4-4850-b597-8c7f720e24a6", "node_type": null, "metadata": {}, "hash": "55397321ad924c5a01887c095e8c11078dd4e114ed1672d52e32adb4050bad6b"}}, "hash": "648a2882fbaa77d944d46fe0213de5bb69725c954981ef1db67d8d38bd49d149", "text": "An example of the materials attending to the progressions of standards that are referenced in the progression documents is in Chapter 11 of Integrated Mathematics 1. The publisher describes concepts from middle school that relate to what students will be learning, and the middle school concepts include the types of transformations students are familiar with and their understanding of congruency. In the introduction to Lesson 11.4, teachers are told, \"In Grade 8, the concept of congruency was introduced. Students should understand that a two-dimensional figure is congruent to another when the second can be obtained from the first by a sequence of rotations reflections and translations.\" In Lesson 11.4, the understanding of congruency through rigid motions is continued, and then, students develop triangle congruency theorems through rigid motions in Chapter 12.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards, when included, are not explicitly identified in the teacher or student editions of the materials. The correlation charts of lessons-to-standards and standards-to-lessons found in the front matter of the Teacher Editions do not denote which standards are plus standards. Alignment of plus standards was in a separate set of course alignment documents titled, Correlation to the CCSSM (I, II, and III) Table of Contents.\n\n\n    The plus standards that are included in the materials typically support the mathematics which all students should study in order to be college- and career-ready in a coherent manner, and the plus standards typically could be omitted without interfering with the flow of the content within the series.\n\n\n    In Integrated Mathematics II, the following plus standards are addressed in the given lessons: S-CP.8 (Lesson 5.2); S-CP.9 (Lesson 5.5); G-C.4 (Lesson 10.1); and G-GMD.2 (Lessons 11.4 and 11.7). In Integrated Mathematics III, the following plus standards are addressed in the given lessons: A-APR.5 (Lesson 3.2); N-CN.8,9 (Lesson 3.6); A-APR.7 (Lessons 6.3 and 6.4); F-TF.9 (Lesson 9.2); G-SRT.9-11 (Lessons 9.3 and 9.4); and S-MD.6,7 (Lessons 10.2 and 10.5).\n\n\n    Some lessons do not reach the full intent of the plus standards.\n\n\nIn Integrated Mathematics III, Lesson 3.6 does not give students the opportunity to show that the Fundamental Theorem of Algebra is true for all quadratic polynomials, which is an aspect of N-CN.9, but it does give students the opportunity to fully address N-CN.8.\n    \nIn Integrated Mathematics III, Lessons 6.3 and 6.4 do not give students the opportunity to \"understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression\", which is an aspect of A-APR.7.\n    \nIn Integrated Mathematics III, Lesson 9.2 does not give students the opportunity to prove the addition and subtraction formulas for the tangent ratio, which is part of F-TF.9.\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15643198-5bb4-4850-b597-8c7f720e24a6": {"__data__": {"id_": "15643198-5bb4-4850-b597-8c7f720e24a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "f0ea0dfd-9d9e-42f0-8087-736484d0956e", "node_type": null, "metadata": {}, "hash": "648a2882fbaa77d944d46fe0213de5bb69725c954981ef1db67d8d38bd49d149"}, "3": {"node_id": "6203ca2a-1ba4-4315-bdc3-dc98773e6559", "node_type": null, "metadata": {}, "hash": "f6e310a64b0475bafabd9ce2aeda58c2eaa2273b5309de7e2b981de152538740"}}, "hash": "55397321ad924c5a01887c095e8c11078dd4e114ed1672d52e32adb4050bad6b", "text": "The three aspects are balanced with respect to the standards being addressed.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6203ca2a-1ba4-4315-bdc3-dc98773e6559": {"__data__": {"id_": "6203ca2a-1ba4-4315-bdc3-dc98773e6559", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "87896916-a794-4419-a8ac-9af2e1ae7f1c", "node_type": null, "metadata": {}, "hash": "0f67e38159ee2a2fd7a992ffcd5c5a5a5fdac00f5528fd2d93cc6cd0882c4ea5"}, "2": {"node_id": "15643198-5bb4-4850-b597-8c7f720e24a6", "node_type": null, "metadata": {}, "hash": "55397321ad924c5a01887c095e8c11078dd4e114ed1672d52e32adb4050bad6b"}}, "hash": "f6e310a64b0475bafabd9ce2aeda58c2eaa2273b5309de7e2b981de152538740", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8022c62f-3f6a-4632-9a95-65f931b81443": {"__data__": {"id_": "8022c62f-3f6a-4632-9a95-65f931b81443", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "3": {"node_id": "cedfa5e8-a9d2-4c3b-89b1-b25a55fd4dc4", "node_type": null, "metadata": {}, "hash": "c3415b79ca3a52b39b2c2751c542a526b605cc47a53aacd1be19db1515591a50"}}, "hash": "15b9322ea98916323a701d6610806197564fd0ebc35933571f5d35a4477c82d0", "text": "Collaborative Literacy\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 partially meet expectations of alignment. The Grade 4 instructional materials partially meet expectations for Gateway 1. Texts are worthy of students' time and attention. Materials partially support students building their ability to access texts with increasing text complexity across the year. Materials partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. The materials partially support students' literacy development with foundational skills. The instructional materials for Grade 4 partially meet the expectations of the Gateway 2. Materials partially meet the criteria that texts are organized to support students' building knowledge of different topics, and there is support for students to engage with and grow their academic vocabulary over the course of the school year. Materials meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts and partially meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. Materials meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Materials provide procedures and support for daily independent reading, primarily found in the Making Meaning component.\n\nText Quality & Complexity\n\nThe instructional materials reviewed for Center of Collaborative Classroom Grade 4 meet the expectations for text quality and alignment to the standards. The instructional materials partially meet expectations that texts that are appropriately complex and worthy of students' time and attention, providing many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Materials address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading.\n\nText Quality & Complexity\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Center of Collaborative Classroom Grade 4 meet the criteria for anchor texts being of publishable quality, worthy of especially careful reading, and consider a range of student interests.Texts are of publishable quality and address numerous topics of interest to Grade 4 students. Text types include survival stories, personal narratives, science and social studies texts. There are award-winning texts worthy of careful reading. Texts include multicultural themes, rich language and characterization, and well-crafted prose. Some of these texts include the following:In Unit 2, a mix of science and social studies texts are used to build student interest. Louise and Richard Spilsbury\u2019s Shattering Earthquakes is an informational text about earthquakes. \u201cTying the Score: Men, Women and Basketball\u201d is an article that compares and contrasts the NBA to the WNBA using text features such as photos and a stats chart. \u201cFood For Thought\u201d is an article that discusses healthy eating and school cafeterias. The article contains eye-catching graphics and various text features such as notebook paper and bullet points. John Bliss\u2019s Nineteenth-Century Migration to America traces the history of migration in the US. These texts are rich in content knowledge and vocabulary.In Unit 3, Pamela Hickman\u2019s Animal Senses: How Animals See, Hear, Taste, Smell and Feel and Dorothy Hinshaw Patent\u2019s Slinky Scaly Slithery Snakes focus on science topics related to animals. These texts include content vocabulary and are of high interest to students.In Unit 6, Week 2, students center their attention on making inferences with fiction, narrative nonfiction, and expository texts. Students make use of Peppe the Lamplighter by Elisa Bartone to explore a historical fiction story. This text is highly engaging to Grade 4 students since students learn about the lighting of street lamps in New York City.In Unit 8, students determine key ideas and summarize narrative fiction. They utilize In My Own Backyard by Judi Kurjian. Students will relate and be engaged with this text as the students hear and learn about the geologic timeline of their backyard.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cedfa5e8-a9d2-4c3b-89b1-b25a55fd4dc4": {"__data__": {"id_": "cedfa5e8-a9d2-4c3b-89b1-b25a55fd4dc4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "8022c62f-3f6a-4632-9a95-65f931b81443", "node_type": null, "metadata": {}, "hash": "15b9322ea98916323a701d6610806197564fd0ebc35933571f5d35a4477c82d0"}, "3": {"node_id": "9455af79-8974-445e-b00b-0b05d05529b4", "node_type": null, "metadata": {}, "hash": "e73c3689b5af5519e770c908683624982fa2e4f810f5c812394ffd7079dc20f2"}}, "hash": "c3415b79ca3a52b39b2c2751c542a526b605cc47a53aacd1be19db1515591a50", "text": "Materials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Center of Collaborative Classroom Grade 4 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.In each unit, text selections for read-aloud texts reflect an appropriate balance of literary and informational texts. The distribution of text types and genres is diverse. Furthermore, a range of genres is covered throughout the entire school year. There is evidence of an assortment of genres in various units. Informational texts include a collection ranging from functional text to social studies and science. In the literary texts, there is a greater emphasis on personal narratives with a limited assortment of poetry, drama, and mythology. There is evidence of a balance between literary and informational texts. Throughout the year, students are presented with a combination of genres.Literary text examples representing the balance of text types and genres include the following:A Bad Case of Stripes by David ShannonThunder Cake by Patricia Polacco\u201cMy Man Blue\u201d by Nikki Grimes\u201cDemeter & Persephone\u201d by Center for the Collaborative ClassroomAmelia\u2019s Road by Linda Jacobs AltmanPeppe the Lamplighter by Elisa BartoneInformational text examples representing the balance of text types and genres include the following:Shattering Earthquakes by Louise and Richard Spilsbury\u201cTying the Score: Men, Women, & Basketball\u201d by Center for the Collaborative Classroom\u201cSchool Uniforms: No Way!\u201d by Center for the Collaborative ClassroomComing to America by Betsy MaestroA Picture Book of Harriet Tubman by David A. AdlerExcerpt from Rosa Parks: My Rosa Parks Story by Rosa Parks\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for  for Collaborative  4 partially meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and  to their associated student task.Anchor texts in Making Meaning are consistently read aloud to Grade 4 students. This limits the opportunities for students to read Grade 4 complex texts without the scaffold of teacher read-aloud. The majority of the read-aloud texts are within the Grade 4 complexity stretch band; however, students lack opportunities to read texts independently without considerable scaffolding.\u00a0 Examples of texts at the appropriate level of complexity include:In Unit 1, Week 2, students listen to Song and Dance Man. The text is measured at a 580L Lexile level. The text organization is slightly complex with a clear and chronological sequence. The vocabulary is contemporary with a few unfamiliar words such as vaudeville. For  and task with this less complex text, the teacher reads the text aloud. During the reading, students turn and talk to about a partner about what is happening. After the text is read aloud, students discuss comprehension questions as a class. On Day 2, the teacher rereads the texts and involves the students in a class discussion about character\u2019s feelings.In Unit 4, Week 3, students listen to The Bat Boy & His Violin over two days. The Lexile level is AD780L. The conventionality and vocabulary are moderately complex. The meaning is moderately complex with a clear theme. Knowledge demands are moderately complex since the text is about a topic less familiar to Grade 4 students.In Unit 8, Week 2, students listen to A Picture Book of Amelia Earhart over three days. The text has a Lexile of AD880L and has mainly simple and compound sentence structure with moderately complex conventionality. The theme is clear, and the knowledge demands are experiences that may be new to students since the text is about a historical figure.Some texts in the Making Meaning component are not at the appropriate level of complexity for Grade 4 students. The reader and task requirements typically contain considerable scaffolding or partner work, in instances when students could complete tasks independently since texts are below the Grade 4 complexity band. Examples include:In Unit 1, Week 2, the teacher reads aloud Song and Dance Man, and the text is measured at a Lexile of 580L. The text organization is slightly complex with a clear and chronological sequence. The vocabulary is contemporary with a few unfamiliar words such as vaudeville. For  and task with this less complex text, the teacher reads the text aloud. During the reading, students turn and talk to about a partner about what is happening. After the text is read aloud, students discuss comprehension questions as a class.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9455af79-8974-445e-b00b-0b05d05529b4": {"__data__": {"id_": "9455af79-8974-445e-b00b-0b05d05529b4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "cedfa5e8-a9d2-4c3b-89b1-b25a55fd4dc4", "node_type": null, "metadata": {}, "hash": "c3415b79ca3a52b39b2c2751c542a526b605cc47a53aacd1be19db1515591a50"}, "3": {"node_id": "2c9239a2-afb4-4221-a45a-2be0ac72c2b2", "node_type": null, "metadata": {}, "hash": "2419ac0c9f6f7176b80e4f64150701277e3685f75f68129d73473c2432c3e019"}}, "hash": "e73c3689b5af5519e770c908683624982fa2e4f810f5c812394ffd7079dc20f2", "text": "After the text is read aloud, students discuss comprehension questions as a class. On Day 2, the teacher rereads the texts and involves the students in a class discussion about character\u2019s feelings.In Unit 4, Week 1, students listen to Thunder Cake, which has a Lexile of 630L. The organization of the text is slightly complex with a clear chronological sequence, and the illustrations support the text. The language features are moderately complex with mostly contemporary vocabulary. The knowledge demands are moderately complex since the students may not have life experience similar to the character in the text. For  and task with this less complex text, the teacher reads the text aloud. During the read aloud, the teacher asks the class comprehension questions. The teacher facilitates a class discussion about story elements. On Day 2, the teacher rereads the text and facilitates a class discussion about the setting.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 partially meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)Comprehension strategies, discussion questions, and tasks increase in complexity as students engage in the texts over the course of several days, and across weeks of study within a unit. Students, for example, may be asked to apply a strategy taught through an anchor text to their independent reading book. However, the level of scaffolding is consistently the same with the teacher reading aloud anchor and supplementary texts. Students typically engage in class discussion or partner discussion before engaging independently with a task. However, the organization/placement of texts in general do not promote students encountering opportunities for building grade-level skills as outlined by the standards themselves. Texts are organized thematically without a focus on building knowledge, there is a focus on a progressions of stand-alone skillsAt the beginning of the year, students are required to read and practice the comprehension strategies discussed in class. By the end of the year, students are provided opportunity to read independently for longer periods of time. Texts are not always organized in a way that increases students' comprehension skills. In addition, students confer with the teacher to discuss the use of their reading strategies. While IDR (Individualized Daily Reading) conferences support students in comprehension of the text, they do not provide assurance for the teacher that students are being adequately supported in growing their comprehension and analysis skills as the year progresses.Students read texts at their independent reading level during Individualized Daily Reading (IDR). An accountability element is built into this component as students are required to share their understanding of what they are reading with their partners, their class, or their teacher. However, there is not a focus on students reaching grade-level proficiency.For example, in Unit 2, students hear the article, \u201cTying the Score.\u201dOn Day 1, the teacher reads the article aloud and asks questions throughout. There is a class discussion and partner talk about the text based on the teacher\u2019s scaffolding questions.On Day 2, the students talk with a partner about the text before the teacher rereads the text aloud and asks scaffolding comprehension questions. With the class, the teachers helps students examine a chart in the text. An opportunity to complete independent tasks associated with the anchor text is missed.In Making Meaning, the comprehension strategies presented in the units do not progress in complexity over the course of the year. Though some strategies are repeated, the level of support remains the same.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2c9239a2-afb4-4221-a45a-2be0ac72c2b2": {"__data__": {"id_": "2c9239a2-afb4-4221-a45a-2be0ac72c2b2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "9455af79-8974-445e-b00b-0b05d05529b4", "node_type": null, "metadata": {}, "hash": "e73c3689b5af5519e770c908683624982fa2e4f810f5c812394ffd7079dc20f2"}, "3": {"node_id": "ce65a8e7-8add-43f1-a5b1-370d6d03a5ea", "node_type": null, "metadata": {}, "hash": "677c3532a1f0e3398abe7de7abcd68e4eb2d79a88c62dd699bffb3d8c61acbde"}}, "hash": "2419ac0c9f6f7176b80e4f64150701277e3685f75f68129d73473c2432c3e019", "text": "Though some strategies are repeated, the level of support remains the same. Examples include:In Unit 1, students listen to and discuss stories, explore the themes of stories, discuss a visual presentation of a story, and discuss a character\u2019s feelings and thoughts in fiction text.In Unit 2, students use text features to locate key information and better understand expository nonfiction text.In Unit 3, students use wondering/questioning and \u201cStop and Ask Question\u201d to help them make sense of the text, use schema to articulate all they think they know about a topic before they read expository nonfiction.In Unit 4, students read fiction stories, a myth and a play and use questioning and think about whether their questions were answered explicitly or implicitly, use schema to articulate all they think they know about a topic before they read, explore elements of narrative text structure, including character, setting, plot and conflict, and discuss the use of first- and third-person points of view, and discuss theme.In Unit 5, students make inferences to understand characters and use text structure to make sense in fiction story, make inferences and visualize to make sense of poems, continue to use questioning and text structure, and learn to use a double-entry journal to record their thinking.In Unit 6, students use scheme a to articulate all they think they know about a topic before they read, make inferences to understand characters in fiction story and expository nonfiction as well as to understand causes of events in an expository nonfiction text, continue to use text structure to explore a fiction story.In Unit 7, students use schema to articulate all they think they know about a topic before they read, analyze how information in explanatory nonfiction articles is organized, explore how articles can inform by highlighting pros and cons and by investigating one side of an issue, explore an author\u2019s opinion, analyze how a functional and expository text is organized, identify what they learn from functional texts, explain how functional texts inform readers, listen to and discuss an expository text, identify what they learn and use text structure from expository text, and explore the text structures and sequence and compare/contrast in an expository text.In Unit 8, students use schema to articulate all they think they know about a topic before they read, make inferences to understand a narrative nonfiction story, think about important ideas and supporting details in a narrative nonfiction story to build summaries, explore elements of narrative text structure, and include point of view and plot in a narrative nonfiction story.In Unit 9, students reflect on their use of comprehension strategies and their growth as a reader, and and share book recommendations and plans for summer reading.These samples do show how the program provides practice with reading strategies over the year, but the teacher will have to provide extra support to ensure students can actually demonstrate reading comprehension of appropriately rigorous and complex texts by the end of Grade 4.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe materials reviewed for Center for Collaborative Classroom Grade 4 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text-complexity analysis and rationale for purpose and placement in the grade level. Materials do not include a complete text-complexity analysis for the texts that accompany the lessons in Making Meaning or Being a Writer. There is a general rationale explaining the purpose of whole-class shared reads and small-group texts. There is also a short rationale of genres and text summaries included for the Making Meaning module provided by the publisher.In the Making Meaning section, a rationale and text complexity analysis is provided. A list of the books is provided, and a synopsis of the texts is provided.In Unit 1, Week 2, the teacher reads aloud Song and Dance Man by Karen Ackerman. The publisher provides the following synopsis of the book: \u201cThree children learn that their grandfather can still sing and dance the way he did years before on the Vaudeville stage. He takes readers back to \u2018a time before people watched TV.\u2019\u201d Students are tasked with hearing and discussing a story and discussing the character\u2019s feelings and thoughts.In Unit 2, Week 3, the synopsis provided for Nineteenth-Century Migration to America is as follows: \u201cReaders trace the history of migration to the United States and explore the lives of immigrants from Scotland, China, Ireland, and Italy.\u201dIn Unit 3, Week 2, the teacher reads aloud the book Animal Senses: How Animals See, Hear, Taste, Smell and Feel by Vera B. Williams. The publisher also provides the following synopsis of the book: \u201cFun activities help explain the ways other animals perceive the world.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ce65a8e7-8add-43f1-a5b1-370d6d03a5ea": {"__data__": {"id_": "ce65a8e7-8add-43f1-a5b1-370d6d03a5ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "2c9239a2-afb4-4221-a45a-2be0ac72c2b2", "node_type": null, "metadata": {}, "hash": "2419ac0c9f6f7176b80e4f64150701277e3685f75f68129d73473c2432c3e019"}, "3": {"node_id": "40f16296-b53a-4316-a99e-1de19c46c00c", "node_type": null, "metadata": {}, "hash": "f793ca4386e320026bdac349aaab629106f518b335fd93d88e5e235407b6473b"}}, "hash": "677c3532a1f0e3398abe7de7abcd68e4eb2d79a88c62dd699bffb3d8c61acbde", "text": "Topics include how skunks see at night, how bats catch moths in the dark, how insects\u2019 eyes work, and how sweet things taste to butterflies and cats.\u201d In Unit 4, Week 4, the teacher reads aloud the myths \u201cDemeter and Persephone\u201d by unknown and \u201cCo-chin and the Spirits\u201d by unknown. The publisher provides the following synopsis of the \u201cDemeter and Persephone\u201d: \u201cThis story is based on a Greek myth that tells how the seasons came to be.\u201d The publisher also provides the following synopsis of \u201cCo-chin and the Spirits\u201d: \u201cThis story is based on a Native American legend that tells how the seasons came to be.\u201dIn Unit 6, the text, \u201cHow to make Oobleck,\u201d is used because the unit focus is expository nonfiction. \u201cDuring this unit, the students analyze how articles can inform by highlighting pros and cons and by investigating one side of an issue. They examine how functional texts such as maps and directions, are organized to inform readers.\u201dIn Unit 7, Week 1, the teacher reads aloud the articles titled \u201cVirtual Worlds: Community in a Computer,\u201d \u201cSchool Uniforms: No Way!,\u201d and \u201cSchool Uniforms: The Way to Go.\u201d The publisher provides the following synopsis of \u201cVirtual Worlds: Community in a Computer\u201d: \u201cThis article explores the pros and cons of playing video games.\u201d The publisher also provides the following synopsis of \u201cSchool Uniforms: No Way!\u201d: \u201cThis article discusses the cons of students wearing school uniforms.\u201d Lastly, the publisher provides the following synopsis of \u201cSchool Uniforms: The Way to Go\u201d: \u201cThis article discusses the pros of students wearing school uniforms.\u201dIn Unit 8, Week 4, the synopsis provided for A Picture Book of Rosa Parks is as follows: \u201cRosa Parks\u2019s role in the Montgomery bus boycott is the focus of this informational text, which also describes segregation laws and the civil rights movement in the United States.\u201dIn the Being a Writer section, a rationale or text complexity analysis for texts used is not provided. There is a writing and social development focus for each text which can be used as a rationale and/or a part of the reader and task of the text complexity triad.In Unit 1, Week 3, the teacher reads aloud Desert Voices by Byrd Baylor and Peter Parnall. The teacher also reads aloud Everything Reptile by Cherie Winner. The publisher provides the following synopsis of Desert Voices: \u201cDesert creatures convey what life is like in lyrical verses.\u201d The publisher also provides the following synopsis of Everything Reptile: \u201cQuestions about reptiles are answered.\u201dIn Genre, Personal Narrative, the texts are intended to help students explore the genre of personal narrative. \u201cThey explore the characteristics of a good personal narrative, including sensory details, transitional words and phrases, engaging openings, and effective endings.\u201dIn Genre, Fiction, Week 2, the teacher reads aloud Owl Moon by Jane Yolen and Roxaboxen by Alice McLerran. The publisher provides the following synopsis of Owl Moon: \u201cA father and child go owling late one winter night.\u201d The publisher also provides the following synopsis for Roxaboxen: \u201cChildren create a special place in the desert using found objects and their imaginations.\u201dIn Genre, Expository Nonfiction, Week 2, the teacher reads aloud The Ultimate Fact Book by Andrew Wojtanik and A Visit to Japan by Peter and Connie Roop. The publisher provides the following synopsis of The Ultimate Fact Book: \u201cWritten by an eighth-grader, this book gives facts about all the countries of the world.\u201d The publisher also provides the following synopsis for A Visit to Japan: \u201cJapan\u2019s language, history, people, and culture are explored.\u201dIn Genre, Functional Writing, the texts are intended for students to explore functional writing. \u201cThey read and discuss recipes and directions, explore craft elements of functional writing, and write directions for others to follow.\u201dIn Genre, Opinion Writing, Week 2, the teacher reads aloud an essay titled Bike Helmets by unknown. The publisher provides the following synopsis of the text: \u201cPeople should always wear helmets when riding bikes.\u201dAn additional resource, Lexile Overview: Read-aloud Texts and Small-group Reading Texts, is available from the publisher. This resource includes a Lexile overview as information on genres, format, Lexile levels, and Fountas and Pinnell levels.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40f16296-b53a-4316-a99e-1de19c46c00c": {"__data__": {"id_": "40f16296-b53a-4316-a99e-1de19c46c00c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "ce65a8e7-8add-43f1-a5b1-370d6d03a5ea", "node_type": null, "metadata": {}, "hash": "677c3532a1f0e3398abe7de7abcd68e4eb2d79a88c62dd699bffb3d8c61acbde"}, "3": {"node_id": "9a16d774-79bb-467b-b67e-d5f45ab99cc9", "node_type": null, "metadata": {}, "hash": "9cb39ae28715307f861a7c5bf9c7e3d4d82d6088111e3f6c5f70d2ab77829899"}}, "hash": "f793ca4386e320026bdac349aaab629106f518b335fd93d88e5e235407b6473b", "text": "Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade-level reading proficiency.The instructional materials provide numerous opportunities for students to engage with a range and volume of texts (through listening and reading) in order to achieve grade-level reading proficiency. In both Making Meaning and Being a Writer, students are introduced to new texts and a variety of disciplines and genres. Students are provided opportunities to listen to and read a range and volume of texts to promote grade-level proficiency as well as reread previously-read texts for different purposes.For each unit, the instructional materials encompass read alouds followed by students engaging in class discussion and demonstrating their ability to comprehend texts. On subsequent days, students make use of the same text. Teachers utilize the text to teach students a comprehension strategy. Throughout the nine units in Making Meaning, the texts provide a variety of genres and topics. There is a mix of fiction and nonfiction (i.e., poetry, fables, personal narratives, myths, and expository text). Students explore topics, such as snakes, earthquakes, hurricanes, immigration, school uniforms, and technology. For example, in Unit 4, Week 4, students hear the myths \u201cDemeter and Persephone\u201d and \u201cCo-chin and the Spirits.\u201d The following week, the students hear and read the play \u201cGluskabe and the Old Man Winter\u201d from Pushing Up the Sky: Seven Native American Plays for Children.In the Being a Writer component, students hear stories that serve as models for their own writing. For example, in Week 1 of the Fiction writing unit, the texts, Tar Beach, Miss Rumphius, and Night of the Gargoyles, are used as mentor texts. In the Poetry writing unit, students listen to the following poems: \u201cFeeling Ill.\u201d \u201cLullaby,\u201d \u201cLawnmower,\u201d \u201cWindy Nights,\u201d \u201cUp and Down,\u201d \u201cEgg,\u201d and \u201cCrickets.\u201dIn addition, students engage in daily independent reading. It is introduced on the third day of instruction, and students begin by reading for 15 minutes. After independent reading, students have a discussion about the experience. In the Making Meaning Teacher\u2019s Manual, there is an overview of the plan for student independent reading, which is Individualized Daily Reading (IDR). It is recommended for students to spend approximately 30 minutes per day reading books independently and at their appropriate reading level. Students select books from classroom library. According to the publisher, a classroom library requires an extensive range of fiction and nonfiction texts at various levels. It is recommended to have 300 to 400 titles in the classroom library. Twenty-five percent of the books should below grade level (by one to two grades), and twenty-five percent should be above grade level (by one to two grades).\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Center of Collaborative Classroom Grade 4 meet the criteria that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).The Grade 4 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence. There are sequences of high-quality, text-dependent questions, activities, and tasks that build scaffolding of student understanding of text and provide opportunities to synthesize key information. Throughout independent reading practice, students apply their knowledge of reading and responding to text-dependent questions, making inferences, and synthesizing information on a day-to-day basis.Throughout each unit, daily questions and tasks require students to extend strategies acquired during the learning process and apply them to similar texts. Question types are a combination of text-dependent and explicit, requiring students to cite evidence. Text-dependent questions appear before, during, and after reading instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9a16d774-79bb-467b-b67e-d5f45ab99cc9": {"__data__": {"id_": "9a16d774-79bb-467b-b67e-d5f45ab99cc9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "40f16296-b53a-4316-a99e-1de19c46c00c", "node_type": null, "metadata": {}, "hash": "f793ca4386e320026bdac349aaab629106f518b335fd93d88e5e235407b6473b"}, "3": {"node_id": "fbf1d0d1-a87d-42e9-9aa4-2567f4c29ca0", "node_type": null, "metadata": {}, "hash": "c0ea861a2baf5107ea18037bb91195aa5d266ff52c4a56eb4c7de2b09e12d1e3"}}, "hash": "9cb39ae28715307f861a7c5bf9c7e3d4d82d6088111e3f6c5f70d2ab77829899", "text": "Text-dependent questions appear before, during, and after reading instruction. Students explore questions in whole group, small group, and independent practice.Examples of questions, tasks, and assignments that require students to engage with the text directly include:In Unit 1, Week 2, students are asked the following: \u201cHow do you think grandpa feels when he starts to sing and dance? What in the story makes you think that?\u201dIn Unit 2, Week 2, there is an extension activity that requires students to read a newspaper article, identify key information, and respond to the following: \u201cWho? What? When? Where? Why? How?\u201dIn Unit 2, Week 2, students focus on expository text and analyze text features. Students answer the following question: \u201cWhat information does this feature give you? How does that help you understand the body (or main part) of the text?\u201d Students read \u201cTying the Score,\u201d and the teacher asks text-dependent questions, such as the following: 'Why might players in the WNBA make less money than those in the NBA? What in the article makes you think that?' Students are directed to notice the text features and answer the following question: 'How might these text features help readers understand the topic of the article?'\u201dIn Unit 3, Week 1 and 2, after listening to the teacher read aloud Animal Senses, the students write \u201cI wonder\u201d statements. The class discusses the following: \u201cWhat does it mean to say animals feel with sound? Which of your wonder statements were explained in the reading? The teacher guides students in an extension activity that includes the following: 'What did we learn about the Animal Senses chart?'\u201dIn Unit 6, Week 1, the teacher reads aloud Amelia\u2019s Road. Afterwards, students respond to the following: \u201cWhat is the plot of the story? Is the setting an important part of the story? Why or why not? What can you infer about how Amelia is feeling from this passage?\u201d Next, students compare firsthand and secondhand accounts of an immigrant\u2019s experience on Ellis Island.In Unit 7, Week 3, students make inferences about information provided in the headings of Farm Workers Unite: The Great Grape Boycott. Students participate in \u201cHeads Together\u201d to answer text-dependent questions, such as the following: \u201cWhy was it difficult for farm workers to improve their living and working conditions?\u201d Throughout the week, the teacher reads chapters from this text to the students, asking text-dependent questions. Students explore expository text features in Farm Workers Unite: The Great Grape Boycott.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for  for Collaborative  4  the expectations for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).There are some sequences of high-quality text dependent/specific questions, activities, and tasks that scaffold students\u2019 understanding of a text that build to a culminating task. While some opportunities exist for students to synthesize key information from text, the majority of these are listed as optional extension activities or optional writing about reading activities, and therefore they are not assured in the core instruction over the course of the year.At the end of each week\u2019s , there are opportunities for students in Making Meaning to write about the text that they read. These Writing about Reading activities are optional. Some of these opportunities ask students to synthesize their learning. In addition, comprehension skills and strategies are taught throughout a unit. However, there is no culmination of the skill at the end, so teachers may need to provide additional support to assure students have comprehensive opportunities to demonstrate what they have learned. In Making Meaning, there are Extension activities that give some students and some classrooms the opportunity to engage in a culminating task; however, because it is optional, not all students will be participating. Some examples include:In Unit 2, Week 1 of Making Meaning, students complete a culminating activity that requires them to write about how they can prepare for earthquakes, using what they have learned from Shattering Earthquakes.In Unit 3, Weeks 1 and 2 of Making Meaning, students receive guidance in creating a \u201cWhat We Learned About Animal Senses\u201d chart. The teacher asks, \"What have you learned about how animals see? How are people\u2019s senses like animals\u2019 senses? How are they different? How do animals use their senses to find food / protect themselves?\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fbf1d0d1-a87d-42e9-9aa4-2567f4c29ca0": {"__data__": {"id_": "fbf1d0d1-a87d-42e9-9aa4-2567f4c29ca0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "9a16d774-79bb-467b-b67e-d5f45ab99cc9", "node_type": null, "metadata": {}, "hash": "9cb39ae28715307f861a7c5bf9c7e3d4d82d6088111e3f6c5f70d2ab77829899"}, "3": {"node_id": "36d4a591-679a-487c-b2b0-3a4dec5c20d6", "node_type": null, "metadata": {}, "hash": "a62da57d5d7613eedb86f39d5057eeeac7a512a18175fc28440941703f5e5e84"}}, "hash": "c0ea861a2baf5107ea18037bb91195aa5d266ff52c4a56eb4c7de2b09e12d1e3", "text": "How are they different? How do animals use their senses to find food / protect themselves?\" Then, students complete the \u201cHear What You\u2019re Missing\u201d activity. Students work in pairs to complete the activity, reading and following the steps. Students are also taught how to use \u201cI Wonder\u201d statements (focusing on their independent expository text). The teacher asks: \"Which of your 'I wonder' statements  most helpful in thinking about your reading today? How was it helpful?\"In Unit 2, Week 3, a Technology Extension activity asks students to explore a website to learn more about migration to the United States. A connection is made to the nonfiction  have been reading. Students are directed to specific sites, gather information, then discuss their findings.An Extension activity at the end of Unit 4 involves a discussion about the following: How  \u201cDemeter and Persephone\u201d and \u201cCo-chin and the Spirits\u201d similar and different from Gluskabe and Old Man Winter?In Unit 6, Week 1, a Technology Extension activity asks students to create virtual treasure boxes and make inferences. During Unit 6, students read about a character, Amelia, who had a treasure box. For their virtual treasure box, students make videos and post them to a class blog.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.The materials provide daily opportunities and protocols for students to engage in evidence-based discussion in a variety of contexts (i.e., small group, partner, and whole class). Evidence-based discussions promote mastery of grade-level speaking and listening standards. There are opportunities available to assess all students\u2019 speaking and listening abilities. Throughout the program, there is are social development objectives. Weekly objectives encompass listening respectfully to thought processes of peers. Every lesson comprises questions that students can discuss through speaking and listening opportunities.During class discussions in Making Meaning (including the Vocabulary Teaching Guide), modeling and practice with academic vocabulary is provided. Resources include, but are not limited to, Making Meaning Teacher Manuals, Making Meaning Vocabulary Teaching Guide, and Making Meaning Student Response Book. Cooperative Discussion Structures included the following: Turn to Your Partner, Think-Pair-Share, Think-Pair-Write, and Heads Together (located in the introduction of understanding the program section of the Making Meaning Teacher\u2019s Manual). In the Vocabulary Teaching Guides, vocabulary lessons are present for four days with continuous reviews on the fifth day of instruction. Each lesson makes use of vocabulary from weekly anchor texts and offer fifteen to twenty minutes of instruction.In Unit 2, Week 2, the teacher facilitates a class discussion about \u201cTying the Score.\u201d The entire class is involved in responding with a summary of the following, \u201cWhat was this article about?\u201d Next, students engage in a Think-Pair-Share to answer the following, \u201cWhy might players in the WNBA make less money than those in the NBA (inference)? What in the article makes you think that (text evidence)?\u201d As the lesson progresses, students discuss which text features are observed and how they help build understanding of the topic.In Unit 3, Week 1, students apply the questioning and wondering strategy to animal life expository informational texts. The question and wondering strategy is utilized across multiple grade levels to build subject matter knowledge. The teacher and students review expository informational, and animal senses are introduced. In the Making Meaning Teacher\u2019s Guide, the teacher is provided supporting question ideas to introduce Animal Senses. The teacher serves as a facilitator and records students\u2019 thinking to create a \u201cWhat We Wonder about How Animals See\u201d chart. Throughout the lesson, the \u201cI wonder\u2026\u201d sentence starter is introduced and used by students. While reading aloud, the teacher incorporates recommended vocabulary and periodically pauses to ask probing questions on what students have learned and still wonder. Student partners discuss their learning. As a whole class, students share out.In Unit 5, Week 1, the whole class is discussing making inferences from Hurricane. The teacher is directed to have a few students share their response about the following, \u201cWhat did you infer about the story, using clues from the text?\u201dIn Unit 6, Week 1, Day 1, students hear the read aloud, Amelia\u2019s Road. Students participate in \u201cHeads Together\u201d to answer the following questions: \u201cWhat is the plot of the story?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "36d4a591-679a-487c-b2b0-3a4dec5c20d6": {"__data__": {"id_": "36d4a591-679a-487c-b2b0-3a4dec5c20d6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "fbf1d0d1-a87d-42e9-9aa4-2567f4c29ca0", "node_type": null, "metadata": {}, "hash": "c0ea861a2baf5107ea18037bb91195aa5d266ff52c4a56eb4c7de2b09e12d1e3"}, "3": {"node_id": "b2a752ab-d334-41f0-91f3-545466d88b99", "node_type": null, "metadata": {}, "hash": "f8a44aeb426433509c348561b537da047a0a184abdb2d5ad58a16e39aec36425"}}, "hash": "a62da57d5d7613eedb86f39d5057eeeac7a512a18175fc28440941703f5e5e84", "text": "What happens to the characters in this story? Heads together. Is the setting (time and place) an important part of this story? Why do you think so? Heads together.\u201dIn Unit 8, students engage in a discussion about \u201cA Picture Book of Amelia Earhart.\u201d They respond to the following, \u201cWhat are some of the ways that Amelia Earhart challenged how people thought women should behave and why? Why do you think she did this? Students are encouraged to use the following prompt: 'The reason I think this is . . .'\u201dThe Grade 4 vocabulary program consists of 30 weeks of lessons as well as ongoing review activities. Students work with the words from the text.In Making Meaning Vocabulary Teaching Guide, Week 5, the teacher reads aloud the poem from the Statue of Liberty, \u201cGive me your tired, your poor Your huddled masses yearning to breathe free.\u201d The teacher displays word card 27 with yearn. \u201cUse \u2018Think-Pair-Share\u2019 to discuss: 'What is something you yearn for? Why? Turn to your partner. Prompt 1: I yearn to [go skiing with my dad] because\u2026\u2019\u201dIn Making Meaning Vocabulary Teaching Guide, Week 19, Day 1, the teacher reads aloud Coming to America: The Story of Immigration. The teacher explains that rove means to wander about and provides an example. Student participate in \u201cThink-Pair-Share\u201d to discuss: \u201cWhen have you roved by foot, bike, or car? What did you see or do when you roved? Turn to your partner. Prompt 1: I roved by...and when I roved, I\u2026\u201d\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.Throughout the school year and each lesson, the application of speaking and listening instruction is frequently applied in each program component. Students engage in Turn and Talks, Think-Pair-Shares, and whole-group discussions. In the Teacher\u2019s Manual, page xxv, there are details on the various cooperative structures in the program. In third grade specifically, \u201cturn to your partner\" and \u201cThink-Pair-Share\u201d are the most common structures. Students work on elaborating on their understanding of the text. Across the year\u2019s scope of academic materials, teachers receive guidance on leading students in evidence-based discussions.In the Making Meaning component, there are frequent opportunities to practice speaking and listening skills about what they are reading and researching. Examples include:In Unit 2, Week 2, students review text features, and the teacher introduces the text, \u201cTying the Score.\u201d Student partners respond to the following: \"After hearing the title, what do you think this article might be about?\" One or two volunteers can share their partner\u2019s thinking. Then, the teacher reads a portion of the text aloud. Student partners discuss the article, answering questions such as why players in the WNBA might make less money than those in the NBA. On the second day, the teacher requests for students to recall the text. Volunteers can share out. Then, the teacher rereads the article, and student partners discuss text features that aided in understanding the article\u2019s topic. This leads to a whole-class discussion. Afterwards, students examine \u201cThe League Stats\u201d chart and engage in a Think-Pair-Share with partners to discuss what statements they can make about the WNBA and NBA. Student volunteers can respond for the whole class. The teacher facilitates a class discussion on student explanations.In Unit 5, Week 1, Day 1, students hear the story Hurricane and come up with questions they can ask about the story; then, they meet with partners and ask each other the questions. It is stressed that the students confirm their partners\u2019 thinking by repeating back what they heard.In Unit 8, Week 3, students review A Picture Book of Amelia Earhart and discuss what they recall of the events of the text. The teacher reads a summary of the book aloud, and students engage in a whole-class discussion about what the summary of the book does, what kind of information is in the summary, and why might a person want to read a summary of a book.In Unit 9, Week 1, using a guide to organize recommendations, student partners and the whole class, share book recommendations for summer reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b2a752ab-d334-41f0-91f3-545466d88b99": {"__data__": {"id_": "b2a752ab-d334-41f0-91f3-545466d88b99", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "36d4a591-679a-487c-b2b0-3a4dec5c20d6", "node_type": null, "metadata": {}, "hash": "a62da57d5d7613eedb86f39d5057eeeac7a512a18175fc28440941703f5e5e84"}, "3": {"node_id": "2b466f7b-d0cf-4c6d-8828-72117ebe62f5", "node_type": null, "metadata": {}, "hash": "0cd0ff535ff3f78a0fbcbfbacc45018ecf8ab7a469a03685f08a118bb86c88ea"}}, "hash": "f8a44aeb426433509c348561b537da047a0a184abdb2d5ad58a16e39aec36425", "text": "In the first day, there is a whole-class discussion about working with partners. Questions include, \"What did your partner do that was helpful, and how did you and your partner give each other feedback in a caring way?\"In addition to having opportunities for speaking and listening in Making Meaning, there are additional opportunities in Being a Writer. Examples include:In Unit 1, Week 2, Day 1, the Think-Pair-Share structure is explicitly taught. Then, after hearing the story The Bicycle Man, students engage in a Think-Pair-Share to answer the question: \"What has happened in your own life that you may be able to write about?\" In this lesson, there is also a facilitation tip that reminds the teacher to support students\u2019 speaking and listening skills by helping them to turn and look at the speaker and that the speaker should wait until they have the attention of the class before speaking.In the Personal Narrative Unit, Week 3, Day 3, students have the opportunity to share their writing, both the original and revised passages. Then there is a discussion with the class about the student's revision.In the Expository Nonfiction Unit, Week 3, students write about a country. After their pre-research writing, students meet with a partner to share their research. Then, there is a whole-class discussion on things one partner wrote about that the other partner did not write, and things the pair of students are curious to know about their country.In the Opinion writing Unit, Week 1, Day 1, students hear the essay \u201cBugs are Creepy\u201d and then have a whole-group discussion about the author\u2019s opinion about bugs as well as who agrees and disagrees with the author.In the final unit of the program, students share their thinking with a partner about the pieces of writing over the year of which they are the most proud.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 meets the criteria for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.The materials include daily, on-demand writing tasks and opportunities for completing multiple drafts and revisions based on writing mini-lessons. Teachers gain support from digital resources and additional commentary describes its use for lessons. Throughout the units, there are project-aligned extension activities. Each day, students write independently. Throughout the course of the school year time spent writing increases. Students write from 10 to 15 minutes in Unit 1 and increase to 30 minutes by Unit 8. As students engage in independent writing activities, they respond to prompts that link prior learning from the previous lesson. Students repeatedly engage in the cycle of prewriting, drafting, revising, proofreading, and publishing as they participate in the genre units of Being a Writer. The genre units, focus on personal narrative, fictional narrative, expository (or informative) nonfiction, functional (or explanatory) nonfiction, opinion writing, and poetry. Students hear, read, and discuss good examples of each genre. They learn about elements of a genre as they brainstorm ideas, quick write, and write multiple drafts. Students then select a draft to develop and revise for publication in the class library.In Unit 1, Week 3, students engage in quick writes and respond to the following, \u201cAfter listening to Desert Voices read aloud, write \u2018I\u2019 sentences, from an animal\u2019s point of view, in your writing notebooks.\u201dIn Unit 3, Weeks 1-4, there is a central focus on personal narratives. Students are exposed to several examples of narratives read aloud and discussed as a class. While practicing a skill students complete daily quick writes (independently developing their own narrative). This culminating activity allows students to write a personal narrative from one of the quick writes and add sensory details, temporal words and phrases, strong openings and endings, revise and proofread, and publish and assess their work.In Unit 4, Week 1 and throughout the unit, the teacher creates a class blog. Students reflect on their writing attitudes by responding to reflection questions posted by the teacher.In Unit 4, Weeks 1-6, there is a correlation with the layout of Unit 3. Read alouds exemplify fiction writing. Students listen and discuss fiction, explore the elements of the genre, and generate quick write ideas. Afterwards, they complete one quick write and submit a final, published piece.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b466f7b-d0cf-4c6d-8828-72117ebe62f5": {"__data__": {"id_": "2b466f7b-d0cf-4c6d-8828-72117ebe62f5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "b2a752ab-d334-41f0-91f3-545466d88b99", "node_type": null, "metadata": {}, "hash": "f8a44aeb426433509c348561b537da047a0a184abdb2d5ad58a16e39aec36425"}, "3": {"node_id": "7c717db7-8efe-4b2f-9bbb-d7344a350e7e", "node_type": null, "metadata": {}, "hash": "4e26d83ed2116681d5be088a0f952101be166d186b3f161b3db4193caf01c154"}}, "hash": "0cd0ff535ff3f78a0fbcbfbacc45018ecf8ab7a469a03685f08a118bb86c88ea", "text": "Afterwards, they complete one quick write and submit a final, published piece. Grade 4 mini-lessons center on developing plot.In Unit 5, Week 2, in their writing notebooks students respond to the following, \u201cIf you found out that you were taking a trip to another country, someplace you have never been, what would you want to know about that country?\u201dIn Unit 6, Weeks 1-3, students read examples of functional writing and select from the following, \u201cWrite directions for a recipe. Draw a cartoon. Play a game.\u201d Students then revise and edit for sequence, completeness, and accuracy.In Unit 7, Week 2, students write in the reading journal section of their Student Response Books. The teacher displays a \u201cJournal Entry\u201d chart, sets expectations, and gives examples for completion. For this entry, students state the kind of text read (i.e., functional or expository), explain story events or provide its purpose, and describe their observations about organization and text features (to help readers learn information).In Unit 7, Week 1, students write an opinion piece based on a strong topic of interest. In Week 2, students select a topic, state opinions, and use reasons to support them. They explore transitional words and phrases, and strong openings and conclusions. In Week 3, students revise and correct run-on sentences and proofread their essays for accuracy and correctness. They indent paragraphs and publish their essays for the class.Opportunities to use technology is also embedded in the curriculum. Students are given opportunities for digital storytelling. It is suggested that the stories be shared online, emailed to parents, or stored for others to view on the computer, tablet, or other device.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 meets the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.Writing prompts include opinion, narrative, and informative/explanatory writing throughout the program. Additionally, students write poetry. Throughout the course of the school year, students engage with multiple genres and modes of writing in both Making Meaning and Being a Writer. In Being a Writer, every writing sample stems from a study of mentor texts as exemplars of the genre studied. Genres include personal, narrative, fiction, expository nonfiction, functional, opinion, and poetry. Performance tasks are included for narrative, argumentative, and informative/explanatory writing. In the Assessment Sourcebook, teachers and students can access scoring rubrics and record sheets. Examples include:NarrativePersonal Narratives are introduced through quick writes beginning in Unit 1, Week 2, Day 2 in Being a Writer. Students have the option of responding to one of these quick write prompts: \"What is your earliest memory?\" \"When did something strange happen to you?\" \"When did you feel happy, sad, or afraid?\" and \"When were you really, really surprised?\"In the Personal Narrative Genre Unit, in Week 2, Day 1, students write a personal narrative about a single interesting event in their life.In the Fiction Genre Unit, in Week 1, Day 2, students write a fiction piece about inanimate objects coming to life.Informational/ExpositoryIn Unit 1, Week 1 of Being a Writer, students hear various fiction texts such as Sylvester and the Magic Pebble and Wizzil and articles \u201cAbout William Steig,\u201d \u201cI\u2019m Sorry,\u201d and \u201cThe Fly Is In.\u201d Each day students write 10-15 minutes in response to prompts generated from the texts. For example, on Day 2 students write connections between their life and Wizzil.In Unit 5, Week 1 of Being a Writer, students read nonfiction texts about countries; then, they write about interesting things learned about the countries. Students record the findings about the following, \u201cWhat am I still curious about?\u201dIn Unit 2, Week 1, Day 3 of Making Meaning, students hear the story Shattering Earthquakes and then write what they learned about preparing for earthquakes.OpinionIn Unit 7, the Opinion Genre Writing Unit, students learn and explore about author\u2019s opinion before writing a persuasive essay on a topic of their choosing.In Unit 4, Week 3, Day 4, after hearing the story Teammates about Jackie Robinson, students share their own opinions about which account (firsthand or secondhand) they think is more interesting and why.In Unit 7, Week 1, Day 4 of Making Meaning, students hear two articles about school uniforms and then write their own opinion about whether or not school uniforms should exist.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7c717db7-8efe-4b2f-9bbb-d7344a350e7e": {"__data__": {"id_": "7c717db7-8efe-4b2f-9bbb-d7344a350e7e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "2b466f7b-d0cf-4c6d-8828-72117ebe62f5", "node_type": null, "metadata": {}, "hash": "0cd0ff535ff3f78a0fbcbfbacc45018ecf8ab7a469a03685f08a118bb86c88ea"}, "3": {"node_id": "5b8ce56f-4943-4f70-9144-501ab03b41a1", "node_type": null, "metadata": {}, "hash": "66659bea8c0bfb712ad869470aa07f11cc658335c4b342f9405d19a21ea58cec"}}, "hash": "4e26d83ed2116681d5be088a0f952101be166d186b3f161b3db4193caf01c154", "text": "Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 partially meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level. Students are regularly encouraged to support analyses and claims with clear information and evidence during discussions. However, there are few opportunities for students to produce evidence-based writing.Writing about Reading in both the Making Meaning and Being a Writer components provide students with opportunities to write opinions about and make connections to texts they listen to and discuss, but since these activities are optional, students are not regularly required to produce evidence-based writing. Protocols are outlined in the Teacher Editions, which states: \"Writing About Reading. These activities provide the students with opportunities to write opinions about and make connections to texts they hear and discuss in the Being a Writer program. Although the activities are optional, they provide a valuable opportunity for your students to practice writing opinions in response to texts, and we encourage you to do them. These activities can be done at the end of a lesson or at another time. The Writing About Reading activities build in complexity across grades. In grades K\u20132, the students write personal opinions in response to texts. Starting in grade 1, students are expected to provide reasons to support their opinions. In grade 3, in addition to writing about personal opinions, the students begin to more closely analyze the texts, backing up inferences with textual references. In grades 4\u20135, the latter is the primary focus of the Writing About Reading activities. Students write and include textual references to support their inferences.\"Potential opportunities for students to respond to texts include lessons and practice such as the following representative examples. Although these examples are both evidence-based prompts, the Writing about Reading sections are optional, so all students may not get these opportunities. Additionally, time is not built into lessons to complete these writing tasks, so the teacher may have to redesign and provide extra planning to assure students have access to this work. Although students often discuss and reflect on genre writing, students do not consistently use texts to pull information or evidence to support their published writings.In Making Meaning, Unit 3, Week 3, students make inferences about characters and events in the story Boundless Grace.Students discuss the characters, setting, problem and events in the story, and create a character web to match changes in the character over the course of the story. While students do use the text to complete these activities, they are not expected to respond in writing to questions that require text-dependent analysis.In Making Meaning, Unit 5, Week 1, Days 1-2 students use questioning to engage in the narrative nonfiction text, Brave Harriet, which they listen to as a read-aloud. Students record ideas in a Double Entry Journal about what they learned and wondered during discussions. On Day 3, in the Writing About Reading section, students have an opportunity to write a newspaper article with facts learned about Harriet. If there is time, students are invited to share their writing with the class. This example shows how there is some practice when students do use what they\u2019ve read to practice writing.In Making Meaning, Unit 6, Week 3, Day 3 students write to answer the prompt, \u201cHow is the information in the firsthand accounts the same as the information in the secondhand account? How is it different? What in the text makes you think that?\u201d after being read two accounts of the same event. In this example, students will necessarily need to return to the text to support their writing.In Being a Writer, Unit 3, Week 1, Day 4 the Teacher Edition states, \u201cExplain that the students will each write a paragraph about how they think Betsy Byars feels about writing. Tell the students that readers often have different opinions about what is written in a story, and that is fine. What is important is that they understand the author\u2019s opinion and explain it accurately. Ask the students to watch as you think aloud and model writing a paragraph about how you think Betsy Byars feels about writing.\u201d Although these are both evidence-based prompts, the Writing about Reading sections are optional, so students may not get these opportunities. Time is not built into lessons to complete these writing tasks.In Unit 3 of Being a Writer, students are guided through the process of writing a personal narrative. Students complete prompts such as remembering the first day of school, perseverance through challenges, and writing about home. Students read and discuss multiple narrative texts to prepare for their published writing. Students are to describe an event and how it changed them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b8ce56f-4943-4f70-9144-501ab03b41a1": {"__data__": {"id_": "5b8ce56f-4943-4f70-9144-501ab03b41a1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "7c717db7-8efe-4b2f-9bbb-d7344a350e7e", "node_type": null, "metadata": {}, "hash": "4e26d83ed2116681d5be088a0f952101be166d186b3f161b3db4193caf01c154"}, "3": {"node_id": "f9f95aee-3ea2-4f11-b9dc-8bf5ea0ef320", "node_type": null, "metadata": {}, "hash": "6015ca0111b878243a717f9eba94db0b08204651a5c5efa22b961475a7db8521"}}, "hash": "66659bea8c0bfb712ad869470aa07f11cc658335c4b342f9405d19a21ea58cec", "text": "Students are to describe an event and how it changed them. In this example, the text is used as a prompt for the writing but is not critical to the writing; students can complete the practice without using the text at all.In Unit 6 of Being a Writer, students are guided through the process of developing functional writings. Students write about how to take care of something, write directions to draw an animal, and write directions for an activity students know how to do. Students read and discuss multiple functional texts to prepare for their published writing. Students are asked to think of something they know how to do well and write to teach someone else how to do it.Three Guided Writing Performance Tasks are provided. There is one narrative, one informative, and one opinion task. In these tasks, students are not provided opportunities to demonstrate independent evidence-based writing. These include teacher directions, student directions, source materials, graphic organizers, research questions, and scoring rubrics for the research questions. Each one-week unit consists of five days of lessons. Students work as a class, in pairs, and independently to complete each step of the performance task. Students are first introduced to and then practice using strategies to complete the tasks. The Guided Practice Performance Task includes extensive support and is in collaboration with partners. The Writing Performance Task Preparation Guide states, \u201cHowever, if you feel that your students are ready to complete a performance task independently after completing two of the units, the final Guided Practice Performance Task in this guide can be administered as a practice test. Simply administer the final performance task without the instructional support.\u201d Even if a teacher chooses to complete one Guided Performance Task independently, students would not have adequate practice to demonstrate independent mastery of producing evidence-based writing that supports careful analyses, well-defended claims, and clear information.The Reading Assessment Practice Guide unit of instruction provides does provide students with opportunities to read and write evidence-based answers. However, the unit is taught at the end of the year in preparation for the guided-performance tasks rather than being incorporated throughout the school year.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe materials reviewed for Center for the Collaborative Classroom Grade Grade 4 meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.Over the course of the year, students have opportunities to learn grammar and convention standards both in and out of context. All grammar and conventions standards were taught over the course of the school year. These standards were addressed through the use of the Student Skill Practice Book and the Being a Writer Teacher\u2019s Manual. The Skill Practice Book provides students with the opportunity to work on skills out of context, while writing lessons allowed students the opportunity to apply skills they were working on in the context of a piece of writing. The materials also include a Skill Practice Note in the writing lessons that guides teachers to the Skill Practice lesson for grammar and convention practice. While grammar and conventions standards are addressed in the materials, opportunities are missed to vary application styles for learners and to apply skills more frequently to their writing drafts.Materials include instruction of all grammar and conventions standards for the grade level. Examples of each language standard include:L.4.1a:In Lesson 10, Skill Practice, students learn about relative pronouns. The teacher first models through a \u201cRelative Pronoun\u201d model circling relative pronouns in a set of sentences. Students then participate in guided practice. selecting relative pronouns that correctly complete sentences. Students work in pairs to write a paragraph, using at least three relative pronouns. \u201cRemind the students that they have learned that a pronoun is a word that takes the place of a noun. Explain that today they will learn more about pronouns. Display the \u201cRelative Pronouns\u201d activity (WA16). Point to the words in the word box and explain that these words are a type of pronoun called relative pronouns. Read the relative pronouns aloud. Point to sentence 1 and explain that, as you read the sentence aloud, you want the students to look and listen for the relative pronoun. Then read sentence 1 aloud. What relative pronoun is used in the sentence? (who)\u201dIn Unit 8, Week 2, Lesson 15, Process Writing, students learn to use relative adverbs. The teacher displays the Relative Adverb Chart and models how to analyze sentences to identify relative adverbs. In Peer Practice, students analyze two sentences to identify relative adverbs. During Quick Write, students do the following assignment: \u201cWrite a three- or four-sentence paragraph describing a typical day in school.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f9f95aee-3ea2-4f11-b9dc-8bf5ea0ef320": {"__data__": {"id_": "f9f95aee-3ea2-4f11-b9dc-8bf5ea0ef320", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "5b8ce56f-4943-4f70-9144-501ab03b41a1", "node_type": null, "metadata": {}, "hash": "66659bea8c0bfb712ad869470aa07f11cc658335c4b342f9405d19a21ea58cec"}, "3": {"node_id": "c63a4c21-bb12-4715-91bc-8dbe65b5dcc4", "node_type": null, "metadata": {}, "hash": "a55f87b62226555f7a3af3cdf4897f944c235de69ae1425f029a04f467a95484"}}, "hash": "6015ca0111b878243a717f9eba94db0b08204651a5c5efa22b961475a7db8521", "text": "Use at least one relative adverb in each sentence.\u201dL.4.1b:In Unit 3, Week 1, Day 4, Being a Writer, the teacher explains the past progressive tense to students as it relates to the text, The Missing Moon. \u201cWrite the sentence, 'The sounds I had heard were coming from the cat where everyone can see it,' and underline the words were coming. Explain that the words are the past progressive tense of the verb come. Explain that writers use the past progressive tense to show that action was continuing over a period of time.\u201d The teacher goes on to share more examples of the past progressive tense with students.In Unit 5, Week 2, Lesson 15, students learn how to form and use the future progressive verb tense. The teacher displays Modeling Text and reads aloud sentences to discuss. The teacher underlines the verb and identifies two parts that show progressive tense. With a partner, students underline verbs in sentences. Students identify which progressive tense is used.In Lesson 16, Skill Practice, students learn about progressive verb tenses. \u201cPoint out that each sentence has two verbs\u2014a main verb ending with -ing and a helping verb that is a form of the verb be. Explain that the main and helping verbs in these sentences are called progressive verbs because they show action that continues. Then explain that: The present progressive form consists of the helping verbs, am, are, or is plus a main verb ending with -ing. (am packing). The past progressive form consists of the helping verb was or were plus a main verb that ends with -ing (was helping). The future progressive form consists of the helping verbs will be plus a main verb ending with -ing. (will be going).\u201dL.4.1c:In Unit 6, Week 3, Day 2, Being a Writer, the teacher introduces the use of the words can, may and must to students, using the text The Book of Cards for Kids as an example. \u201cExplain that authors of functional writing often use the words can, may, and must to make their directions clearer and easier for readers to understand. Show the cover of The Book of Cards for Kids and remind the students that they used directions from this book to play the game Authors. Tell them that you will read a brief passage from those directions aloud. Ask the students to listen for the word must and to think about why the author might have used it.\u201d Students also have the opportunity to look over a set of directions they have written to see if there is anywhere they can add can, may or must.In Unit 8, Week 1, Lesson 15, Process Writing, students learn modal auxiliaries to express possibility. The teacher displays the following sentence: \"I can run around the block.\" The teacher underlines the two verbs and explains: \u201cThe main verb in this sentence is run. It describes an action. The other verb in this sentence is can. Can is a modal auxiliary verb used to express the possibility of me running around the block.\u201d Students practice identifying modal auxiliaries in sentences.In Lesson 18, Skill Practice, students learn about modal auxiliary verbs. Students participate in an introduction and guided practice by selecting helping verbs to complete a sentence. Students work in pairs to write a paragraph, using at least four modal auxiliary verbs. \"Tell the students that in this lesson they will learn about a special kind of helping verb. Display the \u201cModal Auxiliary Verbs\u201d activity (WA18). Read aloud the words and their definitions. Tell the students that these helping verbs are called modal auxiliary verbs. Explain that they express conditions, or how likely or unlikely something is. Read the first sentence aloud and ask, \"Which of the verbs above could be used to replace the words, 'am allowed to'?\u201dL.4.1d:In Lesson 22, Skill Practice, students learn how to order adjectives in sentences. Students participate in an introductory activity sorting adjectives by amount, opinion, size, shape, and color. Students then complete a guided practice activity selecting the adjectives in the right order to complete sentences. Students work in pairs to write a paragraph using different types of adjectives.\u201d Explain that when writers use several adjectives to describe something, the adjectives are used in a certain order. Point out the headings for each column in the chart. Explain that the categories are in the order in which adjectives should be used. Display the \u201cAdjectives and Order of Adjectives in Sentences\u201d activity (WA2). Read the two sentences above the chart aloud. \"Which sentence sounds more natural?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c63a4c21-bb12-4715-91bc-8dbe65b5dcc4": {"__data__": {"id_": "c63a4c21-bb12-4715-91bc-8dbe65b5dcc4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "f9f95aee-3ea2-4f11-b9dc-8bf5ea0ef320", "node_type": null, "metadata": {}, "hash": "6015ca0111b878243a717f9eba94db0b08204651a5c5efa22b961475a7db8521"}, "3": {"node_id": "3cda870a-9b5f-48a0-8380-3399123b363b", "node_type": null, "metadata": {}, "hash": "5c849a73bb481df43df0af945bb45f02f3877ce8645c6a2c9acda8f4a360f05e"}}, "hash": "a55f87b62226555f7a3af3cdf4897f944c235de69ae1425f029a04f467a95484", "text": "Read the two sentences above the chart aloud. \"Which sentence sounds more natural? Why?\u201dIn Lesson 26, Skill Practice, students learn about the correct order of adjectives in sentences. \u201cRead each sentence. Put the adjectives in the correct order: amount, opinion, size, shape, and color. Write the new sentences.\u201d An example of one of the sentences students reorder is, \u201cThen she piles on thin square many slices of meats.\u201d Students are also instructed to, \u201cWrite a brief description of how you make one of your favorite sandwiches. Include adjectives and adverbs.\u201dL.4.1e:In Unit 6, Week 1, Lesson 15, Writing to Sources, students learn how to form and use prepositional phrases. The teacher displays the Modeling Text and models thinking about prepositional phrases. With a partner, students annotate sentences by underlining prepositional phrases. In Quick Write, students complete the following assignment: \u201cWrite three original sentences about the story Rabbit and Coyote. Identify a verb, adverb, or adjective in each and add a prepositional phrase to describe it.\u201dIn Lesson 25, Skill Practice, students practice identifying prepositional phrases in a passage. Students also add in the correct preposition to complete sentences such as, \u201cTrapdoor spiders are one of the subjects we are studying.\u201d Students are also instructed to: \u201cWrite a paragraph about a fascinating insect or other animal. Use at least four prepositional phrases. Circle the preposition in each phrase.\u201dL.4.1f:In Lesson 4, Skill Practice, students learn about sentence fragments. \u201cTell the students that in this lesson they will learn how to correct sentence fragments, or incomplete sentences. The fragments are missing a subject, a predicate, or both. Explain that knowing how to make sentences complete will help the students express their ideas clearly.\u201dIn Lesson 5, Skills Practice, students are provided with sentence fragments such as, \"Roberto\u2019s favorite weekend day.\" \"and are instructed to.\" \u201cRead the sentence fragments. Then correct each one by adding a subject, a predicate, or both. Write the new sentence on the line.\u201d Students are also provided with a passage to read and instructed to underline any run-on sentences they find. They are instructed to, \u201cWrite a paragraph about a time when you helped take care of a younger child. Make sure all of your sentences are written correctly.\u201dL.4.1g:In Unit 7, Week 3, Lesson 12, Word Study & Vocabulary, students learn about homophones. During Guided Practice, students circle words in Oregon Trail Diary that have a homophone. Students note in the margin the homophone.In Lesson 12, Skill Practice, students learn about commonly misused words: to, too, two, its, it\u2019s, their, they\u2019re there, your, you\u2019re, and how to choose the correct one in a sentence. After completing the guided practice, students work in pairs to write a paragraph using at least one example from each of the four sets of commonly misused words. \u201cHave the students work in pairs to write the three spellings of to/too/two; the three spellings of their/there/they\u2019re; the two spellings of its/it\u2019s; and the two spellings of your/you\u2019re. Confirm responses as pairs of volunteers spell aloud each set of words. Remind the students that these words not only are spelled differently, they also have different meanings. Display the \u201cCommonly Misused Words\u201d activity (WA26). Explain to the students that next they will practice using these words in sentences. Read the first sentence aloud. Then point to the word choices after the sentence and ask, \"Which word correctly completes this sentence? Why?\u201dL.4.2a:In Unit 5, Week 6, Day 1, Being a Writer, when proofreading their work, the teacher reminds students to check for correct capitalization, \u201cPoint out that, in addition to checking for the rules already listed in their proofreading notes, such as capital letters at the beginnings of sentences and proper nouns (nouns that name a specific person, place, or thing), the students should also check for run-on sentences.\u201d As students are proofreading and working on their final drafts the teacher also displays the following \u201cWriting Time\u201d chart: \u201cProofread your draft for spelling and punctuation. Check for run-on sentences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3cda870a-9b5f-48a0-8380-3399123b363b": {"__data__": {"id_": "3cda870a-9b5f-48a0-8380-3399123b363b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "c63a4c21-bb12-4715-91bc-8dbe65b5dcc4", "node_type": null, "metadata": {}, "hash": "a55f87b62226555f7a3af3cdf4897f944c235de69ae1425f029a04f467a95484"}, "3": {"node_id": "89fcc710-afab-465f-9c1c-af54e96f794f", "node_type": null, "metadata": {}, "hash": "659456236b58e1d0b7bbddff7d026e244bf93fc6fb2ed0cdbdfa0f35f1324505"}}, "hash": "5c849a73bb481df43df0af945bb45f02f3877ce8645c6a2c9acda8f4a360f05e", "text": "Check for run-on sentences. If you finish proofreading, begin copying your final version on loose, lined paper.\u201dIn Unit 8, Week 3, Lesson 15, Process Writing, students learn the rules for capitalization of titles. The teacher displays the Capitalization Rules for Titles Chart.In Lesson 27, Skill Practice, students learn about capitalizing proper nouns, adjectives, and titles of address. \u201cRemind the students that a noun can name a person, a place, an animal, a thing, or an idea and that an adjective describes a noun or a pronoun. Tell the students that next they will learn how to capitalize nouns and adjectives that refer to particular people, places, and things. Display the \u201cProper Nouns, Proper Adjectives, and Titles of Address\u201d activity (WA1). Read the first sentence of the passage aloud. Ask, pausing after each question for a volunteer to answer, \"Which words tell the name of a specific person? (Ms. Markova) Which word tells the name of a specific country? (Russia)\u201dL.4.2b:In Unit 2, Week 1, Lesson 15, Process Writing, students learn about correct comma usage. The teacher explains that a comma is used to mark words that are spoken, such as dialogue. The teacher displays Modeling Text and models how to place a comma in dialogue. With a partner, students identify and explain comma usage in sentences and dialogue. During Quick Write, students write 3-4 sentences explaining comma usage rules.In Lesson 29, Skill Practice, students learn about Commas and Quotation Marks in Dialogue and Direct Quotations.In Lesson 30, Skill Practice, students read the passage \u201cWhere to Go?\u201d, adding in missing quotation marks and commas to the dialogue in the text as they read. Students are also instructed to, \u201cWrite a dialogue between two friends. Have them talk about where they would go if they could travel anywhere.\u201dL.4.2c:In Unit 7, Week 1 Lesson 15, Process Writing, students learn about run-on sentences. The teacher displays the Modeling Text and shows students how sentences can be combined in different ways.In Lesson 2, Skill Practice, students complete a variety of activities with coordinating conjunctions. Students practice adding in coordinating conjunctions and commas to sentences such as, \u201cFrogs have a strong sense of taste, _______ they often spit out nasty-tasting bugs.\u201d Students are also provided with two columns of sentences and instructed to, \u201cDraw a line from each sentence on the left to a sentence on the right. Write the new compound sentences on the lines, adding commas and conjunctions where they belong.\u201dL.4.2d:In Unit 8, Week 2, Day 4, Being a Writer, when proofreading their work the teacher is instructed to have students, \u201cCircle words in their drafts that they are unsure how to spell, and look the words up in their word banks. They will add to their word banks any words that are not already there after looking up the correct spellings in a dictionary or other source.\u201dIn Unit 10, Week 1, Lesson 12, Word Study & Vocabulary, the teacher models adding endings with spelling changes. Students practice dropping the silent e, changing the y to i, and adding a consonant with the Unit 10 Week, 1 Spelling Practice.L.4.3a:In Unit 2, Week 1, Lesson 4, Being a Writer, students learn how to revise their drafts to include words that are more interesting. Students revise their drafts to add more interesting and specific adjectives and verbs. \u201cPoint out that in addition to adjectives (or descriptive words) like good, there are many overused verbs (or action words), such as run, look, sit, and said, that can be replaced with more interesting words. Use \u201cThink-Pair-Share\u201d to discuss: \"What interesting words can you think of to replace the word said? [pause] Turn to your partner. Have partners discuss for a few moments; then signal for the students\u2019 attention and have volunteers report their ideas as you record them on the chart. Alternatives for said include asked, shouted, replied, exclaimed, mumbled, whined, and cried.\u201dIn Unit 2, Week 1, Day 5, Being a Writer, when revising their work the teacher explains the importance of having a strong opening sentence. \u201cTell the students that today they will focus on the opening sentences (the first few sentences) of their pieces.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "89fcc710-afab-465f-9c1c-af54e96f794f": {"__data__": {"id_": "89fcc710-afab-465f-9c1c-af54e96f794f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "3cda870a-9b5f-48a0-8380-3399123b363b", "node_type": null, "metadata": {}, "hash": "5c849a73bb481df43df0af945bb45f02f3877ce8645c6a2c9acda8f4a360f05e"}, "3": {"node_id": "b4942a9e-9799-4639-9648-cafd5cc0bc11", "node_type": null, "metadata": {}, "hash": "3995376bb19b6fcab4ddbd7d913fbd8f0b090356eb186ab66709d16c150f1ea4"}}, "hash": "659456236b58e1d0b7bbddff7d026e244bf93fc6fb2ed0cdbdfa0f35f1324505", "text": "Explain that authors pay especially close attention to these sentences because good opening sentences get readers interested and make them want to keep reading. Explain that the students will listen to opening sentences from several read-aloud books from earlier in the year. They will think about how each author tries to grab our attention at the very beginning of the book.\u201d The teacher then reads aloud some examples of strong opening sentences to students. Students then have the opportunity to reflect on and revise their own opening sentences in their drafts.In Unit 2, Week 2, Lesson 7, using Description to Develop Characters and Story Events students use description to develop characters and story events. The teacher displays a modeling text and thinks aloud to model how to use descriptions to develop characters and story events. Partners discuss what type of descriptions they may want to include in their own stories to develop their characters and story events.L.4.3b:In Unit 4, Week 6, Day 3, Being a Writer, the teacher reads students different examples of writing where punctuation is used for effect. The teacher is also instructed to explain the following, \u201cPoint out that authors use punctuation marks to affect the way we read and react to stories. Punctuation guides us to read stories loudly or softly, or to pause in our reading to create suspense. Explain that authors choose punctuation for effect carefully; for example, if every sentence in a story ended in an exclamation point, the punctuation mark would lose its power to signal excitement or loudness.\u201d Students then review their own drafts for places where they could use punctuation for effect.L.4.3c:In Lesson 20, Skills Practice, students have the opportunity to differentiate before formal and informal English. In one activity students read a passage and identify groups of words as either formal or informal. Students also must identify which sentence would be appropriate given the type of writing being completed. For example: \"Type of writing: a research report. The Statue of Liberty is approximately 305 feet tall. / The Statue of Liberty is like around 305 ft. tall.\"Materials include opportunities for students to demonstrate application of skills both in and out of context. For example:In the Skill Practice portion of Being a Writer, students first learn new grammar and convention standards through teacher model and guided practice. Students then apply their knowledge in context through either writing a set of sentences or writing a paragraph that contains the new focus skill.In Lesson 10, Skill Practice, students use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). \u201cExplain that the students will now practice using the correct relative pronoun to complete some sentences. Display the 'Relative Pronouns' activity (WA17). Read the first sentence aloud. Then ask, 'Which relative pronoun would you use to join the two parts of this sentence? Why would you use this pronoun?' Give the students time to think. Then invite a few volunteers to respond. Point out that the pronoun that is used because it introduces a group of words that gives necessary information. It tells about the kind of things Bunyan and Babe did. Invite a volunteer to the whiteboard. Have her drag and drop that into the sentence and then read the sentence aloud. Continue guiding the students through the paragraph, reading the sentences aloud and having volunteers select the relative pronouns and explain their choices. After all the pronouns have been placed, invite a volunteer to read the paragraph aloud. Have the students work in pairs to write a paragraph, using at least three relative pronouns.\"In Lesson 24, Skill Practice, \u201cTell the students that next they will practice using the relative adverbs when, where, and why to link groups of words to the nouns they tell more about. Display the 'Relative Adverbs' activity (WA12). Read sentence 1 aloud. Then ask the students, 'Which relative adverb would you use to join, \"I went to my new school for the first time to the rest of the sentence? Why?\" Invite a few volunteers to respond. As needed, point out that the adverb when is used because it introduces a group of words that tells about a time. Invite a volunteer to drag and drop when into the blank. Read the sentence aloud. Continue guiding the students through the paragraph, reading the sentences aloud and having volunteers select the relative adverbs and explain their choices. After all the adverbs have been placed, read the paragraph aloud. Have the students work in pairs to write a paragraph using all three relative adverbs.In Lesson 16, Skill Practice, students form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b4942a9e-9799-4639-9648-cafd5cc0bc11": {"__data__": {"id_": "b4942a9e-9799-4639-9648-cafd5cc0bc11", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "89fcc710-afab-465f-9c1c-af54e96f794f", "node_type": null, "metadata": {}, "hash": "659456236b58e1d0b7bbddff7d026e244bf93fc6fb2ed0cdbdfa0f35f1324505"}, "3": {"node_id": "7874250a-9177-4fba-8e5c-5ffd2615b8bb", "node_type": null, "metadata": {}, "hash": "4319efa1ee8834b1a6bf4697a053a39348313b28f15e9859948c99e9dac1fb21"}}, "hash": "3995376bb19b6fcab4ddbd7d913fbd8f0b090356eb186ab66709d16c150f1ea4", "text": "\u201cDisplay the 'Progressive Verb Tenses' activity (WA10). Tell the students that next they will read a story that contains several present and past progressive verbs. Explain that the helping verbs are missing, and that you will work together to choose the correct form of be to complete each sentence.Read the first sentence aloud. Have a volunteer identify the subject of the sentence. (my twin brothers) Then ask, 'Which form of be should we use?' (were) 'Why?' (The action is happening in the past and the subject is plural.) Students might say, 'We should use were because the action is happening in the past.' 'I agree with Kai. We also should use were because the subject is plural\u2014there are two brothers.' Allow one or two volunteers to respond. Then invite another volunteer to drag and drop were into the blank and read the completed sentence aloud. Continue working through the story. Tell the students that they are going to use each helping verb twice. Read the sentences aloud and invite volunteers to the whiteboard to drag and drop the correct form of be into each blank. After all of the helping verbs have been placed correctly, read the completed story aloud. Have the students work in pairs to write a paragraph, using at least two present progressive and two past progressive verbs.\"In Lesson 18, Skill Practice, students use modal auxiliaries (e.g., can, may, must) to convey various conditions. \"Display the 'Modal Auxiliary Verbs' activity (WA19). Explain to the students that they will choose a helping verb from the word box to complete each sentence, using the meaning in parentheses as a clue. Read sentence 1 aloud, using the words in parentheses to fill the blank. Then direct the students\u2019 attention to the words in the word box. 'Which of these helping verbs belongs in the blank? Why?' If necessary, point out that may belongs in the blank because it expresses permission. May means \u201care allowed to.\u201d Invite a volunteer to the whiteboard. Have him drag and drop may into the sentence and read the completed sentence aloud. Repeat the process for the remaining sentences. Have the students work in pairs to write a paragraph, using at least four modal auxiliary verbs.\"Materials provide opportunities for students to grow their fluency language standards through practice and application. For example:Skill Practice comprises of 30 mini-lessons that also includes five review lessons throughout the course of the year. Student also have opportunities to practice application of language standards during Being a Writer lessons over the course of the year.In Lesson 4, Skill Practice, students produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. \u201cTell the students that next they will practice correcting some sentence fragments. Display the 'Sentence Fragments' activity (WA14). Read the first fragment aloud. Ask, 'What is missing\u2014the subject, the predicate, or both?' (the subject) Read the two options below the fragment aloud and ask, 'Which answer choice is a complete sentence?' Click the first answer choice. Guide the students to see that the subject The bird was added to form a complete sentence. Ask the students to explain why the other option is incorrect. (It is still missing a subject.) Continue guiding the students through the sentence fragments, reading them aloud and helping the students determine what is missing and which answer choice forms a complete sentence. Then ask, pausing after each question for a few volunteers to respond: 'How does the exclamation point in item 1 add to the story? 'Would you change the end punctuation in any of these sentences? Why or why not?' Students might say: 'The exclamation point makes me suddenly start to worry about the turtle.' 'I agree with Miguel. I also wouldn\u2019t add any other exclamation points.' 'I disagree with Darla. I would add an exclamation point to the third sentence to show that the writer was really happy the turtle escaped.' Have the students work in pairs to write a paragraph using complete sentences. Ask the partners to check each other\u2019s work to ensure that there are no sentence fragments.\"In Lesson 5, Skill Practice, \u201ctell the students that together you will read a passage that contains some run-on sentences and determine how to correct them. Display the 'Run-on Sentences' activity (WA18). Read the passage aloud and ask, 'What do you notice about this passage?' (The ideas are hard to follow. It has run-on sentences.) 'What is the first run-on sentence? What is one way we can fix it?' Give the students a few moments to think.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7874250a-9177-4fba-8e5c-5ffd2615b8bb": {"__data__": {"id_": "7874250a-9177-4fba-8e5c-5ffd2615b8bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "b4942a9e-9799-4639-9648-cafd5cc0bc11", "node_type": null, "metadata": {}, "hash": "3995376bb19b6fcab4ddbd7d913fbd8f0b090356eb186ab66709d16c150f1ea4"}, "3": {"node_id": "db953924-3af6-4856-a025-83f71c9b3693", "node_type": null, "metadata": {}, "hash": "47fbcd82de687b8ae8c6c18a6e960facdc99cc5a9b97ea0fa99071362edc91a5"}}, "hash": "4319efa1ee8834b1a6bf4697a053a39348313b28f15e9859948c99e9dac1fb21", "text": "What is one way we can fix it?' Give the students a few moments to think. Invite a volunteer to the whiteboard. Have her use the pen to correct the sentence. (Accept either of the following: The student might add a period after flute and capitalize sometimes to divide the run-on into two simple sentences, or add a comma and the conjunction and after flute to create a compound sentence.) Continue reading the remaining sentences aloud and helping volunteers correct them. Suggest that the students use each conjunction in the word box at least once. After the run-ons have all been corrected, reread the passage aloud. Ask, 'How is the writing different now that the run-ons have been corrected?' (The meaning is clearer.) Have the students work in pairs to write a paragraph. Ask them to check their work to ensure that all the sentences are written correctly.\"In Lesson 12, Skill Practice, students correctly use frequently confused words (e.g., to, too, two; there, their). \u201cHave the students work in pairs to write the three spellings of to/too/two; the three spellings of their/there/they\u2019re; the two spellings of its/it\u2019s; and the two spellings of your/you\u2019re. Confirm responses as pairs of volunteers spell aloud each set of words. Remind the students that these words not only are spelled differently, they also have different meanings. Display the 'Commonly Misused Words' activity (WA26). Explain to the students that next they will practice using these words in sentences. Read the first sentence aloud. Then point to the word choices after the sentence and ask, 'Which word correctly completes this sentence? Why?' Drag and drop the word two into the blank. Have a volunteer read the complete sentence aloud. Repeat the process for the remaining sentences. Have the students work in pairs to write a paragraph using at least one example from each of the four sets of commonly misused words. If the students have difficulty thinking of a topic to write about, suggest that they write about a business they would like to start. (My dog-walking business is just two weeks old.)\"In Lesson 27, Skill Practice, students use correct capitalization. \u201cExplain that next you will identify more proper nouns and proper adjectives. Display the 'Proper Nouns, Proper Adjectives, and Titles of Address' activity(WA2). Read the first sentence aloud and ask, 'Which words in this sentence name a specific person?' (Dr. Ana Morales) Click to highlight Dr. Ana Morales. Point out that her title, Dr., is capitalized and ends with a period. Then ask, 'Which words in the same sentence name a specific school?' (Kennedy Elementary School) Click Kennedy Elementary School, and explain that it is a proper noun because it names a specific school. Point out that each word is capitalized in the name of the school. Read the second sentence aloud, and invite one or two volunteers to identify the proper nouns, including the title, and the proper adjective. (proper nouns: Dr. Morales and Chile; proper adjective: Chilean) Have volunteers take turns reading the sentences aloud and identifying and clicking the proper nouns and proper adjectives. After the students have found the proper nouns and proper adjectives, go back and talk about how the nouns and adjectives are the same and how they are different. Help the students understand that the proper nouns can stand on their own and the proper adjectives describe nouns\"Materials promote and build students\u2019 ability to apply conventions and other aspects of language within their own writing. For example:In Unit 4, Week 6, Day 3, Being a Writer, students apply newly learned skills to their drafts during the Writing Time portion of the lessons. \u201cAsk the students to read their drafts and see whether there are any places where they use, or could use, exclamation points, ellipses, or parentheses. Have them compare their punctuated speech to the passages on Student Writing Handbook page 17 to make sure they are using one of the correct methods.\"In Lesson 2, Skill Practice, students use a comma before a coordinating conjunction in a compound sentence. \u201cDisplay the 'Compound Sentences' activity ( WA6). Explain that the students will now practice using the conjunctions and, but, and or to combine simple sentences into compound sentences. Review that and shows similarities between ideas, but shows a contrast or a difference, and or shows a choice. Read sentence pair 1 aloud.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "db953924-3af6-4856-a025-83f71c9b3693": {"__data__": {"id_": "db953924-3af6-4856-a025-83f71c9b3693", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "7874250a-9177-4fba-8e5c-5ffd2615b8bb", "node_type": null, "metadata": {}, "hash": "4319efa1ee8834b1a6bf4697a053a39348313b28f15e9859948c99e9dac1fb21"}, "3": {"node_id": "694b80f4-c085-4476-a23f-fa415e5f1ccd", "node_type": null, "metadata": {}, "hash": "4e04c82b0ee662625bc0d9fef660ce3e898ac0292632b84207827c5142429337"}}, "hash": "47fbcd82de687b8ae8c6c18a6e960facdc99cc5a9b97ea0fa99071362edc91a5", "text": "Read sentence pair 1 aloud. Then ask the students to discuss these questions in pairs, 'Which conjunction can you use to combine these simple sentences into a compound sentence? Why would you use this conjunction?' As a class, have the students discuss which conjunction they would use and why. Then invite a volunteer to the whiteboard. Have him write the conjunction on the line and place the comma where it belongs. Ask the student to read the compound sentence aloud. Repeat the process with the remaining sentence pairs. Have the students work in pairs to write a paragraph, using both simple and compound sentences.\"In Lesson 29, Skill Practice students use commas and quotation marks to mark direct speech and quotations from a text. \u201cDisplay the 'Commas and Quotation Marks in Dialogue and Direct Quotations' activity (WA11). Explain to the students that next they are going to practice identifying where double and single quotation marks and commas are placed in a passage that includes dialogue. Read the first paragraph aloud. Have a volunteer circle the double quotation marks, put a box around the single quotation marks, and draw a line under each comma. Ask, pausing after each question for one or two volunteers to respond, 'What do the double quotation marks set off?' 'How are the single quotation marks used?' 'What does the comma do in the sentence?' As necessary, remind the students that the double quotation marks set off the exact words of a speaker; the single quotation marks set off words the speaker is repeating that have been spoken before; and the comma separates the speaker\u2019s exact words from the rest of the sentence. Read the second paragraph aloud. Invite a few volunteers to help you add the missing commas and quotation marks. Make sure that the students understand how the punctuation marks make it clear who is saying what in the passage. Have the students work in pairs to write a dialogue. Have them make sure that they have used double and single quotation marks that set off each speaker\u2019s words or the words they are repeating that have been spoken before. Have them make sure to insert a comma when necessary.\"Over the course of the year\u2019s worth of materials, grammar and convention instruction is provided in increasingly sophisticated contexts. For example:There are 29 lessons in the Skill Practice Teaching Guide that explicitly teach language, conventions and grammar skills that are connected to unit lessons in the Being a Writer component. These skills are to be used as a checklist when students proofread their own writing and are added to the checklist as they are learned.Being a Writer materials include a Skill Practice portion that addresses language and convention standards in a systematic progression. The lessons progress throughout the year to ensure all standards are addressed through teacher model, guided practice, and application. Progression in the Skill Practice includes: Sentences, Nouns and Pronouns, Verbs, Adjectives and Order of Adjectives in Sentences, Proper Nouns, Proper Adjectives, and Titles of Addresses.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\nThe instructional materials reviewed for Center for the Collaborative Classroom Grade 4 partially meet the criteria for materials, questions, and tasks addressing grade-level CCSS for foundational skills to build comprehension by providing instruction in phonics, word recognition, morphology, and reading fluency in a research-based and transparent progression.A Vocabulary Teaching Guide, with weekly lessons that build students\u2019 vocabularies by teaching words taken directly from Making Meaning read-alouds. There are many instances for the teacher to model and share the meaning of the word and how it changes when affixes are attached. There are limited opportunities for students to apply their knowledge and independently transfer the decoding and word analysis skills to determine meaning of a word within text.Intervention materials for phonological awareness, phonics, and sight words in grades 1-12 are provided in SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words). SIPPS Plus is an intervention material for students who read at Grade 1 or Grade 2. SIPPS Challenge is suggested for intervention with students in grades 4-12. Students learn strategies to decode and spell multisyllabic words.Limited opportunities are provided over the course of the school for students to apply phonics skills when reading unfamiliar multisyllabic new words in and out of context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "694b80f4-c085-4476-a23f-fa415e5f1ccd": {"__data__": {"id_": "694b80f4-c085-4476-a23f-fa415e5f1ccd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "db953924-3af6-4856-a025-83f71c9b3693", "node_type": null, "metadata": {}, "hash": "47fbcd82de687b8ae8c6c18a6e960facdc99cc5a9b97ea0fa99071362edc91a5"}, "3": {"node_id": "8540e94c-415f-42e0-adf4-c2658c083214", "node_type": null, "metadata": {}, "hash": "3c3f02e1c409be84e0561047fc51b5d0f233b7e98b9d0761231d7cedd79d28bc"}}, "hash": "4e04c82b0ee662625bc0d9fef660ce3e898ac0292632b84207827c5142429337", "text": "While word cards are provided for vocabulary words, these words are introduced in the context of teacher read alouds and students are not provided with adequate opportunities to decode and read words with prefixes, suffixes, roots, in-context themselves. One lesson does provide practice in applying these word analysis skills in context is in Mini-Lesson #6 in the appendices of the Making Meaning Vocabulary Teacher\u2019s Manual. In this lesson, the class created a chart with helpful strategies for decoding unknown words and students had the opportunity to apply those strategies when reading a text with a partner. \u201cLook carefully at the word. Ask yourself:\u2212 Do I recognize any parts of the word?\u2212 Look for a prefix or suffix you know.\u2212 Look at the part of the word to which the prefix or suffix is added. Ask yourself: Is this part a word I recognize? Do I know its meaning?\u2212 Ask yourself: Is it a compound word? Look for two or more words you know inside the unfamiliar word.\u2212 Use what you know about the parts of the word to figure out its meaning.\u2212 After you have figured out the meaning of the word, reread the sentence(s). Ask yourself: Does the meaning make sense?\u201dThis lesson is the main lesson on word analysis for Grade 4 students. At the end of the mini-lesson, the teacher is to tell students to refer to the Word-analysis Strategies chart when they read during IDR or any time they are reading. Multiple explicit opportunities as to how to decode words and use combined knowledge of letter-sound correspondences and syllabication patterns to read unfamiliar multisyllabic words are not in the materials.Some materials (questions & tasks) support students\u2019 use of combined knowledge of morphology, according to grade level. For example:Using Appendix C as a reference, the only two prefixes that are taught (in- and mis-) and the only suffixes taught are: -er and -ly.In Week 1, Day 1, ineffectiveIn week 2, ineffectiveIn Week 7, Day 1, inedibleIn Week 7, Day 3, inconsistentIn Week 19, Day 1, inadequateIn Week 19, Day 3, ineligibleIn Week 21, Day 3, informalIn Week 23, Day 1, inhumaneIn Week 23, Day 3, inequitableIn Week 9, Day 3, misleadIn Week 10, Day 3, misjudgeIn Week 20, Day 1, mistreatIn Week 28, Day 3, misfortuneIn Week 4, Day 1, rowdierIn Week 9, humblerThree word roots were taught over the course of the school year, \u201cThis week the students discuss the first of three Latin roots they will learn this year, the root circ, meaning \u201ccircle or ring.\u201d In subsequent lessons, they will learn the roots man, mani, and manu (\u201chand\u201d), and the roots vis and vid (\u201csee\u201d).\u201dIn Making Meaning, Week 11, Day 3 - The teacher introduces the word Circulate, \u201cPoint to the letters circ in the word circulate. Tell the students that circ is an example of a root. Explain that a root is a \u201cword or part of a word that is used to make other words.\u201d Explain that many roots come to English from other languages, such as Latin and Greek. Tell the students that circ comes from Latin, the language that was spoken by the people of ancient Rome. Tell the students that in Latin, circ means \u201ccircle or ring.\u201d Point to the word circulate, and review that circulate means \u201cmove or send from person to person or place to place.\u201d Point out that if you circulate something, you might send or pass it around in a circle.\u201d The teacher then leads a class discussion on the word, using questions such as, \u201cWhat do we mean when we say that a rumor, or gossip about someone circulates?\u201d \u201cWhat do we mean when we say that a sign-up sheet for a class trip is circulating in our classroom? [Click 2 on WA7 to reveal the next prompt.] Turn to your partner.\u201d\n\nMaterials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\nThe materials reviewed for Center for the Collaborative Classroom Grade 4 partially meet the criteria for materials, questions, and tasks guiding students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading.Over the course of the year, materials provide students with limited opportunities to demonstrate mastery of the application of word analysis skills to grade level text. Word analysis skills are primarily taught during the Vocabulary portion of Making Meaning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8540e94c-415f-42e0-adf4-c2658c083214": {"__data__": {"id_": "8540e94c-415f-42e0-adf4-c2658c083214", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "694b80f4-c085-4476-a23f-fa415e5f1ccd", "node_type": null, "metadata": {}, "hash": "4e04c82b0ee662625bc0d9fef660ce3e898ac0292632b84207827c5142429337"}, "3": {"node_id": "6c313651-78c3-41e8-a377-b4d11bfaf138", "node_type": null, "metadata": {}, "hash": "c83fbef7eae13028250064d30064aa197f8d2142d01073b67f109c2a1c3a7de6"}}, "hash": "3c3f02e1c409be84e0561047fc51b5d0f233b7e98b9d0761231d7cedd79d28bc", "text": "Word analysis skills are primarily taught during the Vocabulary portion of Making Meaning. Appendix C in the Making Meaning Vocabulary Teacher\u2019s manual, provides teachers with a helpful chart to determine when various lessons on prefixes, suffixes, synonyms and antonyms would be addressed. These lessons are primarily teacher led and miss the opportunity to provide student practice and application of skills. Lessons center around a sentence from the anchor text containing the focus word. The teacher models defining the focus word using word cards and providing the meaning of the prefix or suffix being taught. Students then discuss prompts containing the focus word with partners. Materials also contain a review of focus words during the lessons in the following week. Students receive vocabulary instruction that provides lessons for vocabulary words identified from the books read in class, including those with suffixes and prefixes. Students do not apply word analysis skills to text to help determine the meaning of unfamiliar words and learning is primarily isolated. Opportunities are missed to provide direct instruction for those students that require support in decoding multi-syllable and irregularly spelled words to read the text independently. There are also missed opportunities for students to engage with words in more meaningful ways.Opportunities are limited over the course of the year in core materials for students to demonstrate mastery of the application of word analysis skills to grade level text. The word analysis lessons are teacher centered. For example:In Week 1, Day 1, Making Meaning, Vocabulary Lessons, students learn about the prefix in- and analyze the word ineffective. \u201cExplain that the prefix in- means \u201cnot.\u201d Point out that when in- is added to the word effective, it makes the word ineffective, which means \u201cnot effective.\u201dIn Week 9, Day 3, Making Meaning, Vocabulary Lessons, students review the suffix -ly and analyze the meaning of the word humbly. \u201cBased on what you know about the word humble and the suffix -ly, what do you think the word humbly means? What does it mean if we say someone spoke humbly?\u201dIn Week 20, Day 1, students learn about the word \u201cmistreat,\u201d as it relates to the text, A Picture Book of Harriet Tubman, \u201cTell the students that the first word they will learn today is mistreat, and explain that mistreat means \u201ctreat badly, cruelly, or unfairly.\u201d Explain that Miss Susan horribly mistreated Harriet when she chased after Harriet and whipped her for taking a lump of sugar from the bowl. Display word card 115 (WA1) and have the students say the word mistreat. Point to the prefix mis- in mistreat, and review that mis- is a prefix that means \u201cwrong or wrongly, or bad or badly.\u201d Explain that when the prefix mis- is added to the word treat, which means \u201cact or behave toward someone in a particular way,\u201d it makes the new word mistreat, which means \u201cact or behave wrongly or badly toward someone, or treat someone badly.\u201dIn Week 27, Day 1, Making Meaning, Vocabulary Lessons, students learn about the Latin roots vis and vid to analyze the word \u201cenvision\u201d from the anchor text, My Own Backyard. \u201cTell the students that the roots vis and vid come from Latin, the language that was spoken by the people of ancient Rome. Explain that in Latin, vis and vid mean \u201csee or appear.\u201dAppendix C in the vocabulary portion of the Making Meaning, provided teachers with independent word-learning strategies charts containing the skill, the week and the word that was taught. For example, teachers can easily see that in, Week 19, students will work on recognizing synonyms with the word rove.Materials include supports for students to demonstrate they have made meaning of the grade-level text. For example:In Unit 3, Week 2, Day 1, Making Meaning, students hear the teacher read aloud Animal Senses. The teacher asks: \u201cWhat have you learned so far about animals\u2019 sense of smell? Turn to your partner.\u201d Next students view the \u201cWhat We Wonder About Animals\u2019 Sense of Smell chart and the teacher asks: \u201cWhat \u2018I wonder\u2019 statements have been explained in the reading so far? What else do you wonder?\u201dIn Unit 6, Week 3, Day 3, Making Meaning, students open their Student Response Book and read an excerpt of the class read aloud, Coming to America. Students read the excerpt to themselves while underlining sentences that answer the question: \u201cWhy were immigrants examined and questioned at Ellis Island?\u201d Student then use Heads Together to discuss the sentences underlined and the inferences that were made.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6c313651-78c3-41e8-a377-b4d11bfaf138": {"__data__": {"id_": "6c313651-78c3-41e8-a377-b4d11bfaf138", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "8540e94c-415f-42e0-adf4-c2658c083214", "node_type": null, "metadata": {}, "hash": "3c3f02e1c409be84e0561047fc51b5d0f233b7e98b9d0761231d7cedd79d28bc"}, "3": {"node_id": "2b1b6b95-df24-4ccd-a271-681a654d44c7", "node_type": null, "metadata": {}, "hash": "865f8e871f3c5c0546ac52396ba7a38c6aecc1edb03322f67dd8f82cffdff9fb"}}, "hash": "c83fbef7eae13028250064d30064aa197f8d2142d01073b67f109c2a1c3a7de6", "text": "Instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.\n\nThe materials reviewed for Center for the Collaborative Classroom Grade 4 partially meet the criteria for instructional opportunities being frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.Fluency is addressed during Individualized Daily Reading of the Making Meaning portion of the materials. Students practice silent reading daily during IDR (Individualized Daily Reading) for up to 30 minutes a day. During that time, the teacher confers with individual students and completes an IDR Conference Note page, noting each student's rate and accuracy. There is a checklist available to teachers to use during the IDR conferences on what fluency should look like at different levels. The teacher uses the anchor text as a read aloud to students; however, opportunities are missed for the students to practice oral reading fluency with rate, accuracy, and expression using the core text. The materials offer many teacher directed opportunities with read alouds, however, there are few student opportunities to work independently with fluency. While prose and poetry are supported in the core reading materials, further opportunities are missed for students to practice orally reading additional prose and poetry to practice rate, accuracy, and expression. Students learn about self-monitoring and fix-up strategies in the Reading Assessment Preparation Guide, as well as Appendix A (IDR Mini-lessons) found within the Making Meaning core materials. The Mini-Lessons used in this grade are the same as those used since Grade 1.Few opportunities are provided over the course of the year in core materials for students to demonstrate  accuracy and fluency in oral and silent reading during IDR. Some that are included follow:In Appendix A, IDR Mini-lessons, Mini-lesson 4 Reading with Expression, the teacher, students listen to the teacher model reading with expression and without expression. Students read from the copy of \u201cExcerpt from A Bad Case of Stripes. After reading, partners answer the following questions: \u201cWhat did you notice about your reading when you read the excerpt with expression\u201d \u201cWhat did you notice about how your partner read?\u201d Students get their IDR books and read their pages aloud to each other.In Appendix A, IDR Mini-lessons, Mini-lesson 5, students learn how to read texts in meaningful phrases. The models chunking an excerpt from Shattering Earthquakes and the students then practice chunking/phrasing with a partner. Students then practice chunking/phrasing using their IDR books with a partner. \u201cHave partners take turns reading their pages aloud to each other, chunking the text as they read.\u201dMaterials support students\u2019 fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). For example:In Unit 4, Week 1, Day 1, Making Meaning Teacher\u2019s Manual, students review and practice \u201cFix-Up Strategies.\u201d The teacher reviews the Thinking About My Reading chart and reminds students that it is important for them to check their comprehension as they are reading and the \u2018fix-up\u2019 strategies that have been taught.In Unit 5, Week 1, Day 1, Making Meaning, students practice using fix-up strategies, specifically pausing and asking themselves if they understood what they read, during IDR. Students use self-stick notes to mark any spots they had to use a fix-up strategy. \u201cIf a student does not understand what he is reading, he should mark the place in the text that he does not understand with a self-stick note and then try one or both of the \u201cfix-up\u201d strategies\u2014rereading and reading ahead\u2014to see if the strategies help him understand what he is reading.\u201dIn Unit 6, Week 1, Day 1, the teacher introduces the story, Amelia\u2019s Road and sets the purpose for reading, \u201cRemind the students that they have been making inferences to better understand stories they hear and read. Explain that this week they will continue to explore making inferences and they will revisit story elements: character, setting, conflict or problem, plot, and theme.\u201d After the teacher reads the story aloud, the class discusses some of the key story elements. \u201cWhat is the plot of the story? What happens to the characters in this story?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b1b6b95-df24-4ccd-a271-681a654d44c7": {"__data__": {"id_": "2b1b6b95-df24-4ccd-a271-681a654d44c7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "6c313651-78c3-41e8-a377-b4d11bfaf138", "node_type": null, "metadata": {}, "hash": "c83fbef7eae13028250064d30064aa197f8d2142d01073b67f109c2a1c3a7de6"}, "3": {"node_id": "8adb09be-f0eb-459b-beb1-c71bdba78926", "node_type": null, "metadata": {}, "hash": "a514ef53fc54b09da293bec1f7e326955e3c0263c8236dde5c7a38c9991f1ee5"}}, "hash": "865f8e871f3c5c0546ac52396ba7a38c6aecc1edb03322f67dd8f82cffdff9fb", "text": "What happens to the characters in this story? Heads together.\u201d \u201cIs the setting (time and place) an important part of this story? Why do you think so? Heads together.\u201dIn Unit 8, Week 1, Day 1, Making Meaning Teacher\u2019s Manual, the teacher reviews self-monitoring and fix-up strategies before students begin Independent Reading time. Afterwards, the teacher reflects with students on how using the strategy went, \u201cWhy is it important to stop as you are reading and ask yourself if you understand what you have just read?\u201d \u201cHow do rereading and reading ahead help you make sense of the text?\u201d \u201cWhich comprehension strategy do you find most helpful when you\u2019re not understanding something you\u2019re reading? Why?\u201dIn the Reading Assessment Preparation Guide, students learn about fix-up strategies and use a \u201cThinking About My Reading Chart\u201d to note which strategies they used while reading. The chart details and fix-up strategies are included in the \u201cTeacher Note\u201d sidebar in Day 1.In Reading Assessment Preparation Guide, Day 3, students read the passage, Observations of Marine Iguanas, independently practice using fix-up strategies and mark the place in the text where they had to use a strategy.\u201d If students do not understand something they have read, they are to put a checkmark next to that part of the passage and use a \u201cfix-up\u201d strategy to try to fix the problem.In Appendix A, Making Meaning Teacher\u2019s Manual, IDR Mini-lesson 6, students are introduced to word-analysis strategies they might use to help them determine the meanings of unfamiliar words when reading independently. In Grade 4, the lesson focuses on using a known prefix or suffix and base word, using known Greek or Latin roots, and using context clues to verify that a meaning makes sense. The students use a Word Analysis Strategies poster while they are independently reading.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 partially meet the expectations of the Gateway 2. Materials partially meet the criteria that texts are organized to support students' building knowledge of different topics, and there is support for students to engage with and grow their academic vocabulary over the course of the school year. Materials meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts and do not meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. Materials meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Materials provide procedures and support for daily independent reading, primarily found in the Making Meaning component.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 partially meet the criteria that texts are organized around a topic/topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently.Within the units of Making Meaning the instructional materials are organized around literary and informational texts and the teaching of reading comprehension strategies. Texts are not consistently organized by topic and students have limited opportunities to build knowledge and vocabulary about topics consistently. Examples include but are not limited to:In Unit 3 of Making Meaning, the focus is questioning with expository nonfiction. In Animal Senses: How Animals See, Hear, Taste, Smell and Feel by Pamela Hickman, students learn about different animal senses. In Slinky Scaly Slithery Snakes by Dorothy Hinshaw Patent, students learn about survival techniques of snakes.In Unit 6, of Making Meaning, students work on making inferences with fiction, expository nonfiction, and narrative nonfiction loosely centering around immigration and migration. In Week 1, students practice this skill with the text Amelia\u2019s Road, which is about life as a child of a migrant worker. In Week 2, students hear Peppe the Lamplighter about a boy who gets a job to help his large family. In Week 3, students read the story Coming to America about the history of immigration.Other text sets in Grade 4 Making Meaning are not organized by topic; rather, they are organized around the literacy skills practiced.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8adb09be-f0eb-459b-beb1-c71bdba78926": {"__data__": {"id_": "8adb09be-f0eb-459b-beb1-c71bdba78926", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "2b1b6b95-df24-4ccd-a271-681a654d44c7", "node_type": null, "metadata": {}, "hash": "865f8e871f3c5c0546ac52396ba7a38c6aecc1edb03322f67dd8f82cffdff9fb"}, "3": {"node_id": "5176be8d-752b-4ae7-aa1d-cc7915e6b16c", "node_type": null, "metadata": {}, "hash": "0ad32f4388136e3e0e67e2450500cd7407b28a29289081fede76cbf6f1de5403"}}, "hash": "a514ef53fc54b09da293bec1f7e326955e3c0263c8236dde5c7a38c9991f1ee5", "text": "Examples include:In Unit 1, the title of the unit is The Reading Community: Fiction. Students listen to the texts A Bad Case of the Stripes by David Shannon, The Old Woman Who Named Things by Cynthia Rylant, \u201cA Bad Case of the Stripes Read by Sean Astin,\u201d and Song and Dance Man by Karen Ackerman. Students focus on the skills of hearing and discussing stories, exploring the themes of the stories, discuss a visual presentation of a story and discuss a character\u2019s feelings and thoughts. Students also begin their Individual Daily Reading (IDR) block by reading independently.In Unit 2, the title of the unit is Using Text Features: Expository Nonfiction. Students listen to the texts Shattering Earthquakes by Louise and Richard Spilsbury, \u201cTying the Score: Men, Women, and Basketball\u201d (author unknown), \u201cFood for Thought: Cafeteria Menus Shape Up\u201d (author unknown), Nineteenth-Century Migration to America by John Bliss. In this unit, students focus on the skills of using text features to better understand expository nonfiction texts and use text features to locate key information, but they do not have an opportunity to grow knowledge on a topic as the texts examined are disparate. To provide connection to build knowledge and academic vocabulary, the teacher will have to supplement and differentiate the lesson in a different way than is presented.In Unit 4, the title of the unit is Analyzing Text Structure: Fiction, Narrative Nonfiction and Drama. Students listen to the texts Thunder Cake by Patricia Polacco, The Princess and the Pizza by Mary Jane and Herm Auch, Chicken Sunday by Patricia Polacco, The Bat Boy and His Violin by Gavin Curtis, Teammates by Peter Golenbock, \u201cDemeter and Persephone\u201d (author unknown), \u201cCo-chin and the Spirits\u201d (author unknown), and Gluskabe and Old Man Winter from Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac. Students focus on elements of narrative text structure in fiction stories, including character, setting, plot, point of view, and conflict, discuss the use of first- and third-person points of view in stories, use questioning to help them make sense of the text, use schema to articulate all they think they know about a topic before they read, discuss theme in narrative text, use questioning to help them make sense of myths, think about whether their questions are answered explicitly or implicitly, explore elements of narrative text structure in myths, including character change and conflict, and compare themes and events in myths. While these texts are arranged in terms of genre, they do not offer further connections nor are they accompanied by instructional supports to grow knowledge on a topic or leverage what they have learned to expand their academic vocabulary.In Unit 8, the title of the unit is Determining Important Ideas and Summarizing: Narrative Nonfiction. Students listen to the texts Flight by Robert Burleigh, A Picture Book of Amelia Earhart by David A. Adler, In My Own Backyard by Judi Kurjian, A Picture Book of Rosa Parks by David A. Adler. Students focus on the skills of making inferences to understand a narrative nonfiction story, think about important ideas and supporting details in a narrative nonfiction story, explore elements of narrative text structure, including point of view and plot, in a narrative nonfiction story, use important ideas to build summaries, use important ideas to summarize an excerpt from a narrative nonfiction story, and use schema to articulate all they think they know about a topic before they read. With this practice, students are not provided opportunity to grow knowledge and academic vocabulary as is; to link the texts together, the teacher will have to provide supplemental instructional planning and/or other texts to create knowledge about a topic.In Unit 9, all reading done in the core classroom is student-chosen, so any opportunities for building knowledge about a topic and growing vocabulary are left to the student and are not assured by the instructional materials.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe materials reviewed for Grade 4 partially meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. In Making Meaning students are asked questions about the read alouds that require students to think about the process of reading and discussing text with classmates; however, most of the questions are focused on this process and not on deeply analyzing the language, key ideas, details, craft, and structure of individual texts. Some representative examples illustrating this include (but are not limited to) the following:In Unit 4, Week 5, the teacher reads aloud Gluskabe and Old Man Winter.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5176be8d-752b-4ae7-aa1d-cc7915e6b16c": {"__data__": {"id_": "5176be8d-752b-4ae7-aa1d-cc7915e6b16c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "8adb09be-f0eb-459b-beb1-c71bdba78926", "node_type": null, "metadata": {}, "hash": "a514ef53fc54b09da293bec1f7e326955e3c0263c8236dde5c7a38c9991f1ee5"}, "3": {"node_id": "b80c50ba-2f3c-4acf-81b5-b12e255b74ff", "node_type": null, "metadata": {}, "hash": "06be6df41cb4ee7afa0047500f69136196b621fa96ccb63f276807c0da4d2724"}}, "hash": "0ad32f4388136e3e0e67e2450500cd7407b28a29289081fede76cbf6f1de5403", "text": "In their journals, students write a description of the story elements, main characters, and setting and analyze characters using evidence. This supporting students' identification of these elements provides some practice in the criteria of this indicator.\u00a0In Unit 5, Week 2, Day 2, the students have just heard \u201cWhen We First Met\u201d and are using the double-entry journal to record their thinking as a class to explore the inferences they made about Damon\u2019s feelings and clues that helped them make these inferences. The teacher may have to supplement here to support all students in the appropriate level of depth and rigor for this work.\u00a0In Unit 7, Week 4, Day 1, the teacher is reading the chapter, \u201cCompetition for Work\u201d and poses two questions to the group: \u201cWhat did you learn about competition for work from this chapter? What did you notice about how the author organized information in this chapter?\u201d These questions provide guidance back \"in\" to the text for students to focus not only on detail but also on structures within the text.\u00a0In Unit 8, Week 3, the teacher models writing a summary for the entire class. He or she asks, \u201cWhat comes next in the summary? Why do you think that?\u201d These questions do focus on an understanding of text.In Being a Writer, students are asked questions about read alouds that require students to analyze the language, key ideas, details, craft, and structure of individual texts.In Unit 3, Week 3, Day 5 students read from \u201cHot Rolls,\u201d and are asked: \"What does the author do to wrap up this piece? What words or phrases tell you that the story has reached an end?\" These questions focus the reader back on the detail and craft within the text.\u00a0In Unit 8, Week 1, Day 1, students are asked, \u201cWhat sensory details does the poet include to help you see what\u2019s happening? Hear? Feel? Smell or taste?\u201d This guidance may provide an opportunity for students to do in depth study, although the teacher may need to support with examples and/or other guidance to assure students are drawing the connection between sensory details and the overall impact of the text.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Center for Collaborative Classroom 4 partially meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.The materials in Grade 4 contain some coherently sequenced sets of text-dependent questions and tasks.  Making Meaning and Being a Writer, the questions provided frequently ask students to refer to an individual text, and some help build students\u2019 understanding. Questions provided don\u2019t always lead students to analyze or integrate knowledge. Opportunities to integrate knowledge and ideas across multiple texts are typically offered only as extension tasks.In Making Meaning and Being a Writer, students use a text over the course of several days. Each day, to a limited extent, questions and tasks require students to synthesize knowledge from a single text. Examples include:In Unit 3 in Making Meaning, students use the text Animal Senses: How Animals See, Hear, Taste, Smell and Feel throughout the unit.   Questions help students integrate knowledge across this single text such as \u201cWhat did you learn today about how animals hear? How  Unit 4, Week 3, Day 3 in Making Meaning, students  the story Teammates Jackie Robinson and are asked questions, such as \u201cWhat is this story about?\u201d and \u201cWhat kind of person was Jackie Robinson? While these questions probe students' understanding of the single text, students are not led to make connections with learning from other texts.In Unit 7, Week 3,\u00a0 Making Meaning, students make inferences about information provided in the headings of Farm Workers Unite: The Great Grape Boycott. Students participate in \u201cheads together\u201d to answer text-dependent questions, such as \u201cWhy was it difficult for farm workers to improve their living and working conditions?\u201d Throughout the week, the teacher reads chapters from the book and asks text-dependent questions.In Unit 8, Week 2, students write about the themes of the books,\u00a0A Picture Book of Amelia Earhart,\u00a0and A Picture,  Book of Harriet Tubman.\u00a0However, the questions that support the writing do not require students to integrate ideas from both texts to draw conclusions or demonstrate knowledge. Being a Writer Week 1, the teacher reads Tar Beach.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b80c50ba-2f3c-4acf-81b5-b12e255b74ff": {"__data__": {"id_": "b80c50ba-2f3c-4acf-81b5-b12e255b74ff", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "5176be8d-752b-4ae7-aa1d-cc7915e6b16c", "node_type": null, "metadata": {}, "hash": "0ad32f4388136e3e0e67e2450500cd7407b28a29289081fede76cbf6f1de5403"}, "3": {"node_id": "350ef5e9-fc41-431f-98cc-4662d061d8ad", "node_type": null, "metadata": {}, "hash": "9ee77c8726cbfc27a4bc8b7d93e7e1a7e37b18c3509fad54630c6698178a887d"}}, "hash": "06be6df41cb4ee7afa0047500f69136196b621fa96ccb63f276807c0da4d2724", "text": "Being a Writer Week 1, the teacher reads Tar Beach. During the reading, students answer, \u201cWhat happened so far in the story?\u201d After the reading of the text, students answer, \u201cWhat events in this story could happen in real life? What events could happen only in the imagination? What things could you write about that could happen only in the imagination?\u201d While the texts touch on elements of the story, they fall short of eliciting information about knowledge that was gained from the  of the text. Being a Writer, Genre Expository Nonfiction, Week 1, the teacher reads Australia. After the read-aloud, students answer, \u201cWhat are some things you learned about Australia from the parts I read? What other country would you like to read about, and why? What do you want to know about the country you picked?\u201d However, the bulk of the questions move away from the text and draw students into making connections to themselves and the world at-large.\u00a0Most questions and task address literal aspects of the story, only occasionally requiring inference. Most inferential questions are based on explicit information in the text. Therefore, many of the questions and tasks are not sufficient in leading students to analyze ideas within and across texts. The materials do not consistently include a coherently sequenced set of questions requiring students to analyze the integration of knowledge and ideas across both individual and multiple texts. Consistent opportunities are not provided throughout the year-long materials to meet the criteria of this indicator. Examples include:In Unit 2, Week 1 of Making Meaning, students are asked \"How is the information in the first hand account the same as the information in the second hand account? How is it different? What in the text makes you think that?\" Students are asked to read an excerpt from a second hand account and the teacher explains what a second hand account is. However, there is not a coherent sequenced set of questions requiring students to analyze the second hand account. Students are only asked, \"What information did you learn from the second hand account?\"In Unit 3, Week 3 of Making Meaning, students hear two texts about animals, Animal Senses and Slinky Scaly Slithery Snakes. Students can integrate knowledge and ideas across those two texts in the Writing about Reading task: \u201cHave the students write about the sense of sight using facts from both books.\u201d However, the there are only two questions leading up to the task which include, \"What did you learn about how animals use the sense of sight?\"and \"What else did you learn about how animals use the sense of sight?\" These questions do not require students to analyze knowledge or ideas.In Unit 4, Week 4 of Making Meaning, students are asked, \"Remind the students that they heard myths from two different cultures that have a similar theme: they explain how the seasons came to be. In Unit 7, Week 1 of Making Meaning, students  two articles on school uniforms called \u201cSchool Uniforms: The Way to Go\u201d and \u201cSchool Uniforms: No Way!\u201d On the Day 4 of instruction, students write their own opinion about school uniforms, integrating their knowledge from the two articles. Being a Writer, students learn about various countries in the Expository Nonfiction Writing unit. Students hear several books about countries such as Kenya, Mexico, Italy, and Japan. Questions are asked such as \u201cWhat did you learn about Japan that you were curious about?\" Then, students take their knowledge of countries to engage in a research project. Students choose a country they are curious about and research it using sources with a partner.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 partially meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g., combination of reading, writing, speaking, listening).In the Grade 4 materials, the opportunity to use integrated skills in culminating projects is inconsistent. There are some opportunities in the Writing about Reading activities, journal entries, and writing pieces for students to demonstrate knowledge of a topic or skill. In most lessons or tasks, students\u2019 oral and written responses provide the teacher with information about students\u2019 readiness to move forward in the materials. Some of these tasks provide students with an opportunity to demonstrate comprehension and knowledge of a topic or topics, but are not necessarily culminating tasks. Many fall under the Extension or Technology Extension sections, which may be perceived as optional.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "350ef5e9-fc41-431f-98cc-4662d061d8ad": {"__data__": {"id_": "350ef5e9-fc41-431f-98cc-4662d061d8ad", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "b80c50ba-2f3c-4acf-81b5-b12e255b74ff", "node_type": null, "metadata": {}, "hash": "06be6df41cb4ee7afa0047500f69136196b621fa96ccb63f276807c0da4d2724"}, "3": {"node_id": "ac6b96f1-13fb-408b-bd39-22ab11a8ea8f", "node_type": null, "metadata": {}, "hash": "e17197c347ea50d8b3a458252496a5b793237e9f4d81a5065e433f35d31894b4"}}, "hash": "9ee77c8726cbfc27a4bc8b7d93e7e1a7e37b18c3509fad54630c6698178a887d", "text": "Many fall under the Extension or Technology Extension sections, which may be perceived as optional. According to the publisher, \u201cIn both Making Meaning and Being a Writer, Writing about Reading activities provide multiple opportunities to analyze a single text in response to a sequence of questions presented by the teacher, and then write a response to the literature using text evidence to support opinions or conclusions.\u201dIn Unit 3 of Making Meaning, Questioning Expository Nonfiction, there are extension and journaling activities throughout the unit that focus on questioning with a combination of speaking and writing. At the end of the unit, the students write about how animals use the sense of sight from evidence from the books, Animal Senses and Scaly Slithery Snakes in the optional Writing about Reading activity.In Unit 4, Week 3, of Making Meaning, the students hear several fictional texts such as The Boy and his Violin and Teammates, between which the students have to make connection. The optional extension activity includes a class discussion about point of view. Students determine whether it is more interesting to read a story from first person or third person point of view. There is another extension activity in which students compare the themes of these stories. Students write their opinions about firsthand and secondhand accounts of Jackie Robinson\u2019s experiences in the Writing about Reading section. If time is available, students can share their writing with the class.In Genre Expository Nonfiction of Being a Writer, students immerse themselves in non-fiction texts about countries. Partners select a country to research. For the writing task, students write an informational report based on their research.In Unit 8 of Making Meaning, students write and speak in small and large groups. They compare firsthand and secondhand accounts of Charles Lindbergh\u2019s Flight, along with discussing the similarities and differences between the two. There are several extension and writing activities throughout the unit. Through reading and conversations, students distinguish between fact and opinion. The culminating activities are Writing about Reading prompts. Students write about the themes in A Picture Book of Amelia Earhart and Picture Book of Harriet Tubman.In Genre Opinion of Being a Writer, students hear opinion texts and then draft persuasive essays. Students select a topic to write a persuasive essay about after discussing the following question with a peer: \u201cWhat opinion do you feel strongly enough about to publish a persuasive essay about it?\u201d After writing the essay, students share in the author\u2019s chair.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Center for Collaborative Classroom Grade 4 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Tier 2 vocabulary words and concept words are highlighted for each Read Aloud lesson. Students are provided with explicit vocabulary instruction. Words are first introduced in context. Then students are provided student-friendly definition of the word and examples of the way it is used. Students engage actively with the word in meaningful ways when they first encounter it, such as by applying it to their own experiences. Students practice using the word through engaging activities. Students are provide multiple exposures to the word over an extended period of time.Teachers teach strategies that students can use to learn words independently, such as recognizing synonyms, antonyms, and words with multiple meanings, and using context to determine word meanings. There is also an ongoing review of vocabulary words as the weeks progress.Students practice using the words they are learning in both partner and whole-class conversations. Questions require the students to make real-life connections between the words and their own experiences. In lessons and review activities, the students explore the nuances of word meanings and relationships among words, including synonyms, antonyms, and shades of meaning. Students are formally taught grade-appropriate strategies they can use to figure out word meanings when reading independently. These include using context, identifying multiple meanings, recognizing idioms, and using prefixes, suffixes, and roots.In the Making Meaning component, suggested vocabulary is included for teachers to review while reading aloud. For example, In Unit 1, Week 2, Day 1, the Teacher\u2019s Manual states, \u201cRead the story aloud slowly and clearly, showing the illustrations and stopping as described on the next page.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ac6b96f1-13fb-408b-bd39-22ab11a8ea8f": {"__data__": {"id_": "ac6b96f1-13fb-408b-bd39-22ab11a8ea8f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "350ef5e9-fc41-431f-98cc-4662d061d8ad", "node_type": null, "metadata": {}, "hash": "9ee77c8726cbfc27a4bc8b7d93e7e1a7e37b18c3509fad54630c6698178a887d"}, "3": {"node_id": "ee3bea1f-85c3-4813-877e-62b0367dc84d", "node_type": null, "metadata": {}, "hash": "c5ee5a831e38babbd94af9689c490a9e253bd405e808742ec92658bd584e41bf"}}, "hash": "e17197c347ea50d8b3a458252496a5b793237e9f4d81a5065e433f35d31894b4", "text": "Clarify vocabulary when you encounter it in the story by reading the word, briefly defining it, rereading it in context, and continuing (for example, \u201c'Then he turns on the light to the attic, and we follow him up the steep, wooden stairs\u2019\u2014 steep means \u2018rising at a sharp angle or slant\u2019\u2014\u2018and we follow him up the steep, wooden stairs\u2019 \u201d).\u201dIn the Vocabulary Teaching Guide, students learn new words that were introduced in the suggested vocabulary words from the read aloud in Making Meaning and review previously taught words. The Teacher\u2019s Manual suggests that Vocabulary lessons come the week after the Making Meaning Read Aloud. For example, in Week 11, the six words listed are inspire, rickety, jittery, launch, intimidate, circulate, and the words reviewed are consistent, humble, keen, lusciou, survey. These words are from Making Meaning texts The Bat Boy and His Violin and Teammates. The word-learning strategies are recognizing synonyms and antonyms, a Latin word, roots and adages, and proverbs. The week begins with the teacher introducing the word inspire and reading an excerpt from The Bat Boy and His Violin that contains the word. The teacher explains what inspired means and facilitates a class discussion, \"When have you experienced something that inspired you?\" Then the next word, rickety, is introduced, a passage from the text read, and then the teacher leads them in game of \u201cRickety or Not Rickety\u201d. The teacher reads a description, and students decide if it describes something rickety or not. On Day two students create a sentence with a partner using the words introduced the prior day. During this week\u2019s instruction students also explore proverbs.Concept words are also introduced. These words do not appear in the read-aloud texts in Making Meaning reading lessons. The Teacher's Manual states, \u201cWe teach a concept word because it enables us to introduce or review an important independent word-learning strategy, such as recognizing antonyms or using a prefix to determine a word\u2019s meaning.\u201dTeacher guidance and support includes both print and digital components, assessment forms, reproducible word cards, family letters and other reproducibles, and professional development media.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe materials reviewed for Grade 4 meet the criteria that materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year.There is evidence of materials incorporating writing instruction aligned to the grade level standards. These materials span across the course of the school year. Throughout each lesson, students respond to prompts and practice writing skills. During independent writing, the teacher makes use of conferences with guiding questions. There is evidence of a Skill Practice Book that addresses writing conventions (i.e., mini-lessons on sentences, parts of speech, capitalization, and punctuation). Teachers are given protocols for teaching the lessons, and students are given models through guided writing and shared writing. Student writing is assessed through observations (conferencing) and student writing samples.Within the program are nine units of study. Units one and two establish the writing community, and three through eight are genre studies that focus on narrative, expository nonfiction, functional nonfiction, opinion writing, and poetry. Towards the year's end, students are introduced to expository nonfiction and opinion writing units. All units start with an immersion period, and students practice listening to and reading several example writings of the genres. During the midpoint, students selects one draft to develop, revise, proofread, and publish for the classroom library. Unit nine provides students with opportunities to reflect on their growth as writers and members of the classroom writing community.In Being a Writer, Poetry Genre, Long-range Writing, students learn the elements of poetry, explore poetry (imagery and form), acquire knowledge of different types of poetry, generate and write about ideas for poems, independently write on a topic of choice, and draft, conference, reflect, revise, proofread, and publish their own poetry.In Unit 3, Week 2, students write about their own experiences (things they have heard or learned from family members).In Unit 4, Week 4, students review the texts, Demeter and Persephone and Co-Chin and the Spirits, and write a compare and contrast paragraph (making text-to-text connections).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ee3bea1f-85c3-4813-877e-62b0367dc84d": {"__data__": {"id_": "ee3bea1f-85c3-4813-877e-62b0367dc84d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "ac6b96f1-13fb-408b-bd39-22ab11a8ea8f", "node_type": null, "metadata": {}, "hash": "e17197c347ea50d8b3a458252496a5b793237e9f4d81a5065e433f35d31894b4"}, "3": {"node_id": "9483e8b9-2485-42ed-be4a-ee0dccc774ed", "node_type": null, "metadata": {}, "hash": "cb03905777048ef0eb08ec7f2c949d121aaba4312b464911b9ff195106070fda"}}, "hash": "c5ee5a831e38babbd94af9689c490a9e253bd405e808742ec92658bd584e41bf", "text": "With the teacher\u2019s assistance, students compare the two myths with modeling and thinking aloud prior to working independently.In Unit 6, students explore functional writing (technical texts).In Unit 7, Week 1, students have the option of developing opinions for a persuasive essay or selecting another writing option.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe materials reviewed for Grade 4 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.Students have opportunities to learn and practice the skill of research through various projects, including one unit devoted to research. In the Expository Nonfiction unit, there is a research project. Throughout the student\u2019s writing time, they focus on working through the research process. Students engage in a research topic on countries. They make use of the following sequence.Make a list of interesting countries.Narrow the list.Browse nonfiction materials found in the school library andResearch and take notes on a specific country.Draft and revise.Proofread and complete a final copy.Publish and permit volunteers an opportunity to share out.In Unit 2, Week 1 of Making Meaning, there is a technology extension where students pose questions about new knowledge that they would like to gain about earthquakes. Afterwards, the teacher guides the class in researching one of their questions. They conduct an online search for reputable websites with relevant information. They browse websites to find information and images that answer the question. If time permits, students research other questions about earthquakes.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe materials reviewed for Grade 4 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.Materials provide procedures and support for daily independent reading, primarily found in the Making Meaning component. Independent Daily Reading (IDR) is included in all lessons and gives the students opportunities to practice the reading skills they have learned, build stamina, and foster a love of reading. It is recommended for students to spend up to thirty minutes per day independently reading. They may select texts from the classroom library. The program provides recommendations for setting up the classroom library. For example, the classroom library \u201cneeds a wide range of fiction and nonfiction texts at various levels.\u201d This would include three hundred to four hundred titles (where twenty-five percent are below grade level by one to two grades and twenty-five percent are above grade level by one to two grades).Guidance with reading conferences is included and helps hold the students accountable for their reading, as well as give the teacher an opportunity to assess each student\u2019s reading progress. A Family Letter is included at the end of each unit to highlight the skills that have been taught and to give information to parents as to how they can support their child's reading life at home. Also included is a proposed schedule for independent reading and a tracking system, which may include a student component.During conferences, students and teachers monitor reading progress. There is a resource sheet that outlines the process. The teacher may use the document to confer with individual students and offer suggestions to improve reading growth. Throughout each unit, the program recommends for teachers to conference with each student once. Formative and summative assessment tools are included in the Assessment Resource Book. There are a multitude of opportunities for students to reflect on reading. Examples include but are not limited to the following:In Unit 2, Week 2, as students are reading and thinking about text features, the teacher inquires about new learning gleaned. The teacher adds the students\u2019 observations to the class \u201cText Feature\u201d chart. Afterwards, the teacher discusses new features and information that helped the students learn.In Unit 3, Week 3, the teacher has the students read silently for twenty to twenty-five minutes. Before reading aloud, students think about questions for the selected texts. At the end of the IDR, the teacher asks students to share their questions with partners. As the teacher confers with students, they are referring to \u201cResource Sheet for Independent Reading Time Conferences.\u201d The teacher listens to the student read and asks a few questions related to newfound learning on the topic. Also, students respond with which text features are observed.In Unit 4, Week 4, as students read along, students discover answers to questions. Afterwards, they share answers to questions with the entire class.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9483e8b9-2485-42ed-be4a-ee0dccc774ed": {"__data__": {"id_": "9483e8b9-2485-42ed-be4a-ee0dccc774ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "ee3bea1f-85c3-4813-877e-62b0367dc84d", "node_type": null, "metadata": {}, "hash": "c5ee5a831e38babbd94af9689c490a9e253bd405e808742ec92658bd584e41bf"}, "3": {"node_id": "f1a6de1e-6c06-4d60-8109-a634d75fffab", "node_type": null, "metadata": {}, "hash": "e30d0ecda0d3f71a8922d8f9941ba2033ef723be959131c2c4ef5fdcf77bc235"}}, "hash": "cb03905777048ef0eb08ec7f2c949d121aaba4312b464911b9ff195106070fda", "text": "Afterwards, they share answers to questions with the entire class. This occurs at the end of Independent Reading Time sessions.In Unit 5, Week 3, during the independent reading time, the teacher reminds students about focusing on reading narrative texts and poetry. The students practice making inferences, reading and rereading for fifteen minutes. As students proceed, the teacher requests for them to pause and place a self-stick note at a stopping point. Together, they use the \u201cMaking Inferences Chart.\u201d As a class, the teacher and students discuss inferences. If they are having difficulty with this, the teacher asks, \u201cWhat is happening in the part of the text that you read today? How do you know? Are those things stated directly or did you infer them from clues? What clues?\u201dIn Unit 8, Week 1, the teacher directs the student\u2019s attention to the \u201cReading Comprehension Strategies\u201d chart. He or she reminds the students to use strategies to help them understand and enjoy reading. The teacher distributes self-stick notes and has the students use the notes to mark comprehension strategies used for reading. Students read for approximately thirty minutes. Following, they answer questions related to the strategy used.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f1a6de1e-6c06-4d60-8109-a634d75fffab": {"__data__": {"id_": "f1a6de1e-6c06-4d60-8109-a634d75fffab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "92d5fb33-580d-4c31-a69d-a933e522ab01", "node_type": null, "metadata": {}, "hash": "7a2fbf1a47de810f07f05730d22b429fdd723feed4ed3d6a1de1a9574667d2dd"}, "2": {"node_id": "9483e8b9-2485-42ed-be4a-ee0dccc774ed", "node_type": null, "metadata": {}, "hash": "cb03905777048ef0eb08ec7f2c949d121aaba4312b464911b9ff195106070fda"}}, "hash": "e30d0ecda0d3f71a8922d8f9941ba2033ef723be959131c2c4ef5fdcf77bc235", "text": "Materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c732a74c-c2d0-4a53-9b59-53d4456034d0": {"__data__": {"id_": "c732a74c-c2d0-4a53-9b59-53d4456034d0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "3": {"node_id": "01cff24f-2a14-4cda-ae5c-c423ba3765cb", "node_type": null, "metadata": {}, "hash": "cd36434372d0367274419aa582fd1a51be1177956d1a8e5ef77c961af000f4be"}}, "hash": "a333b7be0ddd0f60607ba4d39f2b684c71e0d469afcc6e1e8b6bde885b28fb85", "text": "Developing Core Literacy Proficiencies\n\nDeveloping Core Literacy Proficiencies for Grade 9 fully meet the expectations of alignment to the standards. The materials provide appropriate texts and associated tasks and activities for students to build literacy proficiency and advance comprehension over the course of the school year. Students engage in writing, speaking and listening, and language tasks to build critical thinking as they grow knowledge and build skills to transfer to other rigorous texts and tasks.\n\nText Quality & Complexity and Alignment to Standards Components\n\nOverall, the Grade 9 materials meet the expectations for Gateway 1. A variety of high quality, complex texts support students\u2019 growing literacy skills over the course of the year. However, some text types/genres called for in the standards are not fully represented.\n\n\n    Materials support students\u2019 growth in writing skills over the course of the year using high-quality, text-dependent questions and tasks, though some writing types called for in the standards are not present. Students may need additional support with speaking and listening activities. Materials do not include explicit instruction targeted for grammar and convention standards.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor/core texts are of publishable quality and worthy of especially careful reading.\n\nThe materials reviewed for Grade 9 meet the criteria of anchor texts being of publishable quality, worthy of especially careful reading, and considering a range of student interests.\n\n\n    Throughout the year, students have the opportunity to read about a broad range of subjects of interest, such as education in America, issues of terrorism, and more. Students are also exposed to highly engaging, theme-rich fiction pieces, such as Ernest Hemingway\u2019s \u201cThe Short Happy Life of Francis Macomber.\u201d\n\n\n    Anchor texts in the majority of chapters/units and across the yearlong curriculum are of publishable quality. Examples include, but are not limited to:\n\n\nUnit 1 contains multiple texts of publishable quality from reputable publishers. Unit 1, Part 1, incorporates the first four texts to introduce the focus, Reading Closely for Textual Details. Helen Keller\u2019s personal narrative, The Story of My Life, is a commercially published text. The remaining texts serve as an introduction to the content of the main texts; each is a different text type, including a photograph, the previously mentioned personal narrative, multimedia video, and website.\n    \n\n\nUnit 2's anchor text, Plato\u2019s Apology of Socrates, supports the purpose of the unit of making evidence-based claims. Apology is Plato\u2019s account of the defense Socrates gave at his trial in Athens in 399 B.C..\n    \n\n\nUnit 5 texts offer many perspectives and positions on the topic of terrorism and allow students to study the issue from a variety of angles. Since terrorism is currently an issue of global concern, this may be a topic of interest for Grade 9 students.\n    \n\n\n    Anchor texts are well-crafted, content-rich, and include a range of student interests, engaging students at the grade level for which they are placed. Examples include, but are not limited to:\n\n\nIn Unit 1, Part 4, Activity 3, students are asked to read one of three challenging texts in preparation for the culminating task: Eleanor Roosevelt\u2019s \"Good Citizenship: The Purpose of Education,\" Thomas Jefferson\u2019s Notes on the State of Virginia, and Arne Duncan\u2019s \"The Vision of Education Reform in the United States.\" These texts are grade-level appropriate, challenging, and require close reading.\n    \n\n\nUnit 3\u2019s anchor text is Ernest Hemingway\u2019s short story, \u201dThe Short Happy Life of Francis Macomber.\u201d This piece is well-crafted and appropriate for the grade level. It encourages close and multiple readings because it explores several themes such as courage, violence, gender roles, and marriage; these could be used to discuss similar themes in other stories. This story also has an interesting plot, engaging characters, and unusual shifts in perspective that Grade 9 students will find engaging.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "01cff24f-2a14-4cda-ae5c-c423ba3765cb": {"__data__": {"id_": "01cff24f-2a14-4cda-ae5c-c423ba3765cb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "c732a74c-c2d0-4a53-9b59-53d4456034d0", "node_type": null, "metadata": {}, "hash": "a333b7be0ddd0f60607ba4d39f2b684c71e0d469afcc6e1e8b6bde885b28fb85"}, "3": {"node_id": "f440e0f7-95db-478b-846e-cbeb53e20a8b", "node_type": null, "metadata": {}, "hash": "8eababcdc029b8b14eb46f6d995d99ed0bc3f8787605faffc0d782b25cda1da8"}}, "hash": "cd36434372d0367274419aa582fd1a51be1177956d1a8e5ef77c961af000f4be", "text": "Unit 4 explores the theme \u201cMusic: What Role Does it Play in Our Lives\u201d and consists of five text sets. Texts are selected not only to appeal to students\u2019 interests, but also to \u201cprovide many ideas about how music plays an essential role in our lives, including its impact on leisure, self-expression, and culture.\u201d Texts are chosen for their ability to introduce various subtopics within the general topic area and include texts such as \u201cWhat is Online Piracy?\u201d, \u201cWhy Your Brain Craves Music,\" and \u201cThe Evolution of Music: How Genres Rise and Fall Over Time.\u201d\n    \n\n\nUnit 5 contains multiple texts of publishable quality from established publishers. For example, students read Major Terrorism Cases: Past and Present from FBI.gov and Events of 9/11. To increase student engagement and understanding, the curriculum also provides information about terrorism via timelines, political cartoons, and videos.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.\n\nThe materials reviewed for Grade 9 partially reflect a distribution of text types and genres required by the standards for Grade 9. While this curriculum provides an abundance of informational text, including literary nonfiction, it does not include poetry such as narrative poems, sonnets, ballads or dramas. Examples of text types and genres that are provided include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f440e0f7-95db-478b-846e-cbeb53e20a8b": {"__data__": {"id_": "f440e0f7-95db-478b-846e-cbeb53e20a8b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "01cff24f-2a14-4cda-ae5c-c423ba3765cb", "node_type": null, "metadata": {}, "hash": "cd36434372d0367274419aa582fd1a51be1177956d1a8e5ef77c961af000f4be"}, "3": {"node_id": "7726d33c-7fff-45d9-8feb-d0d93775859c", "node_type": null, "metadata": {}, "hash": "ed6a87034786cb8d43ddcc2c3b7ea2934e05c611ef51fbf4ed6258799332ec65"}}, "hash": "8eababcdc029b8b14eb46f6d995d99ed0bc3f8787605faffc0d782b25cda1da8", "text": "Unit 1, \u201cEducation is the New Currency,\u201d is centered around numerous texts related to how education in the United States is changing. The curriculum provides the teacher with a list of texts used in the unit via the Reading Closely For Textual Details Unit Texts chart (80-81). Texts provided include personal narratives by Helen Keller and Eleanor Roosevelt, speeches by Colin Powell, Arne Duncan, and Horace Mann, and other nonfiction pieces such as TED Talks, websites, government documents, and videos.\n    \nUnit 2 uses Plato\u2019s Apology of Socrates as the anchor text. This nonfiction piece is used throughout the unit and serves as students\u2019 main source when making evidence-based claims.\n    \nIn Unit 3, the instruction is centered on the analysis of the short story, \u201cThe Short Happy Life of Frances Macomber,\u201d by Ernest Hemingway; this fictional text is the sole text for this unit.\n    \nUnit 4 offers Common Source Sets \u201cthat model and briefly explain a text sequence focused on a particular Area of Investigation\u201d (316). A list of these Common Sources can be found at the end of the unit. Source 1 is a YouTube video entitled, \u201cImagine Life Without Music.\" Source 2 is the Internet-based article, \u201cA Brief History of the Music Industry.\u201d Source 3 consists of three internet-based sources: \u201cWhat is Online Piracy?\u201d, \u201cWhy Your Brain Craves Music,\u201d and \u201cThe 25 Most Important Civil Rights Moments in Music History.\u201d Sources 4 and 5 also consist of non-fiction, internet-based articles about music (403-406).\n    \nUnit 5 provides a comprehensive list of texts in the chart, Building Evidence-Based Arguments Unit Texts. Text Sets 1 and 2 consist of informational texts such as \u201cMilitant Extremists in the United States\u201d by Jonathan Masters and \u201cA Brief History of Terrorism in the United States\u201d by Brian Resnick. Text Set 3 consists of a political cartoon. Text Set 4 consists of seminal arguments such as Public Law 107-40 \u201cAuthorization for Use of Military Force\u201d and Osama bin Laden\u2019s Declaration of Jihad against Americans. Text Set 5 includes additional nonfiction arguments such as \u201cObama\u2019s Speech on Drone Policy\u201d and \u201cTerrorism Can Only Be Defeated by Education, Tony Blair Tells the UN\u201d (535).\n\nTexts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).\n\nThe instructional materials reviewed for Grade 9 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. Most texts fall within either the Current Lexile Band or the Stretch Lexile Band for grades 9-10. Some texts exceed the band for grades 9-10, but are structured in a way that make them accessible to Grade 9 students. The few texts that do not have Lexiles provided qualitatively meet the requirements for this grade level because they serve as introductory pieces for a unit, provide for the exploration of several themes or multiple meanings, allow for the analysis of narrative structure, or are easily accessible sources that offer different perspectives on an issue.\n\n\n    Most anchor texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. While many of the texts are challenging, texts are chosen to engage student interest and promote inquiry, which make them worthy of students\u2019 time and attention. Texts support students\u2019 advancement toward independent reading. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7726d33c-7fff-45d9-8feb-d0d93775859c": {"__data__": {"id_": "7726d33c-7fff-45d9-8feb-d0d93775859c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "f440e0f7-95db-478b-846e-cbeb53e20a8b", "node_type": null, "metadata": {}, "hash": "8eababcdc029b8b14eb46f6d995d99ed0bc3f8787605faffc0d782b25cda1da8"}, "3": {"node_id": "a0c41495-1466-4567-8f43-c2f83c36fc19", "node_type": null, "metadata": {}, "hash": "2339a72ccdea015f33ed2b478de035ed7e84913daf344b852826afe6c179a794"}}, "hash": "ed6a87034786cb8d43ddcc2c3b7ea2934e05c611ef51fbf4ed6258799332ec65", "text": "Unit 1 contains an extensive set of texts for students to practice close reading for details and more than half are accompanied with a Lexile score. Of the identified texts, only one falls far below grade-level, an excerpted transcript of Colin Powell\u2019s TED Talk, \u201cKids Needs Structure.\u201d The speech was given a 900L, putting it in the 4th-5th grade Stretch Lexile Band. Although this text measures only 900L, it is appropriate for the grade level because it provides strong description and narration. Powell's ideas and supporting details also allow students to \u201cexplore his perspective, which developed during his days in the military.\u201d Unit 1, Part 1 incorporates the first four texts to introduce the focus, Reading Closely for Textual Details. Helen Keller\u2019s personal narrative, The Story of My Life, has an identified Lexile score of 1250. This set of texts includes a photograph that connects to the previously mentioned personal narrative, multimedia video, and website. In Unit 1, Part 4, Activity 3, students are asked to read one of three challenging texts in preparation for the culminating task. Eleanor Roosevelt\u2019s \u201cGood Citizenship: The Purpose of Education\u201d measures at 1250L, Thomas Jefferson\u2019s Notes on the State of Virginia measures at 1410L, and Arne Duncan\u2019s \u201cThe Vision of Education Reform in the United States\u201d measures at 1200L which falls within the Stretch Lexile Band for grades 9-10. These texts are challenging and allow for close reading, questioning, analysis and summary. While Jefferson's text is above grade level, it provides teachers the opportunity to assign a more complex text based on individual student's reading comprehension levels. This one would be reserved for more capable students.\n    \n\n\nThe core text for Unit 2 is Plato\u2019s Apology with a 980L, which falls within the 9th grade Current Lexile Band of 960L to 1120L. Students use a question-based approach to read and analyze the text. Qualitatively, this text is challenging since requires familiarity with Greek leaders such as Chaerephon, Anytus and Lycon, as well as Greek mythology allusions such as Minos and Rhadamanthus. Other vocabulary will also challenge students such as words like \u201cimpetuous\u201d and \u201codious.\u201d At the end of Unit 1, the teacher\u2019s edition provides \u201cmedia supports\u201d with various editions of Apology on Audiobooks, YouTube, ebooks, and PDFs. Each edition gives a description. For example, \u201c2. Socratic Citizenship: Plato\u2019s Apology\u201d is described as a lecture from Yale University on the political and philosophical contexts of Socrates\u2019 trial. Although this is an advanced analysis of Plato\u2019s Apology, students can benefit from watching how an expert discusses an important text in Western civilization.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a0c41495-1466-4567-8f43-c2f83c36fc19": {"__data__": {"id_": "a0c41495-1466-4567-8f43-c2f83c36fc19", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "7726d33c-7fff-45d9-8feb-d0d93775859c", "node_type": null, "metadata": {}, "hash": "ed6a87034786cb8d43ddcc2c3b7ea2934e05c611ef51fbf4ed6258799332ec65"}, "3": {"node_id": "6da40468-3b48-4727-9869-19724741c23d", "node_type": null, "metadata": {}, "hash": "5a8dbc47ca50219299a4c9c00decf36858ea56f8afd7345f9d2378469600d058"}}, "hash": "2339a72ccdea015f33ed2b478de035ed7e84913daf344b852826afe6c179a794", "text": "In Unit 5, the curriculum provides a variety of texts in the form of text sets. Lexile levels are provided for texts within the Text Notes sections of the teacher\u2019s edition. For example, In Unit 5, Part 1, Activity 2, students read \u201cWhat is Terrorism?\u201d; this text measures at 1200L which exceeds the Current Lexile Band for grades 9-10, but falls within the Stretch Lexile Band. Students also read \u201cTerrorists or Freedom Fighters: What\u2019s the Difference?\u201d which measures at 1070L which falls within both the Current and Stretch Lexile Bands for grades 9-10. The final text in this activity is \u201cMilitant Extremists in the United States\u201d which measures at 1470L. This text is very complex and its Lexile level is higher than the top measurement for the Stretch Lexile Band for 11-CCR. The text does state that \u201cthe headings and subheadings help organize the information into sections\u201d (459), making it more accessible to 9th grade students. The other texts within the unit are timelines, political cartoons, and videos. The curriculum indicates that these texts are readily accessible to 9th grade students. Text 4.1 \u201cAuthorization for Use of Military Force\u201d is Public Law 107-40 has an estimated Lexile level of 1270L which falls in the Stretch Lexile Band for grades 9-10. All the texts in Unit 5 were appropriately chosen as resources for the unit\u2019s final assignment where students develop a supported position on the issue of terrorism. These texts offer many perspectives and positions on the topic and allow students to study the issue from a variety of angles.\n\nMaterials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.\n\n\n    As the year progresses, students read increasingly difficult texts. In the Grade 9 curriculum, the writing skills build on one another, as well as the complexity of the texts to support the thinking and literacy skills. In the units with the texts sets, there is a breadth and depth of choices in the full range of the Lexile stretch band providing opportunities to challenge students by giving them complex texts, but also by providing more reachable texts as they are working on analysis and synthesis skills in writing.\n\n\n    The complexity of anchor texts students read provides an opportunity for students\u2019 literacy skills to increase across the year, encompassing an entire year\u2019s worth of growth. Examples include, but are not limited to:\n\n\nIn the overview for Unit 3, the Teacher\u2019s Edition states that \u201cthis unit extends students\u2019 abilities to make evidence-based claims into the realm of literary analysis.\u201d All reading, discussion, and literary analysis focuses on Ernest Hemingway\u2019s \u201cThe Short Happy Life of Francis Macomber.\u201d\n    \nIn Unit 4, Part 1, Activity 2, students read \u201cA Brief History of the Music Industry,\u201d which measures at 1500L; this measurement places it outside even the Stretch Lexile Band for Grade 11-CCR. However, the text is written in a student-friendly way with short paragraphs making it easier to read which allows students to access this much more complex text.\n    \n\n\n    The complexity of anchor texts support students\u2019 proficiency in reading independently at grade level at the end of the school year as required by grade level standards. Examples include, but are not limited to:\n\n\nUnit 1, Part 2, Activity 2, includes a speech by Colin Powell which has a Lexile of only 900 but is credited for the strong description and narration from Powell which provides the opportunity for students to explore his perspective. Unit 1, Part 3, Activity 1, introduces a passage by Maria Montessori and measures at 1270L which \u201cshould be challenging but accessible for most students with the scaffolding and support of the close reading process\u201d. The final three texts in Unit 1, Part 4, Activity 2, all focus on the purpose and value of education in society. They range from a piece by Thomas Jefferson (1410 L) to FDR (1250L) to Arne Duncan (1200L).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6da40468-3b48-4727-9869-19724741c23d": {"__data__": {"id_": "6da40468-3b48-4727-9869-19724741c23d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "a0c41495-1466-4567-8f43-c2f83c36fc19", "node_type": null, "metadata": {}, "hash": "2339a72ccdea015f33ed2b478de035ed7e84913daf344b852826afe6c179a794"}, "3": {"node_id": "deef2650-b5da-4d87-b757-568314d690c7", "node_type": null, "metadata": {}, "hash": "1b3dd7046f948047d54e3c6ded2f6f91a96ae077d2339e81f87c1c4e46fd9fb8"}}, "hash": "5a8dbc47ca50219299a4c9c00decf36858ea56f8afd7345f9d2378469600d058", "text": "In Unit 4, Part 1, Activity 3, students read \u201cWhy Your Brain Craves Music\u201d which measures at 1350L; this measurement places it within the Stretch Lexile Band for Grade 9-10. In Unit 4, Part 3, Activity 2, students read \u201cWhy I Pirate\u201d which measures at 1200L; the curriculum suggests that due to the complexity of the text that it be used for teacher modeling. Students also read the article, \u201cAre Musicians Going Up a Music Stream without a Fair Payout?\u201d This article measures at 1180L which falls within the Stretch Lexile Band for Grade 9-10.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials meet the expectations that texts and lesson materials are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level. Additionally, there are included tools and metrics to assist teachers in making their own text placements should they need to introduce a new text or text set into the materials. The curriculum provides quantitative information for both anchor texts and text sets excluding photographs, videos, and websites. The Teacher Edition explains the purpose and value of the texts in the Text Notes. For example, some texts are chosen for their value in reinforcing literary techniques while others were chosen as appropriate introductions to a particular time period. All texts were chosen because they were appropriate for 9th grade students while still allowing some flexibly for a variety of reading levels.\n\n\n    Examples of how the materials explain how texts are placed in the program include, but are not limited to:\n\n\nIn Unit 1, Part 1, Activity 3, students read an excerpt from Helen Keller\u2019s autobiography. Its Lexile Level is 1250L. The curriculum states, \u201cThis is a good first text for close reading because it is vivid and challenging, but it is also relatively short and accessible for most students\u201d (17). It goes on to provide rationale for its purpose stating that the text can be used to show students how writers can use similar literary techniques in nonfiction that are found in fiction pieces with a focus on figurative language and characterization.\n    \n\n\nIn Unit 5, the curriculum provides the following rationale for text selection: \u201cThe texts...are offered in the form of text sets, in which texts are grouped together for instructional and content purposes\u201d (443). Since students are not required to read every text, the curriculum also provides flexibility for teachers to make decisions about text selection based on student reading levels as the selections have different complexities. For this unit, Lexile levels are provided within the Text Notes for each text set (excluding photos, videos, and websites). For example for Unit 5, Part 1, Activity 2, students read \u201cWhat is Terrorism?\u201d; the curriculum describes this piece of writing as, \u201cThe text measures at 1200L and should be accessible to most ninth grade students\u201d (455).\n\nAnchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Students read a variety of texts including nonfiction personal narratives, fictional short stories, and nonfiction articles. Texts are accompanied by a Questioning Path Tool which provides both text-dependent and text-specific questions that guide them into a deeper reading of the text. Finally, each unit provides various student checklists and teacher rubrics that can be used to monitor progress throughout the year.\n\n\n    Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and disciplines and also to experience a volume of reading as they grow toward reading independence at the grade level. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "deef2650-b5da-4d87-b757-568314d690c7": {"__data__": {"id_": "deef2650-b5da-4d87-b757-568314d690c7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "6da40468-3b48-4727-9869-19724741c23d", "node_type": null, "metadata": {}, "hash": "5a8dbc47ca50219299a4c9c00decf36858ea56f8afd7345f9d2378469600d058"}, "3": {"node_id": "d5a7daa9-ce88-4cba-8017-3592ed065bb3", "node_type": null, "metadata": {}, "hash": "4dbf69d393a14d2cb9426b2d0aef478090c4564a663af98902ec73009d0d31bc"}}, "hash": "1b3dd7046f948047d54e3c6ded2f6f91a96ae077d2339e81f87c1c4e46fd9fb8", "text": "Unit 1 is based on numerous non-fiction texts related to education in the United States and how it is changing. In Unit 1, Part 1, Activity 3, students read Helen Keller\u2019s The Story of My Life. The curriculum provides support for this reading via the Questioning Path Tool. This tool provides four levels of both text-dependent and text-specific questioning which include questioning, analyzing, deepening, and extending (page 18 of the Teacher\u2019s Edition).\n    \nUnit 3 is based on the close reading of Ernest Hemingway\u2019s short story, \u201cThe Short Happy Life of Francis Macomber.\u201d In Unit 3, Part 1, Activity 1, students are provided a Questioning Path Tool that not only guides them through the close reading, but it is a question from this tool that will serve as the basis for the writing of an Evidence-Based Claim.\n    \nUnit 4\u2019s reading includes a Common Source Set (virtual texts) that focuses on a particular area of investigation, \u201cMusic: What Role Does it Play in Our Lives?\u201d This is given as a model of how a teacher can create source sets and recognizes the ever-changing nature of websites. Within the source sets are YouTube videos, internet-based articles, as well Gale Reference Library articles..\n    \n\n\n    Materials also include checklists, rubrics, and student conference suggestions to assist in evaluating the development of literacy proficiency.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 9 meet the criteria that most questions, tasks, and assignments are text dependent/specific and consistently support students\u2019 literacy growth over the course of a school year.\n\n\n    The instructional materials include questions and tasks that require careful reading over the course of a school year, during which students are asked to produce evidence from texts to support claims. Materials introduce the text-dependent inquiry basis called the Questioning Path Tool, which provides opportunities for students to ask and use questions to guide their close examination of the text. The Questioning Path Tool progresses from intensive practice and support in developing text-specific questions to gradual release of responsibility as students learn to develop high-quality questions on their own, deepening their understanding of the text. These questions require students to return to the text for evidence to support their answers to questions about the roles of specific details, the meaning of specific phrases, character development, and vocabulary analysis. The process supports a text-centric curriculum and approach to multiple literacy skills.\n\n\n    Students work independently and collaboratively to respond to and generate text-specific questions. Also, writing tasks provide the opportunity for students to conduct more text-dependent work. Models can be modified for existing content (i.e., novels) owned by a district.\n\n\n    The tasks and assignments asked of students are appropriately sequenced and follow a consistent routine. The materials require students to closely read the text, drawing on textual evidence to support both what is explicit as well as valid inferences from the text. Examples include, but are not limited to:\n\n\nIn Unit 1, Part 1, Activity 2, The Questioning Path Tool shows initial text-dependent questions that engage the surface level details, identifying the what: \u201cWhat details stand out\u2026?\u201d and \u201cWhat do I think this image is mainly about?\u201d Students are then allowed an opportunity to deepen their understanding by moving toward text-specific questions that analyze the how: \u201cHow do specific details help me understand what is being depicted in the image?\u201d\n    \n\n\nThe Questioning Path Tool templates and Reading Closely: Guiding Question handouts are provided with the materials to encourage students to create their own questions in four categories: questioning, analyzing, deepening, and extending. These tools are included in each unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d5a7daa9-ce88-4cba-8017-3592ed065bb3": {"__data__": {"id_": "d5a7daa9-ce88-4cba-8017-3592ed065bb3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "deef2650-b5da-4d87-b757-568314d690c7", "node_type": null, "metadata": {}, "hash": "1b3dd7046f948047d54e3c6ded2f6f91a96ae077d2339e81f87c1c4e46fd9fb8"}, "3": {"node_id": "40d42a30-c66d-4fc9-833e-4c1745ec95e3", "node_type": null, "metadata": {}, "hash": "2d7f2087fa3c511ed1f9695d4dcbc1c4d922bff443154ff3a13279bdaf4e5c17"}}, "hash": "4dbf69d393a14d2cb9426b2d0aef478090c4564a663af98902ec73009d0d31bc", "text": "The materials also include text-specific questions.\n        \nIn Unit 1, Part 2, Activity 1, the Questioning Path Tool for the text, \u201cThe Story of My Life,\u201d provides text-specific questions. One example is, \u201cWhat does the figurative language phrase \u2018a little mass of possibilities\u2019 in the first paragraph suggest about how Keller at first saw herself as a student?\u201d\n            \nIn Unit 2, Part 1, Activity 2, there are text-specific questions to accompany Plato\u2019s Apology: \u201cIn Paragraph 3, Socrates says he is on trial because of a \u2018certain kind of wisdom\u2019. According to Socrates, what kind of wisdom does he not have? What does this suggest about the wisdom he does have?\u201d\n            \nIn Unit 4, Part 3, Activity 2, students are asked to analyze a source\u2019s perspective and bias as they develop sources for their research portfolio. The materials direct students to use the Guiding Questions handout from previous units for guidance. Specifically, the materials point to the \u201cP\u201d of the \u201cLIPS\u201d domains--Language, Ideas, Perspective, and Structure--in the Guiding Questions handout. The Perspective domain presents text-dependent, evidence-based questions for students. The question, \u201cWhat details or words suggest the author\u2019s perspective?\u201d is a strong example of a stand alone text-dependent question. Other questions, such as, \u201cHow does the author\u2019s perspective influence my reading of the text?\u201d, rely on the provided follow-up instructions in the Deepening section of the Guiding Questions handout. This section asks students to support and \u201cexplain why and cite [...] evidence\u201d from the text.\n            \n\n\n\n\n    Students are supported in their literacy growth over the course of a school year. Examples include, but are not limited to:\n\n\nUnit 1 culminates in a text-centered discussion in the Reading Closely for Textual Details: Developing Core Literacy Proficiencies Literacy Toolbox. The Instructional Notes explicitly ask students to \u201cpoint out key words that indicate the author\u2019s perspective,\u201d as well as \u201cask the other participants to reference the texts in their comments.\u201d\n    \nIn Unit 5, Part 1, Activity 2, students are asked to question the text without the typical modeling by the teachers, thus placing more of the responsibility on the student. The teacher Instructional Notes for this task indicate: \u201c(The students) should be bringing useful questions from such handouts as the Guiding Questions and Assessing Sources handouts into their reading process, and they should not require prescriptive scaffolding. However, students will also be reading, analyzing, and evaluating complex arguments in this unit, perhaps for the first time. They may need the support of text-dependent questions that help them attend to the elements and reasoning within arguments.\u201d The Instructional Notes include further information for the teacher to assist with \u201cabbreviated versions of the model Questioning Tools found in other units.\u201d\n    \n\n\n    Teacher materials provide support for planning and implementation of text-dependent questions, tasks, and assignments. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "40d42a30-c66d-4fc9-833e-4c1745ec95e3": {"__data__": {"id_": "40d42a30-c66d-4fc9-833e-4c1745ec95e3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "d5a7daa9-ce88-4cba-8017-3592ed065bb3", "node_type": null, "metadata": {}, "hash": "4dbf69d393a14d2cb9426b2d0aef478090c4564a663af98902ec73009d0d31bc"}, "3": {"node_id": "64b374ea-9aa9-4bb1-bf7b-a21df4670c2e", "node_type": null, "metadata": {}, "hash": "bb00a5bdad1b2eb047112c8454a6c4d1a12f22f39e8d46327860a9f4f8ccae96"}}, "hash": "2d7f2087fa3c511ed1f9695d4dcbc1c4d922bff443154ff3a13279bdaf4e5c17", "text": "Teacher Instructional Notes across the units include reminders to teachers to consistently direct students to use the text to support responses. These notes also encourage teachers to generate questions to model for the students.\n    \nIn Unit 3, Part 5, Activity 5, the Instructional Notes provide the following teacher instructions for a task so that students are provided with proper modeling. The notes read: \u201cReturn to the literacy skills criteria students have been using in Part 4: Forming Claims and Using Evidence. Talk through how you might apply these criteria in reviewing a draft evidence-based claims essay\u2014beginning with general Guiding Review Questions, such as \u201cWhat is the claim and how clearly is it expressed and explained? Is there enough, well-chosen evidence to support the claim?\u201d Then model how a writer might develop a more specific text-based review question to guide a second review of the draft.\u201d\n    \nIn Unit 5, Part 1, Activity 2, the Instructional Notes reference the EBA (Evidence-based Argument) Toolbox, which includes \u201ca few model text-specific questions for deepening students\u2019 understanding of specific aspects of the arguments they will read closely.\u201d\n\nMaterials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials containing sets of high-quality sequences of text-dependent and text-specific questions and activities that build to a culminating task which integrates skills to demonstrate understanding.\n\n\n    The materials include quality culminating tasks which are supported with coherent sequences of text-dependent questions and tasks and are present across a year\u2019s worth of material. Examples include, but are not limited to:\n\n\nIn Unit 1, the tasks focus on Reading Closely for Textual Details which is a prerequisite skill and foundation for the work done in the following units. Each unit introduces a skill, such as making evidence-based claims and researching to deepen understanding, which is necessary for Unit 5 Building Evidence-Based Arguments: \u201cWhat is the Virtue of Proportional Response?\u201d\n    \n\n\nIn Unit 2, Part 5, Making Evidence-Based Claims (EBC), the culminating activity is a writing task, students compose \u201ca rough draft of an evidence-based claim essay on their global claim.\u201d The materials suggest that this task is \u201cused as evidence of Literacy Skills associated with close reading\u2026\u201d To this point, close reading activities have been driven by the Questioning Path Tool - a handout utilized throughout the curricular materials with general text-dependent questions to text-specific questions. To describe the relevance of the tasks, the teacher\u2019s edition addresses the materials by using the analogy of \u201cpractitioners in various fields are able to analyze and understand [works] because their training focuses them on details\u2026 [and this] often involves using questions to direct their attention.\u201d This analogy is included to help students understand the process of building an EBC and completing the Forming EBC Tool. This is just one step in the process of completing the culminating task.\n    \n\n\nIn Unit 5, Part 2, Activity 7, students are tasked to use notes and annotations taken from previous activities to compose a culminating essay to demonstrate mastery of analyzing an argument. Student work is text-dependent; they use notes and annotations collected on the Delineating Arguments Tool practiced with the included text set or other materials as determined by the teacher. The Delineating Arguments Tool is preceded by the use of the Guiding Questions handout, remaining consistent with the text-dependent and text-specific basis of the entire curriculum.\n    \n\n\n    Evidence that sequences of text-dependent questions and tasks throughout each unit prepare students for success on the culminating tasks includes, but is not limited to:\n\n\nIn Unit 1, students are asked to read nine texts focusing on the theme, \u201cEducation is the New Currency.\u201d In Unit 1, Part 5, Activity 3 of this unit, students are asked to participate in a text-centered discussion about how education is the great equalizer of the conditions of humans. To prepare for the culminating activity, students work collaboratively to review each other\u2019s text-based explanations, discuss their assigned text to other texts within the unit, and write a comparative text-specific question for the discussion.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "64b374ea-9aa9-4bb1-bf7b-a21df4670c2e": {"__data__": {"id_": "64b374ea-9aa9-4bb1-bf7b-a21df4670c2e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "40d42a30-c66d-4fc9-833e-4c1745ec95e3", "node_type": null, "metadata": {}, "hash": "2d7f2087fa3c511ed1f9695d4dcbc1c4d922bff443154ff3a13279bdaf4e5c17"}, "3": {"node_id": "b4ff5918-96ef-4ae0-a345-660514099502", "node_type": null, "metadata": {}, "hash": "2fef0a7d470f35ad7e387978e1ae55cc852cbac9ae5ea3ec33f2cfa93f3cd8e3"}}, "hash": "bb00a5bdad1b2eb047112c8454a6c4d1a12f22f39e8d46327860a9f4f8ccae96", "text": "In Unit 4, Part 5, students are asked to create a culminating research portfolio or produce an alternative research-based product. The activities leading up to this culminating task include the consistent Questioning Path Tool to explore a topic using various texts and to develop an Inquiry Question. The student- or class-generated Inquiry Question determines the texts used with the text-dependent Research Evaluation Tool. When using the Research Evaluation Tool, which consists of three checklists with guiding questions, students present materials gathered and studied to include in their portfolio and receive feedback from the teacher and peers about the credibility, relevance, and sufficiency of the evidence gathered.\n    \n\n\n    The culminating tasks are varied and rich, providing opportunities for students to demonstrate what they know and are able to do in speaking and/or writing. The following are examples of this evidence:\n\n\nIn Unit 3, the Unit Overview includes an Outline describing the five parts of the unit. The Outline describes Part 5: Developing Evidence-Based Writing: \u201cStudents develop the ability to express global evidence-based claims in writing through a rereading of the texts in the unit and a review of their previous work.\u201d Students are expected to reread the texts in the unit and discuss with the class the development of Evidence-Based Claims (EBCs). They are also expected to create their own EBCs about literary technique and work collaboratively throughout the writing process. Finally, students participate in a class discussion of final evidence-based essays.\n    \n\n\nIn Unit 5, the culminating task consists of an argumentative essay. In preparation for this final task, students write short essays analyzing an argument. In Unit 5, Part 2, Activity 7: Writing to Analyze Arguments, the teacher\u2019s Instructional Notes read: \u201cStudents use their notes, annotations, and tools (such as the Questioning Path Tool) to write paragraphs analyzing one of the arguments they have read thus far in the unit.\u201d\n\nMaterials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 9 partially meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    The materials promote twelve Academic Habits and twenty standards-aligned Literacy Skills. The materials intend for students \u201cto develop, apply, and extend\u201d Academic Habits \u201cas they progress through the sequence of instruction.\u201d Academic Habits include mental processes and communication skills sets such as, but not limited to, Preparing, Collaborating, Completing Tasks, Understanding Purpose And Process, and Remaining Open. Each Academic Habit is accompanied by general descriptors and most units include rubrics designed for teachers to conduct observational assessments of Academic Habits, thus providing another opportunity for assessment. By comparison, the Literacy Skills articulated by the materials are focused on reading and writing skills; Academic Habits are mental and communication-based processes.\n\n\n    In the Teacher\u2019s Edition, Grade 9 Developing Core Literacy Proficiencies: User Guide, the publisher includes a table that \u201clists the anchor Common Core State Standards that are targeted within the five Developing Core Literacy Proficiencies units and indicates the Literacy Skills and Academic Habits that are derived from or are components of those standards.\u201d The instructional materials focus on \u201cSL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others\u2019 ideas and expressing their own clearly and persuasively.\u201d Other speaking and listening standards within the strand are not targeted within the Developing Literacy Proficiencies units.\n\n\n    Throughout the curriculum, students are provided frequent opportunities to participate in evidence-based discussions. Many activities start with teacher-led, whole-class discussions to establish students\u2019 first impressions with teachers modeling how to use evidence from text to support observations. When students dive deeper into the texts, they are often assigned to work in pairs to discuss claims and organize evidence. In other activities, the curriculum suggests that students work in teams to become experts, then jigsaw into new groups to share what they have learned. These discussions are text-specific and ask students to refer to this textual evidence while presenting claims and validating observations. While discussions are evidence-based, teachers and students are not provided with protocols or models for conversation. Conversation is a tool used throughout the curriculum, but is not ever explicitly taught or assessed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b4ff5918-96ef-4ae0-a345-660514099502": {"__data__": {"id_": "b4ff5918-96ef-4ae0-a345-660514099502", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "64b374ea-9aa9-4bb1-bf7b-a21df4670c2e", "node_type": null, "metadata": {}, "hash": "bb00a5bdad1b2eb047112c8454a6c4d1a12f22f39e8d46327860a9f4f8ccae96"}, "3": {"node_id": "43e0c53d-4514-451e-96fe-9baa11e577c8", "node_type": null, "metadata": {}, "hash": "11dadd093ea75a6e1fdfc662557135a351e85f7fa7398103609d1a08beb9566a"}}, "hash": "2fef0a7d470f35ad7e387978e1ae55cc852cbac9ae5ea3ec33f2cfa93f3cd8e3", "text": "The consistent design of the curriculum provides a focus on using textual evidence and contains sequenced tasks for most discussions to support the demonstration of academic vocabulary and analysis of syntax. This is maintained by the consistent use of a questioning path system and explicit modeling instructions for teachers to follow with students. At times, the Questioning Path Tool leads whole class discussions or between students in pairs and small-groups for specific purposes. For example, Unit 4 is focused on research skills and the questioning-based instruction promoted by the materials becomes inquiry-based discussions used by students grouped into research teams.\n\n\n    Materials provide multiple opportunities and questions for evidence-based discussions across the whole year\u2019s scope of instructional materials. Examples include, but are not limited to:\n\n\nIn Unit 3, Part 4, Activity 6, \u201cThe class discusses their new EBC\u2019s (Evidence-Based Claims) from Activity 5 and students listen actively to portions of the text being read or presented.\u201d Students discuss the text and review the self-developed Questioning Paths. In pairs, students discuss their claims and organize evidence. Students also participate in a whole-class read aloud to help each other analyze claims and selected evidence.\n    \nIn Unit 4, the core question, \u201cMusic: What role does it play in our lives?\u201d might increase student engagement. In Unit 4, Part 1, Activity 1, the opening discussion in the Instructional Notes provides an opportunity for a discussion/question for \u201cinquiry and research.\u201d In Unit 4, Part 1, Activity 2, specific instructions are given after viewing a video on how to help students think about topic areas that might be interesting to research. This is done through full-class discussion.\n    \n\n\n    The opportunities provided do not always adequately address and promote students\u2019 ability to master grade-level speaking and listening standards. Examples include, but are not limited to:\n\n\nIn Unit 1, Part 1, Activity 3, during small group work utilizing Academic Habits, the teacher\u2019s edition shares that students \u201cmight reflect on how well they have demonstrated the skills of preparing for discussions by reading and annotating the text and considering the questions that have framed discussion.\u201d The Discussion Habits Checklist is available for teachers and students to access using the RC (Reading Closely) Literacy Toolbox. Similarly, in Unit 1, the Student Edition highlights skills and habits, such as questioning, collaboration, and clear communication; notably, the students are reminded of the following: \u201cThese skills and habits are also listed on the Student Literacy Skills and Discussion Habits Checklist, which you can use to assess your work and the work of other students.\u201d The skills and habits address core standards specifically targeted by the publisher in Developing Core Literacy Proficiencies Units.\n    \nIn Unit 4, Part 1, Activity 2, in the teacher\u2019s edition, students in small groups \u201cpractice the thinking process by using the topic area and questions previously developed by the class and filling in the Tool\u2019s second Area of Investigation section.\u201d However, all the questions students are given after these instructions are questions that they are working on independently. The tie between the small group goal/organization and this activity is weak.\n    \nIn Unit 5, Part 1, Activity 4, \u201cStudents work in reading teams to develop a set of more focused text-specific questions\u2026\u201d Students can also work individually to review one of the background texts to find additional details. The note section suggests that students work in teams to become experts, then jigsaw into new groups to share what they have learned. Speaking and listening skills are not assessed. Students participate in a sharing out of ideas. In the activity, peers do not set rules for collegial discussions and decision-making or challenge ideas and conclusions of their peers as included in the CCSS.\n    \n\n\n    Grade-level-appropriate opportunities occur for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax within the materials, but the curriculum does not utilize the opportunities. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "43e0c53d-4514-451e-96fe-9baa11e577c8": {"__data__": {"id_": "43e0c53d-4514-451e-96fe-9baa11e577c8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "b4ff5918-96ef-4ae0-a345-660514099502", "node_type": null, "metadata": {}, "hash": "2fef0a7d470f35ad7e387978e1ae55cc852cbac9ae5ea3ec33f2cfa93f3cd8e3"}, "3": {"node_id": "ac7821f4-e77d-4646-b8ec-995f89dde523", "node_type": null, "metadata": {}, "hash": "1bf668a25573ee2e4fd5cb43b62b12c67482273954d1d81d142b19466aab9b50"}}, "hash": "11dadd093ea75a6e1fdfc662557135a351e85f7fa7398103609d1a08beb9566a", "text": "On page xxxiii, the curriculum states that many decisions about the teaching of vocabulary are left up to the teacher. It also states that \u201cactivities and tools use vocabulary related to reading skills that students can apply while reading and writing.\u201d Additionally, keywords in the Reading Closely and Making Evidence-Based Claims units\u2019 texts \u201care highlighted and defined so that students and teachers can focus on them as needed.\u201d This shows that the curriculum is not providing guidance regarding how to intentionally incorporate academic or text-specific vocabulary into instruction. (This wording is the same in all grade levels.) The instructional materials do not provide the guidance necessary to ensure students will demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.\n    \nIn the Introduction for Unit 3, the teacher\u2019s edition states a \u201cskillful reader of a literary work pays attention to what authors do--the language, elements, devices, and techniques they use, and the choices they make that influence a reader\u2019s experience with and understanding of the literary work.\u201d While the development of student\u2019s EBCs are grounded in this skillful reading, the same isn\u2019t true for speaking/listening. For example, in Unit 4, Part 1, Activity 4, a reflection question asks about communicating ideas with specific evidence, but no focus is included on modeling and use of academic vocabulary and syntax, which could easily be incorporated into this rhetorical analysis.\n    \nIn Unit 5, Part 5, Activity 1, the activity concerns the editing and revision stages of the writing process. After allowing students time to process aspects of their writing, the activity provides reflection questions to guide discussions about the students\u2019 drafts. The Text-Centered Discussion occurs in peer-editing pairs. Editing partners read, looking for \u201ctextual evidence that expresses the writer\u2019s understanding of the issue\u201d about which they are writing. At this point in the curriculum, and with modeling provided by the teacher, students could appropriately use academic vocabulary when providing feedback. The materials provide a description of the task, but not the protocol of the very explicit steps on how to be successful at the task. The opportunity is there, but the materials do not explicitly require students to use the vocabulary in their feedback. It could happen naturally, but is not directly stated as an expectation by the materials and, therefore, the teacher.\n\nMaterials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for the materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.\n\n\n    Materials embed evidence-based academic discussions focused on listening and speaking skills in reading and writing processes. Students are often asked to engage in discussions about texts through activities such as note taking, annotating texts, and capturing what their peers say. Students then transfer the practice to their own writing through collaborative revision workshops with peers.\n\n\n    Speaking and listening instruction is applied frequently over the course of the year and includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ac7821f4-e77d-4646-b8ec-995f89dde523": {"__data__": {"id_": "ac7821f4-e77d-4646-b8ec-995f89dde523", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "43e0c53d-4514-451e-96fe-9baa11e577c8", "node_type": null, "metadata": {}, "hash": "11dadd093ea75a6e1fdfc662557135a351e85f7fa7398103609d1a08beb9566a"}, "3": {"node_id": "a95bbb23-c403-4a28-b1dd-f8688eb5c286", "node_type": null, "metadata": {}, "hash": "2c5c168f6b49c66325ec6cb03615b5aed40d8bd25ebddcaf166528d9f05a89b7"}}, "hash": "1bf668a25573ee2e4fd5cb43b62b12c67482273954d1d81d142b19466aab9b50", "text": "In Unit 1, Part 3, Activity 2, students discuss how the author\u2019s use of language reflects his or her perspective on the subject. Students have to present evidence and connect their comments to the ideas of others. Students practice listening skills as they take notes, annotate their texts, and capture what peers say. The curriculum supports the development of listening and speaking skills with the formal and less formal versions of the Reading Closely Literacy Skills and Discussion Habits Rubrics.\n    \nIn Unit 2, Part 1, Activity 2, the teacher guides students to share ideas during a \u201cbrief discussion in which students volunteer something they learned about the speaker (Socrates).\u201d Further guidance is offered in the Instructional Notes to assist the teacher in leading the discussion with follow-up questions to the students\u2019 independent reading and to prepare them for the next step. An example of one such question is: \u201cWhat words or sentences in the paragraph tell you this information?\u201d Then, students transition into \u201cthe second guiding question: \u2018What details or words suggest the author's perspective?\u2019\u201d\n    \nIn Unit 3, Part 2, Activity 2, students read aloud, \"The Short Happy Life of Francis Macomber\" and continue to engage with the same guiding questions to elicit evidence of the author\u2019s language, ideas, and use of supporting details. Support is provided by the Making EBC Tool and text-specific Questioning Path Tool.\n    \nIn Unit 4, Part 1, Activity 2, students explore a research topic. Students watch a video and read a common text to stimulate thinking about what makes the topic interesting and to open up possible areas to investigate. After watching the video, small groups, and later the entire class, will summarize what they have learned through the video. Students will compare notes and note-taking strategies. Students then work in small teams to read an internet-based text and discuss what they already know about the text before they read it. Students will listen and participate as the class discusses how the source they just read relates to the topic and the video they have previously previewed.\n    \n\n\nIn addition, students are expected to exhibit the following behaviors during the Text-Centered Discussion:\n        \n\u201cListening: Listen fully to what readers have observed; Consider their ideas thoughtfully; Wait momentarily before responding verbally.\n            \n\"Remaining Open: Avoid explanations or justifications for what they as writers have tried to do (no 'yes, but . . .' responses); Frame additional informal, text-based questions to further probe their readers\u2019 observations.\u201d\n\nMaterials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. Throughout the units, the instructional materials require students to produce on demand short, informal writings and longer, independent process writing tasks and essays.\n\n\n    On-demand writing tasks can consist of completing the worksheets/handouts/tools from the Literary Toolboxes and evolve into students composing sentence-length, evidence-based claims and paragraphs. Students compose initial on-demand writing in pairs to become accustomed to the material\u2019s Academic Habits or approach to revisions through informal collaborative small group and class discussions in Unit 2 to more formal Research Teams in Unit 4. Examples of on-demand writings include, but are not limited to:\n\n\nUnit 1, Part 1, Activity 4 is focused on increasing students\u2019 close reading skills. In Part 1, students demonstrate their proficiency through discussions closely guided by their on-demand writing that occurs in the Questioning Path Tool handouts included in the Literacy Toolbox. For example, Activity 4 tasks students to follow the Guiding Questions provided in the tool to analyze details in a multimedia text, a TED Talk by Sir Ken Robinson. There are multiple text-centered questions and the materials assign students to \u201cwrite a few sentences explaining something they have learned.\u201d\n    \nIn Unit 2, Part 4, Activity 2, students consider text-based review questions, and \u201carticulate and share their text-based responses and constructive reviewers claims\u201d that they have generated based on the reading.\n    \nIn Unit 4, Part 1, Activity 2, students summarize their observations and understandings of a topic discussed in class and brainstorm potential areas of investigation as well as details about the topic to expand or increase understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a95bbb23-c403-4a28-b1dd-f8688eb5c286": {"__data__": {"id_": "a95bbb23-c403-4a28-b1dd-f8688eb5c286", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "ac7821f4-e77d-4646-b8ec-995f89dde523", "node_type": null, "metadata": {}, "hash": "1bf668a25573ee2e4fd5cb43b62b12c67482273954d1d81d142b19466aab9b50"}, "3": {"node_id": "a64c0cdb-5e7c-4ba0-996a-6b4cd388b576", "node_type": null, "metadata": {}, "hash": "2dd124139208938badbae947bd83095a7e4f4da645ffd19a9670271503185c24"}}, "hash": "2c5c168f6b49c66325ec6cb03615b5aed40d8bd25ebddcaf166528d9f05a89b7", "text": "Opportunities for process writing tasks include, but are not limited to:\n\n\nIn Unit 2, Part 5, Activity 5, \u201cstudents used a criteria-based checklist of feedback from peers in a collaborative review process to revise and improve their evidence-based claim essays.\u201d Once students have completed the first drafts of their essays, they work in writing groups to complete two review and revision cycles. The first cycle focuses on the essay\u2019s content or on evaluating and improving the content or quality of claims and evidence; the second cycle focuses on improving organization and expression and clarity of their writing.\n    \nIn Unit 4, Part 2, Activity 3, students are directed to \u201cconsult a librarian or media specialist and conduct web- or library-based searches\u201d for additional sources to complete the culminating research writing assignment. The process writing for this is sequenced out beforehand with the Common Sources and Literacy Toolbox handouts specific to this unit. The peer-feedback, revision processes practiced in previous units is implemented again to develop and improve the students\u2019 research essays. Part 5 focuses on research skills for the summative purpose of creating a research portfolio, written research narrative, or research-based product to present.\n\nMaterials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 9 partially meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Writing is embedded throughout the curriculum; however, the writing instruction does not fully reflect the distribution of the standards, in particular the various elements of narrative writing, even though narrative writing is at times included as a follow-up reflection to longer research projects. The 9-12 CCSS state within narrative writing that students write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequence. In particular, students are to use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Students are not provided opportunities to engage in narrative writing tasks allowing sufficient practice for specific narrative techniques as required by the standards.\n\n\n    The curriculum provides a variety of unit-specific checklists and rubrics so that students and teachers can monitor progress in literacy skills (including writing) and academic habits such as collaborating and clearly communicating. This curriculum is based in reading grade-appropriate texts and responding to these texts in both formal and informal writing.\n\n\n    Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards. While students encounter a variety of texts\u2014speeches, essays, historical texts, TED talks\u2014the writing that they are asked to do is not varied. While they write expository and argumentative pieces, they are not asked to write outside these genresExamples include, but are not limited to:\n\n\nIn Unit 3, Part 5, Activity 1, students are considering the piece, \u201cThe Short Happy Life of Francis Macomber,\u201d by Ernest Hemingway with respect to its content, as well as use of literary techniques. While they discuss these techniques in writing a global claim about literary techniques, there are no opportunities to also practice/write/develop narrative techniques such as dialogue, pacing, description, plot lines, or develop experiences, events, and/or characters as stated in the standards.\n    \n\n\nIn Unit 4, Part 5, Activity 2, the Teacher\u2019s Edition states, \u201cstudents write a reflective research narrative explaining how they came to their understanding of the topic, the steps they took to reach that understanding, and what they have learned about the inquiry process.\u201d Instructional Notes are included to assist teachers in guiding students through the Activity Sequence as students \u201ctell the \u2018story\u2019 of their search,\u201d including the following reflective points:\n        \nTheir initial understanding of the topic of Music and its importance in our lives.\n            \nTheir culminating understanding or view of the topic.\n            \nThe steps they took to reach their evidence-based perspective.\n            \nTheir personal experience learning about and using the inquiry process to research the issues connected to the topics they have investigated.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a64c0cdb-5e7c-4ba0-996a-6b4cd388b576": {"__data__": {"id_": "a64c0cdb-5e7c-4ba0-996a-6b4cd388b576", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "a95bbb23-c403-4a28-b1dd-f8688eb5c286", "node_type": null, "metadata": {}, "hash": "2c5c168f6b49c66325ec6cb03615b5aed40d8bd25ebddcaf166528d9f05a89b7"}, "3": {"node_id": "b3ff9414-5472-4b2e-b832-c862f609b17e", "node_type": null, "metadata": {}, "hash": "ae88ef1476df5997fdd067d8ef08c8f265df848de92551f55c42312bf4497627"}}, "hash": "2dd124139208938badbae947bd83095a7e4f4da645ffd19a9670271503185c24", "text": "In this type of writing, students will connect their ideas to the sources used during their research; however, due to the nature of this assignment, students are not able to use narrative techniques such multiple plots lines or sensory language to convey a vivid picture of characters. An example of this follows:\n\n\nIn Unit 4, Part 5, Activity 2, the Instructional Notes relating to the narrative state, \u201cBecause this may be the first time in the Developing Core Proficiencies program sequence that students have written a narrative, they may want to consider the specific Expectations of CCSS W.3 at ninth grade\u2026\u201d and list these standards for the teacher. There is no additional guidance to assist teachers and ensure students have practiced and reached proficiency of all narrative techniques for the grade level.\n    \n\n\n    Materials provide opportunities for students/teachers to monitor progress in writing skills. Examples include, but are not limited to:\n\n\nIn Unit 2, Part 3, Activity 1, the teacher\u2019s edition states that students read \u201cparagraphs 11-18 of Plato\u2019s Apology, guided by a Guiding Question(s) from the model Questioning Path Tool and use the Forming EBC Tool to make an evidence based claim.\u201d Following the reading, \u201cstudents record key details, connections, and an initial evidence-based claim on the tool.\u201d The Instructional Notes provide teachers with reminders in Part 3: Formative Assessment Opportunities: \u201cStudents should now be beginning to develop more complex claims about challenging portions of the text. Their Forming EBC Tool should demonstrate a solid grasp of the claim-evidence relationship, but do not expect precision in the wording of their claims.\u201d Tools are provided to both teachers and students to assess Academic Habits.\n    \n\n\nEach Part of Unit 3 ends with Formative Assessment Opportunities which incorporate writing skills ranging from Attending to Details and Identifying Relationships to claims and textual evidence and claims-evidence relationship writings.\n    \n\n\nIn Unit 3, Part 3, Activity 2, students compare the draft claims they have written and teachers facilitate a short comparative discussion that helps students reflect on the strengths and/or weaknesses of their claims.\n    \n\n\nUnit 5 focuses on the argumentative mode of writing and addresses the standards\u2019 persuasive appeals by continuing to focus on EBCs. It follows the same processes for multi-stage collaborative reviews for development and revisions in writing and opportunities for teachers to track students\u2019 progress: formative assessments and rubric/checklists to observe demonstrated Literacy Skills and Academic Habits.\n    \n\n\n    Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports).\n\n\nThe Questioning Path Tool questions written by the students are always connected to a specific text.\n    \n\n\nThe Forming Evidence-Based Claims Tool asks students to respond to various texts to capture details and their thinking, as well as to identify how texts connect with one another.\n    \n\n\nAs part of Unit 1\u2019s final assignments, students are asked to write a multi-paragraph \u201cexplanation of something you have come to understand by reading and examining your text.\u201d Students are expected to use one of three final texts and present and explain the central idea, use quotations and paraphrases to support the central idea, explain how the central idea is connected to the author\u2019s purpose, and explain a new understanding.\n    \n\n\n    Materials include a number of writing opportunities that span the entire year. Each final writing task includes formal, usually multi-paragraph essay writing. Students also write throughout each unit in preparation for these final writing tasks. These shorter, informal writing tasks can be found in the form of independent writing, writing text-based explanations, and writing EBCs in pairs.\n\n\nIn Unit 3, the curriculum provides a Student Making Evidence-based Claims Literacy Skills Checklist. This checklist allows the student to assess skills in three areas: Reading, Thinking, and Writing. Various checklists also appear in the other units and are modified to the skills being assessed in that unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b3ff9414-5472-4b2e-b832-c862f609b17e": {"__data__": {"id_": "b3ff9414-5472-4b2e-b832-c862f609b17e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "a64c0cdb-5e7c-4ba0-996a-6b4cd388b576", "node_type": null, "metadata": {}, "hash": "2dd124139208938badbae947bd83095a7e4f4da645ffd19a9670271503185c24"}, "3": {"node_id": "5c2e36a2-f492-4775-92d4-2a72c9e4a07c", "node_type": null, "metadata": {}, "hash": "773db653a447b2ab54d6d6c3ff19b8497b3a30d4c4691b61cca8c5b462b1d21d"}}, "hash": "ae88ef1476df5997fdd067d8ef08c8f265df848de92551f55c42312bf4497627", "text": "Unit 4 is focused on building students\u2019 proficiency with research skills. The use of a common source set supports a teacher\u2019s ability to track students\u2019 progress while modeling research skills. Students practice research skills throughout the unit with guidance from the teacher and from peer reviews. The writing conducted fits into two products: (1) a research portfolio of sources and findings and (2) a reflective research narrative. As a third, optional, writing product, the material recommend students maintain a reflective journal throughout the process.\n\nMaterials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.\n\n\n    Instructional materials include frequent opportunities for students to write evidence-based claims relating to various topics and in response to text sets organized around the topic. Students are asked to analyze text, develop claims, and support those claims with evidence from the text. Tools, such as Questioning Path Tools, Approaching Text Tools, and Analyzing Details Tools, are provided to help students analyze and organize text to be used in later writing. The checklists and rubrics also include criteria for Using Evidence which asks students to support explanations/claims with evidence from the text by using accurate quotations, paraphrases, and references. Opportunities for writing to sources include informal writing within the units and formal writing in the form of culminating tasks.\n\n\n    All units provide students the opportunity to engage with texts to compose evidence-based writing for the purpose of research, argumentative, or explanatory/informational writing. Optional activities are provided for the teacher to expand and include more writing opportunities and modes.\n\n\n    Texts include a variety of sources (print and digital). Materials meet the grade level demands of the standards listed for this indicator.\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Examples include, but are not limited to:\n\n\nIn Unit 1, Part 4, Activity 4, students are tasked with writing a multi-paragraph essay with a central idea and explain how it is developed using text-based evidence gathered in previous activities with the Analyzing Details Tool.\n    \n\n\nIn Unit 2, Questioning Path Tools connect the reading to the writing students will do and the Deepening portion of this tool is strongly text dependent.\n    \n\n\nIn Unit 2, the Evidence-Based Claims (EBC) Tool helps students find evidence in the text to support the claims they are creating by providing a place for students to record the details they find. This tool is tied to the targeted Literacy Skill of Using Evidence. Part 1, Activity 4 tasks the teacher with modeling the Forming Evidence-Based Claims handout from the Literacy Toolbox. It is designed for students to \u201cfirst note details that stand out\u201d and then relate details to each other, explaining any connection between the text and another text, or the text and a reader\u2019s experience. This activity leads students to begin developing claims that are supported by evidence. It is modeled first by teachers using the Supporting Evidence-Based Claims Tool.\n\n\n\nUnit 4 connects reading with writing by asking student to draw connections among key details and ideas within and across texts.\n    \n\n\n    Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence. Instructional notes are very specific with regards to helping students develop clear claims beginning with the definition of what a claim is and the explanation that a claim is only as strong as the evidence that supports it. Examples include, but are not limited to:\n\n\nIn Unit 1, Part 2, Activity 5, \u201cstudents write a short paragraph explaining their analysis of the text and reference (or list) specific textual details.\u201d Students are asked to write a short paragraph of several clear, coherent, and complete sentences. Students are to explain their analysis of Text 5.\n    \n\n\nIn Unit 2, Part 5, Activity 5, \u201cStudents use a criteria-based checklist of feedback from peers in a collaborative review process to revise and improve their evidence-based claim essays.\u201d Once students have completed the first drafts of their essays, they will work in writing groups to complete two review and revision cycles. The first cycle focuses on the essay\u2019s content or on evaluating and improving the content or quality of claims and evidence; the second cycle focuses on improving organization and expression and clarity of their writing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5c2e36a2-f492-4775-92d4-2a72c9e4a07c": {"__data__": {"id_": "5c2e36a2-f492-4775-92d4-2a72c9e4a07c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "b3ff9414-5472-4b2e-b832-c862f609b17e", "node_type": null, "metadata": {}, "hash": "ae88ef1476df5997fdd067d8ef08c8f265df848de92551f55c42312bf4497627"}, "3": {"node_id": "635bb735-e0b4-413a-a4e5-6296ede2bee6", "node_type": null, "metadata": {}, "hash": "741c3333d4fc7ba0d718757502c66d0a8c94c86d8b609ac0876854951d6a0816"}}, "hash": "773db653a447b2ab54d6d6c3ff19b8497b3a30d4c4691b61cca8c5b462b1d21d", "text": "Materials provide opportunities that build students\u2019 writing skills over the course of the school year. The teacher edition shares the Unit Design and Instructional Sequence: students are presented with a topic and \u201cbegin learning to read closely by first encountering visual images, which they scan for details, and then multimedia texts that reinforce the skills of identifying details and making text-based observations from those details.\u201d (xxxviii). Therefore, students are provided an opportunity to learn about the topic before exposure to the more complex grade-level texts and then move forward to more challenging texts. Writing opportunities are varied over the course of the year. Examples of varied writing opportunities that build students' skills over the course of the year include, but are not limited to:\n\n\nUnit 1 focuses on increasing students\u2019 abilities to read for detail and increase understanding of the text. Most of the frequent writing opportunities occur in completing the Literacy Toolbox handouts. The guiding questions provided by the handouts are text-dependent and require students to reference details from the text to support their understanding and explanation about the central idea of the text. This is not necessarily evidence-based; students are merely focused on explanatory or informational writing in this unit. In Unit 1, Part 1, Activity 1, students are introduced to the topic through an analogy from another field.\n    \n\n\nAll the activities in Unit 1, build to a two-stage culminating activity. Students will do the following: 1) Analyze one of three related texts and draft a multi-paragraph explanation of their text, and 2) Lead and participate in a comparative discussion about the three texts. Students are writing informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. In addition, students are drawing evidence from literary or informational texts to support analysis, reflection, and research.\n    \n\n\nUnit 4, Part 5, Activity 4 is an optional activity for students to compose a multimedia presentation or formal essay to communicate a perspective. The materials suggest various opportunities for writing modes to be addressed using EBCs--informational presentation, a research-based explanation, a thesis-driven argument, or Op-Ed piece. The summative writing assignment for the unit is a reflective research narrative. This unit incorporates much of the expectations for this indicator.\n\nMaterials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nThe instructional materials reviewed for Grade 9 partially meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.\n\n\n    The materials present tables in the initial overview of each unit and sub-sections outlining the alignment to Common Core State Standards. The materials are focused on select standards for the reading, writing, and speaking and listening standards and do not state a direct alignment to the language standards. However, the materials do provide opportunities for students to demonstrate some, but not all, language standards. This occurs in the form of reading and demonstrating understanding of the text and intentions of word choices by the authors. The provided rubrics direct students and teachers to expect standard English language conventions and punctuation to be demonstrated in writing assignments. However, the materials are not as specific for these expectations as specified by the Common Core State Standards for language conventions. The materials do not clearly provide opportunities for students to practice all language and grammar expectations outlined by national college-and-career readiness standards.\n\n\n    The materials promote and build students\u2019 ability to apply conventions and other aspects of language within their own writing. Instructional materials provide opportunities for students to grow their fluency language standards through practice and application. The materials do not include explicit instruction of all grammar and conventions standards for Grade 9 and do not include Conventions of Standard English, Knowledge of Language, or Vocabulary Acquisition and Use as specific CCSS Anchor Standards Targeted in Developing Core Literacy Proficiencies Units. Evidence to support this rationale include, but are not limited to:\n\n\nIn the Developing Core Literacy Proficiencies: User Guide, the instructional materials provide documentation for the Alignment of Targeted CCSS with OE Skills and Habits. Reading standards 1-10, writing standards 1-9, and SL.1 are included. No language standards are listed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "635bb735-e0b4-413a-a4e5-6296ede2bee6": {"__data__": {"id_": "635bb735-e0b4-413a-a4e5-6296ede2bee6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "5c2e36a2-f492-4775-92d4-2a72c9e4a07c", "node_type": null, "metadata": {}, "hash": "773db653a447b2ab54d6d6c3ff19b8497b3a30d4c4691b61cca8c5b462b1d21d"}, "3": {"node_id": "cc4909e5-3a62-4cce-8b95-f57625b70c77", "node_type": null, "metadata": {}, "hash": "77202a8fb62ea213cc22555b301ab32052e850dd9b896fa3561f1e626d55d6f8"}}, "hash": "741c3333d4fc7ba0d718757502c66d0a8c94c86d8b609ac0876854951d6a0816", "text": "In Literacy Skills, \u201cUsing Conventions\u201d explains \u201ceffective sentence structure, grammar, punctuation, and spelling to express ideas and achieve writing and speaking purpose\" including \u201cwriting and speaking clearly so others can understand claims and ideas.\u201d In Unit 1, the Targeted Literacy Skills state that students will \u201clearn about, practice, develop, and demonstrate foundational skills necessary to read closely, to participate actively in text-centered questioning and discussion, and to write text-based explanations.\" They align the unit goals with CCSS ELA Literacy W.4\u2014produce clear and coherent writing.\n    \n\n\nThere are no opportunities for direct instruction of grammar and conventions/language standards. For example, in Unit 1, Part 4, Activity 4, instructions in the teacher\u2019s edition state, \u201cstudents\u2019 writing can be reviewed in relationship to the specific grade-level expectations for writing standard 2 (explanatory writing), especially if students have been working on writing explanations in previous units and are reading for more formal feedback.\u201d Within that standard, the teacher\u2019s edition lists items a-f of which d states \u201cuse precise language and domain-specific vocabulary to manage, the complexity of the topic\u201d; and e states \u201cestablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.\u201d No specific instruction for these skills has been attended to in the materials.\n    \n\n\nOn the Attending to Details handout, under \u201canalyzing details\u201d there are some specific questions under \u201cLanguage and Structure\u201d for students to keep in mind, such as \u201cAuthors use language or tone to establish a mood\u201d and \u201cAuthors use a specific organization to enhance a point or add meaning\u201d but while this tool may make students more aware of those moves/rhetorical choices within the writing they are reading, they are not linked to instruction of grammar and conventions.\n    \n\n\nUnit 2 does not provide the instruction or opportunities necessary for students to master the use of parallel structure or the use of various types of phrases and clauses to convey specific meaning or add variety to writing or presentation. CCSS.ELA.Literacy.L.9-10.2 requires that students demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Unit 2 does not provide the instruction or opportunities necessary for students to master the use of a semicolon to link independent clauses or the use of a colon to introduce a list. Spelling is also not addressed.\n    \n\n\nUnit 3 states that it provides \u201cseveral opportunities for students to apply and develop literacy skills,\u201d including using conventions. However, instruction does not directly support this. For example, in Unit 3, Part 3, Activity 3, the work with developing an evidence-based claim includes five steps:\n        \nReflecting on how one has arrived at the claim,\n            \nBreaking the claim into parts,\n            \nOrganizing supporting evidence in a logical sequence,\n            \nAnticipating what an audience will need to know in order to understand the claim,\n            \nPlanning a line of reasoning that will substantiate the claim.\n            \n\n\n\n\n    All instruction and accompanying tools are in support of practicing, developing, and writing EBCs. For example, in Unit 3, Part 4, Activity 8, \u201cUsing Peer Feedback to Revise a Written EBC, peers give feedback on clarity of the claim, the defensibility of the claim, the use of evidence, and the organization. No feedback is listed for conventions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cc4909e5-3a62-4cce-8b95-f57625b70c77": {"__data__": {"id_": "cc4909e5-3a62-4cce-8b95-f57625b70c77", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "635bb735-e0b4-413a-a4e5-6296ede2bee6", "node_type": null, "metadata": {}, "hash": "741c3333d4fc7ba0d718757502c66d0a8c94c86d8b609ac0876854951d6a0816"}, "3": {"node_id": "493a5c7b-ab9a-4572-88a0-a726a7bd179a", "node_type": null, "metadata": {}, "hash": "2eb8b5f48e1c173cef119889ee1f60adf65792f86fa13abcc18da5f8c6e7f7de"}}, "hash": "77202a8fb62ea213cc22555b301ab32052e850dd9b896fa3561f1e626d55d6f8", "text": "For Unit 4, the instructional materials provide guidance on How This Unit Aligns with CCSS for ELA and Literacy; primary alignments include CCSS.ELA-Literacy.W.9-10.7-9, CCSS.ELA-Literacy.SL.1, CCSS.ELA-Literacy.W.2-5. Supporting alignments include CCSS.ELA-Literacy.RI.1-4, 6, and 9. No language standards are included. Unit 4 does not provide the instruction or opportunities necessary for students to master the use of parallel structure or the use of various types of phrases and clauses to convey specific meaning or add variety to writing or presentation (CCSS.ELA.Literacy.L.9-10.1.A-B). Unit 4 does not provide the instruction or opportunities necessary for students to master the use of a semicolon to link independent clauses or the use of a colon to introduce a list. Spelling is also not addressed (CCSS.ELA.Literacy.L.9-10.2.A-C).\n    \n\n\nUnit 5 culminates in writing an argumentative essay and listed in the targeted literacy skills is \u201cusing effective sentence structure, grammar, punctuation, and spelling to express ideas and achieve writing and speaking purposes. In Unit 5, Part 1, Activity 5, there is a formative assessment as a building block for students\u2019 final argument where they write a 1-3 paragraph explanation of their multi-part claim. It is supposed to \u201crepresent their best thinking and clearest writing, but beyond that indicator, there is no built-in instruction or sense of how that looks with regards to grammar and conventions.\n    \n\n\nIn Unit 5, Activity 1, Part 5, students work on strengthening writing collaboratively. The teacher\u2019s edition references Writing with Style: Conversations on the Art of Writing by John R Trimble. One of his four essentials is \u201cUse confident language\u2014vigorous verbs, strong nouns, and assertive phrasing.\u201d In the remaining Activities 2-5, there is focus on the following areas:\n        \nContent: Ideas and Information,\n            \nOrganization: Unity, Coherence, and logical sequence,\n            \nSupport: Integrating and citing evidence,\n            \nAdditional Rounds of Focused review and revision.\n            \n\n\n\n\n    While grammar and convention mistakes and missteps could be picked up in these rounds of revision, the materials do not include any direct lessons or instructions.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials meet the expectations of Gateway 2. Texts and tasks are organized around topics and themes that support students' acquisition of academic vocabulary. Comprehension of topics and concepts grow through text-connected writing and research instruction. The vocabulary and independent reading plans may need additional support to engage students over a whole school year.\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that texts are organized around a topic(s) or themes to build students\u2019 knowledge and their ability to read and comprehend complex texts proficiently. Grade 9 materials are grouped around topics such as Unit 1\u2019s focus on the changing dynamic of education in the United States, Unit 4\u2019s focus on the role of music in our lives, and Unit 5\u2019s focus on terrorism. This intense focus builds not only literacy skills but students\u2019 content knowledge. Since the texts are appropriately complex, these texts help increase students\u2019 ability to read and comprehend complex texts. Also, the instructional materials allow students to develop a range of reading and writing skills. Texts are set up to increase in complexity both in regards to the reading difficulty, as well as the writing tasks complexity.\n\n\n    Evidence that the materials meet the criteria include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "493a5c7b-ab9a-4572-88a0-a726a7bd179a": {"__data__": {"id_": "493a5c7b-ab9a-4572-88a0-a726a7bd179a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "cc4909e5-3a62-4cce-8b95-f57625b70c77", "node_type": null, "metadata": {}, "hash": "77202a8fb62ea213cc22555b301ab32052e850dd9b896fa3561f1e626d55d6f8"}, "3": {"node_id": "ac242d22-e199-4ba4-933d-4e10a17b906a", "node_type": null, "metadata": {}, "hash": "4531f8a67ba0c0828c87c41cd747f2382a5227195de5d1521857037f1c251cb8"}}, "hash": "2eb8b5f48e1c173cef119889ee1f60adf65792f86fa13abcc18da5f8c6e7f7de", "text": "Evidence that the materials meet the criteria include, but are not limited to:\n\n\nThe overview for Unit 1 \u201cDevelops students\u2019 abilities to read closely for textual details\u201d and \u201clays out a process for approaching, questioning and analyzing texts that help readers focus on key textual characteristics and ideas.\u201d The theme to engage students in the program and skills is \u201cEducation is the new currency\u201d; it \u201cpresents students with a series of texts related to the changing dynamic of education in the United States.\u201d Students are offered a variety of texts in this unit ranging from photographs to an excerpt of Helen Keller\u2019s autobiography to a TED talk.\n    \n\n\nThe sole text for Unit 2 is Plato\u2019s Apology. The entire unit focuses on the topic of Socrates\u2019s Trial where he is charged with corrupting the youth and being impious toward the gods.\n    \n\n\nThe texts for Unit 3 are in the pursuit of making evidence-based claims (EBC\u2019s) about literary technique and use Ernest Hemingway\u2019s short story, \u201cThe Short Happy Life of Francis Macomber.\u201d Three key sets of questions are introduced in Part 1, Activity 1:\n        \nWhat specific aspects of the author\u2019s craft am I attending to? (Through what lenses will I focus my reading?)\n            \nWhat choices do I notice the author making and what techniques do I see the author using? What textual details do I find as evidence of those choices and techniques?\n            \nHow do the author\u2019s choices and techniques influence my reading of the work and the meaning that emerges for me? How can I ground my claims about meaning in specific textual evidence?\n            \n\n\n\n\nThe texts for Unit 4 all relate to the topic \u201cMusic: What Role Does It Play in Our Lives?\u201d While most of the unit texts are in the form of online articles, the variety of perspectives and subtopics increases student engagement. Unit 4 texts include, but are not limited to:\n        \n\u201cImagine Life Without Music\u201d - Video\n            \n\u201cA Brief History of the Music Industry\u201d - Article\n            \n\u201cWhat is Online Piracy?\u201d - Article\n            \n\u201cWhy Your Brain Craves Music\u201d - Article\n            \n\u201c25 Most Important Civil Rights Moments in Music History\u201d - History\n            \n\u201cWhy I Pirate\u201d - Article\n            \n\n\n\n\nThe topic area and texts for Unit 5 focus on the theme of terrorism and what is meant by terrorism. The Unit overview states, \u201cthe texts in this unit are offered in the form of texts sets, in which texts are grouped together for instructional and content purposes.\u201d Part 1 of Unit 5 introduces students to the concept of evidence-based argumentation and students read and write about a variety of information texts to build an understanding of terrorism as a definition and concept. In Part 2, students analyze arguments through close-reading skills and terminology used in delineating argumentation. Students read and analyze arguments associated with terrorism, response to terrorism, and terrorism policy. Part 3 deepens students\u2019 abilities to read and think about arguments.\n\nMaterials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ac242d22-e199-4ba4-933d-4e10a17b906a": {"__data__": {"id_": "ac242d22-e199-4ba4-933d-4e10a17b906a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "493a5c7b-ab9a-4572-88a0-a726a7bd179a", "node_type": null, "metadata": {}, "hash": "2eb8b5f48e1c173cef119889ee1f60adf65792f86fa13abcc18da5f8c6e7f7de"}, "3": {"node_id": "5a2505b7-e6fe-42f8-a727-b97308acfd69", "node_type": null, "metadata": {}, "hash": "eeac14e0ad51944142a607dfc543b154cab105015f05cad6144a07f5828c89a4"}}, "hash": "4531f8a67ba0c0828c87c41cd747f2382a5227195de5d1521857037f1c251cb8", "text": "In the User Guide for the 9th grade instructional materials, the teacher\u2019s edition states that \u201cat the heart of the Odell education approach to teaching closer reading is an iterative process for questioning texts that frames students\u2019 initial reading and then guides them as they dig deeper to analyze and make meaning. This questioning process differs from traditional text questioning in that its goal is not to \u201cfind the answer, but rather to focus student attention on the author\u2019s ideas, supporting details, use of language, text structure, and perspective\u2014to examine a text more closely and develop a deeper understanding\u201d (xxii). The tools included in the Odell curriculum are the Reading Closely Guide, the Guiding Questions Handout, the Questioning Path Tool, the Approaching the Text Tool, the Analyzing Details Tool, and the Forming Evidence-Based Claims Tool. Consistently throughout the Grade 9 instructional materials, higher order thinking questions are provided in the form of both text-dependent and text-specific questions. These questions are embedded into Questioning Path Tools that are used by students as guides when analyzing texts. These questions help students make meaning of what they are reading and build understanding of multiple, related texts as they prepare for each unit\u2019s culminating task. The use of the plethora of tools, questions, and tasks not only provides evidence of student understanding of definitions and concepts, but also helps students make meaning and builds understanding of texts.\n\n\n    Evidence that supports this rationale includes, but is not limited to:\n\n\nThe curriculum provides the Reading Closely: Guiding Questions Handout which serves as guidance when analyzing texts that do not have provided, text-specific Questioning Path Tools. The Reading Closely: Guiding Questions Handout divides questions into four categories: approaching, questioning, analyzing, and deepening. Questions are provided for each section to address language, ideas, perspective, and structure.\n    \nIn Unit 2, Part 3, Activity 2, the curriculum provides questions that require students to analyze language (words/phrases), key ideas, details, craft, and structure of Plato\u2019s Apology. Questions include:\n        \n\"In paragraph 13, Socrates says he is 'convinced that I never deliberately harmed anyone.'... Socrates claims that his accusers have been found guilty of the truth. What does this language reveal about Socrates\u2019s perspective of himself and his audience?\n            \nIn paragraph 11, Socrates states that he will give his defense, 'not for my own sake...but for your sake.' What details does Socrates give to support this stance? How does Socrates arrive at such a conclusion?\n            \nIn what ways are ideas, events, and claims linked together in the text\"\n            \n\n\n\n\nUnit 3 develops students\u2019 abilities to make evidence-based claims (EBCs) about literary techniques through activities based on a close reading of Ernest Hemingway\u2019s short story, \u201cThe Short Happy Life of Francis Macomber.\u201d It is emphasized in the introduction to the unit that students come to understand that in a great literary work\u2026\u201dall aspects are significant and have some bearing on the total significance of the work.\u201d The close reading of the text is guided by these broad questions:\n        \n\"What specific aspect(s) of the author\u2019s craft am I attending to? (Through what lens(es) will I focus my reading?\n            \nWhat choices do I notice the author making, and what techniques do I see the author using? What textual details do I find as evidence of those choices and techniques?\n            \nHow do the author\u2019s choices and techniques influence my reading of the work and the meaning that emerges for me? How can I ground my claims about meaning in specific textual evidence?\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a2505b7-e6fe-42f8-a727-b97308acfd69": {"__data__": {"id_": "5a2505b7-e6fe-42f8-a727-b97308acfd69", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "ac242d22-e199-4ba4-933d-4e10a17b906a", "node_type": null, "metadata": {}, "hash": "4531f8a67ba0c0828c87c41cd747f2382a5227195de5d1521857037f1c251cb8"}, "3": {"node_id": "575fe17c-9cdf-4fcb-8619-ebac2770a4ba", "node_type": null, "metadata": {}, "hash": "3081380df6d426ef35c5654fcc2f3b15c0e549105c6179bf1737f19685abf290"}}, "hash": "eeac14e0ad51944142a607dfc543b154cab105015f05cad6144a07f5828c89a4", "text": "In Unit 3, Part 3, Activity 4, students use text-specific questions to discuss a section of the text and produce a second EBC. Using both their Questioning Path Tool and the Forming EBC Tool, students reflect on how Hemingway\u2019s use of techniques affects the reader\u2019s experience of the story. In Unit 3, Part 5, Activity 4, students independently draft their final EBC essay which will be evaluated for their demonstration of three key expectations and criteria:\n        \nDemonstrate an accurate reading and insightful analysis of the text.\n            \nDevelop a supported claim that is clearly connected to the content of the text.\n            \nSuccessfully accomplish the five key elements of a written EBC.\n            \n\n\n\n\nUnit 4 focuses on student research. For this unit, the curriculum recommends that the Guiding Questions Handout be used in conjunction with the blank Questioning Path Tool. The Guiding Questions Handout provides questions that require students to analyze language (words/phrases), key ideas, details, craft, and structure of individual texts so that they can make meaning of the texts. Questions include:\n        \n\"What do the author\u2019s words and phrases cause me to see, feel, or think?\n            \nHow might I summarize the main ideas of the text and the key supporting details?\n            \nIn what ways are ideas, events, and claims linked together in the text?\n            \nWhat do I notice about the structure of specific elements (paragraphs, sentences, stanzas, lines, or scenes)?\"\n            \n\n\n\n\nUnit 5\u2019s focus, pedagogy and instructional sequence \u201care based on the idea that students (and citizens) must develop a mental model of what effective\u2014and reasoned\u2014argumentation entails.\u201d The unit focuses on learning about and applying academic concepts related to argumentation: issue, perspective, position, premise, evidence, and reasoning. The topic area of the unit and the tests focus on terrorism. New tools are introduced to support students which are specific to argumentation: Evidence-Based Arguments Terms Handout; Delineating Arguments Tool; Model Arguments: and Evaluating Arguments Tool. In Unit 5, Part I, Activity 4\u2019s Instructional Notes teachers are told to have students use questions from their Reading Closely for Textual Details and Researching to Deepen Understanding tools to frame their own, more focused questions about the issue and texts. They use these questions to \u201cdrive a deeper reading of the previous texts or of additional texts providing more background and perspectives on the topic.\u201d Unit 5, Part II, Activity 5 presents students with different perspectives, positions, and arguments for them to read and analyze. \u201cStudents will use these texts to move from guided to independent practice of the close-reading skills associated with analyzing an argument\u201d (485).\n\nMaterials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. The curriculum provides both text-dependent and text-specific questions to support students analysis as they read texts. These questions are provided through Questioning Path Tools and the Guiding Questions Handout. These questions guide teachers as they support student growth in analyzing language, determining main ideas and supporting evidence, identifying author\u2019s purpose and point of view, and analyzing structure of text.\n\n\n    Both the student work with individual and multiple texts and teacher materials provide support in growing analytical skills of students.Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "575fe17c-9cdf-4fcb-8619-ebac2770a4ba": {"__data__": {"id_": "575fe17c-9cdf-4fcb-8619-ebac2770a4ba", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "5a2505b7-e6fe-42f8-a727-b97308acfd69", "node_type": null, "metadata": {}, "hash": "eeac14e0ad51944142a607dfc543b154cab105015f05cad6144a07f5828c89a4"}, "3": {"node_id": "79908335-2dca-46b2-a97f-5672b5647ca6", "node_type": null, "metadata": {}, "hash": "f2c63a38f7ab4c1428278490755f70cdc19858d8ee7bfa383864f946847c4779"}}, "hash": "3081380df6d426ef35c5654fcc2f3b15c0e549105c6179bf1737f19685abf290", "text": "Unit 2 develops students\u2019 abilities to make evidence\u2013based claims (EBCs) based on a close reading of Plato\u2019s Apology of Socrates. Students use a question-based approach to read and analyze the text, building and applying learning in the Reading Closely unit.\n        \nIn the Questioning Path Tool (Part I, Activity 2) over paragraphs 1-3, both text dependent (\u201cWhat does Socrates\u2019s use of the word slandered reveal about his position? How does Socrates make it clear he is innocent?\u201d) and text-specific (\u201cIn paragraph 2, why does Socrates ask a question to himself as if the audience asked him? How does this paragraph related to the first and third paragraphs? Why would Socrates pretend the audience is asking him questions?) are included.\n            \nIn Part 2, Activity 2, instructional notes guide teachers through the reading of paragraphs 4-10 of Plato\u2019s piece. \u201cConsidering the question and the claim, students should search first for literal details about what the oracle says and how Socrates responds. The questions in the Analyzing and Deepening stages of the model Questioning Path Tool should then help them read and annotate the text looking for additional details, words, and images that further reveal Socrates\u2019s understanding of the oracle\u2019s claim.\"\n            \nThe Instructional Notes in Part 4, Activity 2 invite teachers to model with a draft paragraph to help students work with reading a written draft of an EBC.\n            \n\n\n\n\nUnit 4 focuses on student research. While the instructional materials do not provide a specific Questioning Path Tool for each recommended text, they do provide a blank Questioning Path Tool that students and/or teachers could design for each source; the materials recommend that the Guiding Questions Handout be used as a guide when using this blank tool (page 420 of the Teacher\u2019s Edition); the Guiding Questions Handout provides sample text-dependent questions such as, \u201cWhat do you think the text is mainly about - what is discussed in detail?\u201d and \u201cWhat evidence supports the claims in the text, and what is left uncertain or unsupported?\u201d\n    \n\n\nUnit 4 includes a common source set to help students explore the question/theme \u201cMusic: What Role Does it Play in Our Lives?\u201d In Part I, Activity 2, while the teacher leads a class exploration of a topic, students independently explore the research topic. Using the Guiding Questions Handout, students reflect on the video \u201cImagine Life Without Music\u201d by answering three questions: \"What new ideas or information do I find in the text? What ideas stand out to me as significant or interesting? How do the text\u2019s main ideas relate to what I already know, think, or have read?\" As students are building their own source set in Part 2, Activity 4 asks them to assess the sources by considering three key factors:\n        \nAccessibility and interest: How readable and understandable is the source for the researcher and how interesting or useful does it seem to be?\n            \nCredibility: How trustworthy and believable is the source, based on what the research knows about its publisher, date of publication, author (and author\u2019s perspective), and purpose?\n            \nRelevance and richness: How closely connected is the source to the topic, Area of Investigation, and Inquiry Path(s)? How extensive and valuable is the information in the source?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "79908335-2dca-46b2-a97f-5672b5647ca6": {"__data__": {"id_": "79908335-2dca-46b2-a97f-5672b5647ca6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "575fe17c-9cdf-4fcb-8619-ebac2770a4ba", "node_type": null, "metadata": {}, "hash": "3081380df6d426ef35c5654fcc2f3b15c0e549105c6179bf1737f19685abf290"}, "3": {"node_id": "37d64c92-9faa-4750-a432-c39c490f8206", "node_type": null, "metadata": {}, "hash": "b6cd72a5e848bf224efca92d43c9374400d8a68bc4823bbbe11aa64e0c29a8c5"}}, "hash": "f2c63a38f7ab4c1428278490755f70cdc19858d8ee7bfa383864f946847c4779", "text": "Part 5 provides the opportunity to analyze across multiple texts by asking students to communicate an evidence-based perspective. Activity 2 asks students to write a reflective research narrative explaining how they came to their understanding of the topic, the steps they took to reach that understanding, and what they have learned about the inquiry process.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 9 meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening). The overall curriculum, as well as each unit within, systematically builds on reading, writing, listening and speaking skills to support students in achieving the tasks included. Questions and tasks, specifically designed to lead up to the culminating task for each unit, support students in building towards independence in their work and demonstrating knowledge of a topic. While reading and writing tend to be the focus of these tasks, speaking and listening are incorporated into not only the culminating tasks but also the activities leading up to them. Students are provided multiple tools, such as the Approaching Texts Tool and the Organizing Evidence-based Claims Tool, that provide guidance for students as they read texts and begin writing about those texts. These tools serve as formative assessments that help teachers determine whether or not students have the skills necessary to complete the culminating tasks.\n\n\n    Examples include, but are not limited to:\n\n\nUnit 1\u2019s culminating task asks students to become text experts, write a text-based explanation, and lead/participate in a text-centered discussion. In the first part of the culminating task, students are required to \u201cbecome an expert about one of three final texts in the unit\u201d; in this section, students build and demonstrate their knowledge through reading. In the second part of the culminating task, students are required \u201cto plan and draft a multi-paragraph explanation\u201d of something they came to understand by reading and examining their texts; this section focuses on using writing to demonstrate their understanding of the topic. The final part of the culminating task requires students to \u201cprepare for and participate in a final discussion;\u201d this section allows students to demonstrate comprehension and knowledge through speaking and listening. The instructional materials also provide questions and tasks throughout the unit that serve as formative assessment opportunities. For Unit 1, Part 2, the instructional materials suggest that the Approaching Texts Tools for Texts 2 and 5 be used as formative assessments to gauge students\u2019 use of questioning to focus reading, ability to annotate effectively, and ability to select details.\n    \n\n\nUnit 2\u2019s activities focus on a close reading of Plato\u2019s Apology of Socrates. The teacher\u2019s edition describes the sequence of learning activities as supporting \u201cthe progressive development of the critical reading and thinking skills involved in making evidence-based claims (EBCs).\u201d Parts 1 and 2 focus on close reading and forming and supporting EBCs as readers, using Questioning Path Tools for additional support in this work. In Part 2, Activities 3-5, students work in pairs, as well as have class discussions, a process the teacher\u2019s edition describes as helping to \u201cdevelop a class culture of supporting all claims, including oral critiques, with evidence\u201d (153). Part 3 focuses on preparing to express written EBCs by organizing evidence and thinking. Finally, Parts 4 and 5 task students with communicating EBCs in paragraphs and essays. This process begins with modeling of an EBC in Part 4, Activities 1 and 2, with students continuing this work in Activities 3-8 in pairs, class discussion and peer feedback. In Part 5, students work more independently to craft their EBC essays and work through a two-stage collaborative review and revision process.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "37d64c92-9faa-4750-a432-c39c490f8206": {"__data__": {"id_": "37d64c92-9faa-4750-a432-c39c490f8206", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "79908335-2dca-46b2-a97f-5672b5647ca6", "node_type": null, "metadata": {}, "hash": "f2c63a38f7ab4c1428278490755f70cdc19858d8ee7bfa383864f946847c4779"}, "3": {"node_id": "ea8b317d-b1d8-4e5b-a5b0-95861345c816", "node_type": null, "metadata": {}, "hash": "dbcdfb0baed296fdeab8df9d8e5059300af679115ee7b3207e56e3121f10f8df"}}, "hash": "b6cd72a5e848bf224efca92d43c9374400d8a68bc4823bbbe11aa64e0c29a8c5", "text": "Unit 3\u2019s culminating task asks students to read the final section of text independently, develop an EBC, and draft a multi-paragraph essay. This final task\u2019s main focus is reading and writing. In the first part of the final assignment, students read and annotate the final section of Hemingway\u2019s short story and then compare notes with other students. With the aid of the Forming EBC Tool and the Organizing EBC Tool, students then write a one- or two-paragraph draft of their claim using the Writing EBC Handout. These tools are used as guides for students during the process; they also allow teachers to gauge student readiness and provide assistance if students are not \u201con track\u201d before they begin drafting their multi-paragraph essays. In the second part of this final assignment, students write a multi-paragraph essay about the cumulative effects of a literary technique that Hemingway uses. Students then use a Forming EBC Tool and an Organizing EBC Tool to begin organizing ideas and evidence. These Tools can also be used as formative assessments to ensure that students are ready to begin their final essays. After drafting the essays, students review and improve their drafts through a collaborative process.\n    \n\n\nUnit 4 \u201cdevelops explorative proficiency: researching to deepen understanding.\u201d Using the question/theme \u201cMusic: What Role Does it Play in Our Lives?\u201d, students collaboratively explore a topic, reading to gain background knowledge and choose an area of investigation. From there in Part 2, they focus on the \u201cessential skills for assessing annotating, and making notes on sources to answer inquiry questions.\" In Part 3, students make an EBC and analyze key sources. In Part 4 they review and evaluate their materials and analysis, and in Part 5 they organize their research and synthesize their analysis to create a research-based product.\n    \n\n\nStudents can choose to write a reflective research narrative or do a multimedia presentation. Students keep a research portfolio along the way and \u201cthese products can be used as evidence for the development of the full range of targeted Literacy Skills and Academic Habits\u201d (401).\n    \n\n\nUnit 5\u2019s culminating task asks students to read a collection of informational texts, develop a supported position on an issue, and write a multi-paragraph essay making a case for that position. Like Unit 3, Unit 5\u2019s culminating task\u2019s main focus is reading and writing. Students are asked to review previously read texts and the claims they formed earlier in the unit along with evidence to support those claims. Students then use a Delineating Arguments Tool to plan their essays. This tool serves as a formative assessment and can be reviewed by the teacher to determine if students are ready to move on to drafting their argumentative essay. Before final publication, students are encouraged to \u201cuse a collaborative process with other students to review and improve\u201d their drafts.\"\n\nMaterials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.\n\nThe materials for Grade 9 partially meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\n\n    While the curriculum provides opportunities for students to increase their vocabulary, materials do not provide teacher guidance outlining a cohesive, year-long vocabulary development component. The curriculum states, \u201cAlthough leaving many decisions about the teaching of vocabulary to the teacher, the program provides opportunities for students to increase their vocabulary in areas related to specific content and fundamental to overall literacy\u201d (xxxiii). Examples include, but are not limited to:\n\n\nUnit 1, Part 2, Activity 1 asks students to read \"The Story of My Life\" by Helen Keller. The curriculum identifies and defines a number of vocabulary that might be unfamiliar to students. However, the only vocabulary instruction provided comes in the form of questions such as, \u201cHow do specific words or phrases influence the meaning of the text?\u201d or \u201cWhat language does she use to describe the brook and the river and how do the words help me think about the differences between the two?\u201d\n    \n\n\nUnit 3\u2019s sole text is \u201cThe Short Happy Life of Francis Macomber.\u201d Teachers are directed to find this source on the internet; therefore, unfamiliar vocabulary are not identified or defined. In Unit 3, Part 3, Activity 1, the only vocabulary instruction is provided via questions such as, \u201cWhat details and words suggest the narrator\u2019s perspective?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ea8b317d-b1d8-4e5b-a5b0-95861345c816": {"__data__": {"id_": "ea8b317d-b1d8-4e5b-a5b0-95861345c816", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "37d64c92-9faa-4750-a432-c39c490f8206", "node_type": null, "metadata": {}, "hash": "b6cd72a5e848bf224efca92d43c9374400d8a68bc4823bbbe11aa64e0c29a8c5"}, "3": {"node_id": "3ba73af5-2b78-470e-8383-018fe97d8d4c", "node_type": null, "metadata": {}, "hash": "d59ccec9d13e6588414870b6c98b19877e82feb7e3cba6ac59e82012e15f6b0d"}}, "hash": "dbcdfb0baed296fdeab8df9d8e5059300af679115ee7b3207e56e3121f10f8df", "text": "Unit 5, Part 1, Activity 2 asks students to read \u201cTerrorists of Freedom Fighters: What\u2019s the Difference?\u201d Teachers are directed to find this source on the internet; therefore, unfamiliar words are not identified or defined. The only vocabulary instruction for this text is provided by the question, \u201cThe author uses the word perception to explain the difference between a terrorist and a freedom fighter. What does he mean by 'perception' and how does this contrast with a 'metaphysical difference'?\u201d\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe materials reviewed for Grade 9 meet the criteria that materials contain a yearlong, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.\n\n\n    Within every unit, students practice writing and speaking from sources. The mode of writing they practice, the process they use, and the independence they are given varies based on the focus of the unit and where the unit is placed in the year. Students use graphic organizers to develop short sentences and paragraphs that communicate their thinking as they read texts. Students write formal paragraphs and short expository essays. Students then break claims into component premises and develop arguments. By the end of the year, students plan, write, and publish thesis-driven academic arguments, making the case for a position related to texts and their content.\n\n\n    The collaboration workshop is a question-based approach for developing writing. Students work through a process that is collaborative, question-based, and criteria-driven. Students are taught to think of essays as a process rather than a product and that conversation, contemplation, consideration, and revision are part of the process.\n\n\n    The following learning principles are used to facilitate student writing development:\n\n\nIndependence: Students are encouraged to be reflective and develop their own writing process rather than following the writing process in a rote and mechanical way.\n    \nCollaboration: Students are encouraged to seek and use constructive feedback from others.\n    \nClear Criteria: Criteria is provided to describe the essential characteristics of a desired writing product.\n    \nGuiding Questions: Students are expected to use guiding and text-based questions to promote close reading and the development of their drafts.\n    \nEvidence: Students use and integrate evidence through references, quotations, or paraphrasing.\n    \n\n\n    Each writing activity includes a teacher demonstration lesson and class time is dedicated for students to free write, experiment, draft, revise, and edit their writings. Students engage in discussions surrounding their writings and ask and answer questions about their writing. Students are also provided multiple opportunities to read aloud and share their writings throughout the process to receive feedback. The writing process moves through an increasingly focused sequence of activities, such as getting started, thinking, organization, evidence, connecting ideas, expression, final editing, and publication.\n\nMaterials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials include a progression of focused, shared research, and writing projects to encourage students to synthesize knowledge and understanding of a topic using texts and other source materials. Grade 9 provides research opportunities throughout the year\u2019s instructional materials. Research skills are built into several contexts and culminating tasks, representing both short and long projects. In preparation for these final tasks, students read and write about texts and participate as both speakers and listeners in class discussions. Units 1, 4, and 5 provide multiple texts that give students access to a variety of sources about a topic. Many resources are available for students and teachers to learn, practice, apply, and transfer skills as they gain proficiency of the skills necessary for research.\n\n\n    Each unit ends with a culminating writing task. Unit 1 asks students to write a text-based explanation. In Units 2 and 3, students write global evidence-based claims (EBC) essays. In Unit 4, students write a reflective research narrative. In Unit 5, students write an evidence-based argumentative essay. These writing assignments, all requiring evidence from text, increase in difficulty as the year progresses. The expectations for student independence also increase as the school year progresses. Specific details of writing tasks include:\n\n\nThroughout Unit 1, students read a variety of texts centered around the topic of the Education in the United States. For example, in Unit 1, Part 1, Activity 4, students analyze the TED Talk \u201cChanging Education Paradigms.\u201d This video helps students view education from a different perspective than they are used to. They learn about education reform and the barriers of traditional education.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ba73af5-2b78-470e-8383-018fe97d8d4c": {"__data__": {"id_": "3ba73af5-2b78-470e-8383-018fe97d8d4c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "ea8b317d-b1d8-4e5b-a5b0-95861345c816", "node_type": null, "metadata": {}, "hash": "dbcdfb0baed296fdeab8df9d8e5059300af679115ee7b3207e56e3121f10f8df"}, "3": {"node_id": "be349a68-7517-48df-8596-bbedb138aeaf", "node_type": null, "metadata": {}, "hash": "8ef861591574be93c91b05e401ad8b80dad9ee4d3e6b926d138f27264fc94077"}}, "hash": "d59ccec9d13e6588414870b6c98b19877e82feb7e3cba6ac59e82012e15f6b0d", "text": "They learn about education reform and the barriers of traditional education. During this activity, student are conducting mini-research as they watch the video, write about the video in small groups, and analyze the video during a class discussion. This text and the work they accomplished will serve as a resource for the culminating writing task.\n    \nUnit 2 is centered on research skills such as making EBCs and close reading \u201cnot simply to report information expected by their teachers\u201d but instead learning to approach texts \u201cwith their own authority and the confidence to support their analysis\u201d (126). The primary CCSS for Unit 2 is RI.1 and W.9b\u2014\u201ccite evidence to support analysis of explicit and inferential textual meaning\u201d\u2014both crucial to research. The Learning Progression of Unit 2 supports the progressive development of critical reading and thinking skills in making EBCs and culminates in an Evidence Based Writing. In Part 5, Activity 1, students return to the end of Socrates\u2019s speech and do a closer rereading of these lines from the end of the text:\u201cWhen my sons grow up, punish them by getting in their face as I\u2019ve gotten in yours. If you think they care more about money or anything else than they do about virtue; and if they take themselves to be very important when they aren\u2019t rebuke them for, the way I\u2019ve rebuked you, for not paying attention to what they should and for thinking they\u2019re important when they\u2019re worthless.\u201d From there they consider these lines within the context of the theme \u201cthe unexamined life is not worth living.\u201d Activities 2-6 move from framing global EBCs to a class discussion of final EBC essays.\n    \nUnit 3 is focused on the text, \u201cThe Short Happy Life of Francis Macomber.\u201d The unit\u2019s activities are designed to prepare students for the culminating writing task which is a global evidence-based essay on literary technique. For example in Unit 3, Part 2, Activity 1, \u201cstudents independently read paragraphs 18 through 106 and use the Supporting EBC Tool to look for evidence to support a claim\u2026\u201d Teachers are provided lesson guidance through the Instructional Notes and are encouraged to model the use of the tools students will use throughout the instructional materials as they conduct research. Students are already beginning to organize the evidence for their writing as they use the Supporting EBC Tool and the Forming EBC Tool. These tools help students find and record evidence that will be used later in the unit\u2019s final writing. This activity is followed by a read aloud and class discussion of the text.\n    \nUnit 4 is completely grounded in research and is based on four components: choosing a topical area of interest to research, conducting a research process, compiling a research portfolio, and communicating a researched perspective. The Parts of Unit 4 are sequenced to facilitate a progression of research skills. Part 1 initiates Inquiry with an introductory discussion of research using the question/focus, \u201cMusic: What Role Does it Play in Our Lives?\u201d Part 2 is focused on gathering information and teaches students to conduct searches and assess and annotate sources. Resources available to students in Part 2 include the Research Frame Tool and the Taking Notes Tool. Part 3 focuses on deepening understanding, helping students draw personal conclusions about their Area of Investigation. The tools available for student in the Student Edition are the Forming Evidence-Based Claims Research Tool, the Analyzing Details Tool and the Research Frame Tool. Finally Part 4 focuses on \u201cFinalizing Inquiry\u201d where students evaluate research and, in Activity 3, \u201creview and discuss their Research Frames and researched materials to determine relevance, coherence, and sufficiency\u201d (383).\n    \nUnit 5 is a research-based unit where students learn about terrorism. The instructional materials are designed so that students learn that terrorism is \u201ca complex topic with many perspectives and positions - not a simple pro and con arena for debate - which enables the teacher and students to approach and study the issue from many possible angles\u201d (443). Unit 5 consists of five parts that serve as short research-based assignments that build toward the final evidence-based argumentative essay. In Unit 5, Part 2, Activity 3, students, in teams, read and describe arguments and write EBCs. Questioning Path Tools serve as support for students, and Text Notes are provided to support the teacher as he/she helps students become more independent during the research process (481-483).\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "be349a68-7517-48df-8596-bbedb138aeaf": {"__data__": {"id_": "be349a68-7517-48df-8596-bbedb138aeaf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "3ba73af5-2b78-470e-8383-018fe97d8d4c", "node_type": null, "metadata": {}, "hash": "d59ccec9d13e6588414870b6c98b19877e82feb7e3cba6ac59e82012e15f6b0d"}, "3": {"node_id": "a149f7ac-0e09-4562-ab6d-345150cc3029", "node_type": null, "metadata": {}, "hash": "b2a4f45a21e7baf7117bf4c02eafb142d3404334766bbb6901b5ebd1ca4bd057"}}, "hash": "8ef861591574be93c91b05e401ad8b80dad9ee4d3e6b926d138f27264fc94077", "text": "The instructional materials reviewed for Grade 9 partially meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either inside or outside of class. Students regularly engage in independent reading after the teacher models Academic Habits and processes guided by the materials.\n\n\n    Independent reading, as noted in the evidence, includes opportunities for reading time outside of class and shorter periods of independent reading to provide an initial understanding or focused analysis of specific literary techniques. Students independently practice Literacy Skills while reading and analyzing texts. This includes a range of text types: visual-based texts to printed texts of multiple genres. Students do read portions of text independently as close reading activities at various Lexile levels. However, there is no detailed schedule for independent reading to occur, in or outside of class time, but general approximations for specific purposes. The majority of independent reading occurs during class. Student accountability occurs during class discussions and the materials provide an Academic Habits checklist to support the student and teacher during text-centered discussions. The materials provide Academic Habits checklists for students to self- and peer-assess during academic discussions following independent reading tasks, but the materials do not include direct guidance for students to track their progress and growth as independent readers. At times, the materials leave the option for outside of class independent reading to take place, but scheduling and tracking of this is left up to the discretion of the teacher.\n\n\n    Evidence that supports this rationale include, but are not limited to:\n\n\nIn Unit 1, Part 4, Activity 3, students select one of three texts that they have read independently in a previous lesson to discuss with a small group. Students will then analyze their chosen text independently. Questioning Path Tools provide built-in support as they help students focus on certain aspects of the text to foster understanding and analysis. The instructional materials suggest that this reading can be done as homework or in class which allows the teacher to appropriately balance both in and outside of class reading. While the instructional materials provide supports/scaffolds that foster independence, they do not include procedures for independent reading, a proposed schedule for independent reading, or an accountability or tracking system.\n    \n\n\nIn Unit 3, Part 1, Activity 1, \u201cstudents independently read paragraphs 18 through 106 and use the Supporting EBC Tool to look for evidence to support a claim made by the teacher.\u201d While the text does not provide procedures for independent reading, it does suggest that students complete this activity for homework to help students build the habit of perseverance in reading. In Unit 3, Part 1, Activity 2, students are provided with a series of guiding questions via the Questioning Path Tool to help guide them through the text. The instructional materials use independent reading throughout this unit and provide guiding questions to help students move from a literal understanding of the text to a deeper analysis; however, the instructional materials do not provide a schedule, an accountability system, or in this unit, any suggested independent reading outside the anchor text.\n    \n\n\nIn Unit 5, Part 1, Activity 2, \u201cstudents read and analyze background text to develop an initial understanding of the topic.\u201d While previous units have provided \u201ccomprehensive sets of text-dependent questions\u201d to guide them through their reading and analysis, the instructional materials suggest that by this point in the school year \u201cstudents should have begun to develop independence as readers\u2026and should not require prescriptive scaffolding.\u201d Instead the instructional materials provide text-dependent questions to help them analyze the elements and reasoning in arguments. Throughout this unit, students will be reading a variety of texts suggested by the instructional materials; since not all student will read the same texts, much of this reading and research will be done independently. While a wide variety of texts at different lexile levels are provided for student use via Text Sets, the instructional materials do not provide a proposed schedule or an accountability/tracking system for independent reading.\n\nUsability\n\nThe materials provide a clear, useful, standards-aligned Teacher Edition, including information to bolster the teacher\u2019s understanding of both the content and pedagogy. Additional information outlines the program\u2019s instructional approaches, philosophy, and the research that undergirds the program.\n\n\n    The materials provide information for students about the program, but there are no information or protocols for communicating with families about the goals and structure of the program.\n\n\n    Routines and guidance within the program assist teachers in progress monitoring, though the connections between the assessments and the standards they are measuring is not clear. Sufficient guidance is provided for interpreting student performance, though specific strategies or guidance for remediation for students who are not proficient is not offered.\n\n\n    The materials do not outline a consistent plan for holding students accountable for independent reading. Student choice is often limited within the independent reading options.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a149f7ac-0e09-4562-ab6d-345150cc3029": {"__data__": {"id_": "a149f7ac-0e09-4562-ab6d-345150cc3029", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "be349a68-7517-48df-8596-bbedb138aeaf", "node_type": null, "metadata": {}, "hash": "8ef861591574be93c91b05e401ad8b80dad9ee4d3e6b926d138f27264fc94077"}, "3": {"node_id": "262e08d2-bc6b-41f0-93e8-d56a90f34b9d", "node_type": null, "metadata": {}, "hash": "3ab6f4b79b341394e34bed6bd251acf991bd66a956e2b02c42a6df3966db9eed"}}, "hash": "b2a4f45a21e7baf7117bf4c02eafb142d3404334766bbb6901b5ebd1ca4bd057", "text": "Digital materials are web-based, compatible with multiple Internet browsers, \u201cplatform neutral\u201d; they follow universal programming style and allow the use of tablets and mobile devices.\n\n\n    The included technology enhances student learning, including differentiation for the needs of all learners. The program does not provide technology for collaboration. The materials can be easily customized for local use.\n\nUse & Design\n\nMaterials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.\n\nThe materials reviewed for Grade 9 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing. Each unit is divided into five parts, and each part is divided into activities. Not only does each part within a unit build in complexity, the units also become more complex as the year progresses. This intentional design helps students develop necessary skills before advancing to the next activity or unit. Also, by dividing each part into activities, the instructional materials are able to provide a realistic estimated time frame for completion.\n\n\n    In Unit 1, the instructional materials provide an overview of the activities for Part 1:\n\n\nIntroduction to the Unit\n    \nAttending to Details\n    \nReading Closely for Details\n    \nAttending to Details in Multimedia\n    \nIndependent Reading and Research\n    \n\n\n    This lesson structure moves students from a teacher-direction introduction and guided analysis of text to an independent reading and research activity. The materials suggest that this Unit 1, Part 1 should take three to four days to complete.\n\n\n    In Unit 3, Part 3, the materials outline the following activities:\n\n\nIndependent Reading and Forming Evidence-Based Claims (EBCs)\n    \nComparing EBCs\n    \nModel the Organizing of EBCs\n    \nDeepening Understanding\n    \nOrganizing EBCs in Pairs\n    \nClass Discussion of Student EBCs\n    \n\n\n    This lesson structure moves students through the process of developing and explaining EBCs by providing opportunities for independent reading with the support of teacher modeling and a cooperative feedback process. Unit 3, Part 3 should take two to three days to complete.\n\n\n    In Unit 5, the materials provide an overview of the activities for Part 3:\n\n\nEvaluating Arguments\n    \nDeveloping a Perspective and Position\n    \nDeepening Understanding\n    \nUsing Others\u2019 Arguments to Support a Position\n    \nResponding to Opposing Arguments\n    \n\n\n    This lesson structure is designed to help students through the process of evaluating arguments and synthesizing information to establish their own positions which is a vital step in the research process as students prepare to write an evidence-based argumentative\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe materials reviewed for Grade 9 meet the criteria that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The materials provide effective guidance and flexibility for teachers to address all the content and supplement with local academic goals and curricula. The materials address intertwined essential skills delineated in five units. Each unit focuses on a Core Proficiency for literacy that builds skills applicable beyond the English language arts classroom. The materials are vertically aligned by consistently addressing the same Core Proficiencies in five units in each proceeding grade.\n\n\n    Evidence that supports this rationale include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "262e08d2-bc6b-41f0-93e8-d56a90f34b9d": {"__data__": {"id_": "262e08d2-bc6b-41f0-93e8-d56a90f34b9d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "a149f7ac-0e09-4562-ab6d-345150cc3029", "node_type": null, "metadata": {}, "hash": "b2a4f45a21e7baf7117bf4c02eafb142d3404334766bbb6901b5ebd1ca4bd057"}, "3": {"node_id": "daee941e-e136-453f-9ada-039d8cafbe08", "node_type": null, "metadata": {}, "hash": "8551c4f1fee000c8586b9b7575a85a47b7c0d60395e591220b1c08b67628697f"}}, "hash": "3ab6f4b79b341394e34bed6bd251acf991bd66a956e2b02c42a6df3966db9eed", "text": "Evidence that supports this rationale include, but are not limited to:\n\n\nThe materials consist of five units focused on four essential proficiencies that are designed to intertwine the building of knowledge. Each unit delineates standards-aligned Academic Habits into five parts with a varying amount of activities that range from 1 to 3 instructional days as determined by the teachers.\n    \nThe materials recursively focus on 20 essential Literacy Skills and 12 Academic Habits applied to text-centered analysis tasks in order to maximize student understanding of skills. Tasks include reading, writing, speaking, and listening.\n    \nThe materials bundle multiple standards and literacy skills into four Core Proficiencies. Each unit focuses on a different proficiency for students to master. The Core Proficiencies include: Reading Closely for Textual Details, Making Evidence-Based Claims, Researching to Deepen Understanding, and Building Evidence-Based Arguments.\n    \nThe materials provide guidance for structuring yearlong instruction and supplementing with local curricular content based on students\u2019 needs as determined by the teacher.\n    \nThe materials are vertically aligned and follow the same formula and address the same Core Proficiencies from grade-to-grade with increasingly complex texts and opportunities for independent work.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe materials reviewed for Grade 9 meet the criteria that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (eg. visuals, maps, etc.) Student materials at Grade 9 include a variety of tools for students to practice the targeted skills in the instructional materials. The Reading Closely for Textual Details Literacy Toolbox includes, but is not limited to the following handouts: Reading Closely Graphic, Guiding Questions Handout, Attending to Details Handout, and Reading Closely Final Writing and Discussion Task Handout. In addition to the handouts, students are provided with a variety of tools to practice targeted Core Literacy Proficiency Skills, such as the Approaching the Text Tool, Analyzing Details Tool, Questioning Path Tool, and Model Questioning Path Tools. Checklists are provided to support peer- and self-review. Texts are included in the Student Edition and Additional Resources in the Topic Area are included in the Student Edition with guidance regarding where to locate online resources. Images are labeled appropriately.\n\n\n    Evidence that supports this rationale include, but are not limited to:\n\n\nIn Unit 1, eight texts are provided in the Student Edition as well as Extended Reading opportunities including Lectures and Biographical Sketches by Ralph Waldo Emerson and Education and National Welfare by Horace Mann. These texts are located prior to Part 1 in the Student Edition. Text 1 consists of two images: Classroom Pictures, 1950s and 2012. Each image is printed with a label on the right to differentiate the 1950s classroom image from the 2012 classroom image.\n    \n\n\nIn Unit 4, Additional Resources in the Topic Area are included in the Student Edition prior to the Literacy Toolbox, including Music on the Web and Music and Therapy. Guidance is provided for students to access these resources through the appropriate website. For example, \u201cMusic is medicine, music is sanity,\u201d Robert Gupta, TED Talk, February 2010. Available through the Ted.com website.\n    \n\n\nIn Unit 5, Part 2, Analyzing Arguments, students are provided with Questioning Path Tools to assist them in approaching the text. Clear instructions are included directly on the Questioning Path Tool, including the following: \u201cI determine my reading purposes and take note of key information about the text. I identify the LIPS domain(s) that will guide my initial reading.\u201d Prompts are provided on the side to remind students to identify Purpose, Key Information, and LIPS domain(s).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe materials reviewed for Grade 9 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. The materials include publisher-produced alignment documentation of both primary and supporting standards at the following levels: year, unit, and part. Both the Reading Closely: Guiding Questions Handout and the Questioning Path Tools, which are used extensively throughout the instructional materials, are aligned to specific reading and writing standards.\n\n\n    Evidence that supports this rationale include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "daee941e-e136-453f-9ada-039d8cafbe08": {"__data__": {"id_": "daee941e-e136-453f-9ada-039d8cafbe08", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "262e08d2-bc6b-41f0-93e8-d56a90f34b9d", "node_type": null, "metadata": {}, "hash": "3ab6f4b79b341394e34bed6bd251acf991bd66a956e2b02c42a6df3966db9eed"}, "3": {"node_id": "74f69983-2531-4971-919d-ccd180309da6", "node_type": null, "metadata": {}, "hash": "d48fca76061bc2fe22db0f84a16a4a90b3bcf8be6e501f7a0e871e2a34f8c5da"}}, "hash": "8551c4f1fee000c8586b9b7575a85a47b7c0d60395e591220b1c08b67628697f", "text": "Evidence that supports this rationale include, but are not limited to:\n\n\nIn the Developing Core Literacy Proficiencies: User Guide, the materials provide an Alignment of Targeted CCSS with OE Skills and Habits chart. This chart provides the CCSS Anchor Standards and the aligned Literacy Skills and Academic Habits.\n    \n\n\nFor each Unit, the materials provide the CCSS alignment and divide the standards into primary targeted skills and related reading and writing skills from supporting CCSS; in addition, the instructional materials provide the targeted and supporting standards for each part of each unit.\n    \n\n\nThroughout the materials, students use the Reading Closely: Guiding Questions Handout. This handout organizes questions into four areas: Language, Ideas, Perspective, and Structure. The Language questions address Common Core State Standards R.4, L.3, L.4, and L.5. The Ideas questions address Common Core State Standards R.2, W.3, R.8, R.9. The Perspective questions address Common Core State Standard R.6. The Structure questions address the Common Core State Standard R.5.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe materials reviewed for Grade 9 partially meet the criteria that the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. The visual design, while not distracting or chaotic, does not help students engage with the subject. Materials are printed in black and white with orange headings, very few graphics or pictures are provided, and the graphic organizers do not allow much room for student response. There is no color-coding to help convey structure and speed up visual searching. The materials are not visually engaging.\n\n\n    Evidence that supports this rationale include, but are not limited to:\n\n\nIn the Unit 1 materials, the only visuals provided serve as Text 1. These consist of two pictures of classrooms; one is from the 1950s, and the other is from 2012. Both are in black and white. In Unit 1, Part 4, Activity 3, the Questioning Path Tool for Text 9 provides eight questions with subquestions, but does not provide any room for students to record notes/answers.\n    \n\n\nIn the Unit 3 materials, no visuals are provided. Many tools are provided in this unit including the Forming Evidence-Based Claims Tool and the Organizing Evidence-Based Claims Tool. These graphic organizers, which are designed to help students prepare for writing, do not provide adequate space for students to record evidence, details, or reflections.\n    \n\n\nIn the Unit 5 materials, no visuals are provided. All texts are accessible via the Internet. In Unit 5, Part 2, Activity 3, the Questioning Path Tool for text 4.1 provides seven questions, but does not provide any room for students to record notes/answers.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe materials reviewed for Grade 9 meet the criteria that materials contain a teacher\u2019s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning. Because of the tool-based organization, the teacher\u2019s edition includes ample and useful instructional notes which offer suggestions on how to present the content in the student edition and in the ancillary materials. Also included is teacher guidance for the places where technology is used to support and enhance student learning.\n\n\n    The teacher\u2019s edition begins with a User Guide for Developing Core Literacy Proficiencies that spells out a proficiency-based approach to developing literacy. It also lays out the Literacy Skills and Academic Habits that will be referred to in the student edition and the language used throughout the program. It specifically refers to the Literacy Toolbox which is made up of three types of materials: handouts, tools, and checklists/rubrics of which the student edition is primarily comprised. At the end of the User Guide is a section entitled \u201cMedia Supports\u201d which specifically addresses multimedia to support teaching and learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "74f69983-2531-4971-919d-ccd180309da6": {"__data__": {"id_": "74f69983-2531-4971-919d-ccd180309da6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "daee941e-e136-453f-9ada-039d8cafbe08", "node_type": null, "metadata": {}, "hash": "8551c4f1fee000c8586b9b7575a85a47b7c0d60395e591220b1c08b67628697f"}, "3": {"node_id": "3a089230-c7bc-4bd5-a95b-af6f823524a0", "node_type": null, "metadata": {}, "hash": "b7ed1aaa529f2d177e2676f1ec2a08f432b54a37a1afd129208d5238a3a0ce08"}}, "hash": "d48fca76061bc2fe22db0f84a16a4a90b3bcf8be6e501f7a0e871e2a34f8c5da", "text": "In each of the 5 units, there are specific \u201cInstructional Notes\u201d that give teachers guidance and refer directly to the materials in the student edition. For example, in Unit 1, Part 1, Activity 1, the Instructional Notes explain how to introduce the Reading Closely Graphic and Guiding Questions Handout in the student edition. Instructional Notes also help to differentiate between students\u2019 experience levels and provide for students who may be more sophisticated in their skill sets. For example, in Unit 3, Part 3, Activity 3, there is an additional set of questions to pose so students can think more deeply about the claims they are developing. Finally, Instructional Notes give specific instructions on how to use the materials within the Student Edition. In Unit 4, Part 5, Activity 1, the Taking Notes Tool, Forming EBC Research Tools, and Organizing EBC Research Tools contained in the student edition are explained as ways to arrive at and develop the evidence-based perspective, as well as help tell a story about the research process.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe materials reviewed for Grade 9 meet the criteria that materials contain a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary. Teacher editions provide adequate guidance for preparing each unit of study in a year-long course. The materials provide clear and multiple examples and explanations to support a teacher\u2019s understanding of the texts and literacy skills for effective modeling to occur during class time.\n\n\n    Evidence that supports this rationale includes, but are not limited to:\n\n\nTeacher editions of rubrics and Academic Habits include guidance to use as classroom formative assessments.\n    \nThe Literacy Toolbox includes teacher and student editions. Teacher editions are accompanied with more details and examples for teachers to use during instruction to help them know what to recognize when observing student discussions for formative assessment.\n    \nEach unit includes extensive preparatory details for the teacher to schedule instruction with suggestions for differentiation and optional tasks.\n    \nUnits include extensive Text Notes to support teachers to deliver instruction in a coherent and consistent approach. Text Notes include details about the content and examples for the teacher to use when modeling skills or for teachers to observe students.\n    \nTeacher editions include guidance and justification for the text choices of the materials. For example, justifications note why a particular work is an ideal introduction to Core Proficiencies such as Making Evidence-Based Claims and pinpoint text-specific examples for teachers to understand and acknowledge when modeling this skill. In addition, the materials will provide an explanation justifying a companion text choice and why it is appropriately sequenced\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 9 meet the criteria that materials contain a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. The teacher\u2019s edition includes a Developing Core Literacy Proficiencies: User Guide which includes a table listing the anchor Common Core State Standards that are targeted throughout Grade 9. The instructional materials also include a Unit Overview for each unit, including an explanation of the learning progression. In addition, a Common Core State Standards Alignment is included in the teacher\u2019s edition in the Unit Overview for each unit and the description is specific to the instructional focus of the unit.\n\n\n    Evidence to support this rationale include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a089230-c7bc-4bd5-a95b-af6f823524a0": {"__data__": {"id_": "3a089230-c7bc-4bd5-a95b-af6f823524a0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "74f69983-2531-4971-919d-ccd180309da6", "node_type": null, "metadata": {}, "hash": "d48fca76061bc2fe22db0f84a16a4a90b3bcf8be6e501f7a0e871e2a34f8c5da"}, "3": {"node_id": "fe6dd7a3-b09a-40cd-a1df-516878b820fa", "node_type": null, "metadata": {}, "hash": "bfa7bad122b6e8120d459b64b04056f9874282a3dc9b2626603fcffa115287f3"}}, "hash": "b7ed1aaa529f2d177e2676f1ec2a08f432b54a37a1afd129208d5238a3a0ce08", "text": "Evidence to support this rationale include, but are not limited to:\n\n\nThe Developing Core Literacy Proficiencies: User Guide includes the following guidance for the teacher, \u201cThe following table lists the anchor Common Core State Standards that are targeted within the five Developing Core Literacy Proficiencies units and indicates the Literacy Skills and Academic Habits that are derived from or are components of those standards. This cart can be used to walk backward from the OE [Odell Education] criteria used in assessments and rubrics to the CCSS, especially if students are also trying to track student performance specific to the standards.\u201d Specifically, R.1 - R.10, W.1 - W.9, and SL.1 are included in the table with aligned Literacy Skills and Academic Habits.\n    \nIn Unit 2, the Unit Overview includes the Learning Progression for the unit activities which are organized into five parts. The teacher\u2019s edition states, \u201cThe sequence of learning activities supports the progressive development of the critical reading and thinking skills involved in making evidence-based claims.\u201d\n    \nIn Unit 4, Part 1, the teacher\u2019s edition includes Alignment to CCSS that list targeted standards and supporting standards specific to the instructional focus of the unit. For example, a targeted standard is in relation to \u201cCCSS.ELA-Literacy.W.9-10.7: Conduct short as well as more sustained research projects to answer a question\u2026\u201d and a supporting standard is as follows: \u201cCCSS.ELA-Literacy.W.9.-10.4: Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.\u201d\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe materials reviewed for Grade 9 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research based strategies. The Grade 9 materials contain a clear explanation of the instruction approaches and philosophy of the program and clear identification and focus on research based strategies.\n\n\n    Evidence that supports this rationale is include, but are not limited to:\n\n\nEach of the instructional materials begin with Developing Core Literacy Proficiencies User Guide which breaks down the Proficiency-Based Approach to Developing Literacy into five units:\n        \nReading Closely for Textual Details\n            \nMaking Evidence-Based Claims: Making Evidence-Based Claims about Literary Technique\n            \nResearching to Deepen Understanding; Building Evidence-Based Arguments\n            \n\n\n\n\n    Also included are a list of Literacy Skills and Academic Habits, both teacher versions and student versions. As another component of the User Guide, it is explained that at the heart of the Odell Education approach is an iterative process for questioning which lays out the essentials tools:\n\n\nReading Closely Graphic\n    \nGuiding Questions Handout\n    \nQuestioning Path Tool\n    \nApproaching the Text Tool\n    \nAnalyzing Details Tool\n    \nForming Evidence-Based Claims Tool\n    \n\n\n    Research based strategies are aligned with CCSS W.7--\u201dConduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation\u201d; W.8--\u201dGather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism\u201d and W.9--\u201dDraw evidence from literary or informational texts to support analysis, reflection, and research.\u201d\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe materials reviewed for Grade 9 partially meet the criteria that materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\n\n    While the instructional materials contain strategies for informing students about the ELA/literacy program, there is no evidence that this program is shared with stakeholders, nor are there any suggestions included as to how parents or caregivers can support their student\u2019s progress and/or achievement.\n\n\n    Within the Grade 9 instructional materials, there are checklists and rubrics that give feedback to both teachers and students. Evidence that supports this rationale include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fe6dd7a3-b09a-40cd-a1df-516878b820fa": {"__data__": {"id_": "fe6dd7a3-b09a-40cd-a1df-516878b820fa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "3a089230-c7bc-4bd5-a95b-af6f823524a0", "node_type": null, "metadata": {}, "hash": "b7ed1aaa529f2d177e2676f1ec2a08f432b54a37a1afd129208d5238a3a0ce08"}, "3": {"node_id": "9947d547-6fc0-466c-8900-08310afb5d63", "node_type": null, "metadata": {}, "hash": "d0e0c0c2bdfc37b01a6efbc32e4d1bcb328932dc4289234d791456d64625b890"}}, "hash": "bfa7bad122b6e8120d459b64b04056f9874282a3dc9b2626603fcffa115287f3", "text": "In Unit 1, Part 4, Activity 4, students can use an informal skills-based checklist to self- and peer-assess the literacy skills of Attending to Details, Summarizing, Identifying Relationships, Recognizing Perspective, and Using Evidence. Another checklist is found at the end of Unit 2 that is broken down into Reading Skills, Thinking Skills, Writing Skills, and Essay Content. It ranges from Emerging (Needs Improvement) to Excelling (Exceeds Expectations) and leaves room for comments by the teacher as to the strengths and areas of growth observed in the work, as well as areas for improvement in future work. However, while there are many checklists included for student reflection and teacher feedback, there are no strategies for including other stakeholders.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe materials reviewed for Grade 9 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress. Materials regularly and systematically offer assessment opportunities that measure student progress. Throughout the instructional materials, both formative and summative assessments are used to measure student progress. Formative assessments are intentionally placed at the beginning of each unit so that teachers can ensure that students are prepared for the activities leading up to the culminating writing activity.\n\n\n    Each unit consists of five parts; each part ends with either a formative assessment or a summative assessment. Formative assessments consist of work samples including Approaching Text Tools, Analyzing Details Tools, annotations of texts, answers for Questioning Path Tools, written explanations of text analysis, and group/class discussions. Formative Assessments can also include completed Forming Evidence-Based Claims (EBCs) Tools, Supporting EBCs Tools, and Organizing EBCs Tools. Summative Assessments are more formal and consist of multi-paragraph rough drafts and culminating writing tasks.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 9 do not meet the criteria that assessments clearly denote which standards are being emphasized. While the instructional materials do make connections between the assessments and the development of Academic Habits/Literacy Skills, such as Attending to Details and Communicating Clearly, and provide checklists for students to use to self-assess these habits and skills, the assessments do not clearly denote which standards are being emphasized. The instructional materials provide alignment for the year, unit, and part, but do not provide alignment at the activity or assessment level.\n\n\n    Evidence that supports this rationale include, but are not limited to:\n\n\nEach unit is divided into five parts and each part has either a formative or summative assessment. The instructional materials do provide targeted and supported standards for each part, but alignment is not clearly provided for assessments. It is not possible to easily determine which standards apply to each part of an assessment.\n    \n\n\nOnly the Questioning Path Tools, which can be used as formative assessments, are aligned to specific reading and writing standards, but the instructional materials do not identify which standards are aligned to which questions.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe materials reviewed for Grade 9 partially meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up. Students are assessed often, via formative and summative assessments, and teachers are provided many tools, such as unit-specific rubrics, to help them interpret student performance; however, the instructional materials do not provide strategies or suggestions for how to remediate students who did not master the skills/habits.\n\n\n    Throughout the instructional materials, unit-specific rubrics are provided as tools to assess Literacy Skills and Academic Habits. Each rubric uses a four-point scale to help teachers and students identify areas of strength, weakness, and growth. Teachers are prompted to consider evidence of the skills/habits and rate accordingly. This system of rubrics allows teachers to compare student performance as the year progresses. The instructional materials do not provide follow-up suggestions for students who do not master the skills/habits.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe materials reviewed for Grade 9 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress. There are routines and guidance in place throughout grade 9, as well as the 9-12 curriculum, which allow for opportunities to monitor student progress.\n\n\n    Each grade level is divided into five units:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9947d547-6fc0-466c-8900-08310afb5d63": {"__data__": {"id_": "9947d547-6fc0-466c-8900-08310afb5d63", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "fe6dd7a3-b09a-40cd-a1df-516878b820fa", "node_type": null, "metadata": {}, "hash": "bfa7bad122b6e8120d459b64b04056f9874282a3dc9b2626603fcffa115287f3"}, "3": {"node_id": "2d5940eb-534c-415f-802c-eb5e7335bc1c", "node_type": null, "metadata": {}, "hash": "6816b9f1baaa5b5b296ca936b4e02d572e265133d621f8dcacefce37db7ced13"}}, "hash": "d0e0c0c2bdfc37b01a6efbc32e4d1bcb328932dc4289234d791456d64625b890", "text": "Each grade level is divided into five units:\n\n\nUnit 1--Reading Closely for Textual Details\n    \nUnit 2--Making Evidence Based Claims\n    \nUnit 3--Making Evidence-Based Claims about Literary Technique\n    \nUnit 4--Researching to Deepen Understanding\n    \nUnit 5--Building Evidence-Based Arguments\n    \n\n\n    Each part within each unit culminates in a formative assessment opportunity and Part 5 in a summative assessment opportunity, embedding many opportunities within each unit to monitor student progress. Beyond these assessment opportunities are tools, such as the Questioning Path Tool as one example, that allow teachers to guide and monitor students\u2019 progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nThe materials reviewed for Grade 9 partially meet the criteria that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. There is very little student choice in the Grade 9 instructional materials for independent reading. In the few occasions where there is choice, materials do hold students accountable for their selections and may contribute to their stamina and confidence.\n\n\n    Student independent reading choice is built into only Unit 4 and Unit 5. Unit 4 explores Music and the Role it Plays in Our Lives, and Unit 5 has students reflect on what is meant by terrorism. Within each unit is a common source set, and while students read many of the same texts as their peers, there is some choice, depending on the inquiry path they wish to follow. Within the student edition, there are many materials that hold students accountable for this reading--the Exploring a Topic Tool, Potential Sources Tool, Taking Notes Tool, Research Frame Tool, and Research Evaluation Tool. Since Unit 5 is focused on Building Evidence-Based Arguments, the tools to hold students accountable include the Questioning Path Tool, Forming Evidence-Based Claims Tool, Organizing Evidence-Based Claims Tool, Delineating Arguments Tool, and Evaluating Arguments Tool. These tools can support students in building the notes and skills necessary to write the summative assessments at the end of each unit.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe materials reviewed for Grade 9 meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Teachers determine whether students need increased scaffolding and time, or less. Differentiation support is integrated into the scaffolding and design of the instructional materials. At times, teachers are reminded to determine whether students need more or less time to develop a Core Proficiency. Most units include supplemental texts. These can be used by the teacher to give students additional opportunities to develop skills. The supplemental texts are categorized as \u201cExtended Reading.\u201d In addition to this, the materials claim to be designed so schools can use local curricular materials. This flexibility allows for teachers to determine the text complexity appropriate for students.\n\n\n    Evidence that supports this rationale include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2d5940eb-534c-415f-802c-eb5e7335bc1c": {"__data__": {"id_": "2d5940eb-534c-415f-802c-eb5e7335bc1c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "9947d547-6fc0-466c-8900-08310afb5d63", "node_type": null, "metadata": {}, "hash": "d0e0c0c2bdfc37b01a6efbc32e4d1bcb328932dc4289234d791456d64625b890"}, "3": {"node_id": "502e4fdf-a61d-48fc-967b-c22f03ddf1d4", "node_type": null, "metadata": {}, "hash": "351cb34e9d6303beb3ab3f0a585f8ebdd2bc83434b9ce39d40c93b18876d892e"}}, "hash": "6816b9f1baaa5b5b296ca936b4e02d572e265133d621f8dcacefce37db7ced13", "text": "Evidence that supports this rationale include, but are not limited to:\n\n\nInstructional supports for English Language Learners and students reading below grade level are integrated and scaffolded into the explicit instructions for each activity. Each activity follows a progression moving from scaffolding and support to independent application.\n    \nThe sequence of instruction and supporting tools are the same for all students. However, the materials note that the tools and activities can be applied to alternative or supplemental texts not included in the materials.\n    \nIn order to help students understand the content, the materials will suggest making analogies or allotting more time to tasks. For example, the materials suggest comparing the process of close reading to analytical processes used by experts--scientists, detectives, etc.-- in other fields. The materials also suggest for teachers to skip the Introductory Analogy if students are sufficiently familiar with the close reading skill.\n    \n\u201cExtended Reading\u201d refers to supplemental, optional texts teachers can incorporate if students need more opportunities to develop literacy skills.\n    \nText choices are bundled in order to effectively increase in complexity over the course of a unit. In each unit, the first text is a visual and is followed by a text with a Lexile measurement below grade level to allow access for all students. By the end of the unit, students are reading texts at or above grade level independently and in small groups. The small group discussions intend for students to self- and peer-assess understanding.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 9 meet the criteria that materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards. By design, the materials provide all students with the opportunity to interact with grade-level texts. The materials allow for teachers to determine when to incorporate texts above grade level. In units where students engage with multiple texts, the materials do not require all students to read every text. The materials provide suggestions for organizing small groups to support English Language Learners and students reading below grade level.\n\n\n    Evidence that supports this rationale include, but are not limited to:\n\n\nThe materials include a section dedicated to helping teachers understand the support structures integrated in the sequence of activities. This section describes the seven routines designed to support all students, including English Learners and below-grade-level readers. Following this progression, according to the materials, provides all students with the opportunity to interact with texts at grade-level complexity. The seven supports are as follows:\n        \nIntentional Unit Design and Instructional Sequence\n            \nShort Texts, Focused Reading\n            \nRead-Alouds and Modeling\n            \nGuiding Question Framework\n            \nGraphic Organizers\n            \nReading Teams\n            \nAcademic Vocabulary\n            \n\n\nThe Unit Design and Instructional Sequence includes visual texts for students to practice Core Proficiency skills before transferring the skill to grade-level printed texts.\n    \nWhen presented with a series of texts or common source sets of multiple texts to analyze, the materials state that students should not be required to read all texts. This allows for the teacher to provide text choices at a student's current reading level. Additionally, the activity includes a small group discussion and suggests students to be grouped by reading level and assigned texts at their current level.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe materials reviewed for Grade 9 meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Materials contain integrated suggestions, Extended Readings, and optional activities to extend learning. The mix of activities offered allow for advanced students to explore texts or more complex texts while practicing the Core Proficiencies skills at greater depth.\n\n\n    Evidence that supports this rationale includes, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "502e4fdf-a61d-48fc-967b-c22f03ddf1d4": {"__data__": {"id_": "502e4fdf-a61d-48fc-967b-c22f03ddf1d4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "2d5940eb-534c-415f-802c-eb5e7335bc1c", "node_type": null, "metadata": {}, "hash": "6816b9f1baaa5b5b296ca936b4e02d572e265133d621f8dcacefce37db7ced13"}, "3": {"node_id": "2617047e-0bdb-4028-b0b1-8dd715a9077a", "node_type": null, "metadata": {}, "hash": "6ca7a6fa6dd475c79e9ef30ce26a08751982950fbc0639f39ca13bea5a9449ae"}}, "hash": "351cb34e9d6303beb3ab3f0a585f8ebdd2bc83434b9ce39d40c93b18876d892e", "text": "Evidence that supports this rationale includes, but are not limited to:\n\n\nThe materials suggest teachers consider the needs and background experiences of students before beginning a unit of study. Specifically, if a student has \u201cadvanced skills\u201d or \u201cextensive previous experience,\u201d the teacher can expect the instruction to \u201cmove more rapidly.\u201d\n    \nFor advanced students, the materials also suggest teachers concentrate time on engaging students with the Extended Reading texts provided in some units and \u201cemphasize more complex topics.\u201d\n    \nThe materials are vertically aligned and utilize the same lists, handouts, and rubrics provided in the Literacy Toolbox. For advanced students and students with previous experience, the materials recognize they will rely less on the Literacy Toolbox supports and are encouraged to \u201cuse their own, developing strategies\u201d for analyzing texts.\n    \nAt times, the materials will present optional assessment opportunities for teachers to collect evidence and for students to demonstrate understanding. In Unit 1, Part 5, the Summative Assessment Opportunities offers an optional collection of evidence through a writing task. Multiple pathways to accomplish the writing are provided by the materials. This is done as a supplement to the summative discussion activity. Due to the intentional vertically-aligned design of the materials, this option is presented in every grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe materials reviewed for Grade 9 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies. The materials are designed with collaboration as an essential academic habit. Students are provided regular opportunities to work as a class, in pairs, and in small groups. In each variation, students develop literacy skills by completing a Literacy Toolbox resource, analyzing text, and collaborating on writing.\n\n\n    Evidence that supports this rationale include, but are not limited to:\n\n\nIn Unit 3, Part 1, Activity 4, after the teacher models the formation of an evidence-based claim (EBC), students practice the skill in pairs with the support of the Literacy Toolbox resources.\n    \nIn Unit 4, Part 2, Activity 1, after the teacher models and develops an Inquiry Question and pathway, students work in small groups to develop 2 to 3 pathways.\n    \nIn Unit 5, Part 3, Activity 1, students work in \u201creading teams\u201d to apply the material\u2019s eight criteria from the Evaluating Arguments Tool to objectively rate an argument.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.\n\nThe materials reviewed for Grade 9 include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The instructional materials provide many of the texts in print format and these are included in the teacher\u2019s edition and student\u2019s edition. Handouts included in the Literacy toolbox can be accessed online and additional copies can be printed for the purpose of annotation. The Developing Core Literacy Proficiencies: User Guide preceding Unit 1 in the Grade 9 materials provides additional guidance for teachers in relation to Electronic Supports and Versions of Materials. For example, \u201cThe Odell Education Literacy Toolbox files, including handouts, tools and checklists, are available \" as editable PDF forms. With the free version of Adobe Reader, students and teachers are able to type in the forms and save their work for recording and emailing.\u201d The resources can be located using a website and password provided in the instructional materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2617047e-0bdb-4028-b0b1-8dd715a9077a": {"__data__": {"id_": "2617047e-0bdb-4028-b0b1-8dd715a9077a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "502e4fdf-a61d-48fc-967b-c22f03ddf1d4", "node_type": null, "metadata": {}, "hash": "351cb34e9d6303beb3ab3f0a585f8ebdd2bc83434b9ce39d40c93b18876d892e"}, "3": {"node_id": "72264da7-7ba3-40a4-98b6-1000a4ed7c2b", "node_type": null, "metadata": {}, "hash": "867c1abc1ec7f6a2a16f8fa404c20125fb3da49094cd586edff382b169c883ea"}}, "hash": "6ca7a6fa6dd475c79e9ef30ce26a08751982950fbc0639f39ca13bea5a9449ae", "text": "There are texts utilized in the instructional materials that are accessible online only. The instructional materials state, \u201cBecause of the ever-changing nature of website addresses, specific links are not provided. Teachers and students can locate these texts using provided key words (e.g., article titles, authors, and publishers).\u201d The online texts are available for free access using the resource information provided by the publisher. Examples include, but are not limited to:\n\n\nIn Unit 1, a table labeled, Reading Closely Media Supports, includes a multimedia time line published by PBS entitled, \"Only a Teacher\u2014Teaching Timeline.\"\n    \nIn Unit 4, Additional Resources in the Topic Area are listed, including a TED Talk by Benjamin Zander entitled, \u201cThe transformative power of classical music\u201d.\n    \nIn Unit 5, Building Evidence-Based Arguments Unit Texts, a table lists all the five Text Sets included in the unit and the instructional materials state, \u201cThe unit uses texts that are accessible for free on the Internet without any login information, membership requirements, or purchase.\u201d\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.\n\nThe materials reviewed for Grade 9 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    Many texts are accessible online to build background knowledge and can be used to supplement the anchor texts. Teachers are provided with an opportunity to utilize audio versions of texts available online and in print format for students to follow along with the text. The PDF versions of handouts and graphic organizers are editable and provided by Odell Education; therefore, students can type directly on the handouts and these can be submitted electronically to the teacher. Texts Sets include a variety of options beyond print, such as videos, audio recordings, images, and timelines. Teachers could choose to assign independent reading and annotations at home due to the accessibility through both the publisher website with a password and the free resources available online. Key words are provided when web addresses are not to assist teachers and students in locating the resources. Examples include, but are not limited to:\n\n\nIn Unit 2, Plato\u2019s Apology is available in audiobook format via Youtube and included in the Making Evidence-Based Claims Media Supports.\n    \nIn Unit 4, an additional resource students can access online is a TED Talk available through the Ted.com website entitled, \u201cMusic is medicine, music is sanity\u201d by Robert Gupta.\n    \nIn Unit 5, the facts listed in the Building Evidence-Based Arguments Unit Texts table provide enough information to access the correct argument online, \u201cTerrorism Can Only Be Defeated by Education, Tony Blair Tells the UN,\u201d published 11/22/2013 by UN News (news article and video).\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe materials reviewed for Grade 9 provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. The instructional materials include a criteria-based assessment system throughout the five units included in Grade 9.\n\n\n    Students utilize handouts and graphic organizers to practice and demonstrate proficiency relating to targeted skills. The graphic organizers and tools can be used as a formative assessment by the teacher and completed digitally by students using the editable PDFs provided by Odell Education. Student annotation and submission for evaluation can take place electronically. The graphic organizers are included as an instructional tool to support English language learners and students reading below grade level: \u201cVisually, the tools help students understand the relationships among concepts, processes, and observations they make from texts. In addition, Media Supports are included in the instructional materials: \u2018The various media (i.e. videos, audio, images, websites) can be assigned and explored at the student or group level to differentiate experiences for students based on their interests and abilities\u2019.\u201d Students who require more challenging texts have the opportunity to explore topics using texts at higher levels of complexity. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72264da7-7ba3-40a4-98b6-1000a4ed7c2b": {"__data__": {"id_": "72264da7-7ba3-40a4-98b6-1000a4ed7c2b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "23f0689f-1b82-468c-b3ee-9bbdfd2deacd", "node_type": null, "metadata": {}, "hash": "74a201725c2a4534796c9e137d0cd246bdf24feb694770264e84746b7a420ac1"}, "2": {"node_id": "2617047e-0bdb-4028-b0b1-8dd715a9077a", "node_type": null, "metadata": {}, "hash": "6ca7a6fa6dd475c79e9ef30ce26a08751982950fbc0639f39ca13bea5a9449ae"}}, "hash": "867c1abc1ec7f6a2a16f8fa404c20125fb3da49094cd586edff382b169c883ea", "text": "In Unit 1, students utilize an Approaching Texts Tool that teachers can use to gauge students\u2019 ability to create guiding questions for the first reading of the text and create text-specific questions to help focus the rereading of the text; the tool can be printed and handwritten or completed digitally using an editable PDF.\n    \nIn Unit 2, Media Supports include an Ebook of Plato\u2019s Apology published by Project Guttenberg that can be accessed using an electronic device.\n    \nIn Unit 4, Common Source Sets offer a variety of complexity levels from which teachers may choose for exploration by students. In Unit 4, Part 1, Activity 3, \u201cThis Common Source should be accessible to students, but it also should provide some additional reading challenges, often by referencing technical information or terminology.\u201d\n\nMaterials can be easily customized by schools, systems, and states for local use.\n\nThe materials reviewed for Grade 9 can be easily customized for local use. The online resources available allow teachers the opportunity to print additional copies for annotation and offer editable PDFs for students to use and submit their work electronically. Teachers have the choice of which texts they would like to use as model texts when presented with Common Source Sets, such as in Unit 4. Also, teachers can differentiate for students and choose specific texts in the Common Source Sets that individual students or small groups will read together. Additional resources are available to allow for further exploration and to allow an opportunity to increase the level of complexity for students who need an additional challenge. The tools provided offer a method for formative assessment, and teachers can make decisions regarding future units based on student performance. The following Instructional Notes are an example of guidance to the teachers:\n\n\nTeachers can use these Common Sources as a model in several ways, depending on the classroom context and emerging student interests.\n        \nSelect a single source for modeling that matches with the direction for investigation that the class is likely to pursue. All students read and work with this single Common Source.\n            \nUse one source for modeling and a second for guided practice. All students read both sources, working with one as a class and the other in small groups.\n            \nUse all three sources (and additional ones if helpful), grouping students by possible topic interests and modeling and practicing within groups.\n            \nFind other, similar Common Source(s) related to the topic and subtopics the class is examining.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)\n\nThe materials reviewed for Grade 9 do not include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.) While students are encouraged to collaborate with one another throughout the five units in a face-to-face format, there are no opportunities for students to create group projects or peer assess each other\u2019s work virtually. Teachers would need to seek out these opportunities when planning the lessons outside of the tools offered in the instructional materials. The materials offers Professional Development to educators on the website: \u201cOdell Education (OE) collaborates with districts and schools that are implementing the Core Literacy Proficiencies Program. OE works with educators on the foundational principles of the instruction, as well as the integration of the units into their curriculum and the use of the materials in their classrooms.\u201d However, opportunities for teachers to engage online with their colleagues is not present on the website.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd899e1a-7fc8-4c73-a4f4-2ad5785f11a4": {"__data__": {"id_": "bd899e1a-7fc8-4c73-a4f4-2ad5785f11a4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "3": {"node_id": "a4af6922-70ee-4f16-959e-a3d0e1231d31", "node_type": null, "metadata": {}, "hash": "be46aa6c44308e968c0ccf812cfd867330cb6636884f08d8f35c6113cd00938f"}}, "hash": "348227964986d03ca0301e3c087f07f649d15a47986de5ad6a86b517e5f0ddcc", "text": "Engage NY\n\nThe Expeditionary Learning English Language Arts Grade 7 instructional materials meet the expectations for alignment. Texts and text sets are high quality and at an appropriate level of rigor and complexity and organized to support students' growth in literacy over the course of the school year. The majority of tasks and questions are focused on these texts, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students build knowledge as they engage integrated reading, writing, speaking and listening, and language study. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 7 instructional materials meet expectations for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials also include texts that are worthy of student's time and attention. The Grade 7 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. In general, high-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.\n\n\n\n    Central texts consider a range of student interests including but not limited to survival, working conditions, personal identity transformation, slavery, brain development, and water sustainability. Many of the central texts have won awards, are written by award-winning authors, or are considered classics, and all are worthy of careful reading.\n\n\n    Examples of central texts that are worthy of careful reading include the following:\n\n\nModule 1 - A Long Walk to Water, Linda Sue Park\n    \nModule 2A - Lyddie, Katherine Patterson\n    \nModule 2A - \"Commonwealth Club Address,\" Cesar Chavez\n    \nModule 2B - Pygmalion, George Bernard Shaw\n    \nModule 3 - Narrative of the Life of Frederick Douglass,an American Slave, Frederick Douglass\n    \nModule 4A -\u201cGrowing Up Digital\u201d Scholastic New York Times Upfront Jan 31,2011, Matt Richtel\n    \nModule 4A - \"Teens and Decision Making: What Brain Science Reveals,\" Scholastic Inc., the National Institute on Drug Abuse, the National Institutes of Health, and the U.S. Department of Health and Human Services\n    \nModule 4B - The Big Thirst, Charles Fishman\n    \nModule 4B - \"Water Is Life,\" Barbara Kingsolver\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.\n\n\n\n    Central texts include a mix of informational texts and literature. Supplemental texts within the modules are also a mixture of literature and informational texts. A wide distribution of genres and text types as required by standards are evident, including but not limited to speeches, plays, historical fiction, non-fiction, articles, poetry, and periodicals.\n\n\n    The following are examples of literature found within the instructional materials:\n\n\nModule 1 - A Long Walk to Water, Linda Sue Park\n    \nModule 2A - Harvesting Hope: The Story of Cesar Chavez, Kathleen Krull\n    \nModule 2B - Nadia\u2019s Hands, Karen English\n    \nModule 3 - \u201cHarriet Tubman,\u201d Eloise Greenfield\n    \n\n\n    The following are examples of informational text found within the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a4af6922-70ee-4f16-959e-a3d0e1231d31": {"__data__": {"id_": "a4af6922-70ee-4f16-959e-a3d0e1231d31", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "bd899e1a-7fc8-4c73-a4f4-2ad5785f11a4", "node_type": null, "metadata": {}, "hash": "348227964986d03ca0301e3c087f07f649d15a47986de5ad6a86b517e5f0ddcc"}, "3": {"node_id": "d5589703-364e-4316-b45c-82058e129598", "node_type": null, "metadata": {}, "hash": "83f29551d81c297dabdcb19c8393a7fa011bf559e6f46d71e34616aea3086492"}}, "hash": "be46aa6c44308e968c0ccf812cfd867330cb6636884f08d8f35c6113cd00938f", "text": "The following are examples of informational text found within the instructional materials:\n\n\nModule 1 - \u201cLoss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps,\u201d Stephen Buckley\n    \nModule 2A - \u201cEthical Style: How Is My T-Shirt Made?\u201d Tabea Kay\n    \nModule 3 - Narrative of the Life of Frederick Douglass: An American Slave, Frederick Douglass\n    \nModule 4B - The Big Thirst, Charles Fishman\n    \n\n\n    All anchor and supplementary texts in Module 4A and 4B are informational texts.\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n\n    Most texts have the appropriate level of complexity for the grade. For example, in Module 3, students read Narrative of the Life of Frederick Douglass: An American Slave by Frederick Douglass, which has a Lexile measure of 1080 as stated by the publisher. The quantitative measure is within the range indicated by the standards for the grade band 6-8. In addition, this text qualitatively shows evidence that supports placement at this grade level. Some examples of this include but are not limited to Douglass\u2019s rhetoric, varied structures, layers of meaning, and rich vocabulary. Students read excerpts of this lengthy text and study point of view, use of language to impact meaning, and text structure, and they build their proficiency in collecting textual evidence to support analysis of Douglass\u2019s position. Students use this nonfiction text to engage in many tasks that encourage literacy development in reading, writing, speaking, and listening which include using their study of the text to assist in creating a picture book for younger children that captures an event in Douglass\u2019s life.\n\n\n\n    Texts that are quantitatively above grade band have scaffolds in place to ensure student access. For example, in Module 2B, students read Pygmalion by George Bernard Shaw which has a Lexile measure of 1340 as stated by the publisher. The quantitative measure is above the range indicated by the standards for the grade band 6-8. The text has layers of meaning and purpose, varied sentence length and structures, and rich language and vocabulary. With support and scaffolding from the teacher, students closely read and examine the theme of personal identity formation and transformation as they engage in activities, projects, and readings that require them to analyze text structure, conduct character studies, and review author\u2019s craft. The study and reading of Pygmalion culminates with the development of an essay that presents a claim with supportive details and quotes from the play.\n\n\n    Texts that are quantitatively below grade band are accompanied by tasks that increase the level of rigor requiring students to use higher order thinking skills or complete a task more independently. For example, in Module 1, students read A Long Walk to Water by Linda Sue Park which has a Lexile measure of 720 as stated by the publisher. The quantitative measure is well below the range indicated by the standards for the grade band 6-8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 7 students. Some examples of this include but are not limited to varied sentence length and structures, layers of meaning, rich language, and unfamiliar vocabulary. Students read closely and study the main characters to analyze contrasting points of view, draw inferences, determine the meaning of words and phrases in text, and build their proficiency in collecting textual evidence to support analysis of what the text says. Students use analysis of the two main characters of the novel to author a two-voice poem.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials support students\u2019 increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.\n\n\n    There is a gradual release of responsibility as each unit and module moves forward throughout the year in order to grow literacy skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d5589703-364e-4316-b45c-82058e129598": {"__data__": {"id_": "d5589703-364e-4316-b45c-82058e129598", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "a4af6922-70ee-4f16-959e-a3d0e1231d31", "node_type": null, "metadata": {}, "hash": "be46aa6c44308e968c0ccf812cfd867330cb6636884f08d8f35c6113cd00938f"}, "3": {"node_id": "0199f335-1d48-4f02-ae9b-9d84e4117480", "node_type": null, "metadata": {}, "hash": "03b6d415f3dbe5bd692860b633bed6a0058ccc5f1ea40cedb157344caf3cf2cd"}}, "hash": "83f29551d81c297dabdcb19c8393a7fa011bf559e6f46d71e34616aea3086492", "text": "In Module 1, students study the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They use textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. They read A Long Walk to Water, analyzing the points of view of the central characters. Students focus on one key theme: how individuals survive in challenging environments. The novel is paired with complex informational texts on Sudan. Students then combine research about Sudan with quotes from the novel and craft a research-based two-voice poem.\n    \nIn Module 2B, students explore the issue of working conditions of the past and present. They analyze how people, settings, and events interact in literary and informational texts. Students first focus on Lyddie and write an argument essay about her choices around joining a protest over working conditions. Then they read a speech by C\u00e9sar Ch\u00e1vez as they consider the role that workers, the government, and consumers play in improving working conditions. Finally, a short research project explores how businesses can affect working conditions. As a final performance task, students create a guide of working conditions in the garment industry.\n    \nIn Module 3 students read the autobiography of Frederick Douglass to focus on how he uses language in powerful ways and how he tells his story in order to serve his purpose of working to abolish slavery. Students begin by building background knowledge about Douglass and his historical context. They then read closely key excerpts from his narrative to study his craft and messages. Finally, they select one episode from the book and rewrite it as a children\u2019s story, using Frederick Douglass: The Last Day of Slavery as a mentor text.\n    \nIn Module 4A, students explore adolescent brain development and the effects of entertainment screen time on the brain. Students read informational texts to build background knowledge about adolescent brain development. Then they begin to focus on the issue of screen time and how it may affect teenagers. Students evaluate the soundness of reasoning and the sufficiency and relevancy of evidence in argument texts and media. They review first the potential benefits and then the potential risks of screen time by conducting a lengthy research project. Students finish the module by writing a position paper and then creating a visual representation of their paper.\n    \n\n\n    Students revisit and build on knowledge and skills introduced in earlier modules as they progress through the year. Students gradually move toward being able to complete tasks independently after extensive modeling and group activities.\n\n\nIn Module 3, Unit 3, lesson 6, students evaluate work using feedback techniques learned in Module 1 and practiced in Module 2A. Students review the norms of peer evaluation and the importance of giving specific, constructive, and respectful feedback, and students are able to complete the evaluations more independently during this Module.\n    \nIn Module 4A, Unit 2, lesson 2, students draw learning from either Module 2A or Module 2B about what makes evidence relevant. Modules 2A and 2B provide instruction on argument writing. The lesson in Module 4A reviews the skill and develops further understanding by adding in the concepts of sufficient evidence and sound reasoning to support the claim. Students trace an argument and identify and evaluate claims and evidence in different informational texts.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The Curriculum Map includes the quantitative Lexile measure of central texts for each module.\n\n\n    Rationales for the educational purpose and placement in grade level are provided at the beginning of each unit in the Unit Overview, and includes qualitative information. Some examples include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0199f335-1d48-4f02-ae9b-9d84e4117480": {"__data__": {"id_": "0199f335-1d48-4f02-ae9b-9d84e4117480", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "d5589703-364e-4316-b45c-82058e129598", "node_type": null, "metadata": {}, "hash": "83f29551d81c297dabdcb19c8393a7fa011bf559e6f46d71e34616aea3086492"}, "3": {"node_id": "0534a266-5c6c-49f0-80cf-b5a31f5312da", "node_type": null, "metadata": {}, "hash": "a2cd068433338ef5bd2c466f0b187a176c92ca5f145c46f4a244d96225244d20"}}, "hash": "03b6d415f3dbe5bd692860b633bed6a0058ccc5f1ea40cedb157344caf3cf2cd", "text": "Module 2A, Unit 1, Unit Overview - \u201cThis unit focuses on the historical era of industrializing America, and builds students\u2019 background knowledge about what working conditions are and how they affect workers. The unit begins with a lesson that engages students in the guiding questions about working conditions that connect all three units in the module. Students then read the novel Lyddie, about a girl who goes to work in the Lowell mills, with an emphasis on CCSS-ELA RL.7.3, which is about how plot, character, and setting interact in literature.\u201d\n    \nModule 3, Unit 3, Unit Overview- \u201cIn this unit, students write a picture book based on an event from the life of Frederick Douglass. First, students return to Frederick Douglass: The Last Day of Slavery, which they encountered in Unit 2. This children\u2019s book serves as the model text, and the students read it and another children\u2019s book closely to examine how the author used the tools of a narrative writer to craft a powerful story.\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nTThe instructional materials reviewed for Grade 7 meet the expectations for texts providing opportunities for student to engage in a range and volume of reading to achieve grade level reading.\n\n\n    Each unit includes lessons with supplementary texts of varying lengths and genres. These texts are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.\n\n\nIn Module 1, Unit 1, lesson 6, students read the section, \u201cTime Trip: Sudan\u2019s Civil War\u201d from the full article, \u201cLife and Death in Darfur: Sudan\u2019s Refugee Crisis Continues\u201d to increase knowledge of the Sudanese people and practice gathering textual evidence.\n    \nIn Module 3, Unit 1, lesson 12, students read the poem, \u201cThe Negro Speaks of Rivers\u201d and examine the structure and identify the meaning.\n    \n\n\n    Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.\n\n\nIn Module 1, Unit 2, lesson 1, the homework assignment requires independent reading and note taking.\n    \nIn Module 1, Unit 3, lesson 6, students recite a two-voice poems aloud.\n    \nIn Module 2A, Unit 2, lesson 2, students close read Chavez\u2019s \u201cCommonwealth Club Address\u201d with a partner and discuss using guided questions.\n    \nIn Module 2A, Unit 3, independent reading is addressed in the Preparation and Materials section at the beginning of the unit. This unit includes a section called \u201cIndependent Reading\u201d which marks time for building independent reading and suggests that there be increased time to build independent reading routines.\n    \nIn the preface for the curriculum, the following explanation of homework is provided, \u201cDue to the rigors demanded by the CCSS in Expeditionary Learning\u2019s Grades 3\u20138 ELA curriculum, students are required to practice the skills they learn in the classroom independently at home every day, for approximately 30\u201345 minutes. This usually involves a reading activity (e.g., reading or rereading a certain number of paragraphs or pages in a text) with a response task (e.g., highlighting or recording evidence to answer a question). Students also are expected to read independently every evening according to independent reading routines.\u201d\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 7 meet the expectations that most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text.\n\n\n\n    Most questions, tasks, and assignments are structured and designed to encourage understanding of key ideas of texts and determine most important learning from the readings. Instructional materials include questions, tasks, and assignments that are text-dependent over the course of a school year. Teacher materials provide support for planning and implementation by providing exemplar answers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0534a266-5c6c-49f0-80cf-b5a31f5312da": {"__data__": {"id_": "0534a266-5c6c-49f0-80cf-b5a31f5312da", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "0199f335-1d48-4f02-ae9b-9d84e4117480", "node_type": null, "metadata": {}, "hash": "03b6d415f3dbe5bd692860b633bed6a0058ccc5f1ea40cedb157344caf3cf2cd"}, "3": {"node_id": "37ae4b74-b5aa-405f-bbf4-9cb8cba1401f", "node_type": null, "metadata": {}, "hash": "a2e98012aa2cade156e3f6a9a6f6199a451f8f2ab3c8a3bfcebc03286ae1cbbc"}}, "hash": "a2cd068433338ef5bd2c466f0b187a176c92ca5f145c46f4a244d96225244d20", "text": "In Module 1, students use a close reading anchor chart to capture textual evidence.\n    \nIn Module 1, Unit 2, students record and analyze the significance of book quotes and decide if and how to use them in their own writing.\n    \nIn Module 1, Unit 2, lesson 7 students compare and contrast the accounts of survival in \u201cTime Trip: Sudan\u2019s Civil War,\u201d and A Long Walk to Water.\n    \nIn Module 2A, Unit 1, students color code the Chavez speech text to identify elements of an effective conclusion.\n    \nIn Module 2A, Unit 1, students cite evidence to explain plot, characters, setting, and the interactions between the three elements.\n    \nIn Module 2A, Unit 3, lesson 4 students read quotes from text and choose the best way to paraphrase the information. Students provide rationales for paraphrasing choices. Students also learn and practice distinguishing between paraphrasing and plagiarizing.\n    \nIn Module 2B, Unit 1, lesson 2, students read the article, \u201cTeam Players,\u201d and answer text-dependent questions. Exemplar answers for questions are provided in the teacher materials.\n    \nIn Module 4A, Unit 1, students note main idea and details from informational text about brain development.\n    \nIn Module 4A, Unit 2, lesson 3, students read an argument text, \u201cIs Google Making Us Stupid?\u201d and complete a note-taking document to collect evidence and evaluate both sides of an argument.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills.\n\n\n    Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Each module has a Final Performance Task. This is a culminating project that takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost always include peer critique and revision. Performance tasks are not \u201con-demand\u201d assessments. Students who demonstrate success with sequences of questions can complete the culminating tasks. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing.\n\n\nIn Module 3, students read and answer text-dependent questions about Frederick Douglass. They conclude the unit by writing a narrative based on an event from Frederick Douglass\u2019s life.\n    \nIn Module 2A, students engage in text-specific activities including identifying authors\u2019 claims and examining current and historical working conditions in America. They conclude the unit by creating a worker\u2019s guide around conditions in the garment industry.\n    \nIn Module 4B, students engage in various readings and text-dependent activities around water sustainability and management and conclude the unit with a position paper about the topic.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 7 meet the expectations for evidence-based discussion that encourages the modeling of academic vocabulary and syntax.\n\n\n\n    Vocabulary addressed in each lesson is noted in teacher planning documents.\n\n\n    There are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Teacher materials support implementation of these standards to grow students\u2019 skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "37ae4b74-b5aa-405f-bbf4-9cb8cba1401f": {"__data__": {"id_": "37ae4b74-b5aa-405f-bbf4-9cb8cba1401f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "0534a266-5c6c-49f0-80cf-b5a31f5312da", "node_type": null, "metadata": {}, "hash": "a2cd068433338ef5bd2c466f0b187a176c92ca5f145c46f4a244d96225244d20"}, "3": {"node_id": "3eb4af82-59fb-4628-8e66-45d1b3590557", "node_type": null, "metadata": {}, "hash": "c5421517552b57014505c58a25b0abea3c23e202534385cc1ecf83f9cfd9b6bf"}}, "hash": "a2e98012aa2cade156e3f6a9a6f6199a451f8f2ab3c8a3bfcebc03286ae1cbbc", "text": "In Module 1, Unit 2, lesson 15, students are asked to focus on the learning targets. Since there are two words that students may not know, ensure and accurate, the teaching notes suggest that the teacher call attention to those words and define them if needed before asking students for a Fist to Five response of the learning target.\n    \nIn Module 4B, Unit 3, lesson 4, students are arranged in groups of two to complete a peer feedback form. The teacher models how the peer feedback process will work. The teaching notes suggest that the teacher point out that in the model, the participants made heavy use of the vocabulary on the Domain-Specific Vocabulary anchor chart and encourage students to do the same in their own conversations.\n    \nIn Module 2A, Unit 2, lesson 1, the teaching notes state, \u201cDirect students\u2019 attention to the learning targets for the day, and tell them that first they will learn about agents of change. Ask a student to define agent (someone who works for someone else). Discuss examples of agents, such as Hollywood agents, FBI agents, and real estate agents. Introduce the phrase agent of change\u2014someone or something that works to change a situation. One major agent of change in the textile industry has been technology, as students saw in the photos. But they are going to be thinking about the people or groups of people that are agents of change.\u201d\n    \nIn Module 3, Unit 1, lesson 9, students are asked to do two things: silently read the first paragraph, circling words they do not know (that are not already underlined); and see if they can determine the gist of the first paragraph. After giving students time to read, teachers are directed to call on students and congratulate them on noticing these words and remind them that strong readers don\u2019t know every word; rather, they notice the words that are unfamiliar to them and try to make sense of them.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials supporting students\u2019 listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.\n\n\n\n    Speaking and listening work requires students to gather evidence from texts and sources. Opportunities to talk and ask questions of peers and teachers about research, strategies and ideas are present throughout the year. The curriculum includes a host of protocols and graphic organizers to promote and scaffold academic discussions.\n\n\nIn Module 1, Unit 2, lesson 1, students participate in Discussion Appointments to discuss texts with multiple classmates.\n    \nIn Module 1, Unit 3, lesson 4, students participate in a peer critique based on the peer's two-voice poem. Students are provided an opportunity to review and discuss the Criteria for Success indicated on the student Expectations and Directions information.\n    \nIn Module 3, Unit 3, lesson 4, students participate in Writers\u2019 Roundtable providing peer observation and feedback of writing using a checklist to promote discussion.\n    \nIn Module 4A, Unit 3, lesson 2, students identify an author\u2019s claim and discuss with their partners supporting reasons using evidence from the text.\n    \nIn Module 4B, Unit 3, students publish and share a visual representation of their position paper.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both \"on demand\" and \"over extended periods\" throughout every module.\n\n\n    Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade-level standards being reviewed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3eb4af82-59fb-4628-8e66-45d1b3590557": {"__data__": {"id_": "3eb4af82-59fb-4628-8e66-45d1b3590557", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "37ae4b74-b5aa-405f-bbf4-9cb8cba1401f", "node_type": null, "metadata": {}, "hash": "a2e98012aa2cade156e3f6a9a6f6199a451f8f2ab3c8a3bfcebc03286ae1cbbc"}, "3": {"node_id": "d0ad6c13-1a6d-4928-81ca-2b5bf7b092e8", "node_type": null, "metadata": {}, "hash": "088d03d3673ef4e35cddc56a6d50d0ade37357e2390562def1e1b7e98d64a021"}}, "hash": "c5421517552b57014505c58a25b0abea3c23e202534385cc1ecf83f9cfd9b6bf", "text": "In Module 1, students write a selected response and short constructed response using strong evidence.\n    \nIn Module 2A, students write a research synthesis extended response.\n    \nIn Module 2A, Unit 1, students write on demand to analyze photos connected to a text with an entrance ticket.\n    \nIn Module 2B, students read texts and complete series of writing activities geared toward completing their Pygmalion Essay.\n    \nIn Module 3A, students write a scaffolded narrative storyboard for the children\u2019s book.\n    \nIn Module 4A, Unit 2, lesson 4, students document internet resources using a Research Notebook.\n    \nIn Module 4B, students read texts and complete tasks in order to prepare for writing a position paper.\n    \nIn Module 4B, students draft a position paper and reflect on the writing process in writing.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\nIn Module 1, students write a literary analysis: Writing about the theme of survival in the form of a research-based two-voice poem.\n    \nIn Module 2A, Unit 1, lesson 1, students write on demand to analyze photos connected to a text with an entrance ticket.\n    \nIn Module 2A, students write an argument paper: Should Lyddie sign the petition?\n    \nIn Module 2B, students read texts and complete series of writing activities geared toward completing Pygmalion essay.\n    \nIn Module 4A, Unit 2, lesson 4 students document internet resources using a Research Notebook.\n    \nIn Module 3, students write a children's narrative retelling an episode from Narrative of the Life of Frederick Douglass: an American Slave.\n    \nIn Module 4A, students write a position paper: Should the American Academy of Pediatrics raise its recommended daily entertainment screen time from two hours to four hours?\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\nIn Module 1, Unit 1, students collect information about characters, adding to their notes as they learn new information during reading. Students use the evidence to compare and contrast characters\u2019 viewpoints.\n    \nIn Module 1, Unit 3, lesson 5 students examine and identify various sources regarding the effects of clean water on villages in Sudan and collect evidence to support their information.\n    \nIn Module 4A, Unit 2, lesson 4, students record textual evidence to support claims.\n    \nIn Module 4B, students read texts and complete tasks in order to prepare for writing a position paper.\n    \nIn Module 4B, Unit 1, lesson 4, students view a video, identify the main idea, and write down the details that support the main idea.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level and with opportunities for application both in and out of context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d0ad6c13-1a6d-4928-81ca-2b5bf7b092e8": {"__data__": {"id_": "d0ad6c13-1a6d-4928-81ca-2b5bf7b092e8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "3eb4af82-59fb-4628-8e66-45d1b3590557", "node_type": null, "metadata": {}, "hash": "c5421517552b57014505c58a25b0abea3c23e202534385cc1ecf83f9cfd9b6bf"}, "3": {"node_id": "49be70b2-c147-4f59-a679-2418ba7c9146", "node_type": null, "metadata": {}, "hash": "e7bbc4f392aae7306df80cc904088994c845c2e7bd95f0115a4907ef5c4853a3"}}, "hash": "088d03d3673ef4e35cddc56a6d50d0ade37357e2390562def1e1b7e98d64a021", "text": "Materials include some explicit instruction of some grammar and convention standards, but some are omitted and/or are not provided at the appropriate grade level. Few opportunities are provided for students to demonstrate some application of skills out of context. The \u201cWriting Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum\u201d guide states, \u201cThe modules do not include decontextualized teaching of writing skills (i.e., stand-alone lessons about parts of a sentence or proper use of commas). Teachers are encouraged to add these specific lessons based on the needs of their particular students. The modules do not include explicit instruction on all parts of speech, phonics, decoding, letter-sound correspondence, etc. Some Common Core language standards are addressed in context, rather than as a separate scope and sequence (e.g., additional literacy instruction that includes small groups and guided reading)\u201d\n\n\n    Opportunities are provided for students to demonstrate skills in context.\n\n\nIn Module 1, Unit 2, lesson 19, students are instructed how to revise and correct a common error found in student essays.\n    \nIn Module 2A, Unit 1, lesson 20, students are instructed how to revise and correct a common error found in student essays.\n    \nIn Module 3, Unit 3, lesson 1, students practice combining sentences with a sentence practice worksheet.\n    \nIn Module 3, students are quizzed on complex sentences during the Mid-Unit Assessment.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency in lessons, units, and across the modules. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for texts being organized around a topic/topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently.\n\n\n\n    Each module has texts that connect by a central topic or theme.\n\n\nIn Module 1, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War.\n    \nIn Module 2A, students explore the issue of working conditions, historical and modern-day.\n    \nIn Module 2B, students explore the concept of personal identity formation and transformation in both historical and modern-day societies.\n    \nIn Module 3, students read the autobiography of Frederick Douglass, with specific attention to understanding how he uses language and how he tells his story in order to serve his purpose of working to abolish slavery.\n    \nIn Module 4A, students explore adolescent brain development and the effects of entertainment screen time on the brain.\n    \nIn Module 4B, students explore water sustainability and fresh water management.\n    \n\n\n    The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "49be70b2-c147-4f59-a679-2418ba7c9146": {"__data__": {"id_": "49be70b2-c147-4f59-a679-2418ba7c9146", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "d0ad6c13-1a6d-4928-81ca-2b5bf7b092e8", "node_type": null, "metadata": {}, "hash": "088d03d3673ef4e35cddc56a6d50d0ade37357e2390562def1e1b7e98d64a021"}, "3": {"node_id": "d391c5c7-5125-42df-8183-ba8f2e35927a", "node_type": null, "metadata": {}, "hash": "98fe2af967db3709340a21ac1b16ce0691d3c01d3bee7e11bb07ca2ce7f7cb9a"}}, "hash": "e7bbc4f392aae7306df80cc904088994c845c2e7bd95f0115a4907ef5c4853a3", "text": "Modules include text with quantitative measures at multiple levels within the grade band.\n    \nIn all modules students are provided with graphic organizers and recording forms to engage students actively and provide scaffolding for students in need. Students read text independently, in small groups, and as whole group read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.\n    \nIn Module 1, Unit 1, lesson 5, students are asked to reread chapters read in class that day for homework and add quotes to the graphic organizer, as well as read independently Chapters 14-15 to complete Reader's Notes to express understanding.\n    \nIn Module 4A, Unit 1, lesson 1 teachers are directed to read aloud slowly, fluently, and without interruption or explanation while students look at the text and actively read to promote fluency and comprehension.\n    \nIn Module 3, Unit 2, lesson 1, students participate in an independent reading check in. Students talk about the text with a peer while the teacher confers with students about their reading. Students discuss reading goals and create new ones.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d391c5c7-5125-42df-8183-ba8f2e35927a": {"__data__": {"id_": "d391c5c7-5125-42df-8183-ba8f2e35927a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "49be70b2-c147-4f59-a679-2418ba7c9146", "node_type": null, "metadata": {}, "hash": "e7bbc4f392aae7306df80cc904088994c845c2e7bd95f0115a4907ef5c4853a3"}, "3": {"node_id": "c460cc18-357b-42bb-8944-66ce3d3183dc", "node_type": null, "metadata": {}, "hash": "c8f048bf258f526e3be55662cefb58adccf43129faf36937bd72b7ae135ce2b0"}}, "hash": "98fe2af967db3709340a21ac1b16ce0691d3c01d3bee7e11bb07ca2ce7f7cb9a", "text": "In Module 2A, Unit 3, lesson 3, students read text and paraphrase the section into a single sentence using key details from the text.\n    \nIn Module 2B, Unit 1, lesson 3 students complete Reader's Notes that ask them to write a sentence to capture the central idea of the text, to make inferences based on the text, and to analyze key details of events in the text.\n    \nIn Module 2B, Unit 2, lesson 4, students describe how setting, characters, and plot of the text Pygmalion interact.\n    \nIn Module 2B, Unit 2, lesson 14 students complete a graphic organizer analyzing the structure of a model essay to prepare to write their own essay.\n    \nIn Module 2A, Unit 1, lesson 2, students are asked text-dependent questions that asks students to analyze the language, details, craft and structure of the text. For example, \"Lyddie describes her mother as \u2018queer in the head\u2019 What does queer mean? How do the context clues help you figure it out? What work might we use today to describe Lyddie's mother?\"\n    \nIn Module 3, Unit 1, lesson 12, students complete a three-step process of rereading a poem to find out how the sound, words, and shape of a poem work together to create meaning.\n    \nIn Module 3, Unit 1, lesson 13, students answer the question \"What poetic tools does Douglass use to reinforce this idea?\" after reading the text three times.\n    \nIn Module 3, Unit 2, lesson 2, students analyze an excerpt from the Narrative of the Life of Frederick Douglass. On the third read students are asked \"After Douglass figures out what abolition means, he says, 'The light broke in upon me by degrees.' What does this mean and what type of figurative language is this? How does it show the importance of this moment in Douglass's life?\"\n    \nIn Module 3, Unit 2, lesson 7, students answer why Douglass uses the word cunning to describe Covey, rather than intelligence or effectiveness and tell how that connects to his purpose in telling the story.\n    \nIn Module 4B, students examine water and its relationship to the world and read anchor text, The Big Thirst: The Secret Life and Turbulent Future of Water by Charles Fishman and a National Geographic article, \"Why Care about Water?\u201d Activities in this module prompt students to engage in multiple close readings and include encouraging a deeper understanding of informational text structures and organization. Video review is included as students collect evidence and analyze information using this form of media.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c460cc18-357b-42bb-8944-66ce3d3183dc": {"__data__": {"id_": "c460cc18-357b-42bb-8944-66ce3d3183dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "d391c5c7-5125-42df-8183-ba8f2e35927a", "node_type": null, "metadata": {}, "hash": "98fe2af967db3709340a21ac1b16ce0691d3c01d3bee7e11bb07ca2ce7f7cb9a"}, "3": {"node_id": "8a46f673-953c-4339-ab6e-e80238533271", "node_type": null, "metadata": {}, "hash": "9586e2eff868f904b9d309a396b5f8b58afc078f080d4135b1c6a7a0231b2c1f"}}, "hash": "c8f048bf258f526e3be55662cefb58adccf43129faf36937bd72b7ae135ce2b0", "text": "In Module 1, Unit 3, lesson 5, students support their ideas using strong evidence from two texts, \"Water for South Sudan\" and A Long Walk to Remember. Students use this evidence to write a two-voice poem.\n    \nIn Module 2A, Unit 1, lesson 10, students analyze Lyddie's decision by answering text-dependent questions and then synthesize the information to make a list of reasons Lyddie should and should not sign the petition.\n    \nIn Module 2B, Unit 3, lesson 8, students prepare for the Unit 3 assessment by annotating three separate sources in their Researcher's Notebooks.\n    \nIn Module 3, Unit 1, lessons 13-16, students analyze and integrate knowledge and ideas about the institution of slavery from various sources.\n\nIn Module 4A, Unit 1, lesson 4, students add to Model Brain Development Anchor Chart that is used across multiple lessons and texts. Students integrate new information from a multimedia video and record new information.\n    \nIn Module 4B, Unit 1, lesson 9, on the End-of-Unit assessment, students analyze and integrate knowledge and ideas about water and agriculture and trace an argument across a video and an article.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 7 meet the expectations that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, listening).\n\n\nIn Module 1, Unit 1, students engage in multiple activities throughout the module that prompt them to collect and site evidence to support claims, confirm perspectives, support analysis, and culminate with an assessment that requires them to gather textual evidence to identify perspectives.\n    \nIn Module 2A, students are introduced to the research process. Students generate research questions, gather information from multiple sources, and paraphrase. As a culminating task, students write an informative brochure that is a teenage consumer's guide to buying clothes. Teachers monitor completion of the task by having students identify where on the Research Roadmap anchor chart they think they are at the moment.\n    \nIn Module 2B, students read several articles about gender roles and advertising and collect notes. Students will synthesize the information gathered into paragraphs, write an advertisement analysis, and create a \"counter ad\" that will recreate the advertisement without including stereotypes.\n    \nIn Module 4A, Unit 2, students examine arguments, claims, and evidence that support claims to be able successfully participate in discussions around making their own claims and formally presenting them.\n    \nIn Module 4B, students research and extend the writing process to publish a research-based position paper. Students analyze a model position paper and plan their own. Students work with partners and teams to share ideas and get feedback. Teachers can monitor student progress during the Mid-Unit Assessment when the first draft of the paper is due. Students then revise their position papers and create a visual representation that they will present to their classmates.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials meet expectations for Grade 7 including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials.\n\n\n\n    Vocabulary instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8a46f673-953c-4339-ab6e-e80238533271": {"__data__": {"id_": "8a46f673-953c-4339-ab6e-e80238533271", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "c460cc18-357b-42bb-8944-66ce3d3183dc", "node_type": null, "metadata": {}, "hash": "c8f048bf258f526e3be55662cefb58adccf43129faf36937bd72b7ae135ce2b0"}, "3": {"node_id": "6de1b17c-592b-4931-aeca-594d17af540e", "node_type": null, "metadata": {}, "hash": "4d3f250f4df922a2fe2f43f2b4041d58fbaf8cdb96cfb65e6a60f85609747afb"}}, "hash": "9586e2eff868f904b9d309a396b5f8b58afc078f080d4135b1c6a7a0231b2c1f", "text": "Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.\n    \nIn Module 2, Unit 1, lesson 13, students are reminded that they have previously discussed the words relevant evidence, coherent, and appropriate in Module 1, Unit 2, as they wrote their essays on A Long Walk to Water. Students had included these words in their Writer's Glossaries in Module 1.\n    \nIn Module 1, Unit 1, lesson 4, students are asked to look at the word \"refuge\" and look for a prefix. Students then review what \"re-\" means and are given examples of words that use \"re-.\" Students are then directed to look at the root word, fug. They are told that fug means to run away and then asked to look at both the prefix and the root word. Students are asked \"Given this prefix and this root, what do you think this word means? What is a refugee camp? Why might they be set up?\" The students are asked to extend the learning of the word family by answering what other words have the same root (fugitive, refuge).\n    \nIn Module 1, Unit 3, lesson 3, students define the word cite and think of other words with a partner that have the words cite in them. Students are shown that these words have the cit root in them and are given the definition of the root.\n    \nIn Module 2A, Unit 1, lesson 13, students are invited to turn to a partner and share about a time that they were in an argument. Students discuss what causes an argument and students use this definition to build to what an argument means in writing.\n    \nIn Module 2A, Unit 1, students keep a Reader's Dictionary to note word definitions that will be used throughout the unit. Students use the Reader's Dictionary while writing and when completing an argument essay.\n    \nIn Module 2B, Unit 1, lesson 1, students define the term self-worth and write about it being different from being \"stuck up\" or \"conceited.\" Students write about what it would look like for a person to have a sense of self-worth and how that can play a role in someone's identity.\n    \nIn Module 3, Unit 1, lesson 7, students determine the meaning of words in context, determine the meaning of words using roots, and answer questions about what sentences mean. The teacher models think aloud of finding context clues for words such as deprived in the text, giving specific evidence from the text that provided context clues to the words meaning.\n    \nIn Module 3, Unit 1, lesson 8, students complete an entry task that asks them to use sentences from a text to define roots, prefixes, and suffixes and also to define the word in the text.\n    \nIn Module 3, Unit 2, lesson 5, students are provided with a text excerpt and questions for \"The Fight with Covey.\" The excerpt includes student-friendly definitions of words, as well as some words that students will need to define themselves based on context clues.\n    \nIn Module 4A, Unit 1, lesson 19, a resource of definitions in the article \u201cGrowing Up Digital\" is provided for teacher and student reference.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 7 meet the expectation for materials supporting students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6de1b17c-592b-4931-aeca-594d17af540e": {"__data__": {"id_": "6de1b17c-592b-4931-aeca-594d17af540e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "8a46f673-953c-4339-ab6e-e80238533271", "node_type": null, "metadata": {}, "hash": "9586e2eff868f904b9d309a396b5f8b58afc078f080d4135b1c6a7a0231b2c1f"}, "3": {"node_id": "d2d47324-0697-4568-aff7-a70738b79148", "node_type": null, "metadata": {}, "hash": "93f29f4a5fd9940804ecc85d6ee96910d2bd3829154ee754d559d0e8d420b295"}}, "hash": "4d3f250f4df922a2fe2f43f2b4041d58fbaf8cdb96cfb65e6a60f85609747afb", "text": "In Module 1, Unit 3, lesson 2 students use Two-Voice Poem: Graphic Organizers that have received feedback from the teacher. Teachers are directed to state, \u201cWriters often play with several ideas before they generate their writing plans, and that they often talk over their ideas.\u201d Students will then participate in a back-to-back and face-to-face discussion in preparation to write.\n    \nIn Module 1, Unit 3, lesson 4, students participate in a peer critique protocol to review their two-voice poems.\n    \nIn Module 2A, Unit 2, lesson 3, students focus on identifying the rhetoric words and terms in Chavez\u2019s speech and add to an anchor chart of words that can be used when writing.\n    \nIn Module 2B, Unit 3, lesson 13 students revisit past writings and reflect on their growth. The teaching notes state, \u201cCongratulate students on their work and their accomplishments in reading and writing over the course of the module. Tell them to take a few minutes now to consider what they will take away from this module about writing. Distribute student essays and rubrics on Pygmalion (from Unit 2), as well as students\u2019 Writing Improvement Trackers (from Unit 1). Ask students to use the Writing Improvement Tracker to reflect on their writing skills as they did before writing their essays on Pygmalion.\u201d\n    \nIn Module 3, Unit 2, lesson 12, students write a reflection on Frederick Douglass\u2019s narrative after discussing with a partner reflection questions.\n    \nIn Module 3, Unit 2, lesson 15, students review a writing rubric to ensure that they understand the criteria and review a model essay \u201cTelling the Truth about Slavery\u201d in preparation to write their own essay.\n    \nIn Module 4, Unit 3, lesson 8, students revise vocabulary and conventions of their argument writings based on feedback from peers. It is also noted that students should revisit the writing from A Long Walk to Remember from Unit 1 to help them in the self-reflection in the next lesson.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\n\nIn Module, Unit 1, students build background knowledge about physical environment and reading maps to prepare to read about Southern Sudan.\n    \nIn Module 2A, Unit 3, lesson 4 students use their Researcher\u2019s Roadmap to help identify credible sources in research. Students also clarify how to read a source while researching about human conditions in the workplace.\n    \nIn Module 2A, Unit 3, lesson 8, students are asked to identify which sources they used from a \u201cworks cited\u201d list that is provided in the Brochure Planning Guide. It is noted that students will develop the skills they need to create their own citations in Module 4.\n    \nIn Module 2B, Unit 3, lesson 4, students are introduced to the research process and the process of creating quality questions while working on an Ad Analysis Task.\n    \nIn Module 3, Unit 1, lesson 2, students use a Historical Context Anchor Chart to gather evidence and hold their thinking about the historical context of the Narrative. Students will study slavery, the debate over slavery, and the life of Frederick Douglass.\n    \nIn Module 3, Unit 2, lesson 1 students build background information about Victorian England and the setting and time period of the play Pygmalion using a gallery walk of images and texts.\n    \nIn Module 4, Unit 2, lesson 4, students review the skill of paraphrasing which is taught in Module 2. Students also use their Researcher\u2019s Notebook to evaluate sources.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    The majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d2d47324-0697-4568-aff7-a70738b79148": {"__data__": {"id_": "d2d47324-0697-4568-aff7-a70738b79148", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "6de1b17c-592b-4931-aeca-594d17af540e", "node_type": null, "metadata": {}, "hash": "4d3f250f4df922a2fe2f43f2b4041d58fbaf8cdb96cfb65e6a60f85609747afb"}, "3": {"node_id": "f17ef46a-6074-4ce1-af0e-637a71c09782", "node_type": null, "metadata": {}, "hash": "c8b49cbe3e40d18ac736507f1573e5bf76f69ffe09181cd9236d22e4c65d5d72"}}, "hash": "93f29f4a5fd9940804ecc85d6ee96910d2bd3829154ee754d559d0e8d420b295", "text": "In Module 2A, the overview outlines how independent reading is structured with accountability in place after students finish reading. The overview stresses the importance of increasing the volume of reading and launching an independent reading plan for students. Students have reading time in and outside of class with opportunities to share outside reading with the class. Units 2 and 3 include time to work on an independent reading routine that is in a calendar embedded into the daily lessons\n    \nIn Module 2B, Unit 3, lesson 7, students participate in an Independent Reading check-in: they are supported with checking to see if they met previous independent reading goals as well as creating new goals.\n    \nIn Module 3, Unit 2, lesson 1, students participate in an independent reading check-in. Students talk about the text with a peer while teacher confers with students about their reading. Students discuss reading goals and create new ones.\n    \nIn Module 4A, Unit 3, lesson 6, students analyze and evaluate Independent Reading texts to create cheat sheets for future students.\n\nUsability\n\nTThe instructional materials meet expectations for instructional supports and usability. The use and design of the materials facilitate student learning. The materials take into account effective lesson structure and pacing, and the pacing allows for maximum student understanding. Materials are designed to ease teacher planning and support teacher learning and understanding of the standards. Standards addressed and assessed in each lesson are clearly noted and easy to locate, and the teacher\u2019s notes included with each lesson provide useful annotations and suggestions that anticipate both teacher and student needs. The materials reviewed provide teachers with multiple strategies for meeting the needs of a range of learners. Content is accessible to all learners to be supported in meeting or exceeding the grade-level standards. Students who read, write, speak, or listen below grade level or in a language other than English are regularly provided with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. Materials also provide students who read, write, speak, or listen above grade level some extension and advanced opportunities. Materials also support the effective use of technology to enhance student learning.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.\n\n\nThe Grade 7 curriculum is comprised of four eight-week modules.\n    \nFour modules make up one year of instruction. Each grade level has six modules. Teachers can choose between an A and a B option for two of the modules.\n    \nWithin each module there are three units. Each module has the same sequence of units. Unit 1 is Building Background Knowledge, Unit 2 is Extended Reading and Research, and Unit 3 is Extended Writing. Modules are anchored by one or more books as a central text.\n        \nFor example, in Module 2, Unit 1 focuses on Building Background Knowledge and \"What is Identify and How is it Formed?\" Unit 2 focuses on Identity Transformation in Pygmalion, and Unit 3 focuses on a Culminating Project and \"Analyzing Gender Roles in Advertising.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f17ef46a-6074-4ce1-af0e-637a71c09782": {"__data__": {"id_": "f17ef46a-6074-4ce1-af0e-637a71c09782", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "d2d47324-0697-4568-aff7-a70738b79148", "node_type": null, "metadata": {}, "hash": "93f29f4a5fd9940804ecc85d6ee96910d2bd3829154ee754d559d0e8d420b295"}, "3": {"node_id": "feab2f70-7961-4acb-87f0-509d4e8855f1", "node_type": null, "metadata": {}, "hash": "135f5f5ed6f2069047f1a8b89a973f512521c7f09ab2ec3cc393acdf64ee585c"}}, "hash": "c8b49cbe3e40d18ac736507f1573e5bf76f69ffe09181cd9236d22e4c65d5d72", "text": "Materials include a curriculum plan located online at eleducation.org that lists the topic, focus, central texts, and major writing tasks in each module.\n    \nMaterials include a curriculum map located online at eleducation.org that includes a module description, assessments, and standards assessed for each module.\n    \nA module overview is found at the beginning of each module. The module overview explains the story of the module, lists standards assessed, and provides a week-at-a-glance planning chart. For example, the Module 2A overview is found on pages 2-19.\n    \nThere are unit overviews and a Unit-at-a-Glance located online at eleducation.org for each of the three units in each module.\n    \nMaterials also include detailed daily lessons plans and supporting materials. Lessons are 45 minutes long for Grade 7. Teachers can download the MS Word version of the lesson plan files to modify them. Each module contains 35-40 lessons.\n\nAll lessons have three sections: Opening, Work Time, and Closing and Assessment. For example, Module 1, Unit 1, lesson 1, has the following parts: Opening (20 minutes), which is broken down into Engaging the Reader (10 minutes) and Introduction Learning Target (10 minutes); Work Time (10 minutes), which comprises Engaging the Reader Part II (10 minutes); and, Closing and Assessment (5 minutes), which comprises the Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria.\n    \nEach lesson includes a title that names the literacy skills students will work on as well as the content, long-term learning targets that name the standards addressed in the lesson, supporting learning targets that specifically name what learning will take place in the lesson, ongoing assessment to be used as formative assessments, an agenda to map out the day\u2019s outline, and teaching notes that guide teachers on how to prepare for the lesson. Also included are lesson vocabulary that list both academic and content words being addressed in the lesson, lesson materials, a Meeting Student\u2019s Needs column to suggest differentiation and scaffolding, and all supporting materials that include student-facing materials to be distributed to students.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 7 meet expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\n\nEach Module provides approximately eight weeks of instruction. Four modules make up a year of instruction which provides approximately 32 weeks of instruction.\n    \nThe total number of lessons of available for Grade 7 is 238. However, teachers are given a choice which two modules they want to exclude. For example, the teacher can select Module 2A or Module 2B and Module 3A or 3B. Therefore, the total number of lessons taught range between 159 and 161 which is a reasonable number of lessons to complete during a school year.\n    \nThis pacing allows for maximum student understanding. Time is built in for teachers to modify lessons to tailor to their student\u2019s needs. The program allows flexibility for teachers to rely on professional judgment to modify pacing.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 7 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    Materials include but are not limited to graphic organizers, note catchers, text dependent questions, word-catchers, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, teacher reference sheets, vocabulary words lists and definitions, feedback forms, and writing prompts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "feab2f70-7961-4acb-87f0-509d4e8855f1": {"__data__": {"id_": "feab2f70-7961-4acb-87f0-509d4e8855f1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "f17ef46a-6074-4ce1-af0e-637a71c09782", "node_type": null, "metadata": {}, "hash": "c8b49cbe3e40d18ac736507f1573e5bf76f69ffe09181cd9236d22e4c65d5d72"}, "3": {"node_id": "51180bfd-56a4-4f9c-9412-410a5bb504bb", "node_type": null, "metadata": {}, "hash": "cab71904f479fb544a2bae4227045ed4858b5a9d7756ea9415eaa39fe3509e90"}}, "hash": "135f5f5ed6f2069047f1a8b89a973f512521c7f09ab2ec3cc393acdf64ee585c", "text": "Module 3, Unit 1, lesson 1, includes a Powerful Stories anchor chart and a note-catcher. Lesson 7 includes clear directions for second read of the text and a close read guide with note-taker. Also included is a Roots, Prefixes, and Suffixes reference sheet.\n    \nModule 4A, Unit 1, lesson 1, includes a notices and wonders note catcher, a gallery walk teacher reference, a supporting text, a vocabulary anchor chart, an informational text structure map graphic organizer with teacher reference model, a gist note taker, a vocabulary note taker, and a text and questions chart. Lesson 6 includes a digital revolution text structure graphic organizer, an excerpt note taker, a teacher reference close read guide, and a model brain development anchor chart. Lesson 10 includes a text excerpt, End-of-Unit Assessment directions with chart and questions, End-of-Unit Assessment teacher reference.\n    \n\n\n    Student resources include clear directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.\n\n\nIn Module 1, Unit 3, lesson 4, the lesson includes a peer critique expectations and directions form written clearly: directions include, \"Partner: Gives feedback based on rubric criteria: \"I like how you ____. You might consider____.\"\n    \nIn Module 2A, Unit 1, lesson 5, the lesson includes an entry task with the following directions: \"Use your Reader's Notes from Chapters 6 and 7 of Lyddie to answer the questions below.\"\n    \nIn Module 3, Unit 2, lesson 2, the lesson includes a T-chart with the following directions clearly written: \"Write each word in the column that it belongs in. Complete this task with a partner.\"\n    \n\n\n    Reference aids including glossaries, photographs, anchor charts, and handouts are clearly labeled as such at the top and in the teacher\u2019s materials. Reference aids are labeled correctly.\n\n\nIn Module 4A, Unit 3, lesson 7, an example of student material reference aids can be found on page 154.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    Alignment to the CCSS is documented in multiple places in the curriculum. CCSS standards are documented on the Grade 6-8 Curriculum Map, at the module level, at the unit level, and in the Teacher's notes for each lesson in the form of Long-Term Learning Targets. Alignment for all assessments are also provided in the Curriculum Overview.\n\n\n    The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module. These maps can be found for each grade level at eleducation.org.\n\n\n    At the beginning of each module there is a Week-at-a-Glance chart as well as a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview\u2014a description of assessments which includes the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, Mid-Unit Assessment, and End-of-Unit Assessment for each module includes alignment documentation of the standards addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "51180bfd-56a4-4f9c-9412-410a5bb504bb": {"__data__": {"id_": "51180bfd-56a4-4f9c-9412-410a5bb504bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "feab2f70-7961-4acb-87f0-509d4e8855f1", "node_type": null, "metadata": {}, "hash": "135f5f5ed6f2069047f1a8b89a973f512521c7f09ab2ec3cc393acdf64ee585c"}, "3": {"node_id": "98afabf7-4942-4ad3-a331-6137edf3d673", "node_type": null, "metadata": {}, "hash": "2a9f9660094b1a7d2e163134cb1eb79126842f656fce00986b5a8cc1bdc202f6"}}, "hash": "cab71904f479fb544a2bae4227045ed4858b5a9d7756ea9415eaa39fe3509e90", "text": "In Module 1, Unit 3, lesson 6, the performance task provides long-term learning targets in the lesson (page 84) and on the student-facing material (page 88).\n    \nIn Module 2A, Unit 1, the Assessments Overview is found on pages 21-22.\n    \nIn Module 2B, Unit 1, the Week-at-a-Glance chart is found on page 13. Unit-at-a-Glance is found on page 35.\n    \nIn Module 2B, Unit 1, lesson 5, the long-term learning targets assessed are provided in the lesson (page 135) and on the student-facing material for the mid-unit assessment (page 145).\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 7 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space to capture thoughts as needed. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials reviewed for Grade 7 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    Materials include a teacher\u2019s edition that provides teaching notes for each lesson. These notes provide an overview of the lesson, directives for the teacher, and explanations of what learning will occur. The notes also give suggestions of specific actions teachers can take to promote learning or plan for future learning. Materials also include student \u201clisten for\u201d statements in lessons. These \"listen for\" statements provide teachers with model student answers to ensure students are on target.\n\n\nModule 2A, Unit 1, lesson 5 includes a note to the teacher to listen for students to identify the character\u2019s problem-solving skills, determination, and courage to ensure that students are comprehending.\n    \nModule 3, Unit 1, lesson 3 includes suggestions for maximizing student understanding: \"If students produce strong sandwiches, consider asking permission to display and explain their work as a model, for example, under a document camera. You could also have selected students repeat to the entire class strong work in the Back-to-Back and Face-to-Face protocol.\"\n    \nModule 3, Unit 1, Lesson 7 explains the lessons purpose in the teaching notes on page 183. The notes clearly explain the purpose of the lesson, what will happen in the lesson, and for the teacher to consider referring to previous discussions to better understand the text. The teacher is also prompted to prepare for the lesson by taping four quote cards under students\u2019 desks in advance and review the excerpt for the lesson.\n    \nModule 3, Unit 1, lesson 9 includes the document, \"A Close Reading Guide, Second Read,\" that includes guidance on how to support students during reading.\n    \nModule 4B, Unit 2, lesson 12 includes guidance to support students that need practice with oral response or extend processing time. The teacher\u2019s notes state, \u201cConsider selecting students ahead of time for cold calls. Those who need practice in oral response or extended processing time can be told the prompt before class begins to prepare for their participation.\"\n    \n\n\n    Technology is listed and/or suggested when appropriate in the section Resources and Links and Multimedia.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "98afabf7-4942-4ad3-a331-6137edf3d673": {"__data__": {"id_": "98afabf7-4942-4ad3-a331-6137edf3d673", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "51180bfd-56a4-4f9c-9412-410a5bb504bb", "node_type": null, "metadata": {}, "hash": "cab71904f479fb544a2bae4227045ed4858b5a9d7756ea9415eaa39fe3509e90"}, "3": {"node_id": "c366b661-4dbd-4978-bcea-39e420d9a80b", "node_type": null, "metadata": {}, "hash": "153ed79b9d824db2ed3011482938194aef869fc83fbfe69cd4068694be937948"}}, "hash": "2a9f9660094b1a7d2e163134cb1eb79126842f656fce00986b5a8cc1bdc202f6", "text": "In Module 1, Unit 1, lesson 2, the Meeting Students\u2019 Needs column suggest that for students who struggle with complex vocabulary, consider adding visual images to the definition to the Reader\u2019s Dictionary. To further support ELLs, consider providing definitions of challenging vocabulary in the student\u2019s home language. Resources such as Google Translate and bilingual translation dictionaries can help.\n    \nIn Module 4B, Unit 1 under Resources and Links on page 24 there is a link provided to a site to search for images with licenses to reuse. http://search.creativecommons.org/.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials reviewed for Grade 7 meet the expectation of materials containing a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    Materials include teachers notes and other documents that explain and give rationales for teacher actions, accommodations, pacing, instructional materials, and resources.\n\n\nThe \"Preparing to Teach a Module: Guidance for Coaches and Teacher Leaders\" document found at eleducation.org explains how to prepare to teach a module and give a guidance timeline with detailed direction.\n    \nThe \"Assessment Design in Expeditionary Learning Grades 3-8 Curriculum\" document outlines the step-by-step process for designing effective assessments aligned to the CCSS.\n    \nThe \"Help Students Read Closely\" document explains the close reading process and explicitly demonstrates how a teacher plans for a close read lesson.\n    \nThe \"Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum\" document explains the how and why of Expeditionary Learning\u2019s approach to writing instruction.\n    \n\n\n    Explanations and examples can also be found in the lesson narratives, the Meeting Student's Needs section, and in Preparation and Materials for each lesson.\n\n\nIn Module 1, Unit 3, lesson 1, the lesson provides a rationale for using graphic organizers and recording forms: \"Graphic organizers and recording forms engage students more actively and provide scaffolding that is especially critical for learners with lower levels of language proficiency and/or learning.\"\n    \nIn Module 2B, Unit 1, lesson 2, the lesson contains an explanation regarding the importance of a teacher reading a complex text aloud: \"Hearing a complex text read slowly, fluently, and without interruption or explanation promotes fluency and comprehension for students. They are hearing a strong reader read the text aloud with accuracy and expression and are simultaneously looking at and thinking about the words on the printed page. \"\n    \nIn Module 3, Unit 1, lesson 2, the lesson includes a rationale for the use of guiding questions: \" Guiding Questions provide motivation for student engagement in the topic and give a purpose to reading a text closely.\"\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 7 meet expectations for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    Materials include a document, \u201cPreface to the Modules\" found on eleducation.org. The preface includes an introduction to how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum.\n\n\nThe introduction to the preface states, \u201cExpeditionary Learning\u2019s Grades 3\u20138 ELA Curriculum has been designed by teachers for teachers to meet the needs and demands of the Common Core State Standards: to address and bring to life the shifts in teaching and learning required by the CCSS. To prepare students for college and the workplace, where they will be expected to read a high volume of complex informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.\u201d\n    \n\n\n    Each module contains a Module Overview which provides a summary to show how different ELA standards are applied to develop knowledge and expertise in content areas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c366b661-4dbd-4978-bcea-39e420d9a80b": {"__data__": {"id_": "c366b661-4dbd-4978-bcea-39e420d9a80b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "98afabf7-4942-4ad3-a331-6137edf3d673", "node_type": null, "metadata": {}, "hash": "2a9f9660094b1a7d2e163134cb1eb79126842f656fce00986b5a8cc1bdc202f6"}, "3": {"node_id": "81d6f569-e721-481b-af62-1b4931967a56", "node_type": null, "metadata": {}, "hash": "e915356bd52ba5427a278552f00ad70b4ee741f747f89629380890f3e5c26412"}}, "hash": "153ed79b9d824db2ed3011482938194aef869fc83fbfe69cd4068694be937948", "text": "In Module 1, the overview states, \u201cIn this eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel\u2019s theme: how individuals survive in challenging environments. (The main characters\u2019 journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.) As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a research-based two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War. This task addresses NYSP12 ELA Standards RL.7.6, RL.7.11, W.7.3a, d, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2.\u201d\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials reviewed for Grade 7 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.\n\n\n    Materials include online resources found on eleducation.org that provide explanations of the instructional approaches and identify research-based strategies. The preface to the modules includes how materials address the Common Core shifts, provides research, explains the story and structure of the modules, and explains how the materials integrate reading, writing, speaking and listening, and language strands through lessons, assessments, engagement strategies, and differentiation.\n\n\nThe \u201cIntroduction to Preface to the Modules: Introduction to Grades 3\u20138 ELA Curriculum\u201d document states, \u201cSome structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers carefully through the process of building students\u2019 skills and knowledge in alignment with the standards. The modules also have been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can adapt the materials to the needs of their specific students.\u201d\n    \nThe \u201cPreface to the Modules: Introduction to Grades 3\u20138 ELA Curriculum\u201d document states, \"Expeditionary Learning\u2019s instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their learning to create authentic, high-quality, academic products to share with outside audiences.\"\n    \nMaterials provide links to other resources websites that include a research document, \u201cThe Importance of Increasing the Volume of Reading.\u201d This document explains research that supports increasing the volume of reading as well as rigor and relevance.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nMaterials reviewed for Grade 7 meet the expectations for materials containing strategies for informing stakeholders, including students, parents, or caregivers, about the ELA/literacy program but provide few suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "81d6f569-e721-481b-af62-1b4931967a56": {"__data__": {"id_": "81d6f569-e721-481b-af62-1b4931967a56", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "c366b661-4dbd-4978-bcea-39e420d9a80b", "node_type": null, "metadata": {}, "hash": "153ed79b9d824db2ed3011482938194aef869fc83fbfe69cd4068694be937948"}, "3": {"node_id": "60a1f248-6608-4cb4-95b0-db6c067b1972", "node_type": null, "metadata": {}, "hash": "9b6f8f9197dc0acb1c1510f37dd6c393046363c853cdc876108f0bfe7c13ba35"}}, "hash": "e915356bd52ba5427a278552f00ad70b4ee741f747f89629380890f3e5c26412", "text": "In Module 1, Unit 1, the Performance Task on page 26 in the section Options for Teacher suggests that \"Students may present their stories to members of the school community.\"\n    \nIn Module 2B, Unit 1, lesson 9, the Meeting Students' Needs section suggests that teachers communicated with the cooperating service providers about students who will receive accommodations for assessments.\n    \nIn Module 4A, Unit 4, lesson 2, the Meeting Students\u2019 Needs section suggests that teachers invite coordinating service providers to your class to check in with students who need more reading support. This is an opportunity to ensure that students comprehend their independent reading and monitor their practice.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nMaterials reviewed for Grade 7 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each module incorporates seven formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in class assignments.\n\n\n    The formal assessments are broken into three categories which include Mid-Unit Assessments, End-of-Unit Assessments, and a Culminating Performance Task.\n\n\nMid-Unit Assessments are on-demand, tied to standards addressed in the first half of the unit, are a checkpoint before teacher\u2019s progress to the second half of the unit, and usually emphasize reading.\n    \nEnd-of-Unit Assessments are on-demand, tied to standards addressed throughout the unit, assess understanding of both content and skills, and usually emphasize writing.\n    \nCulminating Performance Tasks take place over the course of Unit 3, are tied to standards addressed across Units 1 and 2, are aligned to a mode of writing, always involve writing from sources and citing evidence, and always require research to build and present knowledge.\n        \nModule 4B Mid-Unit Assessments include: Unit 1, \u201cThe Water Crisis Isn\u2019t Global. It\u2019s Local\u201d: Listening for Main Ideas and Supporting Details; Unit 2, Simulated Research Task: Water Management Strategies; and Unit 3, Final Draft of Position Paper. The End-of-Unit Assessments include: Unit 1, We Need to Pay More Attention to Water: Tracing and Evaluating Arguments in Text and Video; Unit 2, Making a Claim about Water Management, and Unit 3, Final Draft of Position Paper and Reflection on the Writing Process. The Culminating Performance Task that takes place in Unit 3 is a Visual Representation of the Position Paper.\n            \n\n\n\n\n    Daily formative assessment opportunities are included in lessons as well as the unit overviews.\n\n\nIn Module 1, Unit 1, the overview on pages 33-28 includes an Ongoing Assessments chart that lists assessment opportunities in lessons. For example, lesson 9 on page 36 lists a written self-reflection, world caf\u00e9 charts, and prewriting ideas.\n    \nIn Module 2A, Unit 1, lesson 4 students show a Fist to Five Self-Assessment to address the learning target, \u201cBy engaging in discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.\u201d\n    \nIn Module 2B, Unit 1, lesson 1 students respond to tasks in journals to show their understanding of how to make inferences about the central ideas of \"Nadia's Hands\" and begin building a definition about identity.\n    \nIn Module 3, Unit 1, lesson 12 students complete an exit ticket which is a self-assessment for student reflection and to measure progress.\n    \nIn Module 4A, Unit 3, lesson 3 students complete and exit ticket to show where they are in the Steps to Writing a Paper. Teachers collect the exit tickets to monitor student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nMaterials reviewed for Grade 7 meet the requirement for assessments clearly denoting which standards are being emphasized.\n\n\n\n    Each formal assessment emphasizes the same standards as the accompanying lessons. Standards are also provided in the unit overview and other planning materials. Formative assessment occurs throughout unit lessons and are connected to the standards addressed in the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "60a1f248-6608-4cb4-95b0-db6c067b1972": {"__data__": {"id_": "60a1f248-6608-4cb4-95b0-db6c067b1972", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "81d6f569-e721-481b-af62-1b4931967a56", "node_type": null, "metadata": {}, "hash": "e915356bd52ba5427a278552f00ad70b4ee741f747f89629380890f3e5c26412"}, "3": {"node_id": "69a97f64-1efb-4c90-b278-c87820f4a5c1", "node_type": null, "metadata": {}, "hash": "9e5852dd16218628213683c226a885f015c8913a1dcd1cf4e5333f9a0bc9d78b"}}, "hash": "9b6f8f9197dc0acb1c1510f37dd6c393046363c853cdc876108f0bfe7c13ba35", "text": "In Module 1, Unit 3, lesson 6 the Final Performance Task gives students a chance to demonstrate their understanding of the characters and issues of survival by crafting and presenting a two-voice poem assessing CCSS -ELA RL.7.6, Rl.7.11, W.7.3a, W.7.3d, W.7.4, W.7.5, W.7.8, W.7.9. L.7.1, and L.7.2. Standards are denoted on the Assessment Overview page and in lesson 9 as long-term targets.\n    \nIn Module 2B, Unit 3, lesson 9 the End-of-Unit Assessment has students complete their research on the use of stereotypical gender roles in advertisements and synthesize their findings into several paragraphs in which they acknowledge their sources assessing CCSS-ELA W.7.7 and W.7.8. Standards are denoted on the Assessment Overview page and in lesson 9 as long-term targets.\n    \nIn Module 3, Unit 1, lesson 5, the Mid-Unit Assessment has students read a text about Frederick Douglass, then answer questions in which they analyze the text and support their conclusions with evidence from the text assessing CCSS-ELA RI.7.1. Standards are denoted on the Assessment Overview page and in lesson 5 as long-term targets.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials reviewed for Grade 7 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\n\n\n    Materials provide sufficient guidance to teachers for interpreting student performance.\n\n\nIn Module 2A, Unit 3, lesson 5, teachers are provided with guidance and direction around assessing the performance of struggling students; the Meeting Student\u2019s Needs column states, \"For students who struggle, consider checking on their answer to Question 1 before they continue. Mark their answer correct or incorrect, then let them know which supporting research question they should use to guide the rest of their assessment.\"\n    \nIn Module 2B,Unit 1, lesson 5 the lesson includes guidance around next steps for the Mid- Unit Assessment and explains that students will correct their own assessments.\n    \nIn Module 3, Unit 2, lesson 7 teachers are given guidance around the scoring of the Mid- Unit Assessment. The lesson notes state, \u201cIn determining grades, Part 1 of the Mid-Unit 2 Assessment should count much less heavily than Part 2.\u201d\n    \n\n\n    Materials provide suggestions for follow-up.\n\n\nIn Module 3, Unit 3, lesson 11, the teacher\u2019s notes state, \u201cIf a group is having trouble, you may suggest they look for metaphors or a phrase that pulls them. This is a good way to identify powerful elements. Or they may want to look for turning point in a character\u2019s development.\u201d\n    \nIn Module 4B, Unit 3, lesson 6, the Meeting Students\u2019 Needs column states, \u201cStudents who indicated that they did not meet the learning targets proficiently may benefit from an opportunity to revise their work before sharing it with a wider audience.\u201d\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials reviewed for Grade 7 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.\n\n\n    Materials include an \"Appendix: Protocols and Strategies\" that includes multiple procedures to monitor student progress. Protocols and Strategies that focus on Checking for Understanding and Ongoing Assessment include Admit and Exit Tickets, Catch and Release, Cold Call, Equity Sticks, Fist-to-Five, Four Corners, Go-Around, Guided Practice, Human Bar Graph, No Opt Out, Presentation Quizzes, Red Light, Green Light, Tracking Progress, Turn and Talk, and White Boards. These protocols and strategies are used in the majority of lessons to monitor student progress.\n\n\n    Materials include routine checks embedded in lessons to help teachers monitor student understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "69a97f64-1efb-4c90-b278-c87820f4a5c1": {"__data__": {"id_": "69a97f64-1efb-4c90-b278-c87820f4a5c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "60a1f248-6608-4cb4-95b0-db6c067b1972", "node_type": null, "metadata": {}, "hash": "9b6f8f9197dc0acb1c1510f37dd6c393046363c853cdc876108f0bfe7c13ba35"}, "3": {"node_id": "b367fa02-dc17-4cab-bfee-4c584cd45fa9", "node_type": null, "metadata": {}, "hash": "377966a855c5289d0f97551bed4628db5ba1b1d0850518576683e7c5df5e4b6a"}}, "hash": "9e5852dd16218628213683c226a885f015c8913a1dcd1cf4e5333f9a0bc9d78b", "text": "Materials include routine checks embedded in lessons to help teachers monitor student understanding.\n\n\nIn Module 1, Unit 1, lesson 5, a note in the Homework section suggests that teachers give individualized feedback to each student about his or her progress on the learning target, such as \u201cI can cite several pieces of text-based evidence to support my analysis.\u201d\n    \nIn Module 3, Unit 3, lesson 3, the teaching notes state, \u201cAt the end of class today, students hand in their My Children\u2019s Book Plan. Use this, along with the exit ticket, to identify students who may need additional time or support in this important first step.\u201d\n    \nIn Module 4B, Unit 2, lesson 2, the lesson debrief includes a \u201cFist to Five\u201d checking for understanding for students to self-assess themselves on the learning target.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials reviewed for Grade 7 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    Independent reading is built into units and lessons with independent reading check-ins built in. Time is allotted for students to choose independent reading books and check-ins with graphic organizers are clearly evident.\n\n\nIn Module 2B, Unit 1, lesson 7, students are provided independent reading as part of their homework assignment.\n    \nIn Module 3, Unit 2, lesson 5, the teacher's guide suggests that the teacher use the Independent Reading Status Check located on page 150 during the lesson for each individual student.\n    \nIn Module 2B, Unit 1, lesson 10, students participate in an independent reading celebration to highlight the texts that they have read.\n    \nIn Module 3, Unit 2, lesson 7, students have an Independent Reading Check-in with the teacher to review their independent reading progress.\n    \nIn Module 4B, Unit 3, lesson 5 students can use the Independent Reading Cheat Sheet Planner to capture their thinking. Students are held accountable for their reading by using the cheat sheet during the next day's lesson when students share out their thinking recorded the day prior during the current lesson.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials reviewed for Grade 7 meets the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    Materials provide supports noted within the lesson and also in the Meeting Students\u2019 Needs column to provide teachers with multiple strategies for supporting all learners. Resources are provided on eleducation.org to meet the needs of students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b367fa02-dc17-4cab-bfee-4c584cd45fa9": {"__data__": {"id_": "b367fa02-dc17-4cab-bfee-4c584cd45fa9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "69a97f64-1efb-4c90-b278-c87820f4a5c1", "node_type": null, "metadata": {}, "hash": "9e5852dd16218628213683c226a885f015c8913a1dcd1cf4e5333f9a0bc9d78b"}, "3": {"node_id": "4f5a5ed5-f9d0-4efd-a0be-3e3afcfd3099", "node_type": null, "metadata": {}, "hash": "f7102956fd0d16e27f74571f905053c4dcb92b3c9e9ca15ce2bc3be114468b48"}}, "hash": "377966a855c5289d0f97551bed4628db5ba1b1d0850518576683e7c5df5e4b6a", "text": "In Module 2B, Unit 1, lesson 2 the Meeting the Students\u2019 Needs column states, \u201cDiscussing and clarifying the language of learning targets helps build academic vocabulary.\u201d\n    \nIn Module 3, Unit 2, lesson 5, the Meeting the Students\u2019 Needs column states, \u201cMany students will benefit from seeing questions posted on the board via a document camera, but reveal questions one at a time to keep students focused on the question at hand.\u201d This same lesson also includes the note, \u201cFor students who continue to struggle with third read questions, consider omitting some of the questions required for homework. Students can then focus on given quality answers to a few questions rather than struggling to answer all of them.\u201d\n    \nIn Module 3, Unit 2, lesson 2, the Meeting Students\u2019 Needs column states, \u201cDuring this work time, you may want to pull a small group of students to support them in answering the questions and determining the meaning of vocabulary words. Some students will need more guided practice before they are ready for independent work.\u201d\n    \nIn Module 4A, Unit 2, lesson 9, the Meeting Students\u2019 Needs column states, \u201cIf students struggle to write or select strong supporting research questions, consider providing question stems or model questions for them to modify for their research.\u201d\n    \nAt eleduation.org the document \"Common Core Interventions for Adolescent Readers\" suggests interventions for students who are struggling.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials reviewed for Grade 7 meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage in the same complex text. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade level standards.\n\n\n    Resources are provided on eleducation.org to meet the needs of students who are below grade level or an English Language Learner with opportunities to work with grade level text and meet or exceed grade level standards.\n\n\nThe \"Common Core Interventions for Adolescent Readers\" document located on eleducation.org suggests interventions for students who are struggling.\n    \nThe \"A Guide to Support English Language Learners\" document located on eleducation.org provides strategies for scaffolding learning for students who read, write, speak, or listen in a language other than English.\n    \n\n\n    Materials provide supports noted within the lesson and also in the Meeting Students\u2019 Needs column to provide teachers with multiple strategies for supporting all learners.\n\n\nIn Module 1, Unit 3, lesson 3 the student materials include two versions of a two-voice poem planner graphic organizer, one having more scaffolding to support students who need additional support.\n    \nIn Module 2A, Unit 3, lesson 2, the Meeting the Students\u2019 Needs column states, \u201cTo support English language learners, consider posting the definitions of vocabulary relevant to research for the duration of this unit.\u201d\n    \nIn Module 2B, Unit 1, lesson 3, the Meeting Student\u2019s Needs column states, \u201cConsider pairing students with emergent literacy, such as ELLS, heterogeneously with a more proficient student; pulling a small group to explicitly model these strategies in a more intensive or supportive setting; or having the ELL teacher push into this lesson specifically. You might also consider modifying any homework text with inserted activities, worksheets, or annotated text that would assist them in putting these strategies into place for themselves.\u201d\n    \nIn Module 3, Unit 2, lesson 2, the Meeting Student\u2019s Needs column states, \u201cDuring this work time, you may want to pull a small group of students to support them in answering the questions and determining the meaning of vocabulary words. Some students will need more guided practice before they are ready for independent work.\"\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials reviewed for Grade 7 partially meet the requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Materials regularly include optional extensions in the unit overviews that provide advanced opportunities for students in a variety of modalities. In unit overviews each unit includes optional experts, fieldwork, service suggestions, and extensions to provide more advanced opportunities.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4f5a5ed5-f9d0-4efd-a0be-3e3afcfd3099": {"__data__": {"id_": "4f5a5ed5-f9d0-4efd-a0be-3e3afcfd3099", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "b367fa02-dc17-4cab-bfee-4c584cd45fa9", "node_type": null, "metadata": {}, "hash": "377966a855c5289d0f97551bed4628db5ba1b1d0850518576683e7c5df5e4b6a"}, "3": {"node_id": "f99462ba-7405-49c6-9f3d-dfd04b0496f5", "node_type": null, "metadata": {}, "hash": "1f1f9b3cb391f1514b5be8c34099721c3ee60c512af090211963821a92b6d9e5"}}, "hash": "f7102956fd0d16e27f74571f905053c4dcb92b3c9e9ca15ce2bc3be114468b48", "text": "In Module 1, Unit 1, the following optional opportunities for students are provided: Experts: Invite experts to come speak to the class about the connection between the Lost Boys of Sudan and your state. Locate refugees from Sudan to come and answer the questions students generate. Service: Coordinate a local refugee center to inquire about service opportunities. Extensions: Social Studies teachers may complement this unit with a focus on similar guiding questions, which were developed form the Social Studies Core Curriculum; see guiding questions above. Science teachers may directly connect with this unit with a focus on science Display Core Idea LS2.A: Interdependent Relationships in Ecosystems, as written in the Next Generation Science Standards. Science teachers could use the Sudanese environment as a case study for analysis of interdependence in a particular biome.\n    \nIn Module 1, Unit 3, the following optional opportunities for students are provided: Arrange for a local writer to visit the class and discuss the process of writing a poem or give students advice on their own work. Fieldwork: Arrange for students to attend a poetry reading. Service: Arrange for students to present their poems to an outside group such as a writer\u2019s club, a library\u2019s writer showcase meeting, other classes within the school, the district\u2019s school board, a school PTO meeting, etc. Extensions: With social studies\u2019 teachers, look for connections to studies of Africa, refugee issues, and immigration acclimation to a new country; With art, drama or music teachers, look for ways to connect African cultural arts to the understanding of these two characters\u2019 voices in the poems as well as possible uses of music and art in presentation of the two-voice poems (page 8).\n    \n\n\n    In daily lessons, limited teacher notes or Meeting Students\u2019 Needs notes refer to extensions or more advanced opportunities for above-level students than to those on level or below level.\n\n\nIn Module 2B, Unit 1, the Meeting Students\u2019 Needs column states, \u201cIf students produce strong sandwiches, consider asking permission to display and explain their work as a model.\u201d\n    \nIn Module 3, Unit 1, lesson 7, the Meeting Students\u2019 Needs column states, \u201cConsider offering selected, shorter or longer passages to specific groups based on the readiness and needs of the group. This provides an opportunity for students to read a complex text within the seventh grade-level span, but it differentiates the length of the text, not the complexity. Longer passages provide an opportunity for students reading above grade level to be challenged with a larger quantity of complex text.\"\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials reviewed meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.\n\n\n    Grouping strategies are explained in detail in the document \"Appendix: Protocols and Strategies.\"\n\n\nThe Appendix includes grouping protocols and strategies such as Back-to-Back and Face-to-Face, Carousel Brainstorm, Chalk Talk, Concentric Circles (Inner Circle/Outer Circle), Discussion Appointments, Final Word, Fishbowl, Gallery Walk/Hosted Gallery Walk, Give One, Get One, Move On (GoGoMo), Infer the Topic, Interactive Word Wall, Jigsaw, Mystery Quotes, Peer Critique, Praise, Question, Suggestion, Quiz-Quiz-Trade, Rank-Talk-Write, Say Something, Science Talks, Socratic Seminar, Take a Stand, Tea Party, Think-Pair-Share, and World Caf\u00e9.\n    \n\n\n    Lessons include grouping strategies regularly during instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f99462ba-7405-49c6-9f3d-dfd04b0496f5": {"__data__": {"id_": "f99462ba-7405-49c6-9f3d-dfd04b0496f5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1531e078-4650-4d69-b4ff-71951e067a05", "node_type": null, "metadata": {}, "hash": "756ad06d4489d8ac6d457a5e675fdd34e4fed071994a32c9b9f6f775e82cf630"}, "2": {"node_id": "4f5a5ed5-f9d0-4efd-a0be-3e3afcfd3099", "node_type": null, "metadata": {}, "hash": "f7102956fd0d16e27f74571f905053c4dcb92b3c9e9ca15ce2bc3be114468b48"}}, "hash": "1f1f9b3cb391f1514b5be8c34099721c3ee60c512af090211963821a92b6d9e5", "text": "Lessons include grouping strategies regularly during instruction.\n\n\nIn Module 2A, Unit 3, lesson 2, students work in triads to complete research question strips.\n    \nIn Module 2B, Unit 3, lesson 3, students jigsaw learning and also participate in a \u201cOne-Example Go-Round\u201d to discuss media techniques they are familiar with.\n    \nIn Module 3, Unit 2, lesson 2, students participate in a peer critique to give feedback while writing an argument essay.\n    \nIn Module 4A, Unit 2, lesson 13, students host a discussion with a partner to discuss research about daily entertainment screen time.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe instructions materials reviewed for Grade 7 meet expectations that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The curriculum modules are all available for free download at the Expeditionary Learning website. Each module can be downloaded as one folder. Each folder contains Word and PDF files and folders for each individual unit in the module. Lessons can also be viewed online instead of being downloaded.\n\n\n    The Resources tab of the Expeditionary Learning website provides links to Curriculum Overview Documents, Supplementary Curriculum Documents, Teaching Guides, and videos.\n\n\n    Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials reviewed for Grade 7 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    Technology is used throughout modules and lessons to enhance student learning and draw attention to evidence and texts.\n\n\nIn Module 2A, Unit 2, lesson 1, students are introduced to the guiding question of the unit and use technology to examine and discuss images of working conditions and to build background knowledge on Cesar Chavez.\n    \nIn Module 2B, Unit 3, lesson 12, students study how an author uses technology purposefully to communicate his message and they also use it as a guide to aid in the planning of their counter ads.\n    \nIn Module 3, Unit 1, lesson 15, students use a notetaker to gather evidence from the webisode, \u201cFrederick Douglass Text from Freedom: A History of US.\u201d The webisode text is also included for student reference.\n    \nIn Module 4B, Unit 2, lesson 16, students examine a visual display using a document camera to identify its use in a presentation.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials do not meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Adaptive or other technological innovations are not included in the instructional materials. The only digital instructional materials provided are documents which teachers can edit themselves.\n\nMaterials can be easily customized for local use.\n\nThe materials reviewed include opportunities for teachers to personalize learning for all students. The materials can be downloaded from eleducation.org as Microsoft Word documents. These documents can then be edited as necessary to support student learning.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials do not include or reference technology that provides opportunities for teachers and/or students to collaborate. Professional development is offered at eleducation.org, but does not include observable means of collaboration.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9b0327cd-a5ea-489d-a849-1d726d60d0c9": {"__data__": {"id_": "9b0327cd-a5ea-489d-a849-1d726d60d0c9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "3": {"node_id": "f7f5581b-434a-489e-8ae4-491070cec0aa", "node_type": null, "metadata": {}, "hash": "be46aa6c44308e968c0ccf812cfd867330cb6636884f08d8f35c6113cd00938f"}}, "hash": "b798957d39bac70ee5546bb9859fc0c94137662a316624c38b24856b4499f489", "text": "Expeditionary Learning\n\nThe Expeditionary Learning English Language Arts Grade 7 instructional materials meet the expectations for alignment. Texts and text sets are high quality and at an appropriate level of rigor and complexity and organized to support students' growth in literacy over the course of the school year. The majority of tasks and questions are focused on these texts, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students build knowledge as they engage integrated reading, writing, speaking and listening, and language study. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 7 instructional materials meet expectations for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials also include texts that are worthy of student's time and attention. The Grade 7 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. In general, high-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.\n\n\n\n    Central texts consider a range of student interests including but not limited to survival, working conditions, personal identity transformation, slavery, brain development, and water sustainability. Many of the central texts have won awards, are written by award-winning authors, or are considered classics, and all are worthy of careful reading.\n\n\n    Examples of central texts that are worthy of careful reading include the following:\n\n\nModule 1 - A Long Walk to Water, Linda Sue Park\n    \nModule 2A - Lyddie, Katherine Patterson\n    \nModule 2A - \"Commonwealth Club Address,\" Cesar Chavez\n    \nModule 2B - Pygmalion, George Bernard Shaw\n    \nModule 3 - Narrative of the Life of Frederick Douglass,an American Slave, Frederick Douglass\n    \nModule 4A -\u201cGrowing Up Digital\u201d Scholastic New York Times Upfront Jan 31,2011, Matt Richtel\n    \nModule 4A - \"Teens and Decision Making: What Brain Science Reveals,\" Scholastic Inc., the National Institute on Drug Abuse, the National Institutes of Health, and the U.S. Department of Health and Human Services\n    \nModule 4B - The Big Thirst, Charles Fishman\n    \nModule 4B - \"Water Is Life,\" Barbara Kingsolver\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.\n\n\n\n    Central texts include a mix of informational texts and literature. Supplemental texts within the modules are also a mixture of literature and informational texts. A wide distribution of genres and text types as required by standards are evident, including but not limited to speeches, plays, historical fiction, non-fiction, articles, poetry, and periodicals.\n\n\n    The following are examples of literature found within the instructional materials:\n\n\nModule 1 - A Long Walk to Water, Linda Sue Park\n    \nModule 2A - Harvesting Hope: The Story of Cesar Chavez, Kathleen Krull\n    \nModule 2B - Nadia\u2019s Hands, Karen English\n    \nModule 3 - \u201cHarriet Tubman,\u201d Eloise Greenfield\n    \n\n\n    The following are examples of informational text found within the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f7f5581b-434a-489e-8ae4-491070cec0aa": {"__data__": {"id_": "f7f5581b-434a-489e-8ae4-491070cec0aa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "9b0327cd-a5ea-489d-a849-1d726d60d0c9", "node_type": null, "metadata": {}, "hash": "b798957d39bac70ee5546bb9859fc0c94137662a316624c38b24856b4499f489"}, "3": {"node_id": "a5de0edf-e60c-4106-b676-fc887e3f7dbd", "node_type": null, "metadata": {}, "hash": "83f29551d81c297dabdcb19c8393a7fa011bf559e6f46d71e34616aea3086492"}}, "hash": "be46aa6c44308e968c0ccf812cfd867330cb6636884f08d8f35c6113cd00938f", "text": "The following are examples of informational text found within the instructional materials:\n\n\nModule 1 - \u201cLoss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps,\u201d Stephen Buckley\n    \nModule 2A - \u201cEthical Style: How Is My T-Shirt Made?\u201d Tabea Kay\n    \nModule 3 - Narrative of the Life of Frederick Douglass: An American Slave, Frederick Douglass\n    \nModule 4B - The Big Thirst, Charles Fishman\n    \n\n\n    All anchor and supplementary texts in Module 4A and 4B are informational texts.\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n\n    Most texts have the appropriate level of complexity for the grade. For example, in Module 3, students read Narrative of the Life of Frederick Douglass: An American Slave by Frederick Douglass, which has a Lexile measure of 1080 as stated by the publisher. The quantitative measure is within the range indicated by the standards for the grade band 6-8. In addition, this text qualitatively shows evidence that supports placement at this grade level. Some examples of this include but are not limited to Douglass\u2019s rhetoric, varied structures, layers of meaning, and rich vocabulary. Students read excerpts of this lengthy text and study point of view, use of language to impact meaning, and text structure, and they build their proficiency in collecting textual evidence to support analysis of Douglass\u2019s position. Students use this nonfiction text to engage in many tasks that encourage literacy development in reading, writing, speaking, and listening which include using their study of the text to assist in creating a picture book for younger children that captures an event in Douglass\u2019s life.\n\n\n\n    Texts that are quantitatively above grade band have scaffolds in place to ensure student access. For example, in Module 2B, students read Pygmalion by George Bernard Shaw which has a Lexile measure of 1340 as stated by the publisher. The quantitative measure is above the range indicated by the standards for the grade band 6-8. The text has layers of meaning and purpose, varied sentence length and structures, and rich language and vocabulary. With support and scaffolding from the teacher, students closely read and examine the theme of personal identity formation and transformation as they engage in activities, projects, and readings that require them to analyze text structure, conduct character studies, and review author\u2019s craft. The study and reading of Pygmalion culminates with the development of an essay that presents a claim with supportive details and quotes from the play.\n\n\n    Texts that are quantitatively below grade band are accompanied by tasks that increase the level of rigor requiring students to use higher order thinking skills or complete a task more independently. For example, in Module 1, students read A Long Walk to Water by Linda Sue Park which has a Lexile measure of 720 as stated by the publisher. The quantitative measure is well below the range indicated by the standards for the grade band 6-8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 7 students. Some examples of this include but are not limited to varied sentence length and structures, layers of meaning, rich language, and unfamiliar vocabulary. Students read closely and study the main characters to analyze contrasting points of view, draw inferences, determine the meaning of words and phrases in text, and build their proficiency in collecting textual evidence to support analysis of what the text says. Students use analysis of the two main characters of the novel to author a two-voice poem.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials support students\u2019 increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.\n\n\n    There is a gradual release of responsibility as each unit and module moves forward throughout the year in order to grow literacy skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a5de0edf-e60c-4106-b676-fc887e3f7dbd": {"__data__": {"id_": "a5de0edf-e60c-4106-b676-fc887e3f7dbd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "f7f5581b-434a-489e-8ae4-491070cec0aa", "node_type": null, "metadata": {}, "hash": "be46aa6c44308e968c0ccf812cfd867330cb6636884f08d8f35c6113cd00938f"}, "3": {"node_id": "6bb0e26d-e1e8-4bcc-83ad-db771eb9c64a", "node_type": null, "metadata": {}, "hash": "03b6d415f3dbe5bd692860b633bed6a0058ccc5f1ea40cedb157344caf3cf2cd"}}, "hash": "83f29551d81c297dabdcb19c8393a7fa011bf559e6f46d71e34616aea3086492", "text": "In Module 1, students study the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They use textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. They read A Long Walk to Water, analyzing the points of view of the central characters. Students focus on one key theme: how individuals survive in challenging environments. The novel is paired with complex informational texts on Sudan. Students then combine research about Sudan with quotes from the novel and craft a research-based two-voice poem.\n    \nIn Module 2B, students explore the issue of working conditions of the past and present. They analyze how people, settings, and events interact in literary and informational texts. Students first focus on Lyddie and write an argument essay about her choices around joining a protest over working conditions. Then they read a speech by C\u00e9sar Ch\u00e1vez as they consider the role that workers, the government, and consumers play in improving working conditions. Finally, a short research project explores how businesses can affect working conditions. As a final performance task, students create a guide of working conditions in the garment industry.\n    \nIn Module 3 students read the autobiography of Frederick Douglass to focus on how he uses language in powerful ways and how he tells his story in order to serve his purpose of working to abolish slavery. Students begin by building background knowledge about Douglass and his historical context. They then read closely key excerpts from his narrative to study his craft and messages. Finally, they select one episode from the book and rewrite it as a children\u2019s story, using Frederick Douglass: The Last Day of Slavery as a mentor text.\n    \nIn Module 4A, students explore adolescent brain development and the effects of entertainment screen time on the brain. Students read informational texts to build background knowledge about adolescent brain development. Then they begin to focus on the issue of screen time and how it may affect teenagers. Students evaluate the soundness of reasoning and the sufficiency and relevancy of evidence in argument texts and media. They review first the potential benefits and then the potential risks of screen time by conducting a lengthy research project. Students finish the module by writing a position paper and then creating a visual representation of their paper.\n    \n\n\n    Students revisit and build on knowledge and skills introduced in earlier modules as they progress through the year. Students gradually move toward being able to complete tasks independently after extensive modeling and group activities.\n\n\nIn Module 3, Unit 3, lesson 6, students evaluate work using feedback techniques learned in Module 1 and practiced in Module 2A. Students review the norms of peer evaluation and the importance of giving specific, constructive, and respectful feedback, and students are able to complete the evaluations more independently during this Module.\n    \nIn Module 4A, Unit 2, lesson 2, students draw learning from either Module 2A or Module 2B about what makes evidence relevant. Modules 2A and 2B provide instruction on argument writing. The lesson in Module 4A reviews the skill and develops further understanding by adding in the concepts of sufficient evidence and sound reasoning to support the claim. Students trace an argument and identify and evaluate claims and evidence in different informational texts.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The Curriculum Map includes the quantitative Lexile measure of central texts for each module.\n\n\n    Rationales for the educational purpose and placement in grade level are provided at the beginning of each unit in the Unit Overview, and includes qualitative information. Some examples include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6bb0e26d-e1e8-4bcc-83ad-db771eb9c64a": {"__data__": {"id_": "6bb0e26d-e1e8-4bcc-83ad-db771eb9c64a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "a5de0edf-e60c-4106-b676-fc887e3f7dbd", "node_type": null, "metadata": {}, "hash": "83f29551d81c297dabdcb19c8393a7fa011bf559e6f46d71e34616aea3086492"}, "3": {"node_id": "52003be5-d6c3-4622-b261-bef3ad35f637", "node_type": null, "metadata": {}, "hash": "a2cd068433338ef5bd2c466f0b187a176c92ca5f145c46f4a244d96225244d20"}}, "hash": "03b6d415f3dbe5bd692860b633bed6a0058ccc5f1ea40cedb157344caf3cf2cd", "text": "Module 2A, Unit 1, Unit Overview - \u201cThis unit focuses on the historical era of industrializing America, and builds students\u2019 background knowledge about what working conditions are and how they affect workers. The unit begins with a lesson that engages students in the guiding questions about working conditions that connect all three units in the module. Students then read the novel Lyddie, about a girl who goes to work in the Lowell mills, with an emphasis on CCSS-ELA RL.7.3, which is about how plot, character, and setting interact in literature.\u201d\n    \nModule 3, Unit 3, Unit Overview- \u201cIn this unit, students write a picture book based on an event from the life of Frederick Douglass. First, students return to Frederick Douglass: The Last Day of Slavery, which they encountered in Unit 2. This children\u2019s book serves as the model text, and the students read it and another children\u2019s book closely to examine how the author used the tools of a narrative writer to craft a powerful story.\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nTThe instructional materials reviewed for Grade 7 meet the expectations for texts providing opportunities for student to engage in a range and volume of reading to achieve grade level reading.\n\n\n    Each unit includes lessons with supplementary texts of varying lengths and genres. These texts are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.\n\n\nIn Module 1, Unit 1, lesson 6, students read the section, \u201cTime Trip: Sudan\u2019s Civil War\u201d from the full article, \u201cLife and Death in Darfur: Sudan\u2019s Refugee Crisis Continues\u201d to increase knowledge of the Sudanese people and practice gathering textual evidence.\n    \nIn Module 3, Unit 1, lesson 12, students read the poem, \u201cThe Negro Speaks of Rivers\u201d and examine the structure and identify the meaning.\n    \n\n\n    Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.\n\n\nIn Module 1, Unit 2, lesson 1, the homework assignment requires independent reading and note taking.\n    \nIn Module 1, Unit 3, lesson 6, students recite a two-voice poems aloud.\n    \nIn Module 2A, Unit 2, lesson 2, students close read Chavez\u2019s \u201cCommonwealth Club Address\u201d with a partner and discuss using guided questions.\n    \nIn Module 2A, Unit 3, independent reading is addressed in the Preparation and Materials section at the beginning of the unit. This unit includes a section called \u201cIndependent Reading\u201d which marks time for building independent reading and suggests that there be increased time to build independent reading routines.\n    \nIn the preface for the curriculum, the following explanation of homework is provided, \u201cDue to the rigors demanded by the CCSS in Expeditionary Learning\u2019s Grades 3\u20138 ELA curriculum, students are required to practice the skills they learn in the classroom independently at home every day, for approximately 30\u201345 minutes. This usually involves a reading activity (e.g., reading or rereading a certain number of paragraphs or pages in a text) with a response task (e.g., highlighting or recording evidence to answer a question). Students also are expected to read independently every evening according to independent reading routines.\u201d\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 7 meet the expectations that most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text.\n\n\n\n    Most questions, tasks, and assignments are structured and designed to encourage understanding of key ideas of texts and determine most important learning from the readings. Instructional materials include questions, tasks, and assignments that are text-dependent over the course of a school year. Teacher materials provide support for planning and implementation by providing exemplar answers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "52003be5-d6c3-4622-b261-bef3ad35f637": {"__data__": {"id_": "52003be5-d6c3-4622-b261-bef3ad35f637", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "6bb0e26d-e1e8-4bcc-83ad-db771eb9c64a", "node_type": null, "metadata": {}, "hash": "03b6d415f3dbe5bd692860b633bed6a0058ccc5f1ea40cedb157344caf3cf2cd"}, "3": {"node_id": "ef09b167-7701-452f-9b89-09ffa37d1f8f", "node_type": null, "metadata": {}, "hash": "a2e98012aa2cade156e3f6a9a6f6199a451f8f2ab3c8a3bfcebc03286ae1cbbc"}}, "hash": "a2cd068433338ef5bd2c466f0b187a176c92ca5f145c46f4a244d96225244d20", "text": "In Module 1, students use a close reading anchor chart to capture textual evidence.\n    \nIn Module 1, Unit 2, students record and analyze the significance of book quotes and decide if and how to use them in their own writing.\n    \nIn Module 1, Unit 2, lesson 7 students compare and contrast the accounts of survival in \u201cTime Trip: Sudan\u2019s Civil War,\u201d and A Long Walk to Water.\n    \nIn Module 2A, Unit 1, students color code the Chavez speech text to identify elements of an effective conclusion.\n    \nIn Module 2A, Unit 1, students cite evidence to explain plot, characters, setting, and the interactions between the three elements.\n    \nIn Module 2A, Unit 3, lesson 4 students read quotes from text and choose the best way to paraphrase the information. Students provide rationales for paraphrasing choices. Students also learn and practice distinguishing between paraphrasing and plagiarizing.\n    \nIn Module 2B, Unit 1, lesson 2, students read the article, \u201cTeam Players,\u201d and answer text-dependent questions. Exemplar answers for questions are provided in the teacher materials.\n    \nIn Module 4A, Unit 1, students note main idea and details from informational text about brain development.\n    \nIn Module 4A, Unit 2, lesson 3, students read an argument text, \u201cIs Google Making Us Stupid?\u201d and complete a note-taking document to collect evidence and evaluate both sides of an argument.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills.\n\n\n    Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Each module has a Final Performance Task. This is a culminating project that takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost always include peer critique and revision. Performance tasks are not \u201con-demand\u201d assessments. Students who demonstrate success with sequences of questions can complete the culminating tasks. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing.\n\n\nIn Module 3, students read and answer text-dependent questions about Frederick Douglass. They conclude the unit by writing a narrative based on an event from Frederick Douglass\u2019s life.\n    \nIn Module 2A, students engage in text-specific activities including identifying authors\u2019 claims and examining current and historical working conditions in America. They conclude the unit by creating a worker\u2019s guide around conditions in the garment industry.\n    \nIn Module 4B, students engage in various readings and text-dependent activities around water sustainability and management and conclude the unit with a position paper about the topic.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 7 meet the expectations for evidence-based discussion that encourages the modeling of academic vocabulary and syntax.\n\n\n\n    Vocabulary addressed in each lesson is noted in teacher planning documents.\n\n\n    There are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Teacher materials support implementation of these standards to grow students\u2019 skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ef09b167-7701-452f-9b89-09ffa37d1f8f": {"__data__": {"id_": "ef09b167-7701-452f-9b89-09ffa37d1f8f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "52003be5-d6c3-4622-b261-bef3ad35f637", "node_type": null, "metadata": {}, "hash": "a2cd068433338ef5bd2c466f0b187a176c92ca5f145c46f4a244d96225244d20"}, "3": {"node_id": "4a08dc57-ed2c-4c61-9c15-15cf6698c1ed", "node_type": null, "metadata": {}, "hash": "c5421517552b57014505c58a25b0abea3c23e202534385cc1ecf83f9cfd9b6bf"}}, "hash": "a2e98012aa2cade156e3f6a9a6f6199a451f8f2ab3c8a3bfcebc03286ae1cbbc", "text": "In Module 1, Unit 2, lesson 15, students are asked to focus on the learning targets. Since there are two words that students may not know, ensure and accurate, the teaching notes suggest that the teacher call attention to those words and define them if needed before asking students for a Fist to Five response of the learning target.\n    \nIn Module 4B, Unit 3, lesson 4, students are arranged in groups of two to complete a peer feedback form. The teacher models how the peer feedback process will work. The teaching notes suggest that the teacher point out that in the model, the participants made heavy use of the vocabulary on the Domain-Specific Vocabulary anchor chart and encourage students to do the same in their own conversations.\n    \nIn Module 2A, Unit 2, lesson 1, the teaching notes state, \u201cDirect students\u2019 attention to the learning targets for the day, and tell them that first they will learn about agents of change. Ask a student to define agent (someone who works for someone else). Discuss examples of agents, such as Hollywood agents, FBI agents, and real estate agents. Introduce the phrase agent of change\u2014someone or something that works to change a situation. One major agent of change in the textile industry has been technology, as students saw in the photos. But they are going to be thinking about the people or groups of people that are agents of change.\u201d\n    \nIn Module 3, Unit 1, lesson 9, students are asked to do two things: silently read the first paragraph, circling words they do not know (that are not already underlined); and see if they can determine the gist of the first paragraph. After giving students time to read, teachers are directed to call on students and congratulate them on noticing these words and remind them that strong readers don\u2019t know every word; rather, they notice the words that are unfamiliar to them and try to make sense of them.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials supporting students\u2019 listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.\n\n\n\n    Speaking and listening work requires students to gather evidence from texts and sources. Opportunities to talk and ask questions of peers and teachers about research, strategies and ideas are present throughout the year. The curriculum includes a host of protocols and graphic organizers to promote and scaffold academic discussions.\n\n\nIn Module 1, Unit 2, lesson 1, students participate in Discussion Appointments to discuss texts with multiple classmates.\n    \nIn Module 1, Unit 3, lesson 4, students participate in a peer critique based on the peer's two-voice poem. Students are provided an opportunity to review and discuss the Criteria for Success indicated on the student Expectations and Directions information.\n    \nIn Module 3, Unit 3, lesson 4, students participate in Writers\u2019 Roundtable providing peer observation and feedback of writing using a checklist to promote discussion.\n    \nIn Module 4A, Unit 3, lesson 2, students identify an author\u2019s claim and discuss with their partners supporting reasons using evidence from the text.\n    \nIn Module 4B, Unit 3, students publish and share a visual representation of their position paper.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both \"on demand\" and \"over extended periods\" throughout every module.\n\n\n    Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade-level standards being reviewed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4a08dc57-ed2c-4c61-9c15-15cf6698c1ed": {"__data__": {"id_": "4a08dc57-ed2c-4c61-9c15-15cf6698c1ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "ef09b167-7701-452f-9b89-09ffa37d1f8f", "node_type": null, "metadata": {}, "hash": "a2e98012aa2cade156e3f6a9a6f6199a451f8f2ab3c8a3bfcebc03286ae1cbbc"}, "3": {"node_id": "b385d0c5-f062-453a-954d-84ffd83b38a6", "node_type": null, "metadata": {}, "hash": "088d03d3673ef4e35cddc56a6d50d0ade37357e2390562def1e1b7e98d64a021"}}, "hash": "c5421517552b57014505c58a25b0abea3c23e202534385cc1ecf83f9cfd9b6bf", "text": "In Module 1, students write a selected response and short constructed response using strong evidence.\n    \nIn Module 2A, students write a research synthesis extended response.\n    \nIn Module 2A, Unit 1, students write on demand to analyze photos connected to a text with an entrance ticket.\n    \nIn Module 2B, students read texts and complete series of writing activities geared toward completing their Pygmalion Essay.\n    \nIn Module 3A, students write a scaffolded narrative storyboard for the children\u2019s book.\n    \nIn Module 4A, Unit 2, lesson 4, students document internet resources using a Research Notebook.\n    \nIn Module 4B, students read texts and complete tasks in order to prepare for writing a position paper.\n    \nIn Module 4B, students draft a position paper and reflect on the writing process in writing.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\nIn Module 1, students write a literary analysis: Writing about the theme of survival in the form of a research-based two-voice poem.\n    \nIn Module 2A, Unit 1, lesson 1, students write on demand to analyze photos connected to a text with an entrance ticket.\n    \nIn Module 2A, students write an argument paper: Should Lyddie sign the petition?\n    \nIn Module 2B, students read texts and complete series of writing activities geared toward completing Pygmalion essay.\n    \nIn Module 4A, Unit 2, lesson 4 students document internet resources using a Research Notebook.\n    \nIn Module 3, students write a children's narrative retelling an episode from Narrative of the Life of Frederick Douglass: an American Slave.\n    \nIn Module 4A, students write a position paper: Should the American Academy of Pediatrics raise its recommended daily entertainment screen time from two hours to four hours?\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\nIn Module 1, Unit 1, students collect information about characters, adding to their notes as they learn new information during reading. Students use the evidence to compare and contrast characters\u2019 viewpoints.\n    \nIn Module 1, Unit 3, lesson 5 students examine and identify various sources regarding the effects of clean water on villages in Sudan and collect evidence to support their information.\n    \nIn Module 4A, Unit 2, lesson 4, students record textual evidence to support claims.\n    \nIn Module 4B, students read texts and complete tasks in order to prepare for writing a position paper.\n    \nIn Module 4B, Unit 1, lesson 4, students view a video, identify the main idea, and write down the details that support the main idea.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 7 partially meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level and with opportunities for application both in and out of context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b385d0c5-f062-453a-954d-84ffd83b38a6": {"__data__": {"id_": "b385d0c5-f062-453a-954d-84ffd83b38a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "4a08dc57-ed2c-4c61-9c15-15cf6698c1ed", "node_type": null, "metadata": {}, "hash": "c5421517552b57014505c58a25b0abea3c23e202534385cc1ecf83f9cfd9b6bf"}, "3": {"node_id": "9aa2b665-703d-4fea-941b-20e222288740", "node_type": null, "metadata": {}, "hash": "e7bbc4f392aae7306df80cc904088994c845c2e7bd95f0115a4907ef5c4853a3"}}, "hash": "088d03d3673ef4e35cddc56a6d50d0ade37357e2390562def1e1b7e98d64a021", "text": "Materials include some explicit instruction of some grammar and convention standards, but some are omitted and/or are not provided at the appropriate grade level. Few opportunities are provided for students to demonstrate some application of skills out of context. The \u201cWriting Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum\u201d guide states, \u201cThe modules do not include decontextualized teaching of writing skills (i.e., stand-alone lessons about parts of a sentence or proper use of commas). Teachers are encouraged to add these specific lessons based on the needs of their particular students. The modules do not include explicit instruction on all parts of speech, phonics, decoding, letter-sound correspondence, etc. Some Common Core language standards are addressed in context, rather than as a separate scope and sequence (e.g., additional literacy instruction that includes small groups and guided reading)\u201d\n\n\n    Opportunities are provided for students to demonstrate skills in context.\n\n\nIn Module 1, Unit 2, lesson 19, students are instructed how to revise and correct a common error found in student essays.\n    \nIn Module 2A, Unit 1, lesson 20, students are instructed how to revise and correct a common error found in student essays.\n    \nIn Module 3, Unit 3, lesson 1, students practice combining sentences with a sentence practice worksheet.\n    \nIn Module 3, students are quizzed on complex sentences during the Mid-Unit Assessment.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency in lessons, units, and across the modules. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for texts being organized around a topic/topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently.\n\n\n\n    Each module has texts that connect by a central topic or theme.\n\n\nIn Module 1, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War.\n    \nIn Module 2A, students explore the issue of working conditions, historical and modern-day.\n    \nIn Module 2B, students explore the concept of personal identity formation and transformation in both historical and modern-day societies.\n    \nIn Module 3, students read the autobiography of Frederick Douglass, with specific attention to understanding how he uses language and how he tells his story in order to serve his purpose of working to abolish slavery.\n    \nIn Module 4A, students explore adolescent brain development and the effects of entertainment screen time on the brain.\n    \nIn Module 4B, students explore water sustainability and fresh water management.\n    \n\n\n    The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9aa2b665-703d-4fea-941b-20e222288740": {"__data__": {"id_": "9aa2b665-703d-4fea-941b-20e222288740", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "b385d0c5-f062-453a-954d-84ffd83b38a6", "node_type": null, "metadata": {}, "hash": "088d03d3673ef4e35cddc56a6d50d0ade37357e2390562def1e1b7e98d64a021"}, "3": {"node_id": "c969c38c-9655-4ee5-a155-e6a060151a9c", "node_type": null, "metadata": {}, "hash": "98fe2af967db3709340a21ac1b16ce0691d3c01d3bee7e11bb07ca2ce7f7cb9a"}}, "hash": "e7bbc4f392aae7306df80cc904088994c845c2e7bd95f0115a4907ef5c4853a3", "text": "Modules include text with quantitative measures at multiple levels within the grade band.\n    \nIn all modules students are provided with graphic organizers and recording forms to engage students actively and provide scaffolding for students in need. Students read text independently, in small groups, and as whole group read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.\n    \nIn Module 1, Unit 1, lesson 5, students are asked to reread chapters read in class that day for homework and add quotes to the graphic organizer, as well as read independently Chapters 14-15 to complete Reader's Notes to express understanding.\n    \nIn Module 4A, Unit 1, lesson 1 teachers are directed to read aloud slowly, fluently, and without interruption or explanation while students look at the text and actively read to promote fluency and comprehension.\n    \nIn Module 3, Unit 2, lesson 1, students participate in an independent reading check in. Students talk about the text with a peer while the teacher confers with students about their reading. Students discuss reading goals and create new ones.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c969c38c-9655-4ee5-a155-e6a060151a9c": {"__data__": {"id_": "c969c38c-9655-4ee5-a155-e6a060151a9c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "9aa2b665-703d-4fea-941b-20e222288740", "node_type": null, "metadata": {}, "hash": "e7bbc4f392aae7306df80cc904088994c845c2e7bd95f0115a4907ef5c4853a3"}, "3": {"node_id": "d921f58f-1a3c-476f-87c9-ef6e75b5e1e7", "node_type": null, "metadata": {}, "hash": "c8f048bf258f526e3be55662cefb58adccf43129faf36937bd72b7ae135ce2b0"}}, "hash": "98fe2af967db3709340a21ac1b16ce0691d3c01d3bee7e11bb07ca2ce7f7cb9a", "text": "In Module 2A, Unit 3, lesson 3, students read text and paraphrase the section into a single sentence using key details from the text.\n    \nIn Module 2B, Unit 1, lesson 3 students complete Reader's Notes that ask them to write a sentence to capture the central idea of the text, to make inferences based on the text, and to analyze key details of events in the text.\n    \nIn Module 2B, Unit 2, lesson 4, students describe how setting, characters, and plot of the text Pygmalion interact.\n    \nIn Module 2B, Unit 2, lesson 14 students complete a graphic organizer analyzing the structure of a model essay to prepare to write their own essay.\n    \nIn Module 2A, Unit 1, lesson 2, students are asked text-dependent questions that asks students to analyze the language, details, craft and structure of the text. For example, \"Lyddie describes her mother as \u2018queer in the head\u2019 What does queer mean? How do the context clues help you figure it out? What work might we use today to describe Lyddie's mother?\"\n    \nIn Module 3, Unit 1, lesson 12, students complete a three-step process of rereading a poem to find out how the sound, words, and shape of a poem work together to create meaning.\n    \nIn Module 3, Unit 1, lesson 13, students answer the question \"What poetic tools does Douglass use to reinforce this idea?\" after reading the text three times.\n    \nIn Module 3, Unit 2, lesson 2, students analyze an excerpt from the Narrative of the Life of Frederick Douglass. On the third read students are asked \"After Douglass figures out what abolition means, he says, 'The light broke in upon me by degrees.' What does this mean and what type of figurative language is this? How does it show the importance of this moment in Douglass's life?\"\n    \nIn Module 3, Unit 2, lesson 7, students answer why Douglass uses the word cunning to describe Covey, rather than intelligence or effectiveness and tell how that connects to his purpose in telling the story.\n    \nIn Module 4B, students examine water and its relationship to the world and read anchor text, The Big Thirst: The Secret Life and Turbulent Future of Water by Charles Fishman and a National Geographic article, \"Why Care about Water?\u201d Activities in this module prompt students to engage in multiple close readings and include encouraging a deeper understanding of informational text structures and organization. Video review is included as students collect evidence and analyze information using this form of media.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d921f58f-1a3c-476f-87c9-ef6e75b5e1e7": {"__data__": {"id_": "d921f58f-1a3c-476f-87c9-ef6e75b5e1e7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "c969c38c-9655-4ee5-a155-e6a060151a9c", "node_type": null, "metadata": {}, "hash": "98fe2af967db3709340a21ac1b16ce0691d3c01d3bee7e11bb07ca2ce7f7cb9a"}, "3": {"node_id": "dc353d76-31b1-4601-841b-bb457d9f26d1", "node_type": null, "metadata": {}, "hash": "9586e2eff868f904b9d309a396b5f8b58afc078f080d4135b1c6a7a0231b2c1f"}}, "hash": "c8f048bf258f526e3be55662cefb58adccf43129faf36937bd72b7ae135ce2b0", "text": "In Module 1, Unit 3, lesson 5, students support their ideas using strong evidence from two texts, \"Water for South Sudan\" and A Long Walk to Remember. Students use this evidence to write a two-voice poem.\n    \nIn Module 2A, Unit 1, lesson 10, students analyze Lyddie's decision by answering text-dependent questions and then synthesize the information to make a list of reasons Lyddie should and should not sign the petition.\n    \nIn Module 2B, Unit 3, lesson 8, students prepare for the Unit 3 assessment by annotating three separate sources in their Researcher's Notebooks.\n    \nIn Module 3, Unit 1, lessons 13-16, students analyze and integrate knowledge and ideas about the institution of slavery from various sources.\n\nIn Module 4A, Unit 1, lesson 4, students add to Model Brain Development Anchor Chart that is used across multiple lessons and texts. Students integrate new information from a multimedia video and record new information.\n    \nIn Module 4B, Unit 1, lesson 9, on the End-of-Unit assessment, students analyze and integrate knowledge and ideas about water and agriculture and trace an argument across a video and an article.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 7 meet the expectations that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, listening).\n\n\nIn Module 1, Unit 1, students engage in multiple activities throughout the module that prompt them to collect and site evidence to support claims, confirm perspectives, support analysis, and culminate with an assessment that requires them to gather textual evidence to identify perspectives.\n    \nIn Module 2A, students are introduced to the research process. Students generate research questions, gather information from multiple sources, and paraphrase. As a culminating task, students write an informative brochure that is a teenage consumer's guide to buying clothes. Teachers monitor completion of the task by having students identify where on the Research Roadmap anchor chart they think they are at the moment.\n    \nIn Module 2B, students read several articles about gender roles and advertising and collect notes. Students will synthesize the information gathered into paragraphs, write an advertisement analysis, and create a \"counter ad\" that will recreate the advertisement without including stereotypes.\n    \nIn Module 4A, Unit 2, students examine arguments, claims, and evidence that support claims to be able successfully participate in discussions around making their own claims and formally presenting them.\n    \nIn Module 4B, students research and extend the writing process to publish a research-based position paper. Students analyze a model position paper and plan their own. Students work with partners and teams to share ideas and get feedback. Teachers can monitor student progress during the Mid-Unit Assessment when the first draft of the paper is due. Students then revise their position papers and create a visual representation that they will present to their classmates.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials meet expectations for Grade 7 including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials.\n\n\n\n    Vocabulary instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dc353d76-31b1-4601-841b-bb457d9f26d1": {"__data__": {"id_": "dc353d76-31b1-4601-841b-bb457d9f26d1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "d921f58f-1a3c-476f-87c9-ef6e75b5e1e7", "node_type": null, "metadata": {}, "hash": "c8f048bf258f526e3be55662cefb58adccf43129faf36937bd72b7ae135ce2b0"}, "3": {"node_id": "e5cd3c4d-c45a-4791-8ada-0401d76594c5", "node_type": null, "metadata": {}, "hash": "4d3f250f4df922a2fe2f43f2b4041d58fbaf8cdb96cfb65e6a60f85609747afb"}}, "hash": "9586e2eff868f904b9d309a396b5f8b58afc078f080d4135b1c6a7a0231b2c1f", "text": "Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.\n    \nIn Module 2, Unit 1, lesson 13, students are reminded that they have previously discussed the words relevant evidence, coherent, and appropriate in Module 1, Unit 2, as they wrote their essays on A Long Walk to Water. Students had included these words in their Writer's Glossaries in Module 1.\n    \nIn Module 1, Unit 1, lesson 4, students are asked to look at the word \"refuge\" and look for a prefix. Students then review what \"re-\" means and are given examples of words that use \"re-.\" Students are then directed to look at the root word, fug. They are told that fug means to run away and then asked to look at both the prefix and the root word. Students are asked \"Given this prefix and this root, what do you think this word means? What is a refugee camp? Why might they be set up?\" The students are asked to extend the learning of the word family by answering what other words have the same root (fugitive, refuge).\n    \nIn Module 1, Unit 3, lesson 3, students define the word cite and think of other words with a partner that have the words cite in them. Students are shown that these words have the cit root in them and are given the definition of the root.\n    \nIn Module 2A, Unit 1, lesson 13, students are invited to turn to a partner and share about a time that they were in an argument. Students discuss what causes an argument and students use this definition to build to what an argument means in writing.\n    \nIn Module 2A, Unit 1, students keep a Reader's Dictionary to note word definitions that will be used throughout the unit. Students use the Reader's Dictionary while writing and when completing an argument essay.\n    \nIn Module 2B, Unit 1, lesson 1, students define the term self-worth and write about it being different from being \"stuck up\" or \"conceited.\" Students write about what it would look like for a person to have a sense of self-worth and how that can play a role in someone's identity.\n    \nIn Module 3, Unit 1, lesson 7, students determine the meaning of words in context, determine the meaning of words using roots, and answer questions about what sentences mean. The teacher models think aloud of finding context clues for words such as deprived in the text, giving specific evidence from the text that provided context clues to the words meaning.\n    \nIn Module 3, Unit 1, lesson 8, students complete an entry task that asks them to use sentences from a text to define roots, prefixes, and suffixes and also to define the word in the text.\n    \nIn Module 3, Unit 2, lesson 5, students are provided with a text excerpt and questions for \"The Fight with Covey.\" The excerpt includes student-friendly definitions of words, as well as some words that students will need to define themselves based on context clues.\n    \nIn Module 4A, Unit 1, lesson 19, a resource of definitions in the article \u201cGrowing Up Digital\" is provided for teacher and student reference.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 7 meet the expectation for materials supporting students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e5cd3c4d-c45a-4791-8ada-0401d76594c5": {"__data__": {"id_": "e5cd3c4d-c45a-4791-8ada-0401d76594c5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "dc353d76-31b1-4601-841b-bb457d9f26d1", "node_type": null, "metadata": {}, "hash": "9586e2eff868f904b9d309a396b5f8b58afc078f080d4135b1c6a7a0231b2c1f"}, "3": {"node_id": "c795f3c1-b2f7-495a-92a6-f28f6dd4828a", "node_type": null, "metadata": {}, "hash": "93f29f4a5fd9940804ecc85d6ee96910d2bd3829154ee754d559d0e8d420b295"}}, "hash": "4d3f250f4df922a2fe2f43f2b4041d58fbaf8cdb96cfb65e6a60f85609747afb", "text": "In Module 1, Unit 3, lesson 2 students use Two-Voice Poem: Graphic Organizers that have received feedback from the teacher. Teachers are directed to state, \u201cWriters often play with several ideas before they generate their writing plans, and that they often talk over their ideas.\u201d Students will then participate in a back-to-back and face-to-face discussion in preparation to write.\n    \nIn Module 1, Unit 3, lesson 4, students participate in a peer critique protocol to review their two-voice poems.\n    \nIn Module 2A, Unit 2, lesson 3, students focus on identifying the rhetoric words and terms in Chavez\u2019s speech and add to an anchor chart of words that can be used when writing.\n    \nIn Module 2B, Unit 3, lesson 13 students revisit past writings and reflect on their growth. The teaching notes state, \u201cCongratulate students on their work and their accomplishments in reading and writing over the course of the module. Tell them to take a few minutes now to consider what they will take away from this module about writing. Distribute student essays and rubrics on Pygmalion (from Unit 2), as well as students\u2019 Writing Improvement Trackers (from Unit 1). Ask students to use the Writing Improvement Tracker to reflect on their writing skills as they did before writing their essays on Pygmalion.\u201d\n    \nIn Module 3, Unit 2, lesson 12, students write a reflection on Frederick Douglass\u2019s narrative after discussing with a partner reflection questions.\n    \nIn Module 3, Unit 2, lesson 15, students review a writing rubric to ensure that they understand the criteria and review a model essay \u201cTelling the Truth about Slavery\u201d in preparation to write their own essay.\n    \nIn Module 4, Unit 3, lesson 8, students revise vocabulary and conventions of their argument writings based on feedback from peers. It is also noted that students should revisit the writing from A Long Walk to Remember from Unit 1 to help them in the self-reflection in the next lesson.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\n\nIn Module, Unit 1, students build background knowledge about physical environment and reading maps to prepare to read about Southern Sudan.\n    \nIn Module 2A, Unit 3, lesson 4 students use their Researcher\u2019s Roadmap to help identify credible sources in research. Students also clarify how to read a source while researching about human conditions in the workplace.\n    \nIn Module 2A, Unit 3, lesson 8, students are asked to identify which sources they used from a \u201cworks cited\u201d list that is provided in the Brochure Planning Guide. It is noted that students will develop the skills they need to create their own citations in Module 4.\n    \nIn Module 2B, Unit 3, lesson 4, students are introduced to the research process and the process of creating quality questions while working on an Ad Analysis Task.\n    \nIn Module 3, Unit 1, lesson 2, students use a Historical Context Anchor Chart to gather evidence and hold their thinking about the historical context of the Narrative. Students will study slavery, the debate over slavery, and the life of Frederick Douglass.\n    \nIn Module 3, Unit 2, lesson 1 students build background information about Victorian England and the setting and time period of the play Pygmalion using a gallery walk of images and texts.\n    \nIn Module 4, Unit 2, lesson 4, students review the skill of paraphrasing which is taught in Module 2. Students also use their Researcher\u2019s Notebook to evaluate sources.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    The majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c795f3c1-b2f7-495a-92a6-f28f6dd4828a": {"__data__": {"id_": "c795f3c1-b2f7-495a-92a6-f28f6dd4828a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "e5cd3c4d-c45a-4791-8ada-0401d76594c5", "node_type": null, "metadata": {}, "hash": "4d3f250f4df922a2fe2f43f2b4041d58fbaf8cdb96cfb65e6a60f85609747afb"}, "3": {"node_id": "685067d5-bc44-487c-b53d-7515efa0e580", "node_type": null, "metadata": {}, "hash": "c8b49cbe3e40d18ac736507f1573e5bf76f69ffe09181cd9236d22e4c65d5d72"}}, "hash": "93f29f4a5fd9940804ecc85d6ee96910d2bd3829154ee754d559d0e8d420b295", "text": "In Module 2A, the overview outlines how independent reading is structured with accountability in place after students finish reading. The overview stresses the importance of increasing the volume of reading and launching an independent reading plan for students. Students have reading time in and outside of class with opportunities to share outside reading with the class. Units 2 and 3 include time to work on an independent reading routine that is in a calendar embedded into the daily lessons\n    \nIn Module 2B, Unit 3, lesson 7, students participate in an Independent Reading check-in: they are supported with checking to see if they met previous independent reading goals as well as creating new goals.\n    \nIn Module 3, Unit 2, lesson 1, students participate in an independent reading check-in. Students talk about the text with a peer while teacher confers with students about their reading. Students discuss reading goals and create new ones.\n    \nIn Module 4A, Unit 3, lesson 6, students analyze and evaluate Independent Reading texts to create cheat sheets for future students.\n\nUsability\n\nTThe instructional materials meet expectations for instructional supports and usability. The use and design of the materials facilitate student learning. The materials take into account effective lesson structure and pacing, and the pacing allows for maximum student understanding. Materials are designed to ease teacher planning and support teacher learning and understanding of the standards. Standards addressed and assessed in each lesson are clearly noted and easy to locate, and the teacher\u2019s notes included with each lesson provide useful annotations and suggestions that anticipate both teacher and student needs. The materials reviewed provide teachers with multiple strategies for meeting the needs of a range of learners. Content is accessible to all learners to be supported in meeting or exceeding the grade-level standards. Students who read, write, speak, or listen below grade level or in a language other than English are regularly provided with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. Materials also provide students who read, write, speak, or listen above grade level some extension and advanced opportunities. Materials also support the effective use of technology to enhance student learning.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 7 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.\n\n\nThe Grade 7 curriculum is comprised of four eight-week modules.\n    \nFour modules make up one year of instruction. Each grade level has six modules. Teachers can choose between an A and a B option for two of the modules.\n    \nWithin each module there are three units. Each module has the same sequence of units. Unit 1 is Building Background Knowledge, Unit 2 is Extended Reading and Research, and Unit 3 is Extended Writing. Modules are anchored by one or more books as a central text.\n        \nFor example, in Module 2, Unit 1 focuses on Building Background Knowledge and \"What is Identify and How is it Formed?\" Unit 2 focuses on Identity Transformation in Pygmalion, and Unit 3 focuses on a Culminating Project and \"Analyzing Gender Roles in Advertising.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "685067d5-bc44-487c-b53d-7515efa0e580": {"__data__": {"id_": "685067d5-bc44-487c-b53d-7515efa0e580", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "c795f3c1-b2f7-495a-92a6-f28f6dd4828a", "node_type": null, "metadata": {}, "hash": "93f29f4a5fd9940804ecc85d6ee96910d2bd3829154ee754d559d0e8d420b295"}, "3": {"node_id": "bdee9ecd-e003-46d9-b61f-bf8a529e5e58", "node_type": null, "metadata": {}, "hash": "135f5f5ed6f2069047f1a8b89a973f512521c7f09ab2ec3cc393acdf64ee585c"}}, "hash": "c8b49cbe3e40d18ac736507f1573e5bf76f69ffe09181cd9236d22e4c65d5d72", "text": "Materials include a curriculum plan located online at eleducation.org that lists the topic, focus, central texts, and major writing tasks in each module.\n    \nMaterials include a curriculum map located online at eleducation.org that includes a module description, assessments, and standards assessed for each module.\n    \nA module overview is found at the beginning of each module. The module overview explains the story of the module, lists standards assessed, and provides a week-at-a-glance planning chart. For example, the Module 2A overview is found on pages 2-19.\n    \nThere are unit overviews and a Unit-at-a-Glance located online at eleducation.org for each of the three units in each module.\n    \nMaterials also include detailed daily lessons plans and supporting materials. Lessons are 45 minutes long for Grade 7. Teachers can download the MS Word version of the lesson plan files to modify them. Each module contains 35-40 lessons.\n\nAll lessons have three sections: Opening, Work Time, and Closing and Assessment. For example, Module 1, Unit 1, lesson 1, has the following parts: Opening (20 minutes), which is broken down into Engaging the Reader (10 minutes) and Introduction Learning Target (10 minutes); Work Time (10 minutes), which comprises Engaging the Reader Part II (10 minutes); and, Closing and Assessment (5 minutes), which comprises the Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria.\n    \nEach lesson includes a title that names the literacy skills students will work on as well as the content, long-term learning targets that name the standards addressed in the lesson, supporting learning targets that specifically name what learning will take place in the lesson, ongoing assessment to be used as formative assessments, an agenda to map out the day\u2019s outline, and teaching notes that guide teachers on how to prepare for the lesson. Also included are lesson vocabulary that list both academic and content words being addressed in the lesson, lesson materials, a Meeting Student\u2019s Needs column to suggest differentiation and scaffolding, and all supporting materials that include student-facing materials to be distributed to students.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 7 meet expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\n\nEach Module provides approximately eight weeks of instruction. Four modules make up a year of instruction which provides approximately 32 weeks of instruction.\n    \nThe total number of lessons of available for Grade 7 is 238. However, teachers are given a choice which two modules they want to exclude. For example, the teacher can select Module 2A or Module 2B and Module 3A or 3B. Therefore, the total number of lessons taught range between 159 and 161 which is a reasonable number of lessons to complete during a school year.\n    \nThis pacing allows for maximum student understanding. Time is built in for teachers to modify lessons to tailor to their student\u2019s needs. The program allows flexibility for teachers to rely on professional judgment to modify pacing.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 7 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    Materials include but are not limited to graphic organizers, note catchers, text dependent questions, word-catchers, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, teacher reference sheets, vocabulary words lists and definitions, feedback forms, and writing prompts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdee9ecd-e003-46d9-b61f-bf8a529e5e58": {"__data__": {"id_": "bdee9ecd-e003-46d9-b61f-bf8a529e5e58", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "685067d5-bc44-487c-b53d-7515efa0e580", "node_type": null, "metadata": {}, "hash": "c8b49cbe3e40d18ac736507f1573e5bf76f69ffe09181cd9236d22e4c65d5d72"}, "3": {"node_id": "6d8f4403-03ab-4935-a868-3301995e109d", "node_type": null, "metadata": {}, "hash": "cab71904f479fb544a2bae4227045ed4858b5a9d7756ea9415eaa39fe3509e90"}}, "hash": "135f5f5ed6f2069047f1a8b89a973f512521c7f09ab2ec3cc393acdf64ee585c", "text": "Module 3, Unit 1, lesson 1, includes a Powerful Stories anchor chart and a note-catcher. Lesson 7 includes clear directions for second read of the text and a close read guide with note-taker. Also included is a Roots, Prefixes, and Suffixes reference sheet.\n    \nModule 4A, Unit 1, lesson 1, includes a notices and wonders note catcher, a gallery walk teacher reference, a supporting text, a vocabulary anchor chart, an informational text structure map graphic organizer with teacher reference model, a gist note taker, a vocabulary note taker, and a text and questions chart. Lesson 6 includes a digital revolution text structure graphic organizer, an excerpt note taker, a teacher reference close read guide, and a model brain development anchor chart. Lesson 10 includes a text excerpt, End-of-Unit Assessment directions with chart and questions, End-of-Unit Assessment teacher reference.\n    \n\n\n    Student resources include clear directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.\n\n\nIn Module 1, Unit 3, lesson 4, the lesson includes a peer critique expectations and directions form written clearly: directions include, \"Partner: Gives feedback based on rubric criteria: \"I like how you ____. You might consider____.\"\n    \nIn Module 2A, Unit 1, lesson 5, the lesson includes an entry task with the following directions: \"Use your Reader's Notes from Chapters 6 and 7 of Lyddie to answer the questions below.\"\n    \nIn Module 3, Unit 2, lesson 2, the lesson includes a T-chart with the following directions clearly written: \"Write each word in the column that it belongs in. Complete this task with a partner.\"\n    \n\n\n    Reference aids including glossaries, photographs, anchor charts, and handouts are clearly labeled as such at the top and in the teacher\u2019s materials. Reference aids are labeled correctly.\n\n\nIn Module 4A, Unit 3, lesson 7, an example of student material reference aids can be found on page 154.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 7 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    Alignment to the CCSS is documented in multiple places in the curriculum. CCSS standards are documented on the Grade 6-8 Curriculum Map, at the module level, at the unit level, and in the Teacher's notes for each lesson in the form of Long-Term Learning Targets. Alignment for all assessments are also provided in the Curriculum Overview.\n\n\n    The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module. These maps can be found for each grade level at eleducation.org.\n\n\n    At the beginning of each module there is a Week-at-a-Glance chart as well as a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview\u2014a description of assessments which includes the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, Mid-Unit Assessment, and End-of-Unit Assessment for each module includes alignment documentation of the standards addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d8f4403-03ab-4935-a868-3301995e109d": {"__data__": {"id_": "6d8f4403-03ab-4935-a868-3301995e109d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "bdee9ecd-e003-46d9-b61f-bf8a529e5e58", "node_type": null, "metadata": {}, "hash": "135f5f5ed6f2069047f1a8b89a973f512521c7f09ab2ec3cc393acdf64ee585c"}, "3": {"node_id": "81b0c062-e257-49cd-9082-0e11917d7321", "node_type": null, "metadata": {}, "hash": "2a9f9660094b1a7d2e163134cb1eb79126842f656fce00986b5a8cc1bdc202f6"}}, "hash": "cab71904f479fb544a2bae4227045ed4858b5a9d7756ea9415eaa39fe3509e90", "text": "In Module 1, Unit 3, lesson 6, the performance task provides long-term learning targets in the lesson (page 84) and on the student-facing material (page 88).\n    \nIn Module 2A, Unit 1, the Assessments Overview is found on pages 21-22.\n    \nIn Module 2B, Unit 1, the Week-at-a-Glance chart is found on page 13. Unit-at-a-Glance is found on page 35.\n    \nIn Module 2B, Unit 1, lesson 5, the long-term learning targets assessed are provided in the lesson (page 135) and on the student-facing material for the mid-unit assessment (page 145).\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 7 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space to capture thoughts as needed. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials reviewed for Grade 7 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    Materials include a teacher\u2019s edition that provides teaching notes for each lesson. These notes provide an overview of the lesson, directives for the teacher, and explanations of what learning will occur. The notes also give suggestions of specific actions teachers can take to promote learning or plan for future learning. Materials also include student \u201clisten for\u201d statements in lessons. These \"listen for\" statements provide teachers with model student answers to ensure students are on target.\n\n\nModule 2A, Unit 1, lesson 5 includes a note to the teacher to listen for students to identify the character\u2019s problem-solving skills, determination, and courage to ensure that students are comprehending.\n    \nModule 3, Unit 1, lesson 3 includes suggestions for maximizing student understanding: \"If students produce strong sandwiches, consider asking permission to display and explain their work as a model, for example, under a document camera. You could also have selected students repeat to the entire class strong work in the Back-to-Back and Face-to-Face protocol.\"\n    \nModule 3, Unit 1, Lesson 7 explains the lessons purpose in the teaching notes on page 183. The notes clearly explain the purpose of the lesson, what will happen in the lesson, and for the teacher to consider referring to previous discussions to better understand the text. The teacher is also prompted to prepare for the lesson by taping four quote cards under students\u2019 desks in advance and review the excerpt for the lesson.\n    \nModule 3, Unit 1, lesson 9 includes the document, \"A Close Reading Guide, Second Read,\" that includes guidance on how to support students during reading.\n    \nModule 4B, Unit 2, lesson 12 includes guidance to support students that need practice with oral response or extend processing time. The teacher\u2019s notes state, \u201cConsider selecting students ahead of time for cold calls. Those who need practice in oral response or extended processing time can be told the prompt before class begins to prepare for their participation.\"\n    \n\n\n    Technology is listed and/or suggested when appropriate in the section Resources and Links and Multimedia.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "81b0c062-e257-49cd-9082-0e11917d7321": {"__data__": {"id_": "81b0c062-e257-49cd-9082-0e11917d7321", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "6d8f4403-03ab-4935-a868-3301995e109d", "node_type": null, "metadata": {}, "hash": "cab71904f479fb544a2bae4227045ed4858b5a9d7756ea9415eaa39fe3509e90"}, "3": {"node_id": "0f321ac6-7a05-4289-8cbd-044e50445e47", "node_type": null, "metadata": {}, "hash": "153ed79b9d824db2ed3011482938194aef869fc83fbfe69cd4068694be937948"}}, "hash": "2a9f9660094b1a7d2e163134cb1eb79126842f656fce00986b5a8cc1bdc202f6", "text": "In Module 1, Unit 1, lesson 2, the Meeting Students\u2019 Needs column suggest that for students who struggle with complex vocabulary, consider adding visual images to the definition to the Reader\u2019s Dictionary. To further support ELLs, consider providing definitions of challenging vocabulary in the student\u2019s home language. Resources such as Google Translate and bilingual translation dictionaries can help.\n    \nIn Module 4B, Unit 1 under Resources and Links on page 24 there is a link provided to a site to search for images with licenses to reuse. http://search.creativecommons.org/.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials reviewed for Grade 7 meet the expectation of materials containing a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    Materials include teachers notes and other documents that explain and give rationales for teacher actions, accommodations, pacing, instructional materials, and resources.\n\n\nThe \"Preparing to Teach a Module: Guidance for Coaches and Teacher Leaders\" document found at eleducation.org explains how to prepare to teach a module and give a guidance timeline with detailed direction.\n    \nThe \"Assessment Design in Expeditionary Learning Grades 3-8 Curriculum\" document outlines the step-by-step process for designing effective assessments aligned to the CCSS.\n    \nThe \"Help Students Read Closely\" document explains the close reading process and explicitly demonstrates how a teacher plans for a close read lesson.\n    \nThe \"Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum\" document explains the how and why of Expeditionary Learning\u2019s approach to writing instruction.\n    \n\n\n    Explanations and examples can also be found in the lesson narratives, the Meeting Student's Needs section, and in Preparation and Materials for each lesson.\n\n\nIn Module 1, Unit 3, lesson 1, the lesson provides a rationale for using graphic organizers and recording forms: \"Graphic organizers and recording forms engage students more actively and provide scaffolding that is especially critical for learners with lower levels of language proficiency and/or learning.\"\n    \nIn Module 2B, Unit 1, lesson 2, the lesson contains an explanation regarding the importance of a teacher reading a complex text aloud: \"Hearing a complex text read slowly, fluently, and without interruption or explanation promotes fluency and comprehension for students. They are hearing a strong reader read the text aloud with accuracy and expression and are simultaneously looking at and thinking about the words on the printed page. \"\n    \nIn Module 3, Unit 1, lesson 2, the lesson includes a rationale for the use of guiding questions: \" Guiding Questions provide motivation for student engagement in the topic and give a purpose to reading a text closely.\"\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 7 meet expectations for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    Materials include a document, \u201cPreface to the Modules\" found on eleducation.org. The preface includes an introduction to how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum.\n\n\nThe introduction to the preface states, \u201cExpeditionary Learning\u2019s Grades 3\u20138 ELA Curriculum has been designed by teachers for teachers to meet the needs and demands of the Common Core State Standards: to address and bring to life the shifts in teaching and learning required by the CCSS. To prepare students for college and the workplace, where they will be expected to read a high volume of complex informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.\u201d\n    \n\n\n    Each module contains a Module Overview which provides a summary to show how different ELA standards are applied to develop knowledge and expertise in content areas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0f321ac6-7a05-4289-8cbd-044e50445e47": {"__data__": {"id_": "0f321ac6-7a05-4289-8cbd-044e50445e47", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "81b0c062-e257-49cd-9082-0e11917d7321", "node_type": null, "metadata": {}, "hash": "2a9f9660094b1a7d2e163134cb1eb79126842f656fce00986b5a8cc1bdc202f6"}, "3": {"node_id": "4ee61e19-6ab1-4ef7-8dfc-0de2920e3785", "node_type": null, "metadata": {}, "hash": "e915356bd52ba5427a278552f00ad70b4ee741f747f89629380890f3e5c26412"}}, "hash": "153ed79b9d824db2ed3011482938194aef869fc83fbfe69cd4068694be937948", "text": "In Module 1, the overview states, \u201cIn this eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel\u2019s theme: how individuals survive in challenging environments. (The main characters\u2019 journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.) As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a research-based two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War. This task addresses NYSP12 ELA Standards RL.7.6, RL.7.11, W.7.3a, d, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2.\u201d\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials reviewed for Grade 7 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.\n\n\n    Materials include online resources found on eleducation.org that provide explanations of the instructional approaches and identify research-based strategies. The preface to the modules includes how materials address the Common Core shifts, provides research, explains the story and structure of the modules, and explains how the materials integrate reading, writing, speaking and listening, and language strands through lessons, assessments, engagement strategies, and differentiation.\n\n\nThe \u201cIntroduction to Preface to the Modules: Introduction to Grades 3\u20138 ELA Curriculum\u201d document states, \u201cSome structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers carefully through the process of building students\u2019 skills and knowledge in alignment with the standards. The modules also have been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can adapt the materials to the needs of their specific students.\u201d\n    \nThe \u201cPreface to the Modules: Introduction to Grades 3\u20138 ELA Curriculum\u201d document states, \"Expeditionary Learning\u2019s instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their learning to create authentic, high-quality, academic products to share with outside audiences.\"\n    \nMaterials provide links to other resources websites that include a research document, \u201cThe Importance of Increasing the Volume of Reading.\u201d This document explains research that supports increasing the volume of reading as well as rigor and relevance.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nMaterials reviewed for Grade 7 meet the expectations for materials containing strategies for informing stakeholders, including students, parents, or caregivers, about the ELA/literacy program but provide few suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ee61e19-6ab1-4ef7-8dfc-0de2920e3785": {"__data__": {"id_": "4ee61e19-6ab1-4ef7-8dfc-0de2920e3785", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "0f321ac6-7a05-4289-8cbd-044e50445e47", "node_type": null, "metadata": {}, "hash": "153ed79b9d824db2ed3011482938194aef869fc83fbfe69cd4068694be937948"}, "3": {"node_id": "460afba0-a7ce-486b-9b0e-0cc7f9f852af", "node_type": null, "metadata": {}, "hash": "9b6f8f9197dc0acb1c1510f37dd6c393046363c853cdc876108f0bfe7c13ba35"}}, "hash": "e915356bd52ba5427a278552f00ad70b4ee741f747f89629380890f3e5c26412", "text": "In Module 1, Unit 1, the Performance Task on page 26 in the section Options for Teacher suggests that \"Students may present their stories to members of the school community.\"\n    \nIn Module 2B, Unit 1, lesson 9, the Meeting Students' Needs section suggests that teachers communicated with the cooperating service providers about students who will receive accommodations for assessments.\n    \nIn Module 4A, Unit 4, lesson 2, the Meeting Students\u2019 Needs section suggests that teachers invite coordinating service providers to your class to check in with students who need more reading support. This is an opportunity to ensure that students comprehend their independent reading and monitor their practice.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nMaterials reviewed for Grade 7 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each module incorporates seven formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in class assignments.\n\n\n    The formal assessments are broken into three categories which include Mid-Unit Assessments, End-of-Unit Assessments, and a Culminating Performance Task.\n\n\nMid-Unit Assessments are on-demand, tied to standards addressed in the first half of the unit, are a checkpoint before teacher\u2019s progress to the second half of the unit, and usually emphasize reading.\n    \nEnd-of-Unit Assessments are on-demand, tied to standards addressed throughout the unit, assess understanding of both content and skills, and usually emphasize writing.\n    \nCulminating Performance Tasks take place over the course of Unit 3, are tied to standards addressed across Units 1 and 2, are aligned to a mode of writing, always involve writing from sources and citing evidence, and always require research to build and present knowledge.\n        \nModule 4B Mid-Unit Assessments include: Unit 1, \u201cThe Water Crisis Isn\u2019t Global. It\u2019s Local\u201d: Listening for Main Ideas and Supporting Details; Unit 2, Simulated Research Task: Water Management Strategies; and Unit 3, Final Draft of Position Paper. The End-of-Unit Assessments include: Unit 1, We Need to Pay More Attention to Water: Tracing and Evaluating Arguments in Text and Video; Unit 2, Making a Claim about Water Management, and Unit 3, Final Draft of Position Paper and Reflection on the Writing Process. The Culminating Performance Task that takes place in Unit 3 is a Visual Representation of the Position Paper.\n            \n\n\n\n\n    Daily formative assessment opportunities are included in lessons as well as the unit overviews.\n\n\nIn Module 1, Unit 1, the overview on pages 33-28 includes an Ongoing Assessments chart that lists assessment opportunities in lessons. For example, lesson 9 on page 36 lists a written self-reflection, world caf\u00e9 charts, and prewriting ideas.\n    \nIn Module 2A, Unit 1, lesson 4 students show a Fist to Five Self-Assessment to address the learning target, \u201cBy engaging in discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.\u201d\n    \nIn Module 2B, Unit 1, lesson 1 students respond to tasks in journals to show their understanding of how to make inferences about the central ideas of \"Nadia's Hands\" and begin building a definition about identity.\n    \nIn Module 3, Unit 1, lesson 12 students complete an exit ticket which is a self-assessment for student reflection and to measure progress.\n    \nIn Module 4A, Unit 3, lesson 3 students complete and exit ticket to show where they are in the Steps to Writing a Paper. Teachers collect the exit tickets to monitor student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nMaterials reviewed for Grade 7 meet the requirement for assessments clearly denoting which standards are being emphasized.\n\n\n\n    Each formal assessment emphasizes the same standards as the accompanying lessons. Standards are also provided in the unit overview and other planning materials. Formative assessment occurs throughout unit lessons and are connected to the standards addressed in the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "460afba0-a7ce-486b-9b0e-0cc7f9f852af": {"__data__": {"id_": "460afba0-a7ce-486b-9b0e-0cc7f9f852af", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "4ee61e19-6ab1-4ef7-8dfc-0de2920e3785", "node_type": null, "metadata": {}, "hash": "e915356bd52ba5427a278552f00ad70b4ee741f747f89629380890f3e5c26412"}, "3": {"node_id": "847da84e-59db-4152-ada6-17e34f41cee1", "node_type": null, "metadata": {}, "hash": "9e5852dd16218628213683c226a885f015c8913a1dcd1cf4e5333f9a0bc9d78b"}}, "hash": "9b6f8f9197dc0acb1c1510f37dd6c393046363c853cdc876108f0bfe7c13ba35", "text": "In Module 1, Unit 3, lesson 6 the Final Performance Task gives students a chance to demonstrate their understanding of the characters and issues of survival by crafting and presenting a two-voice poem assessing CCSS -ELA RL.7.6, Rl.7.11, W.7.3a, W.7.3d, W.7.4, W.7.5, W.7.8, W.7.9. L.7.1, and L.7.2. Standards are denoted on the Assessment Overview page and in lesson 9 as long-term targets.\n    \nIn Module 2B, Unit 3, lesson 9 the End-of-Unit Assessment has students complete their research on the use of stereotypical gender roles in advertisements and synthesize their findings into several paragraphs in which they acknowledge their sources assessing CCSS-ELA W.7.7 and W.7.8. Standards are denoted on the Assessment Overview page and in lesson 9 as long-term targets.\n    \nIn Module 3, Unit 1, lesson 5, the Mid-Unit Assessment has students read a text about Frederick Douglass, then answer questions in which they analyze the text and support their conclusions with evidence from the text assessing CCSS-ELA RI.7.1. Standards are denoted on the Assessment Overview page and in lesson 5 as long-term targets.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials reviewed for Grade 7 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\n\n\n    Materials provide sufficient guidance to teachers for interpreting student performance.\n\n\nIn Module 2A, Unit 3, lesson 5, teachers are provided with guidance and direction around assessing the performance of struggling students; the Meeting Student\u2019s Needs column states, \"For students who struggle, consider checking on their answer to Question 1 before they continue. Mark their answer correct or incorrect, then let them know which supporting research question they should use to guide the rest of their assessment.\"\n    \nIn Module 2B,Unit 1, lesson 5 the lesson includes guidance around next steps for the Mid- Unit Assessment and explains that students will correct their own assessments.\n    \nIn Module 3, Unit 2, lesson 7 teachers are given guidance around the scoring of the Mid- Unit Assessment. The lesson notes state, \u201cIn determining grades, Part 1 of the Mid-Unit 2 Assessment should count much less heavily than Part 2.\u201d\n    \n\n\n    Materials provide suggestions for follow-up.\n\n\nIn Module 3, Unit 3, lesson 11, the teacher\u2019s notes state, \u201cIf a group is having trouble, you may suggest they look for metaphors or a phrase that pulls them. This is a good way to identify powerful elements. Or they may want to look for turning point in a character\u2019s development.\u201d\n    \nIn Module 4B, Unit 3, lesson 6, the Meeting Students\u2019 Needs column states, \u201cStudents who indicated that they did not meet the learning targets proficiently may benefit from an opportunity to revise their work before sharing it with a wider audience.\u201d\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials reviewed for Grade 7 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.\n\n\n    Materials include an \"Appendix: Protocols and Strategies\" that includes multiple procedures to monitor student progress. Protocols and Strategies that focus on Checking for Understanding and Ongoing Assessment include Admit and Exit Tickets, Catch and Release, Cold Call, Equity Sticks, Fist-to-Five, Four Corners, Go-Around, Guided Practice, Human Bar Graph, No Opt Out, Presentation Quizzes, Red Light, Green Light, Tracking Progress, Turn and Talk, and White Boards. These protocols and strategies are used in the majority of lessons to monitor student progress.\n\n\n    Materials include routine checks embedded in lessons to help teachers monitor student understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "847da84e-59db-4152-ada6-17e34f41cee1": {"__data__": {"id_": "847da84e-59db-4152-ada6-17e34f41cee1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "460afba0-a7ce-486b-9b0e-0cc7f9f852af", "node_type": null, "metadata": {}, "hash": "9b6f8f9197dc0acb1c1510f37dd6c393046363c853cdc876108f0bfe7c13ba35"}, "3": {"node_id": "194ed90d-3e08-4020-b7bc-09164c70f1e4", "node_type": null, "metadata": {}, "hash": "377966a855c5289d0f97551bed4628db5ba1b1d0850518576683e7c5df5e4b6a"}}, "hash": "9e5852dd16218628213683c226a885f015c8913a1dcd1cf4e5333f9a0bc9d78b", "text": "Materials include routine checks embedded in lessons to help teachers monitor student understanding.\n\n\nIn Module 1, Unit 1, lesson 5, a note in the Homework section suggests that teachers give individualized feedback to each student about his or her progress on the learning target, such as \u201cI can cite several pieces of text-based evidence to support my analysis.\u201d\n    \nIn Module 3, Unit 3, lesson 3, the teaching notes state, \u201cAt the end of class today, students hand in their My Children\u2019s Book Plan. Use this, along with the exit ticket, to identify students who may need additional time or support in this important first step.\u201d\n    \nIn Module 4B, Unit 2, lesson 2, the lesson debrief includes a \u201cFist to Five\u201d checking for understanding for students to self-assess themselves on the learning target.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials reviewed for Grade 7 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    Independent reading is built into units and lessons with independent reading check-ins built in. Time is allotted for students to choose independent reading books and check-ins with graphic organizers are clearly evident.\n\n\nIn Module 2B, Unit 1, lesson 7, students are provided independent reading as part of their homework assignment.\n    \nIn Module 3, Unit 2, lesson 5, the teacher's guide suggests that the teacher use the Independent Reading Status Check located on page 150 during the lesson for each individual student.\n    \nIn Module 2B, Unit 1, lesson 10, students participate in an independent reading celebration to highlight the texts that they have read.\n    \nIn Module 3, Unit 2, lesson 7, students have an Independent Reading Check-in with the teacher to review their independent reading progress.\n    \nIn Module 4B, Unit 3, lesson 5 students can use the Independent Reading Cheat Sheet Planner to capture their thinking. Students are held accountable for their reading by using the cheat sheet during the next day's lesson when students share out their thinking recorded the day prior during the current lesson.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials reviewed for Grade 7 meets the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    Materials provide supports noted within the lesson and also in the Meeting Students\u2019 Needs column to provide teachers with multiple strategies for supporting all learners. Resources are provided on eleducation.org to meet the needs of students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "194ed90d-3e08-4020-b7bc-09164c70f1e4": {"__data__": {"id_": "194ed90d-3e08-4020-b7bc-09164c70f1e4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "847da84e-59db-4152-ada6-17e34f41cee1", "node_type": null, "metadata": {}, "hash": "9e5852dd16218628213683c226a885f015c8913a1dcd1cf4e5333f9a0bc9d78b"}, "3": {"node_id": "0d487318-5102-4734-ae8d-33b4a470f387", "node_type": null, "metadata": {}, "hash": "f7102956fd0d16e27f74571f905053c4dcb92b3c9e9ca15ce2bc3be114468b48"}}, "hash": "377966a855c5289d0f97551bed4628db5ba1b1d0850518576683e7c5df5e4b6a", "text": "In Module 2B, Unit 1, lesson 2 the Meeting the Students\u2019 Needs column states, \u201cDiscussing and clarifying the language of learning targets helps build academic vocabulary.\u201d\n    \nIn Module 3, Unit 2, lesson 5, the Meeting the Students\u2019 Needs column states, \u201cMany students will benefit from seeing questions posted on the board via a document camera, but reveal questions one at a time to keep students focused on the question at hand.\u201d This same lesson also includes the note, \u201cFor students who continue to struggle with third read questions, consider omitting some of the questions required for homework. Students can then focus on given quality answers to a few questions rather than struggling to answer all of them.\u201d\n    \nIn Module 3, Unit 2, lesson 2, the Meeting Students\u2019 Needs column states, \u201cDuring this work time, you may want to pull a small group of students to support them in answering the questions and determining the meaning of vocabulary words. Some students will need more guided practice before they are ready for independent work.\u201d\n    \nIn Module 4A, Unit 2, lesson 9, the Meeting Students\u2019 Needs column states, \u201cIf students struggle to write or select strong supporting research questions, consider providing question stems or model questions for them to modify for their research.\u201d\n    \nAt eleduation.org the document \"Common Core Interventions for Adolescent Readers\" suggests interventions for students who are struggling.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials reviewed for Grade 7 meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage in the same complex text. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade level standards.\n\n\n    Resources are provided on eleducation.org to meet the needs of students who are below grade level or an English Language Learner with opportunities to work with grade level text and meet or exceed grade level standards.\n\n\nThe \"Common Core Interventions for Adolescent Readers\" document located on eleducation.org suggests interventions for students who are struggling.\n    \nThe \"A Guide to Support English Language Learners\" document located on eleducation.org provides strategies for scaffolding learning for students who read, write, speak, or listen in a language other than English.\n    \n\n\n    Materials provide supports noted within the lesson and also in the Meeting Students\u2019 Needs column to provide teachers with multiple strategies for supporting all learners.\n\n\nIn Module 1, Unit 3, lesson 3 the student materials include two versions of a two-voice poem planner graphic organizer, one having more scaffolding to support students who need additional support.\n    \nIn Module 2A, Unit 3, lesson 2, the Meeting the Students\u2019 Needs column states, \u201cTo support English language learners, consider posting the definitions of vocabulary relevant to research for the duration of this unit.\u201d\n    \nIn Module 2B, Unit 1, lesson 3, the Meeting Student\u2019s Needs column states, \u201cConsider pairing students with emergent literacy, such as ELLS, heterogeneously with a more proficient student; pulling a small group to explicitly model these strategies in a more intensive or supportive setting; or having the ELL teacher push into this lesson specifically. You might also consider modifying any homework text with inserted activities, worksheets, or annotated text that would assist them in putting these strategies into place for themselves.\u201d\n    \nIn Module 3, Unit 2, lesson 2, the Meeting Student\u2019s Needs column states, \u201cDuring this work time, you may want to pull a small group of students to support them in answering the questions and determining the meaning of vocabulary words. Some students will need more guided practice before they are ready for independent work.\"\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials reviewed for Grade 7 partially meet the requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Materials regularly include optional extensions in the unit overviews that provide advanced opportunities for students in a variety of modalities. In unit overviews each unit includes optional experts, fieldwork, service suggestions, and extensions to provide more advanced opportunities.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0d487318-5102-4734-ae8d-33b4a470f387": {"__data__": {"id_": "0d487318-5102-4734-ae8d-33b4a470f387", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "194ed90d-3e08-4020-b7bc-09164c70f1e4", "node_type": null, "metadata": {}, "hash": "377966a855c5289d0f97551bed4628db5ba1b1d0850518576683e7c5df5e4b6a"}, "3": {"node_id": "428562e6-660d-43b7-8125-b07bd75bd083", "node_type": null, "metadata": {}, "hash": "1f1f9b3cb391f1514b5be8c34099721c3ee60c512af090211963821a92b6d9e5"}}, "hash": "f7102956fd0d16e27f74571f905053c4dcb92b3c9e9ca15ce2bc3be114468b48", "text": "In Module 1, Unit 1, the following optional opportunities for students are provided: Experts: Invite experts to come speak to the class about the connection between the Lost Boys of Sudan and your state. Locate refugees from Sudan to come and answer the questions students generate. Service: Coordinate a local refugee center to inquire about service opportunities. Extensions: Social Studies teachers may complement this unit with a focus on similar guiding questions, which were developed form the Social Studies Core Curriculum; see guiding questions above. Science teachers may directly connect with this unit with a focus on science Display Core Idea LS2.A: Interdependent Relationships in Ecosystems, as written in the Next Generation Science Standards. Science teachers could use the Sudanese environment as a case study for analysis of interdependence in a particular biome.\n    \nIn Module 1, Unit 3, the following optional opportunities for students are provided: Arrange for a local writer to visit the class and discuss the process of writing a poem or give students advice on their own work. Fieldwork: Arrange for students to attend a poetry reading. Service: Arrange for students to present their poems to an outside group such as a writer\u2019s club, a library\u2019s writer showcase meeting, other classes within the school, the district\u2019s school board, a school PTO meeting, etc. Extensions: With social studies\u2019 teachers, look for connections to studies of Africa, refugee issues, and immigration acclimation to a new country; With art, drama or music teachers, look for ways to connect African cultural arts to the understanding of these two characters\u2019 voices in the poems as well as possible uses of music and art in presentation of the two-voice poems (page 8).\n    \n\n\n    In daily lessons, limited teacher notes or Meeting Students\u2019 Needs notes refer to extensions or more advanced opportunities for above-level students than to those on level or below level.\n\n\nIn Module 2B, Unit 1, the Meeting Students\u2019 Needs column states, \u201cIf students produce strong sandwiches, consider asking permission to display and explain their work as a model.\u201d\n    \nIn Module 3, Unit 1, lesson 7, the Meeting Students\u2019 Needs column states, \u201cConsider offering selected, shorter or longer passages to specific groups based on the readiness and needs of the group. This provides an opportunity for students to read a complex text within the seventh grade-level span, but it differentiates the length of the text, not the complexity. Longer passages provide an opportunity for students reading above grade level to be challenged with a larger quantity of complex text.\"\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials reviewed meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.\n\n\n    Grouping strategies are explained in detail in the document \"Appendix: Protocols and Strategies.\"\n\n\nThe Appendix includes grouping protocols and strategies such as Back-to-Back and Face-to-Face, Carousel Brainstorm, Chalk Talk, Concentric Circles (Inner Circle/Outer Circle), Discussion Appointments, Final Word, Fishbowl, Gallery Walk/Hosted Gallery Walk, Give One, Get One, Move On (GoGoMo), Infer the Topic, Interactive Word Wall, Jigsaw, Mystery Quotes, Peer Critique, Praise, Question, Suggestion, Quiz-Quiz-Trade, Rank-Talk-Write, Say Something, Science Talks, Socratic Seminar, Take a Stand, Tea Party, Think-Pair-Share, and World Caf\u00e9.\n    \n\n\n    Lessons include grouping strategies regularly during instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "428562e6-660d-43b7-8125-b07bd75bd083": {"__data__": {"id_": "428562e6-660d-43b7-8125-b07bd75bd083", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a96c3c67-0dfa-4cb3-84e3-40d7afea448e", "node_type": null, "metadata": {}, "hash": "e6e3cbd3f2883c2065bd4bccb0938b57dfe1db24c0be6ca338c2031fa2a146c8"}, "2": {"node_id": "0d487318-5102-4734-ae8d-33b4a470f387", "node_type": null, "metadata": {}, "hash": "f7102956fd0d16e27f74571f905053c4dcb92b3c9e9ca15ce2bc3be114468b48"}}, "hash": "1f1f9b3cb391f1514b5be8c34099721c3ee60c512af090211963821a92b6d9e5", "text": "Lessons include grouping strategies regularly during instruction.\n\n\nIn Module 2A, Unit 3, lesson 2, students work in triads to complete research question strips.\n    \nIn Module 2B, Unit 3, lesson 3, students jigsaw learning and also participate in a \u201cOne-Example Go-Round\u201d to discuss media techniques they are familiar with.\n    \nIn Module 3, Unit 2, lesson 2, students participate in a peer critique to give feedback while writing an argument essay.\n    \nIn Module 4A, Unit 2, lesson 13, students host a discussion with a partner to discuss research about daily entertainment screen time.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe instructions materials reviewed for Grade 7 meet expectations that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The curriculum modules are all available for free download at the Expeditionary Learning website. Each module can be downloaded as one folder. Each folder contains Word and PDF files and folders for each individual unit in the module. Lessons can also be viewed online instead of being downloaded.\n\n\n    The Resources tab of the Expeditionary Learning website provides links to Curriculum Overview Documents, Supplementary Curriculum Documents, Teaching Guides, and videos.\n\n\n    Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials reviewed for Grade 7 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    Technology is used throughout modules and lessons to enhance student learning and draw attention to evidence and texts.\n\n\nIn Module 2A, Unit 2, lesson 1, students are introduced to the guiding question of the unit and use technology to examine and discuss images of working conditions and to build background knowledge on Cesar Chavez.\n    \nIn Module 2B, Unit 3, lesson 12, students study how an author uses technology purposefully to communicate his message and they also use it as a guide to aid in the planning of their counter ads.\n    \nIn Module 3, Unit 1, lesson 15, students use a notetaker to gather evidence from the webisode, \u201cFrederick Douglass Text from Freedom: A History of US.\u201d The webisode text is also included for student reference.\n    \nIn Module 4B, Unit 2, lesson 16, students examine a visual display using a document camera to identify its use in a presentation.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials do not meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Adaptive or other technological innovations are not included in the instructional materials. The only digital instructional materials provided are documents which teachers can edit themselves.\n\nMaterials can be easily customized for local use.\n\nThe materials reviewed include opportunities for teachers to personalize learning for all students. The materials can be downloaded from eleducation.org as Microsoft Word documents. These documents can then be edited as necessary to support student learning.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials do not include or reference technology that provides opportunities for teachers and/or students to collaborate. Professional development is offered at eleducation.org, but does not include observable means of collaboration.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b5e6ef0-4b8e-49a9-ad11-94a91b3e8a7c": {"__data__": {"id_": "7b5e6ef0-4b8e-49a9-ad11-94a91b3e8a7c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "3": {"node_id": "17cbab25-aadf-4155-b732-d0a7bc880c89", "node_type": null, "metadata": {}, "hash": "5834e7c1e2d774d4051605fe02f51aa19eedde03b1c63a4bc61e32729a47f96a"}}, "hash": "0b03775803fb32dcfa447dfc59dd40123b3c1595382cf3b028d1c538bc643a1c", "text": "Mathematics Vision Project (MVP) Integrated\n\nThe instructional materials reviewed for the Mathematics Vision Project Integrated series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence and attend to the full intent of the mathematical content standards. The materials also attend fully to the modeling process when applied to the modeling standards. The materials meet the expectations for rigor and the Mathematical Practices as they reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations and meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\n\n    For this report, the complete student materials for Secondary Mathematics One, Two, and Three were considered. The Enhanced Teacher Notes for Secondary Mathematics One and Two were reviewed, but the Enhanced Teacher Notes for Secondary Mathematics Three was not reviewed as it was not complete at the time this report was released. This report will be updated upon completion of the Enhanced Teacher Notes for Secondary Mathematics Three.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Mathematics Vision Project Integrated series meet the expectation that the materials attend to the full intent of the mathematical content contained in the high school standards for all students. Overall, the materials fully addressed the mathematical content of the standards, but there were a few instances where the materials failed to meet the full intent of the standard.\n\n\n    The following are examples of standards that are attended to fully by the materials:\n\n\nF-IF.3: In Secondary Math One, Module 2, Task 1 students work with arithmetic and geometric sequences including discrete and continuous linear and exponential situations. In Secondary Math One, Module 2, Task 2 students connect context with domain and distinguish between discrete and continuous functions, and in Secondary Math One, Module 3, Task 7 students identify whether or not a relation is a function given various representations.\n    \nF-IF.7: This standard is addressed across multiple lessons and courses and incorporates a variety of functions in a variety of ways. For example, the standard is addressed in Secondary Math Two (2.2.1, 2.4.1-4) and Secondary Math Three (3.3.3,6,7,8).\n    \nA-APR.1-5: These standards are addressed in Secondary Math Three, Module 3, Tasks 4-8. In task 4, students add, subtract, and multiply polynomials while looking for patterns and paying attention to end behavior. In task 5, students develop an understanding of multiplicity to gain a deeper understanding of the relationship between the degree and the number of roots of a polynomial. In task 6, students identify the degree of the polynomial, determine end behavior, use the Fundamental Theorem of Algebra, determine the multiplicity of a given root, and recognize graphs, including those with imaginary roots. In task 7, students apply the Remainder Theorem. In task 8, students factor, solve, and graph polynomials and find roots, determine multiplicity, and predict end behavior.\n    \nN-RN and N-CN.1, N-CN.2, and N-CN.7: In Secondary Math Two, Module 3, Tasks 1-4, the introduction of rational exponents is done in context (i.e. bacteria population growth rates and interest on a savings account). Students choose their quantities and scale and explain why they are being used. When graphing, the students often begin with a blank grid and must supply the scale and labels they will use. In Secondary Math Two, Module 3, Task 9 students extend the real and complex number systems, and in Task 10 students examine the arithmetic of real and complex number systems, engaging students in the use of with rational and irrational numbers.\n    \nS-CP.A: The materials address conditional probability in Module 9, Task 3 (using samples to estimate probabilities), Task 5 (examining independence of events using two-way tables), and Task 6 (using data in various representations to determine independence).\n    \n\n\n    There are instances where the materials attend to part of the standard but do not attend to every aspect of the standard:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17cbab25-aadf-4155-b732-d0a7bc880c89": {"__data__": {"id_": "17cbab25-aadf-4155-b732-d0a7bc880c89", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "7b5e6ef0-4b8e-49a9-ad11-94a91b3e8a7c", "node_type": null, "metadata": {}, "hash": "0b03775803fb32dcfa447dfc59dd40123b3c1595382cf3b028d1c538bc643a1c"}, "3": {"node_id": "fe6f3e22-ea7a-4bae-9925-050d84dd2015", "node_type": null, "metadata": {}, "hash": "7a5e4c8284b7db8ce29db1eec7bf51d8a03d6e019848640c7fef33a9441ca435"}}, "hash": "5834e7c1e2d774d4051605fe02f51aa19eedde03b1c63a4bc61e32729a47f96a", "text": "G-GPE.7: Secondary Math One, Module 8, Tasks 1 and 3 address perimeter, but the materials do not address area. There are no tasks where students find area by using the coordinates.\n    \nS-IC.4: The materials have students engage in the use of a random sample in the Ice Cream Task in Secondary Math Three, Module 9, Task 2, but population \u201cmean\u201d or \u201cproportion\u201d and \u201cmargin of error\u201d are not mentioned. Also, the sample the task is analyzing is not truly \u201crandom,\u201d because the participants in the survey are voluntary and not randomly selected.\n    \nN-Q.3: Students are not required to choose a level of accuracy appropriate to limitations on measurement when reporting quantities. The standard is not listed in the \u201cCore Alignment Document.\u201d There are instances in the materials where students would need to choose a level of accuracy appropriate to the limitations on measurement when reporting quantities, such as Secondary Math Three, Module 6, when students are using Trigonometric functions to analyze the periodic rotation of the ferris wheel. Some of the answers will be irrational and require students to round and decide what place value would be best to round to. The materials do not appear to instruct students on how to make this decision.\n    \n\n\n    These standards are not attended to by the materials:\n\n\nA-SSE.4: Students are not required to derive the formula for the sum of a finite geometric series (when the common ratio is not 1) and then use the formula to solve problems such as calculating mortgage payments. The standard was listed in the \u201cCore Alignment Document,\u201d yet the reviewers did not find it addressed by any specific tasks.\n    \nS-IC.5: The use of simulation as stated in the standard is not included in the series. The standard is listed in the \u201cCore Alignment Document,\u201d yet the reviewers did not find it addressed by any specific tasks.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. The materials provide opportunities for students to engage in every step of the modeling process. Tasks that involve modeling include a graphic of the modeling process in the teacher notes. Additionally, all the modeling standards are addressed in the materials.\n\n\n    Examples of modeling tasks include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fe6f3e22-ea7a-4bae-9925-050d84dd2015": {"__data__": {"id_": "fe6f3e22-ea7a-4bae-9925-050d84dd2015", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "17cbab25-aadf-4155-b732-d0a7bc880c89", "node_type": null, "metadata": {}, "hash": "5834e7c1e2d774d4051605fe02f51aa19eedde03b1c63a4bc61e32729a47f96a"}, "3": {"node_id": "c3e320f8-da7f-4beb-93f7-2c92bbb70eca", "node_type": null, "metadata": {}, "hash": "d7a193890c65106740203d078e44420c2d329bd46382325cedc754c1583ab459"}}, "hash": "7a5e4c8284b7db8ce29db1eec7bf51d8a03d6e019848640c7fef33a9441ca435", "text": "Examples of modeling tasks include:\n\n\nSecondary Math One, Module 1, Task 2, \u201cGrowing Dots\u201d addresses standards F-BF.1 and F-LE.1, 2, and 5. The students are presented with a visual pattern of dots and are asked to describe that pattern and to predict how the pattern would look after 3 minutes, 100 minutes, and \"n\" minutes. The teacher notes prompt the teacher to ask students to share out specific strategies and solution paths. While the teacher notes are scripted and prompt the teacher to seek out specific strategies, the problem leaves students open to any approach they find logical. The teacher notes place equal value on any of the possible student strategies and encourage students to analyze and discuss the variable strategies.\n    \nSecondary Math One, Module 2, Task 5, \u201cMaking My Point\u201d addresses standards A-SSE.1, A-SSE.2, A-CED.2, and F-LE.5. The focus is on understanding and using various notations for linear functions. Students are guided to create two different but equivalent equations that are a mathematical model of the context: quilt blocks in a quilting pattern. By constructing tables, drawing graphs, and completing patterns they investigate both equations in order to identify that they are in fact equivalent.\n    \nSecondary Math Two, Module 1, Task 3, \u201cScott\u2019s Macho March\u201d addresses standards F-BF.1, F-LE.A, A-CED.1 and 2, and F-IF.4 and 5. Details about the number of push-ups Scott completes a day are provided, and students are left to interpret the information, formulate a strategy, and compute their answers. Students solve by extrapolating how the pattern will continue into the future as they are looking at the sum of the number of push-ups that Scott has completed on a particular day. The teacher notes provide instructions for teachers to have students share out their answers, interpret what their answers mean in context, and evaluate each other\u2019s answers and strategies.\n    \nSecondary Math Two, Module 7, Task 10, \u201cSand Castles\u201d addresses standards G-GMD.1 and G-GMD.3. Students pretend they are entering a sand castle competition. Equipped with key parameters and details (like shape and size), this task has them analyze the area of the base and the volume of sand necessary for their three sand castles.\n    \nSecondary Math Three, Module 5, \u201cModeling with Geometry,\u201d and Task 4, \u201cHard as Nails\u201d engage students in the modeling process. This task addresses standards G-MG.1, 2, and 3. In this task, the students are given a detailed drawing of a nail on a coordinate plane and are then asked to find the volume of an individual nail and then use that information to calculate how many nails would be necessary for a particular building project.\n    \nSecondary Math Three, Module 6, Task 12, \u201cGetting on the Right Wavelength\u201d addresses standards F-TF.5 and F-BF.3 and 4. Students are given a picture of a Ferris wheel, along with a few details, and are then asked to write equations to model the height of the rider at any given time and make predictions about how the wheel will behave in the future.\n    \n\n\n    While there are many examples of modeling problems throughout these materials, there are some problems labeled as \u201cmodeling\u201d problems that provide scaffolding which inhibits students from engaging in the full modeling process.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, post-secondary programs, and careers. All of the WAP standards were addressed. Overall, the majority of the tasks addressed WAP standards. The percentage of tasks that addressed WAPs was the greatest in Secondary Math One and the least in Secondary Math Three. The Algebra and Function WAPs are emphasized to the greatest degree, followed by the Number and Quantity standards, while the Geometry and Statistics WAPs are given the least attention.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c3e320f8-da7f-4beb-93f7-2c92bbb70eca": {"__data__": {"id_": "c3e320f8-da7f-4beb-93f7-2c92bbb70eca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "fe6f3e22-ea7a-4bae-9925-050d84dd2015", "node_type": null, "metadata": {}, "hash": "7a5e4c8284b7db8ce29db1eec7bf51d8a03d6e019848640c7fef33a9441ca435"}, "3": {"node_id": "71a3056a-0a87-4d13-8916-8a5b33051df1", "node_type": null, "metadata": {}, "hash": "80e7ad7914998fcd6159e2677722373ba5c7a0e2f7abfa51903754d9c1275347"}}, "hash": "d7a193890c65106740203d078e44420c2d329bd46382325cedc754c1583ab459", "text": "The WAPs from the Function Conceptual Category are included throughout the series. Evidence is found in Secondary Math One, Modules 1, 2, 3, 8; Secondary Math Two, Modules 1, 2, 4; and Secondary Math Three, Modules 1, 2, 3, 4, 6, 7.\n\n\n    The Algebra Conceptual Category standards are included throughout the series. Evidence is found in Secondary Math One, Modules 4, 5; Secondary Math Two, Module 1; and Secondary Math Three, Module 4.\n\n\n    The WAPs from the Geometry Conceptual Category are largely addressed in the Secondary Math One, Modules 6, 7, 8; Secondary Math Two, Modules 5, 6, 7, 8; and Secondary Math Three, Module 5.\n\n\n    The WAPs from the Statistics Conceptual Category are largely addressed in the Secondary Math One, Module 9; Secondary Math Two, Module 9; and Secondary Math Three, Module 8.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Mathematics Vision Project Integrated series partially meet the expectation to provide opportunities to work with all high school standards and not distract with prerequisites or additional topics. In general, the series addresses many of the standards in a way that would allow students to learn the standards fully. However, there are cases where the standards are not fully addressed or where the instructional materials do not provide enough opportunities for students to practice and to learn the standards fully.\n\n\n    The following are examples where the materials partially meet the expectations for allowing students to fully learn a standard:\n\n\nF-IF.7b: Students are given limited opportunities to graph cubic or piecewise-defined functions by hand or using technology throughout the series, but they are provided opportunities to interpret given graphs. For example, in Secondary Math Two, Module 4 students are occasionally asked to graph.\n    \nS-ID.2: In Secondary Math One, Module 9, Task 8, Ready problems 1 and 2 students are given one opportunity to compare the interquartile range of a data set. Students typically work with standard deviation when discussing spread in these materials.\n    \nS-ID.4: In Secondary Math Three, Module 8, Task 1-4 students are given limited opportunities to manipulate real data to recognize that there are data sets for which such a procedure is not appropriate. Opportunities for students to organize and make sense of raw data are limited. Within the teacher notes page 9, students are asked for examples of what might be normal but not what types may not be normal.\n    \nS-ID.9: In Secondary Math One, Module 9, Task 5, Problems 7-9 students discuss the difference between causation and correlation. The next time students encounter problems regarding causation and correlation is in Secondary Math Three, Module 8, Task 5, Ready problems 1-4. Students decide whether they think the variables explain each other or if they think one variable would cause the other to change. Note: S-ID.9 is explicitly identified by the teacher notes but not identified in the table of contents in Secondary Math One, Module 9.\n    \nS.IC.2: In Secondary Math Three, Module 8, Task 6 students are presented with one data-generating process: a simulation of coin tossing.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school. Students engage in investigations throughout each task that ground the standards in real-world context appropriate for high school use.\n\n\n    Some examples from various Modules and Tasks that highlight high school sophistication include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "71a3056a-0a87-4d13-8916-8a5b33051df1": {"__data__": {"id_": "71a3056a-0a87-4d13-8916-8a5b33051df1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "c3e320f8-da7f-4beb-93f7-2c92bbb70eca", "node_type": null, "metadata": {}, "hash": "d7a193890c65106740203d078e44420c2d329bd46382325cedc754c1583ab459"}, "3": {"node_id": "a8b39cc2-1af0-4833-ad3e-3a95522b4c50", "node_type": null, "metadata": {}, "hash": "0f4b3d4e716f3d0382bf817a91788c4f48b3815f9a12671cd0ba64e5a8b65fe4"}}, "hash": "80e7ad7914998fcd6159e2677722373ba5c7a0e2f7abfa51903754d9c1275347", "text": "Secondary Math One, Module 2, Task 6 \u201cForm Follows Function\u201d: This task builds fluency with linear and exponential functions by recognizing and efficiently using the information given in a problem. Students work with linear and exponential functions represented by a variety of tables, graphs, equations, and story contexts. This variety of representation, context and the numbers incorporated (annual rate of 2.4%, height in cm to the nearest tenth) make them appropriate for high school. (F-LE.2, F-LE.5, F-IF.7, A-SSE.6)\n    \nSecondary Math One, Module 9, Task 7 \u201cGetting Schooled\u201d: Students are presented with the opportunity to analyze the Census Bureau\u2019s income data to understand more about the differences in women\u2019s and men\u2019s salaries. Based on the data in this task and in Module 9, Task 6, \u201cMaking More $,\u201d students make a case to support whether the difference in income may be explained by differences in education or discrimination and consider what other data would be useful. (S-ID.6, S-ID.7, S-ID.8)\n    \nSecondary Math Two, Module 1, Task 5 \u201cHow Does It Grow?\u201d: Students distinguish between relationships that are quadratic, linear, exponential, or neither. The materials include relationships presented with tables, graphs, equations, visuals, and story context. Students are asked to create a second representation for the relationships given. Graphing technology is recommended for this task. (F-LE.1, F-LE.2, F-LE.3)\n    \nSecondary Math Two, Module 3, Task 5 \u201cThrowing an Interception\u201d: In this task, the quadratic formula is developed from the perspective of visualizing the distance the x-intercepts are away from the axis of symmetry, by engaging students in a scenario most high school students find relevant. Question 7 provides an alternative algebraic approach for deriving the quadratic formula that does not include completing the square. Instead, students make use of the idea that the x-intercepts are d units from the axis of symmetry x=h, and therefore are located at h-d and h+d. (A-REI.4, A-CED.4)\n    \nSecondary Math Three, Module 5, Task 3 \u201cTaking Another Spin\u201d: Students approximate the volume of solids of revolutions whose cross section include curved edges, by replacing them with line segments. Teachers are encouraged to share students' multiple strategies, starting with simple decomposition and ending with a sophisticated one, such as slicing the solid into a stack of circular disks, every \u00bd unit along the horizontal axis. (G.MG.1, G.GMD.4)\n    \nSecondary Math Three, Module 6, Task 5 \u201cMoving Shadows\u201d: Students continue to use the ideas, strategies, and representations discovered when completing the Ferris wheel tasks from the previous lessons. Students are asked to describe the periodic motion of the rider\u2019s shadow on the Ferris wheel as the shadow moves back and forth across the ground when the sun is directly overhead. Students apply the cosine function to determine the distance horizontally from the center of the wheel and derive the function horizontal position of the shadow = 25cos(18t). Discussions include defining cos(18t) when 18t is not located within the first quadrant. (F-TF.5, F-TF.2, G-SRT.8)\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe materials reviewed for Mathematics Vision Project Integrated series meet the expectations for being coherent and making meaningful connections within each course and throughout the series. Overall, the materials include connections as the tasks are reexamined so that familiar mathematical situations are viewed with a new level of sophistication. The sequence of the materials is designed to spiral concepts throughout the entire series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a8b39cc2-1af0-4833-ad3e-3a95522b4c50": {"__data__": {"id_": "a8b39cc2-1af0-4833-ad3e-3a95522b4c50", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "71a3056a-0a87-4d13-8916-8a5b33051df1", "node_type": null, "metadata": {}, "hash": "80e7ad7914998fcd6159e2677722373ba5c7a0e2f7abfa51903754d9c1275347"}, "3": {"node_id": "e1e1463b-8703-45cf-be34-f6967454d61f", "node_type": null, "metadata": {}, "hash": "f188a94315258d36b4ce2789b8eb7c058d453c910335f75baf50edde5f4b8e45"}}, "hash": "0f4b3d4e716f3d0382bf817a91788c4f48b3815f9a12671cd0ba64e5a8b65fe4", "text": "Secondary Math One, Module 1, Task 4, \u201cScott\u2019s Push-Ups\u201d addresses F-BF.1, F-LE.1, F-LE.2, and F-LE.5. Students analyze the pattern of push-ups Scott will include in his workout. This task elicits tables, graphs, and recursive and explicit formulas that focus on how the constant difference shows up in each of the representations and defines the function as an arithmetic sequence. In Secondary Math Two, Module 1, Task 3, \u201cScott\u2019s Macho March\u201d addresses standards F-BF.1, F-LE.A, A-CED.1 and 2, and F-IF.4 and 5. Students revisit Scott\u2019s workout, but this time his push-up pattern creates a quadratic model. Again, students have the opportunity to use algebraic, numeric, and graphical representation to represent a story with a visual model. In Secondary Math Three, Module 3, Task 1, \u201cScott\u2019s Macho March Madness\u201d addresses F-BF.1, F-LE.3, and A-CED.2. The purpose of this task is to develop student understanding of how the degree of a polynomial determines the overall rate of change.\n    \nSecondary Math Three, Module 6, Task 6, \u201cDiggin\u2019 It\u201d addresses standards F-TF.1 and F-TF.2. The purpose of this task is to discover alternative ways of measuring a central angle of a circle: in degrees, as a fraction of a complete rotation, or in radians. Students practice using right triangle trigonometry to find the coordinates of points on a circle and use the relationship between arc length measurements and radian angle measurements all within the context of an archeological dig. This task builds upon what students did in Secondary Math Two, showing the length of an arc intercepted by an angle is proportional to the radius and defining the radian measure of the angle as the constant of proportionality (G-C.5). This is followed by Task 7, \u201cStaking It\u201d that addresses standards F-TF.1 and F-TF.2. This task solidifies students\u2019 previous understanding of radians as the ratio of the length of an intercepted arc to the radius of the circle on which that arc lies and uses radian measurement as a proportionality constant in computations.\n    \n\n\n    The materials demonstrate their coherence by revisiting the same contexts and increasing the level of sophistication of the mathematics students engage in.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Mathematics Vision Project Integrated series partially meet the expectations that the materials explicitly identify and build on knowledge from Grades 6-8 to the high school standards. Overall, the materials include Grade 6-8 standards that sometimes allow students to review and build on the middle school standards.\n\n\n    Prior standards are used to support the progression into high school standards; however, the materials do not consistently identify the standards on which they are building. Within the Core Alignment documents for Secondary Math Two and Three, there are several times when concepts that were introduced \u201cin the middle grades\u201d are mentioned. However, standards are not cited (Secondary Math Two, Core Alignment, page 6), and concepts done \u201cin earlier grades\u201d are mentioned but not cited (Secondary Math Three, Core Alignment, page 2).\n\n\n    Below are examples of where the materials do not reference standards from Grades 6-8 for the purpose of building on students\u2019 prior knowledge:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e1e1463b-8703-45cf-be34-f6967454d61f": {"__data__": {"id_": "e1e1463b-8703-45cf-be34-f6967454d61f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "a8b39cc2-1af0-4833-ad3e-3a95522b4c50", "node_type": null, "metadata": {}, "hash": "0f4b3d4e716f3d0382bf817a91788c4f48b3815f9a12671cd0ba64e5a8b65fe4"}, "3": {"node_id": "8b8f1212-8e63-4d9a-9084-70a84160046c", "node_type": null, "metadata": {}, "hash": "e95f7b0a9b4cc41a292184541eb4edfdd80b9acc57f7b90be3701125a2828875"}}, "hash": "f188a94315258d36b4ce2789b8eb7c058d453c910335f75baf50edde5f4b8e45", "text": "In Secondary Math One, Module 1, Task 1 the materials do reference building on prior knowledge, but the middle school standards are not cited. \u201cThe focus of this task is on the generation of multiple expressions that connect with the visuals provided for the checkerboard borders. These expressions will also provide opportunity to discuss equivalent expressions and review the skills students have previously learned about simplifying expression and using variables.\u201d.\n    \nIn Secondary Math One, Module 3, Task 1, \u201cGetting Ready for a Pool Party\u201d focuses on F-IF.4 by developing the features of functions using a real-life context. The water level of a pool over a period of time provides opportunities for students to make connections to these key features. For example, the sketch of the graph is decreasing as the water is being emptied from the pool and increasing as it is being filled. The sketch is continuous when the hose is used (for filling or emptying) and stepped when buckets are used. When friends are assisting it is reflected in the rate of change. Students recognize that this is a functional situation by connecting every input of time with exactly one output representing the depth of water at that moment. The materials do not reference that they are building on Grade 8 standards (8.F.A,B).\n    \nSecondary Math One, Module 4, Task 1: The materials do reference building on prior knowledge, but the middle school standards are not cited. \u201cIn this task students will develop insights into how to extend the process of solving equations--which they have previously examined for one- or two-step equations--so that the process works with multi-step equations.\u201d.\n    \nIn Secondary Math One, the Module 5.3 Go exercises provide no reference for the eight problems covering Grade 5 content on adding and multiplying fractions. (5.NF.1 and 5.NF,4a)\n    \nIn Secondary Math One, the Module 5.7 Ready exercises review the Pythagorean Theorem and have students identify which lengths make a right triangle with no reference to 8.G.B.\n    \nIn Secondary Math One, Module 9, the Go exercises on page 10 provide no reference that the percent problems are a review of 6.RP.3c.\n    \nIn Secondary Math Two, Module 9, Task 1 the materials do reference building on prior knowledge, but the middle school standards are not cited. \u201cStudents will connect their prior understandings of tree diagrams (from earlier grades) and frequency tables (from Secondary Mathematics I) to analyze a tree diagram and explain the results to others.\u201d\n    \nIn Secondary Math Two, Module 9, the Go exercises on page 11 provide no reference that the percent and fraction problems are a review of 6.RP.3c and 6.NS.1.\n    \nIn Secondary Math Three, Module 4, Task 1, the Ready exercises on page 4 provide no reference that the generating equivalent fractions problems are a review of 4.NF.1.\n    \nIn Secondary Math Three, Module 4, Task 2, the Ready exercises cover Grade 5 and Grade 6 content on adding, multiplying, and dividing fractions (5.NF.1, 5.NF,4a and 6.NS.1).\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series do not consistently identify the plus standards, when included, and although they do coherently support the mathematics which all students should study in order to be college and career ready, the plus standards could not be easily omitted from the materials without disrupting the sequencing of the materials.\n\n\n    Within the reviewed material, the plus standards are cited mostly in Secondary Math Three.\n\n\n    In the Table of Contents, there is an inconsistency in indicating the presence of plus standards.\n\n\n    When a plus standard is addressed in Secondary Math Three, it is not always noted with a \u201c+\u201d. For example, in the table of contents for the students it is never marked, but it is marked in the teacher notes. In Module 6.9, F-TF.3 is not listed in the Table of Contents as a focus standard but is listed in the teacher notes. In Module 6.13, F-TF.3 and F-TF.4 are listed without a + notation in the Table of Contents but are marked in the teacher notes (page 118). There is also a note in the Core Alignment document for this course which states F-TF.4 is a plus standard in Utah, but there is no such note for F-TF.3 (page 5).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8b8f1212-8e63-4d9a-9084-70a84160046c": {"__data__": {"id_": "8b8f1212-8e63-4d9a-9084-70a84160046c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "e1e1463b-8703-45cf-be34-f6967454d61f", "node_type": null, "metadata": {}, "hash": "f188a94315258d36b4ce2789b8eb7c058d453c910335f75baf50edde5f4b8e45"}, "3": {"node_id": "e0a8f276-9d8b-410a-906e-fba006a165b1", "node_type": null, "metadata": {}, "hash": "a301284cf8ee1b2d0c37553f3a6b488592ee9b8dc0cb78ad1ad0f9aef7065338"}}, "hash": "e95f7b0a9b4cc41a292184541eb4edfdd80b9acc57f7b90be3701125a2828875", "text": "In Secondary Math Three, Module 1, Task 2, \u201cFlipping Ferraris\u201d addresses F-BF.4, which the materials recognize as a plus standard in the teacher notes. Students apply an equation that relates the speed of a car to its braking distance as well as the inverse equation: how the braking distance relates to the speed of the car. Students begin by calculating the braking distance when given the speed, and then later the driver slams on the brakes to avoid hitting a cat. Students use the resulting skidmark to determine the original speed of the car. Students analyze both the original equation and the inverse, using the equations, charts, and a graph. This task could be skipped if a teacher does not want to cover plus standards.\n\n\n    Secondary Math Two, Module 3, Tasks 8 and 9 address N-CN.8 and N-CN.9 and do not indicate that they are plus standards in the core alignment document, the table of contents, or the teacher notes (pages 70 and 81). Module 7, Task 3 addresses standard G-C.4 but does not label it as a plus standard in the table of contents or the teacher notes (page 24). The Secondary Math Two, Task 9 would be difficult to adjust to while avoiding the plus standards. This task addresses N-RN.3, N-CN.1, N-CN.2, and N-CN.7 (non-plus standards) in addition to N-CN.8 and N-CN.9 (plus standards). In order to not teach the \u201cplus-standard\u201d math in this task while still teaching the \u201cnon-plus standard\u201d math, the entire task would need to be rewritten.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectations of intentionally developing students\u2019 conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\nMost of the lessons across the series are exploratory in nature and encourage students to develop understanding through questioning and through various activities. Concepts build over many lessons within and between courses in the series. Examples highlighting specific clusters include:\n\nA-REI.A and B: Secondary Math One, Module 4 builds students\u2019 conceptual knowledge by first introducing multivariable linear equations and then having students express given relationships in equivalent forms. Students engage with inequalities as they encounter the contextual need for inequalities. Students consider the differences and similarities between solving inequalities and solving equations, including that inequalities produce a range of solutions, the inequality symbol must be changed when multiplying or dividing by a negative number, and the reflexive property is true only for equations.\nN-RN.A: In Secondary Math Two, Module 3 a contextual situation offers students the opportunity to understand how values of a dependent variable can exist on the intervals between the whole number values of the independent variable for a continuously increasing exponential function. Next, students examine the role of positive and negative integer exponents and begin to understand the need for rational exponents. Students further develop their conceptual understanding by verifying that the properties of integer exponents remain true for rational exponents.\nA-APR.B: In Secondary Mathematics Three, Module 3 students develop an understanding of multiplicity and a deeper understanding of the relationship between the degree and the number of roots of a polynomial. Then, students use their background knowledge of quadratic functions and end behavior to extend their understanding to higher-order polynomials. The polynomials in this module are factorable and allow students opportunities to solidify their understanding of end behavior, the Fundamental Theorem of Algebra, the multiplicity of a given root, and what the multiplicity would look like graphically. Finally, students extend their understanding of the Fundamental Theorem of Algebra and the nature of roots by applying the Remainder Theorem.\nG-GPE.5: In Secondary Math One, Module 8, Task 2 students prove that parallel lines have equal slopes and that the slopes of perpendicular lines are negative reciprocals. The proofs use the ideas of slope triangles, rotations, and translations and are preceded by a specific case that demonstrates the idea before students are asked to follow the logic using variables.\nG-GPE.6: In Secondary Math Two, Module 6, Task 6 students use similar triangles and proportionality to find the point on a line segment that partitions the segment in a given ratio.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e0a8f276-9d8b-410a-906e-fba006a165b1": {"__data__": {"id_": "e0a8f276-9d8b-410a-906e-fba006a165b1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "8b8f1212-8e63-4d9a-9084-70a84160046c", "node_type": null, "metadata": {}, "hash": "e95f7b0a9b4cc41a292184541eb4edfdd80b9acc57f7b90be3701125a2828875"}, "3": {"node_id": "f22731a4-982f-492e-aa02-11ae3803648b", "node_type": null, "metadata": {}, "hash": "edee567d2594ce6eda088123b4c1b7229c3f232c747a8aa5941952bf215abd99"}}, "hash": "a301284cf8ee1b2d0c37553f3a6b488592ee9b8dc0cb78ad1ad0f9aef7065338", "text": "Students are first asked to find the midpoint of a segment using two possible strategies and use similar triangles to find segments in ratios other than 1:1. The formula for finding the midpoint of a segment is formalized during the discussion. The discussion can also be extended to derive a formula for finding the midpoint that partitions a segment in any given ratio.\nG-GPE.1, 2: In Secondary Math Two, Module 8, Task 1 students cut out triangles and pin them to a coordinate plane to build a unit circle, effectively developing their understanding of the relationship between the Pythagorean Theorem and the equation of a circle at the origin. Students connect their geometric understanding of circles as the set of all points equidistant from a center to the equation of a circle. This task focuses on a circle (constructed of right triangles) with a radius of 6 inches in order to focus on the Pythagorean theorem and use it to generate the equation of a circle centered at the origin. After constructing a circle at the origin, students consider how the equation would change if the center of the circle is translated.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation that the materials provide intentional opportunities for students to develop procedural skill and fluencies, especially where called for in specific content standards or clusters.\nThe limited number of problems provided to students as practice limit the number of intentional opportunities to develop procedural skill and fluencies. Overall, there is a general lack of problems that provide students the opportunity to practice procedural skill. The Ready, Set, Go practice sets are intended to support learning, but students needing to practice course level skills in order to have access to more complex concepts and procedures must seek out other materials and resources in some instances. For example, A-REI.2 Secondary Math Three, Module 4, Task 3 does not provide enough opportunity for solving equations (two radical equations, two radical inequalities, and five rational equations) that lead to extraneous solutions (A-REI.2).\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation to support the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications. The materials use real-world situations in which students can apply mathematical concepts, and in situations where a real-world context is not immediately appropriate, the materials begin with abstract situations (graphs, dot models, etc.) and build to the application of the concept in a real-world situation in a later task. Every lesson involves a task, and every task is a real-world situation or a mathematical model that will build to a real-world situation.\nThe series includes numerous applications across the series, and examples of select standard(s) that specifically relate to applications include, but are not limited to:\n\nA-CED.3: In Secondary Math One, Module 5, Task 1 the pet-sitting problem uses systems of equations and inequalities to build a business model, minimize costs, and maximize profit.\nF-IF.4,5: In Secondary Math One, Module 3, Task 2 students use tables and graphs to interpret key features of functions (domain and range, where function is increasing/decreasing, x- and y- intercepts, rates of change, discrete vs. continuous) while analyzing the characteristics of a float moving down a river. Students interpret water depth, river speed, and distance traveled using the function skills they are developing.\nF-BF.1: In Secondary Math Two, Module 1, Task 2 students develop a mathematical model for the number of squares in the logo for size n. Students are encouraged to use as many representations as possible for their mathematical model.\nF-TF.5: In Secondary Math Three, Module 6.2 students use the Ferris wheel to determine how high someone will be after 2 seconds, after observing that the Ferris wheel makes one complete rotation counterclockwise every 20 seconds. Students are continuing the work from a previous task in 6.1. Students then determine elapsed time since passing a specific position. Students generate a general formula for finding the height of a rider during a specific time interval and are then asked how they might find the height of the rider for other time intervals.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that the three aspects of rigor are not always treated together and are not always treated separately.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f22731a4-982f-492e-aa02-11ae3803648b": {"__data__": {"id_": "f22731a4-982f-492e-aa02-11ae3803648b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "e0a8f276-9d8b-410a-906e-fba006a165b1", "node_type": null, "metadata": {}, "hash": "a301284cf8ee1b2d0c37553f3a6b488592ee9b8dc0cb78ad1ad0f9aef7065338"}, "3": {"node_id": "538927cc-bbbe-4c6f-9279-dae864a7a426", "node_type": null, "metadata": {}, "hash": "6541f1b7d6b52bb24eadb5b2dbe267590b5fea93f1416031b235928a2353711d"}}, "hash": "edee567d2594ce6eda088123b4c1b7229c3f232c747a8aa5941952bf215abd99", "text": "Overall, the three aspects are balanced with respect to the standards being addressed. The instructional materials reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations by giving appropriate attention to developing students\u2019 conceptual understanding, developing procedural skill and fluency, and providing engaging applications.\nThe materials engage students in each of the aspects of rigor in a pattern that repeats itself throughout that materials. Each module contains Developing Understanding (conceptual understanding), Solidifying Understanding, Practicing Understanding, and the Ready Set Go (procedural skill) activities.\nFor example, in Secondary Math One, Module 2, Task 1, a Developing Understanding Task focuses on conceptual understanding as students build upon their experiences with exponential and geometric sequences and extend to the broader class of linear and exponential functions with continuous domains. Students compare this variety of functions using various representations (table, graph, and equation). In Task 2, a Solidifying Understanding Task, students discern when it is appropriate to represent a situation with a discrete or continuous model, thus deepening conceptual understanding. This task also has students practice modeling with mathematics by connecting the type of change (linear or exponential) with the nature of that change (discrete or continuous) which develops students\u2019 procedural skill and fluency. Throughout both tasks, problems are presented to students within real-world contexts (medicine metabolized within a dog\u2019s bloodstream, library reshelving efficiency, e-book download rate, savings accounts, pool filling, pool draining, etc), so students are learning the mathematical concepts and procedures while understanding the application of the mathematics.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that materials support the intentional development of making sense of problems and persevering in solving them, as well as attending to precision (MP1 and MP6) in connection to the high school content standards. Overall, MP1 and MP6 are used to enrich the mathematical content. Throughout the materials, students are expected to make sense of problems and persevere in solving them while attending to precision. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.\nSome examples of MP1 are as follows:\n\nIn Secondary Math One, Module 3, Task 1 students are able to make sense of creating graphs, given a situation. Students are already familiar with graphing rate of change and continuous and non-continuous situations. This task addresses domain and step functions. Students persevere in creating graphs by analyzing what is happening during each interval of time on their graph.\nIn Secondary Math Two, Module 3, Task 10 students practice with the arithmetic of irrational and complex numbers and make conjectures as to which of the sets of integers, rational numbers, irrational numbers, real numbers, or complex numbers are closed under the operations of addition, subtraction, and multiplication. Students also experiment with the closure of the set of polynomial functions under the operations of addition, subtraction, and multiplication. Students work with 15 incomplete conjectures and are asked to: \u201c1. Choose the best word to complete each conjecture. 2. After you have made a conjecture, create at least four examples to show why your conjecture is true. 3. If you find a counter-example, change your conjecture to fit your work.\u201d Students creating their own examples and correcting themselves when they find they had initially made the wrong choice provides them the opportunity to persevere.\nIn Secondary Math Three, Module 7, Task 2 students make conjectures about how the features of individual functions will show up in the graph of the combined functions when asked to sketch a graph of the path of a rider on a proposed thrill ride at a local theme park. Students then compare their predictions to the actual graphs. Students change the viewing window on their graphing calculator to obtain the information they need to reveal as many of the features of the graphs as possible.\n\nSome examples of MP6 are as follows:\n\nIn Secondary Math One, Module 5, Task 4 students represent constraints with equations or inequalities and with systems of equations and/or inequalities. Students must interpret the solutions as viable or not depending on the context. Students must attend to the language in the constraints. Students convert between units of time and use fractional coefficients within the inequalities, thus also attending to precision of numbers.\nIn Secondary Math Two, Module 7, Task 1 students use correct mathematical vocabulary when describing and illustrating their process for finding the center of rotation of a figure consisting of several image/pre-image pairs of points.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "538927cc-bbbe-4c6f-9279-dae864a7a426": {"__data__": {"id_": "538927cc-bbbe-4c6f-9279-dae864a7a426", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "f22731a4-982f-492e-aa02-11ae3803648b", "node_type": null, "metadata": {}, "hash": "edee567d2594ce6eda088123b4c1b7229c3f232c747a8aa5941952bf215abd99"}, "3": {"node_id": "96cef6e0-54de-4aaa-a3b9-d10a87d33250", "node_type": null, "metadata": {}, "hash": "9203309cd2334d94759a41030874981ab91543b94735ba01e5774cdb67025a98"}}, "hash": "6541f1b7d6b52bb24eadb5b2dbe267590b5fea93f1416031b235928a2353711d", "text": "In Secondary Math Three, Module 5, Task 4 students decompose a geometric solid of revolution into familiar three-dimensional objects whose volumes can be calculated. Students calculate the weight of 16d nails, use density information of steel, and complete conversions from ounces to pounds. Students must be precise with their conversions to perform their calculations.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that materials support the intentional development of reasoning and explaining (MP2 and MP3) in connection to the high school content standards, as required by the MPs. Overall, MP2 and MP3 are used to enrich the mathematical content found in the materials, and these practices are not treated as isolated experiences for the students. Throughout the materials, students are expected to reason abstractly and quantitatively as well as construct viable arguments and critique the reasoning of others. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.\nSome examples of MP2 are as follows:\n\nIn Secondary Math One, Module 5, Task 7, \u201cGet to the Point,\" students reason abstractly and quantitatively which window cleaning company to hire, by using a table, a graph, and/or algebra.\nIn Secondary Math Two, Module 2, Task 1, \u201cTransformers: Shifty y\u2019s,\u201d students reason abstractly and quantitatively, relating the numeric results in the tables to the graphs to explain why the graphs are transformed as they are.\nIn Secondary Math Three, Module 3, Task 2, \u201cWhich is Greater?\u201d students reason abstractly and quantitatively about the rates of change and end behavior when comparing various one-variable expressions, by examining how the order changes, arranging either least to greatest or greatest to least depending on the values of x close to negative infinity, zero, and positive infinity. Students reason quantitatively by substituting in values and reasoning abstractly, by making assumptions based on their knowledge of exponents, comparing polynomial to exponential functions, and comparing what happens when the degree of the polynomial is even or odd when values of x approach \u2212\u221e.\n\nSome examples of MP3 are as follows:\n\nIn Secondary Math One, Module 3, Task 2, \u201cFloating Down the River,\u201d students explain why they either agree or disagree with each observation Sierra made. Some of Sierra\u2019s observations include: \u201ca) The depth of the water increases and decreases throughout the 120 minutes of floating down the river, b) The distance traveled is always increasing, or c) The distance traveled is a function of time.\u201d\nIn Secondary Math Two, Module 6, Task 3, \u201cSimilar Triangles and Other Figures,\u201d students read through Mia and Mason\u2019s conjectures about similar polygons and decide which they believe are true. Students are also presented \u201cexplanations\u201d from either Mia or Mason and must write an argument deciding whether they agree.\nIn Secondary Math Three, Module 4, Task 5, \u201cWatching your Behavior,\u201d students work with partners to try to come up with various rational functions that create different end behaviors. For each rational function they create, they state the end behavior and come up with an equation that models the end behavior asymptotes. With examples, they provide evidence that their end behavior is correct and begin to identify generalizations to find the end behavior asymptotes for various rational functions.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that materials support the intentional development of addressing mathematical modeling and using tools (MP4 and MP5), in connection to the high school content standards, as required by the MP. Overall, MP4 and MP5 are used to enrich the mathematical content, and these practices are not treated as isolated experiences for the students. Throughout the materials, students model with mathematics and use tools strategically. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.\nSome examples of MP4 are as follows:\n\nIn Secondary Math One, Module 5, Task 3 students use systems of equations, tables and graphs to model the start-up costs of a new business and use the information to minimize costs and maximize profit.\nIn Secondary Math Two, Module 9, Task 3 students use Venn diagrams to model the situation, analyze the data, write various probability statements (unions, intersections, and complements), and then apply the Addition Rule and interpret the answer in terms of the model.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96cef6e0-54de-4aaa-a3b9-d10a87d33250": {"__data__": {"id_": "96cef6e0-54de-4aaa-a3b9-d10a87d33250", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "538927cc-bbbe-4c6f-9279-dae864a7a426", "node_type": null, "metadata": {}, "hash": "6541f1b7d6b52bb24eadb5b2dbe267590b5fea93f1416031b235928a2353711d"}, "3": {"node_id": "d37b6323-e3c1-4372-bee8-e4f85088b01a", "node_type": null, "metadata": {}, "hash": "6e42d30b282c838431069d8fc4b319f73a7e8004ea82867f343f97987cb3f88a"}}, "hash": "9203309cd2334d94759a41030874981ab91543b94735ba01e5774cdb67025a98", "text": "In Secondary Math Three, Module 5, Task 3 students examine a solid of revolution and a frustum to create a strategy for finding volume. Students use a variety of strategies to decompose a figure that consists of curved edges into cylinders, frustums, and cones in order to generate a sequence of better approximations of the actual volume of the solid.\n\nSome examples of MP5 are as follows:\n\nIn Secondary Math One, Module 9, Task 5 students use technology such as the graphing calculator, GeoGebra, or Desmos to compute and interpret the correlation coefficient of a linear fit.\nIn Secondary Math Two, Module 2, Task 1 students use technology to explore the results of various changes to the function they are investigating. Students choose the technology.\nIn Secondary Math Three, Module 2, Task 5 students choose to use calculators or other technology with base 10 logarithmic and exponential functions to complete the problems.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards, as required by the MP. Overall, MP7 and MP8 are used to enrich the mathematical content, and these practices are not treated as isolated experiences for the students. There is an increasing expectation that these practices will lead students to experience the full intent of the standards.\nThe materials frequently take a task from a previous course and add a new contextual layer to the mathematics, such as the Pet Sitter Task and Bruno Bites Task. Students are constantly extending the structures used when solving problems that build on one another and, as a result, are able to solve increasingly complex problems. In the instructional materials, repeated reasoning based on similar structures allows for increasingly complex mathematical concepts to be developed from simpler ones.\nSome examples of MP7 are as follows:\n\nIn Secondary Math One, Module 2, Task 1 builds upon students\u2019 previous experiences with arithmetic and geometric sequences to extend to the broader class of linear and exponential functions with continuous domains. Students use tables, graphs, and equations to create mathematical models for contextual situations. Students continue to define linear and exponential functions by their patterns of growth. Students are repeatedly asked to identify similarities and differences between problems in an effort for them to identify the structure present.\nIn Secondary Math Two, Module 4, Task 3 students learn how to graph, write, and create linear absolute value functions by looking at structure and making sense of piecewise-defined functions. They connect prior understandings of transformations, domain, linear functions, and piecewise functions and share strategies for how to go from one representation to another to graph and write equations for absolute value piecewise functions.\nIn Secondary Mathematics Three, Module 3, Task 6, \u201cSeeing Structure,\u201d students use their background knowledge of quadratic functions and end behavior to extend their understanding of polynomials in general. The polynomials in this task are easily factorable and allow students opportunities to solidify their understanding of end behavior, the Fundamental Theorem of Algebra, and the multiplicity of a given root (and what that would look like graphically).\n\nSome examples of MP8 are as follows:\n\nIn Secondary Math One, Module 5, Task 6, students practice solving systems of linear inequalities by identifying the overlapping region of the half-planes that form the solution sets of each of the two-variable inequalities in the system. Students recognize the difference between a strict inequality and one that includes the points on the boundary line as part of the solution set. Through repeated practice students develop a procedure for solving a system of linear inequalities.\nIn Secondary Math Two, Module 3, Task 5, students use what they already know about quadratic functions to generalize a process for finding x-intercepts for any quadratic function that has them. Students use the method of completing the square to rearrange the formula to highlight a quantity of interest, using the same reasoning as in solving equations.\nIn Secondary Math Three, Module 6, Task 7, students calculate the x- and y- coordinates for stakes placed on a circle, as well as the arc length on concentric circles placed around an archeological site. Repeating the same calculations, students recognize they can just double or triple the coordinates or arc length given on the 10-meter circle to get the coordinates or arc length on the 20-meter or 30-meter circles.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d37b6323-e3c1-4372-bee8-e4f85088b01a": {"__data__": {"id_": "d37b6323-e3c1-4372-bee8-e4f85088b01a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "96cef6e0-54de-4aaa-a3b9-d10a87d33250", "node_type": null, "metadata": {}, "hash": "9203309cd2334d94759a41030874981ab91543b94735ba01e5774cdb67025a98"}, "3": {"node_id": "5b60a163-f421-4404-a967-8a17896c8a26", "node_type": null, "metadata": {}, "hash": "a384e1b386675fe885e1440bb9af603bb8c3bec31a6bd7e96fa91faffd67c98b"}}, "hash": "6e42d30b282c838431069d8fc4b319f73a7e8004ea82867f343f97987cb3f88a", "text": "The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that the underlying design of the materials distinguish between problems and exercises.\n\n\n    Problems within the Mathematics Vision Project materials are designated as \u201ctasks.\u201d Every task included attends to specific standard(s) or aspect of a standard(s) and builds upon prior knowledge. There are three different kinds of tasks: Develop Understanding, Solidify Understanding, and Practice Understanding tasks. The Develop Understanding tasks introduce concepts and build on previous knowledge by providing discovery problems. The Solidify Understanding tasks focus on the concepts being developed in the unit. They provide students opportunities to practice what they learned so far in the unit. The Practice Understanding problems extend the learning by adding small extensions to the concepts covered in the unit. The Ready, Set, Go exercises within the Mathematics Vision Project are designated as \u201chomework.\u201d The Ready exercises are intended to prepare students for the upcoming work in class, the Set exercises reinforce the work done in class that day, and the Go exercises review concepts and skills that students learned previously.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that the design of the assignments is not haphazard, and they are given in intentional sequences. The materials include connections as the tasks are reexamined so that familiar mathematical situations are viewed with a new level of sophistication. The sequence of the materials is designed to spiral concepts throughout the entire series. The Ready, Set, Go exercises are designated as \u201chomework.\u201d The Ready exercises prepare students for the upcoming work in class, the Set exercises reinforce the work done in class that day, and the Go exercises review concepts and skills that students learned previously.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that there is variety in how students are asked to present the mathematics. For example, the series asks students to provide numerical answers, produce graphs, compile charts, draw pictures, find equations and functions, create models, describe patterns, articulate arguments, write critiques, and analyze work and possible solutions. In almost every task, students present the mathematics in multiple ways. For example, in Secondary Math One, Module 8, Task 5 students complete tables, write equations, and draw graphs, and in Secondary Math Two, Module 5, Task 1 students draw a sequence of rotated triangles and then use their drawings to write a mathematical proof.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that manipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods. The materials do occasionally instruct students to use manipulatives within the materials (for example: Secondary Math 2, Module 8, Task 1, Unit Circle Task). The materials do not provide directions for the use of virtual manipulatives. On the main webpage, under the Resources header, there are links that connect to a set of ten GeoGebra Interactive Applets (i.e., Leaping Lizards, Triangle Dilation). A few examples of suggested physical manipulatives include dice to model a data set and an area model for multiplying binomials, completing the square, and factoring.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series have a visual design that is not distracting or chaotic. The materials are flat digital versions of print books.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that teachers are provided quality questions to guide students\u2019 mathematical development.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b60a163-f421-4404-a967-8a17896c8a26": {"__data__": {"id_": "5b60a163-f421-4404-a967-8a17896c8a26", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "d37b6323-e3c1-4372-bee8-e4f85088b01a", "node_type": null, "metadata": {}, "hash": "6e42d30b282c838431069d8fc4b319f73a7e8004ea82867f343f97987cb3f88a"}, "3": {"node_id": "20767293-fbeb-4cba-a2d0-89affab8cd44", "node_type": null, "metadata": {}, "hash": "724ea38efb42b7f6bc741668fe390d2b5268ca63d49669d8aa92464784228f15"}}, "hash": "a384e1b386675fe885e1440bb9af603bb8c3bec31a6bd7e96fa91faffd67c98b", "text": "The Teacher\u2019s Notes provide suggested questions to use during the Teaching Cycle (see #6 under indicator 3g); these aid in students\u2019 development of the concepts. The following example is found within the Secondary Math One, Module 1, Task 6, Launch section: \u201cThen, wonder out loud whether or not it would be an arithmetic sequence if a number is subtracted to get the next term. Don\u2019t answer the question or solicit responses.\u201d There is also an Essential Question provided as part of the enhanced teacher notes for each task. The tasks themselves contain questions designed to elicit discovery and exploration.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that the teacher edition contains ample and useful annotations. The materials provide documents for each module under the Teacher\u2019s Notes. These notes contain structured guidance on how the lessons should proceed. The notes may be included in some or all of the sections. For example:\n\n\nSpecial Note to Teachers: highlights an aspect of the task and how it fits in the overall sequence of the three-course materials.\n    \nPurpose: describes the previous development of concepts needed for the lesson and where to place emphasis for the lesson.\n    \nNew Vocabulary: lists new vocabulary introduced in the lesson.\n    \nCCSSM Standards focus and related standards: lists those standards addressed in the lesson.\n    \nStandards for Mathematical Practice: lists those standards in the lesson.\n    \nThe Teaching Cycle: Launch, Explore, Discuss: provides a detailed discussion on lesson delivery.\n    \n\n\n    There is also reference made to the use of technology within the teaching cycle, but there is no discussion of how to use the technology. For example: Secondary Math Two, Module 4, Task 1, page 4 states, \u201cIf this is the first time they are using CBR\u2019s, you may wish to model how to use this before sending them out in groups. If you are not using a CBR for Ball Bounce 2, you will want to find a way to model quadratic data using a different method.\u201d Secondary Math One, Module 9, Task 5, page 37 states, \u201cMost graphing calculators will work well. Free computer apps would be very helpful and easy to use on this task, as well (GeoGebra and Desmos, etc.).\u201d\n\n\n    The MVP Enhanced Teacher Notes include the basic Teacher Notes, Essential Questions for each task, articulation of Standards of Math Practices of Focus, exit ticket ideas, instructional supports, instructional adaptations, intervention ideas, challenge activities, answer keys to in-class tasks, and answer keys to the Ready, Set, Go!\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series do not meet the expectation that the teacher edition contains adult-level discussion of the mathematics.\n\n\n    The Teacher Notes do not contain any explanations of advanced mathematical topics that advance the knowledge of the teacher. For example, the Teacher Notes for Secondary Math One, Module 9, Task 5, page 37 state, \u201cThey will order the graphs and create new data sets to develop the idea that the correlation coefficient indicates the strength and direction of a linear relationship in the data. Students also consider situations in which two variables are highly correlated, but the relationship is not necessarily causal.\u201d There is no discussion of, or information links for, the correlation coefficient or causation that help prepare the teacher for questions that may arise related to this advanced topic.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series do not meet the expectation that the teacher\u2019s edition addresses the standards in the context of the overall series.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "20767293-fbeb-4cba-a2d0-89affab8cd44": {"__data__": {"id_": "20767293-fbeb-4cba-a2d0-89affab8cd44", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "5b60a163-f421-4404-a967-8a17896c8a26", "node_type": null, "metadata": {}, "hash": "a384e1b386675fe885e1440bb9af603bb8c3bec31a6bd7e96fa91faffd67c98b"}, "3": {"node_id": "b26498be-e400-46e7-86c6-166cc0dcad01", "node_type": null, "metadata": {}, "hash": "8280d5b4af4bf33a7bccf6220f172b283487326f79e130f8f39d9c4194dece1e"}}, "hash": "724ea38efb42b7f6bc741668fe390d2b5268ca63d49669d8aa92464784228f15", "text": "An overview by module or course is not provided. An overview of each task within the module is provided. Within the materials an occasional reference is made to previous standards related to the current task and to future standards related to the current task. Also, an occasional reference is made to a course- Secondary Math One, Two, or Three- but rarely to the module or the task. An example from Secondary Math One, Module 8, Task 2, page 16 states, \u201cThe purpose of this task is to prove that parallel lines have equal slopes and that the slopes of perpendicular lines are negative reciprocals. Students have used these theorems previously.\u201d No precise reference about how current content fits into the vertical progression of learning is provided, such as related to Secondary Math One, Module 6, Task 1.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series contained Teacher Notes that included an index of tasks within each module with related standards. However, neither a pacing guide nor a cross-referencing guide for the standards was provided. The intent would be to \"usually\" use a task a day.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series provide a link on the main webpage for parents that contain a general course-wide letter. If support is needed for homework, the materials suggest searching by \u201cexamples of\u201c the topic on the internet for additional resources. The materials state that there are many math sites that contain print instructions for the many topics that students will be studying. Helps, Hints and Explanations is a resource available for purchase. It was developed for students and parents to assist them as they work on Ready, Set, Go homework. This resource has explanations and examples intended to remind students of what they learned in class and to provide them with support as they work on their homework.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series provide a link for professional development on the main webpage. This webpage contains past presentations via powerpoint found on the Comprehensive Mathematics Framework, the basis of the design of MVP. Professional development options are also available for purchase about the approaches, strategies, and research.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation that they provide materials for gathering information about student\u2019s prior knowledge within and across grade levels/courses. The Ready exercises within a task are intended to help students review and prepare for the skills and concepts that will be needed for the task. However, there is no guidance for the teacher as to how to interpret these exercises, nor is there discussion of possible strategies for remediation.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that support is provided for teachers to identify and address common student errors and misconceptions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b26498be-e400-46e7-86c6-166cc0dcad01": {"__data__": {"id_": "b26498be-e400-46e7-86c6-166cc0dcad01", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "20767293-fbeb-4cba-a2d0-89affab8cd44", "node_type": null, "metadata": {}, "hash": "724ea38efb42b7f6bc741668fe390d2b5268ca63d49669d8aa92464784228f15"}, "3": {"node_id": "0cd6ac60-25bf-4b38-9c3a-1a2769442e33", "node_type": null, "metadata": {}, "hash": "2430799411244535c197e2817269958d980fc4119e33228aaa62ff5604f5471f"}}, "hash": "8280d5b4af4bf33a7bccf6220f172b283487326f79e130f8f39d9c4194dece1e", "text": "The materials often include a comment related to common errors or misconceptions, but they do not always identify what these might be. For example, in Secondary Math Two, Module 4, page 13, the teacher notes state, \u201cAs you monitor, look for common student misconceptions to discuss during the whole group discussion. For example, some students may not realize\u2026.\u201d The notes go on to explain a misconception. In the same module, page 51 states, \u201cLook for common errors among students so that you can discuss these more thoroughly during the whole group discussion,\u201d but no indication is included of what these might be or how to address them in the whole group discussion.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation for providing opportunities for ongoing review and practice of both skills and concepts. The structure of the tasks within a module and across modules provide for review of concepts. However, besides the Ready, Set, Go exercises within each task, there is no ongoing practice of skills, and there is no discussion of how to provide feedback. The Ready, Set, Go exercises do provide students the opportunity to show proficiency on certain topics, but few resources are provided for teachers to provide feedback.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation that standards are clearly denoted for assessments. Assessments do indicate course, module, and task, but specific standards are not identified on the assessments. Secondary Math Three, Module 2 Quiz states, \u201cLogarithmic Functions 2.1-2.4,\u201d but it does not indicate for each question which standards are addressed. Assessments are based on modules which include the standards of focus. Although quizzes and tests do not specifically provide standards, performance-based assessments include the standards.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\n\n    Assessments typically have multiple parts including a mixture of the following types of problems: Multiple Choice, Matching, Building Tables, Short Answer, and Short Essay. Occasionally students are asked to demonstrate different methods to solve similar problems. There were few of the short answer and short essay problems, and the majority of the assessments were comprised of multiple choice/matching type problems.\n\n\n    Scoring rubrics for the short answer and short essay questions were not provided. There are no suggested answers or example answers for the short answer/short essay questions. Sample assessments include rubrics for the performance-based assessments, which offer limited guidance but do not provide guided feedback.\n\nMaterials encourage students to monitor their own progress.\n\nSelf-assessments are included within the materials and allow students to monitor their progress. Students are expected to document evidence of their personal rating. The students have three choices for assessing, \"I can do this without mistakes,\" \"I understand most of the time\u2026,\" and \"I don't understand.\" Students are asked to give evidence of their response. No teacher materials were provided to explain what this \"evidence\" should or could look like or to explain how the teacher should use the \"evidence.\"\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. Teacher materials provide a prescribed Teaching Cycle. Each task has an Explore (Small Group) component for developing student understanding. If the students do not meet the expectations in small group, strategies are not consistently provided for how the teacher can scaffold the content of the task. For example, Secondary Math One, Module 5, Explore (Small Group) states, \u201cwatch and listen and encourage connections.\u201d\n\n\n    The Enhanced Teacher Notes do offer \u201cInstructional Supports\u201d that at times contain a scaffolding/intervention section, such as in Secondary Math One, Module 2, Task 6, which provides a graphic organizer to help students classify forms of linear equations.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation for providing teachers with strategies for meeting the needs of a range of learners.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0cd6ac60-25bf-4b38-9c3a-1a2769442e33": {"__data__": {"id_": "0cd6ac60-25bf-4b38-9c3a-1a2769442e33", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "b26498be-e400-46e7-86c6-166cc0dcad01", "node_type": null, "metadata": {}, "hash": "8280d5b4af4bf33a7bccf6220f172b283487326f79e130f8f39d9c4194dece1e"}, "3": {"node_id": "d5811ff8-c6db-4542-ae2e-38784a57a959", "node_type": null, "metadata": {}, "hash": "75b7e5ef6296dfdfe3bf14cb09d31e38037ba22a0d65922717fb452ca1032302"}}, "hash": "2430799411244535c197e2817269958d980fc4119e33228aaa62ff5604f5471f", "text": "The series states, \u201cStudents who need additional help with the Ready, Set, Go assignments should do a search by the topic for the problem set in a popular search engine or follow the internet links when available. Most search engines return quality resources in a reliable fashion.\u201d\n\n\n    The Enhanced Teacher Notes offer \u201cInstructional Supports,\u201d \u201cInstructional Adaptations,\u201d and \u201cChallenge Activities\u201d as resources to differentiate instruction. These, however, are not comprehensive. The note in Secondary Math One, Module 6, Task 5, under Instructional Adaptations states, \u201cThe use of the cutouts described in the Instructional Supports section should be sufficient intervention for this task and provide adequate support of all students.\u201d No other strategies or suggestions were given.\n\n\n    The Enhanced Teacher Notes list \u201cInstructional Supports\u201d and \u201cInstructional Adaptations\u201d at the end of each task.\n\n\nSecondary Math One, Module 6, Task 3 has these Instructional Supports listed:\n\nRelatable Context - summarizes why this context will engage students.\n            \nVisualization - addresses the misconception that could result if students mistakenly think of this as a three-dimensional action instead of a two-dimensional action of reflecting.\n            \n\n\nSecondary Math One, Module 6, Task 3 has these Instructional Adaptations:\n        \nIntervention Activity - use of tracing paper.\n            \nChallenge Activity - \u201cAsk students to consider this question: Is it possible to find a sequence of transformations that will carry every image to every other image in the diagram if the first transformation in the sequence is always to translate the tip of the middle fingers of the left hand of the first image to the corresponding point on the second image? What are the implication of this?\u201d\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series partially meet the expectation for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\n\n    Most tasks do not provide multiple entry points. One example, Secondary Math Two, Module 3, Task 1, provides partially completed tables for the students.\n\n\n    However, some tasks do provide multiple entry points. For example, in Secondary Math Three, Module 5, Task 1, students explore two-dimensional cross sections of three-dimensional objects. The materials offer many different ways for students to engage in this visualization - drawing \u201cslices\u201d of a cube on a two-dimensional drawing, partially filling a cylinder with water and tilting and turning it different ways while watching what the surface of the water does, and finally, observing the possible shapes of shadows that can be cast by different objects.\n\n\n    The tasks set for the students can often be approached from many perspectives, using different strategies and representations. In some cases this is encouraged; however, in most cases the teacher is instructed to guide the students to the \u201cdesired\u201d method of solution so as to address the standard in question.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series do not meet the expectation for providing support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems). Although Spanish materials are provided for Secondary Math One Modules 2-6, no accommodations for English Language Learners or other special populations are available.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for Mathematics Vision Project Integrated series meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d5811ff8-c6db-4542-ae2e-38784a57a959": {"__data__": {"id_": "d5811ff8-c6db-4542-ae2e-38784a57a959", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e5d19fe3-91f3-4ccb-9d87-b3d36ed0d62d", "node_type": null, "metadata": {}, "hash": "a70219d7991702498c1dfee6742f5da01135eb5054f0cef56a562d0f4457c3f1"}, "2": {"node_id": "0cd6ac60-25bf-4b38-9c3a-1a2769442e33", "node_type": null, "metadata": {}, "hash": "2430799411244535c197e2817269958d980fc4119e33228aaa62ff5604f5471f"}}, "hash": "75b7e5ef6296dfdfe3bf14cb09d31e38037ba22a0d65922717fb452ca1032302", "text": "The Enhanced Teacher Notes offer \u201cChallenge Activities\u201d as resources for advanced students. For example, in Secondary Math One, Module 9, Task 5 the teacher is told to \u201chave students find data in two-way tables on the internet, then have them write a story, using relative frequency statements.\u201d\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for Mathematics Vision Project rarely contain images of people. The names included in the problems are diverse.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials did not provide suggestions for teachers to use a variety of grouping strategies. Group work is embedded in every task; Mathematics Vision Project strongly suggests all teachers take their inservice training. No implementation guide was made available to teachers related to the pedagogy of collaborative learning, how to form and manage groups, or effective techniques that could be used.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials did not provide references for teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe materials are accessible within any browser. Each module is presented as a Portable Document File (pdf), which can be viewed online or printed. These files can be viewed on tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nExcept for the virtual manipulatives, students are given few opportunities to show knowledge and understanding by using technology. The enhanced teacher materials provide teachers with suggestions on how technology can help students develop an understanding of concepts, but they do not provide specific instructions on the use of technology to assess understanding and procedural skills for each task.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for the Mathematics Vision Project Integrated series do not allow personalization.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for the Mathematics Vision Project Integrated series do not offer a wide range of lessons on each topic. Each lesson involves a central task or problem. Teachers are encouraged to seek additional resources in order to give students a deeper understanding of certain topics. Teachers and individuals that have purchased the print copy of Ready, Set, Go Answer Keys and Sample Assessments also have rights to receive the Word Document files containing the sample assessment items. These sample assessments items could be easily customizable for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe website for the Mathematics Vision Project Integrated series offers a \u201cCollaboration Community\u201d that features one teacher who uses the resources extensively. The teacher uses modules from the curriculum series for Math One and Math Two classrooms. Currently, there is low participation in the Collaboration Community.\n\n\n    Mathematics Vision Project has a current Facebook page with over 680 likes and can be followed on Twitter at @MVPmath. Teachers can also register to receive updates related to instructional supports and materials from the MVP team.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nAlthough the course series is presented in a digital format, few opportunities are provided for students to use technology in effective ways for the purpose of engaging in the Mathematical Practices. A few virtual manipulatives are listed on the course home page (via GeoGebra), but the activities are not linked to nor referenced in the teacher or student materials. The interactive activities give instructions for students to complete the tasks. These tasks are provided for a few lessons throughout the entire curriculum series. (Approximately 10 activities are posted.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "582b1963-28fc-483c-937c-f319bbe30ef9": {"__data__": {"id_": "582b1963-28fc-483c-937c-f319bbe30ef9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "3": {"node_id": "a536771c-fac7-496d-81ca-1e3324501103", "node_type": null, "metadata": {}, "hash": "91a6ad27766a5b0572880fee65838b61866fa7731538dd8021acd96e96657332"}}, "hash": "03ee49c7efe0020f8f0b8b7789afa5ecc9ed658deb855103c74379ed690119c4", "text": "Mathematics Vision Project (MVP) Traditional\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence and attend to the full intent of the mathematical content standards. The materials also attend fully to the modeling process when applied to the modeling standards. The materials meet the expectations for rigor and the Mathematical Practices as they reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations and meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. There are some standards for which the instructional materials attend to parts of the standard and some standards for which the instructional materials do not attend to the standard.The following are examples for which the materials attend to the full intent of the standard:A-SSE.3: In Algebra II, Module 3, Task 7, students verify different forms of a quadratic expression to solve a given equation. Students explain how the factored form helps to reveal the zeros and what that means in the context of the Curbside Rivalry question. In Algebra I, Module 2, Task 6, students are guided through an exploration of how expressions with different rational exponents are equivalent, yet highlight different mathematical properties.G-MG.1: In Geometry, Module 7, Ready, Set, Go! Problem 3, students use a model to find the total surface area and volume of the Washington Monument. In Geometry, Module 7, Task 4, students model how they would determine the volume of a nail.S-IC.2: In Algebra II, Module 9, Task 7, students analyze a model created by a \u201cslacker\u201d student for a true/false quiz. Within this task, students complete an analysis of his model and, at the same time, test their analysis using coin flips.The materials attend to some aspects, but not all, of the following standards:F-IF.6: In Algebra I, Module 8, Task 2, students calculate the average rate of change from piecewise functions. In the majority of the examples, students calculate a constant rate of change from linear, piecewise functions. The materials do not include estimating the rate of change from a graph, only equations or functions.F-IF.7b: Cube root functions or graphs are not present in the materials.G-CO.1: The definitions are present within Geometry Module 1, Task 4, but the definitions are not based on the undefined notions of point, line, distance along a line, and distance around a circular arc.N-Q.3: Students do not choose a level of accuracy. In Geometry, Module 7, Task 8, students are directed to round to the nearest centimeter, but students do not choose the level of accuracy for themselves.The following standards are not attended to by the materials:A-SSE.4: The materials do not have a derivation of the formula for the sum of a finite geometric series. This standard was not identified in the materials.S-IC.4: Students do not use data from a sample survey to estimate a population mean or develop margins of error. This standard was not identified in the materials.S-IC.5: There is a discussion of how students could randomly assign participants in an experiment in Algebra II, Module 9, Task 5, but there is no use of simulations. This standard was not identified in the materials.S-IC.6: Students do not evaluate reports based on data. This standard was not identified in the materials.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. The materials provide opportunities for students to engage in the modeling process. Tasks that involve modeling include a graphic of the modeling process in the teacher notes. Additionally, the modeling standards are addressed in the materials.Examples of modeling tasks include:\u00a0In Algebra I, Module 8, Task 3, students interpret a graph detailing Michelle\u2019s bike ride to and from a lake.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a536771c-fac7-496d-81ca-1e3324501103": {"__data__": {"id_": "a536771c-fac7-496d-81ca-1e3324501103", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "582b1963-28fc-483c-937c-f319bbe30ef9", "node_type": null, "metadata": {}, "hash": "03ee49c7efe0020f8f0b8b7789afa5ecc9ed658deb855103c74379ed690119c4"}, "3": {"node_id": "42e14116-a298-4dee-8eac-ffc174e05032", "node_type": null, "metadata": {}, "hash": "2b4b709675b4260d1ae6c97393866b1244052711c33966e2e9ed84f68f8d40f4"}}, "hash": "91a6ad27766a5b0572880fee65838b61866fa7731538dd8021acd96e96657332", "text": "Students are asked to create a function to model the situation.\u00a0In Algebra I, Module 3, Task 1, students sketch a graph given steps that Sylvia used to clean and refill her pool (F-IF.4). Students answer provided questions to complete the problem.\u00a0In Geometry, Module 4, Tasks 10 and 11, students complete real-world problems with angles of elevation, angles of depression, and right angles (G-SRT.8).In Geometry, Module 5, Task 11 is designed to \u201cdeepen their understanding of volume formulas\u201d (G-GMD.3). Students discuss why the formula for the volume of a cone is one-third the volume of a prism. Students compare the two volumes.\u00a0In Algebra II, Module 1, Task 2 details mathematical modeling completed by police departments and insurance companies to determine how far a car goes once it begins to break (in order to solidify the topic of an inverse function, F-BF.1).\u00a0In Algebra II, Module 9, Task 2, students analyze and determine a \u201cgood\u201d score on the ACT given information about the mean and standard deviation (S-ID.1). Students answer analysis questions that are provided.While there are many examples of modeling problems throughout these materials, there are some problems labeled as \u201cmodeling\u201d problems that provide scaffolding which inhibits students from engaging in the full modeling process.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series meet expectations for, when used as designed, spending the majority of time on the CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs and careers. There was a large focus on WAPs in the Algebra I course with a decreasing amount of tasks in the subsequent courses. Throughout all three courses, the majority of the tasks spend time developing student understanding of the WAPs. Throughout the materials, there are a limited number of times that students spend too much time on prerequisite skills or distracting material.\u00a0Within the WAPs, the largest focus was on the Algebra and Function standards. The Geometry WAPs were cited only in the Geometry course. The Number and Quantity and Statistics WAPs were addressed the least by the materials.\u00a0The WAPs from Number and Quantity are included in all three courses. Evidence is found in Algebra I, Modules 1, 2, 3, 4, 5 ; Geometry, Module 7; and Algebra II, Module 3.\u00a0\u00a0\u00a0The WAPs from Functions are included in Algebra I and Algebra II. Evidence is found in Algebra I, Modules 1, 2, 3, 4, 5, 6, 7 and Algebra II, Modules 3, 4, 5.\u00a0\u00a0The WAPs from Algebra are included in Algebra I and Algebra II. Evidence is found in Algebra I, Modules 1, 2, 3, 5, 6, 7, 8 and Algebra II, Modules 1, 2, 3, 4, 5, 6, 7, 8.The WAPs from Geometry are included in Geometry. Evidence is found in Geometry, Modules 1, 2, 3, 4, 7.The WAPs from Statistics and Probability are included in Algebra I and Algebra II. Evidence is found in Algebra I, Module 9 and Algebra II, Module 9.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series partially meet the expectation for, when used as designed, allowing students to fully learn each standard. The instructional materials address many standards in a way that would allow students to fully learn them. There are some standards, however, that are not fully addressed, or the instructional materials do not provide enough opportunities for students to practice and learn the standards fully.\u00a0The following are examples where the instructional materials partially meet the expectations for allowing students to fully learn a standard:N-CN.1: Students name the complex conjugate (Algebra II, Module 3, Ready, Set Go 6), but there is not enough practice for students to fully use the complex conjugate.N-CN.2: Students use the relation $$i^2=-1$$ and multiply the imaginary parts of complex numbers (Algebra II, Module 3, Ready, Set, Go!", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "42e14116-a298-4dee-8eac-ffc174e05032": {"__data__": {"id_": "42e14116-a298-4dee-8eac-ffc174e05032", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "a536771c-fac7-496d-81ca-1e3324501103", "node_type": null, "metadata": {}, "hash": "91a6ad27766a5b0572880fee65838b61866fa7731538dd8021acd96e96657332"}, "3": {"node_id": "6e963355-d156-4fae-b844-fe1649788736", "node_type": null, "metadata": {}, "hash": "5ef150b74e602fd16cacb239c6ee17e4d3eebcd6ec6c02000da1d74b475c48a4"}}, "hash": "2b4b709675b4260d1ae6c97393866b1244052711c33966e2e9ed84f68f8d40f4", "text": "Problemm 5), but there is not enough practice for students with the commutative, associative, and distributive properties of complex numbers.A-APR.1: Students practice this standard in Algebra II, Module 3, Task 1, and do not practice it after this introductory task. The materials develop how the polynomials are analogous under the operation of division, but they do not develop how they are analogous under the operations of addition, subtraction, and multiplication.A-APR.4: In Algebra I, Module 7, Ready, Set, Go! Problem 10, students verify the factored form of a quadratic is the same as standard form. In Geometry, Module 6, Ready, Set, Go! Problem 4, students verify Pythagorean Triples, and in Algebra II, Module 4, students factor sums and differences of cubes. These are all aspects of this standard, but students do not prove the polynomial identities to use them to describe relationships.A-APR.6: In Algebra II, Module 5, Ready, Set, Go!, students complete Problems 15-18 and the related task to determine the simplified form of a rational expression. Three of these problems result in an improper rational expression which enables the students to rewrite the expression. This is not enough practice to fully learn this standard.F-IF.9: Throughout the materials, students often have to compare two or more representations of functions, but they do not compare different types of functions through different representations.F-BF.1b: Students do not combine various types of functions until Algebra II, Module 3, Task 6 when combining trigonometric functions with other functions.F-TF.8: Students are not provided opportunities to practice finding the measure of an angle in any quadrant.S-ID.1: In Algebra I, Module 9, Ready, Set, Go! Problem 2, students are provided a recommendation to use a dot plot, but there are no mention of dot plots in the instructional materials beforehand. There is not enough practice of all the types of plots for students to fully learn this standard.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials regularly use age appropriate contexts, use various types of real numbers, and provide opportunities for students to apply key takeaways from grades 6-8.Examples where the materials use age appropriate contexts include:In Geometry, Module 7, Task 3, students find the volume of a frustum (created by rotating a trapezoid around the y-axis) and approximate the volume of a vase by replacing the curved edges of the vase diagram with segments. Teachers have students share several different strategies for approximating the volume. (G-GMD.1,4)\u00a0In Algebra 2, Module 7, Task 1, students use the information from Ferris Wheel tasks in previous modules to develop strategies for transforming the functions to represent different initial starting positions for the rider. Students focus on horizontal translations and may recognize that either sine or cosine functions can be used with an appropriate horizontal shift. (F-TF.5, F-BF.3)In Algebra 2, Module 8, Task 2, students sketch the shape of given graphs and give reasoning for their sketches. These functions combine linear, quadratic, absolute value, and trigonometric functions. While doing this, students design plans for a new amusement park ride. (F-BF.1b)Examples where the materials use various types of real numbers include:In Algebra I, Module 2, Task 6, students verify that the properties of integer exponents also apply to rational exponents. Students use exponent rules to write equivalent forms of expressions involving rational exponents and rational bases. Expressions include rational numbers in the base, as well as in exponents. (N-RN.1,2, A-SSE.3)In Algebra 2, Module 3, Task 4, students write the equation of given graphs of parabolas in vertex, standard, and factored forms. Students use irrational numbers and the radical form of i to write the factored form of the equations. Task 5 introduces i, and students write equations for given parabolas using complex and imaginary roots.Examples where the materials provide opportunities for students to apply key takeaways from grades 6-8 include:In Algebra I, Module 3, Task 4, students use a given graph of two functions to answer questions regarding key features of the graph, and students interpret some of the key features. This is an application of a key takeaway from Grades 6-8 in applying basic function concepts to develop/solidify new understanding in this module.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6e963355-d156-4fae-b844-fe1649788736": {"__data__": {"id_": "6e963355-d156-4fae-b844-fe1649788736", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "42e14116-a298-4dee-8eac-ffc174e05032", "node_type": null, "metadata": {}, "hash": "2b4b709675b4260d1ae6c97393866b1244052711c33966e2e9ed84f68f8d40f4"}, "3": {"node_id": "38c6e4de-387b-4926-8e79-edd86aa95d1d", "node_type": null, "metadata": {}, "hash": "0929a8c77522f4079759fc5c7e6680e717d462b278c5ceda9a525a9f8f67fcf7"}}, "hash": "5ef150b74e602fd16cacb239c6ee17e4d3eebcd6ec6c02000da1d74b475c48a4", "text": "(A-APR.1, A-CED.3, A-REI.11, F-IF.7)In Geometry, Module 4, Task 1, students are presented a scenario where an employee at a copy center is enlarging a photo for a customer and makes a mistake. Students answer questions to determine what the mistake was and how the employee should have enlarged the photo. Students apply a key takeaway from Grades 6-8 regarding similar figures. (G-SRT.1)\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series. Overall, the materials provide tasks in similar contexts throughout the series, so students can make connections to previous and future learning. The practice problems in Ready, Set, Go! revisit topics in a spiral manner for students to maintain skills throughout the series.\u00a0Examples of the instructional materials fostering coherence through meaningful mathematical connections in a single course include:In Algebra 1, Module 6, Task 1, students describe a growing pattern which represents a quadratic function. They build upon interpreting expressions and writing recursive and explicit equations from Module 1 (A-SSE.1 and F-BF.1) to develop the idea that quadratic functions show linear rates of change. In Module 6, this is also connected to A-CED.2 as students write equations to represent quadratic relationships.\u00a0In Geometry, Module 4, Tasks 8-11 address trigonometric ratios and using trigonometric ratios to solve right triangles in mathematical and applied problems (G-SRT.6-8). Task 8 builds upon students\u2019 previous understanding of similar triangles to define trigonometric ratios. Tasks 9 and 10 use those understandings to develop relationships between sine and cosine of complementary angles. G-SRT is also connected to F-TF.8 in Task 9 as students justify whether given conjectures are true or false, and three of the questions presented are based on the Pythagorean identity. In Task 11, students solve applied and mathematical problems using all concepts and skills from the previous tasks.\u00a0Examples of the instructional materials fostering coherence through meaningful mathematical connections between courses include:In Algebra I, Module 1, Task 4, students analyze the pattern of push-ups Scott will include in his workout. Students examine tables, graphs, and recursive and explicit formulas that show how the constant difference is represented in different ways and define the function as an arithmetic sequence. In Algebra II, Module 4, Task 1, students revisit Scott\u2019s workout and develop understanding related to the degree of a polynomial function and the overall rate of change. Students use multiple representations to arrive at this understanding (F-BF.1; F-LE.1-3,5; F-IF.4,5; A-CED.1,2).In Geometry, Module 6, Tasks 7 and 8 (G-GPE.2), students define a parabola geometrically using the focus and directrix. In Task 8, students connect this to quadratic functions and parabolas, which were addressed in Algebra I, Modules 6 and 7 (Functions and Algebra conceptual categories). The concepts are further connected in Algebra II, Module 3, Tasks 4 and 5 (A-REI.4, N-RN.3, and N-CN), where students discover a need for complex solutions to quadratic equations and define the imaginary unit.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. In Launch, teachers \u201creview\u201d, \u201cremind\u201d, or \u201cconnect\u201d students to work from previous math classes or prior years, but there is no explicit indication of standards from Grades 6-8. Examples where the materials do not explicitly identify standards from Grades 6-8 include, but are not limited to:In Algebra I, Module 2, Task 6, students use their understanding of positive whole number exponents to rewrite expressions using the properties of exponents, but there is no mention that this is connected to or building upon 8.EE.1.In Algebra I, Module 9, Task 1, the materials state that students will use \u201cprior knowledge\u201d to interpret data presented in a histogram and represent the same data with a box plot.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "38c6e4de-387b-4926-8e79-edd86aa95d1d": {"__data__": {"id_": "38c6e4de-387b-4926-8e79-edd86aa95d1d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "6e963355-d156-4fae-b844-fe1649788736", "node_type": null, "metadata": {}, "hash": "5ef150b74e602fd16cacb239c6ee17e4d3eebcd6ec6c02000da1d74b475c48a4"}, "3": {"node_id": "e5c3a97e-65b1-4e58-9c3e-1a5105c7ca79", "node_type": null, "metadata": {}, "hash": "35a682e0085c957bb7b6a82437f902ac99fb39635f4bea239df8b16dbebc276c"}}, "hash": "0929a8c77522f4079759fc5c7e6680e717d462b278c5ceda9a525a9f8f67fcf7", "text": "Students previously displayed data in histograms and box plots with 6.SP.4, but this is not identified within the materials.\u00a0In Geometry, Module 4, Task 3, the materials state, \u201cThe definition of similarity that students have been introduced to prior to this task is: Two figures are similar if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations\u201d, and students extend this understanding to develop a new definition of similarity for polygons. The stated definition is established in 8.G.4, but is not identified within the materials.\u00a0In Geometry, Module 4, Task 5, students apply the Pythagorean theorem to find missing side lengths and, conversely, determine whether given side lengths represent a right triangle. This builds upon 8.G.6 and 8.G.7, but these are not identified in the materials.In Algebra II, Module 3, Task 3, the materials build upon students\u2019 understanding of division of whole numbers to support the development of polynomial long division without any identification that students would have developed that fluency in 6.NS.1.In Algebra II, Module 4, Task 5 indicates that students have compared and analyzed growth rates of functions but does not identify 8.F.2.\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series do not consistently identify the plus standards, when included. The instructional materials use the plus standards to coherently support the mathematics which all students should study in order to be college and career ready. There are inconsistencies with the identification of the plus standards.\u00a0N-CN.8 is identified in Algebra II, Module 3, Tasks 4 and 5, Module 4, Tasks 4 and 6, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. In Module 3, Task 4, students use the quadratic formula to find non-real roots and write the equation of the parabola in factored form, and in Task 5, students extend this understanding to include imaginary roots. In Module 4, students find suitable factorizations of quadratic, cubic, and quartic polynomials, and some of these have imaginary roots and develop understanding that imaginary roots occur in conjugate pairs.N-CN.9 is identified in Algebra II, Module 3, Tasks 4 and 5, Module 4, Tasks 3, 4, and 6, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. In Module 3, Task 4, Question 10, and Task 5, Question 15 address the Fundamental Theorem of Algebra. In Module 4, Tasks 3 and 4, students determine if their responses are consistent with the Fundamental Theorem of Algebra.A-APR.5 is identified in Algebra II, Module 3, Task 2, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. The task starts with a review of multiplying polynomials and ends with eight questions that have students using Pascal\u2019s Triangle to expand binomials.A-APR.7 is identified in Algebra 2, Module 5, Task 5, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. In this task, students perform operations with rational expressions.A-REI.8 is identified in Algebra I, Module 5 of the \u201cnon-honors\u201d curriculum. The Table of Contents lists tasks 11H and 12H as addressing this standard, but those tasks are not included in the Module 5 materials for the \u201cnon-honors\u201d.F-IF.7d is identified in Algebra 2, Module 5, Tasks 1, 2, 3, and 6, Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. Each of these tasks address graphing rational functions.F-BF.1c is identified in Algebra II, Module 8, Tasks 4, 5, and 6 and Table of Contents, and it is identified as a plus standard in the Teacher Notes. It is not included in the Core Correlation. Students compose functions in the Go practice sections of Algebra II, Module 1, Tasks 2, 3, 4, and 5 before there is formal instruction of composition in Module 8.F-BF.4b is identified in Algebra II, Module 1, Tasks 4 and 5, Teacher Notes as a plus standard, but is not identified as a plus standard in Table of Contents. The standard is not listed in Core Correlation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e5c3a97e-65b1-4e58-9c3e-1a5105c7ca79": {"__data__": {"id_": "e5c3a97e-65b1-4e58-9c3e-1a5105c7ca79", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "38c6e4de-387b-4926-8e79-edd86aa95d1d", "node_type": null, "metadata": {}, "hash": "0929a8c77522f4079759fc5c7e6680e717d462b278c5ceda9a525a9f8f67fcf7"}, "3": {"node_id": "8e94f7ee-76e3-425b-a84e-9ca99d2b7f24", "node_type": null, "metadata": {}, "hash": "9e1038b427ea23f76997ed1131dbda8b0e8dc03a5a2f6e15d62a8fddd0643520"}}, "hash": "35a682e0085c957bb7b6a82437f902ac99fb39635f4bea239df8b16dbebc276c", "text": "The standard is not listed in Core Correlation. Students verify inverse functions with an alternate use of composition (The function g is the inverse of function f if and only if f(a) = b and g(b) = a). Students use composition in the Go section of the practice set at the end of the task, but no connection is made between the composition of functions and verifying that the functions are inverses of each other. Task 5 is designed to give students additional practice with finding inverses.F-BF.4c is identified in Algebra I, Module 8, Tasks 5 and 6, and the Teacher Notes but not in the Table of Contents or Core Correlation. In the Teacher Notes, it is identified as a plus standard. Students create multiple representations, including graphs and tables, of given functions and determine if there is a relationship between the functions, which develops into recognizing inverse functions. The standard is also identified in Algebra II, Module 1, Tasks 2, 3, and 5 and the Teacher Notes and marked as a plus standard. It is also identified in the Table of Contents, but not as a plus standard, and it is not identified in Core Correlation. Task 2 extends inverse functions to quadratic and square root functions, and Task 3 extends inverse functions to exponential functions. Task 5 provides students additional practice with finding inverses.\u00a0F-BF.4d is identified in Algebra I, Module 8, Task 6 as a plus standard in the Teacher Notes, but it is not identified in the Table of Contents or Core Correlation. Students write inverse functions for linear and quadratic functions, which results in restricting the domain to create an inverse function. This standard is also identified in Algebra II, Module 1, Tasks 2, 3, and 5 in the Teacher Notes as a plus standard. It is identified in the Table of Contents, but not as a plus standard, and it is not identified in Core Correlation. Task 5 provides students additional practice with finding inverses.F-BF.5 is identified in Algebra II, Module 1, Task 3, and Module 2, Tasks 1 and 2. In Module 1, the standard is identified as a plus standard in the Teacher Notes, but it is not identified in the Table of Contents. In Module 2, the standard is not identified as a plus standard in the Table of Contents, but it is identified as a plus standard in the Teacher Notes. The standard is in Core Correlation and identified as a plus standard, but the tasks listed in Core Correlation are from Module 2. Module 1 introduces the term, logarithm, and a logarithm is formalized in Module 2. In both tasks in Module 2, there is little to no connection made to the inverse relationship between exponentials and logarithms.F-TF.3 and 4 are identified in Algebra II, Module 7, Tasks 4 and 5, and the Table of Contents without being identified as a plus standard. They are identified as plus standards in the Teacher Notes, but they are not included in Core Correlation. Task 4 extends previous learning about the unit circle to the tangent function, and Task 5 uses the unit circle as a foundation for F-TF.8.\u00a0F-TF.7 is identified in Algebra II, Module 7, Task 6 in the Table of Contents without being identified as a plus standard. It is identified as a plus standard in the Teacher Notes, but it is not included in Core Correlation. In this task, students solve trigonometric equations through an application of the trigonometric identities learned in previous tasks.G-SRT.9,10, and 11 are identified in Geometry, Module 7, Tasks 5 through 8 in the Table of Contents with no indication of being plus standards. In the Teacher Notes and Core Correlation, the standards have the plus sign (+). Task 5 addresses special right triangles (45-45-90 and 30-60-90) and does not include the Laws of Sines and Cosines. Task 6 addresses finding missing sides and angles of non-right triangles using right triangle trigonometry after drawing ancillary lines. Task 6 does not use the Laws of Sines or Cosines, so it does not address the standards listed. Task 7 derives the Laws of Sines and Cosines, and in Task 8, an alternate formula for the area of a triangle using sine (G-SRT.9) is derived.G-C.4 is identified in Geometry, Module 5, Task 3 in the Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8e94f7ee-76e3-425b-a84e-9ca99d2b7f24": {"__data__": {"id_": "8e94f7ee-76e3-425b-a84e-9ca99d2b7f24", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "e5c3a97e-65b1-4e58-9c3e-1a5105c7ca79", "node_type": null, "metadata": {}, "hash": "35a682e0085c957bb7b6a82437f902ac99fb39635f4bea239df8b16dbebc276c"}, "3": {"node_id": "9f424ae1-a9f7-4438-8e8f-5dc9c6d602f2", "node_type": null, "metadata": {}, "hash": "9ab630abd94b65f621b67495247ba9adfed56d17cb17ee8460d0c496efe4564d"}}, "hash": "9e1038b427ea23f76997ed1131dbda8b0e8dc03a5a2f6e15d62a8fddd0643520", "text": "Constructing a tangent line from a point outside a given circle is addressed in question 8.G-GMD.2 is identified in Geometry, Module 5, Task 12 in the Table of Contents, Teacher Notes, and Core Correlation, but is never identified as a plus standard. This task addresses giving an informal argument using Cavalieri\u2019s principle for the formulas for the volumes of solid figures.S-MD.7 is identified in Geometry, Module 8, Task 1 in the Table of Contents and the Teacher Notes. In both locations, the standard is identified as a plus standard, but it is not listed in Core Correlation for Geometry. Students analyze the accuracy of a tuberculosis skin test using conditional probability.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.Every three tasks in each module follow the develop/solidify/practice sequence. This allows students to develop conceptual understanding across many tasks. For example, in Algebra I, Module 4, each task builds upon the previous to reinforce concepts:Task 1 Develop - Explaining each step in the process of solving an equation (A-REI.1).Task 2 Solidify - Rearranging formulas to solve for a variable (N-Q.1,2; A-REI.3; A-CED.4).Task 3 Practice - Solving literal equations (A-REI.1,3; A-CED.4).Within this progression, students develop their conceptual understanding of what it means to solve an equation in each task. The materials develop the understandings through each task, so students can build on the previous days\u2019 learnings.F-IF.7: In Algebra I, Module 7, Task 1, students develop an understanding of transformations on a graph and how it relates to a corresponding equation. Students explore the changes of a graph in relationship to the area of a square. By the end of this task, students identify the key features of the graph and how changes to a corresponding equation will change the graph. This development is continued in Task 2.G-CO.10: In Geometry, Module 3, Task 1, students explore why the interior angles of a triangle add up to 180 degrees. Their understandings of the sum of angles along a straight line and transformations are expanded as they prove relationships about triangles. Students also use the key mathematical concepts of transformations and congruence to prove other theorems about triangles.N-RN.3: In Algebra II, Module 3, Tasks 5 and 6 develop the concept of irrational numbers. The tasks begins with plotting real numbers on a number line and moves to plotting irrational numbers on the number line. This activity helps students understand how irrational numbers behave in similar and different ways to the rational numbers. Once students establish this understanding in Task 5, the students develop their understanding of the properties of irrational numbers in Task 6. The materials address irrational numbers and their properties over two tasks, so students can develop a more thorough understanding of the mathematical concept.\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials for Mathematics Vision Project Traditional series partially meet expectations for providing intentional opportunities for students to develop procedural skills, especially where called for in specific content standards or clusters. Within Ready, Set, Go!, students practice various skills from across the series, however, some standards/clusters do not have enough practice problems. Examples of the materials not containing enough practice problems for students to independently demonstrate procedural skills include, but are not limited to:In Algebra I, Module 7, Task 1, students complete scaffolded questions about the effect on the graph of f(x) by replacing it with f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative) (F-BF.3). In Set, students complete five problems to develop and demonstrate their procedural skill.In Geometry, Module 4, Task 6, students determine the midpoint of multiple line segments (G-GPE.6) by answering scaffolded questions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9f424ae1-a9f7-4438-8e8f-5dc9c6d602f2": {"__data__": {"id_": "9f424ae1-a9f7-4438-8e8f-5dc9c6d602f2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "8e94f7ee-76e3-425b-a84e-9ca99d2b7f24", "node_type": null, "metadata": {}, "hash": "9e1038b427ea23f76997ed1131dbda8b0e8dc03a5a2f6e15d62a8fddd0643520"}, "3": {"node_id": "1722a802-188c-4083-8d6c-8e079c998a7f", "node_type": null, "metadata": {}, "hash": "1c6a6ac44b94ab5dd36699e8f7d0b1674641515e23417fc1208baf41054b7cd2"}}, "hash": "9ab630abd94b65f621b67495247ba9adfed56d17cb17ee8460d0c496efe4564d", "text": "One question within the introduction is based on finding a point on a line segment beyond a 1:1 ratio. In Ready, students work ten problems related to the concept, with four of those addressing a ratio other than 1:1.In Algebra II, Module 3, Ready, Set, Go!, five of the quadratic equations have complex solutions (Questions 22-25 and 36). This is not enough practice for students to develop procedural skills with complex solutions (N-CN.7).\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials for Mathematics Vision Project Traditional series meet expectations that the materials support the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. Every task begins with an engaging scenario that is either a direct, real-world application of the content for that day or provides a unique, novel problem for the students to solve. The applications within the series enable students to develop their conceptual understanding of the mathematics and the abstract notation or procedural skills once students have built that understanding. There are also scenarios that recur throughout the series. As a result, students contextualize many different mathematical ideas to the same scenario.The series includes numerous applications across the series, and examples of select standard(s) that specifically relate to applications include, but are not limited to:A-REI.11: In Algebra I, Module 3, Tasks 4-6 use a Water Park scenario where students, in task 4, determine when both pools are the same height using intersection points. In task 5, they compare the graphs of the pools to the sum of both pools. In task 6, students set the two function rules equal to each other to determine the intersection point. The scenario spans the three tasks, so students develop their understanding about the intersection points of two graphs and the different properties of functions.G-SRT.8: In Geometry, Module 4, Task 10, students determine the height of a tree using angle of elevation and shadows. Students work within the same scenario to determine unknown angles of depression and elevation. In Ready, students work multiple real-world problems using trigonometric ratios to determine missing lengths and angles.F-IF.7: In Algebra II, Module 5, Task 1, students write, graph, and solve rational equations in the context of winning the lottery. Students compare different points on the equation and graph based on different ways of splitting the prize money. In Set, students interpret an equation and graph to determine different ways of paying for a gift among friends.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials for Mathematics Vision Project Traditional series meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. The materials engage students in each of the aspects of rigor in a cycle throughout the materials. Each module contains a Developing Understanding task to build conceptual understanding in students, a Solidifying Understanding task to build on that conceptual knowledge, and a Practicing Understanding task. Within each task there are Ready, Set, Go! activities that spiral procedural skills for students.\u00a0For example, in Geometry, Module 6, Task 4, students develop conceptual understanding of the equation of a circle centered at the origin. Students practice procedural skills with the equations of circles in Ready, Set, Go!, Questions 10-15. In Task 5, students solidify their understanding with a sprinkler application problem and determine the equation of a circle when it is not centered at the origin. Students practice this concept in Ready, Set, Go!, Questions 11-19. In Task 6, students continue working with equations of circles with different challenges in the task and the Ready, Set, Go! questions.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Mathematics Vision Project Traditional series meet expectations that the materials support the intentional development of making sense of problems and persevere in solving them, as well as attending to precision (MP1 and MP6) in connection to the high school content standards.Examples of MP1 include, but are not limited to:In Geometry, Module 2, Task 1, students construct two shapes, a rhombus and a square. Within the materials, teachers are prompted for students to get enough time to explore the constructions fully.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1722a802-188c-4083-8d6c-8e079c998a7f": {"__data__": {"id_": "1722a802-188c-4083-8d6c-8e079c998a7f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "9f424ae1-a9f7-4438-8e8f-5dc9c6d602f2", "node_type": null, "metadata": {}, "hash": "9ab630abd94b65f621b67495247ba9adfed56d17cb17ee8460d0c496efe4564d"}, "3": {"node_id": "7506634e-e6f1-42bf-8445-d8a85885c475", "node_type": null, "metadata": {}, "hash": "ab0e09b46bd99d3bd23492b85cca7962e7ef86f73faa31f5cd7f0fb24a0261a7"}}, "hash": "1c6a6ac44b94ab5dd36699e8f7d0b1674641515e23417fc1208baf41054b7cd2", "text": "Within this task, students make sense of the constructions and persevere through the process of making the construction.In Algebra II, Module 1, Task 1, students recall previous information about functions and their graphs to make sense of inverse functions. Through the task, students notice how a function and its inverse are related and make sense of the relationship. Students determine what makes two functions inverses from their observations about the Pet Sitter situation.\u00a0\u00a0In Algebra II, Module 5, Task 5, students identify and record errors in the Rational Expression and Functions activity. Students provide strategies to help others avoid these errors in the future. Through this, students make sense of the problems they are completing by determining where the errors might occur.Examples of MP6 include, but are not limited to:In Algebra I, Module 2, Task 2, students identify the domains of two sequences in the Please Be Discrete task. Students determine that one is arithmetic and the other geometric. Students discuss how discrete and continuous functions are related, specifically around their domains. In order to discuss the difference between these two functions, students must be precise to show the differences between the two functions.In Geometry, Module 1, Task 1, students use precision in their language for transformations. Students use precise definitions for each of the transformations so the final image is a \u201cunique figure, rather than an ill-defined sketch\u201d. The materials prompt students to see how precision is needed when defining geometric relationships to make sure that images are well defined.\u00a0In Algebra 2, Module 8, Task 3, students attend to precision as they determine different parameters of their equations. The Bungee Simulator is a sophisticated graph that combines a sinusoid and exponential decay. In order to match a function to the graph provided, students utilize precision with their parameters to create a function that models the situation.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Mathematics Vision Project Traditional series meet expectations that the materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards. Throughout the materials, there are many opportunities for students to critique the reasoning of others and to reason abstractly.Examples of MP2 include, but are not limited to:In Algebra I, Module 4, Task 4, students are given a statement and determine which of the two expressions represent a larger value. In the Which is Greater task, students reason abstractly about an expression, compare it to another expression, and explain their reasoning.In Algebra I, Module 7, Task 1, students reason abstractly by relating the numeric results in a table to the graphs and explain the way the graph is transformed. Students examine the abstract relationships between the different representations (table, graph, and function) and how a change in one form impacts a change in the other.In Geometry, Module 5, Task 5, students engage in reasoning that considers how an infinite process might converge on a unique value. In Polygons to Circles, students examine the case of how an inscribed regular polygon with more and more sides converges on the shape of a circle. This limiting process provides an informal proof for the circumference and area of a circle.Examples of MP3 include, but are not limited to:In Algebra 1, Module 3, Task 2, students interpret two representations (a table and a graph) and determine if Sierra\u2019s statements are correct. During the task, students analyze the situations, justify their reasoning, and communicate their conclusions to others.In Geometry, Module 4, Task 8, the whole-class discussion begins by sharing several examples of triangles, so equivalent ratios can be observed. From this, students hypothesize the trigonometric relationships for all right triangles. Students determine how the ratios are related and construct an argument for what they believe about the trigonometric ratios. The materials promote a discussion for why these ratios are equivalent in all right triangles.In Algebra II, Module 4, Task 5, students use prior knowledge about polynomials and function behavior to construct an argument for the end behavior of various polynomial and exponential functions. They compare the functions and defend their conclusions.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Mathematics Vision Project Traditional series meet expectations that the materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards.\u00a0Examples of MP4 include, but are not limited to:In Algebra 1, Module 5, Task 3, students manipulate a system of equations to model the constraints of setting up a pet-sitting business.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7506634e-e6f1-42bf-8445-d8a85885c475": {"__data__": {"id_": "7506634e-e6f1-42bf-8445-d8a85885c475", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "1722a802-188c-4083-8d6c-8e079c998a7f", "node_type": null, "metadata": {}, "hash": "1c6a6ac44b94ab5dd36699e8f7d0b1674641515e23417fc1208baf41054b7cd2"}, "3": {"node_id": "a2bfec16-54ab-4727-975e-4e0e5c885010", "node_type": null, "metadata": {}, "hash": "581e423a07ed63d537ca09bb8a76684a96b0afa4488a84b1e003d01a6e5c49e5"}}, "hash": "ab0e09b46bd99d3bd23492b85cca7962e7ef86f73faa31f5cd7f0fb24a0261a7", "text": "They determine the best use of space to provide maximum profit. Students also have to understand what terms in their expressions are related to the different constraints. From this, they derive various forms of the equations to determine maximum profit.In Geometry Module 5, Task 4, students analyze a plan to build a regular, hexagonal gazebo. In the plan, there are several statements students have to agree or disagree with and then design their own gazebo.In Algebra II, Module 8, Task 3, students model a bungee jump simulation and use calculator technology to create their model.Examples of MP5 include, but are not limited to:In Algebra I, Module 2, Task 8, students compare linear and exponential growth related to two small companies. They are encouraged to use a calculator or spreadsheet to determine if this growth is continuous or discrete.In Geometry, Module 2, Task 2, students use the circle as a tool to create congruent line segments. Students also consider transformations as tools to think about congruence when creating mappings.In Algebra II, Module 2, Task 5 notes that students should use various tools, such as tables, graphs, and technology, to compare functions and their end behavior.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials for Mathematics Vision Project Traditional series meet expectations that the materials support the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards.Examples of MP7 include, but are not limited to:\u00a0In Algebra I, Module 8, Task 3, students use their understanding of absolute value to help solidify their understanding of piecewise functions. They develop the graph for an absolute value function using their understanding of piecewise functions.\u00a0In Geometry, Module 1, Task 6, students uncover the structure of regular polygons through the ideas of rotational and line symmetry. They notice the relationship between the number of sides in a regular polygon and the shape\u2019s rotational and line symmetry.\u00a0In Algebra II, Module 3, Task 5, students use their knowledge of the quadratic formula to predict the nature of the roots of a parabola. Students relate their understanding of the different forms of the quadratic equation to the graph of a parabola to make predictions about roots.\u00a0Examples of MP8 include, but are not limited to:In Algebra I, Module 8, Task 6, students are prompted to see when finding an inverse you can sometimes just \u201cundo\u201d the operations in the opposite order of the original function. Students also build an understanding of how to restrict the domain of the inverse based on this process.In Geometry, Module 5, Task 10, students determine the relationship between the area and perimeter of similar figures. Through the task, students develop the pattern for the relationship of properties between these scaled figures.In Algebra II, Module 4, Task 1, students explore how to determine the degree of a polynomial function. Students look at different rates of change to determine the type of function. For example, students understand that a cubic has a \u201cfirst difference that is quadratic, a second difference that is linear, and a third difference that is constant\u201d. Students are prompted to understand this pattern in all polynomial functions.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet the expectation that the underlying design of the materials distinguish between problems and exercises. Problems are included in \u201ctasks\u201d, which attend to specific standard(s) or aspect of a standard(s). There are three different kinds of tasks: Develop Understanding, Solidify Understanding, and Practice Understanding. Develop Understanding tasks introduce concepts and build on previous knowledge by providing discovery problems. Solidify Understanding tasks focus on the concepts being developed in the unit and provide students opportunities to practice what they have learned so far in the unit. Practice Understanding tasks extend learning by adding small extensions to the concepts covered in the unit. Ready, Set, Go! Exercises are designated as \u201chomework\u201d. Ready exercises are intended to prepare students for the upcoming work in class, Set exercises reinforce the work done in class that day, and Go exercises review concepts and skills that students learned previously.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2bfec16-54ab-4727-975e-4e0e5c885010": {"__data__": {"id_": "a2bfec16-54ab-4727-975e-4e0e5c885010", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "7506634e-e6f1-42bf-8445-d8a85885c475", "node_type": null, "metadata": {}, "hash": "ab0e09b46bd99d3bd23492b85cca7962e7ef86f73faa31f5cd7f0fb24a0261a7"}, "3": {"node_id": "a9ab1823-d1d0-4d0a-a0cf-92ae1b2c3c12", "node_type": null, "metadata": {}, "hash": "3f6a734cc1f38c667551c2644b0af409540da88b78e11fb60d0b9cca70c3dfa8"}}, "hash": "581e423a07ed63d537ca09bb8a76684a96b0afa4488a84b1e003d01a6e5c49e5", "text": "Design of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet expectations that the design of the assignments is not haphazard and are given in intentional sequences. The materials create connections as tasks begin by re-examining mathematical content so that familiar mathematical situations are viewed with a new level of sophistication. The sequence of the material is designed to spiral concepts throughout the entire series.Structure of the Materials states that Ready and Go exercises provide a spiraling sequence of content to help maintain skills. However, these spiraled exercises often contain concepts that are unrelated to the content of the new lesson and/or have not yet been learned in the sequence of the course or series. Examples of these exercises affecting the overall sequence of the materials include:In Algebra I, Module 5, Ready, Set, Go! Problem 8, students identify transformations in Ready, but this concept is not addressed until Geometry even though the concept is addressed in Grade 8 standards. The main topic of the module is systems of equations, and this practice does not provide practice that connects to the work being done in the Module or the course.\u00a0In Algebra 1, Module 9, Ready, Set, Go! Problem 8, students create geometric constructions after learning about residuals. These topics are not related, and the materials do not address constructions until Geometry.In Geometry, Module 2 addresses geometric constructions and connects those to congruence of figures. In Go for Task 1, students solve systems of equations. In Go for Task 2, students write recursive and explicit formulas for sequences. While this is connected to content from Algebra I, it is not connected to new content in Module 2.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet expectations for having variety in how students are asked to present the mathematics. For example, students provide numerical answers, produce graphs, compile charts, draw pictures, find equations and functions, create models, describe patterns, articulate arguments, write critiques, and analyze work and possible solutions. In almost every task, students present mathematics in multiple ways. For example, in Algebra I, Module 5, Task 5, students write inequalities and create graphs. In Geometry, Module 7, Task 1, students draw three-dimensional solids and their two-dimensional cross sections. In Algebra II, Module 3, Task 2, students create area models to solve binomial multiplication.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet expectations that manipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods. The materials occasionally instruct students to use manipulatives within the materials (for example: Algebra 2, Module 6, Task 8). On the main webpage, under the Resources header, there are links that are connected to a set of ten GeoGebra Interactive Applets (i.e. Leaping Lizards, Triangle Dilation). Directions for the interactive applets can be found within the applets and the teacher notes. A few examples of suggested physical manipulatives include dice to model a data set, and an area model for multiplying binomials, completing the square, and factoring.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series have a visual design that is not distracting or chaotic. The materials are digital versions of print books. The e-book does not have any enhancement features such as embedded media, interactivity, narration, etc. There are no places for students to enter answers that are then compiled for teachers. The index at the beginning of each module doesn\u2019t have bookmark links to the lessons within that module, and there are no page numbers when it is a printed resource.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet the expectation for supporting teachers by providing quality questions to guide students\u2019 mathematical development. The Teacher Notes provide suggested questions to use during the Teaching Cycle (Launch, Explore, Discuss) that aid in students\u2019 developing understanding of the content.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a9ab1823-d1d0-4d0a-a0cf-92ae1b2c3c12": {"__data__": {"id_": "a9ab1823-d1d0-4d0a-a0cf-92ae1b2c3c12", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "a2bfec16-54ab-4727-975e-4e0e5c885010", "node_type": null, "metadata": {}, "hash": "581e423a07ed63d537ca09bb8a76684a96b0afa4488a84b1e003d01a6e5c49e5"}, "3": {"node_id": "5913aa26-c22a-4502-a95f-aa2a20b32980", "node_type": null, "metadata": {}, "hash": "394bd6b368ef438683c46d571d3086ec0d97a3095a8f62a17c895b1f7e86d7c7"}}, "hash": "3f6a734cc1f38c667551c2644b0af409540da88b78e11fb60d0b9cca70c3dfa8", "text": "For example, Algebra I, Module 1, Task 6, Launch: \u201cThen, wonder out loud whether or not it would be an arithmetic sequence if a number is subtracted to get the next term. Don\u2019t answer the question or solicit responses.\u201d There is also an Essential Question provided as part of the Enhanced Teacher Notes for each task, and the tasks contain questions designed to elicit discovery and exploration.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet the expectation that the teacher edition contains ample and useful annotations. Teacher Notes are provided for each module, and the notes contain structured guidance on how the lessons should proceed. The notes may include some or all of the following sections:Special Note to Teachers: highlights an aspect of the task and how it fits in the overall sequence of the three course materials.Purpose: describes the previous development of concepts needed for the lesson and where to place emphasis for the lesson.New Vocabulary: lists new vocabulary introduced in the lesson.CCSSM Standards focus and related Standards: lists those addressed in the lesson.Standards for Mathematical Practice: lists those addressed in the lesson.The Teaching Cycle: Launch, Explore, Discuss, provides a detailed discussion on lesson delivery.\u00a0There is also reference made to the use of technology within the teaching cycle, but there is no discussion of how to use the technology. In Algebra I, Module 9, Task 5, the introduction states, \u201cMost graphing calculators will work well. Free computer apps would be very helpful and easy to use on this task as well (GeoGebra and Desmos, etc.).\u201d\u00a0The MVP Enhanced Teacher Notes include the basic Teacher Notes, Essential Questions for each task, articulation of Standards of Math Practices of Focus, exit ticket ideas, instructional supports, instructional adaptations, intervention ideas, challenge activities, answer keys to in class tasks, and answer keys to Ready, Set, Go!.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series do not meet the expectation for containing adult-level discussions of the mathematics. The Teacher Notes do not contain explanations of advanced mathematical topics that advance the knowledge of the teacher. For example, in Geometry Module 5, Task 4, the purpose states, \u201cIn this task students will develop a strategy for finding the perimeter and area of regular polygons. This work will lead to informal arguments for the formulas of the circumference and area of a circle in the next task.\u201d Teachers are not provided with further instructions within the task to advance the learning of the concept for the teacher.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation that the Teacher edition addresses the standards in the context of the overall series. An overview of each module and associated tasks is provided in the Introduction to the Materials document on the course page. An overview of each task is also provided in the Teacher Notes. The materials make occasional references to previous and future standards related to the current task. Also, occasional references are made to a course, but rarely to the module or the task. For example, in Geometry, Module 6, Task 2 states, \u201cThe purpose of this task is to prove that parallel lines have equal slopes and that the slopes of perpendicular lines are negative reciprocals. Students have used these theorems previously.\u201d No precise reference about how current content fits into the vertical progression of learning is provided.\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series contain Teacher Notes that include an index of Tasks within each Module with related standards. A Core Correlations document is included in the materials, which serves as a reference for standards addressed in the materials. A pacing guide for the materials was not provided, but the materials state to \"usually\" use/teach a task a day.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series provide a link on the main webpage for parents that contains a general, course-wide letter.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5913aa26-c22a-4502-a95f-aa2a20b32980": {"__data__": {"id_": "5913aa26-c22a-4502-a95f-aa2a20b32980", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "a9ab1823-d1d0-4d0a-a0cf-92ae1b2c3c12", "node_type": null, "metadata": {}, "hash": "3f6a734cc1f38c667551c2644b0af409540da88b78e11fb60d0b9cca70c3dfa8"}, "3": {"node_id": "01d5c3b3-90be-4c7b-b761-11fd14c91f07", "node_type": null, "metadata": {}, "hash": "26cbe2c6afec811fd58ba92d576060ce9321bd87a7adb6f99af3dbe5e7510f7d"}}, "hash": "394bd6b368ef438683c46d571d3086ec0d97a3095a8f62a17c895b1f7e86d7c7", "text": "If support is needed for homework, the materials suggest, \u201cIf there are areas in the Ready, Set, Go!\u00a0homework assignments, where your student feels uncertain and needs guidance, please access the online help videos hosted at rsgsupport.org. For a very small subscription fee you can provide your student with help that is directly connected to his/her homework assignment. There are also print resources that can be obtained for reference.\u201d The videos provided on rsgsuppport.org are currently available for the Integrated series. Helps, Hints and Explanations is a resource available for purchase and was developed for students and parents to assist them as they work on Ready, Set, Go! homework. This resource has explanations and examples intended to remind students of what they learned in class and provide them with support as they work on their homework.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series provide a link for professional development on the main webpage. This webpage contains past presentations, via powerpoint, on the Comprehensive Mathematics Framework, the basis of the design of MVP. Professional development options are also available for purchase about the approaches, strategies, and research.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation for providing materials for gathering information about student\u2019s prior knowledge within and across grade levels/courses. The Ready exercises within a task are intended to help students review and prepare for the skills and concepts that will be needed for the task. However, there is no guidance for the teacher as to how to interpret these exercises, nor is there any discussion of possible strategies for remediation.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet the expectation for providing support for teachers to identify and address common student errors and misconceptions. The materials often include a comment related to common errors or misconceptions, but they do not always identify what these might be. For example, in Algebra I, Module 8, Task 2 Explore, the teacher notes state: \u201cAs you monitor, look for common student misconceptions to discuss during the whole group discussion. For example, some students may not realize\u2026\u201d and the notes go on to explain a misconception. In the same module, Task 7 Explore states: \u201cLook for common errors among students so that you can discuss these more thoroughly during the whole group discussion\u201d, but no indication is included of what these might be or how to address them in the whole group discussion.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation for providing opportunities for ongoing review and practice of both skills and concepts. The structure of the tasks within a module, and across modules, provides for review of concepts. However, besides the Ready, Set, Go! exercises within each task, there is no ongoing practice of skills, and there is no discussion of how to provide feedback. The Ready, Set, Go! exercises do provide students the opportunity to show proficiency on certain topics, but few resources are provided for teachers to provide feedback.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation that standards are clearly denoted for assessments. Assessments do indicate course, module, and task, but specific standards are not identified on the assessments. Algebra II, Module 2 Quiz, states, \u201cLogarithmic Functions 2.1-2.4\u201d, but it does not indicate for each question which standards are addressed. Assessments are based on modules, which include the standards of focus. Although quizzes and tests do not specifically provide standards, performance-based assessments include the standards.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\u00a0Assessments typically have multiple parts including a mixture of the following types of problems: Multiple Choice, Matching, Building Tables, Short Answer, and Short Essay. Occasionally students are asked to demonstrate different methods to solve similar problems. There were few of the short answer and short essay problems, and the majority of the assessments were comprised of multiple choice/matching type problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "01d5c3b3-90be-4c7b-b761-11fd14c91f07": {"__data__": {"id_": "01d5c3b3-90be-4c7b-b761-11fd14c91f07", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "5913aa26-c22a-4502-a95f-aa2a20b32980", "node_type": null, "metadata": {}, "hash": "394bd6b368ef438683c46d571d3086ec0d97a3095a8f62a17c895b1f7e86d7c7"}, "3": {"node_id": "eb3c8a77-03ab-4ad1-b5eb-52f8721d6007", "node_type": null, "metadata": {}, "hash": "31d5dbb966f87719034523273fed194a78a0b4c2426a24ea37f2de6c7ee0e3ce"}}, "hash": "26cbe2c6afec811fd58ba92d576060ce9321bd87a7adb6f99af3dbe5e7510f7d", "text": "Scoring rubrics for the short answer and short essay questions were not available, and grading expectations for weighted value of the assessments. Sample assessments include rubrics for the performance-based assessments which offer limited guidance, but do not provide guided feedback.\n\nMaterials encourage students to monitor their own progress.\n\nSelf assessments are included within the materials and allow students to monitor their progress. Students are expected to document evidence of their personal rating. The students have three choices for assessing, \"I can do this without mistakes\", \"I understand most of the time\u2026,\" and \"I don't understand.\" Students are asked to give evidence of their response. No teacher materials were provided to explain what this \"evidence\" should or could look like or to explain how the teacher should use the \"evidence\".\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. Teacher materials provide a prescribed Teaching Cycle. Each task has an Explore (Small Group) component for developing student understanding. If the students do not meet the expectations in small group, strategies are not consistently provided for how the teacher can scaffold the content of the task. An example: Algebra I, Module 5, under Explore Small Group, \u201cwatch and listen and encourage connections.\u201dThe Enhanced Teacher Notes offer \u201cInstructional Supports\u201d that sometimes contain a scaffolding/intervention section, such as in Algebra I, Module 2, Task 10 which provides a graphic organizer to help students classify forms of linear equations.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation for providing teachers with strategies for meeting the needs of a range of learners. Enhanced Teacher Notes offer \u201cInstructional Supports\u201d, \u201cInstructional Adaptations\u201d, and \u201cChallenge Activities\u201d as resources to differentiate instruction. These, however, are not comprehensive. The note in Geometry, Module 1, Task 5, under Instructional Adaptations states, \u201cThe use of the cutouts described in the Instructional Supports section should be sufficient intervention for this task, and provide adequate support for all students.\u201d However, no other strategies or suggestions were given.The Enhanced Teacher Notes list \u201cInstructional Supports\u201d and \u201cInstructional Adaptations\u201d at the end of each task. For example, Geometry, Module 1, Task 3, has these instructional supports listed:Relatable Context - summarizes why this context will engage students.Visualization - addresses the misconception that could result if students mistakenly think of this as a three-dimensional action instead of a two-dimensional action of reflecting.And these Instructional Adaptations:Intervention Activity - use of tracing paper.Challenge Activity - \u201cAsk students to consider this question: Is it possible to find a sequence of transformations that will carry every image to every other image in the diagram if the first transformation in the sequence is always to translate the tip of the middle fingers of the left hand of the first image to the corresponding point on the second image? What are the implications of this?\u201d.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series partially meet the expectation for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations. Most tasks do not provide multiple entry-points.\u00a0Some tasks do provide multiple entry points. For example, in Geometry, Module 7, Task 1, students explore two-dimensional cross sections of three-dimensional objects. The materials offer many different ways for students to engage in this visualization - drawing \u201cslices\u201d of a cube on a two-dimensional drawing, partially filling a cylinder with water and tilting and turning it different ways while watching what the surface of the water does, and finally, observing the possible shapes of shadows that can be cast by different objects.The tasks set for the students can often be approached from many perspectives, using different strategies and representations. In some cases this is encouraged; however, in most cases the teacher is instructed to guide the students to the \u201cdesired\u201d method of solution so as to address the standard in question.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eb3c8a77-03ab-4ad1-b5eb-52f8721d6007": {"__data__": {"id_": "eb3c8a77-03ab-4ad1-b5eb-52f8721d6007", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "01d5c3b3-90be-4c7b-b761-11fd14c91f07", "node_type": null, "metadata": {}, "hash": "26cbe2c6afec811fd58ba92d576060ce9321bd87a7adb6f99af3dbe5e7510f7d"}, "3": {"node_id": "3add6d9b-348e-43d0-82ff-a3ebf1a124a3", "node_type": null, "metadata": {}, "hash": "b853c18002146754b9608dca1b3a1555adcafd22554bf6564c402d8c6cfe092e"}}, "hash": "31d5dbb966f87719034523273fed194a78a0b4c2426a24ea37f2de6c7ee0e3ce", "text": "The instructional materials reviewed for Mathematics Vision Project Traditional series do not meet the expectation for providing support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems). No accommodations for English Language Learners or other special populations are available.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for Mathematics Vision Project Traditional series meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. The Enhanced Teacher Notes offer \u201cChallenge Activities\u201d as resources for advanced students. For example, in Algebra I, Module 9, Task 5 the teacher is prompted to \u201chave students find data in two way tables on the internet, then have them write a story, using relative frequency statements.\u201d\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed rarely contain images of people. The names included in the problems are diverse.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials provide some suggestions for teachers to use a variety of grouping strategies. The Enhanced Teacher\u2019s Notes have suggestions for grouping listed next to each activity. Group work is embedded in every task; MVP strongly suggests all teachers take their inservice training. No implementation guide was made available to teachers related to the pedagogy of collaborative learning, how to form and manage groups, or effective techniques that could be used.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials did not provide references for teachers to draw upon home language and culture to facilitate learning.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials for the Mathematics Vision Project Traditional series are accessible within any browser. Each module is presented as a Portable Document File (pdf), which can be viewed online or printed. These files can be viewed on tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nIn the instructional materials for the Mathematics Vision Project Traditional series, students demonstrate knowledge and understanding through the virtual manipulatives, but other than those, there are few opportunities to show knowledge and understanding by using technology. The enhanced teacher materials provide teachers with suggestions on how technology can help students develop an understanding of concepts, but they do not provide specific instructions on the use of technology to assess understanding and procedural skills for each task.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series do not allow personalization.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for the Mathematics Vision Project Traditional series do not offer a wide range of lessons on each topic. Each lesson involves a central task or problem. Teachers are encouraged to seek additional resources in order to give students a deeper understanding of certain topics. Teachers and individuals that have purchased the print version of Ready, Set, Go! Answer Keys and Sample Assessments can also receive Word Document files containing the sample assessment items. These sample assessment items could be easily customizable for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials for the Mathematics Vision Project Traditional series do not offer opportunities for students to collaborate with each other using technology.\u00a0Mathematics Vision Project has a current Facebook page with over 1,035 likes and can be followed on Twitter at @MVPmath. Teachers can also register to receive updates related to instructional supports and materials from the MVP team.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nAlthough the instructional materials for the Mathematics Vision Project Traditional series are presented in a digital format, few opportunities are provided for students to use technology in effective ways for the purpose of engaging in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3add6d9b-348e-43d0-82ff-a3ebf1a124a3": {"__data__": {"id_": "3add6d9b-348e-43d0-82ff-a3ebf1a124a3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1b6960fc-631f-498a-89da-ad20fac7cfe5", "node_type": null, "metadata": {}, "hash": "c080d812277c9934897c337ffd6b1bddca1d6856de7703d8f08774ff5838cefb"}, "2": {"node_id": "eb3c8a77-03ab-4ad1-b5eb-52f8721d6007", "node_type": null, "metadata": {}, "hash": "31d5dbb966f87719034523273fed194a78a0b4c2426a24ea37f2de6c7ee0e3ce"}}, "hash": "b853c18002146754b9608dca1b3a1555adcafd22554bf6564c402d8c6cfe092e", "text": "A few virtual manipulatives are listed on the course home page (via Geogebra), but they are aligned to the courses of the integrated series. The activities are not linked to, nor referenced in, the teacher or student materials. The interactive activities give instructions for students to complete the tasks. These tasks are provided for a few lessons throughout the entire series (approximately 10 activities posted).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96ad0efe-1559-4a64-a20b-42f5c1ac9aaf": {"__data__": {"id_": "96ad0efe-1559-4a64-a20b-42f5c1ac9aaf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "3": {"node_id": "1085eb2e-a56c-4b83-874a-29f564bed3b3", "node_type": null, "metadata": {}, "hash": "de7402bf23660280f777dd8bf8098b4bc32d2fbb6e9274251e66efd914d1a2d1"}}, "hash": "b0443058e7928386cb9fd953f67b4782ad34a5b7cd84ef2b1734f7f18b1a84fd", "text": "Mirrors & Windows: Connecting with Literature\n\nMirrors & Windows: Connecting with Literature - Grade 12 partially meets expectations of alignment. High quality anchor texts are paired with text-based writing and some speaking and listening work. Students have frequent opportunities to engage in research activities and integrated writing to build grade-level writing skills. The materials are not organized around topics and themes and therefore do not build knowledge and vocabulary consistently across a topic. Culminating tasks to do not require demonstration of knowledge built throughout a unit and do not require integration of skills.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria for text quality and complexity and alignment to the standards. Text are of publishable quality and worthy of especially careful reading and consider a range of student interests. Materials meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Texts have the appropriate level of complexity for the grade according to quantitative analysis and qualitative analysis. Students encounter a wide variety of texts with a range of length and difficulty throughout each unit and throughout the year. Materials meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Materials partially meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly. Materials provide opportunities and some protocols for evidence-based discussions. Materials partially meet the criteria for materials supporting students\u2019 listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports. Materials provide ample opportunities for students to practice a mix of both on-demand and process writing along with opportunities to engage in writing activities over the course of the year in a variety of modes, including argumentative, informative, narrative, and descriptive writing as well as research writing and writing to sources. Materials partially meet the criteria for materials including instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor/core texts are of publishable quality and worthy of especially careful reading.\n\nThe materials reviewed for Grade 12 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading.The materials meet the criteria as many of the anchor texts are previously published and widely read works of literature. Students are presented with multiple texts, including selections from the Common Core Exemplars, that are worthy of reading, discussion, and analysis.Examples of publishable and worthy texts include, but are not limited to, the following:In Unit 1, students read from Book II of Bede\u2019s Ecclesiastical History of the English People: \u201cThe Story of Caedmon\u201d by Saint Bede. This text has a moderate reading level at 1290L and has complex and sophisticated vocabulary. The text discusses thought-provoking issues.In Unit 2, students read from\u00a0The Canterbury Tales\u00a0by Geoffrey Chaucer, translated by Nevill Coghill. This frame tale is of challenging length with complex vocabulary.In Unit 3, students read \u201cDeath, be not proud\u201d (Holy Sonnet 10) by John Donne. This text has a moderate reading level with complex vocabulary in terms of archaic terminology.In Unit 4, students read\u00a0The Tragedy of Macbeth\u00a0by William Shakespeare. This is a challenging text with complex vocabulary and syntax.In Unit 5, students read \u201cA Modest Proposal\u201d by Jonathan Swift. This text is a satirical essay expressing sympathy for the plight of the oppressed Irish peasants and anger at the English ruling class. It has complex sentences, formal language, and satire.In Unit 6, students read \u201cThe Tyger\u201d by William Blake. This text is deep in allegorical meaning.In Unit 7, students read \u201cThe Lagoon\u201d by Joseph Conrad. This text has complex sentence structure.In Unit 8, students read from \u201cA Room of One\u2019s Own\u201d by Virginia Woolf. This essay is written at a moderate reading level with complex sentence structure and a conversational tone.In Unit 9, students read \u201cShooting an Elephant\u201d by George Orwell. This essay has a moderate reading level with challenging vocabulary and simple sentence structure.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1085eb2e-a56c-4b83-874a-29f564bed3b3": {"__data__": {"id_": "1085eb2e-a56c-4b83-874a-29f564bed3b3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "96ad0efe-1559-4a64-a20b-42f5c1ac9aaf", "node_type": null, "metadata": {}, "hash": "b0443058e7928386cb9fd953f67b4782ad34a5b7cd84ef2b1734f7f18b1a84fd"}, "3": {"node_id": "e8cf780f-5645-4cf6-9222-b5d40c2516bd", "node_type": null, "metadata": {}, "hash": "ae44ff451a42f0a3d2b8e13648b23b356560ba27e9704e03be4f0debcee933c4"}}, "hash": "de7402bf23660280f777dd8bf8098b4bc32d2fbb6e9274251e66efd914d1a2d1", "text": "The instructional materials reviewed for Grade 12 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.The materials present students with a variety of different text types and genres organized by historical time periods. Considering the organization strategy for the textbook, there are more informational, nonfiction texts present than literary texts. Text types and genres present in this unit include, but are not limited to, biography, diary excerpts, memoirs, articles, poetry, speeches, and excerpts from novels. The distribution of text types and genres required by the standards includes texts from the Anglo-Saxon period, Medieval period, Renaissance period, Seventeenth and Eighteenth centuries, Romantic period, Victorian era, Modern era, and the Postmodern era. All texts within the curriculum can be found listed in the Range of Reading section located at the beginning of the Teacher Edition in the Program Overview.Literary Texts include, but are not limited to, the following:Unit 1:\u00a0Beowulf\u00a0translated by Burton RaffelUnit 2: \u201cThe Wife of Bath\u2019s Tale\u201d from The Canterbury Tales by Geoffrey ChaucerUnit 3: \u201cMy mistress\u2019 eyes are nothing like the sun\u201d (Sonnet 130) by William ShakespeareUnit 5: \u201cThe Pilgrim\u2019s Progress\u201d by John BunyanUnit 6: \u201cThe Lamb\u201d by William BlakeUnit 7: \u201cPorphyia\u2019s Lover\u201d by Robert BrowningUnit 8: \u201cThe Demon Lover\u201d by Elizabeth BrowningUnit 9: \u201cA Shocking Accident\u201d by Graham GreenInformational Texts include, but are not limited to, the following:Unit 1: \u201cThe Story of Caedmon\u201d by Saint Bede the VenerableUnit 2: \u201cSimply Divine\u201d from The Guardian by Stephen CookUnit 3: \u201cOf Studies\u201d by Francis BaconUnit 4: \u201cMacbeth,\u201d from Characters of Shakespeare\u2019s Plays by William HazlittUnit 5: \u201cThe Diary of Samuel Pepys\u201d by Samuel PepysUnit 6: \u201cIntroduction to Frankenstein\u201d by Mary ShelleyUnit 7: \u201cCardiac Arrest in Healthy Young Athletes\u201d by Karen AseUnit 8: \u201cWartime Speech, May 19, 1940\u201d by Winston ChurchillUnit 9: \u201cShooting An Elephant\u201d by George Orwell\n\nTexts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).\n\nThe instructional materials reviewed for Grade 12 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis and qualitative analysis.The majority of texts are at the appropriate quantitative level. Within the series, quantitative texts levels range from 600L-1710L, with some texts above and below the current grade level Lexile and stretch bands. Texts that are above or below grade level quantitative bands have qualitative features and/or tasks that bring them to the appropriate grade level. Along with Lexiles, each text is labeled as moderate, easy, or advanced. Texts are scaffolded in Units 1-5 as Guided, Directed, and Independent Reading, and Unit 6 is centered on Independent Reading. Supports are provided in the additional resource materials, particularly the Meeting the Standards Resource Guide that has guided reading activities with graphic organizers, vocabulary development, and practice quizzes. The Program Planning Guide contains lesson plans that provide student tasks and multiple reading strategies to support student learning.Examples of texts that have the appropriate level of complexity for Grade 12 include but are not limited to:In Unit 3, students read \"Meditation 17\" from\u00a0Devotions Upon Emergent Occasions,\u00a0Lexile 1120.This short text includes vivid language and strong vocabulary. In Unit 8, students read Primary Source Connection: \u201cThe War Letters of Wilfred Owen.\u201d This essay has difficulty considerations such as length and the fact that background knowledge is required before reading; the ease factor is the inclusion of vivid description. Essentially this text addresses the letters that were sent to family members as Owen participated in World War I; most letters were sent to his mother.In Unit 9, students read \u201cGames at Twilight\u201d by Anita Desai, Lexile 1130. While it contains some difficult vocabulary, the text provides a list of the vocabulary for preview. The subject matter of the text is familiar to students, and the Teacher\u2019s Edition provides an entry point with a suggested student discussion. It also suggests that students maintain a chart to keep track of the settings in the selection.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e8cf780f-5645-4cf6-9222-b5d40c2516bd": {"__data__": {"id_": "e8cf780f-5645-4cf6-9222-b5d40c2516bd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "1085eb2e-a56c-4b83-874a-29f564bed3b3", "node_type": null, "metadata": {}, "hash": "de7402bf23660280f777dd8bf8098b4bc32d2fbb6e9274251e66efd914d1a2d1"}, "3": {"node_id": "a0d40f2d-be31-42e4-ac90-5195441f3cfd", "node_type": null, "metadata": {}, "hash": "e5244769a025692a64d8170694d9cb42f60c753fdfd91d0308a92a9954bf16a6"}}, "hash": "ae44ff451a42f0a3d2b8e13648b23b356560ba27e9704e03be4f0debcee933c4", "text": "It also suggests that students maintain a chart to keep track of the settings in the selection. The difficulty consideration for this text is vocabulary; the ease factor is the author\u2019s use of familiar subject matter.Examples of texts that are above the quantitative measure, but are at the appropriate level for Grade 12 based on qualitative analysis and associated tasks include but are not limited to:In Unit 8, students read Primary Source Connection: \u201cNeeded: An Irish National Theater\u201d by Lady Augusta Gregory and William Butler Yeats, Lexile 1710. While above Lexile level, this text has factors that put students at ease, such as its straightforward language and length. The difficulty considerations consist of vocabulary and formal style. This letter essentially \u201cask[s] for funds to start...a theatre,\u201d which allowed the authors to raise the necessary funds between 1898 and 1899.Example of text that are below the quantitative measure, but are at the appropriate level for Grade 12 based on qualitative analysis and associated tasks include but are not limited to:In Unit 3, students read \u201cOf Studies\u201d by Francis Bacon, Lexile 700. while below grade level lexile, is challenging considering the vocabulary used and the long complex sentences throughout.In Unit 9, students read \u201cShooting an Elephant\u201d by George Orwell, Lexile 1060. The ease factor is simple sentence structure while the difficulty consideration is vocabulary. \u201cThe author is called on to respond and finds he must choose between doing what he feels is right and doing what he believes the narratives expect of him as a representative of the power of the British crown.\u201dIn Unit 8, students read \u201cAraby\u201d by James Joyce, Lexile 940. While it is below grade level in terms of Lexile, \u201cAraby\u201d is part of the literary canon and Joyce is a renowned author. The difficulty consideration for this text is that the \u201cending is inconclusive.\u201d There are many ease factors for this text: sympathetic main character, simple plot, young person\u2019s point of view, and students relate to the main character. The story focuses on the notions of unexpected love.\n\nMaterials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 12 meet the criteria for materials supporting students\u2019 literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).The instructional materials increase in rigor and complexity from month to month to the end of the year, growing students\u2019 literacy skills. Units cover a range of reading skills, such as compare and contrast, drawing conclusions, clarifying information, asking questions, cause and effect, main idea, predicting, author\u2019s purpose, sequencing, summarizing, and organizing text. For each text, students are presented with at least two skills that are refined throughout the reading. Units include differentiated instruction and reading skills for developing readers. The Program Planning Guide provides opportunities for students to practice reading skills and strategies in order to become College and Career Ready. As students use the skill of inferring throughout these units, the reading selections range from easy to challenging, with text complexity increasing students knowledge, and understanding of what they are reading becomes critical. Within the Annotated Teacher\u2019s Edition, instructors are presented with a variety of questions to pose to students as reading is taking place. Questions are typically formatted as discussions, so that students are required to refer to the text, analyze, and discuss the various concepts that are studied throughout. Texts contain a broad range of Lexile levels.In the beginning of the year, the students are establishing routines for reading the selections in each unit. They are guided through the process of building background knowledge about a text, setting a purpose for reading, and taking note of reading skills that will benefit them when they start reading the text. They are also guided through the process of using reading strategies and making connections while reading. Lastly, they are guided through the process of remembering details about the text and interpreting, analyzing, and evaluating the text after they have read it. In the middle of the year, students are more practiced at before, during, and after reading strategies. Their ability to access and interact with the text is increasing, and student answers to questions and classroom discussions are likely increasing in depth. By the end of the year students are able to read, comprehend, and examine texts independently through established routines for thinking about the text before reading it, asking self- generated questions of the text while reading it, and answering provided questions that ask them to refer to the text and reason with the text after reading it.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a0d40f2d-be31-42e4-ac90-5195441f3cfd": {"__data__": {"id_": "a0d40f2d-be31-42e4-ac90-5195441f3cfd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "e8cf780f-5645-4cf6-9222-b5d40c2516bd", "node_type": null, "metadata": {}, "hash": "ae44ff451a42f0a3d2b8e13648b23b356560ba27e9704e03be4f0debcee933c4"}, "3": {"node_id": "41a2ad2f-e004-4904-8173-17f5b259cd2a", "node_type": null, "metadata": {}, "hash": "014912e5ad3a634d8193960653c7913a862ce7f8690e7811b1318b99f63839bc"}}, "hash": "e5244769a025692a64d8170694d9cb42f60c753fdfd91d0308a92a9954bf16a6", "text": "Examples include:In Unit 1, students read excerpts from\u00a0Beowulf,\u00a0verse translation by Burton Raffel. In this selection students are asked to Make Inferences: \u201cIn canto 6, Wulfgar tells Beowulf and his men to leave their weapons at the door and go in to see Hrothgar, but Beowulf orders a few of his men to stay with their weapons. Ask students to discuss what this incident says about the culture and customs of the time and about Beowulf himself.\u201dIn Unit 4, students read \u201cThe Tragedy of Macbeth, Act lll,\u201d A drama by William Shakespeare. In this selection students are asked to Make Inferences: \u201cAsk students to infer why Macbeth asks Banquo if Fleance will go with Banquo on his errand. Ask students to infer the answer to the following questions: Why does Macbeth want Fleance killed along with Banquo? Why doesn't Macbeth order the murderers to carry out their deed at some distance from the palace?\u201dIn Unit 5, students read \u201cTo Althea from Prison,\u201d and \u201cTo Lucasta, Going to the Wars,\u201d lyric poems by Richard Lovelace. In this selection students are asked to Make Inferences: \u201cJudging from the poem as a whole, ask students what the speaker's emotional mood seems to be. Is he really happy, or is his claim to liberty merely wish-fulfillment? Infer how Lucasta will respond and what the speaker will say to her to make her feel better.\u201dIn Unit 9, students read the anchor text, \u201cB. Wordsworth,\u201d a short story by V.S. Naipaul. In this selection students are asked to Make Inferences: \u201cHave students infer why B. Wordsworth does not want the narrator to tell anyone about him and the mango tree and a coconut tree and the plum tree. Infer why B. Wordsworth initially tells the story. Why does B. Wordsworth eventually tell the narrator of the story is untrue?\u201d\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 12 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.The texts that are present are quantitatively supported by Lexile level and qualitatively supported by purpose and rationale; this is provided for every unit and found within The Scope and Sequence Guide located in the Annotated Teacher Edition. Each selection in the Teacher\u2019s Edition also has a Preview the Model or Selection section that has notes on text complexity, difficulty considerations, and ease factor. In every Before Reading section, teachers are presented with objectives that students should master by the end of the text selection, and a Launch the Lesson section that gears students toward questions that reflect the theme(s) and issues present within the text selection. All of the texts chosen are connected and appropriate for Grade 12, while allowing for differentiation and flexibility for students and teachers.Examples of instructional and text notes found in Grade 12 materials include the following:In Unit 1, students read\u00a0Beowulf, a heroic epic written by an anonymous author, translated by Burton Raffel. The word count for this text is 6,728. The Literary Focus is on Alliteration and Motif. The Preview the Selection, Text Complexity, Reading Level section identifies this text as Challenging, a Lexile level is not available. Difficulty Considerations are selection length, and long, complex sentences. Ease Factors are action-packed narrative. Instructors are presented with lesson objectives that after students studying this lesson, they will be able to do the following: \"read, interpret, analyze and evaluate a heroic epic, understand and analyze Alliteration and Motif.\"In Unit 3, students read Queen Elizabeth I\u2019s speech, \u201cSpeech to the Troops at Tilbury.\u201d The identified Lexile level for this speech is 1310L. The difficulty considerations for this text are vocabulary and style, while the ease factors are selection strength. Within the Annotated Teacher\u2019s Edition, instructors are presented with lesson objectives that after students studying this lesson, they will be able to do the following: \u201cread, interpret, analyze, and evaluate a speech given by Queen Elizabeth I before an impending battle; describe the historical context of the speech; analyze and understand\u00a0purpose\u00a0and\u00a0parallelism; read an encyclopedia article to learn more about Elizabeth I; and develop writing and other language arts skills as specified in the Unit 3 Scope & Sequence Planning Guide.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "41a2ad2f-e004-4904-8173-17f5b259cd2a": {"__data__": {"id_": "41a2ad2f-e004-4904-8173-17f5b259cd2a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "a0d40f2d-be31-42e4-ac90-5195441f3cfd", "node_type": null, "metadata": {}, "hash": "e5244769a025692a64d8170694d9cb42f60c753fdfd91d0308a92a9954bf16a6"}, "3": {"node_id": "b1743a04-8923-43b0-ba2a-72f5c132c927", "node_type": null, "metadata": {}, "hash": "cc88a6d80e25f65b612a3be34c8ea9547cddefdc2ec395f0af000260084deb4b"}}, "hash": "014912e5ad3a634d8193960653c7913a862ce7f8690e7811b1318b99f63839bc", "text": "The rationale for reading Queen Elizabeth I\u2019s speech is furthered in the Before Reading section: Historical Context, Meet the Author, Analyze Literature, and Set Purpose.\n\nAnchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\nThe instructional materials reviewed for Grade 12 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.The materials are organized into nine chronological units based on time periods. Texts are not organized by Guided Reading, Directed Reading, and Independent Reading; instead, the Grade 12 textbook--aside from the differentiated textbook--releases all responsibility to students. The units are broken up into two to three subsections, further dividing the time period covered by the unit. Each unit begins with a timeline and an introduction to the time period, and each subsection contains relevant period selections, some including Before and After reading activities to support students in their understanding and comprehension. Anchor texts include extra reading support and are spread out over the course of the unit. Each unit subsection culminates in at least one Independent Reading selection with activities such as questions about the text and writing options. Within each unit, text types vary widely in genre, content, and length.In Unit 1, Anglo-Saxon Period (449-1066), students read multiple texts, each with a suggested pacing of one to four days. Text types include historical nonfiction, heroic epic, graphic novel, novel, elegy, and riddles. The selections vary in genre, length, and content. The unit begins with the anchor text, \u201cThe Conversion of King Edwin,\u201d a piece of historical nonfiction by Saint Bede the Venerable, followed by a variety of other selections, including the Independent Reading selection, \u201cAnglo-Saxon Riddles,\u201d which is the last text of the unit.Unit 5 focuses on the Seventeenth and Eighteenth Centuries (1625-1798) and is divided into two parts. Part 1: Ideas Old and New has \u201cWhy so Pale and Wan,\u201d a lyric poem by Sir John Suckling as its anchor text. Additional texts in Part 2 include lyric poems, sonnets, an epic poem from \u201cParadise Lost\u201d by John Milton, a Bible story from Genesis 1-3, an allegory from\u00a0The Pilgrim\u2019s Progress,\u00a0a haiku, a selection from\u00a0Gulliver\u2019s Travels\u00a0by Jonathan Swift, a selection from\u00a0Candide\u00a0by Voltaire, two poems, an essay, and a selection from the novel,\u00a0Oroonoko\u00a0by Aphra Behn. Part 2: Life and Times has two anchor texts; one is \u201cfrom the The Diary of Samuel Pepys\u201d by Samuel Pepys, and the other is \u201cfrom the Journal of a Plague Year\u201d by Daniel Defoe. This section has a fictional journal, newspaper article, diary entry, how-to document, dictionary selection, a letter, a biography, an elegy, and a sonnet. The pacing for reading texts in this unit ranges from one to three days.Unit 7 focuses on the Victorian Era (1832-1901) and is divided into two parts. In Part 1, A Realistic Approach, students are presented with two anchor text readings: a dramatic poem, \u201cMy Last Duchess,\u201d and a narrative poem, \u201cPorphyria\u2019s Lover,\u201d both by Robert Browning. Part 2 focuses on Faith and Doubt and includes two anchor texts, both poems by Alfred, Lord Tennyson. Overall, students experience fourteen poems--including sonnets--an online article, an elegy, and three short stories. The pacing for each text ranges between one and three days. Each selection varies in genre, length, and content. Examples of the various texts include Elizabeth Barrett Browning\u2019s sonnet, \u201cHow Do I Love Thee?\u201d, Charlotte Bront\u00e9\u2019s novel,\u00a0Jane Eyre, Rudyard Kipling\u2019s short story, \u201cThe Mark of the Beast,\u201d and Karen Asp\u2019s article, \u201cCardiac Arrest in Healthy, Young, Athletes.\u201d\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b1743a04-8923-43b0-ba2a-72f5c132c927": {"__data__": {"id_": "b1743a04-8923-43b0-ba2a-72f5c132c927", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "41a2ad2f-e004-4904-8173-17f5b259cd2a", "node_type": null, "metadata": {}, "hash": "014912e5ad3a634d8193960653c7913a862ce7f8690e7811b1318b99f63839bc"}, "3": {"node_id": "6720a825-dbec-4a7f-8c5d-25ef87462a6b", "node_type": null, "metadata": {}, "hash": "b6557aa3b826281908d83ab41361c2c1ad95fb63aaba19252be359c7640bb4e8"}}, "hash": "cc88a6d80e25f65b612a3be34c8ea9547cddefdc2ec395f0af000260084deb4b", "text": "The instructional materials reviewed for Grade 12 partially meet the criteria that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).The materials provide a consistent format for students to engage with text-dependent questions and/or tasks. However, text-dependent/specific questions, tasks, and assignments do not consistently support students\u2019 literacy growth over the course of the school year. Many questions have students recall key details within texts and do not build to questions that ask students to analyze or infer based on what they have read. Questions do not grow in complexity across the course of the year.Questions, tasks, and assignments can be found in Before and After Reading sections. The Before Reading section includes four subsections with questions embedded within the margins of the textbook: Build Background, Analyze Literature, Set Purpose, and Use Reading Skills. The After Reading section includes four subsections: Refer to Text, Reason with Text, Analyze Literature, and Extend the Text. The British Tradition curriculum also includes Differentiated Instruction, Common Core Assessment Practice, Meeting the Standards, and Exceeding the Standards guides that also provide text-specific questions. Each unit provides a variety of supports to text-dependent and text-specific questioning. Many questions that ask for student opinion require students to engage with the text directly as inferences are made, and students are required to provide support from the text in most of the work they complete within the unit.In Unit 1, students read an excerpt from\u00a0Beowulf, translated by Burton Raffel. Within the Annotated Teacher Edition, teachers are provided with a Using Reading Strategies section that encourages further student questioning: \u201cGrendel\u2019s mother is unable to kill Beowulf when she has him pinned down and attacks him with a knife. Ask students to reread this passage and explain in their own words why the knife is useless.\u201dWithin the Student Edition, there is also a Text to Text Connection section that asks students to compare Gareth Hinds graphic novel of\u00a0Beowulf\u00a0to the epic: \u201cThis excerpt from the novel illustrates Beowulf\u2019s speech to Hrothgar, King of the Danes, in Canto 6, beginning in line 116 on page 30. Why does Beowulf insist on fighting the monster Grendel with his bare hands? What is Beowulf\u2019s one request if he dies in the battle?\u201dStudents also answer questions in the After Reading Refer to Text and Reason With Text: \u201cDescribe Grendel\u2019s interactions with humans. Why do the Danes consider him a monster? Compare and contrast the battles, identifying similarities and differences among them.\u201dIn Unit 2, students read\u00a0from L\u2019Morte d\u2019Arthur\u00a0by Sir Thomas Malory. Students are asked in the After Reading Refer to Text and Reason With Text section: \u201cIn the excerpt from\u00a0L\u2019Morte d\u2019Arthur\u00a0with whom does Arthur spend his childhood? How is his royal heritage discovered? Describe Merlin\u2019s influence on young Arthur, as described in\u00a0L\u2019Morte d\u2019Arthur.\u201dIn Unit 3, after reading the informational text, \u201cElizabeth I, Queen of England,\u201d from The Columbia Encyclopedia, students are asked to answer review questions: \u201cWhat happened to Elizabeth just before her mother was executed? Why did Elizabeth\u2019s father, the king, have her mother, Anne Boleyn, killed?\u201dIn Unit 4, students read\u00a0The Tragedy of Macbeth Act II,\u00a0a drama by William Shakespeare. Students are asked in the After Reading Refer to Text and Reason With Text section, questions: \u201cAt the end of scene ii, what voice does Macbeth imagine crying out. At the end of the act what does Rosse say about Malcolm and Donalbain?\u201dIn Unit 5, Students read an excerpt from John Milton\u2019s epic poem,\u00a0Paradise Lost, and Genesis 1-3 from the Bible. In the After Reading Refer to Text and Reason With Text section, students are asked, \u201cIn lines 1-5 what does the speaker say the subject of the epic will be? How effectively does Milton portray Satan? Use details from the epic to support your opinion.\u201dStudent also respond to the Analyze Literature section, which addresses motivation and apostrophe: \u201cWhat motivates Satan to tempt Adam and Eve? What motivation does he reveal in the last section of the selection? How does this motivation compare to what motivated him to the actions that got him expelled from heaven?\u201d and \u201cWhom does Milton address in an apostrophe in line 17?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6720a825-dbec-4a7f-8c5d-25ef87462a6b": {"__data__": {"id_": "6720a825-dbec-4a7f-8c5d-25ef87462a6b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "b1743a04-8923-43b0-ba2a-72f5c132c927", "node_type": null, "metadata": {}, "hash": "cc88a6d80e25f65b612a3be34c8ea9547cddefdc2ec395f0af000260084deb4b"}, "3": {"node_id": "4b24e8a8-85da-49b6-aef3-aae62a2d8323", "node_type": null, "metadata": {}, "hash": "742371f39822a94cfa2984f7675a2717ea569d8750e5b55c7ff9836a1b24edc6"}}, "hash": "b6557aa3b826281908d83ab41361c2c1ad95fb63aaba19252be359c7640bb4e8", "text": "What does Milton ask? How does this apostrophe relate to Milton\u2019s purpose in\u00a0Paradise Lost?\u201dIn Unit 6, students read the poem, \u201cTo a Mouse,\u201d by Robert Burns. Students are asked in the After Reading Refer to Text and Reason With Text section to answer the following questions: \u201cIn lines 37-42 what famous statement does Burns\u2019 make about insight? List five examples of Burns\u2019 Scots dialect.\u201dIn Unit 7, after reading the poems, \u201cMy Last Duchess\u201d and \u201cPorphyria\u2019s Lover,\u201d both by Robert Browning, in the After Reading, Refer to Text and Reason With Text section, students are asked to respond to questions: \u201cIn lines 22-30 of \u2018My Last Duchess,\u2019 what about the Duchess bothers Duke? In lines 30-35 of \u2018Porphyria\u2019s Lover,\u2019 what does the speaker discover? What does this lead him to do? Compare the speakers of the poems. What similarities do they share?\u201dIn Unit 8, students read, \u201cShooting an Elephant,\u201d by George Orwell. Students are asked in After Reading Refer to Text and Reason With Text section: \u201cWhat steps does Orwell take as soon as he sees the dead man? In the end how does Orwell justify shooting the elephant?\u201dIn Unit 9, of the Annotated Teacher Edition, students complete the Reading Assessment section for the following poems by Dylan Thomas, \u201cDo Not Go Gentle Into That Good Night,\u201d \u201cFern Hill,\u201d and \u201cThe Hand That Signed the Paper.\u201d Students must respond to the following questions: \u201cLine 10 of \u2018Do Not Go Gentle Into That Good Night\u2019 contains which of the following poetic devices? In lines 46-54 of \u2018Fern Hill,\u2019 to whom or what does\u00a0him/his\u00a0refer?\u201d\n\nMaterials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria for materials containing sets of sequences of text-dependent/text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.After every text selection in the After Reading, Refer to Text, Reason with Text section, there are text-dependent questions, and throughout each reading, there are strategies and activities that build students\u2019 skills to complete the end of unit activities. Each unit includes three types of culminating activities: a Speaking and Listening Workshop, Writing Workshop, and Test Practice Workshop. The performance tasks that the students are asked to complete in these culminating activities correspond to the questions, discussions, and writing prompts that students have completed throughout the unit as they read the various selections. The lessons are detailed, follow a step-by-step process, have checklists to support students, and the Language Arts Handbook and the Exceeding the Standards Speaking and Listening Resource Guides support students by providing additional lessons on the skills necessary to complete each task. However, skills are often not integrated. Students complete each workshop independently of one another. Some tasks are loosely connected to unit texts, while others are not connected to texts. Students are often demonstrating mastery of the unit skills rather than demonstrating understanding or knowledge.In Unit 1: Anglo-Saxon Period 449-1066, there are three culminating tasks for the unit:For the Speaking and Listening Workshop, students describe a place. Students choose a place, plan the description, use descriptive language, practice their delivery, and present the description. Activities throughout the unit that build to this culminating task include:visualizing the story of\u00a0Beowulf: \u201cencourage students to use Hrothgar\u2019s vivid description of the setting in lines 339-360 to visualize the place where Beowulf will encounter Grendel\u2019s mother.\u201dwriting a descriptive paragraph after reading \u201cAnglo-Saxon Riddles\u201d: \u201cImagine that you are writing to a friend who lives out of town. Write a descriptive paragraph about a particular setting - perhaps your bedroom or locker. Use sensory details to bring the description to life for your friend.\u201dThese tasks builds students\u2019 presentation skills, but does not integrate skills to demonstrate understanding.These tasks do not connect to a text and do not integrate skills to demonstrate understanding.For the Writing Workshop, students write a narrative poem about a modern-day hero.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4b24e8a8-85da-49b6-aef3-aae62a2d8323": {"__data__": {"id_": "4b24e8a8-85da-49b6-aef3-aae62a2d8323", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "6720a825-dbec-4a7f-8c5d-25ef87462a6b", "node_type": null, "metadata": {}, "hash": "b6557aa3b826281908d83ab41361c2c1ad95fb63aaba19252be359c7640bb4e8"}, "3": {"node_id": "5a4acee5-b1a6-4989-91ae-70c89dc59333", "node_type": null, "metadata": {}, "hash": "701070923aa6287c784761c061d600ccc42b9b1a27da6351fb46e599b5a71b8a"}}, "hash": "742371f39822a94cfa2984f7675a2717ea569d8750e5b55c7ff9836a1b24edc6", "text": "Students select their topic; gather information; organize their ideas; write their organizing statement; draft their poem with attention to conventions and structure of poetry; evaluate their drafts; revise their drafts for content, organization, and style; proofread for errors; publish and present their work; and reflect on their work. Activities throughout the unit that build to this culminating task include:completing a piece of creative writing after reading \u201cThe Story of Caedmon\u201d: Imagine that Caedmon has come to King Edwin\u2019s court to perform his poetry. Wrote a one-page dialogue between King Edwin and Caedmon in which they discuss their experiences with religious transformation.\u201dwriting a brief epic poem after reading \u201cThe Head of Humbaba\u201d from\u00a0Gilgamesh: \u201cChoose a person from current society and write a brief epic poem that tells the story of a heroic episode from his or her life.\u201dFor the Test Practice Workshop, the first section asks students to make inferences through reading an excerpt from\u00a0Beowulf, translated by Burton Raffel; answering reading comprehension questions on the text; responding to a constructed response prompt on the text: \u201cWhat inferences can you make from the repetition of the phrase \u2018as Beowulf had asked\u2019?\u201d and completing an extended writing prompt on an issue: \u201cWhat type of clothing policy is best for students? Plan and write an essay in which you develop your perspective on this issue.\u201d Activities throughout the unit that connect to this culminating task include:making inferences while reading \u201cThe Story of Caedmon\u201d: \u201cEven though Bede says it is impossible to translate poetry without losing some of its original beauty, he still includes the verses of Caedmon\u2019s song in his account. Ask students to infer why Bede might have decided to include these verses.\u201dmaking inferences while reading\u00a0Beowulf: \u201cIn canto 6, Wulfgar tells Beowulf and his men to leave their weapons at the door and go in to see Hrothgar, but Beowulf orders a few of his men to stay with their weapons. Ask students to discuss what this incident says about the culture and customs of the times and about Beowulf himself.\u201dIn Unit 6, Annotated Teacher\u2019s Edition, the culminating activity is a \u201cWriting Workshop, Write a Personal essay, Narrative Writing.\u201d The \"Assignment: Write a personal essay that captures an essential aspect of your character. Purpose: To preserve a picture of who you are now and to share your thoughts with others. Audience: A new friend who does not know much about you or perhaps a potential employer or college admissions officer.\u201d This task is not connected to a text and does not integrate skills to demonstrate understanding.In Unit 7, Writing Workshop, students must practice argumentative writing by reviewing a short story or book. The assignment is to \u201cwrite a review of a British short story or novel, using examples from the text to support your opinions.\u201d The objectives for this task are to \u201creview a short story or book; begin with an introduction that draws the reader into the piece, states the title and author of the subject of the review, and includes a clear thesis statement; organize a body that supports the thesis statement with specific evidence, including details or quotations from the short story or novel; end with a conclusion that summarizes the analysis presented in the review.\u201d Tasks that occur throughout the unit that support students in their endeavors with this culminating task include the following:Once students read Hardy\u2019s \u201cThe Darkling Thrush,\u201d they will compose a literary criticism: \u201cLiterary critics using the theory of biographical-historical criticism analyze a text within the context of the author\u2019s life and historical period (see Understanding Literary Criticism, Unit 3, pages 266-267). Using the Author Focus on page 822 and other sources, apply biographical-historical literary theory to Hardy\u2019s \u2018The Darkling Thrush\u2019 and write a short analysis of the poem. Identify events in the author\u2019s life and time period that likely influenced his work.\u201dStudents will read Rudyard Kipling\u2019s \u201cThe Mark of the Beast\u2019; once students complete the text selection, they will compose a short piece of Argumentative Writing: \u201cYour school is thinking of producing a play based on one of Rudyard Kipling\u2019s stories. You want the drama club to perform \u2018The Mark of the Beast.\u2019 Write a one-paragraph plot analysis of the story to share with the club.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a4acee5-b1a6-4989-91ae-70c89dc59333": {"__data__": {"id_": "5a4acee5-b1a6-4989-91ae-70c89dc59333", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "4b24e8a8-85da-49b6-aef3-aae62a2d8323", "node_type": null, "metadata": {}, "hash": "742371f39822a94cfa2984f7675a2717ea569d8750e5b55c7ff9836a1b24edc6"}, "3": {"node_id": "705da441-9354-4b1b-a0f3-21cc9af8a2fe", "node_type": null, "metadata": {}, "hash": "70b76d0db2967f5723de2f4b0150b21f34316ca8fad09f710dc6191d9bb9a984"}}, "hash": "701070923aa6287c784761c061d600ccc42b9b1a27da6351fb46e599b5a71b8a", "text": "After the plot analysis, write a persuasive paragraph about why this story would be a good one to dramatize.\u201d\n\nMaterials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 12 meet the criteria for materials providing frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.The materials provide opportunities and protocols for evidence-based discussions. There are opportunities for classroom discussion throughout the materials.The Program Planning Guide provides several evaluation forms for communication, such as: Communicating in a Pair Group (Self-Evaluation), Communicating in a Pair Group (Peer-Evaluation), Communicating in a Small Group, and Communicating in a Large Group. The Exceeding the Standards resource for speaking and listening includes rubrics for individual presentations. The Speaking & Listening rubric found in the Workshops gives explicit instruction on how students should share thoughts.The EMC Passport Share feature gives students access to a digital tool that allows collaborative video discussions. Also in Passport, the Perform section allows for more formal video presentation opportunities. Using the Mirrors & Windows discussion prompts or the prompts in Extend the Text activities and projects makes for an engaging and efficient way for students to collaborate and analyze.In Unit 1, Collaborative Learning: Compare Cultures students work in small groups to analyze the boasts made by human characters in Beowulf. Then compare and contrast the Anglo-Saxon idea of a boast to that of modern culture. How has the concept changed? Who in modern culture is known for boasting? Why? In a class discussion, compare your group\u2019s ideas with those of other groups.In Unit 5, students, \" Communicate in a New Way: Milton expressed his ideas about self-evaluation and goal setting in traditional sonnets. Analyze how his expression of these ideas reflects the cultural and social views of the seventeenth century. Then choose a new way to communicate his ideas by writing a contemporary media piece, such as a rap song, an infomercial, a newspaper editorial, or a magazine article. Share your work with a small group. Then discuss what is and is not effective about how each piece communicates its message. Analyze whether Milton\u2019s ideas have a modern application and how successfully each media piece reflects the cultural and social views of the twenty-first century.\"In Unit 6, students read an excerpt from\u00a0A Vindication on the Rights of Woman, an essay by Mary Wollstonecraft. One of the extension activities for the text asks students to debate gender equality: \u201cDo social norms, including attitudes and behaviors, still favor the development of men\u2019s abilities over those of women? Do men still have more opportunities than women? Hold a class debate on these issues. Choose an equal number of men and women from among your classmates to represent each debate team. Your teacher can act as moderator.\u201dIn Unit 8, students study the definition and elements of an essay. A Student Activity in the Teacher Edition asks students to \u201chold a panel discussion on ways in which an essayist can reveal his or her personality to the audience: for example, with the use of first-person point of view, autobiographical anecdotes, quotations, allusions, or colloquialisms.\u201d\n\nMaterials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria for materials supporting students\u2019 listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.The materials provide the teacher with ample questions to engage students in thinking about and responding to the text; however, no explanation is given on how the students will share this thinking - be it verbal or written, individual, or in groups. There are few supports or follow up questions to support students' listening and speaking to deeper their understanding about what they are reading and researching.Throughout the Annotated Teacher Edition there are many places that prompt teachers to have students discuss in the context of pre-reading. Since these discussion opportunities occur prior to actually reading the text, discussions are not evidence-based. For example, in The Launch the Unit section, questions for a whole-class discussion on the text type being studied in the unit are provided.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "705da441-9354-4b1b-a0f3-21cc9af8a2fe": {"__data__": {"id_": "705da441-9354-4b1b-a0f3-21cc9af8a2fe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "5a4acee5-b1a6-4989-91ae-70c89dc59333", "node_type": null, "metadata": {}, "hash": "701070923aa6287c784761c061d600ccc42b9b1a27da6351fb46e599b5a71b8a"}, "3": {"node_id": "b463f74f-84b8-4cd1-84b0-442ae6fe2ea9", "node_type": null, "metadata": {}, "hash": "d9ab6e26f5fb3a4c88db7aad39499e3740c40773254b9ab7270167f61b8d1060"}}, "hash": "70b76d0db2967f5723de2f4b0150b21f34316ca8fad09f710dc6191d9bb9a984", "text": "The Speaking and Listening portion of the Exceeding the Standards resource provides opportunities for students to prepare projects, and to present information orally to the class through narratives, speeches, poems, dramatic scenes, and interviews, but these activities are not tied to the texts that are studied in the unit. In the Exceeding the Standards resource for speaking and listening, the majority of tasks are presentations--these supports tie to the speaking and listening requirements, but there are very few shared projects. Also, there are some relevant follow-up questions and supports, but the supports and follow-up questions are designed for students to respond to individually, rather than practicing through the Speaking and Listening standards with one another or in small and large groups.Each unit includes a Speaking and Listening Workshop, but the emphasis is on the individual preparing for a particular presentation. There are collaborative research and discussion activities that can be found in the Teacher Edition, most notably as Teaching Note(s) that suggest activities for students to process the text they are reading through pair and small group work, often focused on generating questions about the text. Students may also take part in Collaborative Learning, which usually occurs in the After Reading section where students practice speaking and listening skills--this includes student planning for group activities, group skit presentations, short discussions, etc. There are other frequent questions and activities that are designed to have students speaking and listening, but they do not require the student to have interacted with the text being studied. Rather, they are based on personal thoughts and experiences and connections to themes.The speaking and listening opportunities require students to provide evidence from what they are reading and researching. Examples include, but are not limited to, the following:In Unit 1, Speaking and Listening Workshop, Describe a Place, students describe a place in an oral presentation. \u201cIf you were\u00a0writing\u00a0about a specific place, you would describe it in detail, using sensory images and vivid language to help your readers see, hear, smell, feel, and even taste it. You should use the same strategies when describing a place in an oral presentation, or speech. Students are given five steps to guide them in describing a place for or an oral presentation or speech:Choose a PlacePlan the DescriptionUse Descriptive LanguagePractice Your DeliveryPresent the DescriptionStudents are evaluated with a Speaking and Listening Rubric on Content, Delivery and Presentation.In Unit 8, students read\u00a0The Rising of the Moon\u00a0by Lady Augusta Gregory. The Teacher Edition provides a critical thinking discussion guide: \u201cThe play presents conflicting perspectives on duty and patriotism. In light of these perspectives, ask students which character appeals to them more - the Sergeant or the Ragged Man. Have students discuss and explain their choices.\u201dFrequently, questions and activities provide speaking and listening opportunities about what students are reading and researching, but do not require students to have interacted with the text being studied. Discussions are based more on personal thoughts and experiences and connections to the themes. Examples include, but are not limited to, the following:In Unit 6, students are introduced to the genre of the lyric poem. They learn the definition, its forms, and its elements. They are then asked to \u201cwork individually, in pairs, or in small groups to create one of the following: a ballad, an ode, a sonnet, or a lyric poem composed in dialect. When students have finished their poem, invite them to share it with the class as a whole.\u201dIn Unit 7, Speaking and Listening Workshop, Present an Argument, students present a viable argument to urge listeners to accept or reject a proposition. \u201cAn argument is not necessarily a nasty exchange between two angry people. The term\u00a0argument, also refers to the evidence a writer or a speaker presents to readers or listeners, urging them to accept or reject a proposition (a statement of policy or belief) or a course of action. Legislators, for instance, would present an argument in support of a measure they want colleagues to enact into law.\u201d Students are given three steps to guide their steps as they prepare to deliver their arguments:Choose a Suitable Topic and Locate Supporting EvidencePractice Your DeliveryListen Actively to ArgumentsStudents are evaluated with a Speaking and Listening Rubric on Content, Delivery and Presentation.\n\nMaterials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.\n\nThe instructional materials reviewed for Grade 12 meet the criteria for materials including a mix of on-demand and process writing (e.g. grade-appropriate revision and editing) and short, focused projects.The materials provide ample opportunities for students to practice a mix of both on-demand and process writing. At the end of every reading selection, students are presented with an After Reading section that includes an Extended Text section.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b463f74f-84b8-4cd1-84b0-442ae6fe2ea9": {"__data__": {"id_": "b463f74f-84b8-4cd1-84b0-442ae6fe2ea9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "705da441-9354-4b1b-a0f3-21cc9af8a2fe", "node_type": null, "metadata": {}, "hash": "70b76d0db2967f5723de2f4b0150b21f34316ca8fad09f710dc6191d9bb9a984"}, "3": {"node_id": "c87767b9-860a-4568-ba8b-d8d3b2afd84b", "node_type": null, "metadata": {}, "hash": "a5fd51b0a70924ce57145601dfcb81d984cb5140c8d4495ef32eb8100d43d762"}}, "hash": "d9ab6e26f5fb3a4c88db7aad39499e3740c40773254b9ab7270167f61b8d1060", "text": "Within this section, students are presented with two on-demand writing options. At the close of every unit, students are presented with a Writing Workshop opportunity, which is a process writing where students prewrite, draft, and revise over time. Students are given both examples and steps to follow to ensure success. There are focused projects that incorporate digital resources where appropriate, as explained in the Introduction to Media Text and Visual Media resource.Examples of on-demand and process writing that meet the criteria for this indicator include, but are not limited to, the following:In the Unit 1 Writing Workshop, Narrative Writing section, students are given a process writing opportunity with the following prompts:\u201cMany of the stories you read, the movies you watch, and even the video games you play focus on the classic struggle between good and evil. In Old English storytelling, this type of tale often was told in a narrative poem, or one that tells a story. A traditional form of narrative is the epic, a long story often told in verse that features heroes and foes and provides a portrait of a culture.\u201d\u201cHow might you apply this traditional form to a modern-day story? Contemporary heroes may not face foes such as monsters and dragons, but they encounter a variety of challenges within the culture in which they live. In this assignment, you will write a narrative poem about a contemporary hero facing a contemporary foe.\u201dIn Unit 2, in the Annotated Teacher's Edition, students read \u201cRobin Hood and Allen a Dale\u201d an anonymous ballad. In the Extend the Text, Writing Options section, students are given an on-demand informative writing prompt: \u201cRobin Hood seemed to have had\u00a0charisma, the ability to attract followers. In a one-paragraph character analysis, identify the qualities that made him so appealing to so many people.\u201dIn Unit 5, students compose a satire through process argumentative writing. The writing prompt states: \u201cFor this assignment, you will write a satire on a current social behavior or institution you feel needs to be changed.\u201d The assignment goes on to state the purpose and audience: \u201cPurpose: To challenge the ideas of your audience; Audience: Someone who is unaware of your topic as a problem, disagrees with your point of view, or is undecided about your topic.\u201d This a multi-step process that takes them through the entire process of prewriting, writing, and revising.In Unit 6, students the poem, \u201cCasabianca,\u201d by Felicia Dorothea Hemans. Once students complete the reading, they are presented with two writing options: \"1. Choose an important historical or personal event that you are familiar with, and write a ballad about it. Identify or invent a person to be the focus of the ballad, and describe the heroic role he or she plays in the event. 2. Based on the information provided in the poem, write a character analysis for the boy. What can you infer about his values and beliefs? What can you infer about his relationship with his father?\"At the beginning of Unit 7, students read an introduction to the time period, including information about \u201cThe Late Nineteenth Century,\u201d \u201cGrowth of the British Empire,\u201d and \u201cVictorian Thought.\u201d The Teacher Edition includes on-demand writing options to go along with this introduction: \u201c1. Assume you are an avid reader living in Great Britain in Victorian times. On your bookshelf are works by Herbert Spencer, Karl Marx, Charles Darwin, and John Stuart Mill. What are your reactions to the theories of one of these thinkers? 2. Discuss England\u2019s role in world affairs - economic, political, and cultural - during the Victorian Era. Was England too involved, or was England\u2019s involvement simply expected or necessary? What were the short-term and long-term results of England\u2019s involvement?\u201d\n\nMaterials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 12 meet the criteria that materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. (Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.)The materials provide students ample opportunities to engage in writing activities over the course of the year in a variety of modes, including argumentative, informative, narrative, and descriptive writing as well as research writing and writing to sources.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c87767b9-860a-4568-ba8b-d8d3b2afd84b": {"__data__": {"id_": "c87767b9-860a-4568-ba8b-d8d3b2afd84b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "b463f74f-84b8-4cd1-84b0-442ae6fe2ea9", "node_type": null, "metadata": {}, "hash": "d9ab6e26f5fb3a4c88db7aad39499e3740c40773254b9ab7270167f61b8d1060"}, "3": {"node_id": "70a7ac11-0c21-4ee5-8bc0-b14b4302bd8f", "node_type": null, "metadata": {}, "hash": "be7a5a9855e300666dad1aa0e8be9d16791b461a114ab36310571f26cee57bb3"}}, "hash": "a5fd51b0a70924ce57145601dfcb81d984cb5140c8d4495ef32eb8100d43d762", "text": "Within these general categories, there is also a wide variety of specific writing tasks. Each of the reading selections is followed by two writing activities in two different modes, and the writing workshop at the end of each unit gives an in-depth exploration and practice of a specific mode. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Each lesson offers a purpose for the writing, a teaching and modeling section, examples to help guide students, and independent writing time.In Unit 1, Annotated Teacher Edition students read from\u00a0Beowulf,\u00a0verse translation by Burton Raffel, interlinear translation by Robin Lamb. In the After Reading, Extend the Text, Writing Options section, students practice informative writing with the prompt: \u201cDraft an essay that analyzes how the modern\u00a0Grendel, by John Gardner, relates to the ancient\u00a0Beowulf. You might consider how the themes of each work relate to the Germanic Society of its time; you might compare the portrayals of\u00a0Grendel; or you might choose another topic to explore.\u201dIn Unit 2, Annotated Teacher Edition students read \u201cSpeech to the Troops at Tilbury,\u201d a speech by Queen Elizabeth I. In the After Reading, Extend the Text, Writing Options section, students practice argumentative writing with the prompt: \u201cThink of a cause you want to promote in your school, such as academic credit for volunteer work. Write a short persuasive speech, and present your argument at a student council meeting. During your presentation, maintain good eye contact, and appropriate speaking rate in volume, and clear enunciation. Use appropriate language conventions and gestures as well.\u201dIn Unit 5, students read an elegy written by Thomas Gray, \u201cElegy Written in a Country Churchyard.\u201d Once students complete their reading of Gray\u2019s \u201cElegy Written in a Country Churchyard,\u201d students are presented with two writing options in the Extend the Text section within After Reading: 1. Creative Writing: \u201cAn\u00a0epitaph\u00a0is a brief inscription or verse to be used as a written commemoration of someone who has died. Write an epitaph for a friend or loved one who has died or somebody still living for whom the epitaph could be used later. Write a couple of stanzas that capture something of the person\u2019s spirit, values, or life.\u201d 2. Informative Writing: \u201cWrite a reflective essay on death or on the way of life of unknown people that Gray celebrates in \u2018Elegy Written in a Country Churchyard.\u2019 In your essay, consider how the topic you chose relates to your life and to humanity at large. Use two or three concrete examples to illustrate your ideas.\u201dIn Unit 6, students read the following poems by William Blake: \u201cThe Lamb,\u201d \u201cThe Tyger,\u201d and \u201cLondon.\u201d Once students read all three poems by Blake, students are presented with two writing options in the Extend the Text section within After Reading. 1.Creative Writing: \u201cWrite an allegorical poem about an animal. Consider what that animal might symbolize for you. Then use details that will appeal to your reader\u2019s senses of touch, taste, sight, smell, and hearing to describe the animal and develop the symbolic association.\u201d 2. Informative Writing: \u201cImagine you are a nineteenth century social reformer who has observed the conditions portrayed by Blake in \u2018London.\u2019 Write an\u00a0expos\u00e9\u00a0(a formal statement of facts) for a newspaper, pointing out these conditions and offering a proposal for correcting them.\u201dIn Unit 7, after reading the sonnet \u201cHow Do I Love Thee?\u201d by Elizabeth Barrett Browning, students complete a text extension activity where they compose a piece of creative writing: \u201cImagine someone has just written a poem for you. Write a journal entry describing what the poem says and how you react.\u201dIn Unit 8, after reading \u201cThe Lake Isle of Innisfree\u201d by William Butler Yeats, students complete a text extension activity where they compose a piece of descriptive writing: \u201cThink of a place you would like to live - a locality you know or one you imagine. Write a descriptive paragraph, using imagery with sensory details to help your readers visualize themselves in this setting. Then exchange papers with a partner and ask each other questions about the place you each have portrayed.\u201d\n\nMaterials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "70a7ac11-0c21-4ee5-8bc0-b14b4302bd8f": {"__data__": {"id_": "70a7ac11-0c21-4ee5-8bc0-b14b4302bd8f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "c87767b9-860a-4568-ba8b-d8d3b2afd84b", "node_type": null, "metadata": {}, "hash": "a5fd51b0a70924ce57145601dfcb81d984cb5140c8d4495ef32eb8100d43d762"}, "3": {"node_id": "2b3e23f9-75fd-4e28-bc26-0e43423d7210", "node_type": null, "metadata": {}, "hash": "ca2d80fc98659921bcafdc33a3221a6873872ba1feeb595bcbbc85dcb9449b1a"}}, "hash": "be7a5a9855e300666dad1aa0e8be9d16791b461a114ab36310571f26cee57bb3", "text": "The instructional materials reviewed for Grade 12 meet the criteria for materials including frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.The materials provide opportunities across the school year for students to learn, practice, and apply research-based and evidence-based writing to support analyses, arguments, and synthesis. At the end of every reading selection, in the After Reading/Extend the Text section, students are presented with two on-demand writing options that prompt students to complete short, research-based writing using the texts read within the section. The writing prompts that require students to interact with the text explicitly state that the students need to cite evidence. Students experience research-based and evidence-based writing within every Writing Workshop section that occurs at the close of each unit. Many writing opportunities are focused around each student\u2019s analyses and claims developed from reading closely and working with sources.In Unit 1, students read from\u00a0Beowulf, verse translation by Burton Raffel, interlinear translation by Robin Lamb. In the After Reading, Extend the Text, Writing Options section, students practice creative writing in response to the following prompt: \u201cWrite a script for a brief scene in an adventure movie about Beowulf. Decide how to update the dialogue and action to appeal to a contemporary audience.\u201dIn Unit 2, students read \u201cThe Prologue from The Canterbury Tales,\u201d a frame tale by Geoffrey Chaucer, translated by Nevill Coghill. In the After the Reading, Writing Options, Extend the Text, Informative Writing section, students respond to the following prompt: \u201cWrite a one-paragraph character analysis of one of the pilgrims introduced in \u2018The Prologue.\u2019 Reread a description of this character then imagine meeting him or her. How might he or she behave, say, at a baseball game, rock concert, or other modern- day event? Base your judgement on the details provided in \u2018The Prologue.\u2019\u201dIn Unit 2, students read \u201cRobin Hood and Allen a Dale,\u201d an anonymous ballad. In the Extend the Text, Writing Options section, students practice creative writing in response to the following prompt: \u201cShows like Saturday Night Live (SNL) have perfected the art of comedic parody. With a small group, write and perform a parody of \u2018Robin Hood and Allen a Dale,\u2019 focusing on the theme of the original work and how the characters relate to the economic ideas of their time. Keep in mind that humor of a parody comes from closely imitating the original work while exaggerating certain elements.In Unit 3, students choose a famous inspirational speech and compare and contrast it to Queen Elizabeth\u2019s \u201cSpeech to the Troops at Tilbury.\u201d In addition, they do the following: \"Lifelong Learning - As a class, conduct research about the Elizabethan Era; Creative Writing - Write a journal entry as if you were Queen Elizabeth going to Tilbury.\"In Unit 4, in the Annotated Teacher\u2019s Edition, students are given the following tasks: \"1. For each of the following scenarios, write a short paragraph that incorporates at least four sensory details. Appeal to at least three different senses with the details you choose. 2. As students read\u00a0MacBeth\u00a0by William Shakespeare, have them complete a cause and effect chart to record the wide range of effects of MacBeth\u2019s murder of Duncan.\"In Unit 5, students read two poems by Richard Lovelace: \u201cTo Althea, from Prison,\u201d and \u201cTo Lucasta, Going to the Wars.\u201d Once students read both poems, they are presented with two writing options at the end of the text selection in After Reading within Extend the Text. The second writing option requires students to analyze both poems through evidence-based writing to support their claims within a comparison-and-contrast essay: \"Informative Writing: What does the word\u00a0freedom\u00a0mean in these two poems? Write a comparison-and-contrast essay examining how Lovelace\u2019s poems \u2018To Lucasta\u2019 and \u2018To Althea\u2019 treat this topic. Organize your essay by analyzing one poem first and then the other.\u201dIn Unit 5, students read an excerpt from\u00a0The Diary of Fanny Burney\u00a0by Fanny Burney. Students also read Ruth Folit\u2019s article, \u201cTen Steps to Keeping an On-Going Journal.\u201d Once students complete both readings, they are presented with two writing options at the end of the text selection in After Reading within Extend the Text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b3e23f9-75fd-4e28-bc26-0e43423d7210": {"__data__": {"id_": "2b3e23f9-75fd-4e28-bc26-0e43423d7210", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "70a7ac11-0c21-4ee5-8bc0-b14b4302bd8f", "node_type": null, "metadata": {}, "hash": "be7a5a9855e300666dad1aa0e8be9d16791b461a114ab36310571f26cee57bb3"}, "3": {"node_id": "1a060db7-5715-41fa-958f-b09cb88f570a", "node_type": null, "metadata": {}, "hash": "4ff971b14c330688d9ee22849525f41ae410b48df844d03b7dcd775a122c9226"}}, "hash": "ca2d80fc98659921bcafdc33a3221a6873872ba1feeb595bcbbc85dcb9449b1a", "text": "Both writing options require students to reference evidence from the text to make responses evidence-based to support claims, analysis, and the evaluation of information:Creative Writing: \u201cWrite a dialogue between a character and someone that character admires. Focus on the diction of each speaker. What degree of formality would the speaker naturally use in his or her words? What tone would each person take with the other? Keep these things in mind as you write the dialogue. Aim to have each person reveal something of himself or herself through the dialogue.\u201dInformative Writing: \u201cWrite an essay that evaluates the structure of \u2018Ten Steps to Keeping an On-Going Journal.\u2019 In particular, evaluate the format, subheads, and other structural elements for clarity (clearness) and organizational coherence (logical connections). Also evaluate how graphic representations, such as diagrams or charts, might have been used effectively.\u201dIn Unit 6, students read \u201cThe Lorelei\u201d translated by Aaron Kramer. At the close of the text selection, students are presented with two writing options. The second writing option is heavy in research-based writing: \u201cThe Lorelei Rock has been a popular tourist site for years. Conduct some basic research about St. Goarshausen, Germany, and the Lorelei Rock. Then write a travel brochure for U.S. tourists describing the area attractions and explaining the legend of the Lorelei Rock.\u201dIn Unit 7, after reading an excerpt from\u00a0Jane Eyre\u00a0by Charlotte Bronte, students complete a text extension activity which requires them to use evidence from the text: \u201cThis excerpt reveals that Jane is a governess for a wealthy businessman she meets unknowingly one day. Write an essay analyzing the character of Jane. Cite evidence of her character from the excerpt.\u201dIn Unit 8, after reading an excerpt from\u00a0A Room of One\u2019s Own\u00a0by Virginia Woolf, students complete a Text Extension activity which requires them to use evidence from the text: \u201cIn the paragraph that begins on page 1002 and extends to page 1003, Woolf seems to say that it would have been both impossible and possible for a woman in Shakespeare\u2019s day to have had Shakespeare\u2019s genius. Write a brief essay in which you explain the effect this sort of ambiguity has on the reader. Use textual evidence to support your inferences and conclusions.\u201dIn Unit 9, after reading \u201cThe Horses,\u201d by Ted Hughes, students complete a Text Extension activity which requires them to use evidence from the text: \u201cIn the last two stanzas, the speaker imagines himself in the future. Based on details from the poem, write a brief character analysis describing the speaker as an older man. Consider how his views of nature might relate to the concepts of aging and the cycle of life.\u201d\n\nMaterials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria for materials including instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.The materials contain several workshops in grammar and style, as well as vocabulary and spelling. Within each unit, students experience between two and six Grammar and Style Workshops; all workshops have students practice various grammatical and syntactical tasks that apply directly to the texts they read within the unit. However, there is inconsistent support for students to practice in increasingly sophisticated contexts. The skills instruction does not include opportunities for application both in and out of context. Additionally, the materials do not promote and build students\u2019 ability to apply conventions and other aspects of language within their own writing. There are minimal opportunities to practice skills taught in the unit with the selected readings in the Teacher\u2019s Edition, therefore limiting opportunities for increased sophistication of the addressed standards. While the resource workbook, Exceeding the Standards,\u00a0includes \u201ccomprehensive skills development lessons,\" the same language standards are not necessarily addressed during the Writer\u2019s Workshop task or other possible places within the unit of study. Therefore, students are not consistently given opportunities to apply the lessons on grammar and conventions in context.In Unit 1, within the Exceeding the Standards resource, students practice four different lessons. Within Lesson 4, which has three exercises, students practice Identifying the Parts of Speech. Students within exercise 2 practice writing \u201ca sentence using each word as the designated part of speech.\u201d The exercise provides two examples of how students should complete the activity, including the correct answers, and then students must practice on their own: \u201c6.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1a060db7-5715-41fa-958f-b09cb88f570a": {"__data__": {"id_": "1a060db7-5715-41fa-958f-b09cb88f570a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "2b3e23f9-75fd-4e28-bc26-0e43423d7210", "node_type": null, "metadata": {}, "hash": "ca2d80fc98659921bcafdc33a3221a6873872ba1feeb595bcbbc85dcb9449b1a"}, "3": {"node_id": "66860cf1-3c79-442d-8bb0-df4907633527", "node_type": null, "metadata": {}, "hash": "1dffe17347de4f683163b31d2132a82d6eade09eaa98ee5a42f129319cf4ac86"}}, "hash": "4ff971b14c330688d9ee22849525f41ae410b48df844d03b7dcd775a122c9226", "text": "embittered (adjective); embittered (verb).\u201dIn Unit 2, students experience three Grammar and Style Workshops. Within each Grammar and Style Workshop, students practice Understand the Concept and Apply the Skill sections.Sentence Variety: Students study the various types of sentences: simple sentence and complex/compound sentences. Once students go through the Understand the Concept section, students then practice applying the skill. Within the Apply the Skill section, students practice three sections: Identify Sentence Types, Improve Sentence Variety, and Use a Variety of Sentence Types. Within Improve Sentence Variety, students review the following items and \u201cdiscuss with a partner how best to combine the simple sentences to create a compound or complex sentence. You may need to make minor adjustments in wording, such as adding a contraction or deleting extra words.\u201d An example of a task item is as follows: \u201c3. Serfs were at the bottom of the social scale. They usually worked the land.\u201dSentence Fragments: Students study the various types of sentence fragments: phrase fragments and clause fragments. Once students go through the Understand the Concept section, students then practice applying the skill. Within the Apply the Skill section, students practice three sections: Identify Sentence Fragments, Fix Sentence Fragments, and Use Complete Sentences. Within Identify Sentence Fragments students \u201cIndicate which of the following items are\u00a0sentences\u00a0(mark\u00a0S) and which are\u00a0fragments\u00a0(mark\u00a0F).\u201dIn Unit 4, Renaissance Drama 1485-1642, two Grammar and Style Workshops are included: Sensory Details and Allusions. It contains two Vocabulary and Spelling Workshops: Contractions and Synonyms and Antonyms.In the Sensory Details Workshop students read about how to identify sensory details in a piece of writing and use sensory details in their own writing. They then complete practice exercises such as using a scenario to write a short paragraph that incorporates at least four sensory details: \u201c1. Jake took a walk in the cemetary on a September night.\u201dIn the Allusions Workshop students read about how to identify and explain an author's use of allusion in a text and use allusions in their own writing. They then complete practice exercises such as identifying who or what is referenced by the underlined allusion in a sentence: \u201c1. Except they meant to bathe in reeking wounds,/Or memorize another Golgotha.\u201dThe Vocabulary and Spelling section of The Exceeding the Standards resource, includes practice exercises to support the context clues and syntax workshop: inferential context clues; using context clues in your own writing; and syntax.In Unit 6, Grammar and Style, Understand the Concept, students learn the concept of using Parallelism or Parallel Structure. In Applying the Skill students Identify Parallelism in poetry. Students practice Fixing Errors in Parallelism by rewriting sentences to use parallel structure. Students also use Parallelism in Your Writing, by writing about the city or town you live in.In Unit 7, there are two Grammar & Style Workshops. The first is about Coordination: \u201cUnderstand the Concept. To coordinate things means to join them in an equal or a balanced way. In writing, coordination is a strategy for combining related ideas of the same importance. Students Apply the Skill: \u201cIdentify Coordinating Conjunctions, Identify the coordinating conjunctions in the following sentences.\u201dThe second Workshop is about Appositives: \u201cUnderstand the Concept, an appositive is a noun or noun phrase that is placed next to or near another noun to identify it or add information about it.\u201d Students Apply the Skill: \u201cIdentify Appositives, For each of the following sentences from Jane Eyre, identify the appositive or appositive phrases. Then identify the noun the appositive identifies or renames.\u201dIn Unit 8, there are three Grammar & Style Workshops: Commas, Colons and Semicolons, Hyphens, Dashes, and Ellipses. In the Comma Workshop, students \u201cApply the Skill Identify Uses of Commas, In the following sentence from \u201cBirds on the Western Front,\u201d identify how each comma is used.\u201d The Colons and Semicolons Workshop begins with Understand the Concept.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "66860cf1-3c79-442d-8bb0-df4907633527": {"__data__": {"id_": "66860cf1-3c79-442d-8bb0-df4907633527", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "1a060db7-5715-41fa-958f-b09cb88f570a", "node_type": null, "metadata": {}, "hash": "4ff971b14c330688d9ee22849525f41ae410b48df844d03b7dcd775a122c9226"}, "3": {"node_id": "a98207fd-4adc-472b-a14a-3afa985e579f", "node_type": null, "metadata": {}, "hash": "b93c16f554214dd3d62624184cbe6f207865dfbe8dba8bcb623f7de14a6886d8"}}, "hash": "1dffe17347de4f683163b31d2132a82d6eade09eaa98ee5a42f129319cf4ac86", "text": "Examples are provided and then students Apply the Skill for each of these sentences from \u201cAraby,\u201d: \"determine whether Joyce uses a colon to (a) introduce a list, (b) introduce a quotation, or (c) offer an explanation or summary or if he uses a semicolon to (d) join two independent clauses or (e) separate items in a series.\u201dIn the Unit 9 Exceeding the Standards Resource, there are three lessons on Building Effective Sentences and Paragraphs and three lessons on Research Writing Skills. These lessons support the materials in the textbook, and provide ample opportunity for students to practice and apply the skills they are learning.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria that materials build knowledge through integrated reading, writing, speaking, listening, and language. Materials do not meet the criteria that texts are organized around a topic or theme/topic or themes to build students\u2019 knowledge and their ability to read and comprehend and analyze complex texts proficiently. While there are targeted questions and series of questions for students that promote students\u2019 ability to draw conclusions and cite textual evidence, determine theme, and analyze point of view, they do not promote students' building knowledge of the content and texts. Students are presented with text-dependent and text-specific questions; however, the questions do not require students to build knowledge across the text. Culminating tasks do not require students to demonstrate knowledge of a topic, nor do they integrate skills. Materials include vocabulary over the course of a school-year, but there is no cohesive plan for students to interact with and build key academic vocabulary words in and across texts. Materials include a variety of resources and supports to provide a year-long, cohesive plan of writing instruction and tasks. Materials provide frequent opportunities for students to engage in research activities that support the understanding of texts and topics within texts. Materials meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.\n\nThe instructional materials reviewed for Grade 12 do not meet the criteria that texts are organized around a topic or theme/topic or themes to build students\u2019 knowledge and their ability to read and comprehend and analyze complex texts proficiently.The materials consist of chronological units that follow a timeline. There are no Essential Questions in which these units are organized, however; each unit opens with an image of a piece of fine art that is representative of the time period and critical viewing question(s) about the image. A quote at the beginning of each unit is intended to give insight into the collection of literature in the unit. Along with the quote are guiding questions and commentary that are meant to expand upon the quote. While the quote, questions, and commentary at the beginning set the stage for defining a theme or topic, the texts throughout the unit do not consistently connect back to them. Many of the texts in the unit do not relate to each other with a common theme or topic, and students do not build knowledge to help them better read complex texts. Many of the Mirrors & Windows questions focus on text-to-student understanding, rather than the text, and they are not building the student's textual knowledge.In Unit 1, students read two texts. The first text is extrapolated from\u00a0Ecclesiastical History of the English People, \u201cThe Conversion of King Edwin,\u201d which comes from Book II of Bede\u2019s history. The second text is \u201cThe Story of Caedmon,\u201d which is from Book IV of Bede\u2019s\u00a0Ecclesiastical History of the English People. The first Mirrors & Windows question that is presented to the first text is as follows: \u201cKind Edwin delayed converting to Christianity for some and asked his counselors for advice on the matter. What type of leader would you prefer: one who asks for guidance or one who makes decisions independently?\u201d The Mirrors & Windows question presented to students after they read \u201cThe Story of Caedmon\u201d is as follows: \u201cIf you could wake up tomorrow with one extraordinary new talent, such as musical ability, what would you want it to be? How would having this talent change your life?\u201d There is not a clear bridge between these texts and questions, and the teacher will have to supplement with other texts and questions to support building knowledge.In Unit 2, the Overview presents the genres that will be discussed via the sections that they will encounter as the title of the unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a98207fd-4adc-472b-a14a-3afa985e579f": {"__data__": {"id_": "a98207fd-4adc-472b-a14a-3afa985e579f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "66860cf1-3c79-442d-8bb0-df4907633527", "node_type": null, "metadata": {}, "hash": "1dffe17347de4f683163b31d2132a82d6eade09eaa98ee5a42f129319cf4ac86"}, "3": {"node_id": "493dacd3-ae20-4f3d-9dd1-1dcc6c95394e", "node_type": null, "metadata": {}, "hash": "1a5a5f9eb488b18f3001e71ed5acebd669f32d230b93673f63a2965b624baaca"}}, "hash": "b93c16f554214dd3d62624184cbe6f207865dfbe8dba8bcb623f7de14a6886d8", "text": "The title of the unit is Medieval Period 1066-1485; the two parts that students encounter are as follows: \u201cSongs and Tales,\u201d and \u201cChivalry and Romance.\u201d In Part One of Unit 2, students read three ballads--all by anonymous authors: \u201cBonny Barbara Allan,\u201d \u201cGet Up and Bar the Door,\u201d and \u201cLord Randall.\u201d The Mirrors & Windows question for \u201cBonny Barbara Allan\u201d is as follows: \u201cFor whom do you feel more pity: Sir John or Barbara Allan? Do you usually forgive people who have wronged you, or do you tend to hold a grudge?\u201d The Mirrors & Windows question for \u201cGet Up and Bar the Door\u201d is as follows: \u201cWhat makes people so stubborn that they do foolish things? Can stubbornness be overcome?\u201d The Mirrors & Windows question for \u201cLord Randall\u201d is as follows: \u201cHave you ever felt intimidated or offended by someone\u2019s questioning, such as that of a parent? Was the concern justified?\u201d There are multitudes of text-to-student connections provided within these questions, but the teacher will have to supplement with other texts and possibly questions to support building knowledge.In Unit 9, Postmodern Era, 1945-Present, there are two parts: Part 1, Realizations; and Part 2, Colonial Voices. In Part 1, the Anchor text is \u201cShooting an Elephant\u201d by George Orwell. Following that is a Villanelle and two lyric poems by Dylan Thomas. Students are instructed in the Apply Reading Skills, Analyze Text Organization section to scan the selections to get a sense of the organization of each poem. Then have them skim \u201cDo Not Go Gentle Into That Good Night\u201d to look for repetition. Suggest that students use stanza structure and rhyme scheme to help guide them through the poems. Students read \u201cFern Hill\u201d by Dylan Thomas. The Mirrors & Windows question at the end of the text is \u201cWhat person, place, or event from your childhood do you remember fondly? What types of experiences make people aware of the passing of time?\u201d Students read \u201cThe Hand That Signed the Paper\u201d by Dylan Thomas. The Mirrors & Windows question at the beginning of the text is \u201cIn the poem, the speaker states, \u201cHands have no tears to flow.\u201d Do you agree with this statement? Can people truly act without feeling?\u201d While these questions are engaging, students are not necessarily building knowledge. Students are not proving their ability to read and comprehend, and they are not provided ample opportunities to deepen their understanding of the content.\n\nMaterials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.While there are targeted questions and series of questions for students that promote students\u2019 ability to draw conclusions and cite textual evidence, determine theme, and analyze point of view, they do not promote students' building knowledge of the content and texts. There are few questions that support students in analyzing author\u2019s language and word choice. The questions that do focus on language and structure do not support students to analyze its effect on the text. In some selections, there is attention paid to vocabulary as well as content, craft, and style.In Unit 1, students read the two elegies, \u201cThe Wife\u2019s Lament,\u201d translated by Marcelle Thi\u00e9baux and \u201cThe Seafarer,\" translated by Burton Raffel. Once students complete the readings, they complete the After Reading Refer to the Text and Reason with Text section. The questions located within this section have students refer and analyze both poems. Refer to Text questions are as follows: 1a. \u201cHow does the speaker of \u2018The Seafarer\u2019 describe life on the sea and on land? 4a. In \u2018The Wife\u2019s Lament,\u201d what does the speaker say in lines 46-47 about her former beloved\u2019s situation? In the last stanza, where does the speaker say her beloved is?\u201dBoth of these questions, which are identified as Understand: Find meaning and Evaluate: Make Judgements correlate to the Reason with Text questions: \u201c1b.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "493dacd3-ae20-4f3d-9dd1-1dcc6c95394e": {"__data__": {"id_": "493dacd3-ae20-4f3d-9dd1-1dcc6c95394e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "a98207fd-4adc-472b-a14a-3afa985e579f", "node_type": null, "metadata": {}, "hash": "b93c16f554214dd3d62624184cbe6f207865dfbe8dba8bcb623f7de14a6886d8"}, "3": {"node_id": "dd1161ec-2d88-4199-92bb-e395e9761ef0", "node_type": null, "metadata": {}, "hash": "fa3b0dca06c84455c55d095aaa6c1d01ebeeed239d3092e0727eaf93c84adf88"}}, "hash": "1a5a5f9eb488b18f3001e71ed5acebd669f32d230b93673f63a2965b624baaca", "text": "Determine which way of life the speaker prefers, if either. Does he see either lifestyle as all positive or all negative? 4b. Argue whether the speaker accurately and fairly judges her beloved\u2019s actions and situation, both past and present.\u201dIn Unit 2, students read three anonymous ballads, \u201cBonny Barbara Allan,\u201d \u201cGet up and Bar the Door,\u201d and \u201cLord Randall.\u201d After Reading, Reason with Text question 2b asks students to apply and use information to answer the question, \u201cDialogue or conversations between characters, is a frequent feature of ballads. What is the purpose of dialogue in this ballad? Refers to 'Get up and Bar the Door'.\" Question 3b asks students to analyze and take apart the question \u201cWhat dramatic effects are created by the question-and-answer format of this ballad?\u201d These questions identify some components within the texts but do not promote deeper vocabulary or content growth.In Unit 4, students read\u00a0The Tragedy of Macbeth, Act V, a drama by William Shakespeare. After Reading, Reason with Text question 2b asks students to apply and use information to answer the question, \u201dExplain how the associations in these analogies reveal the men\u2019s attitude toward Macbeth?\u201d Question 5b asks students to create and bring ideas together when answering the question, \u201cWrite a rebuttal to Macbeth, disagreeing with the perspective he states in these lines.\u201d While the questions are focused on the text, they do not support building knowledge of the content or a deep analysis of the effect of the language on the text.In Unit 6, students read from \u201cA Vindication of the Rights of Woman,\u201d an essay by Mary Wollstonecraft. In After Reading, Reason with Text question 1b asks students to find meaning to understand: \u201cSummarize Wollstonecraft\u2019s feelings about the contention that women are incapable to attain virtue.\u201d Question 4b asks students to evaluate by making judgements: \u201cEvaluate Wollstonecraft\u2019s argument. What does she want for women? What reasons does she give? How effective is her argument?\u201d In the Analyze Literature Argument and Epithet writing students are asked, \u201cWhat are the main points of Wollstonecraft\u2019s argument? How do her language and tone support her argument? Describe how she makes her argument effective. To whom is the epithet of innocence connected in this excerpt? Describe the effects of these word associations on Wollstonecraft\u2019s argument.\u201dIn Unit 7, in the Meeting the Standards supplemental book, students are presented with different levels of activities. Students read the sonnet \u201cHow Do I Love Thee,\u201d by Elizabeth Browning. The Analyze Literature: Sonnet assignment is labeled as medium in difficulty; assignments range between easy, medium, and difficult in complexity. Teachers are instructed to \u201cuse this chart, in combination with the results of the Formative Survey from the Assessment Guide, to identify activities that are appropriate for students.\u201d For this particular assignment, students complete the following questions: \u201cWhat is the poem\u2019s rhyme scheme? Does the poem have an octave and sestet or quatrains and a couplet? Which type of sonnet is the poem? Sonnets were usually written by men. As indicated by the names of the types of sonnets, they were highly traditional. In your opinion, does Browning\u2019s sonnet do justice to the form and the tradition? Explain.\u201d These build in complexity as the questions are sequenced from easy--identification--to difficult--drawing evidence based conclusions.In Unit 8, students read \u201cThe Hollow Man,\u201d a poem by T.S. Eliot. After Reading, the Reason with Text question 3b asks students to analyze the question, \u201cHow is the speaker moved by the people and the settings? What emotion do they evoke in him?\u201d Question 4b asks students to evaluate and make a judgement when answering the question, \u201cCritique Eliot\u2019s views of humanity. Do you agree with his views? Why or why not?\u201dIn other selections, the teacher may need to support students with extended work to assure they have opportunities to grow vocabulary and knowledge, as the questions and sequences ask students to engage at a surface level as opposed to a deeper level.In Unit 9, in the Annotated Teacher Edition, students read \u201cDo Not Go Gentle Into That Good Night,\u201d and \u201cFern Hill,\u201d both poems by Dylan Thomas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dd1161ec-2d88-4199-92bb-e395e9761ef0": {"__data__": {"id_": "dd1161ec-2d88-4199-92bb-e395e9761ef0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "493dacd3-ae20-4f3d-9dd1-1dcc6c95394e", "node_type": null, "metadata": {}, "hash": "1a5a5f9eb488b18f3001e71ed5acebd669f32d230b93673f63a2965b624baaca"}, "3": {"node_id": "91fef4e6-3ed2-4e73-a3c3-0f85fa68cb4e", "node_type": null, "metadata": {}, "hash": "6e23dd748ec36616e2caeb1697216143f8fc96d93e2298dab23bbf6314c75d65"}}, "hash": "fa3b0dca06c84455c55d095aaa6c1d01ebeeed239d3092e0727eaf93c84adf88", "text": "After both readings, they will complete the Refer to the Text and Reason with Text section.2a. \u201cWhat words does the speaker use to describe himself as a child in \u2018Fern Hill\u2019?\u201d2b. \u201cWould the child in \u2018Fern Hill\u2019 have the same attitude about death as each type of man in \u2018Do Not Go Gentle Into That Good Night\u2019? Why or why not?\u201d5a. \u201cHow does Thomas classify the different stages of life?\u201d5b. \u201cExplain what both poems suggest about his attitude toward these different stages.\u201d\n\nMaterials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.In the curriculum, students are presented with text-dependent and text-specific questions; however, the questions do not require students to build knowledge across the text. Included are some text-dependent questions for each selection in the form of During Reading questions and After Reading questions. The During Reading questions require only a surface amount of knowledge to complete. The After Reading questions are broken into Refer to Text and Reason with Text questions. The Refer to Text questions require surface knowledge of the text. The Reason with the Text questions are designed to increase in complexity from understanding, applying, analyzing, evaluating, and creating; however, these questions comprise a small percentage of the questions and tasks that students are required to address.Most questions and tasks do not require that students refer to the text, and it is unclear how the questions work to build knowledge across an individual text. Each unit includes two texts that are paired with the intention of teaching literary elements across texts. The individual paired texts have text-dependent questions at the end, but there is only one question that asks the students to compare the texts, and the question does not promote a deep analysis of the texts. There are other text-to-text connections established in the units, but the questions about these connections do not require an analysis of the integration of ideas.The Mirrors & Windows questions are mainly text-to-student questions, where students are not required to read the text in order to be able to respond. The Annotated Teacher\u2019s Edition presents verbal questions within the outside band as students are reading, but students are not practicing questions independently or in groups. The Exceeding the Standards and Meeting the Standards supplemental resources offer additional, yet limited, activities within the unit to compare a set of texts. Various texts within the units have student writing, speaking, and researching tasks for evidence of students\u2019 need to perform analysis of texts to complete quality cumulative assignments and tasks.In Unit 1, Anglo-Saxon Period 449-1066, students read and compare two texts: \u201cThe Seafarer\u201d by anonymous, translated by Burton Raffel and \u201cThe Wife\u2019s Lament\u201d by anonymous, translated by Marcelle Thiebaux. At the end of the second text, students are asked these comparison questions: \u201cWhat is the mood of \u2018The Seafarer\u2019? What words and images help create that mood? What is the mood of \u2018The Wife\u2019s Lament\u2019? Again, how is language used to create mood? What does the seafarer mourn? What leads you to this conclusion? What loss or losses has the speaker of \u2018The Wife\u2019s Lament\u2019 suffered? What does she repeat to express her grief?\u201dIn Unit 2, Medieval Period 1066-1485, students read the anonymous ballad \u201cLord Randall.\u201d At the end of the selection, students are asked text-dependent questions. In order to Refer to the Text, students are asked to \u201cList the topics of the mother\u2019s questions in \u2018Lord Randall\u2019.\u201d To further reason with the text, students are asked, \u201cWhat dramatic effects are created by the question-and-answer format of this ballad?\u201dIn Unit 3, Renaissance, students read, \u201cWhoso list to hunt,\u201d a sonnet by Sir Thomas Wyatt and \u201cWith how sad steps\u201d (Sonnet 31), by Sir Philip Sidney.The After Reading, Refer and Reason with Text questions have students refer to both poems, Question 4a. \u201cIdentify the primary characteristics of each speaker.\u201d Question 4b. \u201cCompare and contrast the speakers in the poems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "91fef4e6-3ed2-4e73-a3c3-0f85fa68cb4e": {"__data__": {"id_": "91fef4e6-3ed2-4e73-a3c3-0f85fa68cb4e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "dd1161ec-2d88-4199-92bb-e395e9761ef0", "node_type": null, "metadata": {}, "hash": "fa3b0dca06c84455c55d095aaa6c1d01ebeeed239d3092e0727eaf93c84adf88"}, "3": {"node_id": "8a607cea-6449-40df-9933-ccc6c5153df6", "node_type": null, "metadata": {}, "hash": "cc65b3b3fd467a7486e1633eaffd9c345fb3d39fd012bf65d7001e1376524c18"}}, "hash": "6e23dd748ec36616e2caeb1697216143f8fc96d93e2298dab23bbf6314c75d65", "text": "\u201cCompare and contrast the speakers in the poems.\"The Compare Literature: Sensory Details and Personification section asks students to: \u201cReview the chart of sensory details you created for each poem. Which sense or senses are referenced most by each author? How does each author use sensory details to express the notion of unrequited love? What object is Sydney personified in 'With how sad steps?' What human qualities does he give this object? How does the use of personification help convey the idea of unrequited love?\u201dThe Extend the Text, Writing Options: Creative Writing section says: \u201cRewrite Wyatt's 'Whoso list to hunt' so the speaker is talking to the deer and seeking answers, rather than hunting her. Refer to 'With how sad steps' as a model. Consider how changing the speaker\u2019s role might affect what he conveys about unrequited love.\u201dIn Unit 4, Renaissance, students read,\u00a0The Tragedy of Macbeth, Acts I, II, and III,\u00a0a drama by William Shakespeare. The Text to Text Connection section asks students, \u201cSuppose you write a review of\u00a0Macbeth. What will you say you like about the play? What will say you do not like? What lines in the play will you quote to support each of these points? Overall, will your review be favorable or unfavorable? Why?\u201dIn Unit 4, Renaissance, students read,\u00a0The Tragedy of Macbeth, Act V,\u00a0a drama by William Shakespeare and Primary Source Connection Comparing Shakespeare\u2019s\u00a0Macbeth\u00a0to Holinshed\u2019s\u00a0Chronicles of England, Scotland, and Ireland.\u201dReview Questions: 1. \u201cWhat details does Holinshed provide about MacBeth? What details in Shakespeare's play support or contradict Holinshed's description? Compare and contrast the two descriptions.\u201dThe Text to Text Connection questions ask: \u201cEvaluate the ways in which Shakespeare adapted Holinshed\u2019s text. What might have been his purpose in making these changes? Was he trying to rewrite history by altering the facts, or was he simply trying to create an interesting play? Support your explanation with details from both texts.\u201dAnalyze Literature: Tragedy and Theme section asks, \u201cWhat was your perception of Macbeth before reading Act V? What qualities of a tragic hero does he display? Use details from the play support your answer. Using information presented in\u00a0Macbeth\u00a0and your own knowledge and observations, draw an inference as to the central theme, or author's message, of the drama. How does Shakespeare develop the theme through the character of Macbeth? Support your answer using details from the play. What additional inferences can you draw about other themes that run through the drama?\u201dIn Unit 5, Seventeenth and Eighteenth Centuries 1625-1798, there are two sections. Part 1, Ideas Old and New and Part 2, Life and Times. Each section in this unit focuses on the time era and the Seventeenth and Eighteenth Centuries, connecting students with the historical perspectives of the time through The House of Stuart and Oliver Cromwell, The Restoration and the Glorious Revolution, The House of Hanover, The Industrial Revolution and The Age of Reason and Empiricism.In Unit 6, Part 1, The Beginning of Romantic Thought, on page 650 students are asked to:Identify from the lyric poem, \u201cTo a Mouse,\u201d the speaker and tone; Connect to prior knowledge and experience; Identify and evaluate sound effects such as onomatopoeia; and read the poem aloud to listen for rhyme, rhythm, alliteration, and repetition.The Mirror and Windows question at the end of the text is: \u201cMice do not have to recall the past or worry about the future. How might this be an advantage? What other advantages are there to living in the present?\u201dIn the Analyze Literature section, Dialect and Meter students are asked to: \u201cDescribe the patterns of stressed and unstressed syllables in 'To a Mouse.' What term would you use to describe the meter in 'To a Mouse'?\u201dIn Unit 7, students read \u201cMy Last Duchess,\u201d and \u201cPorphyria\u2019s Lover,\u201d both are poems written by Robert Browning. The Mirrors & Windows question that follows \u201cMy Last Duchess\u201d is \u201cThink of a time you revealed to someone more about yourself than you had intended, perhaps in a moment of joy or anger. How did you feel?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8a607cea-6449-40df-9933-ccc6c5153df6": {"__data__": {"id_": "8a607cea-6449-40df-9933-ccc6c5153df6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "91fef4e6-3ed2-4e73-a3c3-0f85fa68cb4e", "node_type": null, "metadata": {}, "hash": "6e23dd748ec36616e2caeb1697216143f8fc96d93e2298dab23bbf6314c75d65"}, "3": {"node_id": "899541e1-a584-48f2-aaea-61658030e410", "node_type": null, "metadata": {}, "hash": "2fdea067833fd90ef2a6e426dfb0403b8b99309c2505d2301ec4e56efd295d83"}}, "hash": "cc65b3b3fd467a7486e1633eaffd9c345fb3d39fd012bf65d7001e1376524c18", "text": "How did you feel? What were the consequences, if any?\u201d At the close of \u201cPorphyria\u2019s Lover,\u201d students are presented with the following Mirrors & Windows question: \u201cThe speaker\u2019s desire to possess his love leads him to a drastic decision. When have you felt jealous about someone or something? How did your feelings influence your actions?\u201d Students are then presented with an After Reading section. Within this section, students are presented with Refer to Text questions and Reason with Text questions. Questions are tiered in the following order: \u201cUnderstand: Find meaning, Apply: Use information, Analyze: Take things apart, Evaluate: Make judgments, and Create: Bring ideas together.\u201d Also, within this particular section, students are also presented with a Reading Assessment section where the questions are formatted based on standardized testing questions. An example question pair is as follows: \u201c2a. In \u2018Porphyria\u2019s Lover,\u2019 what does Porphyria do when she first arrives at the cottage?\u201d and \u201c2b. How do her actions inside the cottage contrast with the weather outside? How is the speaker\u2019s psychological state similar to the weather?\u201dIn Unit 9, students read the poems \u201cDo Not Go Gentle Into That Good Night\u201d and \u201cFern Hill.\u201d The Mirrors & Windows question at the close of \u201cDo Not Go Gentle Into That Good Night\u201d is: \u201cThomas writes that when a person dies, he or she should \u2018not go gentle into that good night.\u2019 How should a person face death?\u201d Students are also presented with Mirrors & Windows questions after \u201cFern Hill\u201d: \u201cWhat person, place, or event from your childhood do you remember fondly? What types of experiences make people aware of the passing of time?\u201d Students are then presented with an After Reading section. Within this section, students are presented with Refer to Text questions and Reason with Text questions. Questions are tiered in the following order: \u201cUnderstand: Find meaning, Apply: Use information, Analyze: Take things apart, Evaluate: Make judgments, and Create: Bring ideas together.\u201d Within the \u201cAnalyze Literature\u201d section, located within After Reading, students are presented with the following questions: \u201cReview the structure of \u2018Do Not Go Gentle Into That Good Night.\u2019 Identify what makes it a villanelle. Explain the significance of the lines Thomas repeats throughout the poem\u201d and \u201cWhat sensory details does Thomas use to create a sense of innocence and freshness in \u2018Fern Hill\u2019? How do the details change in the second part of the poem? How does this illustrate the change in the speaker\u2019s mood?\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 12 do not meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).Culminating tasks do not require students to demonstrate knowledge of a topic, nor do they integrate skills. Students complete each workshop independently of each other. Some tasks are loosely connected to unit texts, while others are not connected to texts. Students are often demonstrating mastery of the unit skills rather than demonstrating understanding or knowledge. After every text selection in the After Reading, Refer to Text, Reason with Text section, there are text-dependent questions, and throughout each reading, there are strategies and activities that build students\u2019 skills to complete the end of unit activities. Each unit includes three types of culminating activities: a Speaking and Listening Workshop, Writing Workshop, and Test Practice Workshop. The performance tasks that the students are asked to complete in these culminating activities correspond to the questions, discussions, and writing prompts.In Unit 1, some tasks are loosely connected to unit texts, while others are not connected to texts. Students demonstrate a mastery of the unit skills rather than demonstrating understanding or knowledge. For example:Speaking and Listening Workshop: Students describe a place. Students choose a place, plan the description, use descriptive language, practice their delivery, and present the description. This workshop focuses on the skills of a descriptive presentation. It does not connect to a text or demonstrate knowledge of a topic through integrated skills.Writing Workshop: Students write a narrative poem about a modern-day hero.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "899541e1-a584-48f2-aaea-61658030e410": {"__data__": {"id_": "899541e1-a584-48f2-aaea-61658030e410", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "8a607cea-6449-40df-9933-ccc6c5153df6", "node_type": null, "metadata": {}, "hash": "cc65b3b3fd467a7486e1633eaffd9c345fb3d39fd012bf65d7001e1376524c18"}, "3": {"node_id": "4ee9667b-940b-4ef7-9c2a-8f8bf3aa267b", "node_type": null, "metadata": {}, "hash": "0122ccc34652f0d00ccf1abc1b215859061380e58dd48ac0cebe8199e8bfe76a"}}, "hash": "2fdea067833fd90ef2a6e426dfb0403b8b99309c2505d2301ec4e56efd295d83", "text": "Students select their topic; gather information; organize their ideas; write their organizing statement; draft their poem with attention to conventions and structure of poetry; evaluate their drafts; revise their drafts for content, organization, and style; proofread for errors; publish and present their work; and reflect on their work. This workshop does not connect to a text, nor does it demonstrate knowledge of a topic.Test Practice Workshop: the first section asks students to make inferences through reading an excerpt from\u00a0Beowulf, translated by Burton Raffel; answering reading comprehension questions on the text; responding to a constructed response prompt on the text: \u201cWhat inferences can you make from the repetition of the phrase \u2018as Beowulf had asked\u2019?\u201d and completing an extended writing prompt on an issue presented in this prompt: \u201cWhat type of clothing policy is best for students? Plan and write an essay in which you develop your perspective on this issue.\u201d This workshop focuses on the skill of inferencing. The writing topic is not connected to the text read and does not demonstrate knowledge of a topic through integrated skills.In Unit 7, some tasks are loosely connected to unit texts, while others are not connected to texts. Students demonstrate a mastery of the unit skills rather than demonstrating understanding or knowledge. For example:Speaking & Listening Workshop: Students present an argument. The steps students complete for this workshop are as follows: \u201c1. Choose a Suitable Topic and Locate Supporting Evidence. 2. Practice Your Delivery. 3. Listen Actively to Arguments.\u201d The rubric for this workshop indicates the following regarding content: \u201cYou have selected an argument on an appropriate school or community issue and have provided adequate supporting evidence.\u201d The rubric also indicates what students should do for delivery and presentation: \u201cYou show familiarity with the material by using note cards only as prompts while speaking; you use appropriate language conventions; you maintain good eye contact, an appropriate speaking rate and volume, and clear enunciation; you use purposeful gestures.\u201d This workshop focuses on the skill of presenting an argument and does not demonstrate knowledge of a topic.Writing Workshop: Students practice argumentative writing by reviewing a short story or book. The assignment is as follows: \u201cWrite a review of a British short story or novel, using examples from the text to support your opinions.\u201d The objectives for this task are as follows: \u201cReview a short story or book; begin with an introduction that draws the reader into the piece, states the title and author of the subject of the review, and includes a clear thesis statement; organize a body that supports the thesis statement with specific evidence, including details or quotations from the short story or novel; end with a conclusion that summarizes the analysis presented in the review.\u201d This workshop focuses on the skill of argument writing and does not demonstrate knowledge of a topic.\n\nMaterials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.\n\nThe instructional materials reviewed for Grade 12 partially meet the criteria that materials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/language in context.Materials include vocabulary over the course of a school-year, but there is no cohesive plan for students to interact with and build key academic vocabulary words in and across texts. Vocabulary is repeated in contexts, as seen in the Vocabulary and Spelling lessons which are integrated with two of the literature selections in each unit. These lessons incorporate vocabulary words from the preceding selection to provide context and repetition for students to increase their understanding and vocabulary knowledge. However, academic vocabulary is not repeated sufficiently across units throughout the course of the year.The Teacher\u2019s Edition has key terms with definitions, but there is little to no representation of academic vocabulary. When the academic vocabulary is mentioned within a unit or along with a reading they are not repeated sufficiently through the unit or throughout the course of the year.A Language Arts Handbook is provided as a student resource at the back of the text which includes Vocabulary and Spelling, and teachers can direct students to these resources.The Meeting the Standards Unit Resources do include cumulative vocabulary lists and the teacher\u2019s edition provides a Building Vocabulary which includes an overview of all unit vocabulary words, academic vocabulary, and key terms. The Master word lists cover vocabulary from Common Core Tier One, Tier Two, and Tier Three words. Academic words included and addressed in the Vocabulary Practice Lessons that follow do not appear in other Vocabulary Lessons within the grade level and do not appear within the assessment practice or Writing Workshop within the same unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ee9667b-940b-4ef7-9c2a-8f8bf3aa267b": {"__data__": {"id_": "4ee9667b-940b-4ef7-9c2a-8f8bf3aa267b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "899541e1-a584-48f2-aaea-61658030e410", "node_type": null, "metadata": {}, "hash": "2fdea067833fd90ef2a6e426dfb0403b8b99309c2505d2301ec4e56efd295d83"}, "3": {"node_id": "f6fda7b4-a331-49c1-b5f9-0f2fed60d880", "node_type": null, "metadata": {}, "hash": "0bdf091895885f77d0e9847f2d2b7f4703952a7077399dd3bd33e45bf39b507e"}}, "hash": "0122ccc34652f0d00ccf1abc1b215859061380e58dd48ac0cebe8199e8bfe76a", "text": "Additionally, the Exceeding the Standards resource includes a vocabulary and spelling section that contains lessons and practice on word parts and word origins; borrowed words and informal language; testing vocabulary and choosing words; and working with academic vocabulary.In Unit 2, Annotated Teacher\u2019s Edition, Vocabulary & Spelling, Word Parts, Understand the Concept section it says, \u201cWhen you come across an unfamiliar word, try analyzing the parts. You may be able to determine the meaning of the word if you recognize its root and affixes.\u201d Students Apply the Skill: \u201cExercise A - Decode or sound out the words in each row of the preceding chart. Then write a definition for each of the words. Identify the origin of the word part listed. Use a dictionary to help you. Then use each word in a sentence in which the word\u2019s meaning is clear from the context. Work with a partner, take turns reading your sentences aloud and listening for meaning.\u201dIn Unit 3, students read Queen Elizabeth I\u2019s Speech to the Troops at Tilbury. Students are presented with Preview Vocabulary (treachery and concord), Selection Words (multitude and stead), and Academic Vocabulary (colony, armada, unprecedented, domination, plunder, notorious, and antagonize). The Preview Vocabulary definitions are included within the text, as students read. The student textbook also identifies where the words are located within the text; it is the student\u2019s responsibility to identify the Selection Words and Academic Vocabulary.In Unit 4, students are presented with a Vocabulary & Spelling activity that focuses on contractions. Students are presented with two sections in this activity: Understand the Concept and Apply the Skill. Within the Apply the Skill section, students complete two exercises. In Exercise A, students must \u201cWrite [the following] sentences on a sheet of paper. Then, underline the contractions and circle the possessives.\u201d In Exercise B, students must \u201cRevise the sentences in Exercise A, writing out each contraction above the line. Note the difference in formality between the original and revised sentences.\u201dIn Unit 5, students take part in a vocabulary and spelling lesson on political and historical terms. During the lesson they encounter these vocabulary words: political science, documentary, and adopted. They also review or learn the key terms sword part, etymology, dictionary, and context clues. Once they understand the key terms, they practice their understanding of these terms by determining the meaning of words in a passage based on context clues.In Unit 6, students take part in a vocabulary and spelling lesson on syntax. During the lesson they encounter these vocabulary words: awkward and conventionally. They also review or learn the key terms inflected language, syntactic language, syntax, verb, noun, rhythm, and rhyme. Once they understand the key terms, they practice their understanding of these terms by rewriting lines of a poem using conventional syntax.In Unit 7, in the Annotated Teacher's Edition, Vocabulary and Spelling, Understand the Concept section students practice using Homophones: \u201cOne of the difficulties with the English language is that many were sound alike but are spelled differently and have different meanings these homophones can cause confusion in writing unless you remember the differences along with some simple rules.\u201d Students Apply the Skill by Improving the Use of Homophones Using the Correct Homophones.In Unit 8, Exceeding the Standards resource, the Vocabulary & Spelling focus is Building Effective Sentences and Paragraphs Lessons 52-58. In Lesson 57: Making Your Language Precise and Colorful, \u201cWhen you write, use words to tell your readers exactly what you need. Colorful language-such as precise interesting nouns, verbs, and modifiers-tells your readers exactly what you mean and makes your writing more interesting. Precise nouns give your readers a clear picture of who or what is involved in the sentence.\u201d Students practice in Exercises 1-3 Identifying, Understanding and Using Precise, and Colorful Language.In Unit 9, Annotated Teacher's Edition, Vocabulary and Spelling, Understand the Concept section, students practice using Greek and Latin Words: \u201cWhat you may not recognize is that many English words are based on words or word parts in Latin and its predecessor, ancient Greek. For instant, the word tyranny in the first excerpt from \u2018Shooting an Elephant\u2019 comes from the Greek word\u00a0tyrannos, a term for a person who seized power and became the absolute ruler of a Greek city-state. The vocabulary word\u00a0prostrate\u00a0comes from the Latin prefix pro- (\u201cbefore\u201d) and the verb sternere (\u201cto spread out, throwdown\u201d).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f6fda7b4-a331-49c1-b5f9-0f2fed60d880": {"__data__": {"id_": "f6fda7b4-a331-49c1-b5f9-0f2fed60d880", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "4ee9667b-940b-4ef7-9c2a-8f8bf3aa267b", "node_type": null, "metadata": {}, "hash": "0122ccc34652f0d00ccf1abc1b215859061380e58dd48ac0cebe8199e8bfe76a"}, "3": {"node_id": "6156e908-f3f2-42be-9c41-84cea27da8b0", "node_type": null, "metadata": {}, "hash": "fcde54b894545b88a373106a1e4c2bf0ac3b7f6d73eca45d0618dc6c0eca7ba2"}}, "hash": "0bdf091895885f77d0e9847f2d2b7f4703952a7077399dd3bd33e45bf39b507e", "text": "Knowing common Greek and Latin word parts can help you determine the meanings of unfamiliar word you encounter in reading materials and on test. Familiarize yourself with these common Greek and Latin word parts.\u201d Students practice Applying the Skill, determining the meaning of words using Greek and Latin word parts and finding the etymology of subject area words.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 12 meet the criteria that materials contain a year-long, cohesive plan of writing instruction and practice which support students in building and communicating substantive understanding of topics and texts.The materials include a variety of resources and supports to provide a year-long, cohesive plan of writing instruction and tasks. Throughout each unit, at the end of each reading selection, informal writing activities are provided. Students are gradually released to perform independent reading and tasks towards the end of each unit; each unit culminates with a Writing Workshop that has a highly scaffolded process toward a writing piece, as well as a scaffolded on-demand writing prompt. The assessments for Units 5 and 6 include an extended writing prompt, increasing the cognitive demand on students toward the end of the year. Throughout the year, both teacher and peers provide feedback to ensure that students' writing skills are increasing. Multiple additional writing supports can be found in the support materials of the curriculum.The Common Core Assessment Practice booklet that contains reading selections with occasional short answer questions that refer to the text and constructed response writing prompts covering argument, informational/explanatory, and narrative writing types.The Meeting the Standards booklet has short answer questions that relate to texts and the use of literary elements, and it has worksheets that can be used to scaffold some of the Extend the Text writing prompts.The Exceeding the Standards booklet gives detailed, structured support for the entire writing process for one type of writing per unit.The Assessment Guide has a summative assessment for each of the reading selections in each unit that includes a writing prompt that requires students to reference the text.When all of the program resources are used in coordination with each other, teachers can provide a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.Examples of a cohesive plan of writing instruction and tasks to meet the criteria for this indicator include, but are not limited to, the following:In Unit 1, students read and excerpt from\u00a0Beowulf, translation by Burt Raffel and from\u00a0Grendel,\u00a0by John Camplin Gardner. In the Extend the Text, Writing Options, Informative Writing section, students are given the following prompt: \u201cDraft an essay comparing how the modern\u00a0Grendel\u00a0by John Camplin Gardner compares to the ancient\u00a0Beowulf. You might consider how the themes of each work relate to the themes of Germanic society of its time. You might compare the portrayals of Grendel, or you might choose another topic to explore.In the Unit 2 Writing Workshop, students are given the following prompt: \u201cWrite a cover letter and resume for a job you are interested in obtaining.\u201d They are then given the following guiding sections and supports:Prewrite: select your topic, gather information, organize your ideas, and write your objectiveDraft your cover letter, draft your resumeRevise: evaluate your drafts, revise for content, organization and style, proofread for errorsWriting Follow Up: publish and present, reflectIn Unit 3, students read \u201cSong: To Celia\u201d and \u201cOn My First Son,\u201d both poems by Ben Jonson. Once students complete both texts, they are presented an informative writing option that supports the topic of loss and disappointment--topics experienced through both poems: \u201cWrite two paragraphs comparing and contrasting the speaker in \u2018Song: To Celia\u2019 with that in \u2018On My First Son.\u2019 What loss or disappointment has each speaker experienced? What attitude does each speaker have toward this experience? How are their experiences similar and different?\u201dIn Unit 4, students are presented with a Writing Workshop where they must describe a character through descriptive writing: \u201cA well-written character captures your attention. You may come to empathize with her, as you would a friend, or you may come to despise this individual, as you may Lady Macbeth. Writing a character description can help you understand a character. Whether your reaction is based on like or dislike, your aim in writing the description is to understand the character intimately. For this assignment, you will write a character description to try to understand a character.\u201d Within the Prewrite section, further supports are given in selecting the topic: \u201cReview the characters from the selections you have read in this unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6156e908-f3f2-42be-9c41-84cea27da8b0": {"__data__": {"id_": "6156e908-f3f2-42be-9c41-84cea27da8b0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "f6fda7b4-a331-49c1-b5f9-0f2fed60d880", "node_type": null, "metadata": {}, "hash": "0bdf091895885f77d0e9847f2d2b7f4703952a7077399dd3bd33e45bf39b507e"}, "3": {"node_id": "44da21eb-1618-4e7b-8012-243e215c1ad8", "node_type": null, "metadata": {}, "hash": "7e6e5cf860ca7663afb4ba87d57005fe2f73f9820e6ed1f6825ed2aa4cff44a1"}}, "hash": "fcde54b894545b88a373106a1e4c2bf0ac3b7f6d73eca45d0618dc6c0eca7ba2", "text": "List three to five that you have reacted to, either positively or negatively. Choose the one that most intrigues you.\u201dAt the end of Unit 5, students participate in a Writing Workshop where they write a satire: \u201cWrite a satire about a contemporary social issue or institution.\u201d Every aspect of the writing process is detailed for the students, including selecting a topic; gathering information; organizing ideas; writing a thesis statement; drafting an introduction, body and conclusion; using proper documentation; and revising, proofreading, and publishing.In Unit 6, after reading \u201cThe Rime of the Ancient Mariner\u201d by Samuel Coleridge, students complete a text extension writing activity: \u201cSummarize the main plot of \u2018The Rime of the Ancient Mariner\u2019 in writing. Then retell the story in graphic novel format, with the goal of visually capturing the poem\u2019s more chilling moments. Where possible, include the poem\u2019s original dialogue in the drawings. Share the poem with friends who have not read it.\u201d The Meeting the Standards booklet has several supporting activities for this text, including one that supports this prompt where students complete a plot analysis.In Unit 7, Annotated Teacher's Edition, students readThe Crucible, Act 4,\u00a0a drama by Arthur Miller. In the After Reading, Extend the Text, Writing Options section, students practice Creative Writing: \u201cChoose a character from\u00a0The Crucible\u00a0and write a paragraph that describes, from the character's point of view, his or her position on the events of the play. Include evidence from the play to support your character\u2019s position. Be careful not to name or otherwise directly identify the character. In small groups, take turns reading your paragraphs aloud. As you listen to each reading, identify the position taken and the evidence supporting that position. Try to identify the character using this information.\u201dIn Unit 8, Annotated Teacher's Edition, students read \u201cMorning Song\u201d and \u201cMirror,\u201d lyric poems by Sylvia Plath. In the After Reading, Extend the Text, Writing Options section, students practice Informative Writing: \u201cWrite a comparison-and-contrast essay in which you discuss the differences and similarities between the speakers and Plath\u2019s poem. You may present your ideas point by point or analyze one poem at a time.\u201dIn Unit 9, Annotated Teacher's Edition, students read independently \u201cFahrenheit 451, The Authorized Adaptation,\u201d a graphic novel by Tim Hamilton. In Writing Options, question two, students write an Argumentative Essay: \u201cDigital technology has made it possible to read most materials using media other than print. Will printed books become obsolete and cease to exist? Write an argumentative essay in which you argue for or against the future of printed books.\u201d\n\nMaterials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\nThe instructional materials reviewed for Grade 12 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.The materials provide frequent opportunities for students to engage in research activities that support the understanding of texts and topics within texts. Each selection is followed by at least one opportunity for students to engage in a research task, which includes a variety of individual, partner, and small group projects. Throughout each unit, students are presented with an After Reading section after each text or grouping of texts. Within most After Reading sections, students complete tasks in categories such as: Media Literacy, Lifelong Learning, Critical Literacy, Collaborative Learning, etc. Within these categories, students compose research that is influenced by the topic(s), themes, and genre of the specified reading selection. The textbook offers research opportunities through various writing options also located within the After Reading section. Materials meet the expectations of including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Research projects are varied throughout the instructional materials and offer tasks that are connected to most texts within a unit.In addition to opportunities in the textbook, the Exceeding the Standards resource provides extension activities for several selections that ask the students to engage in a more complex research process with multiple steps. The grade 12 research tasks support the intent and depth of the standards.In Unit 1, in the Annotated Teacher\u2019s Edition, students read from\u00a0Beowulf, verse translation by Burton Raffel.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "44da21eb-1618-4e7b-8012-243e215c1ad8": {"__data__": {"id_": "44da21eb-1618-4e7b-8012-243e215c1ad8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "6156e908-f3f2-42be-9c41-84cea27da8b0", "node_type": null, "metadata": {}, "hash": "fcde54b894545b88a373106a1e4c2bf0ac3b7f6d73eca45d0618dc6c0eca7ba2"}, "3": {"node_id": "f1d363c6-aac6-4dbb-8760-feca1163d55a", "node_type": null, "metadata": {}, "hash": "cbea72ac851c641718ea8004bac2312d5620531324f2df8461172b4cde660688"}}, "hash": "7e6e5cf860ca7663afb4ba87d57005fe2f73f9820e6ed1f6825ed2aa4cff44a1", "text": "In The After Reading, Extend the Text, Writing Options, Collaborative Learning section, students Compare Cultures: \u201cWork in small groups to analyze the boasts made by human characters in\u00a0Beowulf. Then compare and contrast the Anglo-Saxon idea of a boast to that of modern culture. How is the concept changed? Who in modern culture is known for boasting? Why? And compare your groups ideas with those of other groups.\u201dIn Unit 2, in the Annotated Teacher\u2019s Edition, students read \u201cThe Prologue from The Canterbury Tales,\u201d a frame tale by Geoffrey Chaucer. In The After Reading, Extend the Text, Writing Options, Lifelong Learning section, students Research Social Stratification: \u201cUsing Library Internet sources, research social stratification or (class structure) in the Medieval period. Identify the primary social classes and what determined membership in them. To which class does each character in \u201cThe Prologue\u201d belong? Create a chart that identifies the primary social classes and list the pilgrims that belong each class.\u201dIn Unit 3, students read a sonnet by Sir Philip Sidney, \u201cWith how sad steps.\u201d At the close of the text, in the After Reading section, students participate in a Lifelong Learning activity: \u201cResearch the Moon. Divide the class into two groups, and have each group use the Internet and print sources to learn more about the moon. You might start your research with the article on NASA\u2019s website. One group should focus on cultural and religious beliefs about the moon. What beliefs have people held about the moon? What has it symbolized? The second group should research scientific topics, answering questions about the moon\u2019s surface, distance from the earth, phases, and so on. Both groups should synthesize the ideas from their sources, making logical connections and using evidence from the texts to support their inferences and conclusions. The groups should then share their findings. The entire class should explore the traits that lend themselves to literary references.\u201dIn Unit 4, students read several plays by Shakespeare including\u00a0The Tempest. At the close of the text, in the Writing Options section: \u201cFind and view a modern film version of one of the Shakespeare plays you just sampled. Compare and contrast the movie\u2019s presentation of each monologue or soliloquy with the lines from original play. Consider how well the acting, set design, costumes, and other elements communicate the central message of the passage. Describe similarities and differences between the actor\u2019s interpretations and the original script, and analyze the effectiveness of the actor\u2019s delivery.\"In Unit 5, students read Sir John Suckling\u2019s poem, \u201cSong,\u201d also known as \u201cWhy so pale and wan.\u201d At the close of the text in the After Reading section, students complete a Collaborative Learning task: \u201cA number of famous people have been imprisoned for their political, social, or religious beliefs, including St. Paul, Thomas More, Martin Luther King Jr., Susan B. Anthony, Daw Aung San Suu Kyi, and Nelson Mandela. Research one of these people or someone else who has been imprisoned. Find out the reason for the person\u2019s imprisonment and what he or she accomplished. Share your research with several classmates in an oral presentation.\u201dIn Unit 6, students read three poems by William Blake: \u201cThe Lamb,\u201d \u201cThe Tyger,\u201d and \u201cLondon.\u201d At the close of the text in the After Reading section, students complete a Media Literacy task: \u201cResearch other Romantic poets who wrote poems about London, as well as Romantic authors who wrote fiction set in the city. (For example, see Wordsworth\u2019s poem \u2018Composed Upon Westminster Bridge,\u2019 on page 673.) Choose several pieces of literature to include in an anthology about the Romantics\u2019 view of London. Then create a book of poems, using unique fonts and graphics for each selection.\u201d Within the same After Reading section, students must complete the Collaborative Learning task: \u201cIn a small group, research changes in graphic elements used in British poetry across time periods. Graphic elements in poetry include unconventional capitalization or type styles, varying line lengths, unusual word placement, and integrated illustrations (like William Blake\u2019s engravings). Choose three poems from different time periods, and compare and contrast how the graphic elements work together with the text to express the theme of each poem. Cite examples from the poems to support your inferences and conclusions.\u201dIn Unit 7, students read \u201cMy Last Duchess\u201d and \u201cPorphyria\u2019s Lover,\u201d poems by Robert Browning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f1d363c6-aac6-4dbb-8760-feca1163d55a": {"__data__": {"id_": "f1d363c6-aac6-4dbb-8760-feca1163d55a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "44da21eb-1618-4e7b-8012-243e215c1ad8", "node_type": null, "metadata": {}, "hash": "7e6e5cf860ca7663afb4ba87d57005fe2f73f9820e6ed1f6825ed2aa4cff44a1"}, "3": {"node_id": "294a588b-9b7a-4eec-a9fc-56aa5a89cd52", "node_type": null, "metadata": {}, "hash": "c134d0efd62525746c3fb67b76a3a65d2b57126e63ce58255e03576e56e03c0c"}}, "hash": "cbea72ac851c641718ea8004bac2312d5620531324f2df8461172b4cde660688", "text": "After reading the selections, students complete a Critical Literacy assignment where they write a public service announcement: \u201cWrite a public service announcement (PSA) about domestic abuse or dating violence. Research the subject to get statistics and other facts. Narrow the topic to a specific message you wish to convey. After crafting your message, record your PSA for a radio spot or videotape it for television.\u201dIn Unit 8, students read \u201cWhen You are Old,\u201d \u201cThe Wild Swans at Coole,\u201d and \u201cThe Lake Isle of Innisfree,\u201d poems by William Butler Yeats. After reading the selections, students complete a Collaborative Learning assignment where they conduct a research project: \u201cHow does Yeats\u2019s portrayal of the waterfowl in \u2018The Wild Swans at Coole\u2019 compare with that of a scientific discussion of them? Do brief research on swans in the library or on the Internet. Then compare Yeats\u2019s view of the long-necked gliders with a nonfiction portrayal of these creatures.\u201dIn Unit 9, students read \u201cDo Not Go Gentle Into That Good Night\u201d and \u201cFern Hill\u201d by Dylan Thomas. After reading the selections, students complete a Lifelong Learning assignment where they research cultural views of death: \u201cWork in small groups to research views of death and dying in different past and present-day cultures. For example, you might research why the ancient Egyptians created elaborate tombs filled with everyday necessities or how the concept of a wake developed. Compile your research into a short report, and present your findings to the rest of the class.\u201d\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 12 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.The materials use a gradual release of responsibility model in order to engage, motivate, and challenge students. The selections for Units 1-5 begin as Guided Reading, move to Directed Reading, and end in Independent Reading. Instead of students choosing texts that they would like to read, the textbook provides the independent texts. In the independent reading phase, there is minimal support before and after reading, and students apply the skills they have learned throughout the unit independently. At the close of every Independent Reading, students are held accountable for their independent reading task in their answering of three Refer and Reason questions and two Writing Options.At the end of each unit, there is a list of suggested readings that relate to the topics and subject matter in the unit as a reference for students who wish to further their interests. The Program Planning Guide includes a Reading Log for students to keep track of their weekly reading: date, title, author, pages read, summary/reactions, and genre. The Reading Log provides accountability for outside of class reading, and end-of-selection Refer and Reason questions provide accountability for in-class independent reading selections. Additional supports for students are found in several of the curricular resources such as the Meeting the Standards and the Exceeding the Standards resource guides.Examples include, but are not limited to, the following:In Unit 3, students read an essay, \u201cMeditation 17 (\u201cPerchance he for whom this bell tolls\u201d) from Devotions: Upon Emergent Occasions,\u201d by John Donne. At the close of the text, students are held accountable for their independent reading task in their answering of five Refer and Reason questions and two Writing Options.In Unit 4, Annotated Teacher\u2019s Edition, Program Resources, EMC Access Editions, \"For additional independent reading, you may wish to refer students to one of EMC\u2019s Access Edition titles. Each Access Edition contains a thorough study apparatus, including background information, literal comprehension questions, footnotes, vocabulary definitions, and related projects and activities. An Assessment Manual offering worksheets and exams is available for each Access edition.\u201dIn Unit 5, Part 2, students read Charlotte Smith\u2019s sonnet, \u201cPressed by the Moon, Mute Arbitress of Tides.\u201d At the close of the text, students are held accountable for their independent reading task in their answering of three Refer and Reason questions and two Writing Options.An example of a Refer and Reason question is as follows: \u201c1. Identify the natural elements Smith refers to in the sonnet. What do these elements suggest about the speaker\u2019s attitude toward nature?\u201dAn example of a Writing Options question is as follows: \u201c1. Write a newspaper article about the events described by the speaker of this poem.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "294a588b-9b7a-4eec-a9fc-56aa5a89cd52": {"__data__": {"id_": "294a588b-9b7a-4eec-a9fc-56aa5a89cd52", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "f1d363c6-aac6-4dbb-8760-feca1163d55a", "node_type": null, "metadata": {}, "hash": "cbea72ac851c641718ea8004bac2312d5620531324f2df8461172b4cde660688"}, "3": {"node_id": "58b8592b-c578-49fa-8d2b-8955922ff1ee", "node_type": null, "metadata": {}, "hash": "969bfef99666a8d5a9c35cd5b2c27f452c757e78e64abc5cc03f385f7d96ce42"}}, "hash": "c134d0efd62525746c3fb67b76a3a65d2b57126e63ce58255e03576e56e03c0c", "text": "Write a newspaper article about the events described by the speaker of this poem. In your article, answer the questions\u00a0who, what, when, why,\u00a0and\u00a0how. Use an objective tone. You may want to include a quote from the speaker. How might she answer your questions?\u201dIn Unit 6, Part 2, students read an excerpt from \u201cIntroduction to\u00a0Frankenstein\u201d by Mary Shelley. At the close of the text, students are held accountable for their independent reading task in their answering of three Refer and Reason questions and two Writing Options.An example of a Refer and Reason question is as follows: \u201c1. According to Shelley, what context is the best for invention? What raw material--experiences, ideas, emotions--might she have used to create her novel?\u201dAn example of a Writing Options question is as follows: \u201c1. Create a setting that evokes strong feelings of foreboding or anticipation is essential to a successful work of Gothic fiction. Write a paragraph describing the setting for a Gothic story or novel. Use your imagination as well as details from abandoned houses you have seen in real life or depict in movies or on television.\u201dWithin the Program Planning textbook, teachers are provided a Reading Log to give students. The Reading Log consists of sections for the date in which said text was read, title, author, pages read, and a section for summary/reactions. At the bottom of the Reading Log, students must select the genre read, which consists of the following: Fiction, Nonfiction, Poetry, Drama, and Folk Literature. This reading log is kept throughout the entirety of the unit.In Unit 7, students read the independent reading selection, \u201cThe Lagoon,\u201d a short story by Joseph Conrad. Students answer Refer and Reason questions at the text to check their comprehension and interpretation of the text: Examples of these questions are as follows:\u201cIdentify the moral dilemmas Arsat faces in \u2018The Lagoon.\u2019 Discuss what choices he makes and what consequences follow each choice.\u201d\u201cWhat does Tuan tell Arat about the woman\u2019s fate? How does Arsat respond? Judge Arsat\u2019s guilt or innocence in this story. Do you feel sympathy for him? Why or why not?\u201d\u201cRecall the story that Arsat tells Tuan. Why does Arsat tell his story to Tuan? What does he want form Tuan? Does he get it?\u201dIn Unit 8, students read the independent reading selection, \u201cThe Garden Party,\u201d a short story by Katherine Mansfield. Students answer Refer and Reason questions at the text to check their comprehension and interpretation of the text. Examples of these questions are as follows:\u201cWhat is Mrs. Sheridan\u2019s brilliant idea about the leftover food from the party? What does her decision reveal about her character?\u201d\u201cCompare and contrast the attitudes of Laura, Jose, and Mrs. Sheridan toward the workers and the servants. How does Mansfield reveal these attitudes for the reader?\u201d\u201cDescribe how Laura feels about bringing the leftovers to Mrs. Scott, the widow of the dead worker. If you were Mrs. Scott, how might you feel toward Laura as she enters the cottage bearing a basket of leftover party food? Why?\u201d\n\nUsability\n\nUse & Design\n\nMaterials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "58b8592b-c578-49fa-8d2b-8955922ff1ee": {"__data__": {"id_": "58b8592b-c578-49fa-8d2b-8955922ff1ee", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5a61b131-b5e0-4adc-9a49-c51da794afc6", "node_type": null, "metadata": {}, "hash": "8013eb477cd7456aa2a2e789b0de81b78e0fd89696698fbef7e7ae98fe616d00"}, "2": {"node_id": "294a588b-9b7a-4eec-a9fc-56aa5a89cd52", "node_type": null, "metadata": {}, "hash": "c134d0efd62525746c3fb67b76a3a65d2b57126e63ce58255e03576e56e03c0c"}}, "hash": "969bfef99666a8d5a9c35cd5b2c27f452c757e78e64abc5cc03f385f7d96ce42", "text": "Materials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized by schools, systems, and states for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4bf374a1-202f-444c-b099-dd59d2d99ea8": {"__data__": {"id_": "4bf374a1-202f-444c-b099-dd59d2d99ea8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "3": {"node_id": "cfd211e1-a9ac-464b-8b37-b4d218ba4562", "node_type": null, "metadata": {}, "hash": "4ae031ee14eb031d58f86a12eeaa452d692879e00cd2555f4873a888553b2ab9"}}, "hash": "6066a40fe34aa2ba3ed471152a166c63a89df44dfe501c9c615051353d90e465", "text": "Open Court Reading\n\nThe Open Court Grade 1 materials partially meet the expectations for text quality and complexity and alignment to the expectations of the standards. Materials include high-quality texts throughout the year; however, not all texts are appropriately complex for the grade-level.\u00a0Some text-based opportunities, protocols, questions and tasks support students as both listeners and speakers; however, speaking and listening is not varied across the year and primarily takes place in whole group discussions. Process writing opportunities encompass all the genres set forth in the standards, though informative/explanatory writing has greater coverage. There are limited opportunities for students to engage in on-demand writing aligned to the text. The program includes explicit instruction in and practice of most grammar skills; however, there are limited opportunities for students to apply grade-level grammar and usage standards to their individual writing.Materials include a research-based synthetic approach to teaching foundational skills. Explicit instruction in most phonological and phonics standards is included in the materials; however, there is a lack of encoding practice for both newly taught phonics skills and high frequency words. Materials include decodables aligned to the scope and sequence of phonics and high frequency word instruction. While materials include explicit instruction in fluency focused on accuracy, rate, and expression, there is a lack of teacher level modeling of fluent reading.\u00a0 Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills; however, teacher guidance for instructional strategies for assessment area deficits is lacking.Not all units in the program effectively build students\u2019 knowledge on a topic. While text analysis is well-covered, including some analysis of knowledge and ideas within and across texts, not all questions and tasks compel students to return to the text to support their contentions and conclusions.Students engage in frequent writing tasks across the year; however, since informational writing encompasses nearly half of writing instruction, students may not achieve the full balance of writing genres outlined in the standards.\u00a0The Inquiry projects that conclude each unit teach some research skills but due to student choice, do not provide adequate growth in those skills. These projects also fall short of demonstrating the growth of students\u2019 knowledge, standards, and skills from the unit.\u00a0\u00a0The materials provide coverage of the standards throughout all units and over the course of the year; however, the preponderance of repetitive, unaligned reading strategies throughout the program moves the focus of the instruction, questions, tasks, and assessments away from a tight focus on grade level standards alignment. The program also contains a large volume of material without a suggested daily schedule; therefore, a full and standards-aligned implementation could be challenging.\n\nText Quality & Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence\n\nThe Open Court Grade 1 materials partially meet the expectations for text quality and complexity and alignment to the expectations of the standards. Materials include high-quality texts throughout the year; however, not all texts are appropriately complex for the grade-level.\u00a0Some text-based opportunities, protocols, questions and tasks support students as both listeners and speakers; however, speaking and listening is not varied across the year and primarily takes place in whole group discussions. Process writing opportunities encompass all the genres set forth in the standards, though informative/explanatory writing has greater coverage. There are limited opportunities for students to engage in on-demand writing aligned to the text. The program includes explicit instruction in and practice of most grammar skills; however, there are limited opportunities for students to apply grade-level grammar and usage standards to their individual writing.Materials include a research-based synthetic approach to teaching foundational skills. Explicit instruction in most phonological and phonics standards is included in the materials; however, there is a lack of encoding practice for both newly taught phonics skills and high frequency words. Materials include decodables aligned to the scope and sequence of phonics and high frequency word instruction. While materials include explicit instruction in fluency focused on accuracy, rate, and expression, there is a lack of teacher level modeling of fluent reading.\u00a0 Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills; however, teacher guidance for instructional strategies for assessment area deficits is lacking. Materials guide teachers in scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level. Additionally, English Language (EL) Tips are integrated throughout the lesson at the point of use.\n\nText Quality and Complexity\n\nTexts are worthy of students\u2019 time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students\u2019 advancing toward independent reading.\n\nAnchor texts are of high quality, worthy of careful reading, and consider a range of student interests. *This does not include decodables.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfd211e1-a9ac-464b-8b37-b4d218ba4562": {"__data__": {"id_": "cfd211e1-a9ac-464b-8b37-b4d218ba4562", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "4bf374a1-202f-444c-b099-dd59d2d99ea8", "node_type": null, "metadata": {}, "hash": "6066a40fe34aa2ba3ed471152a166c63a89df44dfe501c9c615051353d90e465"}, "3": {"node_id": "7feed4ca-e884-40ff-a61e-ecbe402862ac", "node_type": null, "metadata": {}, "hash": "3aefffcd1667c2e9048591d73473bcc6506982a76e5336ba3fe00d184919fbe9"}}, "hash": "4ae031ee14eb031d58f86a12eeaa452d692879e00cd2555f4873a888553b2ab9", "text": "*This does not include decodables. Those are identified in Criterion 3.\n\nThe materials reviewed for Grade 1 meet the criteria of Indicator 1a.The materials include anchor texts that are high-quality and worthy of careful reading. Many of the texts are written by award-winning authors and contain illustrations and pictures that are visually appealing. The texts are relevant and relatable and include enriching academic vocabulary. Students read a range of topics from school to science to art.\u00a0Examples include, but are not limited to, the following:\u00a0In Unit 1, Lesson 1, students listen to First Day Jitters by Julie Dannenberg, which is a realistic fiction text that engages students in a story about a girl who is reluctant to attend school. This author has been a nominee for the 2003 Nevada Young Readers\u2019 Award, the 2002 Colorado Children\u2019s Book Award, the 2001 Storytelling Award, and the Publishers\u2019 Weekly Bestseller List.In Unit 3, Lesson 2, students listen to Jake\u2019s Tree by Dennis Fertig, in which a boy writes a poem about a tree in changing seasons.\u00a0In Unit 4, Lesson 3, students listen to the poem \u201cOnomatopoeia\u201d by Eve Merriam, who has received the NCTE Award for Excellence in Poetry for Children. The poem uses imagery, alliteration, and personification to engage students. This poem combines weather content with evocative and alliterative vocabulary.\u00a0In Unit 6, Lesson 1, students interact with the text Be my Neighbor by Maya Amjera. The story includes text features such as subtitles, captions, highlighted words, and engaging pictures.\u00a0In Unit 8, Lesson 3, students listen to How Animals Move by Valentine Neidir. This informational text includes bright, clear photographs showcasing animals in motion and contains academic vocabulary.\u00a0In Unit 9, Lesson 2, students listen to A Center for Everyone by Kate DeGoldi, which is about a family that meets with town government officials to have a community center built. The illustrations are detailed and vibrant and the text includes rich vocabulary and content.\u00a0In Unit 11, Lesson 3, students hear Henri\u2019s Scissors by Jeanette Winter, who is an award-winning author. The author creates a picture-book biography of expressive artist Henri Matisse.\u00a0In Unit 12, Lesson 2, students listen to Zin! Zin! Zin! a Violin by Lloyd Moss, which is a Caldecott Honor book written in rhyming fiction. The text utilizes rich vocabulary and introduces students to musical instruments and musical groups.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level. *This does not include decodable. Those are identified in Criterion 3.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1b.The materials include opportunities for students to listen to and read both literary and informational texts; however, there is an unequal balance of literary to informational texts. Instead of the 50-50 ratio suggested by the standards, there are roughly 65% literary texts and 35% informational texts. Throughout the year, students listen to and read a variety of genres including action stories, biographies, fables/fairytales, historical fiction, mythology, editorials, poetry, plays, realistic fiction, narrative nonfiction, and explanatory text. A larger number of literary texts are found in most units. Students have limited opportunities to interact with selections that contain an informational text structure.Materials reflect the distribution of text types/genres required by the grade level standards. Examples include:In Unit 2, students listen to fantasy, poetry, realistic fiction, persuasive writing, and fables, as well as one informational text. Examples include Molto\u2019s Dream by Raoul Krischanitz (fantasy) and Far Away Friends by Tamara Andrews (informational text).\u00a0In Unit 5, students listen to realistic fiction, poetry, informational text, and a photo essay. Examples include \u201cOn the Globe\u201d by Ann Harland (poem) and Inside the Fire Station by Jon Mader (informational text).\u00a0In Unit 8, students read a variety of genres including fantasy, information text, explanatory text, fantasy, and a photo essay. Texts in this unit include Just Like my Mother by M.L. Cuffney (fantasy) and How Animals Move by Valentino Nedir (photo essay).\u00a0Materials do not reflect a 50/50 balance of informational and literary texts. There are 60 literary texts and 31 informational texts. Examples include:In Unit 1, Lesson 1, students listen to First Grade Stinks! by Mary Ann Rodman (realistic fiction) and in Lesson 3, What Will I Be?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7feed4ca-e884-40ff-a61e-ecbe402862ac": {"__data__": {"id_": "7feed4ca-e884-40ff-a61e-ecbe402862ac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "cfd211e1-a9ac-464b-8b37-b4d218ba4562", "node_type": null, "metadata": {}, "hash": "4ae031ee14eb031d58f86a12eeaa452d692879e00cd2555f4873a888553b2ab9"}, "3": {"node_id": "bd55bc5d-4321-4404-b9fb-679cb976f1e5", "node_type": null, "metadata": {}, "hash": "96ee0a182d2ae1420fcd6f3c5b1a9192a180a0334958fd108238278caa6a89b5"}}, "hash": "3aefffcd1667c2e9048591d73473bcc6506982a76e5336ba3fe00d184919fbe9", "text": "by Jill Johnson (photo essay). In this unit, students listen to eight literary texts and one informational text.In Unit 2, Lesson 2, students listen to My Two Best Friends by Claire Daniel (realistic fiction) and in Lesson 3, Far Away Friends by Tamara Andrews (informational text). In this unit, students listen to eight literary texts and one informational text.In Unit 3, Lesson 3, students listen to \u201cCycles of Life\u201d by Oliver Rodriguez (poem) and in Lesson 3, From Seed to Flower by Jeri Cipriano (explanatory text). In this unit, students listen to five literary texts and four informational texts.In Unit 4, Lesson 2, students listen to Ben\u2019s Bright Idea by Daniel Bick (historical fiction) and in Lesson 2, Watching the Moon by Abi Manickam (informational text). In this unit, students listen to eight literary texts and four informational texts.In Unit 5, Lesson 1, students listen to A New Town by Jess Miller (realistic fiction) and in Lesson 3, Inside the Fire Station by Jon Mader (photo essay). In this unit, students listen to six literary texts and two informational texts.\u00a0In Unit 6, Lesson 3, students listen to \u201cFinding my Place\u201d by Laura Purdle Salas (poem) and in Lesson 3, Let\u2019s Go to School! by Tyler Crawford (narrative nonfiction). In this unit, students listen to seven literary texts and two informational texts.In Unit 7, Lesson 1, students listen to Why Evergreen Trees Never LoseTheir Leaves by Florence Holbrook (myth) and\u00a0 in Lesson 2, Fruits and Vegetables at Work by Rowan Sienkiewic (informational text). In this unit, students read two literary texts and four informational texts.In Unit 8, Lesson 2, students interact with Just Like my Mother by M.L. Cuffney (fantasy) and Grow Ladybug, Grow by Ursala Cook (explanatory text). In this unit, students read three literary texts and three informational texts.In Unit 9, Lesson 2, students interact with A Center for Everyone by Kate De Goldi (realistic fiction) and in Lesson 3, America Is...... by Louise Borden in (narrative nonfiction). In this unit, students read four literary texts and two informational texts.\u00a0In Unit 10, Lesson 3, students interact with Our Trip to Washington D.C. by Lane Katsaros (realistic fiction) and The Bald Eagle, A Proud Symbol by Heidi McKelvey (informational text). In this unit, students read two literary texts and four informational texts.\u00a0In Unit 11, Lesson 2, students listen to The Girl in the Red Sweater by Evelyn Chu (realistic fiction), and in Lesson 3, Henri\u2019s Scissors by Jeanette Winter (biography). In this unit, students read three literary texts and two informational texts.In Unit 12, Lesson 3, students read Let\u2019s Set the Stage by Madeline James (play) and in Lesson 2, Dance, A Balanced Art by Kathleen Defede (explanatory text). In this unit, students read six literary texts and one informational text.\n\nCore/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include a rationale for educational purpose and placement in the grade level.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1c.Instructional materials do not include a text complexity analysis for the read-aloud texts included in the Grade 1 materials. The majority of read-aloud anchor texts do not have a quantitative measure and could not be located on a platform that provides quantitative measures.The associated student task for the majority of the texts is for students to practice various reading comprehension strategies such as prediction, connections, and asking questions on the first read of the text. Then students discuss the text focused on skills during the Close Read portion of the lesson on another day.\u00a0In Units 1-4, students listen to texts, and beginning in Unit 5, students read texts from the First Reader in addition to shared reading of Big Book stories. Quantitative details for First Reader texts beginning in Units 5-6 and Student Anthology texts in Units 7-12 are provided in the Resource Library, but a qualitative analysis is not provided. Pertaining to the First Readers, materials state, \u201cIn Units 5\u20136, in addition to using the Big Books, students transition to reading selections on their own in the First Reader, just as they did in kindergarten.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd55bc5d-4321-4404-b9fb-679cb976f1e5": {"__data__": {"id_": "bd55bc5d-4321-4404-b9fb-679cb976f1e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "7feed4ca-e884-40ff-a61e-ecbe402862ac", "node_type": null, "metadata": {}, "hash": "3aefffcd1667c2e9048591d73473bcc6506982a76e5336ba3fe00d184919fbe9"}, "3": {"node_id": "72f16e8b-7b9d-4ea2-84c8-ba2f0a57ab86", "node_type": null, "metadata": {}, "hash": "ae639b9128352e4b1f68574752afb428eb1cc19ce10997e1910455191d476a8e"}}, "hash": "96ee0a182d2ae1420fcd6f3c5b1a9192a180a0334958fd108238278caa6a89b5", "text": "The collection of stories, poems, and informational texts in the First Reader is a precursor to the Student Anthologies first graders will use starting in Unit 7. All students have a First Reader, which provides them with the opportunity to apply the comprehension skills and strategies they learned while working with the Big Books.\u201d In Units 7-12, when students transition to Student Anthologies, materials state, \u201cBeginning in Unit 7, students read all of their main reading selections from their Student Anthologies. Students have fully \u201cgraduated\u201d from Big Books and the First Reader to the Student Anthologies, which are also used in the upper elementary levels.\u201d The texts students read in Units 5-12 range in complexity from 260L-790L, making some texts within the Grade 2-3 and Grade 4-5 Lexile bands.\u00a0The program does not include a rationale for educational purpose or placement of texts in the grade level, including a Lexile level for many of anchor read aloud texts. According to the Program Overview, \u201cIn Grades 4-5, where text complexity becomes even more difficult, Preview the Selection in the Teacher\u2019s Edition states the Lexile level of the selection, indicates the level of complexity from simple to complex, and provides the reasoning behind why the text is complex.\u201d However this information is not included in the Grade 1 materials.Some texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. The majority of anchor read-aloud anchor texts do not have a quantitative measure, making it difficult to determine the overall complexity of the text. Examples include, but are not limited to:In Unit 1, Lesson 1, students listen to the poem First Day Jitters by Julie Dannenger, which has a Lexile level of AD520L, which is appropriate for a read-aloud in Grade 1. The text organization is easy and it contains familiar vocabulary, simple sentence structure, and a clear theme. The tasks associated with the text are making connections and discussing the text.\u00a0In Unit 2, Lesson 3, students listen to No Wolves Allowed by Sheila Sweeny Higginson has no Lexile level. The text has simple structure, events are in chronological order, the language is clear and literal, and the theme is simple, which makes it a low complexity text. Students watch the teacher make and confirm predictions and discuss the text.\u00a0In Unit 12, Lesson 1, students listen to Zin! Zin! Zin! A Violin by Lloyd Moss, which has a Lexile Level of AD730L, which is appropriate for a read-aloud at the end of Grade 1. The text includes discipline-specific content knowledge of instruments and musical groups, making it more complex; however, materials provide the words for the teacher to read from the text, and not the actual text to share with students. Students listen to this text to start the unit and discuss the text. Students spend one day on this text.Some texts do not have the appropriate level of complexity for Grade 1. Examples include, but are not limited to:In Unit 3, Lesson 2, students listen to the text Jake\u2019s Tree by Dennis Ferlig, which has no Lexile level. The qualitative features are moderate due to language and meaning.The associated tasks are not complex as students watch the teacher model using the Predicting and Visualizing comprehension strategies while reading aloud and then discuss the text.\u00a0In Unit 4, Lesson 1, students listen to an excerpt from Chapter 3 of Peter Pan by J.M. Barrie, which the entire text has a Lexile of 920L; however, the Lexile of the excerpt is unknown. This Lexile falls within the Grade 4-5 Lexile band, which may not be an appropriate complexity, even as a read-aloud. The qualitative features are also very complex due to the unfamiliar vocabulary. Students spend time discussing the text, including the words bowed and sewn, but no other associated task is present.\u00a0\u00a0In Unit 6, Lesson 2, students read Hello Japan by Lisa Kurlov, which has a Lexile level of 430L, which places it in the Grade 2-3 Lexile band. The qualitative features are of low complexity. The structure is simple, the language is conversational, and the meaning is literal. As students reread the text, they add information to the Two-Column Chart about the differences the characters experience while living in Ohio and while living in Japan in the story.\u00a0In Unit 8, Lesson 1, students read the text Gecko Toes and Dragonfly Eyes by Erick Ode, which has a Lexile of 530L, which places it in the Grade 2-3 Lexile band.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72f16e8b-7b9d-4ea2-84c8-ba2f0a57ab86": {"__data__": {"id_": "72f16e8b-7b9d-4ea2-84c8-ba2f0a57ab86", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "bd55bc5d-4321-4404-b9fb-679cb976f1e5", "node_type": null, "metadata": {}, "hash": "96ee0a182d2ae1420fcd6f3c5b1a9192a180a0334958fd108238278caa6a89b5"}, "3": {"node_id": "3ed7e414-5378-490f-9c83-f5224293e3a9", "node_type": null, "metadata": {}, "hash": "bd6538138991306f08109399ff818e3dc71dfb9400b1dd7c2ed6c426ed9eb8c3"}}, "hash": "ae639b9128352e4b1f68574752afb428eb1cc19ce10997e1910455191d476a8e", "text": "The text is qualitatively high due to the meaning, knowledge, and structure. Students discuss the text, including how the author compares and contrasts animals.The program does not include a rationale for educational purpose or placement of texts in the grade level.\n\nSeries of texts should be at a variety of complexity levels appropriate for the grade band to support students\u2019 literacy growth over the course of the school year.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1d.The materials in Grade 1 do not include a quantitative measure for anchor read-aloud texts and the majority of anchor read-aloud texts cannot be located on Lexile.com or other sites that provide quantitative measures, making it difficult to determine if the texts support students\u2019 literacy growth across the year. The texts students read beginning in Unit 5 range in Lexile level from 260L-790L; however, these texts are not appropriately sequenced across the year, with students at times reading more complex texts in earlier units. Additionally, reader and task demands focus primarily on comprehension strategies, such as predicting and making connections that do not align with the standards. The tasks across the year remain relatively the same with students practicing a comprehension strategy and then discussing the text. Comprehension strategies and questions are repeated throughout the year and applied to different texts, however since the texts stay primarily at the same level of complexity, students do not apply skills and strategies to more complex texts as the year progresses. Students usually spend one to two days on a text before moving on to another text, which may not provide all students with opportunities to advance their literacy skills and knowledge.In the beginning of the year, the majority of lessons prompt the teacher to simply model and in the middle of the year, the teacher models and prompts students for answers. By the end of the year, the teacher prompts students, with scaffolds removed.It is difficult to determine if the complexity of most anchor texts students listen to provide an opportunity for students\u2019 literacy skills to increase across the year, encompassing an entire year\u2019s worth of growth, since the majority of anchor texts do not have a quantitative measure that can be located on Lexile.com or provided by the publisher. For example:The texts in Unit 1 that students listen to do not all include a quantitative measure, so it is difficult to determine the range of texts in the Unit. The qualitative complexity ranges from low to moderate complexity. Associated tasks are low to moderate tasks. In Unit 1, students spend time on questions that focus on comprehension strategies such as making connections, asking and answering questions, and predicting. The two texts in Unit 1 with a known Lexile include:First Grade Stinks by Mary Ann Rodman, which has a Lexile of 490L and has a moderate qualitative complexity. The associated tasks are low and moderate. The overall text complexity is accessible.\u00a0\u00a0First Day Jitters by Julie Danneberg, which has a Lexile of AD520L. The text has a moderate qualitative complexity. The associated tasks range from low to moderate. The overall text complexity is accessible.\u00a0The texts in Unit 7 include a Lexile range of 420L-700L. These texts are read by the students. The two read-aloud texts in the unit do not include a quantitative measure. The qualitative complexity ranges from moderate to high complexity. Associated tasks range from low to complex. In Unit 7, students continue to make connections, ask and answer questions, and predict. Students also spend time on other comprehension strategies, such as visualizing and clarifying. Some of the texts in Unit 7 include:\u00a0Plant Life Cycles by Julie K. Lundgren, which has a Lexile of 480L and has a high qualitative complexity. The associated tasks range from low to complex. The overall text complexity is complex.\u00a0Protective Plants by Rose McKenna, which has a Lexile of 700L and has a high qualitative complexity. The associated tasks are complex. The overall text complexity is complex.\u00a0The texts in Unit 12 that students read have a range of 350L-680L Lexile levels. This range is lower than the texts in Unit 7. The qualitative complexity ranges from moderate to high. Associated tasks range from low to complex. Some of the texts in Unit 12 include:\u00a0Start Up the Band! by Eve Tonkin, which has a Lexile of 350L and a moderate qualitative complexity. The associated tasks range from low to complex. The overall text complexity is moderate.\u00a0Dance: A Balanced Art by Kathleen DeFede, which has a Lexile of 680L and a moderate qualitative complexity. The associated tasks range from low to complex. The overall text complexity is complex.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ed7e414-5378-490f-9c83-f5224293e3a9": {"__data__": {"id_": "3ed7e414-5378-490f-9c83-f5224293e3a9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "72f16e8b-7b9d-4ea2-84c8-ba2f0a57ab86", "node_type": null, "metadata": {}, "hash": "ae639b9128352e4b1f68574752afb428eb1cc19ce10997e1910455191d476a8e"}, "3": {"node_id": "3a63f159-81b3-47c7-ac4e-834b5f3b366d", "node_type": null, "metadata": {}, "hash": "ae9008fad03b61a52baa674dc9b2e35ea3292a01196d98a815461d70decb5270"}}, "hash": "bd6538138991306f08109399ff818e3dc71dfb9400b1dd7c2ed6c426ed9eb8c3", "text": "The associated tasks range from low to complex. The overall text complexity is complex.\u00a0As texts become more complex, appropriate scaffolds and/or materials are not provided in the Teacher Edition (i.e., spending more time on texts, more questions, repeated readings). Texts remain relatively at the same complexity and scaffolds are removed throughout the year.In Unit 1, Lesson 2, students listen to A New Friend at School by Tanya Anderson, which does not have a Lexile level and is qualitatively low. In this unit, the teacher models.In Unit 6, Lesson 3, students listen to A Trip to Peru by Chandler Tyrell, which has a Lexile of 410. The teacher moves from modeling to modeling and prompting.\u00a0In Unit 12, Lesson 1, students read Start Up the Band by Eve Tonkin, which does not have a Lexile level. The teacher no longer models, and instead, prompts the students by asking questions during the read aloud.\n\nMaterials provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year, including accountability structures for independent reading.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1e.The Grade 1 materials include a range and volume of reading to help foster independence by the end of the year. The curriculum incorporates a read-aloud text at the beginning of each unit in order for the teacher to introduce the unit theme. Units 1-6 include Big Books, which are also read-alouds that teachers use to model and prompt students to learn comprehension strategies. In Units 5 and 6, students utilize First Readers and begin reading independently. Starting in Unit 7, students transition to the Student Anthology, in which students read each selection twice. Each unit incorporates a variety of genres and students listen to or read each text for a variety of purposes. While the curriculum provides various opportunities for students to interact with text, a routine for independent reading is not included. The majority of the reading is done in the whole group. No evidence is found of small group or partner reading.\u00a0Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and genres. Examples include:In Unit 2, students listen to a variety of text types including fantasy, poetry, realistic fiction, opinion writing, fables, and informational text. Some texts include Chicken Chickens Go to School by Janet McDonnell, which is a fantasy, and Far Away Friends by Tamara Andrews, which is an informational text.In Unit 8, students listen to and read a variety of genres including fantasy, informational text, fables, explanatory text, and a photo essay. Titles include the informational text Gecko Toes and Dragonfly Eyes by Eric Ode and the fantasy Just Like My Mother by M.L. Cuffney.\u00a0Instructional materials clearly identify opportunities and supports for students to engage in a volume of reading. Examples include:Across the 12 units in Grade 1, students access seventy-two central texts via shared reading of a Big Book or Student Anthology. They also listen to twelve read-aloud texts to launch each unit. In Units 5 and 6 students decode and comprehend texts on their own in a First Reader, which contains ten texts in all.\u00a0In Unit 2, Lesson 3, students listen to No Wolves Allowed \u00a0by Sheila Sweeny Higginson and Far Away Friends by Tamara Andews three times within a five-day span, for a variety of purposes. The texts are used for the teacher to model making and confirming predictions, identifying cause and effect relationships, and identifying main ideas and details.In Unit 7, Lesson 1, students listen to the text Plant Life Cycles by Julie K. Lundren on Day 1 in order to practice the skill of making connections and predictions. Then on the next day, students read the text again and practice understanding cause and effect to help make meaning.\u00a0In Unit 8, Lesson 2, students read Grow, Ladybug Grow!, by Ursula Cook and Just like my Mother by M.L. Cuffney twice. The first time the students read the text is for students to practice comprehension strategies and the second time is to understand how to access complex text by searching for specific types of information.There is no teacher guidance to foster independence for readers. There is no proposed schedule for independent reading. In addition, there is no tracking system to track independent reading. Most texts are not organized with built-in supports/scaffolds to foster independence and independent reading procedures are not included in the lessons. There is a Home Connection letter for each lesson and an instructional routine for reading a text, but there is no schedule or tracking system to help support and foster independent reading for students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3a63f159-81b3-47c7-ac4e-834b5f3b366d": {"__data__": {"id_": "3a63f159-81b3-47c7-ac4e-834b5f3b366d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "3ed7e414-5378-490f-9c83-f5224293e3a9", "node_type": null, "metadata": {}, "hash": "bd6538138991306f08109399ff818e3dc71dfb9400b1dd7c2ed6c426ed9eb8c3"}, "3": {"node_id": "eb078b14-57bd-460c-b93c-ff7304a20327", "node_type": null, "metadata": {}, "hash": "93576b048811e2bc041dd6ea181d6f04f74227ae93fb6bc42044cadb7d8a9c88"}}, "hash": "ae9008fad03b61a52baa674dc9b2e35ea3292a01196d98a815461d70decb5270", "text": "Tasks and Questions\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-specific and/or text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe materials reviewed for Grade 1 meet the criteria of Indicator 1f.Throughout the Grade 1 materials, the students respond to a variety of questions. Students read a text multiple times and are asked different questions for each read. During the first read, the questions may not be\u00a0 text-dependent or text-specific questions; however, the majority of the questions afterwards are text-dependent and help students work towards grade-level standards by the end of the year. During the first read of a Shared Reading, roughly half of the questions are text-dependent and the other half are not. The Shared Reading has a comprehension strategy focus, which may be non text-specific such as making\u00a0 connections, or may be text-dependent such as summarizing. After the first read, questions are also provided within the Discussion Starters, which include questions (both text-dependent and non text-dependent) for the teacher to guide class discussions. While some questions do ask opinions or for students to make connections, the text-dependent questions are aligned to the standards and require students to engage with the text.Most questions and tasks included in the instructional materials within a unit and over the course of the year are text-based. Examples include:In Unit 1, Lesson 1, after listening to First Grade Stinks! by Mary Ann Rodman, students respond to, \u201cWhat makes Haley change how she feels about first grade? How does Ryan react to the changes between kindergarten and first grade?\u201dIn Unit 2,\u00a0 Lesson 2, students listen to My Two Best Friends by Claire Daniel and the teacher asks, \u201cWhy does Hal get upset when Carlos wants to choose teams to play kickball?\u201dIn Unit 3, Lesson 2, after listening to Journey of\u00a0 Raindrop by Iad Barzdukas, students answer the questions, \u201cWhat is the first event for the raindrops in the water cycle? What causes the raindrops to run to mist?\u201dIn Unit 4, Lesson 2, after rereading Watching the Moon by Abi Manickam, students are asked, \u201cHow does this heading help you understand the selection? How did the Moon change from Day 1 to Day 4?\u201d\u00a0In Unit 6, Lesson 2, after the class rereads Family Roots by Lisa Kurkov,the teacher says, \u201cWe met a new character on these pages. What is his name? What did we learn about Nelson?\u201dIn Unit 7, Lesson 2, students listen to Fruits and Vegetables at Work by Rowan Sienkiewicz and the teacher says, \u201cLet\u2019s summarize the paragraph on page 65 to help us understand the information in this selection. Who would like to summarize this paragraph using his or her words?\u201dIn Unit 8, Lesson 1, students read Gecko Toes and Dragonfly Eyes by Eric Ode and are asked, \u201cWhy do you think the author named this selection Gecko Toes and Dragonfly Eyes?\u201dIn Unit 10, Lesson 3, after listening to Our Trip to Washington, D.C. by Lane Katsaros, the teacher says, \u201cLet\u2019s summarize what we learned on these pages. Who can summarize these pages in your own words?\u201dIn Unit 11, Lesson 2, while reading The Abstract Cat by Raj Manohar, students are asked, \u201cWhat does Ms. Kang teach the students about abstract art on pages 166 and 167?\u201d\u00a0In Unit 12, Lesson 2, after listening to Start Up the Band! By Eve Tonkin, students answer the questions, \u201cWhy does the narrator want to start a band? Why is Momma a good person to ask to help her?\u201dTeacher materials provide support for planning and implementation of text-based questions and tasks.\u00a0Some questions include the Depth of Knowledge Levels. The digital materials include the DOK level in parentheses following discussion starter questions; however, the same notations are not present in the PDF of the Teacher Edition. For example:In Unit 3, Lesson 3, after listening to Insects Grow and Change by Katie Sharp, students answer the question, \u201cWhat happens inside a cocoon? (DOK 1)\u201d\u00a0In Unit 10, Lesson 2, after reading The Bald Eagle: A Proud Symbol by Heidi McKelvey, students are asked, \u201cDo you think the bald eagle is a good choice as a symbol for our country?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eb078b14-57bd-460c-b93c-ff7304a20327": {"__data__": {"id_": "eb078b14-57bd-460c-b93c-ff7304a20327", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "3a63f159-81b3-47c7-ac4e-834b5f3b366d", "node_type": null, "metadata": {}, "hash": "ae9008fad03b61a52baa674dc9b2e35ea3292a01196d98a815461d70decb5270"}, "3": {"node_id": "2b33668a-d385-4948-a983-d0fa9da525fe", "node_type": null, "metadata": {}, "hash": "966ed8a3da657560f7b758a3e831e1bdda2337c216172a42693907ae52a85595"}}, "hash": "93576b048811e2bc041dd6ea181d6f04f74227ae93fb6bc42044cadb7d8a9c88", "text": "Why or why not? (DOK 3)\u201dThe materials include possible answers to questions. For example:In Unit 5, Lesson 2, after listening to Sam\u2019s Map by Miguel Navarro, students hear the question, \u201cWhy did Sam create a map of her neighborhood? Possible Answer: She wanted to show her cousins around her neighborhood.\u201dIn Unit 11, Lesson 2, after reading The Abstract Cat by Raj Manohar, students hear, \u201cWhat styles of art do the students see at the museum? Possible Answers: realistic and abstract art.\u201d\n\nMaterials provide frequent opportunities and protocols for evidence-based discussions.\n\nThe materials reviewed for Grade 1 meet the criteria of Indicator 1g.Materials include opportunities across the year for discussions. The Program Overview explains in depth the purpose of several speaking and listening routines including Collaborative Conversation and Discussion, Reflecting on the Selection, and Exploring Concepts Across Selections. The instructional materials also provide rubrics for speaking and listening, as well as teacher guidance for employing speaking and listening opportunities. There are a few instances where students discuss in small groups.Materials provide varied protocols for evidence-based discussions across the whole year\u2019s scope of instructional materials. These include:Collaborative Conversation and Discussion describe the teacher moves to facilitate a discussion. The protocol states, \u201cInitially, model the following examples of discussion starters, but then turn over the responsibility for using these to students.\u201d It also includes sentence stems for students to use when asking open-ended questions and tips for teachers such as, \u201cStudents should have texts with them to reference during discussion\u201d and \u201cHelp students see that they are responsible for carrying on the discussion.\u201d\u00a0Reflecting on the Selection provides students with an opportunity to discuss what they listened to or read. The protocol includes discussion prompts such as, \u201cDiscuss any new questions that have arisen because of the reading\u201d and \u201cShare what they expected to learn from reading the selection and tell whether expectations were met.\u201dHanding Off is a technique to turn over to students the primary responsibility for generating and sustaining a discussion. In this protocol, after a student finishes his or her comment, that student chooses (or hands off) to the next speaker.\u00a0Exploring Concepts with the Selection provides an \u201copportunity for collaborative learning and to focus on the concepts.\u201d Students form small groups \u201cand spend time discussing what they have learned about the concepts from the selection.\u201dDIscussion Starters and Questions provide sentence starters to help aid in discussion such as, \u201cI didn't\u2019 know that ...'' or \u201cI agree with ____ because...\u201d This protocol allows for a gradual release of responsibility by the teacher.In the Resource Library, there is a Management Routine for Listening. Instructions include, \u201cHold up the Eyes Icon and have students point to their eyes. Tell students they should always look at the person who is speaking.\u201dSpeaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include:The Program Overview provides general guidance on the facilitation of speaking and listening instruction. It states, \u201cListening and speaking skills are integrated throughout the lessons in Open Court Reading\u201d and then lists that the focus skills are \u201clistening, speaking, interaction, and presenting information.\u201d Throughout the program, tips are provided for the teacher to utilize when integrating these focus areas into classroom instruction including facilitating discussions, monitoring skills, and scaffolding support.In Unit 4, Lesson 3, students discuss the text Just Listen by Kathleen Widner Zoehfeld. The Teacher Edition provides instructional support that teachers can use with students such as, \u201cIf students have difficulty participating in the discussion, then reread various sections of the selection with them and point to the illustrations to help them understand the information on the pages.\u201d\u00a0In Unit 11, Lesson 3, students discuss the text Henri\u2019s Scissors by Jeanette Winter. There is a note in the Teacher Edition to aid in the facilitation of the discussion, which states \u201cTo help students start a collaborative conversation with their peers, read over Conversation Strategies to give students ways to start or add to a discussion.\u201d\n\nMaterials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and support.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1h.Throughout the Grade 1 materials, students have opportunities to engage in a whole-group discussion following the first read of a text. Discussion Starters are provided to help support students\u2019 listening and speaking. Most opportunities are about what students are reading or researching, but at times, students are asked for personal opinions or thoughts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b33668a-d385-4948-a983-d0fa9da525fe": {"__data__": {"id_": "2b33668a-d385-4948-a983-d0fa9da525fe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "eb078b14-57bd-460c-b93c-ff7304a20327", "node_type": null, "metadata": {}, "hash": "93576b048811e2bc041dd6ea181d6f04f74227ae93fb6bc42044cadb7d8a9c88"}, "3": {"node_id": "83f45b3e-5fb9-4fe6-ba14-f9b3150e476d", "node_type": null, "metadata": {}, "hash": "2ee324292eb18f70d883175eeac1ab9515038086decd373a77d612006db29146"}}, "hash": "966ed8a3da657560f7b758a3e831e1bdda2337c216172a42693907ae52a85595", "text": "At the end of a unit, students engage in a Theme Wrap-Up and Review where they meet in small groups to retell their favorite selection, review the knowledge learned, and share their thinking with the class. However, students do not have varied opportunities for speaking and listening. The majority of the time, students are speaking and listening during whole group discussions or turn and talk. Because the majority of discussions are done in the whole group with the teacher asking questions, all students may not be engaged in speaking and listening about what they are reading.Students have opportunities over the school year to demonstrate what they are reading through speaking and listening opportunities, though the opportunities are not varied.\u00a0 Examples include:In Unit 2, Lesson 3, at the end of the Inquiry Project, students discuss what they have learned about friendship.\u00a0In Unit 4, Lesson 3, after listening to The Tale of Lightning and Thunder by Edwin Clark, students discuss questions such as, \u201cHow does the family deal with the twins\u2019 fear of the storm? What can you compare lightning and thunder with to make it less scary?\u201dIn Unit 10, Lesson 3, students select the text they like best from the Student Anthology and engage in the Theme Wrap-Up and Review. In small groups, students retell the selection and explain why they liked it. Then they identify what they learned about symbols from the texts and explain how the text features helped them understand the text. Each group shares out to the whole group.In Unit 12, Lesson 2, after reading Dance: A Balanced Act by Kathleen DeFede students discuss the text when asked questions such as, \u201cHow can a dancer spin faster? Why are balance and strength so important to dancers?\u201d. Students are encouraged to respond to each other\u2019s questions and ask new ones when they are relevant to the topic.\u00a0Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include:In Unit 1, Lesson 1, after listening to the text, First Grade Stinks by Mary Ann Rodman, students discuss the character in the text. Discussion questions include, \u201cWhat makes Haley change how she feels about first grade? How does Ryan react to the changes between kindergarten and first grade?\u201dIn Unit 2, Lesson 3, students discuss the text Far Away Friends by Tamara Andrews by discussing things that pen pals can share with each other. Questions include, \u201cHow can you be a good pen pal? What can you learn from pen pals?\u201dIn Unit 7, Lesson 1, students look at the text features in Plant Life Cycles by Julie K. Lundren and discuss, \u201cHow can you tell that this selection is organized by topics? How does the caption support the picture?\u201dIn Unit 8, Lesson 3, students discuss the questions, \u201cWhat is the same about the way that turtles and frogs move? What is different?\u201d after looking at the photo essay \u201cHow Animals Move\u201d by Valentine Neidr.\u00a0In Unit 11, Lesson 2, students discuss the text, \u201cThe Girl in the Red Sweater\u201d by Evelyn Chu, and respond to discussion questions such as, \u201cWhy did people at the gallery say to Sonya, \u2018You are the girl in the red sweater!\u201d and \u2018Why do you think Sonya likes to draw?\u201d\n\nMaterials include a mix of on-demand and process, grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1i.Materials include process writing in each unit. Students learn how to prewrite, draft, revise, edit, proofread, publish, and present. Materials include graphic organizers, editing and revising routines, rubrics, and model texts to support process writing. However, there are limited opportunities for students to engage in on-demand writing opportunities over the course of the year. Opportunities for on-demand writing are limited in Units 1- 6. On-demand writing instruction and opportunities occur after the second read of a shared text in Units 7-12. Students write a response to a prompt related to the text. In addition, there are on-demand writing assessments at the end of Units 7-12 based on the writing genre they learned in the process writing lessons. On-demand writing is also found on the benchmark assessment given three times a year.Materials include limited on-demand writing opportunities that cover a year\u2019s worth of instruction. Opportunities are found throughout Units 7-12, but limited in Units 1-6.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "83f45b3e-5fb9-4fe6-ba14-f9b3150e476d": {"__data__": {"id_": "83f45b3e-5fb9-4fe6-ba14-f9b3150e476d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "2b33668a-d385-4948-a983-d0fa9da525fe", "node_type": null, "metadata": {}, "hash": "966ed8a3da657560f7b758a3e831e1bdda2337c216172a42693907ae52a85595"}, "3": {"node_id": "ad0f345a-dc3d-4dca-a314-1cc53fa888c0", "node_type": null, "metadata": {}, "hash": "dca84600f69194d83dcacf51962c3dba1f404c5d45ad029936aaefba539930d8"}}, "hash": "2ee324292eb18f70d883175eeac1ab9515038086decd373a77d612006db29146", "text": "Opportunities are found throughout Units 7-12, but limited in Units 1-6. Examples include:In Unit 1, Lesson 1, students draw a self-portrait and write a sentence to describe their picture.In Unit 7, Lesson 2, after reading Pond Plants by Carol Krueger, students respond to the prompt, \u201cDescribe what life would be like as a fish living among pond plants. What do you see?\u201dIn Unit 8, Lesson 4, the on-demand writing task states, \u201cPretend you are Turtle. What would you do to help Tadpole stop feeling sad?\u201dIn Unit 9, Lesson 2, after reading A Center for Everyone by Kate De Gold, students respond to the prompt, \u201cDoes Mrs. Santiago\u2019s board-game club sound like fun? Describe the kind of club you would start and who you would want to join your club.\u201dIn Unit 10, Lesson 2, the on-demand writing task asks students, \u201cDo you think the Statue of Liberty is a good symbol for the United States? Explain why or why not?\u201dIn Unit 11, Lesson 2, students write a sentence that describes a picture they drew, using the word abstract in their sentence.\u00a0In Unit 12, Lesson 1, after reading Rock and Roll the Week Away by Robert Heidbreder, students respond to the prompt, \u201cDescribe how you feel when you listen to your favorite songs. Do you sing along?\u201dMaterials include process writing opportunities that cover a year\u2019s worth of instruction.There is a predictable routine for students with graphic organizers and revising, editing, and publishing checklist. Examples include:In Unit 1, Lesson 1, over the course of five days, students work on drafting a sentence. They begin by adding details in a pre-write to draft a sentence, revise their writing, and then use feedback they received from a partner or small group to improve their writing.\u00a0In Unit 2, Lesson 1, students write a description. On Day 3, they draft their writing.\u00a0In Unit 4, Lesson 2, students edit their writing instructions. On Day 2, they edit for spelling and punctuation errors.\u00a0In Unit 5, Lesson 1, students revise their opinion statement. On Day 4, they focus on adding details.\u00a0In Unit 6, Lesson 1, students write a summary after a reading selection. On Day 1, the teacher models how to get ideas for writing a summary. On Day 4, students revise their drafts using a checklist and on Day 5, students use an editing checklist and publish their writing.\u00a0In Unit 7, Lesson 2, students publish and present their opinion piece on Day 4. Students use a publishing checklist to make sure their piece is displaying their best handwriting.\u00a0In Unit 11, students write a biography over two weeks. During the first week, students plan and draft their biographies and during the second week, students revise and edit their drafts, and publish and present their biographies.\u00a0Opportunities for students to revise and edit are provided. Examples include:The materials include Routine 18, which is an editing checklist. The teacher models how to use it before students use it on their own.In Unit 3, Lesson 2, students revise their description of animals. The lesson focuses on adding adjectives to make descriptions clearer and more interesting.\u00a0In Unit 5, Lesson 1, students edit and publish their opinion statement. On Day 5, students edit their work using the Editing and Publishing checklists.\u00a0In Unit 10, Lesson 3, students revise their research report about government buildings. They use proofreading marks and add specific details.In Unit 12, Lesson 1, students revise their news story. The teacher models how to revise before students model on their own.Materials include digital resources where appropriate. Examples include:\u00a0In the digital materials, under ePresentation, the teacher can use electronic graphic organizers and revising and editing checklists.\u00a0In Unit 7, Lesson 1, students use computers to add graphics to their opinion piece.\u00a0In Unit 10, Lesson 1, when publishing their description piece, students are encouraged to find and include photographs.In Unit 12, Lesson 1, students publish their news story. Options for students include typing it on the computer or recording themselves reading their news story and showing the video to the class.\n\nMaterials provide opportunities for students to address different text types of writing (year-long) that reflect the distribution required by the standards.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1j.Throughout the year, students have opportunities to learn, practice, and apply different genres and types of writing. Students learn and write opinion pieces, narrative pieces, and informational pieces.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ad0f345a-dc3d-4dca-a314-1cc53fa888c0": {"__data__": {"id_": "ad0f345a-dc3d-4dca-a314-1cc53fa888c0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "83f45b3e-5fb9-4fe6-ba14-f9b3150e476d", "node_type": null, "metadata": {}, "hash": "2ee324292eb18f70d883175eeac1ab9515038086decd373a77d612006db29146"}, "3": {"node_id": "ba20ff41-8e66-4ce8-b064-28fcad48e6e5", "node_type": null, "metadata": {}, "hash": "c4533ad1226d45c376b2b76a667e8dbdde8667853d2da0cb8a19fb9fcd377b25"}}, "hash": "dca84600f69194d83dcacf51962c3dba1f404c5d45ad029936aaefba539930d8", "text": "Students learn and write opinion pieces, narrative pieces, and informational pieces. While students have the opportunity for all three writing types, it is not an equal distribution throughout the year. The majority of writing opportunities in Grade 1 are informational. Writing assignments at times are connected to the texts, but it is limited. The teacher may remind students about a text they have read, but there are limited opportunities for the teacher to analyze a text as an exemplar to help students develop their craft. Summary writing is included, but begins in the second half of the year.Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes/types of writing but do not reflect the distribution required by the standards.\u00a0 Different genres/modes/types of writing are not equally distributed throughout the school year. Of the first six units, narrative writing is covered for two weeks and opinion for three weeks, while informational writing is covered over the course of 13 weeks. For example:Students have opportunities to engage in opinion writing roughly 25% of the time. These writing pieces are found at the middle and end of the year, but include variation in type. Examples include:In Unit 5, students write an opinion statement and create persuasive posters.In Unit 7, students write opinions about the best book ever.In Unit 8, students write an opinion piece about school dress code and another one about who they should invite to the class.Students have opportunities to engage in informative/explanatory writing. Informational writing is found in roughly 67% of all writing opportunities and are found at the beginning, middle, and end of the year. There are a variety of types including instructions and biographies. Examples include:In Unit 1, students write a Writing about Me and an autobiography.In Unit 2, students write a description.In Unit 3, students write descriptions about an object, an animal, and a person.In Unit 4, students write a description and instructions.In Unit 6, students respond to literature by writing a summary of three different texts.In Unit 9, students write informative summaries and a description about a place.In Unit 10, students write descriptions and a report.In Unit 11, students write biographies and a news story.In Unit 12, students write a news story.Students have limited opportunities to engage in narrative writing and they account for only 10% of all writing assignments. They are only found in the beginning of the year and the last unit. Examples include:In Unit 2, students write narratives about an event that happened at school.\u00a0In Unit 12, students write make-believe stories.\u00a0At times, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). Examples include:In Unit 6, Lesson 1, students respond to literature by writing a summary. The teacher models using the read-aloud text Block Party by Katie Doyle, and then they write a summary of the text Family Roots.In Unit 7, Lesson 3, students write an opinion piece about the best book ever.\u00a0In Unit 9, Lesson 1, students write an informative summary about a book or story they have read.\u00a0In Unit 11, Lesson 3, students write news stories. On Day 1, the teacher reads an article aloud about a person in the community as a model for the news story.\n\nMaterials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1k.Materials include limited opportunities for students to participate in evidence-based writing; however; many of the writing opportunities are based on personal experiences and opinions. Students begin writing about texts in Unit 7, but some of the writing prompts in Units 7-12 include personal opinions. Some of the process writing lessons involve writing a summary. Inquiry projects occur once per unit, related to the topic of the shared readers. At the end of the unit, students create a presentation of their learning. One of the options is a final writing project, but it is not required.Materials provide some opportunities across the school year for students to learn, practice, and apply writing using evidence.\u00a0 In Units 7-12, students are given a writing prompt about the text; however, some of them also ask for personal opinions. Examples include:In Unit 6, Lesson 1, students begin learning to write a summary in response to reading. The lesson focuses on the read-aloud Block Party by Katie Doyle.\u00a0In Unit 7, Lesson 2, after reading Pond Plants by Carol Krueger, students are asked, \u201cDescribe what life would be like as a fish living among pond plants.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba20ff41-8e66-4ce8-b064-28fcad48e6e5": {"__data__": {"id_": "ba20ff41-8e66-4ce8-b064-28fcad48e6e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "ad0f345a-dc3d-4dca-a314-1cc53fa888c0", "node_type": null, "metadata": {}, "hash": "dca84600f69194d83dcacf51962c3dba1f404c5d45ad029936aaefba539930d8"}, "3": {"node_id": "b776d045-1333-4245-b029-fb317bc8378b", "node_type": null, "metadata": {}, "hash": "b74d2061e2fd8c3f9b9b73fa4ca2590ef50d69bd3cd43d515efa9050b1530bfc"}}, "hash": "c4533ad1226d45c376b2b76a667e8dbdde8667853d2da0cb8a19fb9fcd377b25", "text": "What do you see?\u201dIn Unit 8, Lesson 1, after reading Gecko Toes and Dragonfly Eyes by Eric Ode, students are told, \u201cImagine what it would be like to have dragonfly eyes. How would being able to see in every direction at once help you? Would there be any negatives to being able to see like this?\u201dIn Unit 10, Lesson 3, after reading Our Trip to Washington D.C. by Lane Kane Katsaros, students respond to the question, \u201cWhere would you go if you could take a trip anywhere in America?\u201d The prompt does not require the students to refer to a text.\u00a0In Unit 11, Lesson 2, after reading The Abstract Cat by Raj Manohar, students \u201cDescribe the difference between the realistic painting of the girl feeding the cat and Alex\u2019s cat drawing. How do the cats look different?\u201dIn Unit 12, Lesson 2, after reading Dance: A Balanced Art by Kathleen DeFede, students are asked, \u201cDescribe the kinds of music you like to dance to. What about the music makes you want to move your body?\u201d These are not text-based questions.\u00a0Some writing opportunities are focused around students\u2019 recall of information to develop opinions from reading closely and working with evidence from texts and sources. Examples include:In Unit 5, Lesson 1, students write an opinion statement in response to the question, \u201cWhat kind of house would be more fun to live in, a true house or a houseboat?\u201d The question is not evidence-based.\u00a0In Unit 7, Lesson 1, students plan an opinion piece on what kind of animal makes the best pet. Students do this based on personal opinion.\u00a0In Unit 7, Lesson 3, students write an opinion about the best book ever. The task is open to any book, not just the selections read in the unit.\u00a0In Unit 8, Lesson 1, students spend seven days planning and writing an opinion piece about the school dress code. Students research this topic by gathering information from different sources.\u00a0In Unit 9, Lesson 1, students write an informative summary about a book they read in the unit.\u00a0In Unit 10, Lessons 2 and 3, students learn how to write a research report.\u00a0In Unit 11, Lesson 2, students write a biography by reading about a person to write about.\n\nMaterials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1l.Materials provide explicit instruction of the grade-level grammar and usage standards through the instruction and guided practice sections of the day\u2019s activities that direct the teacher on wording and examples to teach the skill. Most grammar and convention standards are addressed in Grammar, Usage, and Mechanics. There are opportunities for students to apply grammar and conventions skills to limited in-context tasks. There are limited opportunities for students to apply grade-level grammar and usage standards to their individual writing.Materials include explicit instruction of all grammar and conventions standards for the grade level. For example:Print all upper- and lowercase letters.In the Getting Started Unit, the teacher models writing uppercase and lowercase letters. The materials present letters in alphabetical order. On Day 1, the teacher introduces\u00a0 Aa. \u201cYou may follow either the handwriting system presented here or the system used in your school. Write a capital A on the board, describing each stroke as you do so.\u201d Students practice writing Aa.In Getting Started, Day 2, Letter Recognition, the teacher models writing Cc and Dd. Students write the letters on handwriting paper, while some students write on the letters on board.In Getting Started, Day 6, Letter Recognition, the teacher models writing Nn, Oo, Pp. Students make the letters in the air and then write the letters on handwriting paper.Use common, proper, and possessive nouns.In Unit 1, Lesson 2, Day 3, Grammar, Usage, and Mechanics, the teacher writes a list of common and proper nouns on the board. The teacher reads the words line by line and explains that nouns naming a specific person, place, or thing are called proper nouns. The teacher helps students identify the proper nouns. The teacher informs students that all the other nouns are common. Students find five things in the classroom that are examples of common or proper nouns.In Unit 2, Lesson 2, Day 3, Grammar, Usage, and Mechanics, the teacher explains that possessive nouns show who owns or has something. The teacher models using an object from their desk.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b776d045-1333-4245-b029-fb317bc8378b": {"__data__": {"id_": "b776d045-1333-4245-b029-fb317bc8378b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "ba20ff41-8e66-4ce8-b064-28fcad48e6e5", "node_type": null, "metadata": {}, "hash": "c4533ad1226d45c376b2b76a667e8dbdde8667853d2da0cb8a19fb9fcd377b25"}, "3": {"node_id": "1b22b46c-29b8-415f-b12a-7210a7c04f89", "node_type": null, "metadata": {}, "hash": "37e54017182c07d42816c3c5a2e2b0ef48f5440470c6a6e2be14c1beef69441e"}}, "hash": "b74d2061e2fd8c3f9b9b73fa4ca2590ef50d69bd3cd43d515efa9050b1530bfc", "text": "The teacher models using an object from their desk. The teacher writes \u201cteacher\u2019s ruler\u201d on the board and reads it aloud. The teacher points to the apostrophe and the s at the end of the word. The teacher shows an ePresentation to reinforce the concept. Students add \u2018s to each noun in the first column of the ePresentation.\u00a0Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).In Unit 6, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher reviews subject-verb agreement. The teacher writes sentences on the board. Students identify subjects and verbs in sentences..In Unit 6, Lesson 1, Day 5, Grammar, Usage, and Mechanics, the teacher asks students to create sentences with and without subject-verb agreement.\u00a0Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).In Unit 7, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher defines personal pronouns. The teacher writes personal pronouns on the board and explains them. The teacher posts a list of nouns and verbs. Students say sentences using nouns. Then students restate the sentences with personal pronouns.In Unit 7, Lesson 1, Day 4, Grammar, Usage, and Mechanics, the teacher explains indefinite nouns as a noun being replaced that is less clear. The teacher provides examples such as anyone, everything, anything, few, many, both. The teacher reads aloud sentences, and students identify the indefinite pronoun.In Unit 7, Lesson 2, Day 3, the teacher reviews possessive nouns. The teacher explains that possessive pronouns replace possessive nouns such as \u201chis pencil, your book, my desk, her hat\u201d. The teacher posts a list of nouns, possessive nouns, and verbs on chart paper. Students dictate sentences using possessive nouns and then repeat the sentence with possessive pronouns.\u00a0Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).In Unit 2, Lesson 3, Day 3, Grammar, Usage, and Mechanics, the teacher reads a sentence and emphasizes the action word, shakes. The teacher explains that shakes is the action happening now. The teacher reads a second sentence that has the verb rolled. The teacher points out the -ed and explains that the action happened in the past. Students look through their writing for places to add action verbs.\u00a0In Unit 9, Lesson 1, Day 3, the teacher explains the difference between present and past tense verbs. The teacher explains that some verbs do not use -ed. The teacher uses the ePresentation to show how some verbs change from present to past tense, such as eat to ate and see to saw. The teacher writes sentences on the board and has students identify verb tenses.In Unit 9, Lesson 3, Day 3, Grammar, Usage, and Mechanics, the teacher explains future tense as an action that will happen later. The teacher explains that adding will with the verb forms future tense. The teacher shows sentences with future tense. Then the teacher writes fragments on the board, and students add the future tense verb.Use frequently occurring adjectives.In Unit 2, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher shows the ePresentation visuals, which are examples of adjectives. The teacher writes nouns on the board. Students suggest descriptive adjectives to tell more about each noun.\u00a0In Unit 2, Lesson 1, Day 5, Grammar, Usage, and Mechanics, the teacher asks students what adjectives are. The teacher states, \u201cAdjectives are describing words that tell more about a person, place, or thing.\u201d Students use an adjective to describe something on their desks.Use frequently occurring conjunctions (e.g., and, but, or, so, because).In Unit 10, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher writes conjunctions on the board. The teacher explains how the words join sentences, words, or phrases. The teacher writes sentences on the board that contain conjunctions and students identify the conjunctions.In Unit 10, Lesson 1, Day 4, Grammar, Usage, and Mechanics, the teacher explains that writers use conjunctions to make their writing less repetitive. The teacher writes two words on the board. Students share sentences using the two words and a conjunction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1b22b46c-29b8-415f-b12a-7210a7c04f89": {"__data__": {"id_": "1b22b46c-29b8-415f-b12a-7210a7c04f89", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "b776d045-1333-4245-b029-fb317bc8378b", "node_type": null, "metadata": {}, "hash": "b74d2061e2fd8c3f9b9b73fa4ca2590ef50d69bd3cd43d515efa9050b1530bfc"}, "3": {"node_id": "ae8212dd-7122-4dce-842c-f2a04249e879", "node_type": null, "metadata": {}, "hash": "87d41b49222b102e0e729251aae9f154e29a87a75a76ad37bbc693021f09b99f"}}, "hash": "37e54017182c07d42816c3c5a2e2b0ef48f5440470c6a6e2be14c1beef69441e", "text": "Students share sentences using the two words and a conjunction. For example, \u201cmilk, cookies Possible answer: My grandma gave me milk and cookies.Use determiners (e.g., articles, demonstratives).In Unit 4, Lesson 3, Day 3, Grammar, Usage, and Mechanics, the teacher writes two determiners (a, an) on the board. The teacher explains determiners. The teacher reads a sentence aloud, \u201cThe moon continues to look smaller.\u201d The students identify the determiner.\u00a0In Unit 4, Lesson 3, Day 4, Grammar, Usage, and Mechanics, the teacher explains demonstratives. The teacher states, \u201cThis book is fun to read. Those books are fun to read. That door leads to the hall. These chairs are for students.\u201d The students use the sentences as models and make sentences using this, that, these, those.Use frequently occurring prepositions (e.g., during, beyond, toward).In Unit 8, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher writes dog on the board. The students share where and when dogs sleep, eat, and play. The teacher uses the students\u2019 answers to explain that a preposition tells where and when for a pronoun or noun. The teacher writes more prepositions on the board and students suggest sentences using one of the prepositions.In Unit 8, Lesson 1, Day 4, Grammar, Usage, and Mechanics, the teacher reviews prepositions by drawing a mountain and writing where they can go on the mountain or go to the mountain. The students complete Skills Practice 2 about prepositions.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.In Unit 3, Lesson 2, Day 4, Grammar, Usage, and Mechanics, Apply, the students practice reading and writing declarative sentences. The teacher asks students to add descriptive words to their sentences.In Unit 4, Lesson 1, Day 3, Grammar, Usage, and Mechanics, Apply, the teacher puts students into groups. Students write five sentences, one for each emotion on the board (excitement, happiness, sadness, fear, surprise).\u00a0In Unit 12, Lesson 3, Day 3, Revising, the teacher reminds students that compound sentences make their writing easier to read. The teacher asks students to include simple and compound sentences in their stories.Capitalize dates and names of people.In Unit 5, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher writes sets of words on the board. The teacher points out that Sarah and Miller are names, so they have a capital letter at the beginning. The students suggest sentences with names of people from the class. The teacher writes the sentences without the correct capitalization. The students edit the capitalization.In Unit 5, Lesson 2, Day 3, Grammar, Usage, and Mechanics, the teacher has students state the day and date. The teacher writes them on the board. The teacher explains that days and months are proper nouns that need to be capitalized. The teacher writes a sentence on the board without the day and date capitalized. Students tell which words need capitalization.Use end punctuation for sentences.In Unit 3, Lesson 3, Day 5, Grammar, Usage, and Mechanics, the teacher reviews interrogative sentences. The teacher guides students in writing asking sentences and reminds them to use a question mark.In Unit 4, Lesson 1, Day 3, Grammar, Usage, and Mechanics, the teacher has students make sentences about pets. The teacher includes interrogative sentences. The teacher asks students about the punctuation marks and has the students create sentences with strong emotion. The teacher writes the sentences on the board and asks what the end mark should be at the end of the sentence.Use commas in dates and to separate single words in a series.In Unit 5, Lesson 2, Day 3, Grammar, Usage, and Mechanics, the teacher uses the date to show where to place a comma in a date. The teacher writes a sentence on the board and has students add where the comma goes.In Unit 5, Lesson 2, Day 4, Grammar, Usage, and Mechanics, the teacher has students share familiar dates and write them on the board. The teacher reminds students about where to place the comma in the date.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.In Unit 5, Lesson 1, Day 1, Dictation and Spelling, the teacher uses Routine 6 (Word Building Routine) to help students practice spelling words with long i using i and i_e.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ae8212dd-7122-4dce-842c-f2a04249e879": {"__data__": {"id_": "ae8212dd-7122-4dce-842c-f2a04249e879", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "1b22b46c-29b8-415f-b12a-7210a7c04f89", "node_type": null, "metadata": {}, "hash": "37e54017182c07d42816c3c5a2e2b0ef48f5440470c6a6e2be14c1beef69441e"}, "3": {"node_id": "5a25230a-7ff3-4035-85e5-9b5add5397bf", "node_type": null, "metadata": {}, "hash": "6c474561f2aef0a95bf5dcde74dd75aabb463aa5a9d9a2b842f04f2e6cf0ae40"}}, "hash": "87d41b49222b102e0e729251aae9f154e29a87a75a76ad37bbc693021f09b99f", "text": "On paper, students spell words such as ride, slide, hide, stripe.In Unit 6, Lesson 1, Day 2, Phonics and Decoding, the teacher introduces the high-frequency word every. During Blending, students read every in the following sentence: Every summer, dozens of bunnies hop in the cornfield.In Unit 8, Lesson 1, Day 4, Dictation and Spelling, the teacher uses Routine 6 (Word Building Routine) to help students practice spelling words with oo. On paper, students spell words such as book hood, cook.Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.In Unit 4, Lesson 2, Day 1, Dictation and Spelling, the teacher uses Routine 7 (Sounds-in-Sequence Dictation Routine) for spelling cactus and person.In Unit 7, Lesson 1, Day 3, Dictation and Spelling, the teacher uses Routine 9 (Sentence Dictation Routine) for writing and spelling \u201cHuey painted the pew\u201d. The teacher reminds students to ask themselves, \u201cWhich spelling,\u201d if they are unsure which spelling to use.In Unit 11, Lesson 2, Day 2, Spelling, the teacher has students take a second pretest with ch and sh words.\u00a0Materials include some opportunities for students to demonstrate application of skills both in- and out-of-context. Examples include:In Unit 1, Lesson 2, Day 4, students view page 6 of a text called Back to School Big Book. The teacher points out nouns on the page and reads more of the text. The teacher selects a noun from the text and asks students to create an oral sentence that contains the noun.In Unit 2, Lesson 1, Day 4, Grammar, Usage, and Mechanics, the teacher displays a text called \u201cA Friend Can.\u201d Students talk about the nouns in the illustration and the teacher writes nouns on the board from the illustration. Students suggest adjectives to go with the nouns based on the illustration.In Unit 7, Lesson 1, Day 5, Grammar, Usage, and Mechanics, students look through previous compositions for spots in which they might want to replace a noun with a pronoun. The teacher asks students to use personal and indefinite pronouns in their writing to make it easier to read.In Unit 8, Lesson 1, Day 4, Grammar, Usage, and Mechanics, the students search \u201cGecko Toes and Dragonfly Eyes\u201d from the anthology for examples of prepositional phrases.\n\nMaterials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 1m.Vocabulary routines occur frequently and routinely while students interact with texts; however, the vocabulary words are not repeated across multiple texts. Students may interact with words before, during and/or after reading. Vocabulary words are essential to understanding the text and comprehension questions often include the vocabulary words. In the second half of Grade 1, students also interact with vocabulary words in a new context called Vocabulary Stories. In these stories, students interact with the words by comparing and contrasting usage and parts of speech or by completing word-work activities such as adding plural endings.Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. For example:\u00a0Routine 13 is the Selection Vocabulary Routine and consists of five steps in Grade 1, including Develop, Practice, and Review Vocabulary. In Unit 7, students also Apply and Extend. In the two latter tasks, the words appear in short texts, but not in the Shared Reading. One of these stages occurs in every reading of the text, and may occur before, during, and/or after the reading of the text.\u00a0Before reading the selection, the teacher orally introduces the definitions of vocabulary words essential to understanding the text. After reading, the teacher introduces additional vocabulary words.\u00a0Beginning in the middle of Grade 1, students review the Selection Vocabulary Words by reading words in a new context as part of the new Apply vocabulary section in the Student Anthology. For example, in Unit 7, Lesson 1, Day 3, students read the vocabulary story\u201d Floating Away,\u201d which contains the Selection Vocabulary words.Vocabulary is repeated in contexts; however, students do not read them across multiple texts. For example:\u00a0Students read a text multiple times over the course of several days. Students learn and practice more than one set of words during this time. For example, in Unit 5, Lesson 1, Day 2, students learn the words types, fewer, citizens, and facilities. On Day 3, before reading the text, students review all of the words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5a25230a-7ff3-4035-85e5-9b5add5397bf": {"__data__": {"id_": "5a25230a-7ff3-4035-85e5-9b5add5397bf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "ae8212dd-7122-4dce-842c-f2a04249e879", "node_type": null, "metadata": {}, "hash": "87d41b49222b102e0e729251aae9f154e29a87a75a76ad37bbc693021f09b99f"}, "3": {"node_id": "80725e2f-9f36-4ff4-8339-7e4e91e64841", "node_type": null, "metadata": {}, "hash": "0e2dca140c98c9909e372b719f9af9b71793bd8f39bf621c8eb3552e5f7a3be6"}}, "hash": "6c474561f2aef0a95bf5dcde74dd75aabb463aa5a9d9a2b842f04f2e6cf0ae40", "text": "On Day 3, before reading the text, students review all of the words. After reading the text, students learn the words recreation, commute, hectic, and common. On Day 5, students review both sets of words.\u00a0There are some references to previously-taught vocabulary words, but instruction is not included. For example, in Unit 6, Lesson 2, the Teacher Tip is \u201cContinue to use vocabulary that students have learned in previous lessons when it is appropriate. Point out that the \u2018places to play\u2019 on pages 20 and 21 are for recreation, which was taught in Unit 5.\u201d\u00a0Content-specific words are taught and reviewed before and after a text. For example, in Unit 3, Lesson 1, students learn the words ripened and bundle prior to reading the text The Reason for Four Seasons retold by Susan Willow. Then during the reading, the teacher pauses and asks, \u201cWhy did the man put the corn in a bundle?\u201d After reading, the teacher reviews the vocabulary words and asks non text-dependent questions such as, \u201cHow would you make a bundle of newspapers to take to the recycling center?\u201dIn Unit 2, Lesson 1, Day 4, students review vocabulary words that were introduced on Day 3. They review the definition, then use provided sentence stems to demonstrate their understanding of the meanings.\u00a0In Unit 6, Lesson 1, Day 1, the teacher introduces the vocabulary words fool and offered. On Day 2, the teacher introduces the vocabulary words population, remote, climate, and transportation. Both sets of words come from the text By my Neighbor by Maya Ajmora and John D. Ivanko, though they are not repeated in later texts.\u00a0In Unit 10, Lesson 1, before listening to Uncle Sam by Helen Lepp, students are introduced to the vocabulary words barrels and icon. After reading, students are asked questions such as, \u201cWhat was marked on the outside of the meat barrels that Samuel Wilson sent to the soldiers? What does it mean to say that Uncle Sam is an icon?\u201dAttention is paid to vocabulary essential to understanding the text and to high-value academic words. For example:\u00a0In Unit 2, Lesson 1, after a close read/listen of the text Chicken Chickens Go to School by Valeri Gorbachev, students review the vocabulary words chicken, better, cried, and scampered, and then are asked questions such as, \u201cWhat does Mrs. Heron mean when she says that she has a better idea than the ideas that Beaver, Rabbit, and Frog have suggested?\u201dIn Unit 4, Lesson 2, after listening to Watching the Moon by Abi Manickam, students review the vocabulary words position, continues and phrases. The teacher has the students use context clues such as, \u201cTurn to page 31 and read the paragraph. What helps you understand that position means \u2018the place where a person or thing is\u2019?\u201dIn Unit 7, Lesson 1, students learn the words reproduce, life cycle, bulb, base, nutrients, carries, factories, and decay. The students then read assigned pages from the text Plant Life Cycle by Julie K. Lundgren to determine the meaning of the words.\u00a0In Unit 10, Lesson 1, after reading Our Song and Our Flag: A National Symbol by Amerlia Gunderson, students learn the words values, banner, fort, spangled, proud, preserve, and fragile. Students are told, \u201cThe word banner means \u2018a flag with a design, picture, or writing on it.\u2019 Read the first sentence on page 15. Does the definition for banner make sense?\u201d\n\nTasks and Questions: Foundational Skills Development K-2\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression for application both in and out of context.\n\nExplicit instruction in phonological awareness (K-1) and phonics (K-2).\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1n.i.Instructional materials provide teachers with systematic, explicit modeling for instruction in syllables, sounds, and spoken words. However, the teacher does not explicitly teach distinguishing long from short vowel sounds without showing students vowel graphemes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80725e2f-9f36-4ff4-8339-7e4e91e64841": {"__data__": {"id_": "80725e2f-9f36-4ff4-8339-7e4e91e64841", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "5a25230a-7ff3-4035-85e5-9b5add5397bf", "node_type": null, "metadata": {}, "hash": "6c474561f2aef0a95bf5dcde74dd75aabb463aa5a9d9a2b842f04f2e6cf0ae40"}, "3": {"node_id": "44c1e4df-fc1b-4b73-be71-bb0e4b53583c", "node_type": null, "metadata": {}, "hash": "50c0ee7f68ae578b910b8a67e907e0dc7564bf6bbc34bad36df46affc29a8759"}}, "hash": "0e2dca140c98c9909e372b719f9af9b71793bd8f39bf621c8eb3552e5f7a3be6", "text": "Teachers can access videos in the professional learning section in the menu for examples on instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards along with written examples in the Teacher Edition. Materials include explicit instructional routines for Sound-by-Sound Blending, Word Building, Whole-Word Blending, Blending Sentences, Sounds-in-Sequence Dictation, Whole-Word Dictation, Sentence Dictation, Closed Syllables, and Open Syllables. Sound/Letter cards are used for many activities. Digraphs are introduced in Unit 3, but not intentionally practiced again until Unit 11.Routines are consistent for the introduction of each new sound pattern and students have the opportunity to hear, say, encode, and read each pattern within the same lesson.Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. Examples include:Distinguish long from short vowel sounds in spoken single-syllable words.In Unit 1, Lesson 2, Day 5, Phonemic Awareness, Listening for /i/ and / \u012b/, the teacher writes a long, thin Ii on one side of the board. The teacher points to the letters and tells students that these long letters say their name or make the /\u012b/ sound. On the other side, the teacher writes a shorter, stouter Ii. The teacher tells students that these short letters make the /i/ sound. Materials state, \u201cExplain that you are going to say some words. If students hear /\u012b/, they should point to the long Ii and say /\u012b/. If they hear /i/, they should point to the short Ii and say /i/. did /i/ dine /\u012b/ wish /i/ win /i/ hide /\u012b/\u201d.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.In Unit 2, Lesson 1, Day 1, Phonological and Phonemic Awareness Phoneme Blending, the teacher tells students they will say a beginning sound. Then the Lion Puppet will say a word part. Materials state, \u201cThe game is to blend your sound and his word part to make a new word. Use the puppet to demonstrate: Teacher: /sss/ Teacher: /sss/ Puppet: n\u014d Puppet: l\u014dw Teacher: /sss/-/n\u014d/. Snow! Teacher: /sss/-/l\u014d/. Slow!\u201dIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.In Unit 1, Lesson 1, Day 1, Phoneme Segmentation: Initial Sounds, the activity introduces students to the idea of isolating sounds in words or phoneme segmentation. Using the Lion Puppet, the teacher tells students he wants to teach them a new game. Materials state, \u201cYou will say a word and then they will say only the first sound of the word. Demonstrate with the puppet. Teacher: chair, Puppet: /ch/, Teacher: sail, Puppet: /s/\u201dIn Unit 2, Lesson 3, Day 1, Phoneme Segmentation: Final Consonant Sounds, using the Lion Puppet, materials state, \u201cTell students that you will say a word, and they will say only the final sound of the word. Demonstrate with the puppet. Teacher: maze Puppet: /z/ Teacher: plan Puppet: /n/\u201dIn Unit 2, Lesson 3, Day 3, Phoneme Segmentation: Medial Vowels, using the Lion Puppet, the teacher tells students that they will say a word and Lion Puppet will say only the sound in the middle of the word, the vowel sound. The teacher uses the puppet to demonstrate: \u201cTeacher: jab Puppet: /a/ Teacher: fin Puppet: /i/. Your turn!\u201dSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes).In Unit 2, Lesson 1, Day 4, Phonemic Awareness, Phoneme Segmentation: Individual Sounds, the teacher says some words, and the Lion Puppet repeats the words sound by sound.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "44c1e4df-fc1b-4b73-be71-bb0e4b53583c": {"__data__": {"id_": "44c1e4df-fc1b-4b73-be71-bb0e4b53583c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "80725e2f-9f36-4ff4-8339-7e4e91e64841", "node_type": null, "metadata": {}, "hash": "0e2dca140c98c9909e372b719f9af9b71793bd8f39bf621c8eb3552e5f7a3be6"}, "3": {"node_id": "7761196d-b8b0-423f-803a-92d52bf4253c", "node_type": null, "metadata": {}, "hash": "1e37b4806eed5d69b93339d6495099ae735289475782c91f6f81aebdbaefa3f7"}}, "hash": "50c0ee7f68ae578b910b8a67e907e0dc7564bf6bbc34bad36df46affc29a8759", "text": "Materials state, \u201cUse the puppet to demonstrate: Teacher: map Puppet: /m/ /a/ /p/ Teacher: hot Puppet: /h/ /o/ /t/\u201dIn Unit 5, Lesson 1, Day 3, Phonemic Awareness, Phoneme Segmentation: Individual Sounds, the directions tell the teacher to read a list of words and have students repeat each word sound by sound.Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards. Examples include:In the menu, teachers have access to professional learning videos about phonological/phonemic awareness, phoneme manipulation, and medial sounds. The teachers can watch a teacher utilizing the Lion Puppet with students to complete a section of the lesson.Materials provide examples in each of the phonological/phonemic awareness lessons.Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. Examples include:Know the spelling-sound correspondences for common consonant digraphs.In Unit 3, Lesson 2, Day 3, Phonics and Decoding, the teacher uses Routine 1, Introducing Sounds and Spellings Routine, to introduce /th/ spelled th. The teacher displays Sound/Spelling Card 33\u2014Sloth, points to the picture, and tells students this is the Sloth Card. The teacher points to the th spelling and tells students that when the letters t and h come together, they make one new sound, /th/. The teacher then plays the \u201cSloth Story\u201d which has a repeated line, \u201cHe thumps like this: /th/ /th/ /th/ /th/.\u201d The name of the card, the sound, and the spelling are reviewed. The teacher writes th and says /th/. Students use their fingers to write the spelling several times in the air, on their palms, or on the surface in front of them as they say /th/. The lesson continues with words that end in /th/.\u00a0In Unit 11, Lesson 2, Day 4, Warm Up, What I Saw Game, the students pretend to go on a journey and see many things that start with different sounds. Students suggest an item beginning with /sh/, such as shell, shark, or ship. The teacher provides the following sentence frame: \u201cOn my journey, I saw a _____. It begins with /sh/.\" The game is extended by having students repeat the previous answers before adding their own. After a few students have participated, the teacher changes the target sound and is reminded to include other consonant digraphs: /th/ and /ch/ for beginning sounds and /ng/ and /nk/ for ending sounds.Decode regularly spelled one-syllable words.In Unit 2, Lesson 1, Day 4, Phonics and Decoding, About the Words, 16 regularly spelled one-syllable words are provided. The teacher points out that the words each have one syllable. Students identify the vowel sound/spelling in each word and then identify the kind of spellings that come before and after the vowel in each word. The teacher asks them which vowel sound a vowel makes when it is closed in by consonants in a word or syllable. The students identify the consonant blends in ramp and risk. The teacher points to crab and crib, and students identify the sound and the spelling that differs in each word. The lesson continues with the word pair drop and drip. The words rock, rack, kid, and kit are used to review /k/ spelled k and -ck. Students identify the sound/spelling for /k/ in each word.\u00a0In Unit 5, Lesson 2, Day 3, Phonics and Decoding, Blending, the teacher uses Routine 2, the Sound-by-Sound Blending Routine, to blend the words: use, used, mule, huge, cub, cube, cut, cuteKnow final -e and common vowel team conventions for representing long vowel sounds.In Unit 4, Lesson 3, Day 3, Phonics and Decoding, Introduce the Sound/Spelling, the directions tell the teacher to write a list of words on the board (e.g. make, base, state), say each word sound by sound, and use two fingers to bracket the a_e spelling.In Unit 8, Lesson 1, Day 1, Warm Up, Phonics and Decoding, the teacher uses Routine I to introduce /oo/ for _ew. The teacher points to _ew and tells students this is another spelling for /oo/.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7761196d-b8b0-423f-803a-92d52bf4253c": {"__data__": {"id_": "7761196d-b8b0-423f-803a-92d52bf4253c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "44c1e4df-fc1b-4b73-be71-bb0e4b53583c", "node_type": null, "metadata": {}, "hash": "50c0ee7f68ae578b910b8a67e907e0dc7564bf6bbc34bad36df46affc29a8759"}, "3": {"node_id": "0bf73d3d-a181-43b2-a305-aaca6567fcab", "node_type": null, "metadata": {}, "hash": "66c74bbaedc43fde01da93d049243ac9586654bdc5c5dfb73edf36f4964c594a"}}, "hash": "1e37b4806eed5d69b93339d6495099ae735289475782c91f6f81aebdbaefa3f7", "text": "The teacher points to _ew and tells students this is another spelling for /oo/.\u00a0In Unit 8, Lesson 2, Day 3, Phonics and Decoding, About the Words, the teacher uses Sound/Spelling 43-Hawk and Routine I to introduce au_. The teacher explains that au_ does not come at the end of the word or syllable.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.In Unit 2, Lesson 1, Day 3, Phonics and Decoding, About the Words, students identify the sound/spelling that is different in each word on the line (kit, kid, Kim, Kip). The teacher reminds students that each syllable in a word contains a vowel sound. They count the vowel sounds in each word to determine how many syllables it has. The teacher reminds students that when a vowel is closed in by consonants, it makes the short vowel sound.In Unit 5, Lesson 2, Day 4, Phonics and Decoding, About the Words, students identify and count the vowel spellings and syllables in each word. (hum, human, pup, pupil). The teacher points out that u has the short sound in the closed-syllable words hum and pup and the long sound in the open-syllable words human and pupil. Students identify the spelling for /\u016b/ in the words (united, unicorn, uniform, unison), and then students identify and count the vowel spellings and syllables in each word.Decode two-syllable words following basic patterns by breaking the words into syllables.In Unit 3, Lesson 2, Day 1, Phonics and Decoding, About the Words, the teacher explains to students that each word (deadlock, breadbox, headset, bedspread) is a compound word, or a word made up of smaller words. The teacher points out that each word that makes up these compound words is a separate syllable. The students blend the words syllable by syllable and are reminded that each syllable in a word has a vowel sound/spelling. Students identify the vowels and then count and clap the syllables in each word.\u00a0In Unit 5, Lesson 1, Day 2, Phonics, Blending, About the Words, using Routine 11, the Open Syllables Routine, to help students blend the multisyllabic words, the teacher writes the word open and has students count and say its syllables (two: o-pen). The teacher points to the first syllable and reminds students that a syllable that ends with a vowel spelling is called an open syllable. Vowels in open syllables usually have the long sound.Read words with inflectional endings.In Unit 2, Lesson 3, Day 4, Phonics and Decoding, About the Words, the teacher tells students that pins, drums, and balls are plural nouns. Pins mean \u201cmore than one pin,\u201d drums mean \u201cmore than one drum,\u201d and balls mean \u201cmore than one ball.\u201dIn Unit 3, Lesson 1, Day 5, Phonics and Decoding, Review the Sound/Spellings, to review the sounds for -ed, the teacher writes the following words on the board, spotted, spelled, stacked, and students say each word sound by sound and identify the sound for the -ed ending.\u00a0Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.In Unit 2, Lesson 2, Day 5, the teacher follows Routine 6, Word Building Routine, to have students spell the words. Students use their a, b, g, j, i, r, and s Letter Cards to make jab, jig, rag, bag, brass, grab.\u00a0In Unit 3, Lesson 1, Day 1, the teacher introduces the sound of the /ks/ spelled x. The teacher points to a picture card of an X and demonstrates the sound. The teacher asks the students to say the sound of the /ks/, blend and read eight words with the x at the end of the word, and dictates two words with the /ks/ spelled x for students to practice writing.In Unit 11, Lesson 3, Day 3, Phonics and Decoding, the teacher follows Routine 8, the Whole-Word Dictation Routine (summer, searching, corner, shirt, charm, farm, earlier), and Routine 9, the Sentence Dictation Routine (Carter heard a dog barking), with the words and sentence.\n\nPhonological awareness based on a research-based continuum (K-1).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0bf73d3d-a181-43b2-a305-aaca6567fcab": {"__data__": {"id_": "0bf73d3d-a181-43b2-a305-aaca6567fcab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "7761196d-b8b0-423f-803a-92d52bf4253c", "node_type": null, "metadata": {}, "hash": "1e37b4806eed5d69b93339d6495099ae735289475782c91f6f81aebdbaefa3f7"}, "3": {"node_id": "ca477aa4-6075-418c-8aeb-6a48930bf600", "node_type": null, "metadata": {}, "hash": "29373ef8e14f30c1968d841877e82122619509566cf3143e21c90a439fc56d4d"}}, "hash": "66c74bbaedc43fde01da93d049243ac9586654bdc5c5dfb73edf36f4964c594a", "text": "Phonological awareness based on a research-based continuum (K-1).\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1n.ii.The materials explain the phonological awareness skills hierarchy in the Program Overview. The included research document, \u201c Five Ways to Build the Cornerstone of Proficient Reading,\u201d delineates a phonetic awareness sequence of instruction and practices for the expected hierarchy of phonemic awareness competence. The Appendix has a detailed Phonemic Awareness Scope and Sequence. The materials contain phonological awareness activities consistently through each five-day instructional sequence, and the materials use routines to introduce new concepts. Instructional materials include ample opportunities for students to practice each new sound and sound pattern. Students have three to five practice opportunities for each unit to master skills such as substituting, phoneme blending, oral blending onset and rime, and oral segmenting. Students have limited opportunities to practice distinguishing long from short vowel sounds in spoken single-syllable words without seeing the vowel grapheme. Materials include primarily oral practice and do include some multimodal and multisensory approaches to student practice.\u00a0Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students\u2019 application of the skills. Examples include:In the Course Map, the menu on the left-hand side shows phonemic awareness skills by unit, lesson, day.The Teacher Edition, Unit Planner, found at the beginning of each of the 12 Units, identifies the phonological/phonemic awareness skill taught or reviewed per day. In Units 1-2, phonological awareness and phonemic awareness skills are taught each day. In Unit 3, phonemic awareness skills are taught each day. In Units 4-8, phonemic awareness skills are taught on days 1, 3, 5.In Unit 1, Lesson 2, students practice four skills. On Days 1-4, students practice substituting initial consonant sounds. On Days 1-3, students practice segmenting final consonant sounds. On Days 4-5, students practice restoring final consonant sounds. On Day 5, students listen for short and long /i/.\u00a0In Unit 3, Lesson 3, students practice five skills. On Day 1, students practice substitute initial and final consonant sounds. On Days 2 and 5, students blend single-syllable words. On Day 3, students segment individual sounds. On Day 4, students blend words with consonant blends.\u00a0In Unit 7, Lesson 1, students practice three phonemic awareness skills. On Day 1, students segment individual sounds. On Day 3, students blend single-syllable words. On Day 5, students listen for long vowel sounds.Materials contain a clear, evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. Examples include:Foundational Skills: \u201cFive Ways to Build the Cornerstone of Proficient Reading,\u201d page 8, notes that \u201cInstruction starts with larger linguistic units\u2014sentences, words, and syllables\u2014 and progresses through onsets and rimes to the smallest linguistic unit\u2014phonemes or individual sounds.\u201dMaterials include a variety of activities for phonological awareness. Examples include:In Unit 1, Lesson 1, Day 2, students isolate and say initial sounds in words using the Lion Puppet.In Unit 2, Lesson 1, Day 3, the teacher uses the Lion Puppet to say the onset and rime of a word and asks the students to blend the sounds and state the whole word.In Unit 5, Lesson 2, Day 1, students substitute the first sounds of a given word.In Unit 8, Lesson 2, Day 1, students sound out each phoneme in a given word.In the Student Edition, Resources, Songs, students listen to the song \u201cApples and Bananas,\u201d which repeats with substituting the long vowel sound (e.g., eeples, ipples, opples, upples) in the words.\u00a0There are frequent opportunities for students to practice phonological awareness. Examples include:In the Teacher Edition, the Unit Planner found on the first page of each of the twelve Units, identifies the phonological/phonemic awareness skill taught or reviewed each day.Using the menu, teachers can access the course map which shows what is taught during each day regarding skills.Materials provide opportunities for students to practice each new sound and sound pattern; however, practice opportunities for distinguishing long from short vowel sounds in spoken single-syllable words without seeing the vowel grapheme is limited. Examples include:Distinguish long from short vowel sounds in spoken single-syllable words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca477aa4-6075-418c-8aeb-6a48930bf600": {"__data__": {"id_": "ca477aa4-6075-418c-8aeb-6a48930bf600", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "0bf73d3d-a181-43b2-a305-aaca6567fcab", "node_type": null, "metadata": {}, "hash": "66c74bbaedc43fde01da93d049243ac9586654bdc5c5dfb73edf36f4964c594a"}, "3": {"node_id": "ee2bfb3f-8783-4f6e-ba95-07fb59f35625", "node_type": null, "metadata": {}, "hash": "b50809d88cfc67181390dd5603b1637fa53d5aa79faa34a915a0553949a27c5f"}}, "hash": "29373ef8e14f30c1968d841877e82122619509566cf3143e21c90a439fc56d4d", "text": "In Unit 3, Lesson 2, Day 3, Phonemic Awareness, Listening for /e/ and /\u0113/, the teacher says words such as see, bread, head. When students hear /\u0113/, students say /\u0113/ and give a thumbs up. When students hear /\u0115/, students say /\u0115/ and give a thumbs down.In Unit 7, Lesson 1, Day 2, Warm Up, Listening for /\u014f/ and /\u014d/, the teacher says words such as go, boat, top. When the students hear /\u014f/, students say /\u014f/and give a thumbs up. When students hear /\u014d/, they give a thumbs down.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.In the Common Core Standards Correlation, there is a range of one to twelve opportunities per unit for student practice in Units 1-8.\u00a0In Unit 1, Lesson 1, Day 2, Phonological and Phonemic Awareness, Phoneme Blending; Initial Consonant Sounds, students practice blending initial consonants.In Unit 4, Lesson 2, Day 3, Phonemic Awareness, Phoneme Blending; Single-Syllable Words, students practice blending single-syllable words.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.In the Common Core Standards Correlation, there is a range of two to 13 opportunities per unit for student practice in Units 1-8.\u00a0In Unit 2, Lesson 3, Day 1, Phonemic Awareness, Phoneme Segmentation: Final Consonant Sounds, students practice segmenting final consonant sounds.In Unit 4, Lesson 1, Day 5, Phonemic Awareness, Phoneme Segmentation: Medial Vowels, students practice segmenting medial vowels.In Unit 6, Lesson 1, Day 5, the teacher says a word and asks students to repeat only the first sound in the word. The students practice identifying the beginning sound of 15 single-syllable words.Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).In the Common Core Standards Correlation, there is a range of one to four opportunities per unit for student practice in Units 2-10.\u00a0In Unit 2, Lesson 3, Day 2, the teacher uses the Lion Puppet to model how to segment a word into individual sounds. The teacher says the word hid, and the puppet says the individual sounds, /h/ /i/ /d/. The teacher asks the students to say the individual sounds in 12 additional words.\u00a0In Unit 4, Lesson 1, Day 1, Phonemic Awareness, Phoneme Segmentation: Individual Sounds, students practice segmenting individual sounds.In Unit 4, Lesson 3, Day 1, Phonemic Awareness, Phoneme Segmentation: Individual Sounds, students practice segmenting individual sounds.\n\nPhonics demonstrated with a research-based progression of skills (K-2).\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1n.iii.The materials include the research report, Foundational Skills: Five Ways to Build the Cornerstone of Proficient Reading, which provides a clear, evidence-based rationale for phonics instruction and the progression of skills. Also, the Unit Planner for each unit provides a cohesive scope and sequence for phonics instruction based on the evidence-based rationale in the research report. Patterns and generalizations are presented and then reviewed for students to learn a manageable number of phonics patterns to learn deeply. Materials include lessons that provide students with frequent opportunities to decode phonetically spelled words, read complete words, and review previously taught grade-level phonics daily through sound-by-sound blending routines, blending sentences routines, whole-word blending routines, and oral language warm-ups. Students read complete words by saying the entire word as a unit using newly taught phonics skills through the use of the Whole-Word Blending Routine and Sentence-Blending routine when working with Sound/Spelling Cards, pages from the Student Edition, and word lists/sentences from the ePresentation Resources. Students have frequent opportunities to decode words in sentences through materials in the ePresentation resources, Core Decodables, Practice Decodables, and Skills Practice Pages. The materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks through the use of generating words with a specific letter/sound where the teacher writes the words on the board and points out certain spellings of sounds in words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ee2bfb3f-8783-4f6e-ba95-07fb59f35625": {"__data__": {"id_": "ee2bfb3f-8783-4f6e-ba95-07fb59f35625", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "ca477aa4-6075-418c-8aeb-6a48930bf600", "node_type": null, "metadata": {}, "hash": "29373ef8e14f30c1968d841877e82122619509566cf3143e21c90a439fc56d4d"}, "3": {"node_id": "13810ac8-8b55-4b73-a372-929bdb328dd2", "node_type": null, "metadata": {}, "hash": "c841b1886ab553d1bb19510243f7dcb7748683c98c060ed47ab9cef28d0899be"}}, "hash": "b50809d88cfc67181390dd5603b1637fa53d5aa79faa34a915a0553949a27c5f", "text": "There are limited activities that apply phonics as they encode words into sentences or phrases through the dictation and spelling portion of the day\u2019s activities through Routines and words/sentences read aloud by the teacher. Student Skills Pages have additional encoding activities.Lessons provide students with frequent opportunities to decode (phonemes, onset, and rime, and/or syllables) phonetically spelled words. Examples include:In Unit 2, Lesson 1, Day 1, Phonics and Decoding, Blending, students engage in the Sound-by-Sound Blending Routine in which they decode a word list with words with the /k/ sound.In Unit 3, Lesson 2, Day 3, Phonics and Decoding, Blending, the teacher uses Instructional Routine 2, the Sound-by-Sound Blending Routine, and Instructional Routine 4, the Blending Sentences Routine, to have students blend the words and sentences. In About the Words, students identify the spelling for /th/ and identify where in the word the spelling appears.\u00a0In Unit 5, Lesson 1, Day 3, Phonics and Decoding, Blending, students engage in the Closed Syllables Routine in which they decode a word list with words with the /s/ spelled ce and ci.Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills.\u00a0In Unit 2, Lesson 1, Day 1, Phonics and Decoding, Blending, students engage in the Blending Sentence Routine in which there are two sentences with words with the /k/ sound.In Unit 5, Lesson 1, Day 3, Phonics and Decoding, Blending, students engage in the Whole-Word Blending Routine in which they are to blend words with spelling ce and ci as a unit.In Unit 8, Lesson 1, Day 1, Phonics and Decoding /oo/ spelled _ew, Blending, the teacher uses Instructional Routine 3, the Whole-Word Blending Routine, and Instructional Routine 4, the Blending Sentences Routine, to have students blend the words and sentences from the ePresentation Resources.\u00a0Lessons provide students with frequent opportunities to decode words in a sentence. Examples include:In Unit 6, Lesson 3, Day 5, students find and read words with the long /i/ sound and then read the words in the sentence to build fluency. Students then read additional sentences in a decodable book.\u00a0In Unit 8, Lesson 1, Day 3, Phonics and Decoding, the teacher uses Routine 3, the Whole-Word Blending Routine, and Routine 4, the Blending Sentences Routine, to have students blend the words and sentences. In About the Sentences 1-2 from the ePresentation Resources, the teacher explains that the words on and of should be viewed as a \"starting point\" for a chunk of text to be read together. Students identify the chunks of text in the sentence.In Unit 9, Lesson 1, Day 4, students read a decodable book with words in sentences.In Unit 11, Lesson 1, Day 3, Student Skills Practice Page 266, students read the story and fill in the word missing in the blank.Lessons provide students with frequent opportunities to build/manipulate/spell and encode words in isolation based in common and newly taught phonics patterns. Examples include:In Unit 1, Lesson 2, Day 2, the teacher provides students with letter cards a, d, m, n, and s. The teacher uses the Word Building Routine and orally states a word. Students build the word with their letter cards and then blend the letter sounds and read the word with the teacher.\u00a0In Unit 2, Lesson 1, Day 1, the teacher dictates, and the students spell the words can, cap, cap, and clap.\u00a0In Unit 5, Lesson 1, Day 4, Phonics and Decoding, Dictation and Spelling, students encode words with the /j/ sound on Line using the Sounds-in-Sequence Dictation Routine 1.In Unit 10, Lesson 1, Day 2, Warm Up, the teacher divides the class into three or four teams. The teacher explains that they will write a long i spelling on the board and that teams will have one minute to think of words that use that spelling. When time is up, the teacher calls on each team to say and spell its words. The teacher writes the words on the board and awards one point for each correct word.\u00a0Materials contain a variety of methods to promote students\u2019 practice of previously taught grade-level phonics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "13810ac8-8b55-4b73-a372-929bdb328dd2": {"__data__": {"id_": "13810ac8-8b55-4b73-a372-929bdb328dd2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "ee2bfb3f-8783-4f6e-ba95-07fb59f35625", "node_type": null, "metadata": {}, "hash": "b50809d88cfc67181390dd5603b1637fa53d5aa79faa34a915a0553949a27c5f"}, "3": {"node_id": "9f532a16-fc58-48cf-9c9a-38075b7c3813", "node_type": null, "metadata": {}, "hash": "522486b3bbb0719dff17cd4c5ba94319d48d86cf373985b817ff81c8b89fc1ae"}}, "hash": "c841b1886ab553d1bb19510243f7dcb7748683c98c060ed47ab9cef28d0899be", "text": "Examples include:In Unit 1, Lesson 3, Day 5, Phonics and Decoding Review the Sound/Spellings, the teacher points to each Sound/Spelling Card being reviewed: 1, 2, 4, 8, 9, 12, 13, 14, 15, 16, 19, and 20 from the ePresentation Resources. Students name the picture on each card, say its sound, and name the spelling or spellings. They identify which cards are for vowels and which are for consonants. Students explain what the green band on the vowel cards means.\u00a0In Unit 10, Lesson 2, Day 2, the teacher plays \u201cWhich Doesn\u2019t Belong\u201d with students. The teacher writes words on the board and asks students which word does not belong and why. The teacher accepts any response that follows previously-taught rules.In Unit 11, Lesson 3, Day 5, Phonics and Decoding Review r-Controlled Vowels, Blending, the teacher reviews r-controlled vowels by having students reread the words and sentences from Days 1 and 2 from the ePresentation Resources of words and sentences.Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. Examples include:In the Teacher Edition, Scope and Sequence for Sound and Spelling Introduction, it indicates that a review of sounds occurs in Units 1-3, and then instruction moves to digraphs and inflectional endings, the introduction of the schwa sound, diphthongs, prefixes in Unit 9. R-controlled vowels are in Unit 11, and a review of diphthongs and inflectional endings occur in Unit 12.In Unit 3, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: -ed, sh, th, ar, and or. The unit culminates with a review of all the sounds of the unit.In Unit 6, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: y, ey, ai, ay, and igh. The unit culminates with a review of all the sounds of the unit.In Unit 8, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: ew, ou, aw, oi, and oy. The unit culminates with a review of all the sounds of the unit.Materials have a clear research-based explanation for the order of the phonics sequence. Examples include:In the \u201cFoundational Skills: Five Ways to Build the Cornerstone of Proficient Reading\u201d research report, the author Marsha Riot explains that the hierarchy of difficulty ranges from consonants whose sounds can be produced in isolation with the least distortion, high utility consonants, short vowels, digraphs, inflectional endings, and long vowels.In the Teacher Edition, Resource Library, \u201cFoundational Skills: Five Ways to Build the Cornerstone of Proficient Reading\u201d, page 13 indicates that after simple consonants and short vowels, there should be instruction on long vowels, vce generalization, and digraphs.Materials provide some opportunities for students to develop orthographic and phonological processing. Some encoding tasks do not require students to use letters and sounds to encode because students copy the word\u2019s spelling. There are limited encoding tasks for students to encode in sentences or phrases. Examples include:In Unit 1, Lesson 2, Day 4, Dictation and Spelling, the dictation that occurs in every other lesson consists of one or more lines of words. Initially, Line 1 is Sounds-in-Sequence Dictation. After Whole-Word Dictation has been introduced, that routine is used for words on the remaining lines.Unit 2, Dictation, contains a sentence for students to write. The students look at Skills Practice, page 30, and the teacher tells them that they will dictate, or say, two words, and the students should write the words on the lines at the bottom of the page. The teacher says the word, uses it in a sentence, repeats it, and then says it again. However, this is not independent encoding, as the students already have the words in front of them.In Unit 6, Lesson 1, Day 2, Guided Practice, students complete Skills Practice pages 165\u2013166 for additional review of /\u0113/ spelled _ie_ and dictation. They review the sound/spelling at the top of page 165, and students complete the activities on the pages. Dictation and Spelling. The teacher reminds students to ask \u201cWhich spelling?\u201d when they are unsure about which spelling to use in a given word.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9f532a16-fc58-48cf-9c9a-38075b7c3813": {"__data__": {"id_": "9f532a16-fc58-48cf-9c9a-38075b7c3813", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "13810ac8-8b55-4b73-a372-929bdb328dd2", "node_type": null, "metadata": {}, "hash": "c841b1886ab553d1bb19510243f7dcb7748683c98c060ed47ab9cef28d0899be"}, "3": {"node_id": "00196c3a-95d5-47c9-89ae-65cc52b91a35", "node_type": null, "metadata": {}, "hash": "ee15ee9d38a3babc440c6ec86305828a202f926796c9f512103f04defc518399"}}, "hash": "522486b3bbb0719dff17cd4c5ba94319d48d86cf373985b817ff81c8b89fc1ae", "text": "After each line, have students proofread the spelling of their words and make needed corrections. However, this is not independent encoding into sentences or phrases.\n\nDecode and encode common and additional vowel teams (Grade 2).\n\nMaterials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures, and features of text (1-2).\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1o.The materials include sufficient and explicit instruction regarding features of a sentence, such as capitalization, punctuation, and word spacing. Teachers use big books to teach concepts of print and have students identify the features of a sentence. Previously learned print concepts, letter identification, and letter formation are in some of the Warm Up activities and in student Skills Practice pages. There is minimal review of letter formation. Although students engage in reading pre-decodables and decodables on their own and with partners, there is a lack of explicit information on how print concepts are taught with student materials. The materials include lessons about text structures and text features.Materials include some lessons and tasks/questions about the organization of print concepts (e.g., recognize features of a sentence). Examples include:Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).In Unit 4, Lesson 1, Day 1, about sentences, the teacher reminds students that sentences have punctuation and capitalization. The teacher asks students to identify the punctuation in the sentences displayed, identify capitalized words, and explain why the words are capitalized.\u00a0In Unit 5, Lesson 1, Day 3, about sentences, the teacher reminds students about end punctuation and capitalization. The teacher has students identify the end punctuation in sentences displayed and identify capitalized words.\u00a0In Unit 6, Lesson 3, Day 1, Dictation and Spelling, the teacher uses a sentence dictation routine and reminds students to use capitals and end punctuation when writing.\u00a0Students have frequent and adequate opportunities to identify text structures (e.g., main idea and details, sequence of events, problem and solution, compare and contrast, cause and effect). Examples include:In Unit 3, Lesson 1, Day 3, Access Complex Text, the teacher reminds students about main ideas and details. Students pay attention to the order of steps the author gives in \u201cTime Is When.\u201dIn Unit 4, Lesson 3, Day 4, Writer\u2019s Craft, the teacher supports students in identifying the beginning, middle, and ending of a story. The teacher asks, \u201cWhat problem happens in the beginning of the story? What is the first big event that happens? What happens next? What do Eliora and Samuel do? What happens after that? What happens when Mother and Father told the twins stories? What happened on page 45? How do Eliora and Samuel feel now?\u201dIn Unit 7, Lesson 1, Day 3, Access Complex Text, the teacher reminds students that authors use cause and effect in informational texts to show how two events are related. Students are to ask themselves two questions, \u201cWhy did this event happen? What made this event happen?\u201dIn Unit 8, Lesson 2, Day 5, Access Complex Text, the students identify the main idea of \u201cJust Like My Mother.\u201d The teacher asks, \u201cWhat are the examples that the author uses to support the main idea?\u201dIn Unit 10, Lesson 3, Day 3, the teacher reminds students that authors use sequence words. Students use the boxes on the board to tell the order of events.\u00a0In Unit 12, Lesson 2, Day 5, Access Complex Text, the students find examples of compare and contrast, sequence of events, and main idea and details. Students tell the sequence of countries the characters visited in \u201cThe Quest for Steps.\u201dMaterials include frequent and adequate lessons and activities about text features (e.g., title, byline, headings, table of contents, glossary, pictures, illustrations). Examples include:In Unit 2, Lesson 2, Day 3, Print and Book Awareness, the teacher points out the heading number and title. The teacher tells students that a heading tells students what they will read about. Students browse the text for heading numbers and titles.In Unit 3, Lesson 3, Day 3, Print and Book Awareness, the teacher shows students the index of a book and reminds students that an index is found at the back of a book.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "00196c3a-95d5-47c9-89ae-65cc52b91a35": {"__data__": {"id_": "00196c3a-95d5-47c9-89ae-65cc52b91a35", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "9f532a16-fc58-48cf-9c9a-38075b7c3813", "node_type": null, "metadata": {}, "hash": "522486b3bbb0719dff17cd4c5ba94319d48d86cf373985b817ff81c8b89fc1ae"}, "3": {"node_id": "6d512b69-5c33-4851-8579-e927b978a191", "node_type": null, "metadata": {}, "hash": "ee435757b0e798321f73176ffe7fd1f9bb72d259035b905d6a26d7fb92b8e8fe"}}, "hash": "ee15ee9d38a3babc440c6ec86305828a202f926796c9f512103f04defc518399", "text": "Students look through texts to find indexes.In Unit 5, Lesson 3, Day 3, Writer\u2019s Craft, the teacher reminds students that text features (illustrations, photos, and captions) help a reader understand the text. The teacher points to the word Transportation and asks, \u201cWhy is this word here?\u201d The teacher reads a caption above a photo and asks, \u201cWhat information does this caption give us?\u201d\u00a0In Unit 6, Lesson 3, Day 4, Writer\u2019s Craft, the teacher reminds students that photos help students see what is described or explained. Students read pages 52 and then analyze the text features. The teacher asks, \u201cWhat does the photograph on page 52 show? What information does the photograph provide that the words do not?\u201dIn Unit 9, Lesson 1, Day 3, Writer\u2019s Craft, students read two pages. One page has a list with bullets. The teacher points out that authors use lists with bullets to make reading clear.\u00a0In Unit 10, Lesson 2, Day 4, Social Studies Connection, the teacher tells students that a subhead tells a reader what the paragraph will be about.\n\nInstructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1p.There are multiple opportunities over the course of the year for students to read on-level texts for understanding. However, there is minimal evidence about reading for a purpose. The materials provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding decodable books using Routine 5: Reading a Decodable with teacher modeling. Students utilize Routine 5 and Core Decodables and Practice Decodables when engaging in decoding practice focused on accuracy and automaticity. The materials provide teachers with directives to provide explicit instruction in decoding as students hone their fluency (i.e., accuracy and automaticity) skills through decoding practice. The materials provide some opportunities for students to hear explicit, systematic instruction in reading elements such as accuracy, appropriate rate, and expression. Fluency is modeled infrequently by the teacher. Routine 5 focuses on having students read the decodable text. Therefore teacher explicit instruction and modeling are limited. Materials allow students to hear reading modeled by the teacher, using the same text the students read. The teacher uses echo reading to guide students in developing their rate and intonation. The materials have displayed sentences and decodable books, and there is a variety of decodable texts introduced throughout the year. The Rhyme Stew Big Book and Routine 5 provide opportunities for students to hear the fluent reading of a grade-level text by a model reader or peer. The materials include some systematic and explicit instruction of high-frequency words. Specific routines for teaching high-frequency words, Routine 4 and Routine 5, are included. However, the routines are not specified in the instruction. In Routine 4, the teacher writes or displays the high-frequency word and underlines the word. Students read the word. In Routine 5, the teacher reviews new and any previously-learned high-frequency sight words; however, the specifics about how the teacher explicitly reviews new and previously-learned sight words are not in the materials. Students spell a high-frequency word with the teacher if it is in the sentence they are reading during Phonics Blending and Sentence Extension, and they spell by typing them in during eActivities. Students practice reading words in isolation from the word wall and off the board. Less than half the words are irregularly-spelled words.Some opportunities are provided over the course of the year in core materials for students to purposefully read on-level text. Examples include:Read grade-level text with purpose and understanding.Students are provided multiple opportunities to read Pre-Decodables, Core Decodables, and Practice Decodables, targeting the phonics concepts for the grade level. It is not clear that students are reading for a purpose. There are comprehension questions to check for understanding.In Unit 1, Lesson 1, Day 2, Phonics and Decoding, Fluency: Reading a Pre-Decodable, students read \u201cI Can See.\u2019\u00a0In Unit 4, Lesson 1, Day 1, Phonics and Decoding, Fluency: Reading a Decodable Book, students read \u201cBird Shirts.\u201dIn Unit 5, Lesson 1, Day 1, Phonics and Decoding, About the Sentences, the teacher presents two sentences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d512b69-5c33-4851-8579-e927b978a191": {"__data__": {"id_": "6d512b69-5c33-4851-8579-e927b978a191", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "00196c3a-95d5-47c9-89ae-65cc52b91a35", "node_type": null, "metadata": {}, "hash": "ee15ee9d38a3babc440c6ec86305828a202f926796c9f512103f04defc518399"}, "3": {"node_id": "8ece00ea-9314-4b40-9b8b-0bd897f34c1a", "node_type": null, "metadata": {}, "hash": "dbbb58d93fa1a83f3caac2d09ca16709903d3070d36d70b3081b9dbd08061f08"}}, "hash": "ee435757b0e798321f73176ffe7fd1f9bb72d259035b905d6a26d7fb92b8e8fe", "text": "The students reread each sentence several times with natural intonation and fluency (We will walk to the wildlife park. Mike can ride his bike well.). A reading purpose is not stated.Materials support students\u2019 development of automaticity and accuracy of grade-level decodable words over the course of the year. Examples include:In the Sound-by-Sound Blending Routine, the teacher guides students through a process in which they spell a given word in a sentence sound-by-sound. Once the word has been spelled, the students reread the word to build fluency. Once the entire sentence has been written, the students reread the entire sentence to build fluency.In the Whole-Word Blending Routine, the teacher guides students through a process in which they say the sound of each part of the word and then reread the word naturally. After the entire line of words has been decoded, the teacher directs students to reread the line to build fluency.In Unit 4, Lesson 1, Day 3, Reading a Decodable Routine 5, students use their voices to show expression and intonation of the reading as the teacher reads the story.In Unit 9, Lesson 2, Day 4, the teacher uses Routine 5, Reading a Decodable Routine, as they read the story with students, the teacher models stopping and blending a word syllable-by-syllable and rereading the entire sentence.Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy, rate, and expression in oral reading with on-level text and decodable words. Examples include:Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.In Unit 5, Lesson 1, Day 1, Fluency, Reading a Decodable Book, the directions explain how to read the text for students to demonstrate proper intonation and pausing.In Unit 5, Lesson 3, Day 1, Building Fluency, students reread Core Decodable 70 twice with a partner, alternating pages. The teacher observes students and checks their reading for speed, accuracy, and expression.\u00a0In Unit 6, Lesson 3, Day 1, the teacher reads a decodable, and students echo read. The materials indicate that teachers should model reading with expression.In Unit 9, Lesson 3, Day 4, the teacher models reading. Materials indicate that the teachers should model the proper rate of reading by using pauses.In Unit 11, Lesson 3, Day 4, Phonics and Decoding, Fluency, Reading a Decodable Book, the teacher uses Routine 5, Reading a Decodable Routine with the decodable story, \u201cA Summer Home.\u201d The lesson focuses on how fluent readers use commas in the text to help them control the pace of their reading. The teacher models reading at the appropriate rate by pausing at the commas. Students chorally repeat the sentence read. The teacher reads the rest of the story, continuing to model pausing at commas.\u00a0Materials provide some opportunities for students to hear fluent reading of grade-level text by a model reader. Examples include:In Unit 1, Lesson 1, Day 2, Warm Up Features of Print, \u201cHey, Diddle, Diddle\u201d on pages 6\u20137 of the Rhyme Stew Big Book, students listen closely and stop the teacher when they hear something wrong. The teacher reads the first line of the rhyme, sweeping their hand under the words. Then they move their hand to the second line and read it, beginning with the last words: fiddle the and cat The. A volunteer points to the word that students should read first for that line.\u00a0In Unit 2, Lesson 1, Day 1, Reading A Decodable, the teacher uses Routine 5, the Reading a Decodable Routine, as the teacher reads the story with students.In Unit 9, Lesson 3, Day 4, students read a decodable book and echo read with a partner. Teachers remind students to read at an appropriate rate.In Unit 12, Lesson 3, Day 4, Building Fluency, students chorally re-read Core Decodable 114 twice with a partner. The teacher reminds students that if they don\u2019t understand or recognize a word while reading, they should reread the word and then reread the entire sentence until they can read it accurately, automatically, and fluently.\u00a0Materials include systematic and explicit instruction of irregularly-spelled words. Examples include:Recognize and read grade-appropriate irregularly-spelled words.In Unit 1, Getting Started, Day 7, Reading a Pre-Decodable, High-Frequency Words, the teacher writes the words have and I on the board.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8ece00ea-9314-4b40-9b8b-0bd897f34c1a": {"__data__": {"id_": "8ece00ea-9314-4b40-9b8b-0bd897f34c1a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "6d512b69-5c33-4851-8579-e927b978a191", "node_type": null, "metadata": {}, "hash": "ee435757b0e798321f73176ffe7fd1f9bb72d259035b905d6a26d7fb92b8e8fe"}, "3": {"node_id": "47cac076-167a-4527-8631-4f8a16b7fea6", "node_type": null, "metadata": {}, "hash": "1c5e7cee5347e2e0de15b5a77198a68dcecbdd4e96f686f7f732c34cbe11ff9a"}}, "hash": "dbbb58d93fa1a83f3caac2d09ca16709903d3070d36d70b3081b9dbd08061f08", "text": "The teacher reads each word, spells each word, and uses the word in a sentence.In Unit 1, Lesson 2, Day 4, Blending, the teacher displays the word said, underlines it, reads it, spells it, and rereads it. The teacher writes the word said on an index card and adds the card to the high-frequency word bank.In Unit 8, Lesson 2, Day 2, Fluency: Reading a Decodable Book, the teacher reviews the high-frequency words about and around by pointing to them in the High-Frequency Word Bank and have students read the words. The teacher does not explicitly instruct on high-frequency words.\u00a0Students have opportunities to practice and read irregularly spelled words in isolation. Examples include:In Unit 3, Lesson 3, Day 5, Warm Up, the teacher holds up a High-Frequency Word Flashcard and asks students to read the word and use it in a sentence. The instruction calls for teachers to \u201creview all of the previously learned high-frequency words.\u201dIn Unit 5, Lesson 3, Day 4, Warm Up, the students play a game in teams. The students pull a high-frequency word card out of a bag, and if they read it correctly, the team gets to keep the card. If read incorrectly, the student returns the word to the bag.\u00a0In Unit 12, Lesson 3, Day 1, Warm Up, High-Frequency Word Review, the high-frequency words students have learned are reviewed by using the High-Frequency Flash Cards and having a word bee. The teacher divides students into two teams. The teacher shows a word to the first member of Team A. The student says the word and uses it in a sentence. Play continues by alternating teams and using a different high-frequency word each time.Materials include a sufficient quantity of new grade-appropriate irregularly-spelled words for students to make reading progress. Examples include:The Teacher Edition, Appendix, page 24, High-Frequency Word Lists, Section 4, lists 75 high-frequency words for Grade 1. Fewer than half the words are irregularly-spelled words.The Teacher Edition, Appendix, Scope and Sequence, pages 6 - 13, indicates that 20 Kindergarten (K) High-Frequency words are reviewed in Getting Started and Unit 1. The first new word, call, is introduced in Unit 2, Lesson 1, Day 2. Unit 2 reviews ten K words and introduces six new words, Unit 3 reviews seven K words and introduces nine new words, Unit 4 reviews seven K words and introduces 11 new words, Unit 5 reviews four K words and introduces 11 new, Unit 6 introduces 16 new words, Unit 7 introduces 10 new words, Unit 8 reviews one K word and introduces 9 new words, Unit 9 introduces one new word, Unit 10 introduces one new word, Unit 11 introduces two new words, and no new words are added in Unit 12 nor is there any review indicated in Unit 12 in the Scope and Sequence.In Unit 2, the teacher introduces the high-frequency words call, look, was, what, big, got, all, if, to, get, ask, of, as, he, his, just.In Unit 4, the teacher introduces the high-frequency words girl, her, with, any, from, like, water, but, do, long, my, no, where, an, they, she, yes, were.\n\nMaterials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1q.The materials include the use of decodable texts aligned to the program\u2019s scope and sequence. Students have multiple opportunities to reread decodable texts independently and in partnership with their peers to build fluency. The materials include decodable texts with high-frequency words aligned to the scope and sequence. The materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks through the use of generating words with a certain letter/sound. The teacher writes the words on the board and points out certain spellings of sounds in words. Students have limited activities that apply phonics as they encode words into sentences or phrases through the dictation and spelling portion of the day\u2019s activities through Routines and words/sentences read aloud by the teacher.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "47cac076-167a-4527-8631-4f8a16b7fea6": {"__data__": {"id_": "47cac076-167a-4527-8631-4f8a16b7fea6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "8ece00ea-9314-4b40-9b8b-0bd897f34c1a", "node_type": null, "metadata": {}, "hash": "dbbb58d93fa1a83f3caac2d09ca16709903d3070d36d70b3081b9dbd08061f08"}, "3": {"node_id": "58b68be5-be54-43f5-a0d6-76551b050d35", "node_type": null, "metadata": {}, "hash": "1fa62be356323970eb47f6ca3b09657d8e28be09465b1ebfbe7482ea99c684e8"}}, "hash": "1c5e7cee5347e2e0de15b5a77198a68dcecbdd4e96f686f7f732c34cbe11ff9a", "text": "In addition, there is minimal practice, if any, for writing high-frequency words in context.Materials support students\u2019 development learn grade-level word recognition and analysis skills (e.g., spelling-sound correspondences of digraphs, decode one-syllable words, syllable and vowel relationship, decode two-syllable words, read words with inflectional endings) in connected text and tasks. Examples include:In the Instructional Routine 4, Blending Sentences Routine, Sound-by-Sound, students blend each word using the Sound-by-Sound Blending Routine. Once all the words have been blended or read, students reread the sentence naturally, with expression and intonation. In Whole Word Blending, as students become more automatic in blending, the teacher writes the whole sentence, and students read the words, stopping to blend only those words that cannot be read quickly and automatically. They write or display each word and blend it using the Whole-Word Blending Routine.In Unit 6, Lesson 3, Day 5, students first find and read words with the long /i/ sound and then read the words in the sentence to build fluency. Students read additional sentences in a decodable book.\u00a0In Unit 8, Lesson 1, Day 3, Phonics and Decoding, the teacher uses Routine 3, the Whole-Word Blending Routine, and Routine 4, the Blending Sentences Routine, to have students blend the words and sentences. Using About the Sentences 1-2 from the ePresentation Resources, the teacher explains that the words on and of should be viewed as a \"starting point\" for a chunk of text to be read together. Students identify the chunks of text in the sentence.Materials provide frequent opportunities to read irregularly-spelled words in connected text and tasks. Examples include:In Unit 1, Lesson 2, Day 4, the word said is one of the high-frequency words for the lesson. Students read a decodable book; the word said is used on four of six pages.\u00a0In Unit 4, Lesson 3, Day 2, the word were is the high-frequency word for the lesson. Students read a decodable book. The word were is used on three of six pages in the decodable.\u00a0In Unit 6, Lesson 3, Day 3, Reading a Decodable, the high-frequency word don\u2019t aligns with the Scope and Sequence for Unit 6, Lesson 3, in which it is introduced.\u00a0In Unit 10, Lesson 3, Day 5, Reading a Decodable, the high-frequency word some aligns with the Scope and Sequence for Unit 10, Lesson 3, in which it is introduced.Lessons and activities provide students some opportunities to learn grade-level word recognition and analysis skills while encoding (writing) in context and decoding words (reading) in connected text and tasks. Examples include:Unit 2, Dictation, contains a sentence for students to write. The students look at Skills Practice, page 30, and the teacher tells them that they will dictate two words, and the students should write the words on the lines at the bottom of the page. The teacher says the word, uses it in a sentence, repeats it, and then says it again. However, this is not independent encoding, as the students already have the words in front of them.In Unit 5, Lesson 3, Day 1, Guided Practice, students copy the sentence \u201cSteve will be here.\u201d and choose a sentence to copy that matches the pictures. Similarly, in Unit 8, Lesson 3, Day 4, Guided Practice, students copy the sentence \u201cRoy has a new toy train.\u201d Students practice writing it correctly on the lines. These copying activities happen infrequently.In Unit 6, Lesson 1, Day 2, Guided Practice, students complete Skills Practice pages 165\u2013166 for additional review of /\u0113/ spelled _ie_ and dictation. They review the sound/spelling at the top of page 165 and complete the activities on the pages. In Dictation and Spelling, the teacher reminds students to ask \u201cWhich spelling?\u201d when they are unsure which spelling to use in a given word. After each line, have students proofread the spelling of their words and make needed corrections. However, this is not independent encoding into sentences or phrases.Materials include decodable texts that contain grade-level phonics skills aligned to the program\u2019s scope and sequence. Examples include:The Core Decodables contain 114 books with decodable texts for students to practice phonics skills. Takehome Books 1 and 2 also have 114 books that contain decodable texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "58b68be5-be54-43f5-a0d6-76551b050d35": {"__data__": {"id_": "58b68be5-be54-43f5-a0d6-76551b050d35", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "47cac076-167a-4527-8631-4f8a16b7fea6", "node_type": null, "metadata": {}, "hash": "1c5e7cee5347e2e0de15b5a77198a68dcecbdd4e96f686f7f732c34cbe11ff9a"}, "3": {"node_id": "3e51bd86-00db-447b-aeb7-672b6f3607b7", "node_type": null, "metadata": {}, "hash": "108de2a30bc031b6e5119f195efce4d8edef22eb45bdfa0279a8eb970f4a419a"}}, "hash": "1fa62be356323970eb47f6ca3b09657d8e28be09465b1ebfbe7482ea99c684e8", "text": "Takehome Books 1 and 2 also have 114 books that contain decodable texts. Practice Decodables include 91 books that contain decodable texts.The Core Decodables, Books 1-38, contain texts aligned to the graphemes: al, ff, e, u, and dge. Books 39-77 have texts aligned to ea, ar, nk, ee, and ce. Books 78 -114 contain texts aligned to oa, oo, aw, oy, and im. These texts are aligned to the program\u2019s scope and sequence.Materials include decodable texts that contain grade-level high-frequency/irregularly-spelled words aligned to the program\u2019s scope and sequence. Examples include:The Core 20 Decodable, \u201cAt the Mall,\u201d highlights the high-frequency word call. Core 35 Decodable, \u201cA Red Fox,\u201d highlights the high-frequency words: down, its, and red. Core 63 Decodable, \u201cA Mess,\u201d highlights the high-frequency words: ride, walk, we, and well.In Unit 5, Lesson 3, Day 4, Reading a Decodable, Core Decodable 71, \u201cSummer Heat,\u201d the high-frequency word is two. The lesson also includes an ePresentation Resource with a list of the 81 Previously Introduced high-frequency words.In Unit 6, Lesson 3, Day 3, Reading a Decodable, Core Decodable 80, the high-frequency word is don\u2019t. The lesson also includes an ePresentation Resource with a list of the 97 Previously Introduced high-frequency words.In Unit 10, Lesson 1, Day 4, students read a decodable book. The decodable includes the words the, up, her, said, of, he, asked, six. The materials include a list of previously introduced high-frequency words for the lesson.\n\nMaterials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1r.The materials provide student practice in forming letters. However, there is a lack of assessment regarding mastery of letter formation. Diagnostic Assessment Guides indicate teachers should re-teach or provide intervention, although there is little explicit reference to specific re-teaching or intervention strategies. The materials include a Unit Planner that indicates where assessments are located in the Assessment Book. There are Diagnostic and Benchmark Assessments. The materials do not include assessment results guidance in the following areas: determining students\u2019 proficiency level based on stages of reading development and specific, concrete instructional suggestions on how to support students\u2019 progress toward mastery. There is a missed opportunity for providing teacher guidance for instructional strategies for assessment area deficits. Assessments are in the Assessment Book, Diagnostic Assessment Book, and the Benchmark Assessment Book. The Assessment Blackline Masters provide student copies of each assessment. Teachers have both a Student Assessment Record and a Class Assessment Record. Students use eActivities and eGames for informal assessment. A Teacher Resource Book with interventions is not cross-referenced with each assessment. There is a lack of direct, explicit information on how to provide intervention for each assessment. The materials provide multiple assessment opportunities for fluency, as noted in the Unit Planner of each unit. In the Assessment Book, fluency in Units 7-12 is measured through reading passages noting reading prosody and rate. The Diagnostic Assessment can be used with an individual student or groups of students and measures how many high-frequency words a student correctly reads in one minute. The Benchmark Assessment is administered three times per year and measures both high-frequency word fluency and passage fluency. There are also differentiated teaching ideas in the teacher edition, but there is a lack of direct, explicit information on how to provide intervention based on each assessment. Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills.\u00a0Materials include limited assessment opportunities that measure student progress of print concepts. Examples include:In the Foundational Skills Diagnostic Assessment, page T5, the teacher assesses the student\u2019s ability to write G, q, f, R, and z.In Unit 1, Getting Started, Day 1, Reviewing Sounds and Letters, Dictation and Spelling, the teacher asks students to write as many letters of the alphabet as possible. Students write both uppercase and lowercase letters. The teacher explains to students that they are not expected to know all of the letters at this point.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3e51bd86-00db-447b-aeb7-672b6f3607b7": {"__data__": {"id_": "3e51bd86-00db-447b-aeb7-672b6f3607b7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "58b68be5-be54-43f5-a0d6-76551b050d35", "node_type": null, "metadata": {}, "hash": "1fa62be356323970eb47f6ca3b09657d8e28be09465b1ebfbe7482ea99c684e8"}, "3": {"node_id": "dceca26c-0847-473e-8867-b1e2fb5c7f7b", "node_type": null, "metadata": {}, "hash": "7449f354b5ff0e36d515033bcf6fe2e93c11a1f460bdb46abf8e9f2a8affa796"}}, "hash": "108de2a30bc031b6e5119f195efce4d8edef22eb45bdfa0279a8eb970f4a419a", "text": "The purpose of the activity is to gather baseline information, not for assessment.Materials include assessment opportunities that measure student progress of\u00a0 phonological awareness. Examples include:The Assessment Book, Table of Contents, lists an assessment for each week and an assessment at the end of each unit.In the Diagnostic Assessment, Phonemic Awareness, the teacher says a word, changes one sound in the word to create a new word, says the new word, then asks the students to say yes or no if the new word accurately represents the change in sound.In Unit 1, Lesson 2, Final Consonant Sounds, the teacher says a word, and students have to choose the picture with the same final sound as the given word.Materials include assessment opportunities that measure student progress of phonics and decoding. Examples include:In the Assessment Book, the phonics assessments cover Phonics and Word Reading, Sounds and Spellings, encoding of missing sounds in words, and Phonics Review. Decoding Ability in context is measured under Reading Prosody in the Oral Fluency assessments.In the Diagnostic Assessment Book, the phonics assessment covers decoding and encoding.In the Diagnostic Assessment, there are two Phonics and Decoding assessments. Students identify the given word in a wordlist, and two Oral Reading Fluency assessments in which students read as many words as they can from a word list.In the Benchmark Assessment, Test 1, Group Dictation, students spell the selected words given by the teacher, and in Test 2, Oral Fluency Passage Reading, students read a passage with 133 words.Materials include assessment opportunities that measure student progress of word recognition and analysis. Examples include:In the Foundational Skills Benchmark Assessment, each benchmark assessment has a high-frequency word reading assessment that occurs three times throughout the year.The Unit Planner for each unit indicates when assessments are administered. For example, Unit 3, Unit Planner, Lesson 3, Day 5 indicates when Assessment pages 26-27 and Assessment 28-32 will be done.In Unit 6, Lesson 2, Day 5, Formal Assessment, the test assesses Letters and Sounds and checks for word spelling. Students are given three similarly-spelled words and must select the correct spelling of the word. Page 57 has a similar activity for students to locate five high-frequency words (here, pretty, could, day, way).Materials include assessment opportunities that measure student progress of fluency. Examples include:In the Assessment Book, there is an Oral Fluency Assessment for each unit, beginning with Unit 7. The assessments score reading rate, accuracy, and prosody.In the Assessment Book, the Diagnostic Assessment has an Oral Reading Fluency component. The Diagnostic Assessment can be used as an initial screener with an individual student or groups of students. The assessment does not measure passage reading but measures how many high-frequency words a student correctly reads in one minute.The Benchmark Assessment is administered three times per year and measures both high-frequency word fluency and passage fluency.Assessment materials provide teachers and students with information of students\u2019 current skills/level of understanding. Examples include:In the Foundational Skills Diagnostic Assessment, page iii, the materials state,\u00a0 \u201cStudents\u2019 results in the Diagnostic Assessment will assist you in making key instructional placement decisions. Use the results of these assessments to identify a student\u2019s reading needs. The Diagnostic Assessments contain material in the four technical skill areas in which an on-level student should be able to show mastery, defined as a score of 80 percent or higher in the multiple-choice subtests and the appropriate number of words identified in the oral reading fluency measure for the time of the year. Students who score below the expected level on any of the technical skill areas will need to remedy this through additional scaffolding and support provided in Intervention.\u201dNo evidence was found for the assessment of letter formation.In the Performance Expectations: Lesson and Unit Assessments, 80% mastery is considered an acceptable level of mastery (e.g., four out of five items correct).In the Performance Expectations: Oral Fluency Assessment, students must meet the following benchmarks to meet grade-level expectations: 59 (Unit 1), 65 (Unit 2), 71 (Unit 3), 77 (Unit 4), 84 (Unit 5), and 91 (Unit 6).\u00a0In Unit 6, Lesson 3, Day 5, there are two formal assessments. One is for the understanding of the skills taught in the lesson and the other for skills taught in the unit.The Diagnostic Assessment Book helps the teacher identify student strengths, weaknesses, and areas of concern in four technical skill areas: Phonemic Awareness, Phonics and Decoding, Spelling, Oral Reading Fluency.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dceca26c-0847-473e-8867-b1e2fb5c7f7b": {"__data__": {"id_": "dceca26c-0847-473e-8867-b1e2fb5c7f7b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "3e51bd86-00db-447b-aeb7-672b6f3607b7", "node_type": null, "metadata": {}, "hash": "108de2a30bc031b6e5119f195efce4d8edef22eb45bdfa0279a8eb970f4a419a"}, "3": {"node_id": "2db4595c-2301-4b8b-bf4b-2b71385e1870", "node_type": null, "metadata": {}, "hash": "b966a35b3e263a6163888e0a7d453f05db4be7ac0b4cc797c094b89e8de1cdac"}}, "hash": "7449f354b5ff0e36d515033bcf6fe2e93c11a1f460bdb46abf8e9f2a8affa796", "text": "The Diagnostic Assessment can be used as an initial screener with individual students or groups of students who might be lacking the prerequisite skills for the grade level. The information from the Diagnostic Assessment can then be used to inform instruction in those specific areas.\u00a0The Foundational Skills Benchmark Assessment, Oral Fluency: High-Frequency Word Reading Tracking Chart provides the teacher with the goal for each benchmark assessment (i.e., 15, 40, 75).The Benchmark Assessment Book, pages iv and v, notes the Benchmark Assessment \u201chas two major components: 100-Point Skills Battery and Oral Fluency.\u00a0The 100-Point Skills Battery component samples skills from 5 strands within the grade-level curriculum: Phonemic Awareness, Phonics, Decoding, High-Frequency Word Reading, and Spelling.The materials state, \u201cBecause each of the Benchmark Assessments is equivalent in difficulty and format, they provide a means for measuring the progress of all students in a classroom over the course of the academic year. Improving total scores on the Benchmark Assessments indicates a student\u2019s increasing mastery of the foundational skills curriculum.\u201dIn the Performance Expectations: Oral Fluency Assessment, students must meet the following benchmarks to meet grade-level expectations: 59 (Unit 1), 65 (Unit 2), 71 (Unit 3), 77 (Unit 4), 84 (Unit 5), and 91 (Unit 6).The Assessment Book, page vi, notes expected fluency (words correct per minute) for Units 7-12. The end-of-year expectation for students for prosody is four of five prosody elements in the average range.The Benchmark Assessment, page iv, provides cutoff points for the three assessment periods for high-frequency word reading fluency and oral passage reading fluency. On page v, Diagnosis, it is noted that if a student falls below the cutoff score on the Oral Fluency assessments, they should be considered for intervention and should be closely monitored.Materials provide limited support to teachers with instructional adjustments to help students make progress toward mastery in foundational skills. Examples include:In the Foundational Skills Diagnostic Assessment, page iii, students who score below the expected level on any technical skill areas will need additional scaffolding and support provided in Intervention.In the Assessment Book, page v, the materials indicate, \u201cComprehensive assessment will make it easier to identify students who are struggling, provide them with additional instruction and practice, and prevent their falling further behind.\u201dIn the Benchmark Assessments, Diagnosis, page v, offers only general help with the next steps. The guide states, \u201cIf students score below the cutoff for any Benchmark Assessment, use one or more of the following to help students get back on track: Reteach students who need extra help; Practice opportunities are available to students within the Skills Practice Workbooks, Leveled Readers (Approaching Level), eGames, and Language Arts Handbook; Differentiate Instruction during Workshop; Intervention should be assigned to students who need more intensive help.\u201dThe Assessment Book, page vi, provides some general suggestions for helping students: \u201cWhen appropriate, allow students to move to new skills rather than limiting them to instruction and practice in only the skills with which they are struggling. For example, if students have not mastered recognition of the first cluster of alphabet letters, allow them to move on to other letters while continuing to practice the first set.\u201dIn Unit 5, Lesson 1, Day 1, Phonics and Decoding, Fluency: Reading a Decodable Book, Building Fluency, Teacher Tip, the directions tell the teacher if students are not reading at an appropriate rate, point out the end punctuation and model appropriate phrasing.\n\nMaterials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills, so all students achieve mastery of foundational skills.\n\nThe materials reviewed for Grade 1 partially meet the criteria for Indicator 1s.The materials include differentiated suggestions and a photo library to support language development and comprehension of vocabulary. English Language (EL) Tips are integrated throughout the lesson at the point of use. The materials also provide an EL Appendix and a Newcomers English Language Development Teacher\u2019s Guide with eight board games to support those lessons. The materials guide teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level or at the OCR \u201cApproaching Level.\u201d Each digital lesson has a toggle that can be switched on for differentiation support strategies and lesson extensions/adaptations. These activities can also be found in the Differentiated Instruction Guide in the Resource Library. The Program Overview refers to small groups as part of Workshop time, but there is no guidance in the Foundational Skills Kit explaining how or when to do Workshop small groups.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2db4595c-2301-4b8b-bf4b-2b71385e1870": {"__data__": {"id_": "2db4595c-2301-4b8b-bf4b-2b71385e1870", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "dceca26c-0847-473e-8867-b1e2fb5c7f7b", "node_type": null, "metadata": {}, "hash": "7449f354b5ff0e36d515033bcf6fe2e93c11a1f460bdb46abf8e9f2a8affa796"}, "3": {"node_id": "45557118-9023-4727-b5dd-fce5cf2773c1", "node_type": null, "metadata": {}, "hash": "4bbea77e81434e33b5a9d91970ce6bf510baf41eaf7552d22b61b7fe5fc7fa0b"}}, "hash": "b966a35b3e263a6163888e0a7d453f05db4be7ac0b4cc797c094b89e8de1cdac", "text": "Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide. The materials provide a Supplemental Word List in the Appendix found in the Resource Library to extend learning in the lesson. The Program Overview references lessons containing detailed suggestions for differentiated instruction for those Beyond Level. Although there is a toggle switch for differentiated learning in the digital teacher edition, differentiation for Beyond Level was noted in the printed teacher edition at the bottom margin. The differentiated activities for Beyond Level are only evident in the print Teacher Edition, not in the digital Teacher Edition. Many of the above-grade-level activities are not seen as doing more than their classmates rather different activities based on skill level.Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards. Examples include:In the English Learner Teacher\u2019s Guide, Contrastive Analysis Chart for Speakers of Other Languages: Phonemes, there is a correlation chart that compares English phonemes to those of other languages.In Unit 3, Lesson 1, Day 1, the teacher introduces the sound of the /ks/ spelled x. Materials provide an EL guide to the lesson indicating specific photo cards to support the lesson and routines and procedures according to language proficiency.\u00a0In Unit 7, Lesson 1, Day 1, the teacher introduces the sound of the long /o/ spelled oa. Materials provide an EL guide to the lesson indicating specific photo cards to support the lesson and routines and procedures according to language proficiency.\u00a0Materials provide some strategies and supports for students in special populations to work with grade-level foundational skills and to meet or exceed grade-level standards. Examples include:The Resource Library, Program Overview, page 7, refers to Workshop time to allow for small groups, but there is no elaboration of this in the lessons.The Resource Library, Program Overview, page 21, indicates that differentiated instruction tips in the teacher guide should be used in small groups, but these do not show up in the lessons.In Unit 4, Lesson 2, Day 2, Differentiated Instruction, the teacher works with small groups of students who need additional practice with words ending in /\u018el/ spelled -al, -el, -il, and -le. The teacher says some words, and students give a thumbs-up signal when they hear /\u018el/ at the end of a word. The teacher uses the words: apple, cattle, travel, mend, store, settle, string, stencil.In Unit 8, Lesson 3, Day 2, students read a decodable book. Materials include a differentiated instruction guide with suggestions for before and after reading.Materials provide extensions and/or advanced opportunities to engage with foundational skills at greater depth for students who read, write, speak, and/or listen above grade level. Examples include:The Resource Library, Appendix, Supplemental Word List can be used in several ways to extend the lessons. Words are listed by beginning sounds, ending sounds, and medial vowel sounds.In the Resource Library, Program Overview, every lesson contains detailed suggestions for differentiating instruction for the following groups of students: Approaching Level, On Level, and Beyond Level (this is seen in the print materials, but not on online materials).In Unit 2 Lesson 1, Day 1, printed version, while On Grade students generate words with /k/, students Beyond Level generate multisyllabic words with the sound of the /k/ and state the number of syllables in the word they generate.In Unit 4, Lesson 1, Day 3, printed version, dictation, and spelling, students Beyond Level generate sentences and dictate sentences to partners.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nNot all units in the program effectively build students\u2019 knowledge on a topic. While text analysis is well-covered, including some analysis of knowledge and ideas within and across texts, not all questions and tasks compel students to return to the text to support their contentions and conclusions.Students engage in frequent writing tasks across the year; however, since informational writing encompasses nearly half of writing instruction, students may not achieve the full balance of writing genres outlined in the standards.\u00a0The Inquiry projects that conclude each unit teach some research skills but due to student choice, do not provide adequate growth in those skills. These projects also fall short of demonstrating the growth of students\u2019 knowledge, standards, and skills from the unit.\u00a0\u00a0The materials provide coverage of the standards throughout all units and over the course of the year; however, the preponderance of repetitive, unaligned reading strategies throughout the program moves the focus of the instruction, questions, tasks, and assessments away from a tight focus on grade level standards alignment.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45557118-9023-4727-b5dd-fce5cf2773c1": {"__data__": {"id_": "45557118-9023-4727-b5dd-fce5cf2773c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "2db4595c-2301-4b8b-bf4b-2b71385e1870", "node_type": null, "metadata": {}, "hash": "b966a35b3e263a6163888e0a7d453f05db4be7ac0b4cc797c094b89e8de1cdac"}, "3": {"node_id": "42ad70a0-71e4-4879-9fb4-99cacd042ed5", "node_type": null, "metadata": {}, "hash": "e13d3d167e89d6ebe11b228559820de6437c2b27b050f25d08a1c25a26eca493"}}, "hash": "4bbea77e81434e33b5a9d91970ce6bf510baf41eaf7552d22b61b7fe5fc7fa0b", "text": "The program also contains a large volume of material without a suggested daily schedule; therefore, a full and standards-aligned implementation could be challenging.\n\nBuilding Knowledge\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a cohesive topic(s) to build students\u2019 ability to read and comprehend complex texts independently and proficiently.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 2a.Most of the units in Grade 1 focus on a topic; some are tied together by broad themes. Topics in Grade 1 include Science Cycles, Light and Sound, Around Our Town, Around Our World, Roots and Seeds, Animals From Head to Toe, Red, White, and Blue, and Art in Motion. Themes found in the Grade 1 curriculum include Back to School and Be My Friend. Each lesson in a unit also includes two to three essential questions that are the focus for the text(s) during that week; however, at times, these essential questions do not consistently connect to the Big Idea in a way that helps build knowledge on a specific topic. Each unit includes three lessons, and within each lesson, students listen to up to three texts in a given week with up to three different essential questions, meaning students do not spend enough time on a topic to build knowledge. Most anchor texts within a given week are paired with a poem, as opposed to an informational text on the same topic that builds knowledge. According to the Program Guide, \u201cThrough the engaging themes that stretch across grade levels in SA Open Court Reading, students learn about universal truths, such as kindness and friendship, as well as about cross-curricular subject areas, such as life science and government.\u201d The topics/themes across all grades are character, changes, communities, life science, government, and creativity.\u00a0Some texts are connected by a grade-level appropriate topic. Some texts build knowledge and the ability to read/listen and comprehend complex texts across a school year. Examples include:In Unit 3, Science Cycles, the Big Idea is \u201cWhat is a cycle?\u201d and the texts included in each lesson in this unit focus on a different aspect of science cycles such as time, seasons, and life cycle. Students progress quickly through each text and essential question, which doesn\u2019t provide students with adequate time to build knowledge on the topic. Three texts and three different essential questions are included in each of the three lessons within the unit.\u00a0 For example, in Lesson 1, students listen to the informational text, Time is When with the essential question, \u201cWhat measurements of time can you think of?\u201d Within this week, students also listen to the myth, The Reason for Four Seasons with the essential question, \u201cWhat changes do you see when the seasons change?\u201d and the poem, \u201cThe Months,\u201d with the essential question, \u201cWhat is your favorite time of year? Why do you like it?\u201d In Lesson 2, students listen to a realistic fiction text, Jake\u2019s Tree, with the essential question, \u201cWhat changes in nature can you see?\u201d, a narrative nonfiction text, Journey of a Raindrop with the essential question, \u201cWhat happens to water after it rains?\u201d, and a poem, \u201cSpring Rain,\u201d with the essential question, \u201cWhy is springtime rain important for nature?\u201d In Lesson 3, students listen to an explanatory text, From Seed to Flower, with the essential question, \u201cWhat changes do you see when watching a flower grow?\u201d, an informational text, Insects Grow and Change, with the essential question, \u201cHow do animals change as they grow older?\u201d, and a poem, \u201cCycles of Life\u201d with the essential question,\u00a0 \u201cHow do living things change as they grow?\u201d\u00a0In Unit 8, Animals From Head to Toe, the Big Idea is \u201cWhy do animal bodies have different features?\u201d and the texts focus on how animals use different parts of their bodies; however the texts and essential questions within the unit do not consistently build knowledge pertaining to the Big Idea.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "42ad70a0-71e4-4879-9fb4-99cacd042ed5": {"__data__": {"id_": "42ad70a0-71e4-4879-9fb4-99cacd042ed5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "45557118-9023-4727-b5dd-fce5cf2773c1", "node_type": null, "metadata": {}, "hash": "4bbea77e81434e33b5a9d91970ce6bf510baf41eaf7552d22b61b7fe5fc7fa0b"}, "3": {"node_id": "828c638e-3265-4034-80c3-5e739fd0b946", "node_type": null, "metadata": {}, "hash": "4bfad627eb5090898bda5afe3db0b0ec2f4b33e5658ab6dc3e36a26bc9898d61"}}, "hash": "e13d3d167e89d6ebe11b228559820de6437c2b27b050f25d08a1c25a26eca493", "text": "For example, in Lesson 1, students listen to a fantasy text, George Makes Friends, with the essential question, \u201cHow do animals' body parts help them in their environments?\u201d, an informational text, Gecko Toes and Dragonfly Eyes, with the essential question, \u201cHow do animals taste, touch, smell, see, or hear?\u201d, and a fable, The Fable of the Lion and the Mouse, with the essential question, \u201cHow might a small animal help a bigger animal?\u201d In Lesson 2, students listen to an explanatory text, Grow, Ladybug, Grow!, by Ursula Cook, with the essential question, \u201cWhat types of physical changes happen as babies grow into adults?\u201d, and a fantasy text, Just Like My Mother, with the essential question, \u201cIn what ways are you similar to the people in your family?\u201d In Lesson 3, students listen to a photo essay, \u201cHow Animals Move\u201d with the essential question, \u201cWhich parts of your body help you move?\u201dSome texts in a unit are connected by a theme, as opposed to building knowledge on a topic. Examples include:In Unit 1, Back to School, the Big Idea is \u201cWhy do we go to school?\u201d\u00a0 Students listen to texts such as First Grade Stinks!, which is a story about the transition from Kindergarten to Grade 1 (Lesson 1) and What Will I be?, which tells about different jobs (Lesson 3). The texts in this unit are tied together by a broad theme of school. The unit does not provide an opportunity for students to build knowledge on a specific topic.\u00a0In Unit 2, Be My Friend, the Big Idea is \u201cWhat does it take to be a good friend?\u2019 Students listen to texts about friendship such as Molto\u2019s Dream, which is about a tiger who does not want to share with his friends (Lesson 1) and Far Away Friends (Lesson 3), which is about how children can make friends all across the globe by becoming pen pals. The texts in this unit are tied together by a broad theme of friendship, but there are limited opportunities for students to build knowledge.\n\nMaterials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high-quality questions and tasks.\n\nThe materials reviewed for Grade 1 meet the criteria of Indicator 2b.Materials include multiple opportunities for students to\u00a0 interact with anchor texts within a week. During a Shared Reading session, questions on key ideas, details, craft, and structure are modeled and/or prompted by the teacher. Shared reading prompts transition from teacher modeling in the early units to modeling and prompting in the middle of the year, to just prompts by the end of the year. Following a reading, Discussion Starter questions ask students to recall ideas from the text. On a subsequent day, students read or listen to the text again in order to analyze Writer\u2019s Craft or to use an Access Complex Text strategy. The Look Closer section at the end of each selection specifically asks students to analyze the key ideas and details, the writer\u2019s craft, and the text structure of the selection. The type of questions asked in this section require students to delve deeper into the text to help them access the complex text and to make sense of the text.While most questions and tasks are high-quality, provide a logical sequence, and build in rigor throughout the year, some questions engage students in practices that do not align to the grade-level standards. The teacher models tasks at the beginning of the year and gradually releases more of the task to the students.For some texts (read-aloud texts K-1 and anchor texts Grade 2), students analyze key ideas and details and craft and structure (according to grade-level standards).The materials contain coherently sequenced questions and tasks that address key ideas and details; however, the bulk of the questions and tasks address reading strategies that steer students' focus away from the text. Examples include:In Unit 2, Lesson 1, after listening to Chicken Chickens Go to School by Valerie Gorbachev, students are asked questions such as, \u201cWhy will Beaver, Rabbit, and Frog not talk to the little chickens when they say hello? How does Mrs. Heron help the little chickens make friends with the other chickens?\u201dIn Unit 5, Lesson 2, during Access Complex Text, students discuss the sequence for the text Sam\u2019s Map by Miguel Navarro. Students are asked questions such as, \u201cWhat is happening on page 5? What is happening on page 6?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "828c638e-3265-4034-80c3-5e739fd0b946": {"__data__": {"id_": "828c638e-3265-4034-80c3-5e739fd0b946", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "42ad70a0-71e4-4879-9fb4-99cacd042ed5", "node_type": null, "metadata": {}, "hash": "e13d3d167e89d6ebe11b228559820de6437c2b27b050f25d08a1c25a26eca493"}, "3": {"node_id": "8c627c99-55fa-44fc-9a95-7d1722adfdf3", "node_type": null, "metadata": {}, "hash": "fdf7fd2185423538699215c7e8d68a281b907f08bb09a12cfef2467687676cbe"}}, "hash": "4bfad627eb5090898bda5afe3db0b0ec2f4b33e5658ab6dc3e36a26bc9898d61", "text": "What is happening on page 6? What happens in the end?\u201d Students are also asked questions that do not address craft and structure nor are text-based such as, \u201cWhat would you put on a map of your neighborhood?\u201d\u00a0In Unit 7, Lesson 1, during a reread of Plant Life Cycles by Julie K. Lundgren, students discuss cause and effect. Students respond to questions such as, \u201cWhat happens when seeds are ready? What is the cause? What is the effect?\u201d Prior to this students are asked a series of connection questions such as, \u201cCan anyone make any connections with your own life? Have you watched a plant grow from a seed?\u201d\u00a0In Unit 9, Lesson 2, after listening to Veterans: Heroes in our Neighborhood by Valerie Pfundstein, students are asked to tell the main idea and some details that support the main idea.In Unit 12, Lesson 2, students read Dance, a Balanced Art by Kathleen Defede, and are asked, \u201cWhat is the main idea of these pages? Which supporting details does the author give?\u201dThe materials contain some coherently sequenced questions and tasks that address craft and structure. Examples include:In Unit 2, Lesson 1, students listen to Chicken Chickens Go to School by Valeri Gorbachev, and after the second read the teacher asks questions about the author's craft such as, \u201cHow does the author make the little chickens seem like real students on their first day of school? How does the author make Mrs. Heron seem like a real teacher?\u201d\u00a0In Unit 4, Lesson 1, after reading Me and My Shadow by Amy Tao, the teacher reminds students that authors use text features such as illustrations, photos, captions, and charts to help readers make sense of what they are reading. The teacher asks students to tell what the illustrations on pages 16 and 17 show. Additional questions include, \u201cWhat information do the signs on the tree stump on page 16 tell? Why is this important?\u201d Students also respond to questions such as, \u201cThe next time you are outside on a sunny day, how will you experiment with your shadow?\u201d\u00a0In Unit 6, Lesson 3, Day 1 after reading A Trip to Peru by Chandler Tyrrell, students are asked four questions, none of which address craft and structure. The questions include, \u201cHow does the land of Peru contribute to the culture of the people who live and lived there? What part of Bailey\u2019s trip sounds the most exciting to you?\u201dIn Unit 11, Lesson 1, after reading Crayons by Jane Yolen, students review point of view and then answer the questions, \u201cWho is telling the story or poem when it is told from the first-person point of view? Who is telling the story or poem when it is told from the third-person point of view?\u201d Students reread the poem and explain from which point of view the poem is told and how they know.\n\nMaterials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high-quality text-specific and/or text-dependent questions and tasks.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 2c.In the Grade 1 materials, students have opportunities to analyze the integration of knowledge within a single text; however, materials provide limited opportunities for students to analyze the integration of knowledge across multiple texts on a topic. Questions that provide students opportunities to analyze the integration of knowledge mostly occur during the Access Complex Text portion of the lesson plan. Materials also include questions within a given week that focus on comprehension strategies such as making connections, predicting, and visualizing, as opposed to questions that require students to analyze the integration of knowledge. Some sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts.Sets of questions and tasks provide opportunities to analyze within single texts. Examples include:In Unit 3, Lesson 1, students listen to \u201cTime is When\u201d by Beth Bleick, and are asked questions about cycles such as, \u201cHow is a week a cycle? How is the time from your last birthday to your next birthday a cycle? What is time?\u201d\u00a0In Unit 7, Lesson 1, after reading Plant Life Cycles by Julie K. Lundren, students use illustrations in the text and answer questions such as, \u201cWhy are there arrows between each step? Why is there an arrow from the fourth step back to the first step?\u201d\u00a0In Unit 10, Lesson 1, after listening to Uncle Sam by Helen Iepp, students respond to questions such as, \u201cWhy is Uncle Sam a symbol of the United States? How are Uncle Sam and Samuel Wilson the same?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8c627c99-55fa-44fc-9a95-7d1722adfdf3": {"__data__": {"id_": "8c627c99-55fa-44fc-9a95-7d1722adfdf3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "828c638e-3265-4034-80c3-5e739fd0b946", "node_type": null, "metadata": {}, "hash": "4bfad627eb5090898bda5afe3db0b0ec2f4b33e5658ab6dc3e36a26bc9898d61"}, "3": {"node_id": "62090bb9-3679-408a-9fb9-545c0b0c8a7f", "node_type": null, "metadata": {}, "hash": "15763d0e0681a6bcb1e82378be8f6cba26095a5cd9950f50361845884a9989b3"}}, "hash": "fdf7fd2185423538699215c7e8d68a281b907f08bb09a12cfef2467687676cbe", "text": "How are Uncle Sam and Samuel Wilson the same? What is the connection between Samuel Wilson and James Montgomery Flagg?\u201d\u00a0Some sets of questions and tasks provide opportunities to analyze across multiple texts. Examples include:In Unit 1, Lesson 3, students are asked to think about the previously read texts including The Little School Bus by Carol Roth, What Will I Be? By Jill Johnson, and We Couldn\u2019t Wait by Maggie Smith-Beehler. Students answer questions such as, \u201cWho rode the little school bus to school? What did the students in We Couldn\u2019t Wait learn in school?\u201d There is no opportunity provided to analyze across multiple texts in Unit 1.\u00a0In Unit 3, Lesson 1, after reading Time is When by Beth Gleick, students are asked to think about the Read-Aloud on Day 1, The Reason of Four Seasons, and the teacher asks, \u201cHow is The Reason for Four Seasons different from Time is When?\u201d\u00a0In Unit 7, Lesson 1, while reading Plant Life Cycles by Julie K. Lundren, the teacher pauses and asks, \u201cWhat connections can you make between this selection and From Seed to Flower in Unit 3?\u201d This question does not provide students with an opportunity to integrate knowledge between the two texts.\n\nCulminating tasks require students to demonstrate their knowledge of a unit's topic(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).\n\nThe materials reviewed for Grade 1 do not meet the criteria of Indicator 2d.Materials do not include culminating tasks that demonstrate students\u2019 knowledge of a topic through integrated skills. At the end of each unit, students complete an Inquiry Project, but these are not evaluated on any specific reading or writing standards and do not require demonstration of knowledge accumulated through the unit. The Inquiry Projects do relate to the theme or topic of the unit, but text-dependent questions and tasks prior to the Inquiry Projects do not necessarily help students complete the project. Some tasks may be considered culminating in units; however; they are not found consistently throughout the year.Culminating tasks are not found across a year\u2019s worth of material nor are they multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level. Examples include:Inquiry Projects at the end of each unit are related to the theme of the unit, but do not require students to demonstrate mastery of several standards. According to the Program Guide, the Inquiry Projects require students to \u201cconduct an investigation into something related to the theme that interests them.\u201dIn Unit 1, Lesson 3, students begin by discussing what they enjoyed most about the unit and what they have learned from the texts. Then the students draw and write a sentence about what they have learned about school in the unit. This type of culminating task is not found in most units.\u00a0Culminating tasks are not varied across the year and do not provide students the opportunity to demonstrate comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). For example:\u00a0The end-of-unit Inquiry Projects allow students to choose the modality in which they present. There is no integration of skills required.\u00a0Inquiry Projects do not ask for any demonstration of comprehension or knowledge of the topic.Examples of tasks include, in Unit 5, that students research the theme Around Our Time. Options for presenting include dressing up as a community worker and explaining what they do, creating a mural of people or places in the community, or writing job descriptions of the community workers that were interviewed.\n\nMaterials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 2e.Grade 1 students participate in writing tasks across the entire year. The majority of student writing is process writing, which occurs daily and includes a variety of genres, though it focuses more on informational writing. On-demand writing only occurs in the second half of the year and the majority of writing tasks do not rely on information students have read, making it difficult for students to achieve grade-level writing proficiency by the end of the school year. The program includes graphic organizers, a range of rubrics, and sample responses.Materials include some writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year. Examples include:Students learn how to write opinion pieces during process writing instruction in Units 5, 7, and 8. There is little variation in the task itself and teacher directions to draft their pieces is general.\u00a0Students learn how to write narrative pieces during process writing only twice during the year -- in Units 2 and 12.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "62090bb9-3679-408a-9fb9-545c0b0c8a7f": {"__data__": {"id_": "62090bb9-3679-408a-9fb9-545c0b0c8a7f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "8c627c99-55fa-44fc-9a95-7d1722adfdf3", "node_type": null, "metadata": {}, "hash": "fdf7fd2185423538699215c7e8d68a281b907f08bb09a12cfef2467687676cbe"}, "3": {"node_id": "e003cc11-a680-46c5-989d-a8d7356bfce0", "node_type": null, "metadata": {}, "hash": "5eb9b7cbf258f56269c8c4f0afd1ed080da3f13dd38694884f626f7705215397"}}, "hash": "15763d0e0681a6bcb1e82378be8f6cba26095a5cd9950f50361845884a9989b3", "text": "Instruction is limited and similar in both units. For both units, students use their story map to draft their story.Throughout the year, students learn how to draft during process writing. In Unit 1, students draft their autobiography. They are given a sentence frame to draft a sentence that goes with a picture. In Unit 11, students begin working on their drafts by following the model, the notes, and their sequence maps.\u00a0Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students\u2019 writing development. Examples include:Students learn to use the POW (P= pick an idea, O= organize my notes, W= write) Graphic Organizer, which is a mnemonic device to help students plan and draft any genre of writing. Students use this same organizer across the entire year.\u00a0The Program Overview explains how to conference with students to provide feedback. There is a basic procedure for conferencing, which has the student reading his or her work aloud using one or more of the strategies to help the student improve his/her work, and having the student add, delete, or rearrange something in the writing. This process is the same throughout the entire year.\u00a0The Resources Library provides graphic organizers, including a cluster web, a Venn diagram, and a story map.\u00a0Rubrics are provided for different genres. There is a four-point rubric for the writing process and a four-point rubric for writing traits.\u00a0The materials include Instructional Routine 18, which is a checklist to help students edit and revise their writing.\u00a0In Unit 3, Lesson 2, the teacher models how to use a list as a graphic organizer.In Unit 11, Lesson 2, students engage in the Story Sharing Protocol for revising their biography. Students share their writing and then other students share suggestions on how to revise the story.\n\nMaterials include a progression of research skills that guide shared research and writing projects to develop students' knowledge using multiple texts and source materials.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 2f.Within each unit of the Grade 1 materials, students engage in research through the Inquiry Project. Students learn and apply the same six research steps across the year, with some shifting from teacher-led to student-led tasks. Five of the six are repeated from Kindergarten. In each unit, students have the opportunity to choose the research question and mode for presentation, making it difficult for the teacher to provide explicit instruction in research skills. As a result, research projects are not sequenced across the school year to include a progression of research skills according to the grade-level standards. Directions are vague and explicit instruction for research skills is not found throughout the program.Research projects are not sequenced across a school year to include a progression of research skills that build to mastery of the grade-level standards. Examples include:In each unit there is an Inquiry Project and according to the Program Overview \u201ca gradual release from whole-class to small-group or individual inquiry structures\u201d will happen. However, there is no specific guidance on how or when to make that shift.\u00a0The same steps for research and inquiry are taught throughout the year without a progression of skills. Five of the six skills are from Kindergarten. The steps are: (1) Generate Ideas (2) Develop Questions (3) Create Conjectures (4) Collect Information (5) Confirm or Revise Conjectures and (6) Share PresentationsTeacher language is very similar or even identical at various points in the year. In Unit 2, Lesson 1, the Teacher Guide states, \u201cAsk students whether they have any wonderings or questions about friendship they might want to investigate.\u201d Then in Unit 9, Lesson 1, the Teacher Guide says again, \u201cAsk students whether they have any additional wonderings or questions about patriotism that they might want to investigate.\u201d\u00a0Because students choose their research for each unit, there is no clear progression of skills. In Unit 3, Lesson 2, materials state, \u201cIf students are reading nonfiction selections about the water cycle, model for students how to take notes or draw pictures to record the sequence of the water cycle.\u201d In Unit 9, Lesson 2, materials state, \u201cIf students are conducting surveys about patriots, help them generate who, what, when, where, why, and how questions to ask on the survey.\u201d In addition, no explicit instruction is provided.Materials support teachers in employing projects that develop students\u2019 knowledge on a topic. For example:In all units, there is a Concept/Question Board where students can display their ideas about the unit theme to help them generate research questions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e003cc11-a680-46c5-989d-a8d7356bfce0": {"__data__": {"id_": "e003cc11-a680-46c5-989d-a8d7356bfce0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "62090bb9-3679-408a-9fb9-545c0b0c8a7f", "node_type": null, "metadata": {}, "hash": "15763d0e0681a6bcb1e82378be8f6cba26095a5cd9950f50361845884a9989b3"}, "3": {"node_id": "d2018bb6-2d0e-4683-afa5-905ae7baa0ed", "node_type": null, "metadata": {}, "hash": "b5ec287688166adb908dd2a9ccf036360bfb9869cb1aa3df3cd72c22eccc6dde"}}, "hash": "5eb9b7cbf258f56269c8c4f0afd1ed080da3f13dd38694884f626f7705215397", "text": "For example, in Unit 5, students learn about the community and are encouraged to bring in and post items related to the community such as photos, maps, and local newspapers.\u00a0In Unit 11, several texts from the unit are provided to help develop students\u2019 knowledge of the unit topic of art such as, Cave Paintings: Messages from Long Ago by Sarah Ward Terrell, and Henri\u2019s Scissors by Jeanette Winter.Materials include minimal shared research projects to help develop students\u2019 research skills. Whole-class experiences guide students through research. For example:\u00a0In Unit 3, students study the science cycles and the teacher models taking notes from nonfiction selections. As students research, they place their findings on the Concept/Question board to share their research.\u00a0The Inquiry Project Rubric includes two areas for collaboration, though examples of shared research are not found throughout the program.\n\nCoherence\n\nMaterials promote mastery of grade-level standards by the end of the year.\n\nMaterials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 2g.Materials include instruction that is aligned to grade-level standards; however, a great deal of time is also spent on reading comprehension strategies that are not connected to the standards, such as predicting and making connections. Because of this, some instructional questions and tasks do not focus on grade-level standards. During the first read of a text, the teacher models comprehension strategies. The bulk of this instruction and corresponding questions are not aligned to the standards. During a second read of the text, with Access Complex Text topics and Writer\u2019s Craft, instruction and tasks tend to be standards-aligned. Similarly, some assessment questions align to the grade-level standards, while others focus on reading comprehension strategies and other areas that are not part of the grade-level standards.Over the course of each unit, some instruction is aligned to grade-level standards. For example:In Unit 1, students are taught three reading comprehension strategies, which include asking and answering questions (RL/I.1.1), as well as making connections and predicting, which are not aligned to the standards.In Unit 7, students are taught various ways to access complex texts such as compare and contrast (RI.1.9) and main idea and details (RI.1.2), but also sequence, classify, and categorize, which are not aligned to the standards.In Unit 8, students focus on the comprehension strategies of asking and answering questions, clarifying, making connections, and summarizing. For each of them, two of the three lessons are standards-aligned.\u00a0In Unit 11, students focus on various reading comprehension strategies including asking and answering questions (RL/I.1.1), as well as making connections, predicting, clarifying, visualizing, and summarizing, all of which are not connected to a grade-level standard.\u00a0In Grade 1, students read a variety of unique text types, which meets the Standard for RL.1.5. Some of the text types include realistic fiction, myths, biographies, and rhyming fiction.\u00a0Standard SL.1.1 states that students should have \u201ccollaborative conversations with diverse partners about grade 1 topics and texts.\u201d Students are taught how to do this in the Handing-off Strategy and it is used in later units including Unit 7, Lesson 2, Day 3, Unit 9, Lesson 2, Day 3, and Unit 11, Lesson 2, Day 3.Over the course of each unit, most questions and tasks are aligned to grade-level standards.\u00a0 Examples include:In the materials, students work on the Writing Standards W.1.1, W.1.2, and W.1.3; however, there is not an equal distribution of time spent on writing opinion, narrative, and informative/explanatory writing pieces.\u00a0Throughout the year, students learn about text features (RI.1.5), including in Unit 5, Lesson 1 where students locate and discuss heading and captions, and in Unit 11, Lesson 3, where the students review photographs and their purpose.\u00a0After a first read of a text, there are discussion questions that mostly align to grade-level standards. In Unit 8, Lesson 1, students are asked, \u201cWhy does the mouse beg the lion to let her be free? How are the characters different? Which words or phrases in the story tell how the mouse and the lion feel?\u201d These questions align to RL.1.1, RL.1.2, RL.1.3, and RL.1.4.Over the course of each unit, some assessment questions are aligned to grade-level standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d2018bb6-2d0e-4683-afa5-905ae7baa0ed": {"__data__": {"id_": "d2018bb6-2d0e-4683-afa5-905ae7baa0ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "e003cc11-a680-46c5-989d-a8d7356bfce0", "node_type": null, "metadata": {}, "hash": "5eb9b7cbf258f56269c8c4f0afd1ed080da3f13dd38694884f626f7705215397"}, "3": {"node_id": "389b9f52-2ec6-4b34-854d-0415476360dd", "node_type": null, "metadata": {}, "hash": "c60f081c0c37e5b9f41efd7b230b47e5efbe873889c94122a9a88035b217db91"}}, "hash": "b5ec287688166adb908dd2a9ccf036360bfb9869cb1aa3df3cd72c22eccc6dde", "text": "For example,\u00a0In Unit 1, Lesson 2, students are asked to look at three words and listen to a story and then draw a line under the answer that shows what caused Hank to fail. This is assessing cause and effect, which is not aligned to the standards.In Unit 3, Lesson 1, students look at three pictures and listen to a story and then draw a line under the picture that shows what happens next. This assessment focuses on sequencing, which is not aligned to the standards.\u00a0In Unit 9, students are assessed on grade-level standards such as vocabulary (RI.1.4) and narrative writing (W.1.3).By the end of the academic year, standards are addressed within and across units, however the focus on unaligned strategies throughout may not allow students to fully master the depth and breadth of the standards. For example:\u00a0Some standard are covered consistently throughout the year such as:RL/I.1.1, which is found in every unit.RL.1.2, which is found in Units 1 - 6, 8-9, and 11-12.RL.1.3, which is found in every unit.W.1.8, which is found in every unitSL.1.1 and SL.1.5 which are found in every unitSome standards are not covered within each unit; however, they are spread out throughout the year. For example,RL.1.9 is found in Units 1, 2, 4, 6, 8, 9, 11, and 12.RI.1.9 is found in Units 3 - 12.W.1.2 is found in Units 3, 4, 9 - 12\n\nMaterials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.\n\nThe materials reviewed for Grade 1 partially meet the criteria of Indicator 2h.Materials include implementation schedules that align to core learning and objectives. However, there are 190 full lessons in the Grade 1 materials and no guidance is provided on how to implement the program when there are not 190 days of instruction available. In addition, individual lessons do not indicate how much time is spent on a topic in a day. Lessons are written in a linear way with suggested activities in the core lesson and alternative options below as teacher tips. Optional tasks support core learning and are flexible in order to meet the needs of all students.There are no suggested implementation schedules and alternative implementation schedules found in the program. For example:The Scope and Sequence outlines units, lessons, and instruction. Lessons are broken down by days; however, within the day, there is no approximate teaching time for each area of study or information on how to complete the topics in one day.\u00a0The program guide gives suggestions on when small group instruction can be offered. The Teacher Edition states, \u201cWhatever the case may be, workshop should be flexible and work well for both you and your students.\u201d\u00a0In Unit 1, there is a Getting Started Section which is included in order to provide teachers with an opportunity to observe students and evaluate their levels prior to the start of instruction. This is a ten-day lesson plan, and gives teachers the ability \u201cto spend more or less time on a specific lesson, depending on the needs\u201d of the students.Suggested implementation schedules cannot be reasonably completed in the time allotted. For instance:There are 190 days of planned instruction for Grade 1. This includes two weeks of a Getting Started section at the beginning of the year, and 12 units with three weeks of lessons (each week with five days of instruction) for each unit.\u00a0\u00a0There are no recommendations provided to accommodate school schedules that have fewer than 190 days of instructional time.\u00a0\u00a0\u00a0Daily lessons do not include time frames for individual activities, nor do the program materials indicate a total literacy block time frame. In a typical lesson, there are 27 distinct activities in one day (15 in Foundational Skills, six in Reading and Responding, and six in Language Arts). This does not include the additional 15 - 30 minutes for Workshop time.Optional materials and tasks do not distract from core learning. For example:Workshop is part of core learning, but the activities and resources in each area (reading, writing, listening, phonics, and fluency) are up to the teacher. This time is meant for extra practice with core content, individualized learning, or small-group time.\u00a0There is a suggested timeline for what Workshop will look like in each unit based on the grade level.\u00a0There are additional lessons for intervention that can be used flexibly and taught to individual students or used during small group instruction during Workshop. The materials review and reinforce skills being taught to the whole group.Optional materials and tasks are meaningful and enhance core instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "389b9f52-2ec6-4b34-854d-0415476360dd": {"__data__": {"id_": "389b9f52-2ec6-4b34-854d-0415476360dd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "295acaee-733b-4e50-974d-6eb8a3578b94", "node_type": null, "metadata": {}, "hash": "3d0e88361c3dbcf2c8b1ed88f8d47c9a4a49b52fd85a6e6793efa850c3d2c76e"}, "2": {"node_id": "d2018bb6-2d0e-4683-afa5-905ae7baa0ed", "node_type": null, "metadata": {}, "hash": "b5ec287688166adb908dd2a9ccf036360bfb9869cb1aa3df3cd72c22eccc6dde"}}, "hash": "c60f081c0c37e5b9f41efd7b230b47e5efbe873889c94122a9a88035b217db91", "text": "For example:Workshop time is when teachers can work with small groups or individual students. All students are either working on independent material or working with the teacher, which can focus on preteaching, retreating, or engaging in enrichment activities. Students not working with the teacher have options such as reading a decodable, completing writing assignments, or practicing skills with eGames.Teacher tips and notes on differentiation are used liberally throughout the Teacher Edition and are always options. Sometimes they are reminders or activities to include in the moment to enhance core instruction and other times they are suggestions for Workshop time.\n\nUsability\n\nTeacher Supports\n\nThe program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.\n\nMaterials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.\n\nMaterials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.\n\nMaterials include standards correlation information that explains the role of the standards in the context of the overall series.\n\nMaterials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.\n\nMaterials provide explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials provide a comprehensive list of supplies needed to support instructional activities.\n\nThis is not an assessed indicator in ELA.\n\nThis is not an assessed indicator in ELA.\n\nAssessment\n\nThe program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.\n\nAssessment information is included in the materials to indicate which standards are assessed.\n\nAssessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nAssessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and shifts across the series.\n\nAssessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.\n\nStudent Supports\n\nThe program includes materials designed for each student\u2019s regular and active participation in grade-level/grade-band/series content.\n\nMaterials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.\n\nMaterials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.\n\nMaterials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.\n\nMaterials provide a balance of images or information about people, representing various demographic and physical characteristics.\n\nMaterials provide guidance to encourage teachers to draw upon student home language to facilitate learning.\n\nMaterials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.\n\nThis is not an assessed indicator in ELA.\n\nThis is not an assessed indicator in ELA.\n\nIntentional Design\n\nThe program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.\n\nMaterials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.\n\nThe visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.\n\nMaterials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a688242f-1c4b-44cb-8cde-a5133554966e": {"__data__": {"id_": "a688242f-1c4b-44cb-8cde-a5133554966e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "3": {"node_id": "a9c4e019-236e-496d-b676-185899345ed5", "node_type": null, "metadata": {}, "hash": "6e56413fb7b06fe03930be15b2d66d1fdf35c2ea33e0fea66dc72c142c128c2a"}}, "hash": "9bc796b98071a29448fc13f555befe1580706c4ff8eeccbb2e789ba69daacfd8", "text": "Paths to College and Career\n\nThe Expeditionary Learning English Language Arts Grade 6 instructional materials meet the expectations for alignment. Texts and text sets are high quality and at an appropriate level of rigor and complexity and organized to support students' growth in literacy over the course of the school year. The majority of tasks and questions are focused on these texts, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students build knowledge as they engage integrated reading, writing, speaking and listening, and language study. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\n\n    *Materials reviewed were created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.\n    \u00a9 Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 6 instructional materials meet expectations for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials meet expectations for text quality and complexity, and the instructional materials include texts that are worthy of students' time and attention. The Grade 6 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. In general, high-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.\n\n\n    Central texts consider a range of student interests including but not limited to mythology, rules to live by, adversity, immigration, conservation, and environmental issues. Many of the central texts have won awards, are written by award-winning authors, or are considered classics, and are worthy of careful reading.\n\n\n    Examples of central texts that are worthy of careful reading include the following:\n\n\nModule 1- The Lightning Thief, Rick Riordan\n    \nModule 2A - Bud, Not Buddy, Christopher Paul Curtis\n    \nModule 2A - \"If,\" Rudyard Kipling\n    \nModule 2A - \"Stanford University Commencement Address,\" Steve Jobs\n    \nModule 2B - Good Masters! Sweet Ladies! Voices from a Medieval Village, Laura Amy Schlitz\n    \nModule 2B - Blue Lipstick: Concrete Poems, John Grandits\n    \nModule 3A - Dragonwings, Laurence Yep\n    \nModule 3A - The Lost Garden- Laurence Yep\n    \nModule 3B - World Without Fish, Mark Kurlansky\n    \nModule 3B - Flush, Carl Hiassen\n    \nModule 4 - Frightful's Mountain, Carolyn Craighead George\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.\n\n\n\n    Central texts include a mix of informational texts and literature. Supplemental texts within the modules are also a mixture of literature and informational texts. A wide distribution of genres and text types as required by standards are evident including but not limited to speeches, plays, historical fiction, non-fiction, articles, poetry, and periodicals.\n\n\n    The following are examples of literature found within the instructional materials:\n\n\nModule 2B - Blue Lipstick: Concrete Poems, John Grandits\n    \nModule 2B - Technically, It\u2019s Not My Fault: Concrete Poems, John Grandits\n    \nModule 3A - Dragonwings, Laurence Yep\n    \nModule 3B - Flush, Carl Hiaasen", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a9c4e019-236e-496d-b676-185899345ed5": {"__data__": {"id_": "a9c4e019-236e-496d-b676-185899345ed5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "a688242f-1c4b-44cb-8cde-a5133554966e", "node_type": null, "metadata": {}, "hash": "9bc796b98071a29448fc13f555befe1580706c4ff8eeccbb2e789ba69daacfd8"}, "3": {"node_id": "1005da0d-1a6d-4d06-ba08-9c5e3e2f59ec", "node_type": null, "metadata": {}, "hash": "af99868a7c6895ab373c1ca1c98a67ccba754bff1bf2051f68e5c49cca6a0c10"}}, "hash": "6e56413fb7b06fe03930be15b2d66d1fdf35c2ea33e0fea66dc72c142c128c2a", "text": "The following are examples of informational text found within the instructional materials:\n\n\nModule 2A - \u201cStanford University Commencement Address,\u201d Steve Jobs\n    \nModule 3A - \u201cComprehending the Calamity,\u201d Emma M. Burk\n    \nModule 3B - World Without Fish, Mark Kurlansky\n    \nModule 4 - \u201cThe Exterminator,\u201d Kristen Weiss\n    \n\n\n    The majority of texts in Module 4 are informational texts. Also, all central and supplementary texts in Module 3B are informational texts.\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    Most texts have the appropriate level of complexity for the grade. For example, in Module 3A, students read The Lost Garden by Laurence Yep which has a Lexile measure of 1110 as stated by the publisher. The quantitative measure is within the range indicated by CCSS-ELA for grade band 6-8. In addition, this text qualitatively shows evidence that supports placement at this grade level. Some examples of this include but are not limited to high-interest life experiences and cultural awareness with vocabulary to support explanations. The text\u2019s high-interest life experiences are evident as the story is written as a memoir of a boy\u2019s perspective who never really felt like \u201che belonged.\u201d The teacher begins lesson 6 by reading the first part of the book aloud and asking students to discuss the \u201cgist.\u201d As the lessons throughout the module continue, adequate scaffolding is evident as students move into independently using their graphic organizer to capture evidence of the young boy\u2019s perspective. The analysis is discussed in pairs, groups, and teacher-directed discussions.\n\n\n    Texts that are quantitatively above grade band have scaffolds in place to ensure student access. For example, in Module 3B, students read A World without Fish by Mark Kurlansky, which has a Lexile measure of 1230 as stated by the publisher. The quantitative measure is above the range indicated by CCSS-ELA for grade band 6-8. Text has unfamiliar vocabulary, varied sentence length, and varied structure. The vocabulary in the text is supported through illustrations and age-appropriate, kid-friendly explanations and context clues. With support and scaffolding from the teacher, students read along to find the gist of the introduction. Students then work in triads to share out and work through the text to gain knowledge and determine meaning. This supportive structure is evident throughout the module.\n\n\n    Texts that are quantitatively below grade band are accompanied by tasks that increase the level of rigor requiring students to use higher order thinking skills or complete a task more independently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1005da0d-1a6d-4d06-ba08-9c5e3e2f59ec": {"__data__": {"id_": "1005da0d-1a6d-4d06-ba08-9c5e3e2f59ec", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "a9c4e019-236e-496d-b676-185899345ed5", "node_type": null, "metadata": {}, "hash": "6e56413fb7b06fe03930be15b2d66d1fdf35c2ea33e0fea66dc72c142c128c2a"}, "3": {"node_id": "bbb03760-b339-4dca-a0fa-1d0a8edb47d4", "node_type": null, "metadata": {}, "hash": "611e0c801ff66084757aa6009d7bb40290264fe90f9e2b7076f1b07490a63221"}}, "hash": "af99868a7c6895ab373c1ca1c98a67ccba754bff1bf2051f68e5c49cca6a0c10", "text": "In Module 1 students read The Lightning Thief by Rick Riordan which has a Lexile measure of 470 as stated by the publisher. The quantitative measure is well below the range indicated by CCSS-ELA for grade band 6-8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 6 students. Some examples of this include but are not limited to the text organization, vocabulary connections, high interest life experiences, and extended cultural knowledge. Students need knowledge of Greek mythology to understand allusions throughout the text. Students read and analyze the theme of the text and then write a position paper on how The Lightning Thief aligns to A Hero\u2019s Journey which is at a higher quantitative measure, using evidence from both texts to support their position.\n    \nIn Module 4, students read Frightful\u2019s Mountain by Jean Craighead George, which has a Lexile of 640 as stated by the publisher. The quantitative measure is below the range indicated by CCSS-ELA for grade band 6-8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 6 students. Some examples of this include but are not limited to vocabulary, high interest life experiences, and extended ecological information. The text has high-interest life experiences such as triumphing against the odds. Children are portrayed as the problem solvers and effective wildlife preservers. Students read and trace an argument throughout the entire text in preparation for their performance task where students independently write a position paper about the benefits of DDT and its possible harmful effects.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials support students\u2019 increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.\n\n\n\n    There is a gradual release of responsibility as each unit and module moves forward throughout the year in order to grow literacy skills.\n\n\nIn Module 1, students study the elements of mythology and use the knowledge gained to better understand the characters in Rick Riordan\u2019s The Lightning Thief. Lessons focus on a hero's journey. Students close read multiple text to study mythical allusions. They also read complex informational texts that give students a better understanding of the elements of mythology. Together as a group and with teacher support, students closely read several complex Greek myths. Students then branch out with small groups to study another myth with less scaffolding. Students then write a narrative of their own hero's journey with peer feedback and critique to help them.\n    \nIn Module 2A, students consider how people formulate and communicate rules to improve their lives. Students read a variety of texts, beginning with Bud, not Buddy by Christopher Paul Curtis. Students analyze character development and focus on figurative language contributing to tone and meaning. Figurative language is first identified, then analyzed for language and how the author's word choice affects tone and meaning, and finally interpreted to better understand the characters. Students then read Steve Jobs's commencement speech and get the gist through annotation. Students answer text-dependent questions and connect ideas in Steve Jobs's speech to Bud, Not Buddy. Students analyze the structure of the poem, \u201cIf\u201d, to determine how the structure contributes to its meaning and theme. Students compare and contrast how Bud, Not Buddy and \u201cIf\u201d address a similar theme. Students conduct a short research project and then work independently with teacher support and peer critique to write an informative essay about the most important \"rule of life.\"\n    \nIn Module 3B, students study how an author\u2019s geographical location affects how he develops his point of view or perspective. They learn about ocean conservation and the impact of humans on life in the ocean. Students read World Without Fish, and analyze how point of view and perspective is conveyed while studying about fish depletion. Students then read Carl Hiassen\u2019s Flush and excerpts of an interview with Carl Hiaasen to determine the effect of his geographical location on his perspective in the novel. Finally, students independently write an informative consumer guide with feedback provided before drafting a final draft.\n    \nIn Module 4, students read the novel Frightful's Mountain and multiple informational texts about the benefits and consequences of the use of DDT. They look at multiple arguments and evaluate them through research. Students participate in structured discussions to build knowledge and form their own argument. Students then use their research to write a position paper that supports their claim with evidence.\n    \n\n\n    Students revisit and build on knowledge and skills introduced in earlier modules as they progress through the year. Students gradually move towards being able to complete tasks independently after extensive modeling and group activities.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bbb03760-b339-4dca-a0fa-1d0a8edb47d4": {"__data__": {"id_": "bbb03760-b339-4dca-a0fa-1d0a8edb47d4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "1005da0d-1a6d-4d06-ba08-9c5e3e2f59ec", "node_type": null, "metadata": {}, "hash": "af99868a7c6895ab373c1ca1c98a67ccba754bff1bf2051f68e5c49cca6a0c10"}, "3": {"node_id": "0ba60d41-8708-402e-9126-aa9150a1498a", "node_type": null, "metadata": {}, "hash": "ba3219a7a7577dfba1aa34a2a8bc8bc2ebb4877485c26603290b6b15a265baa9"}}, "hash": "611e0c801ff66084757aa6009d7bb40290264fe90f9e2b7076f1b07490a63221", "text": "In Module 3B, students use the novel Flush to study plot development across a text. Students are prepared for this task because Module 1 students use a story line to develop their own narrative of the hero\u2019s journey.\n    \nIn Module 4, students write a position paper to support their claims with evidence. Students built the need skills to complete this performance task beginning in Module 2A when they studied the qualities of a strong literary argument essay and selected evidence to logically support claims in an argument essay.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The Curriculum Map includes the quantitative Lexile measure of anchor text for each module.\n\n\n    Rationales for the educational purpose and placement in grade level are provided at the beginning of each unit in the Unit Overview, and includes qualitative information. Some examples include the following:\n\n\nModule 1, Unit 2, Unit Overview - \u201cIn this second unit of Module 1, students will delve deeply into mythology: its purpose, elements, and themes that align with themes in The Lightning Thief. While they continue to read The Lightning Thief independently, students will closely read multiple myths. In the first half of the unit, they will use the informational text \u201cKey Elements of Mythology\u201d to better understand the elements and themes of the myths they read. In their mid-unit assessment, students will read the myth of Prometheus and write an analytical mini-essay identifying the elements of mythology present in the myth, describing a theme of the myth, and explaining how key details contribute to the theme. In the second half of the unit, students will read, think, talk, and write the myths alluded to in The Lightning Thief. They will determine the themes of myths and how the themes align with themes in the novel. As students build toward writing a literary analysis, the teacher will model writing skills using the myth of Cronus. Students practice these skills using myths they are reading in small, expert groups. For their end of unit assessment, students will write a literary analysis summarizing the myth of Cronus, identifying a common theme between the myth of Cronus and The Lightning Thief, and explaining why the author chose to include this myth in the novel.\u201d\n    \nModule 2B, Unit 3, Unit Overview - \u201cIn this unit, students move from the monologues of medieval times to modern voices of adversity. They do this through a study of John Grandits\u2019s concrete poems in the collections Blue Lipstick and Technically, It\u2019s Not My Fault. As in Unit 2, students continue to read closely for word choice, figurative language, and themes of adversity found in these poems. Students consider how these themes of adversity apply to their own lives and the lives of their peers. In the mid-unit assessment, students are assessed on speaking and listening skills as they participate in discussion groups focusing on the language of the poems, the themes of adversity conveyed in these poems, and the connections between the voices of these poems and the voices from the characters of Good Masters! Sweet Ladies! In the second half of the unit, students identify a theme of adversity they would like to convey in their own writing. Then, through a series of narrative writing lessons, and using either a monologue from Good Masters! Sweet Ladies! or a John Grandits concrete poem as a model text, they write their own modern monologue or concrete poem. For the end of unit assessment, students submit their best draft of their writing. For the performance task, students orally present this narrative to an audience of their peers\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for supporting materials for the core texts provide opportunities for student to engage in a range and volume of reading to achieve grade-level reading.\n\n\n\n    Each unit includes lessons with supplementary texts of varying lengths. These text are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0ba60d41-8708-402e-9126-aa9150a1498a": {"__data__": {"id_": "0ba60d41-8708-402e-9126-aa9150a1498a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "bbb03760-b339-4dca-a0fa-1d0a8edb47d4", "node_type": null, "metadata": {}, "hash": "611e0c801ff66084757aa6009d7bb40290264fe90f9e2b7076f1b07490a63221"}, "3": {"node_id": "a2b14fb2-fbc9-4c06-837f-f9aaf033bfc4", "node_type": null, "metadata": {}, "hash": "0c04aa060d68ac86097847a8db5f54dcb7378b6c6688806adb112a23f2ec8b60"}}, "hash": "ba3219a7a7577dfba1aa34a2a8bc8bc2ebb4877485c26603290b6b15a265baa9", "text": "In Module 2B, Unit 3, lesson 1, students read the article, \u201cUtah 15-year-old Suspended after Dyeing Her Hair a \u2018Distracting\u2019 Red\u201d and compare and contrast it to the poem \u201cBad Hair Day\u201d from Blue Lipstick.\n    \nIn Module 3B, Unit 3, lesson 9, students read the section of a consumer guide, \u201cWhat Can I Do?\u201d and use it as a model to create their own consumer guides.\n    \n\n\n    Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.\n\n\nIn Module 2B, Unit 2, lesson 4, students are asked read a monologue by \u201cchunking the text\u201d and it is explained that reading it in this way will be helpful with understanding the main idea of the monologue.\n    \nIn Modules 3A, Unit 2, lesson 4, students follow along silently as teacher reads aloud and then students reread paragraph silently to find the gist.\n    \nIn Module 3B, Unit 2, lesson 6, students read an excerpt silently while the teacher reads aloud slowly, fluently, and without interruption to promote fluency for students.\n    \nThe preface offers the following explanation of Homework - \"Due to the rigors demanded by the CCSS-ELA, in Expeditionary Learning\u2019s Grades 3\u20138 ELA curriculum, students are required to practice the skills they learn in the classroom independently at home every day, for approximately 30\u201345 minutes. This usually involves a reading activity (e.g., reading or rereading a certain number of paragraphs or pages in a text) with a response task (e.g., highlighting or recording evidence to answer a question). Students also are expected to read independently every evening according to independent reading routines.\"\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 6 meet the expectations that most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text.\n\n\n\n    Most questions, tasks, and assignments are structured and designed to encourage understanding of key ideas of texts and determine most important learning from the readings. Instructional materials include questions, tasks, and assignments that are text-dependent over the course of a school year. Teacher materials provide support for planning and implementation by providing exemplar answers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2b14fb2-fbc9-4c06-837f-f9aaf033bfc4": {"__data__": {"id_": "a2b14fb2-fbc9-4c06-837f-f9aaf033bfc4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "0ba60d41-8708-402e-9126-aa9150a1498a", "node_type": null, "metadata": {}, "hash": "ba3219a7a7577dfba1aa34a2a8bc8bc2ebb4877485c26603290b6b15a265baa9"}, "3": {"node_id": "a0ba8c9c-a8ef-4dee-a730-679cbffcc1ee", "node_type": null, "metadata": {}, "hash": "cc58e44eba388c4401d8922b1c6de39968ed7c93a15ec2609209465367a40c85"}}, "hash": "0c04aa060d68ac86097847a8db5f54dcb7378b6c6688806adb112a23f2ec8b60", "text": "In Module 3B, Unit 1, lessons 7 and 8, students read to determine author's purpose. The teacher reads aloud while asking questions to clarify meaning of words and determine key points the author is making. (i.e., \u201cWhat is myth?\u201d Teacher explains it can also mean something that is not true.) In lesson 8, students analyze the same excerpt while answering text dependent questions such as \"How do we know he is angry? Does he tell us or do we have to infer?\"\n    \nIn Module 1, Unit 2, lesson 17, students plan and begin to draft introductory and conclusion paragraphs of a literary analysis essay using graphic organizers to document theme and the importance of myth in modern times and why the author chose to use a specific myth.\n    \nIn Module 2A Unit 1, lessons 6 and 7, students complete text dependent questions and tasks that require them to dig deeper into three paragraphs of Steve Jobs\u2019s speech. Students are given a claim and asked to explain how evidence from the speech does or does not support the claim. For example, one claim is that \"(y)ou have to trust that the dots will somehow connect in your future.\u201d Example evidence from the lesson plan is \u201cI decided to take a calligraphy class to learn how to do this. I learned about serif and sans serif typefaces, about varying the amount of space between different letter combinations, about what makes great typography great.\u201d Annotate in the margin next to the underlined text: \u201cConnects to his future.\u201d\n    \nIn Module 1 Unit 1, lesson 9, students are given a homework assignment that requires them to answer and provide evidence to some text-dependent questions. Exemplar answers to text-specific questions are provided in teacher materials.\n    \nIn Module 3A Unit 1, lesson 4, students complete an exit ticket that requires them to answer and provide evidence to text-dependent questions around theme.\n    \nIn Module 3B Unit 1, lesson 9, students work independently to reread the text-dependent questions in Column 1 and review the excerpt of text before recording their answers to the questions in Column 2, using evidence from the text. A completed exemplar chart is provided in teacher materials.\n    \nIn Module 4 Unit 2, lesson 1, students read an article and identify the author\u2019s claim and provide evidence to support their thinking.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills.\n\n\n\n    Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Each Module has a Final Performance Task. This is a culminating project that takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost always include peer critique and revision. Performance tasks are not \u201con-demand\u201d assessments. Students who demonstrate success with sequences of questions can complete the culminating tasks.\n\n\n    Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing.\n\n\nIn Module 1, students study mythological elements and themes leading to the culminating task of writing an original hero's journey narrative.\n    \nIn Module 3B, students answer text-specific questions while collecting information about fish depletion and the issue of over-fishing to create a consumer guide about buying sustainable fish as part of the unit's final performance task.\n    \nIn Module 4, students answer text specific questions and engage in activities to collect information and evidence to write a position paper: \"Do the Benefits of DDT Outweigh Its Harmful Consequences?\"\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 6 meet the expectations for evidence-based discussion that encourages the modeling of academic vocabulary and syntax.\n\n\n\n    Vocabulary addressed in each lesson is noted in teacher planning documents. Modules and unit lessons contain \u201cUnpacking Learning Targets\u201d segments to include discussions that aid in clarifying language of learning and help build academic vocabulary. All modules and unit lessons also include a \"Finding the Gist\" segment that includes protocols in defining vocabulary necessary for understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a0ba8c9c-a8ef-4dee-a730-679cbffcc1ee": {"__data__": {"id_": "a0ba8c9c-a8ef-4dee-a730-679cbffcc1ee", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "a2b14fb2-fbc9-4c06-837f-f9aaf033bfc4", "node_type": null, "metadata": {}, "hash": "0c04aa060d68ac86097847a8db5f54dcb7378b6c6688806adb112a23f2ec8b60"}, "3": {"node_id": "daa07c56-903c-42f7-b51b-ed5ac958c39e", "node_type": null, "metadata": {}, "hash": "6f74f692e06d22defb45e7e7aa2271b18f76be96d56c6375ad1f666c1c4c0abf"}}, "hash": "cc58e44eba388c4401d8922b1c6de39968ed7c93a15ec2609209465367a40c85", "text": "There are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Teacher materials support implementation of these standards to grow students\u2019 skills.\n\n\nIn Module 2A, Unit 2, lesson 5, students analyze language in poetry.\n    \nIn Module 2A, Unit 2 lesson 6, students use a Word Replacement Note-catcher to help better understand the meaning of unknown words and phrases.\n    \nIn Module 2B, Unit 3, lesson 5, students refer to anchor charts and the Academic Word Wall as they consider their theme of adversity and how they will write their Narrative of Adversity.\n    \nIn Module 3A, Unit 2, lesson 4, students focus on the word tortuous. Students find the root word and discuss the Latin meaning. Students are then directed to connect the word to the text (referring to the earthquake) to determine the meaning.\n    \nIn Module 3B, Unit 1, lesson 4, students are focused on the word exposition and asked to define the word in the given context.\n    \nIn Module 4 Unit 1 Lesson 1 students are asked to find words or word parts inside of the word interdependence to help understand its meaning.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials supporting students\u2019 listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.\n\n\n\n    Speaking and listening requires students to gather evidence from texts and sources. Opportunities to talk and ask questions of peers and teachers about research, strategies and ideas are present throughout the year. The curriculum includes a host of protocols and graphic organizers to promote and scaffold academic discussions.\n\n\nIn Module 1, Unit 1, lesson 2, students engage in triad talk referring to evidence from the text.\n    \nIn Module 2A, Unit 1, lesson 2, students think, discuss, and write about how word choice affects the tone and meaning of the novel during Work Time. In addition, they work in triads to answer text-dependent questions about an expert from the text.\n    \nIn Module 2B, Unit 2, lesson 9, students participate in an opportunity to describe the qualities of a literacy argument with examples and support from their evidence of the text.\n    \nIn Module 2B, Unit 1, students collaboratively develop norms for research triads and engage in a group research project.\n    \nIn Module 3A, Unit 1, lesson 3, students engage in triad discussion groups to review the text and complete structured notes. Students then \u201cMix and Mingle\u201d as they move throughout the room and discuss the question \u201cWhat does Moonshadow think about where Tang people live?\u201d\n    \nIn Module 3B, Unit 3, lesson 2, students engage in a jigsaw discussion where they are using a different article where they are expected to read and explain to their group. Students share facts collected on the issue of overfishing.\n    \nIn Module 4, Unit 1, lesson 5, students conduct Fishbowl discussion on DDT. Students are required to speak and listen to others to give feedback.\n    \nIn Module 4, Unit 2, lesson 1 students discuss research questions during the planning stage of research project.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both \"on demand\" and \"over extended periods\" throughout every module.\n\n\n    Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade-level standards being reviewed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "daa07c56-903c-42f7-b51b-ed5ac958c39e": {"__data__": {"id_": "daa07c56-903c-42f7-b51b-ed5ac958c39e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "a0ba8c9c-a8ef-4dee-a730-679cbffcc1ee", "node_type": null, "metadata": {}, "hash": "cc58e44eba388c4401d8922b1c6de39968ed7c93a15ec2609209465367a40c85"}, "3": {"node_id": "eb2e275d-4cee-442f-b725-9f94115feb34", "node_type": null, "metadata": {}, "hash": "17ca217c77d00111adfb7976a9c313cfcd83579ab29106b089ddd7f1e0e479ed"}}, "hash": "6f74f692e06d22defb45e7e7aa2271b18f76be96d56c6375ad1f666c1c4c0abf", "text": "In Module 1, Unit 2, students write a scaffolded essay: Analytical Mini-Essay about Elements and Theme of the Myth of Prometheus.\n    \nIn Module 1, students write an on-demand response: Crosswalk between My Hero\u2019s Journey Narrative and The Hero\u2019s Journey Informational Text\n    \nIn Module 2A, Unit 1, lesson 5, students write a journal entry based on the text, Bud, Not Buddy.\n    \nIn Module 3A, students draft a newspaper article to be assessed and edited for revision.\n    \nIn Module 3B, students draft a scaffolded essay of the written content of their consumer guide.\n    \nIn Module 2B, Unit 1, lesson 6, students are introduced to the \u201cResearcher\u2019s Notebook\u201d which is a tool that is used as an aid in support of research writing.\n    \nIn Module 4, students write a reflection of the writing process discussing moving from a draft to published position paper.\n    \nIn Module 2A, Unit 1, students write a short constructed response analyzing the Barack Obama Back-to-School Speech.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\nIn Module 1, Unit 1, lesson 8, students complete a quick write in the opening segment.\n    \nOn the Module 1 End of Unit Assessment, students write a literary analysis.\n    \nIn Module 1, students write a narrative: \u201cMy Hero\u2019s Journey.\u201d\n    \nIn Module 2A, students write an essay to inform: \u201cMy Rule to Live By.\u201d\n    \nIn Module 2A, Unit 1, lesson 5, students write a journal entry based on the text, Bud, Not Buddy.\n\nIn Module 2B, Unit 1, lesson 6, students are introduced to the \u201cResearcher\u2019s Notebook\u201d which is a tool that is used as an aid in support of research writing.\n    \nIn Module 3A, students write a draft newspaper article: \"How the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco.\"\n    \nIn Module 3A, Unit 2, students write a literary analysis essay comparing and contrasting unit topics.\n    \nIn Module 3B, students write a draft of an informative consumer guide: \"What You Need to Know When Buying Fish.\"\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around student\u2019s analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\nIn Module 1, Unit 2, lesson 9, students identify key elements of myths and include details to support responses.\n    \nIn Module 2A, Unit 3, lesson 8, students summarize and analyze text for support or non-support of claim.\n    \nIn Module 2B, Unit 1, lesson 2, students use \"Digging Deeper into Text\" graphic organizer to gather evidence and prepare to write.\n    \nIn Module 3B, Unit 1, lesson 1, students respond to evidence-based focus questions for a homework assignment.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level and with opportunities for application in context. There is inconsistent support for students to practice grammar and conventions skills in a decontextualized activity to build skills over the course of the school year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "eb2e275d-4cee-442f-b725-9f94115feb34": {"__data__": {"id_": "eb2e275d-4cee-442f-b725-9f94115feb34", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "daa07c56-903c-42f7-b51b-ed5ac958c39e", "node_type": null, "metadata": {}, "hash": "6f74f692e06d22defb45e7e7aa2271b18f76be96d56c6375ad1f666c1c4c0abf"}, "3": {"node_id": "ea9cf08d-82cd-4a52-88d4-7b60ba8bb7de", "node_type": null, "metadata": {}, "hash": "35cb69a8b03a66d2b9d75ecbf5891de307e7da855a02dac792332a6ab6ad4a41"}}, "hash": "17ca217c77d00111adfb7976a9c313cfcd83579ab29106b089ddd7f1e0e479ed", "text": "Few opportunities are provided for students to demonstrate some application of skills out of context. The \u201cWriting Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum\u201d guide states, \"The modules do not include decontextualized teaching of writing skills (i.e., stand-alone lessons about parts of a sentence or proper use of commas). Teachers are encouraged to add these specific lessons based on the needs of their particular students. The modules do not include explicit instruction on all parts of speech that may be needed to support students. Some CCSS-ELA standards are addressed in context, rather than as a separate scope and sequence (e.g., additional literacy instruction that includes small groups and guided reading)\"\n\n\n    Opportunities are provided for students to demonstrate skills in context.\n\n\nIn Module 1, Unit 2, lesson 14, students are instructed in a mini-lesson about conjunctions.\n    \nIn Module 2A, Unit 2, lesson 2, students guided to \u201cthink about\u201d how punctuation helps guide reading of poetry stanzas of \u201cIf.\u201d\n    \nIn Module 2A, Unit 3, lesson 9, students peer edit essay after the teacher models how to address common grammatical errors in mini-lesson.\n    \nIn Module 2B, Unit 2, lesson 9, students engage in and practice using a variety of sentence structures.\n    \nIn Module 2B, Unit 2, lesson 16, students are instructed in a mini-lesson that addresses common grammar errors.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency in lessons, units, and across the modules. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for texts being organized around a topic/topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently.\n\n\n    Each module has texts that connect by a central topic or theme.\n\n\nIn Module 1, students explore the elements of myths as they engage in close and multiple readings of narrative and informational texts about Greek mythology.\n    \nIn Module 2A, students examine the perception of \"rules to live by\" as they read and listen to a variety of texts and then research the topic and write an informative essay.\n    \nIn Module 2B, students explore the idea of adversity of people across time and place through multiple modes of writing.\n    \nIn Module 3A, students study how an author develops point of view and how an author\u2019s perspective, based on his or her culture, is evident in the writing.\n    \nIn Module 3B, students study how an author develops point of view and how an author\u2019s perspective, based on his or her geographic location, is evident in his or her writing.\n    \nIn Module 4, students consider the balance between human needs and environmental consequences as they read the novel Frightful\u2019s Mountain and complex informational texts about the benefits and drawbacks of the use of DDT.\n    \n\n\n    The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ea9cf08d-82cd-4a52-88d4-7b60ba8bb7de": {"__data__": {"id_": "ea9cf08d-82cd-4a52-88d4-7b60ba8bb7de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "eb2e275d-4cee-442f-b725-9f94115feb34", "node_type": null, "metadata": {}, "hash": "17ca217c77d00111adfb7976a9c313cfcd83579ab29106b089ddd7f1e0e479ed"}, "3": {"node_id": "635776f0-b61d-4877-a8be-c43dc3819a0f", "node_type": null, "metadata": {}, "hash": "49356f47cc292dd575f42236206163a4b048fc67babffbd76591f531c88a6530"}}, "hash": "35cb69a8b03a66d2b9d75ecbf5891de307e7da855a02dac792332a6ab6ad4a41", "text": "All Modules include texts with quantitative measures at multiple levels within the grade band.\n    \nAll modules include graphic organizers and recording forms to engage students actively and provide scaffolding for students as needed.\n    \nStudents read texts independently, in small groups, and in whole group along with teacher read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.\n        \nIn Module 1, Unit 1, lesson 1, teachers are directed to chunk the text for students that struggle reading on grade-level text to make it more manageable and to allow them to focus on smaller sections at a time.\n            \nIn Module 2B, Unit 2, lesson 15 students read poems and do a second reading to determine the gist and collect evidence using a graphic organizer.\n            \nIn Module 3, students read a chapter of a text and record new words on their word catchers. Students then use evidence flags to capture evidence and assist with answering focus questions on their structured notes.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.\n\n\nIn Module 1, Unit 2, lesson 3, students analyze vocabulary, explore the concept of theme, and connect them across texts.\n    \nIn Module 1, Unit 2, lesson 4, students identify common elements in two mythological stories.\n    \nIn Module 1, Unit 2, lesson 16, students identify the structure, argument, and specific claims in a model literary analysis essay.\n    \nIn Module 2A, Unit 1, lessons 2-4, students analyze the interplay among author\u2019s use of figurative language, word choice, tone, and meaning in historical fiction.\n    \nIn Module 2A, Unit 3, lesson 5, students analyze the structure and content of an essay to inform.\n    \nIn Module 2B, Unit 2, lesson 6, students read examples of figurative language, tell what they mean literally and tell how it adds to understanding of the scene or character in the text \"Lowdy, the Varlet's Child.\"\n    \nIn Module 2B, Unit 2, lesson 8 students analyze how author\u2019s word choice affects the tone of a monologue.\n    \nIn Module 3A, Unit 1, lesson 3 students determine author's techniques such as point of view, tone and meaning, and figurative language. Students then analyze how an author's word choice affects the tone and meaning in literary text and how an author develops narrator or speaker's point of view. Students make a claim, provide evidence, and describe word choice.\n    \nModule 3B, Unit 1, lesson 5 students respond to text-dependent questions that require them to analyze author's craft and demonstrated understanding of the text.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "635776f0-b61d-4877-a8be-c43dc3819a0f": {"__data__": {"id_": "635776f0-b61d-4877-a8be-c43dc3819a0f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "ea9cf08d-82cd-4a52-88d4-7b60ba8bb7de", "node_type": null, "metadata": {}, "hash": "35cb69a8b03a66d2b9d75ecbf5891de307e7da855a02dac792332a6ab6ad4a41"}, "3": {"node_id": "8b3ee0a2-9c3d-42d9-812e-01c6e3f0fd56", "node_type": null, "metadata": {}, "hash": "8e5371983abffce37e1a3b2f61876b9bdaf8c41881cd7d9f7d525fc72e35eb45"}}, "hash": "49356f47cc292dd575f42236206163a4b048fc67babffbd76591f531c88a6530", "text": "In Module 2A, Unit 1, lesson 7, students suggest connections between Steve Jobs and Bud on an anchor chart.\n    \nIn Module 3B, students are required to use information from multiple texts. One example of this is in Unit 1 when students analyze World without Fish and then in Unit 2, Flush. In Unit 3, students need to integrate the knowledge from both texts during their Final Performance Task when they create a \"Consumer Guide: What you need to know When Buying a Fish.\u201d\n    \nIn Module 3B, Unit 1, lesson 4, students respond to a prompt that requires them to connect the information from a food web to a text reading.\n    \nIn Module 4, Unit 1, lesson 2, students respond to a prompt that have them to use multiple texts to make connections and a prediction.\n    \nIn Module 4, Unit 2, lesson 6, students answer text-dependent questions that direct them to compare and contrast two authors' presentation of events.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 6 meet the expectations that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, listening).\n\n\nIn Module 1 students study mythology, its purposes, and elements. Students read, write, and discuss the concept of heroes. Students build their knowledge about myths through the reading of informational texts. In the third unit of the module, student focus on narrative writing and apply their knowledge about the hero\u2019s journey and the elements of mythology to create their own hero\u2019s journey stories.\n    \nIn Module 2A, students focus on analyzing figurative language, word choice, structure and meaning in multiple texts. Students read excerpts of a novel to interpret \u201cthe rules to live by\u201d that the text discusses. Students then use this knowledge to write an evidence-based claim and analyze Barack Obama\u2019s Back-to-School Speech.\n    \nIn Module 2B, students explore the idea of adversity of people across time and place, through multiple modes of writing. Students research the Middle Ages the read and discuss literature that pertains to the Middle Ages. Students then apply this knowledge to modern poetry while taking part in small group discussions. As a culminating task, students write their own text that deals with adversity and perform their writing for a group of their peers.\n    \nIn Module 3A, students study how an author develops point of view and author\u2019s perceptive based on his or her culture. Students closely read text to learn multiple strategies for acquiring and using academic vocabulary in writing. Students then research to gather factual information and eyewitness accounts of a topic to create their own newspaper article containing multiple perspectives about the same event.\n    \nIn Module 3B, Unit 1, students study how an author introduces, illustrates, and elaborates on an idea and how an author conveys his or her point of view. Students read, write, and discuss with a focus on the idea of fish depletion in the first half of the unit and then analyze the author\u2019s point of view and how it is conveyed in the second half of the unit. As a culminating task, students analyze author\u2019s point of view of a text using evidence to support their claim.\n    \nIn Module 4, students research and explore the benefits and harmful consequences of a controversial pesticide. Students read several complex texts, both print and digital, in order to collect relevant information in a structured notebook. As a final performance task, students share their findings by creating a scientific poster and presenting the paper to peers during a hosted gallery.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 6 meet expectations for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials.\n\n\n    Vocabulary instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples form other contexts students would be more familiar with.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8b3ee0a2-9c3d-42d9-812e-01c6e3f0fd56": {"__data__": {"id_": "8b3ee0a2-9c3d-42d9-812e-01c6e3f0fd56", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "635776f0-b61d-4877-a8be-c43dc3819a0f", "node_type": null, "metadata": {}, "hash": "49356f47cc292dd575f42236206163a4b048fc67babffbd76591f531c88a6530"}, "3": {"node_id": "701e389d-19b2-4ba4-ab18-cf471a9893aa", "node_type": null, "metadata": {}, "hash": "c4a2f74c9d71d47e1c2b1ddbbdf61aa1d0b03b29ff539dc14a20d4b9a265033b"}}, "hash": "8e5371983abffce37e1a3b2f61876b9bdaf8c41881cd7d9f7d525fc72e35eb45", "text": "Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.\n    \nIn Module 1, Unit 1, lesson 6, students think-pair-share on the question \"What do you notice about the word unexpectedly?\" The root word is discussed as well as prefixes and suffixes.\n    \nIn Module 3A, Unit 1, lesson 7, students unpack the Learning Targets. The teacher points out to the students and gives reminders of academic vocabulary meanings. Words explained and reviewed during the opening are gist, infer, and perspective.\n\nIn Module 3A, Unit 2, lesson 2, students focus on the word entirety in the first paragraph. Students look at the base word and find meaning. Students are asked if this is a domain-specific vocabulary word, specific to earthquakes. Students are asked to find another word to replace fortunate in a sentence. Specific academic vocabulary words are addressed and discussed.\n    \nIn Module 3A, Unit 3, lesson 10, students review the terms in their word-catchers to examine domain-specific words that they will use in their own articles.\n    \nIn Module 3B, Unit 2, lesson 1, students study the meaning of point of view through explanations, discussions, text readings, word-catchers, anchor charts, and working in triads.\n    \nIn Module 3B, Unit 2, lesson 4, students are asked to identify challenging vocabulary to help them monitor their understanding of a complex text. For example, hunkered is not easily defined in context, and a dictionary is used to find meaning.\n    \nIn Module 4, students are directly instructed during lessons to locate unfamiliar vocabulary words.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 6 meet the expectation for materials supporting students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year.\n\n\nIn Module 1 Unit 1 students read an informational article about the hero\u2019s journey and analyze the stages of the hero\u2019s journey. Students then write an analysis of how Percy\u2019s experiences align with the hero\u2019s journey.\n    \nIn Module 1, Unit 2, students work in groups to read and identify the elements and interpret theme of a single myth. Students then write a literary essay analyzing how understanding a classic myth deepens their understanding of The Lightning Thief.\n\nIn Module 2A, students read the text Bud, Not Buddy and study his rules to live by. Students then read and gather information to support their own rule and write an essay to inform.\n    \nIn Module 2A, Unit 1, lesson 19, students work in triads to complete Forming Evidence Based Claims task cards. Students discuss and make revisions to their evidence-based claim based on what they hear from their peers.\n    \nIn Module 2B, Unit 1, students write a research-based essay about medieval times based on research.\n    \nIn Module 2B, Unit 2, students study a model of a literary argument essay, collect evidence for a literary argument essay, write an essay about adversities faced today and then participate in a peer critique to improve their writing.\n    \nIn Module 2B, Unit 3, lesson 6, students receive specific peer feedback on correct pronoun usage; clear and logical, sequenced events; and descriptive words and phrases that include sensory details.\n    \nIn Module 3B, Unit 3, students evaluate research to choose the most relevant and compelling information, analyze authentic informative consumer guides, and compile the most relevant and compelling research to write a \u201cWhat You Need to Know When Buying Fish\u201d consumer guide.\n    \nIn Module 4, Unit 3, lesson 4, students use colored pens or pencils to review and revise their actions for a position paper. Students work in teams to explain their plan to a partner, using both speaking and listening skills.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "701e389d-19b2-4ba4-ab18-cf471a9893aa": {"__data__": {"id_": "701e389d-19b2-4ba4-ab18-cf471a9893aa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "8b3ee0a2-9c3d-42d9-812e-01c6e3f0fd56", "node_type": null, "metadata": {}, "hash": "8e5371983abffce37e1a3b2f61876b9bdaf8c41881cd7d9f7d525fc72e35eb45"}, "3": {"node_id": "bbe04c42-d834-414e-b5f2-df7944f53ab9", "node_type": null, "metadata": {}, "hash": "150674c9264f46b8e6f76eff44a2d0b05eb15b6341c1a2130f6d8a25b31eb725"}}, "hash": "c4a2f74c9d71d47e1c2b1ddbbdf61aa1d0b03b29ff539dc14a20d4b9a265033b", "text": "In Module 2B, Unit 1, students build background knowledge about the Middle Ages, forming expert groups around one aspect of the Middle Ages and gathering research about a particular aspect of medieval society, especially adversities faced by different people.\n    \nIn Module 3B, Unit 3, students research information about overfishing, sustainable fishing methods, case studies of depleted fish species, and suggestions for buying fish caught using sustainable methods.\n    \nIn Module 2A, Unit 2, lesson 16, students ask probing questions and choose a research topic for their \u201crules to live by\u201d literary argument essay. Students participate in a fishbowl discussion to help them narrow down a research topic.\n    \nIn Module 3A, Unit 3, students analyze differing accounts of a historical disaster by researching first-person accounts and facts. Students synthesize their research to compose a newspaper article that includes multiple perspectives of the same historical disaster.\n    \nIn Module 4, Unit 3, lesson 2, students use their Research Folder, Forming Evidence-Based Claims graphic organizer, hosted Gallery Walk notecards, and Presenting a Claim and Finding teacher feedback to plan a position paper about the use of DDT.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    The majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.\n\n\nIn Module 1, Unit 2, lesson 7 students are given a purpose for reading chapter 16 of the text, The Lightning Thief for homework, including marking references to myths and recording any new or challenging vocabulary to be discussed during the next lesson.\n    \nIn Module 2A, Unit 3, lesson 5 students participate in an Independent Reading Review to summarize what they have read so far. Students work in pairs and are then asked to paraphrase their partner\u2019s discovery to share with the class.\n    \nIn Module 3B, Unit 3, lesson 3, students read Chapter 8 of the text World without Fish for homework and are asked to record new words on their word-catcher and mark the text to aid with answering the focus question included on the structured notes. Additionally, students are to continue reading their independent reading book.\n    \nIn Module 4, Unit 3, lesson 3, students complete the Reading Tracker and Reviewer\u2019s Notes after reading their independent reading book for 30 minutes.\n\nUsability\n\nThe instructional materials meet expectations for instructional supports and usability. The use and design of the materials facilitate student learning. The materials take into account effective lesson structure and pacing, and the pacing allows for maximum student understanding. Materials are designed to ease teacher planning and support teacher learning and understanding of the standards. Standards addressed and assessed in each lesson are clearly noted and easy to locate, and the teacher\u2019s notes included with each lesson provide useful annotations and suggestions that anticipate both teacher and student needs. The materials reviewed provide teachers with multiple strategies for meeting the needs of a range of learners. Content is accessible to all learners to be supported in meeting or exceeding the grade level standards. Students who read, write, speak, or listen below grade level or in a language other than English are regularly provided with extensive opportunities to work with grade level text and meet or exceed grade-level standards. Materials also provide students who read, write, speak, or listen above grade level some extension and advanced opportunities. Materials also support the effective use of technology to enhance student learning.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bbe04c42-d834-414e-b5f2-df7944f53ab9": {"__data__": {"id_": "bbe04c42-d834-414e-b5f2-df7944f53ab9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "701e389d-19b2-4ba4-ab18-cf471a9893aa", "node_type": null, "metadata": {}, "hash": "c4a2f74c9d71d47e1c2b1ddbbdf61aa1d0b03b29ff539dc14a20d4b9a265033b"}, "3": {"node_id": "85908d2a-74ff-414c-918e-c645cfd9e8e6", "node_type": null, "metadata": {}, "hash": "6b9aac66f68f836e7eca0703e16997589a7fdbfc95fb9525f6358e0ac22d0398"}}, "hash": "150674c9264f46b8e6f76eff44a2d0b05eb15b6341c1a2130f6d8a25b31eb725", "text": "The Grade 6 curriculum is comprised of four eight-week modules.\n    \nFour modules make up one year of instruction. Each grade level has six modules. Teachers can choose between an A and a B option for two of the modules.\n    \nWithin each module there are three units. Each module has the same sequence of units. Unit 1 is Building Background Knowledge, Unit 2 is Extended Reading and Research, and Unit 3 is Extended Writing. Modules are anchored by one or more books as a central text.\n        \nFor example, in Module 3B, Unit 1 focuses on Author\u2019s Point of View and Idea Development in World without Fish, Unit 2 focuses on Narrator\u2019s point of view and evidence of Author\u2019s Perspective in Flush, and Unit 3 focuses on Researching and Interpreting Information and \"What You Need to Know When Buying Fish.\"\n            \n\n\nMaterials include a curriculum plan located online at eleducation.org that lists the topic, focus, central texts, and major writing tasks in each module.\n    \nMaterials include a curriculum map located online at eleducation.org that includes a module description, assessments, and standards assessed for each module\n    \nA module overview is found at the beginning of each module. The module overview explains the story of the module, lists standards assessed, and provides a week-at-a-glance planning chart. For example, the Module 2A Unit 3 Overview is found on pages 2-14.\n    \nThere are unit overviews and a Unit-at-a-Glance located online at eleducation.org for each of the three units in each module.\n    \n\n\n    Materials also include detailed daily lessons plans and supporting materials. Lessons are 45 minutes long for Grade 6. Teachers can download the MS Word version of the lesson plan files to modify them.\n\n\nAll lessons have three sections: Opening, Work Time, and Closing and Assessment. For example, Module 1, Unit 1, lesson 1 has the following parts: Opening (15 minutes) which is broken down into a Quick Write (10 minutes) and Unpacking Learning Target (5 minutes); Work Time (25 minutes) which is broken down into Read Aloud (5 minutes) and Rereading for Gist and to identify Unfamiliar Vocabulary (20 minutes); Closing and Assessment (5 minutes) Exit Ticket and Homework.\n    \nEach lesson includes the title which names the literacy skills students will work on as well as the content, long-term learning targets which name the standards addressed in the lesson, supporting learning targets that specifically name what learning will take place in the lesson, ongoing assessment to be used as formative assessments, an agenda to map out the day\u2019s outline, and teaching notes that guide teachers on how to prepare for the lesson. Also included are lesson vocabulary which lists both academic and content words being addressed in the lesson, lesson materials, a Meeting Student\u2019s Needs column to suggest differentiation and scaffolding, and all supporting materials that include student-facing materials to be distributed to students.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 6 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.\n\n\nEach Module provides eight weeks of instruction. Four modules make up a year of instruction which provides 32 weeks of instruction. Teachers and students can reasonably complete the content within a 36-week school year.\n    \nThe total number of lessons of available for Grade 6 is 227. However, teachers are given a choice which two modules they want to exclude. For example, the teacher can select Module 2A or Module 2B and Module 3A or 3B. Therefore, the total number of lessons taught range between 151 and 154 which is a reasonable number of lessons to complete during a school year.\n    \nThis pacing allows for maximum student understanding. Additionally, time is built in for teachers to modify lessons to tailor to their student\u2019s needs. The program allows flexibility for teachers to rely on professional judgment to modify pacing.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 6 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "85908d2a-74ff-414c-918e-c645cfd9e8e6": {"__data__": {"id_": "85908d2a-74ff-414c-918e-c645cfd9e8e6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "bbe04c42-d834-414e-b5f2-df7944f53ab9", "node_type": null, "metadata": {}, "hash": "150674c9264f46b8e6f76eff44a2d0b05eb15b6341c1a2130f6d8a25b31eb725"}, "3": {"node_id": "60d170d4-5c85-44fb-8082-71bcfd685f48", "node_type": null, "metadata": {}, "hash": "d3f202063f0b23b1dcb4b690e5c34b04482acfd0abfeaedb99869f16c9e528c2"}}, "hash": "6b9aac66f68f836e7eca0703e16997589a7fdbfc95fb9525f6358e0ac22d0398", "text": "Materials include but are not limited to graphic organizers, note catchers, text dependent questions, word-catchers, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, feedback forms, and writing prompts.\n\n\nModule 1, Unit 1, lesson 2 includes a graphic organizer that is organized and divided into three sections and written in bold print. The first section asks for an example of figurative language, the second section asks \u201cWhat kind of figurative language is it?\u201d and the third section asks \u201cHow does it add to my understanding of the scene or character?\u201d\n    \nModule 3A, Unit 1, lesson 4 includes a graphic organizer that is clearly written and divided into three sections: Claim/ Evidence/Word Choice.\n    \nModule 4, Unit 1, lesson 1 includes a copy of a text quote and a graphic organizer to analyze perspective in two chapters of the text. Lesson 6 includes a Sidebar Task card, a glossary of words, a word wall placement for teacher reference, and a graphic organizer to analyze perspective. Lesson 12 includes a resource reference sheet, a fishbowl note taker, a fishbowl assessment document for teacher resource, and a fishbowl discussion protocol anchor chart.\n    \n\n\n    Student resources include clear directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.\n\n\nIn Module 3A, Unit 3, lesson 6, the Five W's Web Organizer has oral directions embedded into the lesson with modeling included through teacher directed instruction. The organizer has \"Who,\" \"What,\" \"Angle,\" \"Where,\" \"When,\" and \"Why\" boxes. Students complete an example Web Organizer by contributing answers as a class and are later asked to record answers independently while the teacher circulates around the room to support. The students would need to have participated in the model portion prior to completing the Web Organizer.\n    \n\n\n    Reference aids including glossaries, photographs, anchor charts and handouts are clearly labeled as such at the top and in the teacher\u2019s materials. Reference aids are labeled correctly\n\n\nIn Module 4, Unit 1, lesson 11, examples of student material reference aids can be found on pages 224-229.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    Alignment to the CCSS is documented in multiple places in the curriculum. CCSS standards are documented on the 6-8 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson in the form of Long Term Learning Targets. Alignment for all assessments are also provided in the Curriculum Overview.\n\n\n    The grade level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module. These maps can be found for each grade level at eleducation.org.\n\n\n    At the beginning of each module there is a Week-at-a -Glance chart as well as a Unit-at-a Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a Module Overview which includes a description of assessments which include the Performance Task, Mid-Unit Assessments, and End of Unit Assessments. This overview includes standards being assessed in each assessment and each of the tasks and assessments for each module includes alignment documentation of the standards addressed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "60d170d4-5c85-44fb-8082-71bcfd685f48": {"__data__": {"id_": "60d170d4-5c85-44fb-8082-71bcfd685f48", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "85908d2a-74ff-414c-918e-c645cfd9e8e6", "node_type": null, "metadata": {}, "hash": "6b9aac66f68f836e7eca0703e16997589a7fdbfc95fb9525f6358e0ac22d0398"}, "3": {"node_id": "02036216-b722-4d78-842d-80a5cbd0cd28", "node_type": null, "metadata": {}, "hash": "0f0a4a6089d6185675caf3e009a40df3393b6d5dab0e47e044b2d688162dcccd"}}, "hash": "d3f202063f0b23b1dcb4b690e5c34b04482acfd0abfeaedb99869f16c9e528c2", "text": "In Module 4, Unit 1, the Week-at-a-Glance chart is found on pages 11-17. The Unit-at-a Glance chart is found on pages 35-39.\n    \nIn Module 3B, Unit 1, the Assessments Overview is found on pages 15-16.\n    \nIn Module 2B, Unit 3, lesson 10, the performance task long-term learning targets addressed are provided in the lesson on page 182.\n    \nIn Module 3A, Unit 1, the long-term learning targets assessed are in both the lesson and the student-facing material for the mid-unit assessment (pages 109, 115) and end-of-unit assessments (pages 187, 193).\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 6 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space to capture thoughts as needed. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials reviewed for Grade 6 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    Materials reviewed for Grade 6 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    Materials include a teacher\u2019s edition that provides teaching notes for each lesson. These notes provide an overview of the lesson, directives for the teacher, and explanations of what learning will occur. The notes also give suggestions of specific actions teachers can take to promote learning or plan for future learning. Materials also include student \u201clisten for\u201d statements in lessons. These \"listen for\" statements provide teachers with model student answers to ensure students are on target\n\n\nModule 2A, Unit 2, lesson 5 includes a \u201cClose Reading Guide\u201d document which is a teacher reference and includes detailed annotations that provide time limits and include suggestions for struggling students.\n    \nIn Module 2B, Unit 2, lesson 4, the teaching notes on page 72 clearly explain the purpose of the lesson, what will happen in the lesson, and suggest that teachers consider collecting student\u2019s graphic organizers to read through the themes of adversity they face to provide guidance for a future lesson. The notes also direct teachers to form partnership teams in advance of the lesson.\n    \nModule 2B, Unit 1, lesson 1 includes teacher notes that provide direction regarding how the learning targets should be presented to students; the learning targets should not be displayed in advance as the activities are to build inquiry around them.\n    \nModule 4, Unit 1, lesson 11 includes a note to the teacher to listen for student understanding of the information presented on a graph and use the information to decide on questions that can be answered with the data provided.\n    \n\n\n    Technology is listed and/or suggested when appropriate in the section Resources and Links and Multimedia.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "02036216-b722-4d78-842d-80a5cbd0cd28": {"__data__": {"id_": "02036216-b722-4d78-842d-80a5cbd0cd28", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "60d170d4-5c85-44fb-8082-71bcfd685f48", "node_type": null, "metadata": {}, "hash": "d3f202063f0b23b1dcb4b690e5c34b04482acfd0abfeaedb99869f16c9e528c2"}, "3": {"node_id": "ce3807f0-d907-42e4-8638-9638a5904fed", "node_type": null, "metadata": {}, "hash": "15908cedfcecc3f2bd31395699e0021683c23634f4f3da9aec67eeb5b0b99557"}}, "hash": "0f0a4a6089d6185675caf3e009a40df3393b6d5dab0e47e044b2d688162dcccd", "text": "In Module 4, Unit 1 under Resources and Links on page 25 are two bulleted points, http://search.creativecommons.org (a site to search for images with license to reuse) and http://www.cns.cornell.edu/documents/ScientificPosters.pdf (a site showing model scientific posters)\n    \nModule 3A, Unit 2, lesson 3 includes guidance to enhance instruction and support students with auditory processing issues. In the teacher\u2019s notes, it states, \"When reviewing graphic organizers or recording forms, consider using a document camera to display the document for students who struggle with auditory processing.\"\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials reviewed for Grade 6 meet the expectation of materials containing a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    Materials include teachers notes and other documents that explain and give rationales for teacher actions, accommodations, pacing, instructional materials, and resources.\n\n\nThe \"Preparing to Teach a Module: Guidance for Coaches and Teacher Leaders\" document found at eleducation.org explains how to prepare to teach a module and give a guidance timeline with detailed direction.\n    \nThe \"Assessment Design in Expeditionary Learning Grades 3-8 Curriculum\" document outlines the step-by-step process for designing effective assessments aligned to the Common Core State Standards.\n    \nThe \"Help Students Read Closely\" document explains the close reading process and explicitly demonstrates how a teacher plans for a close read lesson.\n    \nThe \"Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum\" document explains the how and why of Expeditionary Learning\u2019s approach to writing instruction.\n    \n\n\n    Explanations and examples can also be found in the lesson narratives, the Meeting Student's Needs section, and in Preparation and Materials for each lesson.\n\n\nModule 1, Unit 2, lesson 2 includes explanation of the importance of paraphrasing: \"Paraphrasing helps all students understand what they read. It is useful for all learners, but particularly for ELLs or other students who struggle.\"\n    \nModule 3B, Unit 3, lesson 10 includes an explanation of the importance of debriefing after an assessment: \"The debrief after the assessment can help build a culture of achievement in your classroom.\"\n    \nModule 4, Unit 1, lesson 4 includes a rationale for posting sentence starters: \"Posting sentence starters for class discussions gives students an entry point for clearly conveying their responses.\"\n    \nIn the Module 4 Overview: Week at a Glance in the section \"Preparation and Materials,\" an explanation is provided to help the teacher improve his/her knowledge of the subject by suggesting that the teacher do some further research that can be used to provide some examples of how students have used this process in a science curriculum. The manual states, \"In advance: Read the article about Stakeholder Consequences Decision-Making (SCDM) process to build your own background knowledge about it. You can download the article \"Learning to Make Systematic Decisions.\"\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 6 meet expectations for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    Materials include a document, \u201cPreface to the Modules\u201d found on eleducation.org. The preface includes an introduction to how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum.\n\n\nThe introduction to the preface states, \u201cExpeditionary Learning\u2019s Grades 3\u20138 ELA curriculum has been designed by teachers for teachers to meet the needs and demands of the CCSS-ELA: to address and bring to life the shifts in teaching and learning required by the CCSS. To prepare students for college and the workplace, where they will be expected to read a high volume of complex informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ce3807f0-d907-42e4-8638-9638a5904fed": {"__data__": {"id_": "ce3807f0-d907-42e4-8638-9638a5904fed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "02036216-b722-4d78-842d-80a5cbd0cd28", "node_type": null, "metadata": {}, "hash": "0f0a4a6089d6185675caf3e009a40df3393b6d5dab0e47e044b2d688162dcccd"}, "3": {"node_id": "053b1b50-18f5-4200-b374-0fa319e88fa6", "node_type": null, "metadata": {}, "hash": "dca460451abd052d87787779fc439abcd68fbd6b28e6296d72410e2d68317b88"}}, "hash": "15908cedfcecc3f2bd31395699e0021683c23634f4f3da9aec67eeb5b0b99557", "text": "Each module contains a module overview which provides a summary to show how different ELA standards are applied to develop knowledge and expertise in content areas.\n\n\nIn Module 2B, the overview states, \u201cIn this eight-week module, students explore the idea of adversity of people across time and place, and through multiple modes of writing. Students begin this module with a research-based unit on the Middle Ages. They read informational articles about various aspects of medieval life, learning and practicing the skills of summarizing an article, analyzing how ideas are developed across a text, and describing how a part of a text contributes to the whole. Students then break into expert groups to read closely about one demographic group. They practice the informational reading skills they have learned and explore the adversities faced by that group. In the second half of Unit 1, students write an informational essay based on their research as their end of unit assessment. In Unit 2, students use their background knowledge built during Unit 1, but move to reading literature: Good Masters! Sweet Ladies! Voices from a Medieval Village. This is a book of monologues told from the perspective of children living in the same village during the Middle Ages. Students have dual tasks: First, they identify the various adversities faced by this cast of characters; secondly, they examine the author\u2019s craft, specifically by identifying and interpreting figurative language in the monologues as well as analyzing how word choices affect the tone of the text. In the second half of Unit 2, students write a literary argument to address the question \u201cDo we struggle with the same adversities as the people of Good Masters! Sweet Ladies!?\u201d In Unit 3, students move into modern voices of adversity by reading concrete poems in the books Blue Lipstick and Technically, It\u2019s Not My Fault. These concrete poems highlight adversities faced by the speakers of the poems, an adolescent girl and her younger brother. Students apply the same reading skills they learned in the reading of Unit 2, but this unit is discussion-based, allowing teachers to assess students\u2019 speaking and listening skills in small group discussions about the texts. For their performance task, students choose a writing format\u2014narrative, like the monologues of Good Masters! Sweet Ladies!, or concrete poem\u2014and write their own text about adversities faced by students in Grade 6. Students then perform their writing for a group of their peers. This task addresses NYSP12 ELA CCLS W.6.3, SL.6.4, SL.6.6, L.6.1, L.6.3, and L.6.6.\u201d\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials reviewed for Grade 6 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.\n\n\n    Materials include online resources found on eleducation.org that provide explanations of the instructional approaches and identify research-based strategies. The preface to the modules includes how materials address the Common Core shifts, provides research, explains the story and structure of the modules, and explains how the materials integrate reading, writing, speaking and listening, and language strands through lessons, assessments, engagement strategies, and differentiation.\n\n\nThe \u201cIntroduction to Preface to the Modules: Introduction to Grades 3\u20138 ELA Curriculum\u201d document states, \u201cSome structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers carefully through the process of building students\u2019 skills and knowledge in alignment with the standards. The modules also have been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can adapt the materials to the needs of their specific students.\u201d\n    \nThe \u201cPreface to the Modules: Introduction to Grades 3\u20138 ELA Curriculum\u201d document states, \"Expeditionary Learning\u2019s instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their learning to create authentic, high-quality, academic products to share with outside audiences.\"\n    \nMaterials provide links to other resources websites that include a research document, \u201cThe Importance of Increasing the Volume of Reading.\u201d This document explains research that supports increasing the volume of reading as well as rigor and relevance.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nMaterials reviewed for Grade 6 contain some strategies for informing stakeholders, including students, parents, or caregivers, about the ELA/literacy program but provide few suggestions for how they can help support student progress and achievement.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "053b1b50-18f5-4200-b374-0fa319e88fa6": {"__data__": {"id_": "053b1b50-18f5-4200-b374-0fa319e88fa6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "ce3807f0-d907-42e4-8638-9638a5904fed", "node_type": null, "metadata": {}, "hash": "15908cedfcecc3f2bd31395699e0021683c23634f4f3da9aec67eeb5b0b99557"}, "3": {"node_id": "b81b3f18-5315-4e69-96b6-730eeb55bd6e", "node_type": null, "metadata": {}, "hash": "4b583749d0cc79e17b53ced5f47c38fb5a7ba37e60788693ccd367cdf89c780c"}}, "hash": "dca460451abd052d87787779fc439abcd68fbd6b28e6296d72410e2d68317b88", "text": "In Module 1, Unit 1, the Performance Task on page 22 in the section Options for Teacher suggests that \"Students may present their stories to members of the school community.\"\n    \nIn Module 2B, Unit 2, lesson 14, the Meeting Students' Needs section suggests that teachers consider sending a letter to parents about independent reading and the importance of their role in achieving reading goals.\n    \nIn Module 3B, Unit 3 the Preparation and Materials on page 13 under the section Reading Calendar states, \"Consider providing a reading calendar to help students, teacher, families understand what is due and when.\"\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nMMaterials reviewed for Grade 6 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each module incorporates seven formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in class assignments.\n\n\n    The formal assessments are broken into three categories which include Mid-Unit Assessments, End-of-Unit Assessments, and a Culminating Performance Task.\n\n\nMid-Unit Assessments are on-demand, tied to standards addressed in the first half of the unit, are a checkpoint before teacher\u2019s progress to the second half of the unit, and usually emphasize reading.\n    \nEnd-of-Unit Assessments are on-demand, tied to standards addressed throughout the unit, assess understanding of both content and skills, and usually emphasize writing.\n    \nCulminating Performance Tasks take place over the course of Unit 3, are tied to standards addressed across units 1 and 2, are aligned to a mode of writing, always involve writing from sources and citing evidence, and always requires research to build and present knowledge.\n        \nIn Module 2B, Mid-Unit Assessments include: Unit 1 Research Reading: Medieval Times; Unit 2 Finding Theme and Interpreting Figurative Language: Monologues from a Medieval Village; and Unit 3 Small Group Discussion: How Do Modern Poems Portray Modern Adversities. The End-of-Unit Assessments include Unit 1, Writing About Medieval Times; Unit 2, Argument Essay: Do We Face the Same Adversities as the Voices of Good Masters, Sweet Ladies?; and Unit 3, Giving Voice to Adversity: Drafting a Modern Narrative of Adversity. The Culminating Performance Task that takes place in Unit 3 is the Informational Consumer Guide: What Do People Need to Know About Overfishing and Fish Depletion When Buying Fish?\n            \n\n\n\n\n    Daily formative assessment opportunities are included in lessons as well as the unit overviews.\n\n\nIn Module 3A, Unit 2, lesson 11, students self-assess expository writings using a rubric. The teacher collects first drafts of writing and self-assessments to review.\n    \nIn Module 4 Unit 2, the Unit Overview on pages 6-12 includes an ongoing assessments chart that lists assessment opportunities in lessons. For example, lesson 10 on page 11 lists a researcher\u2019s notebook, Harmful Consequences Cascading Consequences Chart, Benefits of DDT Cascading Consequences Chart, and an Exit Ticket: Reflecting on My Believes about DDT.\n    \nIn Module 2A, Unit 1, lesson 2, students are provided with exit tickets which will be used to evaluate their understanding of figurative language and to determine instructional implications and next steps.\n    \nIn Module 2B, Unit 2, lesson 4, students complete a graphic organizer as they respond to a question around themes of adversity. This organizer is used to determine the students in need of additional supports.\n    \nIn Module 3A, Unit 1, lesson 2 students use a word catcher to identify unknown words; this form is used to aid in monitoring the understanding of complex text.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nMaterials reviewed for Grade 6 meet the requirement for assessments clearly denoting which standards are being emphasized.\n\n\n    Each formal assessment emphasizes the same standards as the accompanying lessons. Standards are also provided in the unit overview and other planning materials. Formative assessment occurs throughout unit lessons and are connected to the standards addressed in the lesson.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b81b3f18-5315-4e69-96b6-730eeb55bd6e": {"__data__": {"id_": "b81b3f18-5315-4e69-96b6-730eeb55bd6e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "053b1b50-18f5-4200-b374-0fa319e88fa6", "node_type": null, "metadata": {}, "hash": "dca460451abd052d87787779fc439abcd68fbd6b28e6296d72410e2d68317b88"}, "3": {"node_id": "d4efc043-8d4f-4fbd-bfc6-06764884b12f", "node_type": null, "metadata": {}, "hash": "ddc8a2314d3fcb7629c7f7a33b0c43d09ce4c9f7fa839987233132b99039df1c"}}, "hash": "4b583749d0cc79e17b53ced5f47c38fb5a7ba37e60788693ccd367cdf89c780c", "text": "In Module 1, Unit 1, lesson 7 the Mid-Assessment asks students to make inferences about Percy assessing CCSS ELA RL.6.1 and RL.6.3. Standards are denoted on the Assessment Overview page, in lesson 7 as long-term targets, and on student-facing supporting materials.\n    \nIn Module 2A, Unit 3, lesson 9, the Performance Task has students write a final draft of essay to assess CCSS ELA W.6.2, W.6.5, W.6.9, L.6.1, and L.6.2. Standards are denoted on the Assessment overview and in lesson 9 as long term targets.\n    \nIn Module 3A, lesson 6, the Mid-Assessment has students write a short response analyzing point of view of Relief Camps assessing CCSS ELA RI6.3, RI.6.6, and RI6.4. Standards are denoted on the Assessment Overview, in lesson 6 as long-term targets, and on student-facing supporting materials.\n    \nIn Module 4, Unit 2, lesson 15 the End-of-Unit Assessment is a hosted gallery walk and assesses CCSS ELA RI.6.9, SL.6.4, SL.6.5, and SL.6.6. Standards are denoted on the assessment overview, in lesson 15 as long term targets, and on student-facing supporting materials.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials reviewed for Grade 6 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\n\n    Materials provide sufficient guidance to teachers for interpreting student performance.\n\n\nIn Module 1, Unit 1, lesson 12, the teacher\u2019s notes include a note for the teacher \u201cto be prepared to return students\u2019 mid-unit assessment mini-essays in Lesson 14. In your scoring, focus on rows 1 and 2 of the NYS Writing Rubric, as those are the most important rows in terms of helping students begin to write effectively with evidence. Students will be familiar with both of those rows by Lesson 14.\u201d\n    \nIn Module 2B, Unit 1, lesson 9, teachers are directed to use the NYS Grades 6-8 Expository Writing Evaluation Rubric to evaluate student writing. The rubric is included in student-facing supporting materials (pages 196-198).\n    \nIn Module 3B, Unit 2, lesson 3, the teacher reference provides teachers with completed Noah\u2019s Point of View Graphic Organizer to ensure teachers can interpret students\u2019 performance as they complete the organizer in triads.\n    \nIn Module 3A, Unit 3, lesson 10, students review writing that was completed as part of End-of-Unit Assessment and answer the following questions: \u201cHow do you think you have done? What went well in your drafting? Why? What didn\u2019t go so well? Why not? What do you think you could improve upon? Why?\u201d\n    \nIn Module 3, Unit 3, lesson 6 teachers are provided with guidance around scoring student responses on the Mid-Unit Assessment: \u201cAssess students\u2019 responses using the Unit 3 Mid-Unit Assessment: Part 2 Rubric provided in the supporting materials.\u201d\n    \n\n\n    Materials provide suggestions for follow-up.\n\n\nIn Module 2A, Unit 3, lesson 8 materials provide mini-lessons in the Teaching Notes section for addressing common errors students make while drafting and working toward completion of Performance Tasks. Teaching Notes prompt, \"This lesson includes 5 minutes to address common mistakes you may have noticed while reviewing some of the student essays. A sample structure is provided here. Focus the lesson on one specific common conventions error you noticed as you assessed students' drafts.\" During work time, a bulleted lesson format is provided for addressing common errors in writing.\n    \nIn Module 1, Unit 2, lesson 14, students receive teacher feedback from their Mid-Unit Assessment to identify their individual writing strengths and set goals.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials reviewed for Grade 6 meet the expectation for including routines and guidance that point out opportunities to monitor student progress.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d4efc043-8d4f-4fbd-bfc6-06764884b12f": {"__data__": {"id_": "d4efc043-8d4f-4fbd-bfc6-06764884b12f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "b81b3f18-5315-4e69-96b6-730eeb55bd6e", "node_type": null, "metadata": {}, "hash": "4b583749d0cc79e17b53ced5f47c38fb5a7ba37e60788693ccd367cdf89c780c"}, "3": {"node_id": "74733aef-f9f5-4f96-b08b-61771b2a7e49", "node_type": null, "metadata": {}, "hash": "486ecc0b31bb5b4b8609d2bea220d22c131ad33751d8f4efa641cc9d01463e91"}}, "hash": "ddc8a2314d3fcb7629c7f7a33b0c43d09ce4c9f7fa839987233132b99039df1c", "text": "Materials include an \"Appendix: Protocols and Strategies\" that includes multiple opportunities to monitor student progress. Protocols and strategies that focus on checking for understanding and ongoing assessment include Admit and Exit Tickets, Catch and Release, Cold Call, Equity Sticks, Fist-to-Five, Four Corners, Go-Around, Guided Practice, Human Bar Graph, No Opt Out, Presentation Quizzes, Red Light, Green Light, Tracking Progress, Turn and Talk, and White Boards. These protocols and strategies are used in the majority of lessons to monitor student progress.\n\n\n    Materials include routine checks embedded in lessons to help teachers monitor student understanding.\n\n\nIn Module 2A, Unit 3, lesson 6, Work Time notes direct teachers to \"Again, check for understanding by asking the rest of the class for thumbs-up or thumbs-down if they agree. Address any students who have thumbs-down, refer back to the green box statement that says: Explain the evidence and the topic in your own words.\"\n    \nIn Module 3A, Unit 3, lesson 3, teachers return students' Unit 2 End-of-Unit Assessment and invite students to spend time reading their feedback. Students are invited to write their names on the board if they have questions that need to be addressed. Teacher is directed to address as many students as possible in the next lessons.\n    \nIn Module 3B, Unit 2, lesson 3, the teacher is directed to collect students\u2019 organizers to allow for a quick check for understanding of the learning targets so that instruction can be adjusted or tailored to students' needs during the lesson or before the next lesson.\n    \nIn Module 4, Unit 3, lesson 8, teachers are directed to circulate and support students who need help identifying clues and word meanings.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials reviewed for Grade 6 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    Independent reading is built into units and lessons with independent reading check-ins built in. Time is allotted for students to choose independent reading books, and check-ins with graphic organizers are clearly evident.\n\n\nIn Module 1, Unit 3, lesson 1, independent reading is launched with an explanation of the importance of daily independent reading as well as how to select texts for this purpose. Students discuss how they select independent reading books, and their ideas are captured on the Selecting and Evaluating Books Anchor Chart. The homework assignment includes independent reading.\n    \nIn Module 1, Unit 3, lesson 5, students discuss and complete an Independent Reading Review. Teachers use this document as an accountability tool and hold discussions with students that have rated their books with low scores.\n    \nIn Module 2B, Unit 3, lesson 1, students read independently to meet their goal and complete the Reading Tracker and Reviewer\u2019s Notes.\n    \nIn Module 4, Unit 3, lesson 7, students are directed to read their independent book for 30 minutes and complete the Reading Tracker and Reviewer\u2019s Notes.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials reviewed for Grade 6 meet the expectations for providing teachers with strategies for meeting the needs of range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    Materials provide supports noted within the lesson and also in the Meeting Students\u2019 Needs column to provide teachers with multiple strategies for supporting all learners. Resources are provided on eleducation.org to meet the needs of students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "74733aef-f9f5-4f96-b08b-61771b2a7e49": {"__data__": {"id_": "74733aef-f9f5-4f96-b08b-61771b2a7e49", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "d4efc043-8d4f-4fbd-bfc6-06764884b12f", "node_type": null, "metadata": {}, "hash": "ddc8a2314d3fcb7629c7f7a33b0c43d09ce4c9f7fa839987233132b99039df1c"}, "3": {"node_id": "04d041e9-e7a0-4e3d-ae19-67f466670d28", "node_type": null, "metadata": {}, "hash": "ae27f687c789b7773d29e7999210f174c486aa49a45f9136849dcfcd1e7da1e2"}}, "hash": "486ecc0b31bb5b4b8609d2bea220d22c131ad33751d8f4efa641cc9d01463e91", "text": "In Module 2A, Unit 1, lesson 11 students discuss the learning targets that are posted to allow all students to reference them and check understanding throughout lesson.\n    \nIn Module 2B, Unit 1, lesson 9, the Meeting Students\u2019 Needs column suggests that teachers consider providing select students with a pre-highlighted version of the rubric that highlights the \u201c3\u201d score column to guide students toward the level you would like them to focus on.\n    \nIn Module 3B, Unit 2, lesson 6, the Meeting Students\u2019 Needs column suggest that asking students to identify challenging vocabulary helps them monitor their understanding of a complex text. When students annotate the text by circling these words, it can also provide a formative assessment for the teacher.\n    \nIn Module 3B, Unit 2, lesson 9, the Meeting Students\u2019 Needs column suggests that asking students to discuss prompts before recording their answers helps to ensure that all students have an idea about what to write and can give students confidence in their responses.\n    \nIn Module 4, Unit 2, lesson 3, the Meeting Students\u2019 Needs column notes that research indicates that cold calling improves student engagement and critical thinking. The materials suggest that the teachers should prepare students for the strategy ahead of time by discussing the purpose, giving appropriate think time, and being intentional by indicating that this strategy will be used before they begin asking questions.\n    \nAt eleducation.org the document \"Common Core Interventions for Adolescent Reader\" suggests interventions for students who are struggling.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials reviewed meet expectations for materials regularly providing all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade-level text and meet or exceed grade-level standards. All students engage in the same complex text. Scaffolds are provided so that all students can access the complex texts and meet or exceed grade-level standards.\n\n\n    Resources are provided on eleducation.org to meet the needs of students who are below grade level or an English Language Learner with opportunities to work with grade-level text and meet or exceed grade-level standards.\n\n\nThe \"Common Core Interventions for Adolescent Readers\" document located on eleducation.org suggests interventions for students who are struggling.\n    \nThe \"A Guide to Support English Language Learners\" document located on eleducation.org provides strategies for scaffolding learning for students who read, write, speak, or listen in a language other than English.\n    \n\n\n    Materials provide supports noted within the lesson and also in the Meeting Students\u2019 Needs column to provide teachers with multiple strategies for supporting all learners.\n\n\nIn Module 2A, Unit 3, lesson 5, the Meeting Student\u2019s Needs column notes that allowing students to discuss their thinking with their peers before writing helps to scaffold student comprehension as well as assist in language acquisition for ELLs.\n    \nIn Module 3A, Unit 2, lesson 6, the Meeting Students\u2019 Needs column notes that for some students, this assessment may require more than the 30 minutes allotted and that teachers should consider providing students time over multiple days if necessary.\n    \nIn Module 3A, Unit 3, lesson 1, the Meeting Students' Needs column notes that if students had been grouped homogeneously, focus your attention on those triads who need additional support reading the text.\n    \nIn Module 3B, Unit 2, lesson 8, the Meeting Students\u2019 Needs column notes that some students may benefit from having access to \u201chint cards,\u201d small slips of paper or index cards that they turn over for hints about how/where to find the answers to text-dependent questions. For example, a hint card might say, \u201cLook in the third paragraph.\u201d\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials reviewed for grade partially meet the requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Materials regularly include optional extensions in the unit overviews that provide advanced opportunities for students in a variety of modalities. In unit overviews, each unit includes optional experts, fieldwork, and service suggestions and extensions to provide more advance opportunities.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "04d041e9-e7a0-4e3d-ae19-67f466670d28": {"__data__": {"id_": "04d041e9-e7a0-4e3d-ae19-67f466670d28", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "74733aef-f9f5-4f96-b08b-61771b2a7e49", "node_type": null, "metadata": {}, "hash": "486ecc0b31bb5b4b8609d2bea220d22c131ad33751d8f4efa641cc9d01463e91"}, "3": {"node_id": "20b9be62-287a-4bc9-a003-422e305b122d", "node_type": null, "metadata": {}, "hash": "f7c8c9e17eaba6016d05fdce42e5785fe80038584b915f6ce030b95c6185aee1"}}, "hash": "ae27f687c789b7773d29e7999210f174c486aa49a45f9136849dcfcd1e7da1e2", "text": "In Module 2B Unit 1 the following optional opportunities for students are provided: \u201cExperts: Invite a local expert on medieval times from a college or university to discuss the various social groups and structures students are researching.\u201d \u201cFieldwork: Visit a local public library to have a research librarian assist students in finding additional materials about their focus group; See if there is a local art museum displaying medieval artifacts, such as tapestries or armor.\u201d \u201cOptional: Extension: A study of medieval art and religious symbolism (page 40).\u201d\n    \nIn Module 3A, Unit 1, the following optional opportunities for students are provided: \u201cExperts: Invite recent immigrants to the United States who could speak about the experience of coming to a new country and fitting into a new culture.\u201d \u201cFieldwork: Arrange for a visit to a local Chinatown, so that students can compare the buildings and architecture to those outside Chinatown; Arrange for a visit to a flight/aviation museum or exhibit, so that students can learn more about early flying machines like those described in Dragonwings; Arrange for a visit to a museum or exhibit about earthquakes, so that student s can learn more about earthquakes and the aftermath.\u201d \u201cOptional Extensions: A study of the history of a local Chinatown; A study of the history of flight (page 35).\n    \n\n\n    In daily lessons limited teacher notes or Meeting Students\u2019 Needs notes refer to extensions or more advanced opportunities for above level students than to those on level or below level.\n\n\nIn Module 2B, Unit 1, lesson 7, the Meeting Students\u2019 Needs notes that teachers should encourage students to choose a text from the research folder that is most appropriate for their reading level, but to challenge themselves within reason.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials reviewed meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons.\n\n\n    Grouping strategies are explained in detail in the document \"Appendix: Protocols and Strategies.\"\n\n\nThe Appendix includes grouping protocols and strategies such as Back-to-Back and Face-to-Face, Carousel Brainstorm, Chalk Talk, Concentric Circles (Inner Circle/Outer Circle), Discussion Appointments, Final Word, Fishbowl, Gallery Walk/Hosted Gallery Walk, Give One, Get One, Move On (GoGoMo), Infer the Topic, Interactive Word Wall, Jigsaw, Mystery Quotes, Peer Critique, Praise, Question, Suggestion, Quiz-Quiz-Trade, Rank-Talk-Write, Say Something, Science Talks, Socratic Seminar, Take a Stand, Tea Party, Think-Pair-Share, and World Caf\u00e9.\n    \n\n\n    Lessons include grouping strategies regularly during instruction.\n\n\n    In Module 2B, Unit 2, lesson 5, students work in partners to complete a task.\n\n\nIn Module 3A, Unit 1, lesson 1, students participate in the \"back-to back, face-to-face\" protocol to unpack the lesson's learning targets.\n    \nIn Module 4, Unit 1, lesson 2, students are grouped into triads where they jigsaw excerpts from chapters.\n    \nIn Module 4, Unit 2, lesson 5, students \"Think-Pair-Share\" to discuss a topic.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe instructions materials meet expectations that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The curriculum modules are all available for free download at the Expeditionary Learning website. Each module can be downloaded as one folder. Each folder contains Word and PDF files and folders for each individual unit in the module. Lessons can also be viewed online instead of being downloaded.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "20b9be62-287a-4bc9-a003-422e305b122d": {"__data__": {"id_": "20b9be62-287a-4bc9-a003-422e305b122d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a99d6734-9dc8-4206-8a63-90acf21aec51", "node_type": null, "metadata": {}, "hash": "5eb3276829737de7705e9c0ad2c9f399a300a85407b85644edd258d009c2d16c"}, "2": {"node_id": "04d041e9-e7a0-4e3d-ae19-67f466670d28", "node_type": null, "metadata": {}, "hash": "ae27f687c789b7773d29e7999210f174c486aa49a45f9136849dcfcd1e7da1e2"}}, "hash": "f7c8c9e17eaba6016d05fdce42e5785fe80038584b915f6ce030b95c6185aee1", "text": "The Resources tab of the Expeditionary Learning website provides links to Curriculum Overview Documents, Supplementary Curriculum Documents, Teaching Guides, and videos.\n\n\n    Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials reviewed for Grade 6 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    Technology is used throughout modules and lessons to enhance student learning and draw attention to evidence and texts.\n\n\nIn Module 2, Unit 1, lesson 6, teachers create a Connecting Elements of Mythology to Theme anchor chart, identical to the graphic organizer students will be using (see supporting materials). Teachers are given further direction about the chart and other resources to use: This anchor chart and graphic organizer are adapted in collaboration with Odell Education based on their Evidence-Based Claims worksheet (also see stand-alone document on EngageNY.org and odelleducation.com/resources).\n    \nIn Module 4, Unit 2, lesson 2, students watch a brief video: \u201c2010 time lapse feeding 4/8/10 to 5/24/10; SCPBRG Falcons.\u201d To build interest in the day\u2019s lesson.\n    \nIn most lessons, a document camera is used to display student work, show examples, and direct student\u2019s attention to evidence and tests.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials do not meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Adaptive or other technological innovations are not included in the instructional materials. The only digital instructional materials provided are documents which teachers can edit themselves.\n\nMaterials can be easily customized for local use.\n\nThe materials reviewed include opportunities for teachers to personalize learning for all students. The materials can be downloaded from eleducation.org as Microsoft Word documents. These documents can then be edited as necessary to support student learning.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials do not include or reference technology that provides opportunities for teachers and/or students to collaborate. Professional Development is offered at eleducation.org, but does not include observable means of collaboration.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80c3bd43-91b4-4cb3-a0bd-142078c479a3": {"__data__": {"id_": "80c3bd43-91b4-4cb3-a0bd-142078c479a3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "3": {"node_id": "d62289b2-9533-45b4-952a-faffcfb3f588", "node_type": null, "metadata": {}, "hash": "b8055a195b8d3fa80447d48838fda75e80c7250631e5d67b386144795bb34c12"}}, "hash": "41897a804a15f7bca88e5d7320efdcaf3e4d287583f7b73f6dee12d39d1d80f6", "text": "ReadyGEN\n\nThe ReadyGen instructional materials for Grades K, 1, and 2 meet expectations for alignment. The materials include include texts that are worthy of students' time and attention and provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students have opportunities to build skills in reading, writing, speaking and listening, and they integrate language work throughout. Texts include a balance of genres and are appropriately rigorous and complex for primary students. Most tasks and questions are grounded in evidence. Materials support students with foundational skills instruction to support students' building their reading abilities to comprehend increasingly complex texts over the course of the school year. Vocabulary is addressed in each module, though academic vocabulary is not built across multiple texts. The materials meet use and design expectations, including teacher tools to plan and differentiate instruction, as well as incorporate useful technology applications.\n\nText Quality & Complexity and Alignment to Standards Components\n\nKindergarten instructional materials meet the expectations for text quality and complexity and alignment to the standards. Most tasks and questions text based and grounded in evidence. The instructional materials include texts that are worthy of students' time and attention and provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Materials address foundational skills to build comprehension and provide questions and tasks that guide students to read with purpose and understanding, making connections between acquisition of foundational skills and making meaning during reading. Materials also provide opportunity to increase oral and silent reading fluency across the grade level. Overall, appropriately complex grade-level texts are are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language to build foundational skills and strengthen literacy skills.\n\nText Complexity & Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.\n\nThe instructional materials reviewed for Kindergarten meet the expectations that anchor texts (including read aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests. Anchor texts and text sets encompass multiple themes and integrate content areas such as social studies and science. Texts can be examined multiple times for multiple purposes and are used to expand big ideas, build academic vocabulary, and facilitate access to future texts while building toward independent grade level reading. Anchor texts are read aloud throughout the materials beginning in Unit 1 continuing through Unit 6.\n\n\n    Some samples of anchor texts that support the high-quality expectations of this indicator include:\n\n\n    Unit 1: Living Together: This is Home\n\n\nIn Module A, students are read Where is Home Little Pip? by Karma Wilson and Jane Chapman. This text is children\u2019s literature and is classified as a picture book. This text takes place along the Antarctic shore, where the main character becomes lost and tries to find her way back home. The main character encounters friendly animals who guide her along the journey figuring out her way home. The book offers opportunities to build vocabulary and foundational reading skills such as rhyming.\n    \nIn Module B, students are read Life in a Pond by Carol K. Lindeen. This text is classified as informational and is supported with illustrations. This text builds scientific knowledge of plants and animals that live in ponds and offers opportunities to build rich vocabulary.\n    \n\n\n    Unit 2: Understanding Then and Now\n\n\nIn Module A, students are read The Little House by Virginia Lee Burton. The Little House received the Randolph Caldecott Medal in 1943. This text is children\u2019s literature and is classified as a picture book. This text has rich vocabulary and appealing illustrations to help students understand point-of-view.\n    \nIn Module B, students are read Farming: Then and Now by Charles R. Smith Jr. and illustrated by Jessika Von Innerebner. This text is classified as historical nonfiction and is supported with illustrations. This historical text exposes students to a history lesson in farming by explaining things that take place on a farm then and now. For example, students learn how to milk a cow or shear a sheep. The text uses challenging vocabulary to explain the differences in farming in the past compared to challenges in farming in the present.\n    \n\n\n    Unit 3: Predicting Change", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d62289b2-9533-45b4-952a-faffcfb3f588": {"__data__": {"id_": "d62289b2-9533-45b4-952a-faffcfb3f588", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "80c3bd43-91b4-4cb3-a0bd-142078c479a3", "node_type": null, "metadata": {}, "hash": "41897a804a15f7bca88e5d7320efdcaf3e4d287583f7b73f6dee12d39d1d80f6"}, "3": {"node_id": "0a883728-47f6-4867-9bb8-ffa08115fc58", "node_type": null, "metadata": {}, "hash": "95716ada64ad8441fe0e7e9710ac30eb0a20ac55e1eaa9192899dad259dd1e9c"}}, "hash": "b8055a195b8d3fa80447d48838fda75e80c7250631e5d67b386144795bb34c12", "text": "Unit 3: Predicting Change\n\n\nIn Module A, students are read Come on, Rain by Karen Hesse. This text is classified as poetry. This Newbery Medal author uses figurative, exquisite language to help paint a mental picture. This story encompasses language from the past but uses pictures to scaffold the meaning of the language.\n    \nIn Module B, students are read What will the Weather Be? by Lynda Dewitt and illustrated by Carolyn Croll. This text is classified as scientific nonfiction and is supported with illustrations. The text uses meteorology terms to explain how and why the weather is so difficult to predict.\n    \n\n\n    Unit 4: Learning about Each Other and the World\n\n\nIn Module A, students are read I Love Saturdays y Domingos by Alma Flor Ada and illustrated by Elivia Savadier. This text was recognized as being on the Am\u00e9ricas commended list in 2002. It is children\u2019s literature and is classified as a picture book. This story provides rich vocabulary in both Spanish and English while portraying the similarities of two different cultures.\n    \nModule B, students are read Making Music by Cameron Macintosh. This text is classified as children\u2019s literature. This book uses pictures and rich vocabulary to describe how music is made around the world.\n    \n\n\n    Unit 5: Knowing About Patterns and Structures\n\n\nIn Module A, students are read The Tiny Seed by Eric Carle. This text is classified as nonfiction and is supported with illustrations. This story describes a single seed\u2019s journey into the life cycle of a plant. The story has colorful pictures which help deepen young learners\u2019 understanding of content vocabulary. The text conveys the importance of perseverance.\n    \nIn Module B, students are read Plant Patterns by Nathan Olson. This text is classified as non-fiction. This text is a scientific book, taking students through patterns found in plants. Through the use of vibrant rich photographs, students learn extensive vocabulary.\n    \n\n\n    Unit 6: Exploring Communities\n\n\nIn Module A, students are read On the Town: A Community Adventure by Judith Casely. This text is children\u2019s literature and is classified as a picture book. This text uses pictures to explain the different vocabulary that guide students through a social studies explanation on different parts of a community.\n    \nIn Module B, students are read A Neighborhood Walk City by Peggy Pancella. This text is children\u2019s literature and is classified as a picture book. This text has rich language and academic vocabulary, appealing illustrations, and complex characters.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for reflecting the distribution of text types and genres required by the standards. There is a balance of literature and informational text and also a variety of text types. The text sets in Kindergarten include literary picture books, poetry, scientific nonfiction, and historical nonfiction.\n\n\n    In Unit 1, Living Together: This is Home texts include:\n\n\nModule A:\n        \nAnchor Text - Where is Home, Little Pip? by Karma Wilson and Jane Chapman. (Literary Text, Narrative Picture book)\n            \nSupporting Text - A House for Hermit Crab by Eric Carle. (Literary Text, Narrative Picture book)\n            \n\n\n\n\nModule B:\n        \nAnchor Text - Life in a Pond by Carol K Lindeen.(Informational Text)\n            \nSupporting Text - A Bed for the Winter by Karen Wallace. (Informational Text)\n            \n\n\nPoems:\n        \n\u201cSea Creatures\u201d by Meisch Goldish\n            \n\u201cDucks Quack Me Up\u201d by Charles Ghigna\n            \n\u201cDaddy Fell Into the Pond\u201d by Alfred Noyes\n            \n\u201cDeer Mouse\u201d by Aileen Fisher\n            \n\n\n\n\n    In Unit 2, Understanding Then and Now texts include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0a883728-47f6-4867-9bb8-ffa08115fc58": {"__data__": {"id_": "0a883728-47f6-4867-9bb8-ffa08115fc58", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "d62289b2-9533-45b4-952a-faffcfb3f588", "node_type": null, "metadata": {}, "hash": "b8055a195b8d3fa80447d48838fda75e80c7250631e5d67b386144795bb34c12"}, "3": {"node_id": "96e49065-bed8-4e96-8b8e-a25bf90879f6", "node_type": null, "metadata": {}, "hash": "d8216c15882c3b5f9cd5f9fe4058f02f2b4c058597ce03e162b986af99f9606e"}}, "hash": "95716ada64ad8441fe0e7e9710ac30eb0a20ac55e1eaa9192899dad259dd1e9c", "text": "In Unit 2, Understanding Then and Now texts include:\n\n\nModule A:\n        \nAnchor Text - The Little House by Virginia Lee Burton. (Literary Text, Narrative Picture book)\n            \nSupporting Text - Four Seasons Make a Year by Anne Rockwell. (Literary Text, Narrative Picture book)\n            \n\n\nModule B:\n        \nAnchor Text - Farming Then and Now by Charles R. Smith Jr. and illustrated by Jessika Von Innerebner. (Informational Text)\n            \nSupporting Text - The Old Things by Diana Noonan. (Informational Text)\n            \n\n\nPoems:\n        \n\u201cHouses\u201d by Aileen Fisher\n            \n\u201cSeasons of the Year\u201d by Meisch Goldish\n            \n\u201cGrandpa\u2019s Stories\u201d by Langston Hughes\n            \nChildren of Long Ago by Lessie Jones Little\n            \n\n\n\n\n    In Unit 3, Predicting Change texts include:\n\n\nModule A:\n        \nAnchor Text - Come On, Rain! by Karen Hesse. (Poetry)\n            \nSupporting Text - The Snowy Day by Ezra Jack Keats. (Literary Text, Narrative Picture book)\n            \n\n\nModule B:\n        \nAnchor Text - What Will the Weather Be? by Lynda Dewitt and illustrated by Carolyn Croll. (Scientific Informational Text)\n            \nSupporting Text - Weather Words and What They Mean by Gail Gibbons. (Informational Text)\n            \n\n\nPoems:\n        \n\u201cSpring Rain\u201d by Marchette Chute\n            \n\u201cListen\u201d by Margaret Hillert\n            \n\u201cWeather Together\u201d by Lillian M. Fisher\n            \n\u201cWeather\u201d by Meisch Goldish\n            \n\n\n\n\n    In Unit 4, the theme is Learning About Each Other and the World. Unit texts include:\n\n\nModule A:\n        \nAnchor Text - I Love Saturdays y Domingos by Alma Flor Ada and illustrated by Elivia Savadier. (Literary Text, Narrative, Picture book)\n            \nSupporting Text - Apple Pie 4th of July by Janet S. Wong. (Literary Text, Narrative Picture book)\n            \n\n\nModule B:\n        \nAnchor Text - Making Music by Cameron Macintosh. (Informational Text)\n            \nSupporting Text - Clothes in Many Cultures by Heather Adamson. (Historical Nonfiction Informational Text)\n            \n\n\nPoems:\n        \n\u201cGrandmas and Grandpas\u201d by Mary Ann Hoberman\n            \n\u201cThe Crayon Box That Talked\u201d by Shane DeRolf\n            \n\u201cIt\u2019s a Small World\u201d by Richard M. and Robert B. Sherman\n            \n\u201cKids\u201d by Bobbi Katz\n            \n\n\n\n\n    In Unit 5, Knowing About Patterns and Structures texts include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "96e49065-bed8-4e96-8b8e-a25bf90879f6": {"__data__": {"id_": "96e49065-bed8-4e96-8b8e-a25bf90879f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "0a883728-47f6-4867-9bb8-ffa08115fc58", "node_type": null, "metadata": {}, "hash": "95716ada64ad8441fe0e7e9710ac30eb0a20ac55e1eaa9192899dad259dd1e9c"}, "3": {"node_id": "3c9e73dd-4cb8-4da4-8dd3-efb0b0a06d3a", "node_type": null, "metadata": {}, "hash": "43cb238d680af1c5f21ab0933eb8a402e5ab730f8dd59e7c0fd449d34c2f22dd"}}, "hash": "d8216c15882c3b5f9cd5f9fe4058f02f2b4c058597ce03e162b986af99f9606e", "text": "In Unit 5, Knowing About Patterns and Structures texts include:\n\n\nModule A:\n        \nAnchor Text - The Tiny Seed by Eric Carle.(Literary Text, Narrative, Picture book)\n            \nSupporting Text - Jack\u2019s Garden by Henry Cole. (Literary Text, Narrative, Picture Book)\n            \n\n\nModule B:\n        \nAnchor Text - Plant Patterns by Nathan Olson. (Scientific Non Fiction Informational Text)\n            \nSupporting Text - Swirl by Swirl by Joyce Sidman. (Nonfiction Informational Text supported as a picture book)\n            \n\n\nPoems:\n        \n\u201cThe Seed\u201d by Aileen Fisher\n            \n\u201cGreen\u201d Plants by Meisch Goldish\n            \n\u201cRainbow\u201d by Meisch Goldish\n            \n\u201cZigzag\u201d by Loris Lesynski\n            \n\n\n\n\n    In Unit 6, Exploring Communities texts include:\n\n\nModule A:\n        \nAnchor Text - On the Town: A Community Adventure by Judith Casely. (Literary Text, Narrative. Picture book)\n            \nSupporting Text - Places in my Neighborhood by Shelly Lyons. (Literary Text, Narrative, Picture book)\n            \n\n\nModule B:\n        \nAnchor Text - Neighborhood Walk: City by Peggy Pancella. (Nonfiction Informational Text)\n            \nSupporting Text - While I Am Sleeping by Malaika Rose Stanley. (Nonfiction Informational Text)\n            \n\n\nPoems:\n        \n\u201cThis is My Community\u201d by Carlos Elliot\n            \n\u201cOur Block\u201d by Lois Lenski\n            \n\u201cSing a Song of Cities\u201d by Lee Bennett Hopkins\n            \n\u201cSkyscraper\u201d by Dennis Lee\n            \n\u201cManhattan Lullaby\u201d by Norma Farber\n\nTexts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for texts having the appropriate level of complexity for this grade according to quantitative and qualitative analysis and relationship to their associated student task(s).Texts in Kindergarten are read aloud to students and fall in the lexile level range of 310-740 as provided in Appendix A of the Common Core State Standards. The reader and task outlined in the Teacher Guides complexity rubrics provide rationale for texts being of high complexity levels.\n\n\n    Examples of texts that support appropriate complexity include but are not limited to:\n\n\nIn Unit 1, Module A, students are read the literary text Where is Home Little Pip? by Karma Wilson and Jane Champman. The text has a quantitative measure of 510 Lexile. This text has multiple levels of meaning, both literal and figurative, of \u201cfinding home and \u201chome is where the heart is.\u201d There is some conversational dialog, a mix of simple and complex sentences, alliteration, onomatopoeia, and content area vocabulary. This text is chronological fiction told from the third person point of view; the text appears in fonts of different sizes and is curved.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c9e73dd-4cb8-4da4-8dd3-efb0b0a06d3a": {"__data__": {"id_": "3c9e73dd-4cb8-4da4-8dd3-efb0b0a06d3a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "96e49065-bed8-4e96-8b8e-a25bf90879f6", "node_type": null, "metadata": {}, "hash": "d8216c15882c3b5f9cd5f9fe4058f02f2b4c058597ce03e162b986af99f9606e"}, "3": {"node_id": "6ac72396-05d8-48d8-b132-bcdb21ec0e89", "node_type": null, "metadata": {}, "hash": "d7a31ed8b1ffdd529f05f2c75922b56145c12100c62e9dca640cc4f8de052722"}}, "hash": "43cb238d680af1c5f21ab0933eb8a402e5ab730f8dd59e7c0fd449d34c2f22dd", "text": "The reader and task suggestions are to share images of different homes, discuss the meaning of the word home as a place where people or animals live, brainstorm a list of animals and where they live, invite the students to create illustrations of the characters in the story, and work with a partner to use their illustrations to retell the story.\n    \nIn Unit 1, Module B students are read the informational text Life in a Pond by Carol K Lindeen. The text has a quantitative measure of 310 Lexile. This text has an accessible concept (relationships in an ecosystem) and is organized in four subsections. There are topic specific terms which are defined and reinforced with photographs. This text includes a glossary, resources, and index. The vocabulary includes several specific terms included in the glossary and general specific vocabulary that is reinforced through photographs. The reader and task suggestions include to discuss with the students what a pond is, where they will find a pond, and what plants and animals they might see near the pond. Students will reread the text with the teacher and identify relationships among the plants, animals, and elements in a pond. Sentence starters such as \u201cPlants need sunlight and pond (water) to grow\u201d, and Animals such as frogs and ducks eat pond (insects).\u201d\n    \nUnit 2, Module A, students are read the literary text The Little House by Virginia Lee Burton. The text has a quantitative measure of 890 Lexile. This text has an accessible concept and is conventional in structure with sequential events over the passage of time. Setting is described in a way that appeals to the senses and has repeating words and phrases. The reader and task suggestions include to discuss with children what life is like in the city and how it might be different than life in the country. The teacher points out that the area where they live was once, a long time ago, more like the country. Students then identify the changes that take place in the landscape surrounding the little house as time passes and describe the impact of these changes.\n    \nUnit 2, Module B, students are read students are read the informational text Farming, Then and Now by Charles R. Smith Jr. and illustrated by Jessika Von Innerebner. The text has a quantitative measure of 600 Lexile. This text has an accessible concept (farm life in the past and present) and is structured with compare and contrast features guided by fictional characters and non-fiction text features such as headings, tables, and a glossary. Most of the sentences are compound with a few simple sentences. The vocabulary is challenging while the character comments on facts throughout the text. The reader and task suggestions include inviting the students to brainstorm a list of they know about farms. The students then create a venn diagram to compare and contrast farms in the past and the present. Students should use evidence from the text to support their ideas.\n    \nIn Unit 3, Module A, students are read the literary text Come on, Rain by Karen Hesse. The text has a quantitative measure of 780 Lexile. This text has an accessible theme with multicultural aspects along with weather. The structure is conventional to a narrative with advanced vocabulary throughout and poetic images. The text has a clear sequence of events. The reader and task suggestions include having students share how they felt on a very hot day and how a lack of rain might affect people and plants. Students then list words from the text that describe people and plants before and after the rain. Then students have discussions based on what effects the rain has on the neighborhood.\n    \nIn Unit 3, Module B, students are read the informational text What will the Weather Be? By Lynda Dewitt and illustrated by Carolyn Croll. The text has a quantitative measure of 500 Lexile. This text is complex focusing on how weather forecasting is made possible and which tools are used. This is a conventional narrative that provides context for detailed technical information about weather. The vocabulary is content specific and complex. Pictures support the text along with diagrams. The reader and task suggestions include asking students what they know about weather forecasts, then having the students name different types of weather. The students then review the vocabulary from the text and practice using them in sentences correctly. The teacher provides sentence frames for the students.\n    \nIn Unit 4, Module A, students are read the literary text I Love Saturdays y Domingos by Alma Flor Ada and illustrated by Elivia Savadier. The text has a quantitative measure of 510 Lexile. This text is accessible in theme with multicultural concepts. The text includes repeated compare and contrast patterns of events, and Spanish words and phrases, some of which are defined.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6ac72396-05d8-48d8-b132-bcdb21ec0e89": {"__data__": {"id_": "6ac72396-05d8-48d8-b132-bcdb21ec0e89", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "3c9e73dd-4cb8-4da4-8dd3-efb0b0a06d3a", "node_type": null, "metadata": {}, "hash": "43cb238d680af1c5f21ab0933eb8a402e5ab730f8dd59e7c0fd449d34c2f22dd"}, "3": {"node_id": "52e495fc-af6a-416b-9a78-62f39002244f", "node_type": null, "metadata": {}, "hash": "0a8ee6694314142964e3c9cf21015152e03c4a169a743f62085bb5bca33b31e7"}}, "hash": "d7a31ed8b1ffdd529f05f2c75922b56145c12100c62e9dca640cc4f8de052722", "text": "The reader and task suggestions include asking the children to describe activities they do with different family members. The students then identify how these activities might be similar and different. The teacher rereads the text with the students stopping to identify how the activities the narrator experiences with her grandma and grandpa are both similar and different to the experiences she experiences with her abuelita and abuelito. The students then explain why the narrator loves both Saturdays and domingos and what she can learn from her diverse cultural background.\n    \nIn Unit 4, Module B, students are read the informational text Making Music by Cameron Macintosh. The text has a quantitative measure of 390 Lexile. This text has an accessible concept, is an informational text with a clear main idea and supporting details that includes tables, headings, photographs, captions, etc. The text has many simple sentences and some complex, the vocabulary is concept-related. The reader and task suggestions include walking through the text and pointing out the text features such as headings, table of contents, labels and glossary. The teacher explains the purpose of the text features and how to use them. Students then draw a fact they learned from the text and share their work in a small group.\n    \nIn Unit 5, Module A, students are read the literary text The Tiny Seed by Eric Carle.The text has a quantitative measure of 400 Lexile. This text has an accessible theme concerning how plants grow, sequencing, and mostly short simple sentences with on-level vocabulary. The reader and task suggestions include discussing what a seed is and ensuring that students understand what plants contain seeds and that this is what new plants grow from. The students then identify, with the help of the teacher, the challenges a seed faces when becoming a plant.\n    \nIn Unit 5, Module B, students read students are read the informational text Plant Patterns by Nathan Olson. The text has a quantitative measure of 740 Lexile. This text has accessible concept concerning how plants show different patterns. Colorful photographs and descriptive labels support the text and sentences range from simple to complex. The vocabulary is topic specific and appropriate. The reader and task suggestions include discussing with the students the meaning of the word pattern and then asking students to name other patterns they have seen. The students then describe the pattern discussed on each page and decide whether it is a color or shape pattern.\n    \nIn Unit 6, Module A, students are read the literary text On the Town, A Community Adventure by Judith Casely. The text has a quantitative measure of 570 Lexile. This text has the theme of community which is accessible and the structure is conventional for a narrative. Dialogue throughout is mixed into simple, compound, and complex sentences with some topic-specific vocabulary. The reader and task suggestions include discussing with students the meaning of community and asking them to name some people and places they have in their community. Students then draw and label one place they visit in their community. A class book can be made.\n    \nIn Unit 6, Module B, students are read the informational text A Neighborhood Walk City by Peggy Pancella. The text has a quantitative measure of 620 Lexile. This text addresses the concept of city communities which is accessible and organized by topics with headings. The photographs and captions reinforce the concepts. The text has mostly simple sentences with topic specific terms. The reader and task suggestions include having students discuss how a city community might be different than other communities. Students describe their day-to-day activities while living in the city. Students then reread the text with the teacher and then retell details about the city life that they learned in the text.\n\nMaterials support students' literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Kindergarten meet the expectation that materials support students\u2019 increasing literacy skills over the course of the school year through increasingly complex text to develop independence of grade-level skills. In the Kindergarten materials, the reading of texts is done by the teacher through a rich read-aloud text. With the reader and task considerations, the read-aloud texts fall within all areas of text complexity and increase students\u2019 comprehension skills throughout the school year.\n\n\n    Some examples that demonstrate supporting students\u2019 increasing literacy skills include, but are not limited to, the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "52e495fc-af6a-416b-9a78-62f39002244f": {"__data__": {"id_": "52e495fc-af6a-416b-9a78-62f39002244f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "6ac72396-05d8-48d8-b132-bcdb21ec0e89", "node_type": null, "metadata": {}, "hash": "d7a31ed8b1ffdd529f05f2c75922b56145c12100c62e9dca640cc4f8de052722"}, "3": {"node_id": "22dc6545-ed4d-4160-82f9-b94e71ff588a", "node_type": null, "metadata": {}, "hash": "6349d2ce2a752813720b02d4483b61951ab3e54212f5f22548781d13a92a358f"}}, "hash": "0a8ee6694314142964e3c9cf21015152e03c4a169a743f62085bb5bca33b31e7", "text": "In Unit 1, Module A, the teacher reads aloud the literary narrative text Where is Home, Little Pip by Karma Wilson. This text is quantitatively measured as a 520L. The qualitative measures include multiple levels of meaning. The text is chronological fiction told from the third person perspective, and the dialogue is conversational. The teacher reads aloud the text while students use the illustrations and their verbal responses to teacher asked questions to help them build their comprehension and vocabulary. The text is appropriate for beginning of the year Kindergarten students as the text provides challenging content based on a theme.\n    \nIn Unit 2, Module A, the anchor text The Little House is lexiled at an 890L. The text in Unit 2, Module B is Farming Then and Now is lexiled at 600L. Both texts show a range of conventional narrative structure and informational text show a range of genres. Students are asked to sequence the events, and state a reason using a picture to create a valid opinion statement. The texts in both of the units and the complexity of the words or phrases increases slightly. In addition, the sentence length and word count increase in difficulty from Unit 1 to Unit 2, showing the depth and complexity working toward Standard 10.\n    \nIn Unit 3, Module A, students listen to the teacher read aloud, Come On, Rain! by Karen Hesse. This picture book written in poetry form has a quantitative measure of 780L. This is the first time poetry is read to students. Qualitatively, this text has complex vocabulary. Students clarify the meaning of unknown words with frequent advanced vocabulary throughout the text. In addition, the text has poetic images throughout it, which show a range in complexity from that of the first two units. The students are asked to: describe events, add details to characters and define characters\u2019 reactions in the story. These student tasks show the increasing rigor behind what students are being asked to do with the read aloud text.\n    \nIn Unit 4, Module B, a supporting text, Clothes in Many Cultures by Heather Adamson, has a lower Lexile (520) than previous texts; however, the students are now hearing and seeing a historical informational text. The lessons about this text focus on main idea and details, text features, and words and phrases. The teacher support materials include graphic organizers to help scaffold student understanding of the text.\n    \nIn Unit 6, Module B, Neighborhood Walk: City by Peggy Pancella, students are seeing and hearing an informational text with headings, subheadings and captions to help reinforce the text\u2019s concepts. The texts in Unit 6 are a bit more complex based on the quantitative measures being at a 570-620 lexile level. The average sentence length and word frequency also increased in Unit 6. The texts are more complex in this unit based on the qualitative measures: while still being conventional in structure there are places in dialogue, first- person narration, rhyme and repetition, along with synonyms and short verb phrases. The tasks in this unit are more complex since students are asked to create something from what they have learned from the texts.\n\nAnchor texts (including read-aloud texts in K-2) and series of texts connected to them are accompanied by a text complexity analysis.\n\nThe instructional materials reviewed for Kindergarten meet the expectation that the anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.\n\n\n    The anchor texts and supporting texts have a \u201cText Complexity Rubric\u201d located on page TR52- TR55 under the Teacher Resources section of the Teacher Guide. The Text Complexity Rubric covers quantitative, qualitative, and reader and task measures. Quantitative metrics are provided for each anchor text in four categories: Lexile level, average sentence length, word frequency and page or word count. Qualitative measures are provided for each anchor text and supporting text in four categories: levels of meaning, structure, language conventionality and clarity, and theme and knowledge demands. Metrics provided for qualitative measures are in list form. Reader and Task Suggestions are in narrative form and provide teachers with suggestions for preparing all students to read the text as well as leveled tasks. For example, on page XVIII in the teacher's guide the teacher will find what makes the text for Farming Then and Now Challenging with a qualitative chart and scaffolded strategies page to help young learners access a complex text. Below is an example of the Qualitative Measures Chart:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "22dc6545-ed4d-4160-82f9-b94e71ff588a": {"__data__": {"id_": "22dc6545-ed4d-4160-82f9-b94e71ff588a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "52e495fc-af6a-416b-9a78-62f39002244f", "node_type": null, "metadata": {}, "hash": "0a8ee6694314142964e3c9cf21015152e03c4a169a743f62085bb5bca33b31e7"}, "3": {"node_id": "f52bf5f4-7afc-4b9e-b1bd-600bddeae0ef", "node_type": null, "metadata": {}, "hash": "9e7882665bc11eca091deb44965b9fb4e57e431fc52c349fc7383103e05fab57"}}, "hash": "6349d2ce2a752813720b02d4483b61951ab3e54212f5f22548781d13a92a358f", "text": "Levels of Meaning: fictional time travelers used as means for examining actual past- and present farming methods: theme of change developed through changes on a farm.\n    \nStructure: past and present farming methods in then-and now format for comparison: clear connections between past and present; in text boxes, speech bubbles, and sidebars, photographs supporting written text.\n    \nLanguage Conventionality and Clarity: challenging academic and domain-specific vocabulary, some in context clues to meaning and a glossary, time-related words, comparison words, simple and complex sentences.\n    \n\n\n    Part two of the chart has a breakdown of how to support students needs in overcoming the challenges of the texts based on the Scaffolded Strategies Handbook to support: English Language Learners, struggling readers, and accelerated readers. Below is an example of a Reader and Task Suggestion Chart based on the Text Complexity Rubrics found in the Teacher Resource Guide on pages TR 52- 55.\n\n\nPreparing to Read the Text \u201cCome On, Rain\u201d on pg TR 52. Have children share how they felt on a very hot day. Discuss how lack of rain might affect people and plants.\n    \nLeveled Tasks:Have children list words from the text that describe people and plants before the rain and after the rain. Clarify meanings of any words that are unfamiliar. Then discuss, based on these words, what effects the rain has on the neighborhood.\n    \n\n\n    At the beginning of each Module, teachers are provided with a Lexile and genre reminder about the upcoming text set. Lexiles and genres are listed for the anchor text and supporting texts. Lexiles are provided for the Sleuth texts and the Leveled Text Library. Within each unit and module, the texts are focused on a theme, which provides some rationale as to why the text was chosen.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials for Kindergarten meet the expectations of anchor and supporting texts providing opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. The instructional materials provide opportunities for students to engage in a range and volume of reading, and there are supports to build students\u2019 comprehension of grade level texts in various shared read-alouds. Students also have access to leveled readers which provided leveled support to help build kindergarten grade level reading proficiency. In addition, there are on grade-level trade books and text selections, grade level small group \u201cSleuth\u201d selections, independent reading books, and a student reader and I Can Read Selections at students\u2019 reading levels.\n\n\n    Additionally, the program includes eTexts which includes all of the Teacher Guides, Anchor Texts, Supporting Texts, Leveled Readers, Scaffolding Resources, Games, Performance Based Assessment, and Foundational Skills lessons used in center based learning.\n\n\n    The Teacher Guide is laid out with a routines section under Teacher Resources on page TR1 which provides a list of all the years spiraled routines for the students to partake in to help foster comprehension and reading fluency. The routines include Think- Pair- Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, Text Club, and Informational and Literary Benchmark Vocabulary Routines.\n\n\n    Structures are built within the day to provide students with opportunities to practice silent and oral reading. Each day students engage in independent reading with a specific focus including building stamina and becoming independent readers. In addition, small group instruction each day either focuses on vocabulary, fluency, critical thinking or comprehension. Comprehension and vocabulary instruction dominates the small group instruction, but the few fluency lessons focus on a specific aspect of fluency such as phrasing, expression, and pacing. Students hear and see the teacher model reading the text and then practice using the same text. For example:\n\n\nIn Module A, Unit 1, students select a text to read. The teacher announces that the two focus points are engagement and identity and comprehension. The teacher guides the students in applying the reading analysis lesson to their self-selected text. \u201cWe learned about the roles of authors and illustrators in telling stories. As you go through your book, mark the author\u2019s and illustrator\u2019s names with sticky notes. Think about how they help tell the story.\u201d Students record in their daily reading log by drawing a picture or dictating or writing a word.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f52bf5f4-7afc-4b9e-b1bd-600bddeae0ef": {"__data__": {"id_": "f52bf5f4-7afc-4b9e-b1bd-600bddeae0ef", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "22dc6545-ed4d-4160-82f9-b94e71ff588a", "node_type": null, "metadata": {}, "hash": "6349d2ce2a752813720b02d4483b61951ab3e54212f5f22548781d13a92a358f"}, "3": {"node_id": "13ff87fc-524f-4534-80a7-64bb1862367e", "node_type": null, "metadata": {}, "hash": "93e0ef3686051074c2cef918f8e68b57ca92173d991863d128c075222d1941ba"}}, "hash": "9e7882665bc11eca091deb44965b9fb4e57e431fc52c349fc7383103e05fab57", "text": "A scaffolded strategies handbook is also provided, which gives teachers additional ways to teach the concepts to struggling learners and English language learners. In addition, throughout the teacher\u2019s guide there are \"if/then\" sections which provide the teachers with concrete things to do when students do not understand the concept.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Kindergarten meet the expectations of most questions, tasks, and assignments being text-based, requiring students to engage with the text directly. Students draw on textual evidence to support both what is explicit as well as valid inferences from the text using classroom conversation to help scaffold what the text is saying.\n\n\n    Explicit question examples include:\n\n\n\"What is the temperature like in fall? What does the text say? (Unit 2, Module A, Lesson 8, Four Seasons Make a Year)\n    \n\u201cWhat is a color pattern?\u201d (Unit 5, Module B, Plant Patterns)\n    \n\"Where do Charlie, Papa, and Mama go first? What does Papa buy Mama?\u201d Students will use the think pair routine to help them discuss where in the text the answer is found. (Unit 6, Module A, Lesson 6, On the Town: A Community Adventure)\n    \n\n\n    Implicit question examples include:\n\n\n\"Why do you think the plants on page 17 are named cattails?\u201d (Unit 1, Module B, Life in a Pond)\n\n\u201cLook at the headings on page 34, 40, 44, 50. How do these text features help you understand the text?\u201d (Unit 4, Module B, Lesson 7, Clothes in Many Cultures)\n    \n\"What opinion do you think the author has about the pizza parlor? Why?\u201d (Unit 6, Module A, Lesson 6, On the Town: A Community Adventure)\n    \n\n\n    Many lessons have a Reading Analysis section where students are working toward a specific standard and engage in either whole class or small group work to complete a task involving the text. The majority of lessons have a turn and talk after the students read, which requires the students to discuss something from the text.\n\n\n    Most questions require students to engage with the text by referring back to the text for evidence or examining the text for author\u2019s craft. For example, in Unit 1, Module B, Lesson 7, students must go back into the text, Life in a Pond, to answer the question, \u201cWhere does the dormouse live at the beginning of the text?\u201d Also, in Unit 3, Module B, Lesson 11, students compare and contrast the two texts What Will the Weather Be? and Weather Words and complete a venn diagram based on the text using the Small Group Discussion Routine.\n\n\n    Each lesson has small group options which include opportunities for students to answer text-based questions. For example, some options are extensions of the Close Reading or Reading Analysis sections. In Unit 4, Module B, students are read the text Clothes in Many Cultures. Students will draw one kind of traditional clothing from the text and then they will draw a picture of a traditional piece of clothing that they now wear in real life. Children will dictate and/or write their ideas on a sheet of paper by answering the following questions that require them to go back into the text to find the answers: How do traditional clothes of both groups of people look alike? How do they look different?\n\n\n    All lessons have a Close Reading section that includes 3-4 text-based questions. For example, in Unit 2, Module B, Lesson 3 examples include:\n\n\nHow were the cows milked one hundred years ago? How do you know that? Let's read the sentence where you found that aloud together.\n    \nHow are cows milked today? How do you know that?\n    \nWhy do machines make milking cows faster?\n    \n\n\n    Additional materials that support students engaging with the text include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "13ff87fc-524f-4534-80a7-64bb1862367e": {"__data__": {"id_": "13ff87fc-524f-4534-80a7-64bb1862367e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "f52bf5f4-7afc-4b9e-b1bd-600bddeae0ef", "node_type": null, "metadata": {}, "hash": "9e7882665bc11eca091deb44965b9fb4e57e431fc52c349fc7383103e05fab57"}, "3": {"node_id": "595cf467-a060-4464-b646-e84dad6731c3", "node_type": null, "metadata": {}, "hash": "520146a0a9118701ffee49fc2529949ee3704f61ba39e44cca1bcb6ac755d458"}}, "hash": "93e0ef3686051074c2cef918f8e68b57ca92173d991863d128c075222d1941ba", "text": "Additional materials that support students engaging with the text include:\n\n\nIn the Sleuth close reading materials, there is a gather evidence section for each close read which requires students to find evidence from the text.\n    \nThe Reader's and Writer's Notebook provides evidence-based questions.\n    \nThe Baseline Assessment also includes evidence-based questions.\n\nMaterials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).\n\nThe instructional materials reviewed for Kindergarten meet the expectations of materials containing sets of high-quality sequences of text-based questions and activities that build to a culminating task. Every module offers a culminating task (performance-based assessment) where students write, draw, or dictate to address a prompt. Many of the performance assessments at the end of each module and unit require the students to use evidence from the text they have read. The lessons and questions leading up to the task offer support to complete the task.\n\n\n    For example, students are asked to use the text from the lessons is in Unit 2, Module A, to create a simple personal narrative about something they did when they were younger that they do differently now. The students draw \u201cThen I\u2026\u201dand Now I\u2026\u201d pictures to show a difference in how they do something. Second, they dictate or write about the two events using the sentence starters, \u201cThen I\u2026\u201d and \u201cNow I\u2026\u201d. There is a reproducible page to distribute to students as well. Lastly, there is a review and revise portion and a shared writing to complete the assessment.\n\n\n    Text-based questions and activities lead up to the following culminating tasks are included in the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "595cf467-a060-4464-b646-e84dad6731c3": {"__data__": {"id_": "595cf467-a060-4464-b646-e84dad6731c3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "13ff87fc-524f-4534-80a7-64bb1862367e", "node_type": null, "metadata": {}, "hash": "93e0ef3686051074c2cef918f8e68b57ca92173d991863d128c075222d1941ba"}, "3": {"node_id": "1f39d086-baff-4bee-b681-1959d9fbb492", "node_type": null, "metadata": {}, "hash": "2162572438d078c557ed635ce0c1e653ef4eb873a9aafc453c1e5c295229e70d"}}, "hash": "520146a0a9118701ffee49fc2529949ee3704f61ba39e44cca1bcb6ac755d458", "text": "Unit 1, Module A: Write about an Animal- Students choose an animal from one of the selections. They tell about an animal and its home.\n    \nUnit 1, Module B: Write about a Special Home- Students choose one animal or plant from Life in a Pond or A Bed for the winter. Tell something about the animal\u2019s or plant\u2019s home.\n    \nUnit 2, Module A: Write about Changes Narrative- Create a simple narrative. Tell about something you did when you were younger that you do differently now.\n    \nUnit 2, Module B: Write about Life on a Farm Opinion- Children state an opinion about whether they would like to live on a farm.\n    \nUnit 3, Module A: Create a Story Narrative- Children write a story about the main character in Come On Rain! And what she might do in a snowstorm.\n    \nUnit 3, Module B: Predict the Weather, Informative/Explanatory Task- Children pretend that they are weather forecasters. They use what they learned from What the Weather Be? and Weather Words and What They Mean to write a simple weather forecast.\n    \nUnit 4, Module A: Write About a Day With My Friend: Narrative Task- Children pretend they are friends with the main character in either I love Saturdays y Domingos or Apple Pie for the 4th of July. They draw, dictate, or write a simple narrative telling about a day they spend together.\n    \nUnit 4, Module B: Write Questions and Answers, Informative/Explanatory Task- Children think of two questions about the selections Making Music and Clothes in Many Cultures. They use evidence from the texts to answer the questions.\n    \nUnit 5, Module A: Write About My Favorite Task-Opinion Task- Children state an opinion about plants they like better, The Tiny Seed or Jack\u2019s Garden.\n    \nUnit 5, Module B: Create A Did You Know? Book ,Informative/Explanatory Task- Children research patterns in nature using Plant Patterns and Swirl by Swirl Spirals in Nature along with additional sources found during shared research. Children then write Did You Know? books about patterns in nature that include information learned from their research.\n    \nUnit 6, Module A: Write a Book Review, Opinion Task- Children state and support an opinion about which selection they like better, On the Town: A Community Adventure or Places in My Neighborhood.\n    \nUnit 6, Module B: Create A Travel Brochure, Opinion Task- Using information from the anchor and supporting texts and their own words and pictures, children create a travel brochure that convinces people to visit a big city.\n\nMaterials provide frequent opportunities and protocols for evidence-based discussions (small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    Examples of opportunities for students to have evidence based discussions include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1f39d086-baff-4bee-b681-1959d9fbb492": {"__data__": {"id_": "1f39d086-baff-4bee-b681-1959d9fbb492", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "595cf467-a060-4464-b646-e84dad6731c3", "node_type": null, "metadata": {}, "hash": "520146a0a9118701ffee49fc2529949ee3704f61ba39e44cca1bcb6ac755d458"}, "3": {"node_id": "f3df8acb-3920-4cf9-b051-782db5f50110", "node_type": null, "metadata": {}, "hash": "c56a03ae80a52ac430793f3ddd9c65c8ec05b8151ca9d7d48befa44247b192e2"}}, "hash": "2162572438d078c557ed635ce0c1e653ef4eb873a9aafc453c1e5c295229e70d", "text": "Examples of opportunities for students to have evidence based discussions include:\n\n\nClose reading structures are included with discussion questions so that students respond to questions with evidence from the text (Implementation Guide p. 41). \u201cEngage the class in a discussion about what you just read. Establishing agreed- upon rules for discussions, such as listening to others and taking turns speaking. Remind children that they can use words and pictures to help them understand the text. Use these questions to guide the discussion and confirm understanding of the text, and ask children to support their answers with evidence\u201d.\n    \nStructures are provided for students to work in pairs or small groups to complete a graphic organizer. For example, children work together to identify the sequence of events and fill out a chart using the Small Group Discussion Routine on page TR10-TR11. (Unit 3, Module A Lesson 4).\n    \nStudents read aloud the sentence from the text with the word plow Using the Benchmark Vocabulary Routine for Literary Text on TR32-TR35 to teach the meaning of the word. Students discuss the words (Unit 2, Module A, Lesson 6)\n    \nStudents read texts and write to share their opinion as to What Will the Weather Be and Weather Words and What They Mean, present their thoughts to the class as a speech which is recorded by the teacher on a Venn Diagram, and are given the opportunity to respond to questions. After the model, students then write in the same manor to compare and contrast the same two stories by creating compare and contrast books. They will write and read aloud their sentences. (Unit 3, Module B, Lesson 11)\n    \n\n\n    Teacher Resources offers teachers a number of routines to provide opportunities for evidence-based discussions. For example:\n\n\nThink-Pair-Share Routine: Included in this routine are suggestions for accountable talk such as \"I agree with you\" when discussing the text. The routine provides children with structured support as they engage in text- reliant conversations. Asking children thought- provoking questions to get them involved in richer text-based discussions. This routine is found on TR6-7.\n    \nWhole Class Discussion Routine: For example, \"We are going to talk about this book together. Let\u2019s focus on ____. If you have something to add to our conversation, raise your hand. Listen carefully to what your classmates say so you add new ideas.\" The purpose of this discussion routine is to have thoughtful conversations about texts and topics to provide opportunities for children to expand their oral vocabulary as they interact socially with their classmates. This routine is found on pages TR8-9.\n    \nSmall Group Discussion protocol that assigns roles to each student in the group. The routine emphasizes that students should go back to the text to find evidence. The purpose of this routine is to allow individuals to practice and expand their oral vocabulary as they engage in thoughtful conversations about a topic or texts. This routine is found on pages TR10-TR11.\n    \nRead Aloud Routine: For example, \"As I read aloud to you, listen carefully for moments when the main character reacts to challenges. I\u2019ll stop on occasion for us to talk about what I\u2019ve read.\" The purpose of this routine is to model fluent reading and allow children to take in new vocabulary through oral language conversations. This routine is found on pages TR12-TR13.\n    \nText Club Routine: For example, \" Text Clubs are your opportunity to work with classmates to read and discuss different texts. The Clubs will focus on a particular aspect of reading, and every group member will have a different role to play. After you read the text independently, you will meet with your Text Club to have meaningful discussions about it.\" This routine is found on pages TR 24-25.\n    \n\n\n    Vocabulary routines are provided in Benchmark Vocabulary Routines for Informational and Literary Texts which are found in Teacher Resources. Following the Text Set information, teachers are also provided with more information about vocabulary in a section called Vocabulary to Unlock Text. This provides the teacher with Benchmark Vocabulary and Tier II and Tier III Words for the anchor text and supporting texts. For example, in Unit 4, Module B, students find and read aloud sentences from the text with the words drumsticks and rattles. Then using the Benchmark Vocabulary Routine for Informational Text students will learn the meanings of the words. Students use the Reader\u2019s and Writer\u2019s Journal to show their contextual understanding of the vocabulary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f3df8acb-3920-4cf9-b051-782db5f50110": {"__data__": {"id_": "f3df8acb-3920-4cf9-b051-782db5f50110", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "1f39d086-baff-4bee-b681-1959d9fbb492", "node_type": null, "metadata": {}, "hash": "2162572438d078c557ed635ce0c1e653ef4eb873a9aafc453c1e5c295229e70d"}, "3": {"node_id": "4919bc7f-e2fc-4bc5-954f-9e16a1d88a5b", "node_type": null, "metadata": {}, "hash": "82ae4bc7e2fdab0f30ad2fb5a9e0035fdcf387369c085230081bcb25737622a0"}}, "hash": "c56a03ae80a52ac430793f3ddd9c65c8ec05b8151ca9d7d48befa44247b192e2", "text": "The program promotes evidence based discussions and provides protocols for the discussion but lacks protocols in the routines to help students use vocabulary in their discussions. For example, stems for discussion to scaffold syntax are not present.\n\nMaterials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for supporting students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\n\n    Most lessons provide discussion protocols for turn and talks, whole group discussions, and small group discussions. There are opportunities in all of these routines for students to speak and listen about what they read. Collaborative routines are included in the daily lessons along with protocol explanations and discussion structures. This is found in the Teacher Resource section of the Teacher\u2019s Guide.\n\n\n    Writing lessons provide opportunities for students to share their writing. For example, students think about the books they read, Neighborhood Walk: City and While I am Sleeping. Using information from the books and your own words and pictures to make a travel brochure. Students will share their brochures with their classmates by reading aloud the text and showing their visuals. Students listening in the audience will have a chance to ask the presenter questions (Unit 6, Module B, Performance Task).\n\n\n    In Sleuth, close reading materials, structures are included for students to gather evidence, ask questions regarding the text, use evidence to make a case, and prove their case to other students within their team, with all team members having a voice. At the end of each writing lesson, there are opportunities for students to share. For example, in Unit 2, Module A, Lesson 3, students are asked to answer questions from the read aloud School Buses Then and Now on page TR3 of the Teacher's Guide as students follow along. Student use text evidence to support their answers.\n\n\n    The Performance Based Assessments at the end of each module provide an opportunity for students to share their writing. For example, in Unit 3, Module B, students share their informative writing. The student presents their information as their forecast as if they are a real meteorologist would be pointing to their drawings as they tell about the weather. The audience members are encouraged to ask questions and provide feedback.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials for Kindergarten meet the expectations of materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects incorporating digital resources where appropriate.\n\n\n    Explicit instruction guides students through the writing process, requiring them to analyze good writing models from the text sets they read. There are 6 Units and two Modules (A and B) within each unit. The 12 Lessons within each module focus on one type of writing. Each Module\u2019s writing lessons are based on text(s) and offer a model for students as they write. On-demand writing occurs each day when students write to what they have read in various formats. Examples of writing include taking notes, short answer, or paragraph construction. Lessons are structured so that by the end of the Module, students have addressed all components of the writing process.\n\n\n    Each module is structured the same way regarding process and on-demand writing. Representative examples of process writing include, but are not limited to, the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4919bc7f-e2fc-4bc5-954f-9e16a1d88a5b": {"__data__": {"id_": "4919bc7f-e2fc-4bc5-954f-9e16a1d88a5b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "f3df8acb-3920-4cf9-b051-782db5f50110", "node_type": null, "metadata": {}, "hash": "c56a03ae80a52ac430793f3ddd9c65c8ec05b8151ca9d7d48befa44247b192e2"}, "3": {"node_id": "0ba266af-810e-42f3-b7c7-1f93121e3d8a", "node_type": null, "metadata": {}, "hash": "364f21552c8cf1b82cf71b868e8ab2be0d2055817e8a92fad0404b45ad25b60f"}}, "hash": "82ae4bc7e2fdab0f30ad2fb5a9e0035fdcf387369c085230081bcb25737622a0", "text": "In Unit 2, Module A, Lesson 1, students practice a Narrative Writing Component: \u201cUsing the text as a model students are taught how to write a narrative. Students are instructed to dictate, or draw about the changes in the Little House experiences over time. Students are taught to understand that things that happened \u201cthen\u201d happened in the past. That could mean yesterday or many years ago. Things that happen \u201cnow\u201d are happening in the present. There is a chart for children to make documenting their ideas and comparing things in they did in the past to things that are doing in the present.\u201d\n    \nIn Unit 5, Module B, Lesson 1, students work on an Informative Writing: \u201cStudents are reminded that sometimes they will be asked to write questions and answers about facts in an informational text they have read. Reminding them that they can find the answers to the questions they ask in the words and pictures in the text. Students are asked to draw or write to ask questions about the book. Then have them draw or write the answers to their questions using facts about key details from the book. Have them write one question on page 263 of their Reader\u2019s Writer\u2019s Journal.\u201d\n    \nIn Unit 6, Module A, Lesson 6, students work on an Opinion Writing: \u201cStudents are reminded that sometimes writers write to tell their opinion, or how they think or feel about a topic. One kind of opinion is a book review when writers write about a book they read and state their opinion. Students are directed through a step by step process beginning with the choosing of a text, The Poky Little Puppy, recall details from the texts, form an opinion. Sentence instruction is provided for students that may need help organizing their opinion on paper so there are sentences stems available if the students need them.\u201d\n    \n\n\n    On-demand writing occurs across the yearlong materials. Examples of on-demand writing appear in each unit and typically provide practice with component skills as they build to a larger project. For example, their Performance Based Assessment at the end of each module allows for the opportunity for students to go back to the text, gather information, and synthesize the information into a written final project where they can draw, dictate, or write. Unit 2, Module B has a performance based assessment in which the students were asked to create an opinion piece based on their opinion about how it would be to live on a farm. Students revisit the text to discover how characters shared their opinions.\n\n\n    On demand writing for Kindergarten is spiraled throughout each unit and module. There is a daily/lesson specific writing routine, writing opportunities in phonics and vocabulary and students are asked to edit and revise only some of their pieces such as a narrative. If the teacher uses the Scaffolding guide, students are also given another opportunity to provide on demand writing through the scaffolding writing routine portion.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Kindergarten meet the criteria for providing opportunities for students to address different genres/modes of writing that reflect the distribution by the standards. Each lesson includes a writing lesson, and over the course of the school year, students engage with multiple genres and modes of writing. Writing rubrics that are aligned to the standards are provided for all types of writing in the Teacher's Guide.\n\n\n    Examples of writing prompts that address the different text types of writing and reflect the distribution required by the standards include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0ba266af-810e-42f3-b7c7-1f93121e3d8a": {"__data__": {"id_": "0ba266af-810e-42f3-b7c7-1f93121e3d8a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "4919bc7f-e2fc-4bc5-954f-9e16a1d88a5b", "node_type": null, "metadata": {}, "hash": "82ae4bc7e2fdab0f30ad2fb5a9e0035fdcf387369c085230081bcb25737622a0"}, "3": {"node_id": "b8e0dff8-26d0-4496-a123-5f7bec1ec6db", "node_type": null, "metadata": {}, "hash": "645097aa75fded69e704139a96f53e1bd613f85a112a28858953763847aea3a9"}}, "hash": "364f21552c8cf1b82cf71b868e8ab2be0d2055817e8a92fad0404b45ad25b60f", "text": "Unit 1, Module A, Narrative: Students write about animals homes by choosing an animal from Where is Home, Little Pip? or A House for Hermit Crab. Students tell about the animal and it\u2019s home.\n    \nUnit 1, Module B, Informative/Explanatory: Students select and animal or plant from one of the selections. Students explain the animal\u2019s or plant\u2019s home.\n    \nUnit 2, Module A, Narrative: Students write about changes by creating a simple personal narrative about something they did when they were younger that they do differently now.\n    \nUnit 2, Module B, Opinion: Students draw, dictate, or write an opinion comparing and contrasting two things in Farming Then and Now or The Old Things. Students compare the texts and write their opinion in the Writer\u2019s Journal.\n    \nUnit 3, Module A, Narrative: Students create a story about the main character in Come on, Rain! And what she might do in a snowstorm.\n    \nUnit 3, Module B, Informational/Explanatory: Students pretend that they are weather forecasters. Students use what they learned from What Will the Weather Be? and Weather Words and What They Mean to write a simple weather forecast.\n    \nUnit 4, Module A, Narrative: Students write about a day with a friend by pretending they are friends with the main character in either I Love Saturdays y domingos or Apple Pie 4th of July. Students draw, dictate, or write a simple narrative telling about a day they spend together.\n    \nUnit 4, Module B, Informative/Explanatory: Students write questions and answers by thinking of two questions about the selections Making Music and Clothes in Many Cultures. Students use evidence from the texts to answer the questions.\n    \nUnit 5, Module A, Opinion: Students state an opinion about which story about plants they like better, The Tiny Seed or Jack\u2019s Garden.\n    \nUnit 5, Module B, Informative/Explanatory: Students create a Did You Know? book by researching patterns in nature using Plant Patterns and Swirl by Swirl: Spirals in Nature along with additional sources found during shared research. Students then write Did You Know? books about patterns in nature that include information learned from their research.\n    \nUnit 6, Module A, Opinion: Students write a book review by stating and supporting an opinion about which selection they like better, On the Town: A Community Adventure or Places in My Neighborhood.\n\nUnit 6, Module B, Opinion: Students create a travel brochure using information from the anchor and supporting texts and their own words and pictures that convince people to visit a big city.\n\nMaterials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for the materials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level. Students are taught each day to carefully analyze and synthesize sources and defend claims as part of Whole Group Writing instruction. Each writing lesson focuses on a writing mode that is specified in the Common Core Standards. The Reading and Writing Journal (RWJ) frequently provides \u201cWrite in Response to Reading\u201d prompts. Students are required to gather and use evidence from the text to support their responses.\n\n\n    Opportunities for evidence-based writing in the instructional materials include but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b8e0dff8-26d0-4496-a123-5f7bec1ec6db": {"__data__": {"id_": "b8e0dff8-26d0-4496-a123-5f7bec1ec6db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "0ba266af-810e-42f3-b7c7-1f93121e3d8a", "node_type": null, "metadata": {}, "hash": "364f21552c8cf1b82cf71b868e8ab2be0d2055817e8a92fad0404b45ad25b60f"}, "3": {"node_id": "7364079f-fa94-4034-83ac-e242e159238c", "node_type": null, "metadata": {}, "hash": "f36a667241288e30534f43875fa49483aa23d748ac2fc06cf6a733cc03185228"}}, "hash": "645097aa75fded69e704139a96f53e1bd613f85a112a28858953763847aea3a9", "text": "In Unit 1, Lesson 2, Module A, students draw, dictate, or write a detail about an animal character from the text, including what the character looks like, what it does, or how it feels.\n    \nIn Unit 3, Module B, Lesson 1, students draw, dictate, or write questions about the book What Will the Weather Be? Then the students work with a partner to answer their questions.\n    \nIn Unit 4, Module A, Lesson 3, students dictate or write to narrate the events from Saturday or Sunday in I Love Saturdays y Domingos. Students write the sequence words from p. 181 of their Reader\u2019s and Writer\u2019s journal.\n    \nIn Unit 5, Module B, Lesson 10, the teacher reminds students of the main topic of Swirl by Swirl: Spirals in Nature. Students choose a spread from the text and think about how the details in the text and in the pictures tell about the main topic. Students then dictate or write about the details in the text and pictures teach about spirals and write one comment in their Reader\u2019s and Writer\u2019s Journal. (Sentence frames are included: This shows how _____. This teaches me that _____.)\n\nIn Unit 6, Module B, Lesson 2, students write their opinion about the text. Choosing a photograph and caption from the day\u2019s text, they dictate or write their opinion about this part of the book. Next, they write their opinion in their Reader\u2019s and Writer\u2019s Journal.\n    \n\n\n    Performance-Based Assessments (PBA) are assigned at the end of each module. These include writing projects where students use the anchor text and the major writing skill from the module in order to respond to questions to synthesize learning. These projects lead students to analyze and synthesize the texts they have read. For example, in the Unit 5, Module A, students state and support an opinion about which plant story (The Tiny Seed or Jack\u2019s Garden) they preferred. Students state their opinion of the story and draw, dictate, or write at least two reasons to support their opinion.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Kindergarten meet expectations for explicit instruction of the grammar and conventions standards as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context.\n\n\n    Grammar lessons align to the Kindergarten Common Core State Standards for Language including.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7364079f-fa94-4034-83ac-e242e159238c": {"__data__": {"id_": "7364079f-fa94-4034-83ac-e242e159238c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "b8e0dff8-26d0-4496-a123-5f7bec1ec6db", "node_type": null, "metadata": {}, "hash": "645097aa75fded69e704139a96f53e1bd613f85a112a28858953763847aea3a9"}, "3": {"node_id": "45365a4e-22db-48b0-962f-a95933c79e1f", "node_type": null, "metadata": {}, "hash": "3f5a8cd61175dc97ef07fdfd2f40f9d4f20cb1b7600d36bcc9f905a154420c9f"}}, "hash": "f36a667241288e30534f43875fa49483aa23d748ac2fc06cf6a733cc03185228", "text": "In Unit 1, Module A, students are taught to identify uppercase and lowercase letters, capitalize first words in sentences, use the pronoun I, and recognize ending punctuations.\n    \nIn Unit 1, Module B, students are taught to identify nouns (animals, places, things, people), identify nouns for more than one, use verbs that tell about actions, question words, and produce complete sentences.\n    \nIn Unit 2, Module A, students are taught to identify and use verbs, produce complete sentences, use end punctuation, and use questions words.\n    \nIn Unit 2, Module B, students are taught to expand sentences and identify and use prepositions.\n    \nIn Unit 3, Module A, students are taught to write short sentences, capitalize names and first words in sentences, capitalize the pronoun I, identify and use present, past and future tenses of verbs, and complete sentences (subject and predicate).\n    \nIn Unit 3, Module B, students are taught to print short sentences, use prepositions and prepositional phrases, and expand sentences.\n    \nIn Unit 4, Module A, students are taught to write sentences (including exclamations), identify and use nouns and verbs, and capitalize the pronoun I.\n\nIn Unit 4, Module B, students are taught to print sentences (including questions), produce complete sentences, expand sentences, use capitalization, and use ending punctuation.\n    \nIn Unit 5, Module A, students are taught to write sentences, use question words, capitalize the pronoun I, and produce sentences of their own.\n    \nIn Unit 5, Module B, students are taught to print sentences, use nouns for more than one, and use present, past and future tenses of verbs.\n    \nIn Unit 6, Module A, students are taught to write short sentences and produce complete sentences, use capitalization and ending punctuation, and expand sentences.\n    \nIn Unit 6, Module B, students are taught to print sentences, work with plural nouns, identify nouns and verbs in sentences, expand sentences, and use prepositional phrases.\n    \n\n\n    Language and convention expectations are included in each writing rubric found within each Unit Module writing task to assess each student in language standards.\n\n\n    Grammar lessons require students to practice the skill in and out of context, for example:\n\n\nUnit 2, Module A, Lesson 11, the Teacher\u2019s Guide states, \u201cStudents produce complete sentences. Teach and model a complete sentence. Remind them of what this means. Then apply by writing sentences.\u201d Students write their own sentences using exclamation marks on a separate sheet of paper.\n    \nUnit 6, Module B, Lesson 2, the Teacher\u2019s Guide states,\u201cWrite the sentences on the board: Let's go downtown. Where is the subway? It is so noisy! We can walk instead. Remind children that we print upper and lowercase letters to write words that make sentences.\u201d Students write their own sentences using uppercase letters, lowercase letters, and proper punctuation on a separate sheet of paper.\n    \n\n\n    For each grammar lesson, there is additional practice in the Reader's and Writer's Journal. This practice may or may not be in context. The Reading/Writing Journal includes lessons specific to the conventions of writing and provides students with on-demand writing tasks.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relations, phonemic awareness, phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Kindergarten meet the expectation that materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\n\n    The instructional materials provide students with frequent opportunities to learn and understand phonemes. In the Foundational Skills tab section of each unit\u2019s Teacher's Guides, phonemic awareness activities are on Day 1 and Day 3 of each week. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45365a4e-22db-48b0-962f-a95933c79e1f": {"__data__": {"id_": "45365a4e-22db-48b0-962f-a95933c79e1f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "7364079f-fa94-4034-83ac-e242e159238c", "node_type": null, "metadata": {}, "hash": "f36a667241288e30534f43875fa49483aa23d748ac2fc06cf6a733cc03185228"}, "3": {"node_id": "7fa0558b-2186-4ffb-8ca7-2d37c42a3ab3", "node_type": null, "metadata": {}, "hash": "62149aa310bbe69490e66f6917bdd9a814d49dbf287c0f7bcd888fe6d206a7c5"}}, "hash": "3f5a8cd61175dc97ef07fdfd2f40f9d4f20cb1b7600d36bcc9f905a154420c9f", "text": "In Unit 1, Module B, Lesson 6: Phonemic Awareness: listen and say /m/ \u201cWhat sound does moon begin with? Phonics: Students name the sound /m/ in a variety of words.\n    \nIn Unit 2, Module A, Lesson 1: Introduce the new sound of the initial and medial /a/. Listen carefully: /a/, say it with me /a/. The teacher displays the picture card alligator. Alligator begins with /a/. Display the picture card for a car. Cat has /a/ in the middle. What sound do you hear in the middle of the word cat? Students practice with the words: astronaut and apple explaining where they hear the /a/ sound either initially or in the middle.\n    \nIn Unit 3, Module B, Lesson 3: Phonemic Awareness: Display picture card and identify /f/. Students spell words with /f/.\n    \nIn Unit 6, Module A, Lesson 11: The teacher reviews with the students that they have learned the new sound /i/. Say it with me: /i/. The teacher displays the Picture Card kite. Kite has a long I sound in the middle. What sound does kite have in the middle? Continue with the picture card five. Students say the word five. The word five has the long I sound in the middle. We can make new words with the long I sound by changing the sounds in five. I will start. I will change the /f/ to a /d/: /d/ /i/ /v/ /e/, dive. Now let's change the /v/ in the middle to a /m/ in dime to /t/ /i/ /m/ /e/. What is the new word?\n    \nIn Unit 6, Module B, Lesson 11: Phonemic Awareness: Students review words with long and short vowel sounds. Phonics: Students write words with long and short vowel sounds. They are directed to point to the word with the specified vowel sound (ex. cap/cave- point to the word with short a).\n    \n\n\n    Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words. The foundational skills tab section of the Teacher's Guides contain phonics activities for Day 1 and Day 3 of each week and decoding activities for Day 2 and Day 4 each week. Examples include the following:\n\n\nIn Unit 3, Module B, Lesson 1: Students are introduced to the alphabet card Ff. The teacher discusses that fountain begins with /f/. Students point to the letter f in the word fountain. Then students point to the letters Ff on the card. The sound we are learning is the letter f. The names of these letters are uppercase F and lower case f. What is the sound of the letter? What is the name of the letters? Students practice singing the Phonics and Rhymes Chart 16, Four Funny Buddies. As students sing the song they point to the letter f.\n    \nIn Unit 5, Module B, Lesson 11: The teacher introduces a new sound. Listen carefully /y/, say it with me. Show picture card yak. Yak begins with /y/, yak. Continue with routine and picture cards yarn and yellow. Yes begins with /y/ and ends with /es/. Let\u2019s put the /y/ sound with the ending sounds. Say /y/ /es/. What word did we say, yes? Continue with words yarn, year, what do these words begin with? Display the alphabet card Y. Display phonics and rhymes chart 30. Sing the song Yolla Yak, at the end of the routine students complete p. 284 in their Reader\u2019s and Writer\u2019s journal.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7fa0558b-2186-4ffb-8ca7-2d37c42a3ab3": {"__data__": {"id_": "7fa0558b-2186-4ffb-8ca7-2d37c42a3ab3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "45365a4e-22db-48b0-962f-a95933c79e1f", "node_type": null, "metadata": {}, "hash": "3f5a8cd61175dc97ef07fdfd2f40f9d4f20cb1b7600d36bcc9f905a154420c9f"}, "3": {"node_id": "15426215-d7f1-4692-95e5-a6cee4eab710", "node_type": null, "metadata": {}, "hash": "41b0dd15e11840450d3603779ee0090adcfc4214f84e0891d3daa96bc74548f2"}}, "hash": "62149aa310bbe69490e66f6917bdd9a814d49dbf287c0f7bcd888fe6d206a7c5", "text": "The sequence of phonics begins with letter recognition of the 26 letters (both uppercase and lowercase) in Unit 1, Module A and Unit 1, Module B. After learning the letters, phonics instruction begins in Unit 1, Module B with /m/ spelled Mm and /t/ spelled Tt. The first vowel sound is introduced in Unit 2, Module A with /a/ spelled Aa. Individual letter sounds are addressed through Unit 5. In Unit 6, other vowel sounds with common spellings such as ee, ea.\n\nMaterials, questions, and tasks provide explicit instruction for and regular practice to address the acqusition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\nThe instructional materials reviewed for Kindergarten partially meet expectations that materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\n\n    Materials include lessons for students to learn how to identify and produce letters. Lessons are not multimodal for Kindergarten students to learn to make the letters of the alphabet. Examples include:\n\n\nThe progression of teaching and learning the letters of the alphabet is as follows:\n        \nUnit 1, Module A, Lessons 1-5 introduce Aa, Bb, Cc, Dd, Ee,\n            \nUnit 1, Module A, Lessons 6-10 introduce Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn.\n\nUnit 1, Module A, Lessons 11-13 introduce Oo, Pp, Qq, Rr, Ss.\n\nUnit 1, Module B, Lessons 1-5 introduce Tt, Uu, Vv, Ww, Xx, Yy, Zz.\n\n\n\nIn Unit 1, Module A, Lesson 1- Introduce: Display the Alphabet Aa Card. Teacher points to and says \u201cThis is the uppercase letter A. What is this letter?\u201d Teacher points and says \u201cThis is the lowercase letter a. What is this letter?\u201d Use the alphabet cards to introduce the letters Bb and Cc. Practice: Display Phonics and Songs Rhymes Chart \u201cA Bus Comes Along Every Day\u201d. Point out how the letters make the words and words make the sentences. Have them point to the letters Aa, Bb, Cc. Students complete p. 1 in the Reader\u2019s and Writer\u2019s Journal. Apply: Display the Alphabet Cards for Aa, Bb, Cc. Have students write each letter on a piece of paper as you write it.\n    \nIn Unit 1, Module A, Lesson 4- Give students Student Reader K.1.1 At School, Teacher points to title and says \u201cThe title of the story is Cat and Dog At School. Point to the word Cat. Teacher says \u201cThis is the word Cat. This picture of a cat will help you read the word. Say the letters with me: c-a-t, cat. Repeat with Dog. Children will reread Cat and Dog At School to develop automaticity reading high-frequency words and identifying the letters, Aa, Bb, Cc, Dd, Ee.\n\n\n\n    Materials include frequent and adequate tasks and questions about the organization of print concepts (e.g. follow words left to right, spoken words correlates sequences of letters, letter spacing, upper-and lowercase letters). Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "15426215-d7f1-4692-95e5-a6cee4eab710": {"__data__": {"id_": "15426215-d7f1-4692-95e5-a6cee4eab710", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "7fa0558b-2186-4ffb-8ca7-2d37c42a3ab3", "node_type": null, "metadata": {}, "hash": "62149aa310bbe69490e66f6917bdd9a814d49dbf287c0f7bcd888fe6d206a7c5"}, "3": {"node_id": "f501cbe5-4ca8-44ae-8318-368c802fb3f1", "node_type": null, "metadata": {}, "hash": "e6405648c7e111232d8bc2bd238a96d26b861527c6eaaa1b00b02275546c5ea4"}}, "hash": "41b0dd15e11840450d3603779ee0090adcfc4214f84e0891d3daa96bc74548f2", "text": "In Unit 1, Module A, Lesson 2: Teachers explain that when we write letters, we write from left to right. They show children how to space the letters properly when writing them in a row. As students apply this, students are reminded to use proper left-to-right progression and proper spacing between letters. (p. 1.30)\n    \nIn Unit 3, Module A, Lesson 4, the teacher distributes Student Reader K.3.1 and points to the title of the book. The teacher explains the title of the book is on the cover and reads the title to the students. Then the teacher points to each word in the title and has the students read it with the teacher. The teacher points to each word as she reads the story, teaching students to track print left to right. Then, students preview the story, looking at the illustrations. The teacher calls out that in the story they will read words with the /b/ sound and spelling of b. Students then read the story in pairs switching readers after each page.\n    \n\n\n    The Print Concept Routine is found on Page 278 of the Scaffolded Strategies Handbook:\n\n\nParts of a Book:\n        \nShow the students how to hold a book, with the spine on the left and the cover showing. Point out and explain the title, author and illustrator\u2019s name. Discuss how the illustrations go with the text. Page through the book, and show how the story continues. Point to the text on each page. The teacher then releases the students to practice holding the book correctly, finding the author, turning the pages, and pointing to the text on each page.\n            \n\n\nLetters and Words:\n        \nDisplay text in a large format. Read aloud a sentence, point to each word while reading it. Then, frame one word with two fingers and read it aloud. Explain that it is a word, point out the spacing before and after the word, and count the letters. Students are then asked to point to other words on the page and to count to the letters within the words.\n            \n\n\nTracking Print:\n        \nAs you read a book aloud, put your finger on the starting point in the text on each page. Show that you read from left to right by moving your finger along lines of a text. Use your finger to show how to sweep back from the end of a line to the beginning of another and how to find the beginning of a text on the next page. Then have students use their finger to show the correct movement as you read the text aloud again.\n            \n\n\n\n\n    Other opportunities to practice print concepts include:\n\n\nShared Reading Routine TR14-TR15: Step 3- Point out print conventions. Besides unlocking text meaning, this is an opportunity to model how text works. For example, reading from the top to bottom and left to right, navigating text features, and attending to punctuation.\n    \nAn example of a shared read comes from Unit 5, Module A, Lesson 9. The teacher distributes the student reader (Our Boat). Let\u2019s read the title page together. Point to each word as the children read it with you. The author\u2019s name is Maura Albrecht. The story was illustrated by Hector Borlasca. Have children preview the story looking at the illustration on each page. Remind students that we read words left to right beginning at the top of the page. Students work in pairs to read the story switching after each reader working on developing automaticity reading high frequency words and words that end with ks, /x/.\n\nInstructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\nThe instructional materials reviewed for Kindergarten meet expectations that instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\n\n    Students have the opportunity to read and practice high-frequency words. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f501cbe5-4ca8-44ae-8318-368c802fb3f1": {"__data__": {"id_": "f501cbe5-4ca8-44ae-8318-368c802fb3f1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "15426215-d7f1-4692-95e5-a6cee4eab710", "node_type": null, "metadata": {}, "hash": "41b0dd15e11840450d3603779ee0090adcfc4214f84e0891d3daa96bc74548f2"}, "3": {"node_id": "ef34015c-f39a-4b11-9cbc-7b5fee57bd4f", "node_type": null, "metadata": {}, "hash": "257a133332cde7bf8cee9e7a2ecb064e010570f4d8fdae1ceba3c61fd52e7e3c"}}, "hash": "e6405648c7e111232d8bc2bd238a96d26b861527c6eaaa1b00b02275546c5ea4", "text": "High frequency word instruction takes place during lessons 2, 7, and 12 of each module during Whole Group Time as a Foundational Skills Mini-Lesson. Plans for Instruction on high-frequency words are included in the Foundational Skills section of each Teacher\u2019s Guide.\n        \nIn Unit 1, Module A, Lesson 2, the teacher writes two high-frequency words: I and am. Students say and spell the words with and without the teacher. The teacher demonstrates the meaning of the high-frequency word in a sentence. Students are guided to use the high-frequency words in their own sentences.\n            \nIn Unit 4, Module B, Lesson 7, the teacher writes three high-frequency words: here, go, and from. The students say and spell the words with and without the teacher. Students get to practice reading one of the high-frequency words in context in The Red Sleds, a text from Student Reader K.4.5.\n\nIn Unit 6, Module B, Lesson 11, the teacher displays the High-Frequency Word Cards for three, said, look and you. The teacher says \u201cSome words we learn by remembering the letters.\u201d Have the students say and spell each work, first with the teacher and then by themselves. Point to the letter h in have. \u201cWhat is the letter and what is its sound?\u201d Continue point out other familiar letter-sounds in the high-frequency words. Model using the words in sentences. Then guide students to say their own sentences using each of the words.\n            \n\n\n\n\n    Materials provide students with multiple opportunities over the course of the year in core materials to purposefully read emergent-reader texts. Examples include:\n\n\nIn Unit 1, Module A, Lessons 4-5, students read an emergent reader called Cat and Dog At School to develop automaticity in reading high-frequency words and identifying letters Aa, Bb, Cc, Dd, and Ee. Students reread the text for fluency practice.\n    \nIn Unit 2, Module B, Lessons 2-3, students read a text from the Student Reader K.2.4 called Winter Fun. Students read the title with the teacher. The teacher teaches the rebus words such as door, cold, snowballs, snowball, and snow. The students read book in pairs, switching readers after each page.\n    \nIn Unit 3, Module A, Lesson 12, students read Pam at Bat from the Student Reader K.3.3. Students read the text with the teacher as the teacher points to the words. Students are reminded to read words left to right, top to bottom, and page to page. Students read the story in pairs, switching readers after each page.\n    \nIn Unit 4, Module A, Lesson 12, students read from the Student Reader K.4.3, reading an emergent text called A Home for Flap. Students point to the title and read the title with the teacher. Students are reminded to read words left to right, top to bottom, and page to page. Students read the story in pairs, switching readers after each page.\n    \nIn Unit 5, Module B, Lesson 12, students read We Get Set from the Student Reader K.4.6. The teacher is directed to frame the word get on p. 2. Students find get on other pages. Students read the story in pairs, switching readers after each page.\n    \nIn Unit 6, Module B, Lesson 12, students read Where Do Animals Live? From the Student Reader K.6.6. Students read the title with the teacher and students read the text in pairs. Students reread the text to develop automaticity of high-frequency words and words with short and long vowels.\n    \n\n\n    Materials support the development of students\u2019 automaticity and accuracy of grade-level decodable words over the course of the year. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ef34015c-f39a-4b11-9cbc-7b5fee57bd4f": {"__data__": {"id_": "ef34015c-f39a-4b11-9cbc-7b5fee57bd4f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "f501cbe5-4ca8-44ae-8318-368c802fb3f1", "node_type": null, "metadata": {}, "hash": "e6405648c7e111232d8bc2bd238a96d26b861527c6eaaa1b00b02275546c5ea4"}, "3": {"node_id": "3f2d6813-fbf9-47db-a0ce-5450377716ac", "node_type": null, "metadata": {}, "hash": "06bb9782db928492e99815a7d65981fd9d07edd2d2841d712d0615b409a4c463"}}, "hash": "257a133332cde7bf8cee9e7a2ecb064e010570f4d8fdae1ceba3c61fd52e7e3c", "text": "Unit 1, Module B, Lesson 7, students are provided Student Reader K.1.5, Eat Together. The teacher writes Mom and says \u201cThis is the word Mom, Name the letters with me, m-o-m.\u201d Repeat with talking, mixing, muffins, reading, mouse, eating, meatball, and mess. \u201cLook for these words in the book we read today. There will be a picture above the word to help you read it.\u201d\n    \nUnit 3, Module A, Lesson 2, students are provided Student Reader K.3.1, The Baby Panda. The teacher writes zoo. \u201cThis is the word zoo. Name the letters with me: z-o-o.\u201d Repeat with mom. \u201cLook for these words in the book we read today. There will be a picture above the word to help you read it.\u201d\n    \nUnit 6, Module B, Lesson 12, students are provided Student Reader K.6.6, Where Do Animals Live? Have pairs read the story, switching readers after each page. Have students reread the story to develop automaticity reading high-frequency words and words with short and long vowel sounds.\n\nMaterials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\nThe instructional materials reviewed for Kindergarten meet expectations that materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\n\n\n    Materials support students\u2019 development to learn grade-level word recognition and analysis skills in connected text and tasks. Materials also provide students frequent opportunities to read high-frequency words in connected text and tasks. For example:\n\n\nIn Unit 1 Module A Lesson 1, students receive phonemic awareness instruction in rhyming words (word families -ap, -ig, etc.). Students practice saying words together as they listen to the middle and ending parts of the words. They identify which two of the three-word sets rhyme and say an additional words that rhymes with those two words.\n        \nLesson 2 high-frequency words are part of instruction. Students are exposed to cards with the words, I and am. They are told that such words are learned by remembering the letters. Students respond by using the words in their own sentences.\n            \nLesson 6 syllables are part of the instruction. Students are taught to clap words\u2019 syllables while viewing picture cards (i.e., carrot, bus, crayon, bubble, duck).\n            \n\n\nIn Unit 3 Module B Lesson 1, students receive phonemic awareness instruction in isolating the initial sound of words with the /f/ sound. Students practice identifying words that begin with /f/, five, fingers, fort, fun, etc. When you hear a word that starts with the /f/ sound fan yourself.\n        \nLesson 2 high-frequency words are part of instruction. Students are exposed to cards with the words, see, look, for. They are told that such words are learned by remembering the letters. Students respond by using the words in their own sentences.\n            \nLesson 12 decoding is part of instruction. Students read student reader K.3.6 (Rob\u2019s Dots). Children frame the word can on page 2, then look for the word can on other pages.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3f2d6813-fbf9-47db-a0ce-5450377716ac": {"__data__": {"id_": "3f2d6813-fbf9-47db-a0ce-5450377716ac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "ef34015c-f39a-4b11-9cbc-7b5fee57bd4f", "node_type": null, "metadata": {}, "hash": "257a133332cde7bf8cee9e7a2ecb064e010570f4d8fdae1ceba3c61fd52e7e3c"}, "3": {"node_id": "a2af54d5-41e5-454a-8db8-f0c6c9a0d71f", "node_type": null, "metadata": {}, "hash": "aeb30f4e6273c3663723b7784b5cee131475da36ebd9682cacddadb04e00cc85"}}, "hash": "06bb9782db928492e99815a7d65981fd9d07edd2d2841d712d0615b409a4c463", "text": "Unit 6 Module A Lesson 1, students receive phonemic awareness instruction in long vowel /a/ sound. Students practice with the picture cards rake and lake. \u201cWhat sound you you hear in the middle of rake? The vowel sound is /a/\u201d. Continue with lake. Point to the picture that has the same vowel sound as rake.\n        \nLesson 2 high-frequency words are part of instruction. Students are exposed to cards with the words, do little, with, what. They are told that such words are learned by remembering the letters. Students respond by using the words in their own sentences.\n            \nLesson 6 phonics is part of instruction. Students are introduced to the ee, ea sounds. They practice with the leaf and queen picture card, then practice with the songs and rhymes chart (p.36) Quickly, Thump on the Mud. Students clap their hands when they hear a word with the long /e/ sound. Then students apply their skills by using letter tiles to make words with ee, ea.\n            \n\n\n\n\n    Every lesson contains Small Group Options, Steps 1 and 2. Within Step 1, there is a Process and Strategy focus. Each lesson has one Process and one Strategy focus that is selected for that day\u2019s lesson. Within the Strategy focus, there is a word recognition and decoding focus which is related to the Foundational Skills instruction time where children recognize high-frequency words and apply phonics strategies to decode new words. For example:\n\n\nIn Unit 5, Module A, Lesson 7- Strategy and Focus is Decoding and Word Recognition: Guide children in recognizing and reading high- frequency words in their self-selected texts. Write the words yellow, green, blue, and for. Students go through the book looking for these words and marking them with a colored tab. Children can also log into Pearson Realize to find an Independent Reading Activity that is appropriate for the text they are reading.\n    \nIn Unit 6, Module B, Lesson 12, Teacher\u2019s Guide p. 275 \u2013 Strategy Focus is Decoding and Word Recognition: Children point to several of the words they marked with tabs and read aloud the sentences in which the words appear. Children can also log into Pearson Realize and review with you the Independent Reading Activity they completed for their book. Further guidance can be found in the Independent Reading Routine on pp. TR16-TR23.\n    \n\n\n    Within Step 2, there is a Phonics focus which guides the teacher to the Foundational Skills section of the Teacher\u2019s Guide to guide instruction for helping students that struggled with the week\u2019s foundational phonics skills.\n\n\n    Other opportunities to practice with text include:\n\n\n\nLeveled Text Library: Teachers model how to decode unfamiliar words by locating known word patterns.\n    \n\nKindergarten Student Reader: Students practice phonics skills and reread for fluency.\n    \n\nKindergarten I Can Read selections: Students practice reading.\n    \n\nBig Books: All units include this resource. Teachers facilitate whole group instruction, including word recognition and analysis skills.\n\nMaterials support ongoing and frequent assessment to determine student mastery and inform meantingful differentiantion of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectations that materials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported. While there are many assessment opportunities of foundational skills, explicit instructions and guidance on how to address foundational skills with students are minimal.\n\n\n    Multiple assessment opportunities are available in core materials for students to demonstrate progress toward mastery and independence of foundational skills. The Assessment Book in the Teacher\u2019s Guide provides an overview of the program\u2019s assessment system. The program includes four main parts: baseline assessments, formative assessments, performance-based assessments and summative assessments. The protocols for administering the assessments and includes rubrics for scoring are included.\n\n\nThe Baseline Assessment is used to determine each student's instructional needs in the areas of foundational skills, comprehension, vocabulary, and writing. This assessment is administered at the beginning of the year to guide and scaffold instruction to meet the needs of all learners.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2af54d5-41e5-454a-8db8-f0c6c9a0d71f": {"__data__": {"id_": "a2af54d5-41e5-454a-8db8-f0c6c9a0d71f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "3f2d6813-fbf9-47db-a0ce-5450377716ac", "node_type": null, "metadata": {}, "hash": "06bb9782db928492e99815a7d65981fd9d07edd2d2841d712d0615b409a4c463"}, "3": {"node_id": "6b29db0c-7820-4cd4-bdc3-e40f48e803f0", "node_type": null, "metadata": {}, "hash": "1c8091b3c948fe0fb0c9c7ee67e6d1d43d6148947dc1229e565789012f01968f"}}, "hash": "aeb30f4e6273c3663723b7784b5cee131475da36ebd9682cacddadb04e00cc85", "text": "The Baseline Assessment starts with Readiness skills. An example of the questions asked are: \u201cWhich picture shows the boy at the bottom of the slide? Circle the picture that shows the boy at the bottom of the slide.\u201d\n\nThe next section is Letter Recognition. An example of the questions asked are: \u201cPut your finger on the star. Look at the letters. Find the letter \u201cN\u201d. Circle the \u201cN\u201d.\u201d Both uppercase and lowercase letters are asked to be identified.\n            \nThe following section in Phonemic Awareness. An example of the questions asked are: \u201cPut your finger on the circle. Look at the pictures: sun, rug, top. Which begins with the same sound as six\u2026.six?\u201d This section ask questions about beginning sounds, ending sounds, and rhyming words.\n            \nAnother foundational skills section is Concepts of Print. An example of questions in this section are: \u201cWhere should we start reading? Now which way should we go? At the end of the line, which way should we go?\u201d\n\nThe final foundational skill section is Phonemic Awareness. Examples of questions in this section are: \u201cListen to the following sounds and then blend them to make a word. /k/ /a/ /p/. What word do these sounds make? /k/ /a/ /p/. Listen to this word: rug. Tell me the sounds you hear in rug.\u201d\n\n\n\nFormative Assessments are integrated into every module. Each unit includes a Foundational Skills Check Progress for assessing students\u2019 phonics and word analysis skills as well as their word reading in context. They indicate a student's progress toward the Performance-Based Assessment and inform small group time.\n        \nExamples of Foundational Skills Check Progress are:\n                \nUnit 2: Phonics: Say the picture name. Circle the letter for the beginning sound in the picture name. Picture of a car, m, t,c. High-Frequency Words: Read the sentences. I like my cap.\n\nUnit 5: Phonics: Say the picture name. Circle the letter for the beginning sound in the picture name. Picture of a yolk, y, k, j. High-Frequency Words: Read the sentences. She said yes.\n\n\n\n\n\n\n\n    Assessment materials provide teachers with information of students\u2019 current skills/level of understanding and support teachers with instructional adjustments to help students make progress in foundational skills. The assessments and progress checks are very predictable and generic. They do not contain explicit instructions/guidance on how to address the skills students are missing in order to demonstrate mastery in foundational skills. Examples include:\n\n\nIn each Foundational Skills Check Progress, there is a box that says Monitor Progress.\n        \nIn Unit 2: If students have trouble reading words with consonants s, p, c, and short vowels a, i, then reteach the lesson that targets the skill children have difficulty with. If a student cannot read the high-frequency words, then reteach the high-frequency word sections of each lesson and have the child practice reading the words with a fluent reader.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6b29db0c-7820-4cd4-bdc3-e40f48e803f0": {"__data__": {"id_": "6b29db0c-7820-4cd4-bdc3-e40f48e803f0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "a2af54d5-41e5-454a-8db8-f0c6c9a0d71f", "node_type": null, "metadata": {}, "hash": "aeb30f4e6273c3663723b7784b5cee131475da36ebd9682cacddadb04e00cc85"}, "3": {"node_id": "5af7a662-68ad-4142-984d-734c546a83eb", "node_type": null, "metadata": {}, "hash": "436c44df1b227b82a01f12a97567389428e887cb4b16d6f052e190617575c106"}}, "hash": "1c8091b3c948fe0fb0c9c7ee67e6d1d43d6148947dc1229e565789012f01968f", "text": "After each assessment from the Assessment Book, there is a section labeled Using the Assessment Results to Inform Instruction. An example, is after the Baseline Assessment the guide states: It is recommended that you compare test results for each student only with the scores of others in your class. This will allow you to inform future instruction by examining general trends in the student\u2019s grade-level knowledge and abilities. You can use the results from each section to identify students who are on grade level, those who need more support and those who could benefit from additional challenge and to establish a \u201cstarting point\u201d for individualized instruction for each child.\n    \nThe Scaffolded Strategies Handbook provides models of scaffolded instruction, useful strategies, and practical routines that a teacher can employ during reading and writing to support English Language Learners, struggling readers, students with disabilities, and accelerated learners. The intention is that lessons from this book be done during small group instruction time.\n\nMaterials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.\n\nThe instructional materials reviewed for Kindergarten partially meet the expectation that materials, questions, and tasks providing high-quality learning lessons and activities for every student to reach mastery of foundational skills. While students have opportunities to practice grade-level foundational skill components, the guidance to teachers for scaffolding and adapting is general suggestions often in the form of if, then statements. The guidance frequently suggested is remodeling and rereading, which are not specific differentiation suggestions to assist students in working toward mastery of foundational skills.\n\n\n    Materials provide high-quality learning lessons and activities for students to reach mastery of foundational skills. Students have multiple practice opportunities with each grade level foundational skill component in order to reach mastery. Examples include:\n\n\nIn Unit 1, Module A, Lesson 1: Students are introduced to rhyming words. \u201cListen as I say some rhyming words, pig, dig, wig, big. Say the words with me. These are rhyming words because the middle and ending parts of the words are the same.\u201d\n    \nIn Unit 2, Module B, Lesson 6: Students are introduced to the short vowel sound i as an initial and medial sound. Display the picture card igloo. \u201cIgloo begins with /i/, igloo. What sound does igloo begin with?\u201d Display the picture card quilt. \u201cQuilt has /i/ in the middle, quilt. What sound do you hear in the middle of quilt?\u201d\n    \nIn Unit 3, Module B, Lesson 12: Display the high-frequency word cards they, of, you, we. \u201cSome words we learn by remembering the letters.\u201d Students say and spell each word, first with the teacher then without them.\n    \nIn Unit 4, Module A, Lesson 2: Students are given the student reader K.4.1 A Day to Play. \u201cThe title of the story is A Day to Play. Let\u2019s read the title together. The author\u2019s name is Ann Rossi. The story was illustrated by Jaime Smith.\u201d The students preview the story by looking at the illustrations. The teacher points out how to read words from left to right, top to bottom, and page to page.\n    \nIn Unit 5, Module A, Lesson 6: \u201cToday we will learn a new sound. Listen carefully, \u2018ks\u2019. Say it with me, /ks/.\u201d Display the picture card box. \u201cBox ends with /ks/, box, /ks/. What sound does box end with? I am going to say two words. One of those words with end with /ks/. I want you to tell me which word ends with /ks/. I will do the first one, six, sip. Which word ends with /ks/? I hear /ks/ at the end of six. Do you? Now you try\u2026\u201d\n    \n\n\n    Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support each student\u2019s needs. The Scaffolded Strategies Handbook provides support at the module level for all learners. More specifically, it is designed to provide differentiation for English language Learners, struggling readers, students with disabilities, and accelerated learners. Examples include:\n\n\nIn Unit 2, Module A, Lesson 8, Teacher\u2019s Guide p.91 Scaffolded Instruction English Language Learners: Letters and Sounds: Children may benefit from copying a word from the board. Work with them to spell the word orally as you write the letters. Reinforce the idea that every word is made of sounds and that the letters are used to represent the sounds. Emphasize each sound and the letter that spells the sound as you write the words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5af7a662-68ad-4142-984d-734c546a83eb": {"__data__": {"id_": "5af7a662-68ad-4142-984d-734c546a83eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "6b29db0c-7820-4cd4-bdc3-e40f48e803f0", "node_type": null, "metadata": {}, "hash": "1c8091b3c948fe0fb0c9c7ee67e6d1d43d6148947dc1229e565789012f01968f"}, "3": {"node_id": "c64a711a-2e10-449c-b7d2-f1a4eafe3a25", "node_type": null, "metadata": {}, "hash": "5169998043ae44165bfb33be3a75cb8c439a954612d0693d404372433e54236d"}}, "hash": "436c44df1b227b82a01f12a97567389428e887cb4b16d6f052e190617575c106", "text": "Differentiation in instruction is also provided in Quick Check boxes to guide teachers with \u201cif\u201d \u201cthen\u201d statements. These statements offer general suggestions for differentiation. Example:\n\n\nIn Unit 1, Module A, Lesson 6, Teacher\u2019s Guide p. 67:\n        \nQuick Check: Monitor Progress - If\u2026.children are reading too slowly, then\u2026.identify words and sentences that are causing problems and help children reread them until they can read them easily. If\u2026.children are reading too quickly, then...model reading at an appropriate rate and have children mimic your reading.\n            \n\n\n\n\nIn Unit 3, Module B, Lesson 7 Teacher\u2019s Guide p. 227:\n        \nQuick Check: Monitor Progress - If...children have difficulty reading the text, then...identify and focus on reading and explaining any words or phrases that are causing problems before having them read the text again.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nKindergarten instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with appropriate grade-level complex text organized around a topic. Vocabulary is addressed in each module, though academic vocabulary is not built across multiple texts. There is evidence of the materials providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, integrating reading, writing, speaking, listening to demonstrate grade-level literacy proficiency at the end of the school year.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for texts being organized around a topic/topics to build students\u2019 knowledge and vocabulary which will over time support and help grow students\u2019 ability to comprehend complex texts independently and proficiently.\n\n\n    Texts are connected by a grade-level appropriate topic. Each module in every unit is built around a topic. In each module, anchor and supporting texts are centered around the topic. Examples include:\n\n\nUnit 1: Living Together: This is Home\n        \nIn Module A, students are expected to understand the topic of finding one\u2019s home. Students are expected to infer using levels of meaning that a home can be anywhere you are with people who care and love you, regardless of where your location may be.\n            \nIn Module B, students are expected to understand the relationship among different species in a pond and understand their ecosystem and how it works.\n            \n\n\nUnit 2: Understanding Then and Now\n        \nIn Module A, students are expected to understand how land changes over the course of time due to the rapid growth of people within expanding cities.\n            \nIn Module B, students are expected understand the differences from farming then and farming now through the use of understanding the theme of change.\n            \n\n\nUnit 3: Predicting Change\n        \nIn Module A, students are expected to understand how neighborhood filled with different cultures is impacted, as well as united, by the weather.\n            \nIn Module B, students are expected to understand meteorology terms to explain how and why the weather is so difficult to predict using special weather instruments.\n            \n\n\nUnit 4: Learning about Each Other and The World\n        \nIn Module A, students are expected to understand how to connect with both sets of grandparents, being from a multicultural family, through connecting in different ways.\n            \nIn Module B, students are expected to understand what music is, why it is important, and identify different instruments used around the word in many different cultures.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c64a711a-2e10-449c-b7d2-f1a4eafe3a25": {"__data__": {"id_": "c64a711a-2e10-449c-b7d2-f1a4eafe3a25", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "5af7a662-68ad-4142-984d-734c546a83eb", "node_type": null, "metadata": {}, "hash": "436c44df1b227b82a01f12a97567389428e887cb4b16d6f052e190617575c106"}, "3": {"node_id": "b64bbf37-df29-43cb-929a-2a844993d862", "node_type": null, "metadata": {}, "hash": "953a51d027307770ffad6e876e2832dabab348f6d80a407e0bdcc2d4dd5fcc8e"}}, "hash": "5169998043ae44165bfb33be3a75cb8c439a954612d0693d404372433e54236d", "text": "Unit 5: Knowing About Patterns and Structures.\n        \nIn Module A, students are expected to understand how plants grow in nature as well as, identify the challenges plants face growing to maturity.\n            \nIn Module B, students are expected to understand how to visualize different patterns in plants.\n            \n\n\nUnit 6: Exploring Communities\n        \nIn Module A, students are expected to understand places and people form a community.\n            \nIn Module B, students are expected to understand how people, places, and things form a city\u2019s community.\n            \n\n\n\n\n    Texts build knowledge, vocabulary, and the ability to read/listen and comprehend complex texts across a school year. In each lesson there is a benchmark vocabulary section taught. Benchmark vocabulary words are important for understanding concepts within a text. These words are needed to deeply comprehend a text and central to understanding the text. There is a Benchmark Vocabulary Routine included for teaching students the meaning of words. For example:\n\n\nIn Unit 1, Module A, Lesson 5, the benchmark vocabulary words are ruffled and cozy. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words, the students use p. 11 in their Reader\u2019s and Writer\u2019s Journal to show contextual understanding of the words.\n    \nIn Unit 4, Module B, Lesson 7, the benchmark vocabulary word is powwows. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words. The students use p. 218 in their Reader\u2019s and Writer\u2019s Journal to show contextual understanding of the words.\n    \nIn Unit 6, Module B, Lesson 12, the benchmark vocabulary words are borrow, offer, and rush. The teacher uses the Benchmark Vocabulary Routine to teach the meaning of the words. The students use p. 344 in their Reader\u2019s and Writer\u2019s Journal to show contextual understanding of the words.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for containing sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\n\n    Each lesson includes a Language or Reading Analysis section in which students analyze language, key ideas, details, craft, and structure of individual texts. Language or Reading Analysis is also included in some small group lessons. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b64bbf37-df29-43cb-929a-2a844993d862": {"__data__": {"id_": "b64bbf37-df29-43cb-929a-2a844993d862", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "c64a711a-2e10-449c-b7d2-f1a4eafe3a25", "node_type": null, "metadata": {}, "hash": "5169998043ae44165bfb33be3a75cb8c439a954612d0693d404372433e54236d"}, "3": {"node_id": "af912dbe-87cd-4698-be8d-89010ae17d35", "node_type": null, "metadata": {}, "hash": "08bb0213757bf902ebae7cdf1f133305cd99c085b26e644cdb7a4d49bc4813a3"}}, "hash": "953a51d027307770ffad6e876e2832dabab348f6d80a407e0bdcc2d4dd5fcc8e", "text": "In Unit 1, Module A, Lesson 6, students complete a Story Sequence graphic organizer to analyze their reading through a story retell. They use key details about the characters, setting, and events.\n    \nIn Unit 2, Module A, Lesson 8, students study context clues or picture clues which help them figure out what words mean in a text. The teacher guides the students to use clues in the sentences and pictures to help \u201cus\u201d find the meaning of the word golden. Questions are asked, \u201cWhat can I find out about the word gold from the other words in the sentence?\u201d, What can I tell about the word golden just from reading it?\u201d, and How can I use the picture to help me figure out what golden means?\u201d These questions are sequenced and scaffolded to allow students to pull out words and phrases and then students discuss in their small groups the meaning of the word golden as the teacher checks for understanding.\n    \nIn Unit 3, Module B, Lesson 7, students are reminded that they can ask and answer questions about words they do not know. Students are also reminded that readers look at the pictures and other words in the text to help them answer their questions. Teacher and students complete a Question and Answer Chart with Weather Words and What They Mean.\n\nIn Unit 4, Module A, Lesson 8, students use the Events and Details graphic organizer to analyze and write details about a major or important event from the story, Web B on p. TR49. A major event is chosen and the students are refer back to the text to find four details that support this being a major or important event from the story.\n    \nIn Unit 5, Module B, Lesson 2, students fill out a T-Chart around what a pattern is and what is not a pattern. The teacher models information from the story Plant Patterns to help fill information from the reading.\n    \nIn Unit 6, Module A, Lesson 9, students and the teacher complete a T-Chart, Ask and Answer Questions. The teacher models using What is a Neighborhood. Students ask questions and use the text, words and photographs to find answers to their questions.\n    \n\n\n    The Scaffolded Instruction Handbook also includes lessons to support the unit lessons. Examples include:\n\n\nUnit 2, Module A, Lesson 10, references using the Scaffolded Instruction Handbook to provide support with using sequence words and phrases to help tell the order of events in a story. Students can use a wordless picture book or story cards to model telling events in order. Use words like, first, then, next, last, at the beginning, in the middle, at the end. Guide children to retell the story using sequence words and phrases.\n    \n\n\n    Unit 6, Module A, Lesson 3, references using the Scaffolded Instruction Handbook, so students who are having difficulty knowing which punctuation make to use at the end of the sentence are able to review that a telling sentence ends with a period, and asking sentence ends with a question mark, and an exclamation or sentence with a strong feeling ends with an exclamation mark.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Kindergarten meet expectations for containing a coherently sequenced set of text-based questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\n\n    Most sets of coherent questions and tasks support students\u2019 analysis of knowledge and ideas. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "af912dbe-87cd-4698-be8d-89010ae17d35": {"__data__": {"id_": "af912dbe-87cd-4698-be8d-89010ae17d35", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "b64bbf37-df29-43cb-929a-2a844993d862", "node_type": null, "metadata": {}, "hash": "953a51d027307770ffad6e876e2832dabab348f6d80a407e0bdcc2d4dd5fcc8e"}, "3": {"node_id": "2339053f-60d5-4169-b98e-ff87140dced5", "node_type": null, "metadata": {}, "hash": "9a847f94485e9659bd5f6ea050a79cb5a80a09650ce15146e9b6ed04841c1028"}}, "hash": "08bb0213757bf902ebae7cdf1f133305cd99c085b26e644cdb7a4d49bc4813a3", "text": "In Unit 1, Module A, Lesson 9, students read the text A House for Hermit Crab and study how writers understand that pictures and words about events help tell a story. They can use both the words and the pictures in a story to help tell about the characters, setting, and events in the story. Students turn and talk to answer the question, \u201cWhom is the story about? and \u201cWhat happens in the story?\u201d During the second read, Close Read, students cite evidence to focus on where, why and how questions concerning Hermit Crab. For example, \u201cWhere does Hermit Crab live? Why does Hermit Crab need a new shell? How does Hermit Crab make his new shell look less plain? and Why does Hermit Crab leave his shell at the end of the story?\u201d\n    \nIn Unit 3, Module B, Lesson 12, students read the text Weather Words and What they Mean and use its illustrations and other text features to better understand weather and weather words. Students focus on the fact that readers understand that asking and answering questions helps them understand the text. Students turn and talk about what they read on page 25-32 and discuss questions and use pictures to help them better understand the text. Students cite evidence to focus on the various structures and features that readers use to understand a text. Students answer the questions \u201cHow are snowstorms and blizzards different? and What causes wind?\u201d Students then share using the Think-Pair-Share Routine on pp. TR6-TR7 to discuss and explain the answers to their questions. On their second reading,Close Read, students refer back to the text to answer, \u201cWhat happens first (with snowflakes)? What happens next? and Let\u2019s find and read the sentences that tell us about these vents.\u201d\n    \n\n\n    Sets of questions and tasks provide opportunities to analyze, describe, compare/contrast, and explain across multiple texts as well as within single texts. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2339053f-60d5-4169-b98e-ff87140dced5": {"__data__": {"id_": "2339053f-60d5-4169-b98e-ff87140dced5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "af912dbe-87cd-4698-be8d-89010ae17d35", "node_type": null, "metadata": {}, "hash": "08bb0213757bf902ebae7cdf1f133305cd99c085b26e644cdb7a4d49bc4813a3"}, "3": {"node_id": "cae693b4-8f18-43fc-9ddf-a4f4aa169aeb", "node_type": null, "metadata": {}, "hash": "b46b32123f4c5cf76ad740a660fb193a1fc5c47a414c35718834b75576be551c"}}, "hash": "9a847f94485e9659bd5f6ea050a79cb5a80a09650ce15146e9b6ed04841c1028", "text": "In Unit 2, Module B, Lessons 11 and 12, students analyze and answer questions across the texts The Farming Then and Now and The Old Things. Students compare and contrast key details using words and pictures. Students discuss questions, \u201cWhy have people\u2019s lives both on farms and not on farms become easier than they were long ago? What is the main topic of Farming Then and Now? What details does the book give about the topic? What is s the main topic of The Old Things? What details does the book give about the topic? How are the topics of the book alike? How are the topics of the book different? and What do you learn from these books about how tools and other things have changed?\u201d\n    \nIn Unit 3, Module B, Lesson 4, Using the text What Will the Weather Be?, students analyze and answer questions across the text in their Reading Analysis Extension portion of the lesson to extend their learning. The teacher displays pp. 4-17 and students are provided a T-chart with headings of questions or answers. The following questions guide the discussion,\u201cWhat part of the picture made you think of a question? Was the answer to the question on the same page as the picture, or did you find the answer on another page? Are there any questions that you could not find answers to in the text? and How can you find answers to those questions?\u201d\n    \nIn Unit 4 Module A, Lessons 12 and 13, students analyze, compare and contrast, and answer questions across the texts I Love Saturdays y domingos, and Apple Pie for the 4th of July. Students describe, compare, and contrast key details from the stories to learn more about characters, settings, and major events from the story. Students discuss questions the questions, \u201cWhat happened at the beginning of I Love Saturdays y dominga? and What happened at the end of Apple Pie for 4th of July?\u201d Students are asked, on the second/Close Read to read specific pages of each text and are then asked questions specifically about that text, \u201cRead pp. 30-31 in I Love Saturdays y dominga. What happens in this part of the story? What does the picture show? How does the family share experiences from two different cultures? Point to a place in the picture where you see this? Read pp. 8-11 Apple Pie for 4th of July. What words does this author use to help the readers imagine what the narrator hears and smells? and How does the community share characteristics from American and Chinese cultures?\u201d\n    \nIn Unit 5, Module B, Lesson 1, using the text Plant Patterns, students analyze and answer questions across the text, \u201cLook at the front cover of the book. What is the book mostly about?\u201d What different kinds of patterns can plans make? What is one example of a plant that makes a pattern? What pattern does it make? Listen closely to these sentences from p. 13. Look closer, do you see a star pattern? Who Is the author telling to look closer? Why do you think the author asks readers to look closely for a star pattern? What kind of pattern do these plants in each photograph make? Look at page 25. How does a Venus flytrap work? and How do you know?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cae693b4-8f18-43fc-9ddf-a4f4aa169aeb": {"__data__": {"id_": "cae693b4-8f18-43fc-9ddf-a4f4aa169aeb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "2339053f-60d5-4169-b98e-ff87140dced5", "node_type": null, "metadata": {}, "hash": "9a847f94485e9659bd5f6ea050a79cb5a80a09650ce15146e9b6ed04841c1028"}, "3": {"node_id": "aed9f674-8a5b-47ff-a7fc-1abfd3aef51b", "node_type": null, "metadata": {}, "hash": "a6137d6feb467f9957e7b9802dd48a1609c4bd4c160d04a8a158414059cd1764"}}, "hash": "b46b32123f4c5cf76ad740a660fb193a1fc5c47a414c35718834b75576be551c", "text": "By the end of the year, integrating knowledge and ideas is embedded in students\u2019 work through tasks and/or culminating tasks. Every module includes a culminating performance-based assessment where students write, draw, or dictate to a prompt. Many of the performance assessments at the end of each module and unit require the students to use evidence from the texts they have read. The lessons and questions leading up to the task offer support to complete the task. For example, students use the text from the lessons in Unit 2, Module A, when they create a simple personal narrative about something they did when they were younger that they do differently now. The students draw \u201cThen I\u2026\u201d and Now I\u2026\u201d pictures to show a difference in how they do something. Next, students dictate or write about the two events using the sentence starters, \u201cThen I\u2026\u201d and \u201cNow I\u2026\u201d. There is a reproducible page to distribute to children as well. Lastly, there is a review and revise portion and a shared writing to complete the assessment.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Kindergarten partially meet expectations for providing questions and tasks that support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\n\n    Culminating tasks provide students the opportunity to demonstrate comprehension and knowledge of a topic or topics. Culminating tasks are provided and they are partially multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level. Culminating tasks do not consistently integrate reading, writing, speaking, and listening. The tasks use the texts as vehicles to support the writing process, but speaking and listening skills standards are not included or addressed.\n\n\n    Examples include:\n\n\nUnit 1\n        \nModule A: Write about an Animal: Students choose an animal from one of the selections and then tell about the animal and its home.\n            \nModule B: Write about a Special Home: Students choose one animal or plant from Life in a Pond or A Bed For The Winter and tell something about the animal\u2019s or plant\u2019s home.\n            \n\n\nUnit 2\n        \nModule A: Write about Changes Narrative: Create a simple narrative. Tell about something you did when you were younger that you do differently now. Students are reminded to draw \u201cThen I\u2026\u201d and \u201cNow I \u2026\u201d pictures, showing how they do something differently. Students dictate or write about two events and use the sentence starters \u201cThen I \u2026\u201d and \u201cNow I\u2026\u201d\n            \nModule B: Write about Life on a Farm Opinion: Students state an opinion about whether they would like to live on a farm. Students then state their opinion about whether they would like to live on a farm and draw, dictate, or write one reason for their opinion.\n            \n\n\n\n\nUnit 3\n        \nModule A: Create a Story Narrative: Children will write a story about the main character in Come On Rain! and what she might do in a snowstorm.\n            \nModule B: Predict the Weather \u2013 Informative/Explanatory Task: Children pretend that they are weather forecasters. They use what they learned from What Will the Weather Be? and Weather Words and What They Mean to write a simple weather forecast.\n            \n\n\nUnit 4\n        \nModule A: Write About a Day With My Friend \u2013 Narrative Task: Children will pretend they are friends with the main character in either I love Saturdays y Domingos or Apple Pie for the 4th of July and draw, dictate, or write a simple narrative telling about a day they spend together.\n            \nModule B: Write Questions and Answers \u2013 Informative/Explanatory Task: Children will think of two questions about the selections Making Music and Clothes in Many Cultures. They will use evidence from the texts to answer the questions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aed9f674-8a5b-47ff-a7fc-1abfd3aef51b": {"__data__": {"id_": "aed9f674-8a5b-47ff-a7fc-1abfd3aef51b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "cae693b4-8f18-43fc-9ddf-a4f4aa169aeb", "node_type": null, "metadata": {}, "hash": "b46b32123f4c5cf76ad740a660fb193a1fc5c47a414c35718834b75576be551c"}, "3": {"node_id": "0bb6a563-b495-43fa-bd02-48bf7bf3c262", "node_type": null, "metadata": {}, "hash": "759e233fd84a2fe736ebee55b312003d5940d63d66a6780dca80512c21c60001"}}, "hash": "a6137d6feb467f9957e7b9802dd48a1609c4bd4c160d04a8a158414059cd1764", "text": "Unit 5\n        \nModule A: Write About My Favorite Task \u2013 Opinion Task: Children state an opinion about the plants they like better from the texts Tiny Seed or Jack\u2019s Garden.\n            \nModule B: Create A Did You Know? Book \u2013 Informative/Explanatory Task: Children research patterns in nature using Plant Patterns and Swirl by Swirl: Spirals in Nature along with additional sources found during shared research. Children then write Did You Know Books about patterns in nature that include information learned from their research.\n            \n\n\nUnit 6\n        \nModule A: Write a Book Review \u2013 Opinion Task: Children state and support an opinion about which selection they like better, On the Town: A Community Adventure or Places in My Neighborhood.\n            \nModule B: Create A Travel Brochure \u2013 Opinion Task: Using information from the anchor and supporting texts and their own words and pictures, children create a travel brochure that convinces people to visit a big city.\n            \n\n\n\n\n    Earlier questions and tasks will give the teacher usable information about student\u2019s readiness to complete culminating tasks. Such as in Unit 5, Module B, the lessons require students to practice writing each day to prepare for the culminating task. These daily writings give the teacher information about each student\u2019s readiness to be successful writing their own Did You Know? book at the end of the module.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Kindergarten partially meet expectations for providing a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Materials partially provide teacher guidance outlining a cohesive year long vocabulary development component. The materials use the approach of Generative Vocabulary. This provides systems for understanding how words work. This focuses on sets of rare Tier II and Tier III words that unlock meaning, build knowledge of critical content domains, and help students internalize word-learning strategies.\n\n\n    Teachers are provided with a chart containing the main vocabulary words they should use throughout each unit. These lists are provided in the Teacher's Guide in the section entitled Vocabulary to Unlock Text. The texts that the vocabulary words are chosen from are both anchor and supporting texts. These pages outline for teachers how to teach vocabulary throughout every unit and module throughout the year. This practice is carried out during the Small Group Time. Examples of vocabulary outlined include:\n\n\nBenchmark Vocabulary: \u201cImportant words for understanding concepts within a text defined as words needed to deeply comprehend a text, words from other disciplines, words that are part of a thematic, semantic, and/or morphological network, and words central to unlocking the Enduring Understanding of the text.\u201d\n    \nBy-The-Way Words: \u201cSophisticated or unusual Tier II and Tier III words for known concepts that can be stumbling blocks to comprehending a text. They should be defined quickly during reading, but instruction should not interfere with the fluent reading of the text. These are addressed during Close Reading and are defined as words that don\u2019t require lengthy discussion within a particular text, words supported by the text for meaning, and words that are more concrete.\u201d\n    \nGenerative Vocabulary in Speaking and Writing: \u201cChildren should demonstrate a deep understanding of vocabulary by using these words and words generated from conversation, writing practice, and the Performance-Based Assessments.\u201d\n    \nAdditional Vocabulary Support: \u201cFor spanish cognates, see the Scaffolded Strategies Handbook.\u201d\n    \n\n\n\n    Attention is paid to vocabulary essential to understanding the text and to high value academic words. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0bb6a563-b495-43fa-bd02-48bf7bf3c262": {"__data__": {"id_": "0bb6a563-b495-43fa-bd02-48bf7bf3c262", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "aed9f674-8a5b-47ff-a7fc-1abfd3aef51b", "node_type": null, "metadata": {}, "hash": "a6137d6feb467f9957e7b9802dd48a1609c4bd4c160d04a8a158414059cd1764"}, "3": {"node_id": "ca9ce9b6-6342-4e8f-9c7e-1ab53981dafa", "node_type": null, "metadata": {}, "hash": "962b822207e5d1e88e9ef3469807a861f32d048de7a43ba70c431226dcf510ca"}}, "hash": "759e233fd84a2fe736ebee55b312003d5940d63d66a6780dca80512c21c60001", "text": "Unit 1, Module A, Lesson 5, p. 53 By-The-Way Words: \u201cDuring close reading, define the following words for children involving known concepts that can be stumbling blocks to comprehending the text. East and west, p. 18: Explain that east and west name two of the four direction of the sunrise. West is the direction of the sunset. Draw a compass and label, it with the direction words.\u201d\n    \nUnit 3, Module B, Lesson 4, p. 193 By-The-Way Words: \u201cDuring close reading, define the following word for children involving known concepts that can be stumbling blocks to comprehending the text. Coastlines, p. 21: Have children use the illustration on p. 21 to see that a coastline is land along the ocean. The boy is standing on the coastline.\u201d\n    \nUnit 5, Module B, Lesson 7, p. 222 By-The-Way Words: \u201cDuring close reading, define the following word for children involving known concepts that can be stumbling blocks to comprehending the text. Fern, p. 34: Point out the Glossary on p. 30 of Plant Patterns and explain to children that they can use the glossary to find the meaning of the word fern.\u201d\n    \n\n\n    Students are supported to accelerate vocabulary learning with vocabulary in their reading, speaking, and writing tasks. During the small group time, Step 1, there is a specific daily process and strategy focus. In the strategy focus portion, Vocabulary Knowledge is one of the possible strategies the teacher should focus on. Examples include:\n\n\nUnit 1, Module A, Lesson 3, Vocabulary Knowledge: \u201cHave students review with you the colored tabs they placed in their book. Discuss how each thing might glitter or flutter. Alternatively, have students log into Pearson Realize and review with you the Independent Reading Activity they completed in their workbook.\u201d\n    \nUnit 3, Module A, Lesson 10, Vocabulary Knowledge: \u201cHave students review the words they marked and what weather they think each word could describe. Alternatively, have students log into Pearson Realize and review with you the Independent Reading Activity they completed in their workbook.\u201d\n    \nUnit 5, Module A, Lesson 13 Vocabulary Knowledge: \u201cHave students review the action words they marked and choose several to act out for the class. Alternatively, have students log into Pearson Realize and review with you the Independent Reading Activity they completed in their workbook.\u201d\n    \n\n\n    Although students are asked to look back in the text and answer questions, there is little instruction directly focused on vocabulary. In small groups, vocabulary words may be discussed and sometimes focused on a strategy, but the guidance for what teachers should be doing with their vocabulary lists and how to teach students these words and links is not explicit. The words that should be covered for each lesson are outlined in the Module Planners in every Teacher's Guide for every unit and every module.\n\n\n    Vocabulary is not repeated across multiple texts. Some morphological, semantic, and narrative instruction is included in a \u201cnetwork.\u201d There is no evidence that vocabulary words are systematically repeated throughout texts. The focus is on teaching the children the skills to make connections to the links in all words rather than repeating vocabulary words.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Kindergarten meet expectations for containing a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. Each writing lesson focuses on a standard based writing type (narrative, opinion, or informative/explanatory). Students receive explicit instruction that guides them through the writing process. Students have writing models from anchor and supporting texts that they can use to examine writers\u2019 styles and techniques. Students have the opportunity to apply writing skills during Independent Writing Practice and share their work at the end of each lesson. Students develop grammar, usage, and convention skills by practicing in their Reader\u2019s and Writer\u2019s Journal.\n\n\n    Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca9ce9b6-6342-4e8f-9c7e-1ab53981dafa": {"__data__": {"id_": "ca9ce9b6-6342-4e8f-9c7e-1ab53981dafa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "0bb6a563-b495-43fa-bd02-48bf7bf3c262", "node_type": null, "metadata": {}, "hash": "759e233fd84a2fe736ebee55b312003d5940d63d66a6780dca80512c21c60001"}, "3": {"node_id": "c0b8058d-6241-41a7-bd79-4dd43233c4c1", "node_type": null, "metadata": {}, "hash": "3161961feb64a1b67d39f1645280a28d4c5d73cf46bbe36078c4891a8226a9d4"}}, "hash": "962b822207e5d1e88e9ef3469807a861f32d048de7a43ba70c431226dcf510ca", "text": "In Unit 2, Module B, Lesson 2, on pp. 178-179 the goal is to write to tell an opinion about the topic. The students read Farming Then and Now and their opinion focus is based on the question, \u201cWhich do you think is better: farming in the past or farming today?\u201d.\n    \nIn Unit 4, Module A, Lesson 3, on pp. 38-39 the goal is to write a narrative which has characters, setting, and events. Students write a narrative with the understanding that events in a story are the things that happen to the characters. They reference their anchor text I Love Saturdays y domingos.\n    \nIn Unit 5, Module B, Lesson 7, on pp. 228-229 the goal is to write an informative/explanatory piece that focuses on finding more information about a topic. Students include facts and details and write about one main idea that includes all the facts and details from the text in their idea. They reference back to their anchor text Plant Patterns for information using pictures and relying on the teacher for read aloud information.\n    \n\n\n    Each module ends with a Performance-Based Assessment. The task provide opportunities for students to apply the skills they learned during the module to their own writing. Examples include:\n\n\nIn Unit 2, Module A, students create a simple personal narrative about something they did when they were younger that they do differently now.\n    \nIn Unit 4, Module B: Students think of two questions about the selections Making Music and Clothes in Many Cultures. They use evidence from the texts to answer questions.\n    \nIn Unit 6, Module A, students state and support an opinion about which selection they like better, On the Town: A Community Adventure or Places in My Neighborhood.\n\n\n\n    Writing instruction supports students\u2019 growth in writing skills over the course of the school year. Each lesson includes a writing task. It varies from narrative, opinion to explanatory/informative across the lessons. Included in lesson is an Independent Writing Practice lesson, Conventions Mini-Lesson and a Shared Writing section where students get the opportunity to share their writing. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c0b8058d-6241-41a7-bd79-4dd43233c4c1": {"__data__": {"id_": "c0b8058d-6241-41a7-bd79-4dd43233c4c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "ca9ce9b6-6342-4e8f-9c7e-1ab53981dafa", "node_type": null, "metadata": {}, "hash": "962b822207e5d1e88e9ef3469807a861f32d048de7a43ba70c431226dcf510ca"}, "3": {"node_id": "2385460c-6923-4cf0-9ca0-98e5c4c5becb", "node_type": null, "metadata": {}, "hash": "e87b740f82c384c45c2b6e548cb093c6567d8cf921faec90c79e46b769eb60fb"}}, "hash": "3161961feb64a1b67d39f1645280a28d4c5d73cf46bbe36078c4891a8226a9d4", "text": "In Unit 1, Module A, Lesson 6, the focus writing is Narrative Writing. In Setting the Purpose the Teacher's Guide states, \u201cExplain to students that after a writer has written a story, the writer may revise, or change the story by adding details. Explain that today the students will add details to the setting they created for their animal character.\u201d During Teach and Model, \u201cWrite the following text and read it aloud: Far away, after sailing for a long time, there\u2019s a house-that\u2019s where my puppies play.\u201d Teacher\u2019s say \u201cSuppose this was the writer\u2019s description. Does it tell many details about the place where the dog\u2019s home is located? Does it help you see the place where the dog\u2019s home is located?\u201d The teacher models revising writing by adding details. During the Independent Writing Practice students go back to their writing in lesson 3. They revise it by adding details through writing or pictures. Students have the opportunity to share their writing. The Conventions Mini-Lesson focuses on teaching and modeling writing the uppercase and lowercase letters Pp, Qq, and Rr. Students have the opportunity to practice writing these letters in their Reader\u2019s and Writer\u2019s Journal.\n    \nIn Unit 3, Module B, Lesson 9, the focus writing is Informational/Explanatory Writing. In Setting the Purpose the Teacher's Guides states, \u201cExplain to students that when they write an informative/explanatory text they plan first, then draft, then revise and finally publish. Explain that today the students will look at how writers publish their writing.\u201d In Teach and Model, \u201cDisplay Weather Words and What they Mean. Explain that this writer published her writing in a book. Then display a weather forecast from a newspaper. Explain that this writer published their writing in the newspaper. Make sure students understand that there are many different ways to publish writing.\u201d In Present Your Writing, \u201cShow students steps that they can use to publish their writing.\u201d Independent Writing Practice, \u201cHave students draw a picture or find a photograph to accompany the text in the weather forecasts they wrote in Lesson 6 and revised in Lesson 8. Ask them to write their final versions on p. 167 in their Reader\u2019s and Writer\u2019s Journal. Students can share their writings. Conventions Mini-Lesson: Read aloud the sentence The wind blows. Then say The wind blows and howls. Explain to students that adding details to sentences they make it tell more. Have students practice expanding sentences by adding actions on p. 167 in their Reader\u2019s and Writer\u2019s Journal.\u201d\n    \n\n\n    Instructional materials include a variety of well-designed lesson plans, models, and protocols for teachers to implement and monitor students\u2019 writing development. For example, in each lesson the Teacher Guide provides lesson plans for setting the purpose and teaching and modeling. Each lesson is scripted and outlines what the teacher says and does. There are rubrics in the Assessment Handbook for end of the unit assessments.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Kindergarten meet expectations for including a progression of focused shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.\n\n\n    Materials support teachers in employing projects that develop students\u2019 knowledge on a topic through provided resources. Materials provide opportunities for students to apply Reading, Writing, Speaking & Listening, Language skills to synthesize and analyze per their grade level readings. Research projects are sequenced across a school year to include a progression of research skills. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2385460c-6923-4cf0-9ca0-98e5c4c5becb": {"__data__": {"id_": "2385460c-6923-4cf0-9ca0-98e5c4c5becb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "c0b8058d-6241-41a7-bd79-4dd43233c4c1", "node_type": null, "metadata": {}, "hash": "3161961feb64a1b67d39f1645280a28d4c5d73cf46bbe36078c4891a8226a9d4"}, "3": {"node_id": "65742e34-c166-420d-9e86-25cba3a09803", "node_type": null, "metadata": {}, "hash": "40ccbb867c1aa072dbfb264ef06e3d3ec0e97553ed4640dd5dc4bf02c401d300"}}, "hash": "e87b740f82c384c45c2b6e548cb093c6567d8cf921faec90c79e46b769eb60fb", "text": "In Unit 1, Module A, the performance based assessment requires to choose an animal from one of the selections they read. They tell about the animal and its home.\n    \nUnit 1, Module B, the performance based assessment requires students to write an informative/explanatory text after choosing an animal or plant from one of the selections. They explain about the animal\u2019s or plant\u2019s home.\n    \nIn Unit 3, Module A, the performance based assessment requires students to use information from Come on, Rain! to write a story about the main character and what she might do in a snow storm.\n    \nIn Unit 3, Module B, the performance based assessment requires students to pretend they are weather forecasters. They use what they learned from the selections to write a simple weather forecast.\n    \nIn Unit 4, Module B. In the performance based assessment, children think of two questions about the selections they read. They use evidence from the texts to answer the questions in their informative/explanatory task.\n    \nIn Unit 5, Module A, the performance based assessment requires students to write an opinion piece stating an opinion about which plants they like better from , The Tiny Seed or Jack\u2019s Garden.\n    \nIn Unit 6, Module B, the performance based assessment requires students use information from the anchor and supporting texts and their own words and pictures to create a real travel brochure that convinces people to visit a big city.\n    \n\n\n    The materials also include an optional center called The Research Center that can be visited daily. Suggested research topics are included in each module. For example:\n\n\nIn Unit 2, Module A, suggestions include researching about what was used before an object that was invented, research two different technologies, such as the computer and the cellular phone, or research an invention to discover why someone invented it. Sources include books that tell about clothes for different kinds of weather and photos of people in rainy-day gear.\n    \nIn Unit 3, Module B, suggestions include researching answers to questions about the weather in their community, or researching what the weather there is like in each season.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Kindergarten meet expectations for providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    Most texts are organized with built in supports/scaffolds to foster independence. Examples include:\n\n\nReadyUp! Intervention provides additional instruction with the lesson\u2019s reading and foundational skills standards.\n    \nThe Leveled Text Library allows students/teachers to choose texts based on student\u2019s needs.\n    \nReading Analysis Support provides additional support for students who are struggling as well as Unlock the Text.\n    \nThe Scaffolded Strategies Handbook provides additional support for each lesson.\n    \n\n\n    Procedures are organized for independent reading included in the lessons. Examples include:\n\n\nFocused Independent Reading instruction is the first step of Small Group Time each day.\n    \nThe Independent Reading Routine provides teachers with support for introducing and continuing Independent Reading, as well as a rationale for implementation.\n    \nThe Text Club Routine provides teacher with support for a protocol to have children read a text then discuss it with meaning and purpose. Each text club has assigned roles for students.\n    \nA Pearson Realize online contents page links to Independent Reading Activities. The teacher can direct and students can access Dash content to input comprehension and vocabulary notes.\n    \n\n\n    There is sufficient teacher guidance to foster independence for all readers. Examples include:\n\n\nStudents are guided how to apply the content of each day's Reading Analysis lesson to their self-selected text, starting with Unit 1, Module A, Lesson 1.\n    \nTeachers meet with two or three individual students during Small Group Time each day to discuss their texts and support independent reading. This is found on each lesson\u2019s fifth page.\n    \n\n\nEach module includes center time which involves independent reading. During independent reading, the teacher directs students to focus on either a process focus or a strategy focus. A process focus is where students either focus on independence, stamina, or engagement. The strategy focus has students focus on fluency, comprehension, vocabulary, or critical thinking.\n    \n\n\n    There is a proposed schedule for independent reading. For example, teachers prepare students for Focused Independent Reading that they do during Small Group Time while teachers teach mini-lessons and assess individual students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "65742e34-c166-420d-9e86-25cba3a09803": {"__data__": {"id_": "65742e34-c166-420d-9e86-25cba3a09803", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "2385460c-6923-4cf0-9ca0-98e5c4c5becb", "node_type": null, "metadata": {}, "hash": "e87b740f82c384c45c2b6e548cb093c6567d8cf921faec90c79e46b769eb60fb"}, "3": {"node_id": "9b4443d6-b041-4e6b-950a-7e34c9718bc7", "node_type": null, "metadata": {}, "hash": "58439477521e1585fc76eddf2358d6cfe731a41ba09523169c7b9acd72c53708"}}, "hash": "40ccbb867c1aa072dbfb264ef06e3d3ec0e97553ed4640dd5dc4bf02c401d300", "text": "There is a tracking system (which may include a student component) to track independent reading. For example, students monitor their reading by recording it in their daily reading log. They gauge and record their engagement, their opinion of what they read, and their plan for the next day\u2019s reading.\n\n\n    Student reading materials span a wide volume of texts at grade levels (and at various lexile levels within the grade). For example, students can use the Leveled Text Library and online leveled texts to practice reading at their independent levels. Texts are related to the unit topic and offer a range of levels to meet every student\u2019s needs.\n\nUsability\n\nThe materials reviewed meet the expectations for usability. Materials are well-designed and include support for implementation over the course of a school year. Materials include clearly labeled navigation and support to aid teachers to support students\u2019 literacy growth. The design of the materials supports effective lesson structure and pacing. Student resources include review and practice problems, clear directions, and explanations, and correct labeling of reference aids. Visual design is not distracting to students and support students\u2019 learning.\n\n\n    The materials support teachers in helping students to learn and understand the concepts in the standards. Teacher\u2019s editions explain the role of specific ELA/literacy standards in the context of the overall curriculum. Implementation Guides contain explanations of the instructional approaches of ReadyGEN and identify research-based strategies. However, the materials do not include are strategies for communicating with stakeholders about the program and how they can support students in their learning.\n\n\n    There are a variety of assessment opportunities that genuinely measure student progress. Not all assessments denote which standards are being assessed. There is sufficient guidance for interpreting student performance on assessments and suggestions for follow-up. Materials also provide routines and guidance that point out opportunities to monitor student progress. Students are accountable for independent reading.\n\n\n    Materials meet expectation for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards and opportunities for teachers to use a variety of grouping strategies. There are clear supports for students who struggle as well as those who work above grade level. The Scaffolded Strategies Handbook provides extensive follow-up to support students who read, write, speak, or listen in a language other than English to work with grade-level text and meet or exceed grade-level standards.\n\n\n    Instructional materials include useful technology to enhance student learning. They include materials to support students\u2019 personalized learning via navigable online platforms. The digital platform offers opportunities to enhance student learning.\n\nUse & Design\n\nMaterials are well designed and take into account effective lesson structure and pacing.\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for being well-designed and taking into account effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.\n\n\n    Daily lesson structures include the components of Reading with 30-40 minutes for whole group reading instruction, 30-40 minutes for small group instruction, and 30-40 minutes for whole group writing instruction. The pacing is defined in the following way:\n\n\nWhole group instruction includes Built-In Foundational Skills Mini-Lessons, Building Understanding, Close Reads, Reading Analysis Lessons, and Focused Independent Reading.\n    \nSmall Group Instruction includes Small Group Options such as additional instruction, practice, or extension as needed in the areas of fluency, foundational skills, and reading and language analysis, Independent Literacy Work with a choice between student-selected grade level text, leveled text library books, and decodable and practice readers, and ReadyGen Intervention which provides support for struggling readers.\n    \nWhole Group Writing Instruction contain focused lesson on one specific writing types critical to college and career readiness and conventions mini-lessons. During these lessons the teacher sets the purpose, teaches and models, prepares students to write, and gives students time for independent writing. In addition to whole group there are also daily conventions mini-lessons.\n    \n\n\n    Following is a detailed example of the lesson structure from Unit 2, Module A, Lesson 5:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9b4443d6-b041-4e6b-950a-7e34c9718bc7": {"__data__": {"id_": "9b4443d6-b041-4e6b-950a-7e34c9718bc7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "65742e34-c166-420d-9e86-25cba3a09803", "node_type": null, "metadata": {}, "hash": "40ccbb867c1aa072dbfb264ef06e3d3ec0e97553ed4640dd5dc4bf02c401d300"}, "3": {"node_id": "a8e80d20-cdd3-4f53-b36d-dfede34174e8", "node_type": null, "metadata": {}, "hash": "917897b7f93f7dbbf09bb721517df36383442d3d228827eca577cb716aa81720"}}, "hash": "58439477521e1585fc76eddf2358d6cfe731a41ba09523169c7b9acd72c53708", "text": "Whole Group Reading Instruction: 1) Building Understanding, during this portion of the lesson, teachers \u201cSet the Purpose\u201d by telling students the following: \u201cWe can ask and answer questions about key details in a text to help us understand the meanings of \u201cthen\u201d and \u201cnow.\u201d 2) Read, Four Seasons Make a Year with the students. Have the students read along with you. When you get to the end of a page ask them what you should do next. During this first reading students should focus on understanding who or what the story is about and what happens. 3) Turn and Talk, after these pages, the teacher has the students turn to a partner and discuss this question using examples: \u201cHow does the farm change as the seasons change?\u201d 4) Close Read: Engage the class in a discussion about what they just read . . . Use these questions to guide the discussion: \u201cLook at the pictures on pages 30-35. What happens during spring?\u201d \u201cWhat happens during summer? Point to the pictures that show this.\u201d \u201cWhat is sold at the roadside stand? Why would people want to buy these things from a roadside stand?\u201d \u201cWhat season is it? How do you know?\u201d \u201cThese pictures show how the farm changed over the year. What is alike and different about these pictures?\u201d 5) Benchmark Vocabulary: Teachers use the \u201cBenchmark Vocabulary Routine for Literary Text\u201d \u201cStudents find and read sentences from the text with the words spring and droops.\u201d 6)Text Analysis: Students work on identifying the roles of the author and illustrator. Students work in small groups to discuss the roles of authors and illustrators in telling stories.\n    \nSmall Group Time: Focused Independent Reading: Students read their self-selected texts. The teacher announces the two focus points to the class for their self-selected reading. For Unit 2 Module A, Lesson 5, the focus is \u201cEngagement and Identity\u201d and \u201cComprehension\u201d. During focused independent reading, students look for the names of the author and illustrator of their book and how they help tell the story. Teachers monitor students\u2019 progress by having them record their reading in a daily reading log and having them point out the author and illustrator of their text. Additional instruction, practice and extension during \u201cSmall Group Time\u201d are offered through a variety of options: Word Analysis use pp. WA2-WA4 in Teacher\u2019s Guide, Unlock the Text use pp. 8-13 in Scaffolded Strategies Handbook, teachers conference each day with two or three students to discuss their self-selected texts, Reading Analysis Support for students who struggle with point of view, there is a \u201cSupport Reading Analysis Mine-Lesson.\u201d and Reading Analysis Extension for students who easily understand point of view, there is an \u201cExtend Reading Analysis Mini-Lesson.\u201d\n    \nWhole Group Writing Instruction: Students focus on narrative writing, and first \u201cEstablish The Sequence of a Story.\u201d The teacher sets the purpose by going back to the essential question. The teacher uses models from Four Seasons Make a Year to chart and then make a story sequence chart. Next, during Write Events in Order students make a story sequence chart about their first day of school. Finally, during Independent Writing Practice students use the prompt on p. 71 in their Reader\u2019s and Writer\u2019s Journal and write about their first and last events on their story sequence chart. After writing, students can volunteer to share their introductions with the class.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Kindergarten meet the criteria for the teacher and student reasonably being able to complete the content within a regular school year with the pacing allowing for maximum student understanding These lessons are intended to be done one a day, totaling an hour and a half to fit in both Reading and Writing. The suggested pacing has students reading, in small groups, and then writing during these 90 minutes. Each lesson is broken down by Read, Benchmark Vocabulary, Reading Analysis, and Writing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a8e80d20-cdd3-4f53-b36d-dfede34174e8": {"__data__": {"id_": "a8e80d20-cdd3-4f53-b36d-dfede34174e8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "9b4443d6-b041-4e6b-950a-7e34c9718bc7", "node_type": null, "metadata": {}, "hash": "58439477521e1585fc76eddf2358d6cfe731a41ba09523169c7b9acd72c53708"}, "3": {"node_id": "155be13e-5872-4e5a-be90-5683d6d77667", "node_type": null, "metadata": {}, "hash": "cfbf19f7e3fa57090894f67cd9480093a37e500327edf65ac42df6b67e1f7102"}}, "hash": "917897b7f93f7dbbf09bb721517df36383442d3d228827eca577cb716aa81720", "text": "There are 6 units that are each broken into 2 modules. Module A in every unit contains 13 lessons and Module B in every unit has 12 lessons. There are a total of 150 lessons in the Kindergarten materials.\n    \nLessons are set up for 90 or 120 minute blocks that include Reading (Build Understanding, Close Read, Benchmark Vocabulary, Text Analysis \u2013 either language or reading) Small Group Time (Focused Independent Reading, Small Group Options), and Writing (Focused Writing, Independent Writing Practice).\n    \nAdditional lessons are included for the Performance Based Assessment as well as other unit assessments. Time is built in for teachers to modify lessons to tailor to their student\u2019s needs.\n    \nPacing suggestions are provided in the Implementation Guide that suggests teachers can vary the lessons from day to day based on the text, needs of the students, and the amount of scaffolding necessary to delivery instruction appropriately. (Implementation Guide p. 19)\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Kindergarten meet the requirements for resources including ample review and practice resources, clear directions, and explanations, and correct labeling of reference aids (e.g. visuals, maps, etc). Students have access to an array of materials including the Text Collection, anchor texts, Sleuth, leveled text library, online resources, and center options. Other resources available to students include, trade books, text collections, Close Reading, performance tasks, Reader\u2019s and Writer\u2019s Journal, Independent Reading Activities, as well as digital interactive tools such as Reader\u2019s and Writer\u2019s Journal, Envision It! Animations, TikaTok (students as authors), and Grammar Jammers. In the online resources, activities and exercises are found, such as Monster Word Mania and Pack Up The Skills interactive games. There are Close Reading and Independent Reading modeling videos. Each of these resources include ample opportunity to review and practice, clear directions, and correct labeling.\n\n\n    Some examples of the resources that provide review and practice opportunities are:\n\n\nDaily Focused Independent Reading routines and structures allow students to extend and apply what they are learning in daily whole group instruction to a text of their own choosing,at their ability and interest level.\n    \nDaily Independent Writing Practice gives students opportunity to apply the writing skills and conventions they have discussed and learned in whole class instruction to a daily writing prompt that prepares them for Performance Based Writing Assessment at the end of each module.\n    \nDigital Opportunities for Writing and Reading are provided daily during Small Group Instruction.\n    \nDaily mini-lessons in Language Conventions focus on one or more language standards. Students apply these conventions to their own writing, then practice these newly acquired skills for teacher to monitor progress in their Reader\u2019s and Writer\u2019s Journal.\n    \nSleuth, a collection of short, high interest selections, serves to support and extend daily close reading lessons for struggling and accelerated learners. Three to four times in each unit, or sixteen times over the course of the school year, the Scaffolded Instruction during Small Group lessons use Sleuth to reteach, practice, and apply close reading skills and strategies .\n    \nScaffolded Strategies Handbook Part One: Unlock the Text contains lessons for every anchor and supporting text, the section Express and Extend allows struggling and accelerated learners opportunities to react to the text through discussion and writing.\n    \nDuring Small Group Instruction, students use independent center activities to practice and apply standards in Reading, Writing, Word Work, and Research. Digital Components are available and suggested for each of these four sections.\n    \nThere is a scaffolded strategies handbook, along with teacher resources, that has a multitude of graphic organizers, rubrics, and sentence frames that are available for students to use.\n    \nCommon Core Correlations section in Implementation Guide shows where each standard is addressed in Units\u2019 Teacher\u2019s Guides across the units and across the year.\n    \n\n\n    Examples of clear explanation and directions included in materials are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "155be13e-5872-4e5a-be90-5683d6d77667": {"__data__": {"id_": "155be13e-5872-4e5a-be90-5683d6d77667", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "a8e80d20-cdd3-4f53-b36d-dfede34174e8", "node_type": null, "metadata": {}, "hash": "917897b7f93f7dbbf09bb721517df36383442d3d228827eca577cb716aa81720"}, "3": {"node_id": "06fe9443-863e-471c-9492-19a5bcd3f2f6", "node_type": null, "metadata": {}, "hash": "b023de201da9b3d933363546c4e7593a984b91c64ae0003ebbb939af39968165"}}, "hash": "cfbf19f7e3fa57090894f67cd9480093a37e500327edf65ac42df6b67e1f7102", "text": "Examples of clear explanation and directions included in materials are:\n\n\nIn the Kindergarten Scaffolded Strategies Handbook on p. 328, the directions for the Unit 1,Module A, Part 4, Unlock Language Learning states, \u201cFor students who need support in access key ideas and key language in Where is Home, Little Pip? Use the Sentence Talk Routine on pp. 408-409 to draw students\u2019 attention to the relationships between meaning and the words, phrases, and clauses in the text.\n    \nOn page 123 of the Kindergarten Reader\u2019s and Writer\u2019s Journal, the directions for Language Benchmark Vocabulary routine for Unit 3, Module A, Lesson 3, state, \u201cHave children use p. 123 in the Reader\u2019s and Writer\u2019s Journal to show contextual understanding of the Benchmark Vocabulary. Monitor children\u2019s vocabulary development.\u201d\n    \nOn p. 10 of the Teacher's Guide for Unit 4, Module A, as a writing center, students Write in Response to Reading by completing the appropriate writing response to Reading prompts, found within pp. 175-203 of their Reader\u2019s and Writer\u2019s Journal. Children log into TikaTok and write their own book about their own life or about the life of a classmate or friend. Have them go to www.tikatok.com.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Kindergarten meet expectations for including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. In the Implementation Guide there is a Scope and Sequence of all four units, that show where each of the standards is hit within the curriculum. Lessons clearly denote standards alignment. Standard documentation is found in the lesson objectives.\n\n\n    Examples of materials of publisher-produced alignment documentation of the standards addressed include, but are not limited to:\n\n\nThe Implementation Guide\u2019s Scope and Sequence section lists all English Language Arts standards for Kindergarten, and which unit and module addresses them.\n    \nThe Implementation Guide\u2019s Unit Overviews Standards Maps section describes the Performance Based Writing Assessment for each module. It lists Essential Questions, Enduring Understanding, and Goals for each module, along with corresponding standards, and lists all standards addressed in each module.\n    \nThe Implementation Guide\u2019s Common Core Correlations section lists Common Core Standards along with page numbers in each Unit\u2019s Teacher\u2019s Guide where these standards are addressed in lesson, task, assignment, or assessment.\n    \n\n\n    Standards and Lesson Objectives are clearly stated on left hand side of Teacher Guides at the beginning of each lesson. For example:\n\n\nIn Unit 4, Module A, Lesson 4 publisher-produced alignment to standards is provided. Students will:\n        \nRL.K.7 pp. 42, 44, 47 \u2013 Describe the relationship between pictures and the story in which they appear. Tell how pictures are related to the story in which they appear. Tell how pictures are related to the story in which they appear.\n            \nRL.K.10 p. 42 \u2013 Engage group in reading activities.\n            \nRL.K.4 p. 44 \u2013 Ask and answer questions about unknown words in a text.\n            \nL.K.6 p. 44 \u2013 Use words acquired from texts.\n            \nRL.K.7 p. 44 \u2013 Tell how pictures are related to the story in which they appear.\n            \nRF.K.4 Build fluency through oral reading.\n            \nW.K.3 pp. 48, 49 \u2013 Draw and dictate or write about an event.\n            \nW.K.7 p. 48 \u2013 Participate in a shared narrative writing task.\n            \nW.K.6 p. 49 \u2013 Use technology to produce and publish writing and to collaborate with others.\n            \nL.K.1.b Use frequently occurring nouns.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06fe9443-863e-471c-9492-19a5bcd3f2f6": {"__data__": {"id_": "06fe9443-863e-471c-9492-19a5bcd3f2f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "155be13e-5872-4e5a-be90-5683d6d77667", "node_type": null, "metadata": {}, "hash": "cfbf19f7e3fa57090894f67cd9480093a37e500327edf65ac42df6b67e1f7102"}, "3": {"node_id": "1683ae89-c74f-4da9-b5df-3eaabb7d728c", "node_type": null, "metadata": {}, "hash": "7ef2f36219269ee8a03c4a7a79e2be1b39b93dcd6d8203a33c0d22933eee7a92"}}, "hash": "b023de201da9b3d933363546c4e7593a984b91c64ae0003ebbb939af39968165", "text": "In the Unit 1, Module A, Performance Based Assessment, standards being assessed are included. Students will:\n        \nW.K.3 p. 142 \u2013 Use a combination of drawing, dictating, and writing.\n            \nW.K.3 p. 142 \u2013 Tell about a character and setting.\n            \nW.K.3 p. 142 \u2013 Narrate a single event.\n            \nW.K.6 p. 142 \u2013 Explore a variety of digital tools to publish and produce writing.\n            \nSL.K.4 p. 142 \u2013 Describe familiar places, things, and events and provide additional details.\n            \n\n\n\n\n    Standards are also listed at the bottom of each Foundational Skills lesson which are located in the Foundational Skills portion of every Teacher's Guide. For example in Unit 2, Module A, Lesson 1, on p. FS2 standards include:\n\n\nRF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet.\n    \nRF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).\n    \nRF.K.2.d Isolate and pronounce the initial, medial, vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.\n    \nRF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.\n    \nRF.K.3.b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Kindergarten meet expectations for visual design that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The ReadyGen Language Arts curriculum printed version supports students in engaging thoughtfully with the subject due to its visual design. Student materials reviewed for Kindergarten include the Text Collections: Volume 1 and 2, Sleuth, a collection of close reading passages for struggling and accelerated readers, Reader\u2019s and Writer\u2019s Journal, and an online component that contains leveled readers, anchor and supporting texts, a variety of grammar games, software to publish students\u2019 stories, and a mechanism with which the teacher can assign personalized writing prompts to communicate with individual students.\n\n\n    Components that support students engaging thoughtfully with the subject include but are not limited to:\n\n\nUnits are color coded in the Teacher Guide to allow for easy navigation through the units. Pages within the units are coded with Unit 1 purple, Unit 2 pink/magenta, Unit 3 green, and Unit 4 orange, Unit 5 Teal, and Unit 6 Salmon/Grapefruit.\n    \nGraphic organizers are free of any distracting words or pictures. The design simple and clear. For example, in Unit 1, Module B, Lesson 2, on p. 174, during the reading analysis portion of the lesson, the main idea graphic organizer is displayed which is found on p. TR40 in the Teacher's Guide. The students and teacher work together to title the organizer, include the main topic, and find supporting details. Students then use the completed graphic organizer to draw a picture of the main topic, or idea, of Life in a Pond.\n\nGraphic organizers are located in the Teacher Resources in the back of every Teacher's Guide on pp. TR36-TR50.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Kindergarten meet the expectation for materials containing a Teacher's Guide with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1683ae89-c74f-4da9-b5df-3eaabb7d728c": {"__data__": {"id_": "1683ae89-c74f-4da9-b5df-3eaabb7d728c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "06fe9443-863e-471c-9492-19a5bcd3f2f6", "node_type": null, "metadata": {}, "hash": "b023de201da9b3d933363546c4e7593a984b91c64ae0003ebbb939af39968165"}, "3": {"node_id": "790c6e1d-7e8d-4c06-97e9-b879ac69c10f", "node_type": null, "metadata": {}, "hash": "9ce47b61c15857576f78e6c8ce3f3125ec9c6fca6751db06e022c324bd8ac290"}}, "hash": "7ef2f36219269ee8a03c4a7a79e2be1b39b93dcd6d8203a33c0d22933eee7a92", "text": "Materials include a Teacher's Guide that includes a clear outline of each unit as well as notes and suggestions of how to present content. The Teacher's Guide also includes the objectives of the lesson, explanations of where to find descriptions of routine, suggested ways to present content, as well as possible questions to ask are noted in blue. Each question asked is followed by a sample student answer. The Teacher's Guide includes scaffolded instruction boxes to address learners\u2019 needs with ideas on differentiating instruction for those students in need of strategic or English language support.\n\n\nIn Unit 1, Module A, Lesson 1, the teacher is provided with a Teach and Model guide to present the way illustrations and words convey the meaning in stories. Teachers use discussion questions to probe students\u2019 recognition of the actions and feelings of the characters. The teacher uses a T-chart to explain author and illustrator roles.\n    \nIn Unit 3, Module A, Lesson 12, the Close Read section gives directives and suggestions on students citing evidence. The Close Read section states, \u201cEngage the class in a discussion about the two texts. Remind children to focus on the adventures and experiences of the characters in the two stories. Use these questions to guide and continue the discussion, and ask students to support their answers with evidence.\u201d The teacher is provided guided questions to lead a class discussion that requires evidence.\n    \nIn Unit 3, Module A, Lesson 8, the Writing Workshop section of the lesson provides teachers with plans to model the creation of storyboards with story events and details.\n    \nOn pages 64-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and the Unit and Module where each is addressed.\n    \nOn pages 72-81 of the Implementation Guide, Standards Maps are provided for each Module. These maps include a description of the Performance Based Assessment, essential questions that are linked with standards, essential questions, a list of anchor and support texts, a list of all standards covered, Module goals linked to standards, and enduring understandings that are linked to standards.\n    \nOn pages 82-101 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade 1 Common Core Standards and then gives the Unit and page number where the standard is addressed.\n    \n\n\n    Materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\nIn Unit 2, Module A, the Performance Based Assessment offers a digital option, \u201cYou may incorporate technology into the Performance-Based Assessment. Use presentation software to create children\u2019s personal narratives. Have children type their sentences or dictate them to you to type. After children draw their pictures, scan or photograph the pictures and upload them.\u201d\n    \nIn Unit 4, Module B, Lesson 10, the teacher\u2019s guide lists the digital publishing studio TikaTok as a resource for students to write and illustrate their own books.\n    \nIn all Units and Modules Digital Centerpieces center options include the Reading Center, Writing Center, Word Work Center, and Research Center. Each of these centers includes an online technology piece.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Kindergarten meet the expectations of materials containing a Teacher's Guide that contains full, adult-level explanations and examples of the more advanced literary concepts so that teachers can improve their own knowledge of the subject as necessary. The materials also include an Implementation Guide to provide specific explanations, rational, and examples of key concepts that are needed to improve knowledge of the subject. Common Core Correlations, located in the Implementation Guide, list all of Kindergarten ELA standards by strand, then the page numbers in each unit\u2019s Teacher\u2019s Guide where these standards are addressed.\n\n\n    The Teacher's Guides include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "790c6e1d-7e8d-4c06-97e9-b879ac69c10f": {"__data__": {"id_": "790c6e1d-7e8d-4c06-97e9-b879ac69c10f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "1683ae89-c74f-4da9-b5df-3eaabb7d728c", "node_type": null, "metadata": {}, "hash": "7ef2f36219269ee8a03c4a7a79e2be1b39b93dcd6d8203a33c0d22933eee7a92"}, "3": {"node_id": "03514dbe-49ef-4b2b-af6f-441c7cec6ae2", "node_type": null, "metadata": {}, "hash": "9a82112c8989a0f9d2a61f0783a0dfcaf9e00f7f5d30ebb2d5a8a293d20d98eb"}}, "hash": "9ce47b61c15857576f78e6c8ce3f3125ec9c6fca6751db06e022c324bd8ac290", "text": "The Teacher's Guides include:\n\n\nInstructional Routines, along with their rationales, are located in the Teacher Resource Section in the back of each of the Teacher\u2019s Guides.\n    \nGenerative Vocabulary Instruction is explained in the Implementation Guide as \u201chelping students learn about words.\u201d A white paper on generative vocabulary instruction is available online at pearsonrealize.com. It\u2019s further described in each unit of the Teacher\u2019s Guide at the beginning of each module. Teachers learn about benchmark vocabulary (words that are important for understanding concepts within a text) and by-the-way words (sophisticated or unusual Tier II and Tier III words).\n    \nText Complexity Rubrics are available for each Anchor and Supporting Text. Rubrics explain quantitative, qualitative, and reader and task considerations, and provide the teacher with information on potential challenges students may have in accessing the text. These rubrics are located in the Teacher\u2019s Resource Section in the back of each unit\u2019s Teacher\u2019s Guide.\n    \nTips and Tools sidebars throughout the Teacher\u2019s Guides, Scaffolded Strategies Handbook, and Teacher Resource sections provide quick definitions of literary and language terms being taught in each lesson. For example, \u201cTips and Tools\u201d of the \u201cRoutines\u201d portion of the Teacher Resources offers definitions for affix, inflectional ending, and root words for the teacher.\n    \nIndependent Reading Continuum, located in Teacher\u2019s Resource Section of each unit\u2019s Teacher\u2019s Guide, \u201cshows a progression of the essential elements of independent reading in the elementary grades, describing strategies and processes that students practice when engaged in purposeful, self selected reading.\u201d\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe instructional materials reviewed for Kindergarten meet expectations for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\nOn pages 64-71 of the Implementation Guide, a scope and sequence chart includes all Common Core Standards and the Unit and Module they are addressed.\n    \nOn pages 72-81 of the Implementation Guide, Standards maps are provided for each Module. These maps include a description of the performance based assessment, essential questions that are linked with standards, a list of anchor and support texts, a list of all standards covered, Module goals that are linked to standards, and enduring understandings that are linked to standards.\n    \nOn pages 82-101 of the Implementation Guide, a Common Core Correlations Chart is included that lists all Grade K Common Core Standards and then gives the Unit and page number where the standard is addressed.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.\n\n\n    Materials include an Implementation Guide that provides walkthrough of the curriculum, citing and explaining the rationale and research-based strategies including but not limited to the principles of backwards design and the design principle of backward mapping.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "03514dbe-49ef-4b2b-af6f-441c7cec6ae2": {"__data__": {"id_": "03514dbe-49ef-4b2b-af6f-441c7cec6ae2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "790c6e1d-7e8d-4c06-97e9-b879ac69c10f", "node_type": null, "metadata": {}, "hash": "9ce47b61c15857576f78e6c8ce3f3125ec9c6fca6751db06e022c324bd8ac290"}, "3": {"node_id": "c04716e6-c9c7-4446-9610-1ebfc442ed5a", "node_type": null, "metadata": {}, "hash": "15262c21daf4cbcc2fb966a571ff55bb8edcbd252832aa15ad131c635ada3f88"}}, "hash": "9a82112c8989a0f9d2a61f0783a0dfcaf9e00f7f5d30ebb2d5a8a293d20d98eb", "text": "On page 22 of the Implementation Guide, it states, \u201cReadyGEN uses the principles of backward design to help teachers deliver instruction based on learning goals.\u201d This is connected to the quote on the bottom of page 23 from the research of Fisher and Frey: \u201cReading widely is a habit that students must develop, but they also need instruction in reading increasingly complex texts so their reading diet is more balanced. We suggest that more difficult texts with scaffolded instruction should become part of the classroom equation.\u201d\n    \nOn page 24 of the Implementation Guide, it states, \u201cReadyGEN offers a robust range of assessments.\u201d This is connected to the quote on the same page from the research of Peter Afflerbach about formative and summative assessments.\n    \nOn page 45 of the Implementation Guide, it states, \u201cQuick Checks provide formative assessment opportunities to monitor students\u2019 fluency progress.\u201d\n    \nOn page 50 of the Implementation Guide, it states, \u201cPerformance-Based Assessments emphasize integration of reading, writing, and speaking and listening as students draw from the texts sets to demonstrate their knowledge of core understandings.\u201d Which is connected to the quote on page 51 from the research of Linda Darling-Hammond and Frank Adamson.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Kindergarten do not contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\n\n    There are two places in the curriculum where a home school connection is mentioned. Once, when assigning online games and activities, there is a parent letter available online that explains that students will be using online curriculum. The second mention is on page of 32 of the Ready Up Intervention booklet available to review online. It mentions the importance of a home school connection.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe instructional materials reviewed for Kindergarten meet expectations for regularly and systematically offering assessment opportunities that genuinely measure student progress. Materials include a baseline assessment, multiple formative assessments, performance-based assessments, and end-of-unit assessments. Each of these assessments are included in the Assessment Book along with an overview, directions, passages, running records, student tests, test administration information, answer keys, and rubrics.\n\n\nOpportunities are provided during daily lessons for monitoring student progress in reading and writing, as well as opportunities to assess oral reading fluency.\n    \n\n\nReading Keystones are formative assessments in every lesson to assess children\u2019s understanding of key language, structures, and ideas. These keystones help the teacher check children\u2019s progress toward the Performance-Based Assessment. The reading keystones include Benchmark Vocabulary Practice, Text Analysis practice/application, and Write in Response to Reading. For example, in Unit 2, Module A, Lesson 6, children use p. 73 in their Reader\u2019s and Writer\u2019s Journal to show contextual understanding of the Benchmark Vocabulary to monitor children\u2019s vocabulary development.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c04716e6-c9c7-4446-9610-1ebfc442ed5a": {"__data__": {"id_": "c04716e6-c9c7-4446-9610-1ebfc442ed5a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "03514dbe-49ef-4b2b-af6f-441c7cec6ae2", "node_type": null, "metadata": {}, "hash": "9a82112c8989a0f9d2a61f0783a0dfcaf9e00f7f5d30ebb2d5a8a293d20d98eb"}, "3": {"node_id": "896c923b-b917-4e10-8ca6-91883020c0cd", "node_type": null, "metadata": {}, "hash": "5a2aa9a8ecffd6ee05f172236d83feabed7061e38ef322674b4bfce29294e4af"}}, "hash": "15262c21daf4cbcc2fb966a571ff55bb8edcbd252832aa15ad131c635ada3f88", "text": "Writing Keystone Checklists are placed throughout the unit to assess children\u2019s opinion, narrative, or informative writing. These checklists help the teacher determine how children are progressing toward the task in the Performance Based Assessment. For Example, in Unit 5 Module A Lesson 7 p. 80, the Writing Keystone Checklist provides places to mark a Topic, Opinion, and a Reason. This checklist is used to assess children\u2019s opinion writing. If children need additional support with one or more of these elements of opinion writing, teachers use Unlock Opinion Writing beginning on p. 236 of the Scaffolded Strategies Handbook.\n    \nOral Reading Fluency Quick Checks are included in the Small Group Options for daily lessons. Oral Reading Fluency can be assessed using text and guidelines provided for Running Records in the Assessment Book Teacher\u2019s Guide. For example, in Unit 6, Module A, Lesson 12, the Guide states, \u201c Distribute I Can Read Reader 33 on pp. 411-412 in the Reader\u2019s and Writer\u2019s Journal to children. Ask them to point to the title of the story, \u201cBen Begs.\u201d Review the irregularly spelled words is, look, what, does, and he. Let\u2019s read the story together. Follow along as I read. Then ask children to read the story again with you. Ask the following questions and have children complete the following activities. What is the dog\u2019s name? (Ben) What does Ben want? (He wants a bone) Circle the things that Ben does not want. Underline the question in the story.\u201d\n\nPerformance-Based Assessments are included with each Module where students complete a task that requires analysis and demonstrating knowledge in writing. For example in Unit 2, Module A, on p.142 the Performance-Based Assessment requires that children create a simple personal narrative about something they did when they were younger that they do different now.\n    \n\n\nEnd-of-Unit Assessments are provided to help the teacher further measure their students\u2019 mastery of reading and language arts standards. Included in the Assessment Book Teacher\u2019s Manual is teacher information, answer keys, and class record charts. Student tests can be found in the Assessment Student Book and online. For example, each End of Unit Assessment includes one passage of complex text. Students listen to the teacher read aloud the passage before each section of the text and then answer questions about it. Each passage is either literary or informational, and the texts become increasingly complex of the course of the school year. After the teacher reads aloud, students answer a series of selected-response questions that contain grade-appropriate Tier 2 and Tier 3 vocabulary. The writing portion of each End-of-Unit Assessment contains a narrative, informative/explanatory, or opinion prompt that is based on the passage. This task requires students to draw pictures and either complete sentence frames or write sentences in response to the prompt.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for assessments clearly denoting which standards are being emphasized. Standards are clearly labeled in the daily lessons and are found on the performance based assessments for each unit, standards are noted on the End-of-Unit Assessments and on the Baseline Assessment (Assessment Book Teacher\u2019s Guide).\n\n\n    Daily lessons that include formative assessments clearly denote standards being taught, along with opportunities for students to practice. For example, in Unit 2, Module A, Lesson 7 on p. 76 of the Teacher\u2019s Edition students are tested by the teacher to check for their Fluency with Oral Reading. It is clearly marked that what is being tested is CCSS RF.K.4 - Fluency: Read emergent-reader texts with purpose and understanding (the name of the standard is printed but the language used is \u201cbuild fluency through oral reading).\n\n\n    Performance Based Assessments denote standards being assessed in the objectives box in the Teacher\u2019s Edition. For example in the Unit 6, Module A p. 142, Performance-Based Assessment students will state and support an opinion about which selection they like better, On the Town: A Community Adventure or Places in My Neighborhood. Standards W.K.1 and W.K.6 are are provided in the Teacher\u2019s Guide. W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.6 With Guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "896c923b-b917-4e10-8ca6-91883020c0cd": {"__data__": {"id_": "896c923b-b917-4e10-8ca6-91883020c0cd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "c04716e6-c9c7-4446-9610-1ebfc442ed5a", "node_type": null, "metadata": {}, "hash": "15262c21daf4cbcc2fb966a571ff55bb8edcbd252832aa15ad131c635ada3f88"}, "3": {"node_id": "962c403e-b70b-494e-be51-1247191ed58b", "node_type": null, "metadata": {}, "hash": "92b052e899c961769f23a1f17b737a3d81ae7cee6f941d467a924e8686527f26"}}, "hash": "5a2aa9a8ecffd6ee05f172236d83feabed7061e38ef322674b4bfce29294e4af", "text": "On pages 66-71 of the Implementation Guide, a standards map is provided that lists all standards in a module along with the Performance-Based Assessment Task.\n\n\n    End-of-Unit Assessments do not provide standards being emphasized in student facing material or the Assessment Teacher\u2019s Guide.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Materials provide teachers with guidance for administering assessments and interpreting results through rubrics and scoring guidance documents. Guidance includes but is not limited to:\n\n\nPerformance Based Assessments provide teachers with notes and guidance regarding administration of assessments. Information is provided which guides teachers how to allow students to complete the assessment over multiple lessons, to review the Essential Questions, and revisit the texts. Also provided are scaffolded supports for students as they are completing the assessments and follow-up support for students scoring a 0, 1, or 2 on the assessment wit Reflect and Respond \u201cif\u2026then\u2026\u201d statements. Teachers are also provided a Writing Rubric with each assessment that directly connects to the type of writing being tested whether it be a narrative, informational/explanatory, or opinion writing or project.\n    \nGuidance is provided for teachers in administering and scoring assessments, along with interpreting student assessment scores on End-of-Unit Assessments. For example, in the Assessment Book Teacher\u2019s Guide on page T49-T50 guidance is given for scoring of selected response questions along with the writing prompt. A rubric is also provided to guide teachers in scoring the End-of-Unit writing.\n    \nThe Assessment Book Teacher\u2019s Guide provides guidance on what to do with assessment results. Teachers are directed to examine results and then use the results to inform instruction. On page T51-T52 of the Assessment Book Teacher\u2019s Guide it provides this guidance.\n    \nInstruction and guidance are provided for administering Running Records with the fluency passages used for the assessments. Information is also provided for teachers in interpreting student scores and specific miscues in the Assessment Book Teacher\u2019s Guide.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for including routines and guidance that point out opportunities to monitor student progress. Ongoing progress monitoring formative assessments are integrated within every module. Progress monitoring opportunities include but are not limited to:\n\n\nReading and Writing Keystones that assess students\u2019 reading and writing and their understanding of key language, structure, and ideas. For example, in Unit 1, Module A, Lesson 9, on p. 94 Practice it states, \u201cHave children use p. 21 in the Reader\u2019s and Writer\u2019s Journal to show contextual understanding of the Benchmark Vocabulary. Monitor children\u2019s vocabulary development.\u201d\n    \nFluency Quick Checks that offer If. . . Then... suggestions to monitor students\u2019 fluency progress and provide an assessment tool for teachers to quickly assess students in a small group of 2-3 students at a time. For example, in Unit 4, Module A, Lesson 6, the teacher models fluent reading aloud from an appropriately leveled reader. Children then chorally read the same page with you and at an appropriate rate several times. Suggestions are given for if the child is reading too slowly or too quickly.\n    \nCheck Progress assessments in each unit that assess students\u2019 phonics, word analysis, and high frequency word skills. These are located at the end of every Foundational Skills section. For Example, in Unit 4 p. FS27-FS29 Unit 4 Check Progress.\n    \nStudent work in the Reader\u2019s and Writer\u2019s Journal, including Write in Response to Reading prompts that require students to cite text evidence as they write about what they\u2019ve read. For example, in Unit 4, Module A, Lesson 7, on p. 76, states, \u201cUse Write in Response to Reading on p. 189 of the Reader\u2019s and Writer\u2019s Journal to check children\u2019s understanding of key details in I love Saturdays y domingos.\u201d\n\nIf. . . Then... suggestions for monitoring progress also appear in the Scaffolded Strategies Handbook.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nThe instructional materials reviewed for Kindergarten indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "962c403e-b70b-494e-be51-1247191ed58b": {"__data__": {"id_": "962c403e-b70b-494e-be51-1247191ed58b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "896c923b-b917-4e10-8ca6-91883020c0cd", "node_type": null, "metadata": {}, "hash": "5a2aa9a8ecffd6ee05f172236d83feabed7061e38ef322674b4bfce29294e4af"}, "3": {"node_id": "13ac58eb-4fab-4e3a-a786-91084e211d65", "node_type": null, "metadata": {}, "hash": "4e2ea41e6e20d4dbb08c75a69c3f61a58d2edd23608722b1595c7a16cb33eb7f"}}, "hash": "92b052e899c961769f23a1f17b737a3d81ae7cee6f941d467a924e8686527f26", "text": "Pages TR 16-23 of all units Teacher Resources include the rationale behind the Independent Reading Routine as well as an independent reading rubric and reading log.\n    \nSmall Group Time includes a Focused Independent Reading Time. During this time student focus on a process whether it be Engagement and Identity, Independence, or Stamina. Students also focus on a Strategy such as Vocabulary Knowledge, Critical Thinking, Fluency, or Comprehension. The teacher is given guidance to monitor the student\u2019s progress by outlining two possible activities to quickly assess the process and strategy focus for that day.\n    \nDuring Small Groups, students are guided to apply the content of the Reading Analysis and Language Analysis lesson to their self-selected text. For example, in Unit 2, Module A, Lesson 6, students note the key details to retell a story. They focus on Spring as their main topic and use the Web A Graphic organizer on p. TR48 and write \u201cSpring\u201d in the circle. Students then Practice and Apply. Together you find key details using pp. 30-35 in the text and then the teacher uses the Small Group Discussion routine from pp. TR10-TR11. Also, in Unit 4, Module A, Lesson 5, students are reminded that when authors write, they make choices about what kinds of words they use to tell a story. Readers can sometimes sort these into groups or categories. The group uses the Two Sorting Boxes graphic organizer from p. TR46 to organize and sort their information. Next, they Practice and Apply. The teacher helps children to find the words silver, big, and grande and record them in the correct boxes on the chart (colors and sizes) using the Small Group Discussion Routine on pp. TR10-TR11.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe instructional materials reviewed for Kindergarten meet expectations for providing teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards and opportunities for teachers to use a variety of grouping strategies. There are clear supports for students who struggle as well as those who work above grade level. Grouping strategies included are inclusive of multiple opportunities.\n\n\n    Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards. Examples include:\n\n\nThe Scaffolded Strategies Handbook addresses English Language Learners, students with disabilities, struggling readers, and accelerated learners. This handbook provides models of scaffolded instruction, useful strategies, and practical routines to employ during reading. The lessons provided are intended to be used during small-group time with students the teacher determines to need additional scaffolded instruction. The Scaffolding Strategies Handbook is organized into four parts.\n    \nPart 1 is titled Unlock the Text. Every anchor and supporting text is supported with scaffolds and strategies. The lessons are divided into Prepare to Read, Interact with Text, and Express and Extend.\n    \nPart 2 is titled Unlock the Writing. These lessons work to scaffold the module-level Performance Based Assessments and it also provides additional lessons to teach the writing types required by the standards.\n    \nPart 3 of the Scaffolded Strategies Handbook provides routines, graphic organizers, and activities to support students.\n    \nPart 4 is titled Unlock Language Learning. It focuses on supporting English Language Learners to construct meaning and explore vocabulary of a text. This section provides support to build background, talk about sentences, speak and write about the text, expand understanding of vocabulary, and write about the anchor and supporting text.\n    \n\n\n    Small group instruction is provided based on student need with options such as:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "13ac58eb-4fab-4e3a-a786-91084e211d65": {"__data__": {"id_": "13ac58eb-4fab-4e3a-a786-91084e211d65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "962c403e-b70b-494e-be51-1247191ed58b", "node_type": null, "metadata": {}, "hash": "92b052e899c961769f23a1f17b737a3d81ae7cee6f941d467a924e8686527f26"}, "3": {"node_id": "5547a493-998f-45db-8d83-526a255da35f", "node_type": null, "metadata": {}, "hash": "1bf586b37a052440ee3ed949711bc6c7b21e38b4359fd97cf09ffe230e2f49d3"}}, "hash": "4e2ea41e6e20d4dbb08c75a69c3f61a58d2edd23608722b1595c7a16cb33eb7f", "text": "Small group instruction is provided based on student need with options such as:\n\n\n\nUnlock the Text which supports students in accessing ideas, key language, and key structures.\n    \n\nWord Analysis which supports students with their foundational skills.\n    \n\nConferencing which helps students to grow their independent reading accountability as they discuss their self-selected texts with the teacher.\n    \n\nSupport Instruction which targets students who need additional scaffolding for the instructional focus of each lesson.\n    \n\nExtensions which are intended for students who understand the lesson focus and would benefit from opportunities to extend the lesson and enhance learning.\n    \n\nSleuth which is used three to four times each unit for small group lessons to reteach, practice, and refine close-reading skills and strategies.\n    \nThe Teacher\u2019s Guide includes Scaffolded Instruction notes throughout all lessons. For example, in Unit 2, Module B, Lesson 3, the Guide states, \u201cMake sure student understand the layout of the spread, which repeats throughout the book. Explain that the illustrator uses the two pocket watches to tell readers whether they are reading about the pat or today and the writer uses the phrase One hundred years ago to begin all pages about the past and the word Today to begin all pages about the present. Point out the art and text. Also, in Unit 5, Module A, Lesson 12: Remind students the most nouns add -s or -es to show more than one. Have students search both texts for nouns with -s or -es. Write the words in two list. Ask students which plural nouns appear in both texts. Have volunteers circle those words (seeds, roots, plants, birds).\u201d\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for providing all students, including those who read, write, speak, or listen below grade level or in a language other than English, extensive opportunities to work with grade level text and meet or exceed grade-level standards.The Teacher\u2019s Guide provides daily scaffolding for immediate feedback during lessons, and the Scaffolded Strategies Handbook provides more extensive follow up to support these students.\n\n\n    The Teacher\u2019s Guide provides on-the-spot scaffolds in each lesson. These address common stumbling blocks encountered by English Language Learners and struggling readers and writers. They are highlighted in blue at the bottom of each lesson. For example, in Unit 1, Module A, Lesson 8, on p. 83 the Scaffolded Instruction notes are for English Language Learners and for Strategic Support.\n\n\nEnglish Language Learners: \u201cPoint out to students that the word dear appears on p. 30 and 31. In both cases it has the same meaning-\u201dmuch loved, precious\u201d- but on p. 30, it is part of the phrase my dear, which means \u201cMy much loved or precious one.\u201d Mama is talking to PIp, but instead of saying Pip\u2019s name, Mama says my dear. Offer other terms of endearment in English, such as love, darling, sweetheart, sweetie, baby, sugar, and honey. Encourage students to offer words and phrases that are used in similar ways in their native languages.\u201d\n    \nStrategic Support: \u201cUse the dialogue on p. 30 to point out the punctuation marks that are used to set off what characters say to one another in a story. Have students look at the first sentence on p. 30. Point to and name the quotation marks. Explain that one set of quotation marks is place at the beginning of the character\u2019s words and another set is placed at the end of the character\u2019s words. That way readers know exactly what words Mama say: Oh, Little Pip!\u201d\n    \n\n\n    The Scaffolded Strategies Handbook has a number of resources for teachers to assist English Language Learners, struggling readers and writers as well as students with disabilities. These are intended to be used during small group time. The handbook has four sections of resources.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5547a493-998f-45db-8d83-526a255da35f": {"__data__": {"id_": "5547a493-998f-45db-8d83-526a255da35f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "13ac58eb-4fab-4e3a-a786-91084e211d65", "node_type": null, "metadata": {}, "hash": "4e2ea41e6e20d4dbb08c75a69c3f61a58d2edd23608722b1595c7a16cb33eb7f"}, "3": {"node_id": "c400598e-4261-4c80-9761-1843b3aabb0a", "node_type": null, "metadata": {}, "hash": "0e143b51b89bc429527185e99b12c4522a5b713e799cb883820ab0e9b6a1791d"}}, "hash": "1bf586b37a052440ee3ed949711bc6c7b21e38b4359fd97cf09ffe230e2f49d3", "text": "Unlock the Text: This section includes text complexity rubrics that offer insight into the quantitative, qualitative and reader and task measures of text. The qualitative measures provide strategies for levels of meaning, structure, language conventionality and clarity, and knowledge demands. Cognate charts are provided for each anchor text and supporting text in this section of the handbook as well.\n    \nUnlock Writing: This section provides scaffolded lessons for the Performance-Based Assessments and grade level support and guidelines for teaching the standards based writing types.\n    \nRoutines and Activities: This section includes routines, reproducible graphic organizers, and activities that can be used to support teaching the standards.\n    \nUnlock Language Learning: This section provides specific resources for English Language Learners to construct meaning in the selections as well as explore vocabulary of texts. The strategies and activities are designed to develop mastery of reading, writing and speaking around the areas of Building Background, talking about Sentences, Speaking and Writing about the Texts, and Expanding Understanding of Vocabulary.\n    \n\n\n    If/then sections are provided in the Scaffolded Strategies Handbook to support students. For example, in the Scaffolded Strategies Handbook on page 211 students Unlock the Task: Write About My Favorite Book. Students break apart the task, answer questions about the task, and then restate the task. If/then statements are provided to monitor and support struggling writers. For example, \u201cIf \u2026 students have difficulty forming an opinion about which book they preferred, then \u2026 use a Venn diagram to help students compare the books. Point out differences in the books and ask questions: Which book taught you a new fact? Which book was fun to read? Which book uses rhyme? Which book had pictures you liked? Guide students to form an opinion based on their answers.\u201d\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Each lesson offers support for accelerated learners in Small Group Options. The small group options provided in the Teacher\u2019s Guide offer teachers opportunities to direct their instruction to the needs of their students. Teachers are encouraged to gather formative assessment information from whole group instruction to help determine student needs during small groups. Opportunities within small groups that include:\n\n\n\nIndependent Reading Conferences: Opportunities for students to discuss self-selected texts can be found in the Teacher Resource Book. Independent reading rubrics are also provided for students to self-assess reading preferences and behaviors.\n    \n\nClose Reading Extension or Language Analysis Extension are provided for students who are adept or excel at the skill or lesson. For example, in Unit 3, Module A, Lesson 3, the Close Reading Extension on page 37 asks students to answer questions about \u201cBear and Fox\u201d by looking for clues (gathering evidence), making their case, asking questions, and proving their thinking.\n    \n\n\nMini-lessons can also be found in the Sleuth materials that offer extensions for students who excel at close reading or language analysis.\n    \n\n\n    The Scaffolded Strategies Handbook included opportunities outside of the teacher guide for extensions for students who are above grade level. These sections are titled Extend, Accelerated, and Going Deeper. There are four parts in the Scaffolded Strategies Handbook. Including Unlock the Text, Unlock the Writing, Routines and Activities, and Unlock Language Learning. Within each part, there are extensions activities and strategies. For example, in Unit 3, Module B on page 74 of the Scaffolded Strategies Handbook students:\n\n\nIn Part 1, Unlock the Text to Express and Extend after reading What Will the Weather Be? The Extend section states, \u201cHave students choose a weather instrument from the text and draw a picture explaining how the instrument helps predict weather.\u201d The subsequent Extend section states, \u201cHave students create a weather journal in which they can record their own weather observations throughout the unit. Have students compare their observations with information learned in the text. Work with them to determine cause-and-effect relationships within their observations.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c400598e-4261-4c80-9761-1843b3aabb0a": {"__data__": {"id_": "c400598e-4261-4c80-9761-1843b3aabb0a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "5547a493-998f-45db-8d83-526a255da35f", "node_type": null, "metadata": {}, "hash": "1bf586b37a052440ee3ed949711bc6c7b21e38b4359fd97cf09ffe230e2f49d3"}, "3": {"node_id": "86da989a-ad61-461f-ae91-e6b43a957ae5", "node_type": null, "metadata": {}, "hash": "730e71777ebfcaae2566caf1d517379b1b351940d877b73844aad9a3166c6a56"}}, "hash": "0e143b51b89bc429527185e99b12c4522a5b713e799cb883820ab0e9b6a1791d", "text": "In Part 2, Unlock the Writing on page 262 students are provided with a practice and a deeper practice when working with opinion pieces. Students work together to better understand the connection between topics, opinions, and reasons. The Teacher Guide Edition states, \u201cConsider distributing copies of an opinion piece that you have read in class, and have students identify the topic, the opinion, and at least one supporting reason by underlining each in different colored markers. Ask students to list the linking words they find. Then instruct them to tell which reason and opinion each linking word connects. Students work with a partner to brainstorm another reason for an opinion about the topic of holidays or about another topic of interest. You might have students practice \u2018writing in the air\u2019 by first using a formal tone to tell a partner the topic, opinion, and reasons. Ask them to tell their opinion and at least one reason to the class, and have the class identify the opinion and the supporting reasons. \u201c\n    \n\n\n    Opportunities for enrichment occur during whole class instruction. For example, on page TR9 in the Unit 1 Whole Class Discussion Routine, teachers are provided with a Going Deeper activity once students are familiar with the routine. The directions state, \u201cAsk children to restate what the previous participant said before adding their own thoughts to the discussion.\u201d It also states, \u201cEncourages are provided with a Going Deeper activity to help students explore Text Clubs more deeply. The directions state, \u201cOnce students are comfortable with the Routine, choose from the following activities to help them explore Text Clubs more deeply.\u201d It also states, \u201cAsk students to reread the same text with the same Text Club members but take on different roles in the group. Doing so will allow children to experience the text from different perspectives.\u201d\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Kindergarten meet the expectations for providing opportunities for teachers to use a variety of grouping strategies. Students participate in partner and small group Think-Pair-Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, Text Clubs, and Benchmark Vocabulary Discussions for both Informational and Literary texts.\n\n\n    The Teacher Edition provides small group options for teachers to meet the needs of their students. Teachers are encouraged to use information gained from whole group instruction to help determine where students need additional supports or extensions during small groups. Examples include:\n\n\nIn Unit 3, Module B, Lesson 1, the Teacher Edition has students Turn and Talk, \u201cAfter reading, have students turn to a partner and discuss this question using pictures and words from the text: Why is predicting the weather important? Use the Think-Pair-Share Routine on pp. TR6-TR7. (Children should explain that if people know what kind of weather to expect, they can prepare for that weather and any problems it might cause.)\u201d\n    \nIn Unit 5, Module A, Lesson 4, the Teacher Edition has the teacher review the words covers, lies, and still on p. 15 with children. Together decide on the meaning used in the story and then think of another meaning for each word. Record the information on the chart. Use the Small Group Discussion Routine on pp. TR10-TR11 to have children discuss how they figured out the meaning. Remind them to ask and answer questions to clarify anything they do not understand and to confirm their understanding of information presented orally or visually.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for Kindergarten include digital materials (either included as supplementary to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "86da989a-ad61-461f-ae91-e6b43a957ae5": {"__data__": {"id_": "86da989a-ad61-461f-ae91-e6b43a957ae5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "33adc044-033e-424d-963a-46d5f8a7a761", "node_type": null, "metadata": {}, "hash": "7e12ef48469d716038715e139aefc613b671c006c98731bb4d4994232c454df2"}, "2": {"node_id": "c400598e-4261-4c80-9761-1843b3aabb0a", "node_type": null, "metadata": {}, "hash": "0e143b51b89bc429527185e99b12c4522a5b713e799cb883820ab0e9b6a1791d"}}, "hash": "730e71777ebfcaae2566caf1d517379b1b351940d877b73844aad9a3166c6a56", "text": "Materials are available to access with a login and password at www.pearsonrealize.com. Once signed in an educator can access materials such as the Teacher\u2019s Guide for each Unit, Teacher Resources, Standards, Baseline Assessments, Practice Test, Scaffolded Strategies Handbooks, Unit Modules, each unit\u2019s Leveled eText Library, Text Collections, Sleuth, and printable resources.\n\n\n    On the website teachers can create classes to assign work, check on the status of assignments, create groups, and post class calendars. There is also a Data tab to gather and display and use data to promote student mastery of the standards. Also included on this website are Close Reading Modeling Videos, Independent Reading Modeling Videos, Accessible eTexts, and the customizable lesson planning tool: MyGen.\n\n\n    Accessibility was tested on Microsoft Edge, Internet Explorer, Chrome, Windows, Apple, Android mobile device, Safari, an iPhone. All access was successful. The eTexts are flash based. You will be unable to access eTexts on an iPad since they don\u2019t support Flash. It is recommended to download the eTexts for Schools App if your device does not support the Flash player.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials reviewed for Kindergarten meet expectations for supporting effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    Materials provide students with the ability to continue learning at home with activities aligned to unit texts, writing modes, and Enduring Understandings. Anchor texts are interactive to build background knowledge and help students access complex texts. Teachers have the option of assigning an e-text or interactive version of the anchor text to students on Pearson Realize. Interactivities can be displayed on an interactive whiteboard for use as part of whole group instruction, or students can access whatever texts have been assigned to them on an individual device. TikaTok allows students to write, illustrate and publish their own digital storybooks and projects. There are also Interactive graphic organizers that allow students to record as they read independently.\n\n\n    Online interactive tools such as Reader\u2019s and Writer\u2019s Journal, Monster Word Mania, Pack Up the Skills, Envision It! Animations, Letter Tile Drag and Drop, and Grammar Jammers are provided and can be assigned by the teacher, as well as Close and Independent Reading Videos to support students\u2019 learning.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for Kindergarten include Digital materials that provide opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\n\n    Materials can be easily customized for individual learners. An online Baseline Assessment is used to pinpoint students struggles while assessing the standards with complex text. Digital materials provide program-agnostic College and Career Readiness assessments, Balanced Practice Test, and Performance Tasks. Technology-Enhanced Items appear on the Baseline Assessment in Kindergarten on all End-of-Unit Assessments, and on program-agnostic Balanced Performance Tasks. Teachers can also build their own assessments.\n\n\n    The DATA tab of Realize provides class and student data, including standards mastery, overall progress, and time on task. Teachers can also view data individually by student from the class assignment list. Teachers can use this data to create assignments based on an individual student\u2019s needs.\n\nMaterials can be easily customized for local use.\n\nThe instructional materials reviewed for Kindergarten can be easily customized for local use. The online tool, MyGen, allows teachers to adapt any unit module. Teachers can replace any anchor or supporting text with another selection, create their own essential questions and enduring understandings, and identify lesson standards. Teachers can also develop Performance-Based assessments that are customized to their classroom.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for Kindergarten can be easily customized for local use. The online tool, MyGen, allows teachers to adapt any unit module. Teachers can replace any anchor or supporting text with another selection, create their own essential questions and enduring understandings, and identify lesson standards. Teachers can also develop Performance-Based assessments that are customized to their classroom.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ddb2f294-3b4c-4a0c-b8aa-763feed6fce5": {"__data__": {"id_": "ddb2f294-3b4c-4a0c-b8aa-763feed6fce5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "3": {"node_id": "9c3dba39-0705-4816-a58f-27b65ca92a23", "node_type": null, "metadata": {}, "hash": "583e938961b8247de5b6bc7462ab137418d77f2cea2113772505ddaa5592069a"}}, "hash": "6c3525348f54b53808ac4518642fc6dc806d89841d9be5ed2457bf3eb77a95c9", "text": "Wit & Wisdom\n\nThis report was published on June 8, 2017.\nThe Wit and Wisdom materials meet the expectations of alignment to the standards to support students' growing skills in reading, writing, speaking, and listening. The program is built on engaging and high quality texts and present strong multimedia options alongside printed texts. The materials provide strong opportunities for students to hone their writing, speaking, and listening skills throughout the content while demonstrating their growing content knowledge.\nNote: The\u00a0K-2\u00a0materials reviewed do not include a formal foundational skills component and instead recommend pairing the materials with a high-quality foundational skills program. The 3-5 materials\u00a0provide some foundational skills instruction through their language, vocabulary, and writing instruction, and fluency practice. However, they do not include extensive phonics instruction.\n\nText Quality & Complexity\n\nTexts included with these materials are of high quality, appropriately complex, and include opportunities to apply reading, writing, speaking, and listening skills across a variety of tasks designed to grow students\u2019 literacy skills over the course of the year. The materials reviewed do not have a formal foundational skills component and instead recommend pairing the materials with a high-quality foundational skills program. With the materials provided, foundational skills are met or partially met in various ways throughout the materials.\n\nText Quality & Complexity\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.\n\n\n    Core texts consider a range of topics of interest to Grade 3 students, including the ocean, space, art, immigration, poetry, fables, and mythology. Many of the core texts are written by award-winning authors and are worthy of careful reading.\n\n\n    Examples of central texts that are worthy of careful reading include the following:\n\n\nModule 1:\n\n\nThe Fantastic Undersea Life of Jacques Cousteau, by Dan Yaccarino\n            \n\nGiant Squid: Searching for a Sea Monster, by Mary M. Cerullo and Clyde F. E. Roper\n            \n\nAmos & Boris, by William Steig\n            \n\n\nModule 2:\n\n\nMoonshot, by Brian Floca\n            \n\nOne Giant Leap, by Robert Burleigh\n            \n\nZathura, by Chris Van Allsburg\n            \n\n\nModule 3:\n\n\nComing to America: The Story of Immigration, by Betsy Maestro\n            \n\nGrandfather\u2019s Journey, by Allen Say\n            \n\nFamily Pictures, by Carmen Lomas Garza\n            \n\n\nModule 4:\n\n\nAlvin Ailey, by Andrea Davis Pinkney\n            \n\nA River of Words: The Story of William Carlos Williams, by Jen Bryant\n            \nWhen Marian Sang, by Pam Mu\u00f1oz Ryan\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.\n\n\n    Core Texts include a mix of informational and literary texts. Each module centers on a theme that integrates many types of text and media to support the learning of the topic. There are two science-related modules at this grade level (the ocean, space) as well as a social studies topic (immigration). The final module focuses on the topic of art. What is important to note is that there is a wide array of informational and literary text integrated throughout every module no matter the topic or theme. Additional supplementary texts are included resulting in a wide distribution of genres and text types as required by the standards, including historical fiction, poetry, fables, non-fiction, biographies, websites, journal articles, speeches, plays, and historical accounts.\n\n\n    The following are examples of literature found within the instructional materials:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9c3dba39-0705-4816-a58f-27b65ca92a23": {"__data__": {"id_": "9c3dba39-0705-4816-a58f-27b65ca92a23", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "ddb2f294-3b4c-4a0c-b8aa-763feed6fce5", "node_type": null, "metadata": {}, "hash": "6c3525348f54b53808ac4518642fc6dc806d89841d9be5ed2457bf3eb77a95c9"}, "3": {"node_id": "563b9064-16b4-49e7-ae50-9d43ef704bdb", "node_type": null, "metadata": {}, "hash": "5c4692d0eae6184c841d1a43024ab5fbdb8ffa16e1cb05844721f54e40def40a"}}, "hash": "583e938961b8247de5b6bc7462ab137418d77f2cea2113772505ddaa5592069a", "text": "The following are examples of literature found within the instructional materials:\n\n\nModule 1- Amos & Boris, by William Steig\n    \nModule 2- Zathura, by Chris Van Allsburg\n    \nModule 3- The Keeping Quilt, by Patricia Polacco\n    \nModule 4- When Marian Sang, by Pam Mu\u00f1oz Ryan\n    \n\n\n    The following are examples of informational text found within the instructional materials:\n\n\nModule 1- The Fantastic Undersea Life of Jacques Cousteau, by Dan Yaccarino\n    \nModule 2- One Giant Leap, by Robert Burleigh\n    \nModule 3- Coming to America: The Story of Immigration, by Betsy Maestro\n    \nModule 4- Alvin Ailey, by Andrea Davis Pinkney\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task. Most texts are aligned to the complexity requirements outlined in the Common Core Standards, with text-complexity rubrics appearing in Appendix A of the Great Minds Teacher\u2019s Guide. All major text qualitative/quantitative information is identified in Appendix A, while supporting texts are referenced in Appendix E. Among the texts that are not within the grade-level band, a qualitative feature analysis gives additional insight as to the appropriateness of their placement in the curriculum. The texts that have a Lexile level above the grade-level band show ample support for accessing the text during the reader and task components.\n\n\n    For example:\n\n\nModule 2, Lessons 27-29: Zathura, by Chris Van Allsburg (literary, 540L): This text has an accessible concept. It is a science fiction text supported with illustrations. Sentence structure is predictable and easy to follow. It contains descriptive language, appropriate for third grade students.\n    \nIn Module 1, Lesson 4-9 students read and reread the picture book Amos & Boris, by William Steig (AD810L). It is a narrative text within the complexity band (although at the top of the stretch band), is initially adult-directed, and includes context clues and a strong narrative for additional support.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials support students\u2019 increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.\n\n\n    The instructional materials reviewed for Grade 3 meet expectations for supporting students' ability to access texts with increasing text complexity across the year. The texts, both anchor and supporting, fall within the grade-level band, and they appear to provide students access to increasingly rigorous texts over the course of the school year. As seen in the quantitative and qualitative analyses of the included texts, there is clear, defined scaffolding of the texts to ensure that students are supported to access and comprehend grade-level texts at the end of the year. While the rigor of text is appropriate in aggregate over the course of the school year, students will engage with texts at varying levels unit to unit and quarter to quarter in a structure that may provide support for accelerating their literacy growth.\n\n\n    Over the course of the school year, students will engage in appropriately rigorous texts in aggregate but unit to unit and quarter to quarter there is broad variance in how they engage with these texts. Some examples that demonstrate this include the following:\n\n\nIn Module 1, students read the informational text Giant Squid: Searching for a Sea Monster. This text is quantitatively measured as NC1090L. In the same module, students engage with the informational text Shark Attack, 820L. At the end of the module, students are expected to be able to construct a multi-paragraph essay explaining why artists and scientists explore the sea. The consistency of these quantitative measures, coupled with the consistency of the qualitative features of these texts, will support students' accelerating their reading abilities.\n    \nIn Module 3, students read the literary text Tea With Milk with a quantitative measure of AD450L, and Grandfather\u2019s Journey with a AD650L. At the end of the module, students are expected to be able to write an essay explaining a similarity and a difference between the immigration experience of the main characters in these texts along with supporting details from both.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "563b9064-16b4-49e7-ae50-9d43ef704bdb": {"__data__": {"id_": "563b9064-16b4-49e7-ae50-9d43ef704bdb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "9c3dba39-0705-4816-a58f-27b65ca92a23", "node_type": null, "metadata": {}, "hash": "583e938961b8247de5b6bc7462ab137418d77f2cea2113772505ddaa5592069a"}, "3": {"node_id": "722a225a-948e-43ca-8a40-9d818fc89e68", "node_type": null, "metadata": {}, "hash": "4d5a5b8a4b1b43d6027d39cef44f111927da77d3dd79b5d99444d9c264aefef7"}}, "hash": "5c4692d0eae6184c841d1a43024ab5fbdb8ffa16e1cb05844721f54e40def40a", "text": "The qualitative measures of these texts are appropriate, as are the associated tasks and questions. However, teachers may need extra support and study to help Grade 3 students navigate these variations unit to unit. The supporting texts also consistently increase in complexity across the year.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. Text complexity rubrics appear in Appendix A of Great Minds Teacher\u2019s Guide. All major text qualitative/quantitative information is identified in Appendix A, while supporting texts are referenced in Appendix E. This includes a description of text that provides rationale for why the text was selected.\n\n\n    Examples include, but are not limited to:\n\n\nModule 1: Amos and Boris, by William Steig: \u201cThis text was selected because of its superb literary quality. Engaging and resourceful characters, poetic descriptions of setting, heroic rescues, and unlikely but undying friendships will keep students turning pages. The rich and complex vocabulary makes it a challenging text for Grade 3 students.\"\n    \nModule 2: The rationale is provided in the overview of the unit states, \u201cHaving a strong knowledge of the history of these understandings will deepen students\u2019 knowledge of human history, provide an awareness of how scientific understanding can change and deepen, and serve as the basis for forming opinions about modern-day space exploration.\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for core texts and supporting materials providing opportunities for students to engage in a range and volume of reading to achieve grade-level reading.\n\n\n    Each unit includes lessons with supplementary texts of varying lengths. These texts are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.\n\n\nIn Module 2, when presented with a historic video, students are asked to, \u201cExplain a point of view that is different or similar from that of John F. Kennedy\u2019s using evidence from the speech, We Choose the Moon.\u201d\n    \nIn Module 3, when reading Coming to America, by Betsy Maestro, students are asked to, \u201cAnalyze how an author engages and orients the reader in a narrative.\u201d\n    \n\n\n    Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.\n\n\nIn Module 1, Lesson 24, students echo a reading passage and spend the week rehearsing to read fluently to other classes and/or groups. They have an anchor chart that is used to, \u201cRemind students of the elements of fluent reading and of what it means to read accurately.\u201d\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe materials reviewed for Grade 3 meet the expectation that most questions, tasks, and assignments are text-specific and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the texts. Questions draw the reader back into the text and support students\u2019 literacy growth over the course of the school year. Reading and writing (and speaking and listening) are done in a cohesive learning environment. Students read and reread to write and discuss. The materials provide opportunities for evidence-based discussions and writing. Examples of student directions include but are not limited to, \u201cLook closely\u201d, \u201cProvide details\u201d, \u201cCompare\u201d, \u201cWrite a summary\u201d, \u201cWhat do you notice?\u201d and, \u201cWrite an Introduction.\u201d\n\n\n    Below are examples of text-dependent/specific questions included in each module:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "722a225a-948e-43ca-8a40-9d818fc89e68": {"__data__": {"id_": "722a225a-948e-43ca-8a40-9d818fc89e68", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "563b9064-16b4-49e7-ae50-9d43ef704bdb", "node_type": null, "metadata": {}, "hash": "5c4692d0eae6184c841d1a43024ab5fbdb8ffa16e1cb05844721f54e40def40a"}, "3": {"node_id": "51f72357-39d7-4651-937c-fed8739e3fe0", "node_type": null, "metadata": {}, "hash": "d65ae2fc12744c0b71bff36134f2654330cba06f770bc03022a431eaf534d656"}}, "hash": "4d5a5b8a4b1b43d6027d39cef44f111927da77d3dd79b5d99444d9c264aefef7", "text": "Below are examples of text-dependent/specific questions included in each module:\n\n\nModule 1, Lesson 11, \u201cWhat do the similarities and differences between the illustrations on pages [2\u20133] and [34\u201335] suggest about the content of the book?\u201d\n    \nModule 2, Lesson 2, \u201cAccording to the article, where and when did Galileo live?\u201d\n    \nModule 3, Lesson 15, \u201cHow does the author\u2019s note add to your understanding of the text and paintings in Family Pictures?\u201d\n    \nModule 4, Lesson 28, \u201cWhat similarities and differences do you notice about the opening and closing illustrations?\u201d\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nInstructional materials reviewed for Grade 3 meet the expectation that they should contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills to demonstrate understanding. Each module begins with an Essential Question; each module also contains multiple Focusing Questions that deal with the core text. Each of the daily lessons work toward answering the Focusing Questions, while building the skills and knowledge needed to complete the End-of-Module Task. Supplementary texts help to build knowledge while integrating skills such as speaking, listening, reading, and writing.\n\n\n    For example, in Module 1, the Essential Question asks, \u201cWhy do people explore the sea?\u201d Then, during the module lessons, students read, discuss, and write to build knowledge through various activities and routines. Students work towards understanding the Focusing Questions to build knowledge and complete the culminating task.\n\n\n    Examples of Focus Questions to guide students through this module are:\n    \u2022 Lesson 1-9, \u201cHow do artists explore the sea?\u201d\n    \u2022 Lesson 10-19, \u201cHow and why do scientists explore the sea?\u201d\n    \u2022 Lesson 19-30, \u201cHow and why do scientists explore sea creatures?\u201d\n\n\n    The learning culminates into an End-of-Module Task. For this module, it directs students to refer to all of the material read throughout the lessons and states, \u201cYour task: For an audience who has read and studied these texts the way you have, write two paragraphs in which you explain why an author, artist, or scientist explored the sea. Develop your explanation with evidence from one of the texts.\u201d\n\n\n    In Module 3 the Essential Question asks, \u201cHow do stories help us understand immigrants\u2019 experiences?\u201d The module opens using the text, Grandfather\u2019s Journey by Allan Say and examples of the Content Framing Questions for that text include, \u201cWhat does a deeper exploration of point of view reveal in Grandfather\u2019s Journey?\u201d (Lessons 3-4) and, \u201cWhat is the central message of Grandfather\u2019s Journey?\u201d(Lesson 6).\n\n\n    Examples of the Focus Questions to guide students through this module are:\n    \u2022 Lesson 1-15, \u201cWhat challenges do immigrants face in a new country?\u201d\n    \u2022 Lesson 16-24, \u201cWhy do people immigrate to America?\u201d\n    \u2022 Lesson 24-33, \u201cHow do immigrants respond to challenges in a new country?\u201d\n    \u2022 Lesson 34-35, \u201cHow do stories help us understand immigrants\u2019 experiences?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "51f72357-39d7-4651-937c-fed8739e3fe0": {"__data__": {"id_": "51f72357-39d7-4651-937c-fed8739e3fe0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "722a225a-948e-43ca-8a40-9d818fc89e68", "node_type": null, "metadata": {}, "hash": "4d5a5b8a4b1b43d6027d39cef44f111927da77d3dd79b5d99444d9c264aefef7"}, "3": {"node_id": "f33dfb4c-14e1-4e4c-a385-726c9126ace1", "node_type": null, "metadata": {}, "hash": "2762239302cbaa780cd602f976eeb6dfcbdf7325fb8c5fe3d4b0f010c4a71cfc"}}, "hash": "d65ae2fc12744c0b71bff36134f2654330cba06f770bc03022a431eaf534d656", "text": "The learning culminates into an End-of-Module Task. In this module students will plan a written response to a narrative prompt that demonstrates \u201cacquisition of academic and content vocabulary,\u201d complete with textual evidence. The End of Module Task: \u201cWrite a short narrative in which they describe a small imagined moment based on one of four module texts. The narratives incorporate student knowledge of the immigrant experience and specific techniques for writing fictional texts.\u201d\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 3 meet the expectations providing students frequent opportunities to practice academic vocabulary and syntax in their evidence-based discussions. Each module gives the students ample opportunity to hold evidence-based discussions with Think-Pair-Share, Socratic Seminars, Jigsaw discussions. Gallery Walk/follow-up discussions, etc. The materials offer scaffolds to help students hold academic conversations, including evidence to support students\u2019 claims. Scaffolds include sentence starters, evidence graphic organizers, and teacher-facilitated discussions.\n\n\n    Academic vocabulary instruction is found throughout the modules. Teachers use multiple strategies in introducing, discussing, and using new vocabulary. Each module contains Appendix B, entitled Vocabulary, which clarifies the category in which each word is listed. The materials vocabulary is presented in three categories: Content Vocabulary, Academic Vocabulary, and Text-Critical Vocabulary. Students create vocabulary journals and also participate in Vocabulary Deep Dives and Style and Conventions Deep Dives.\n\n\n    Examples of how students have opportunities for evidence-based discussions that encourage the modeling and use of academic vocabulary include:\n\n\n    Module 1:\n\n\nLesson 28, \u201cIn this fourth and final Socratic Seminar of the module, look for students to participate more robustly, agree and disagree effectively, and use domain-specific vocabulary with limited teacher support.\u201d [and with practice], \u201cStudents assume more of the responsibility for developing thoughtful classroom discussions in which they ask and answer text-based questions and build upon one another's ideas.\u201d\n    \n\n\n    Module 2:\n\n\nLesson 16, \u201cAccording to this sentence, how are some mountains formed? What do you think eruption means?\u201d\n    \nLesson 19, Style and Conventions Deep Dive: \u201cHow do these prepositional phrases add detail and dimension to the story?\u201d\n    \n\n\n    Module 3:\n\n\nLesson 5, \u201cHow do the word choices that describe what Grandfather saw and his feelings about America help you understand Grandfather\u2019s decision about where to live?\u201d\n    \nLesson 9, \u201cHow does the author show the difference between Masako\u2019s words and the author\u2019s words?\u201d\n    \n\n\n    Module 4:\n\n\nLesson 6, \u201cReread the final paragraph of Alvin Ailey, modeling fluent reading, as students follow along. In groups, students determine the meaning of any unknown words.\u201d\n    \nLesson 10, \u201cThink-Pair-Share, and ask: \u201cWhy would an author choose these words and phrases instead of simply saying, \u2018The river is flowing\u2019? What effect do these words create?\u201d\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials supporting students\u2019 listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.\n\n\n    Speaking and listening work requires students to gather evidence from texts and sources. Opportunities to ask questions and hold discussions with peers and teachers about research, strategies and ideas are present throughout the year.\n\n\n    Within this curriculum there are multiple opportunities for speaking and listening that include whole group discussions and small group discussions. In addition, through the lessons there are instructions for the teacher and tips on facilitating whole group, small group, and partner speaking and listening. Students specifically practice these skills in every module in Socratic Seminars. Materials include speaking and listening rubrics, as well as the Socratic Seminars. There is a tracking form that helps the teacher track students\u2019 ability to perform skills with speaking, listening, and reading (citing evidence).\n\n\n    Module 1, Lesson 9:\n\n\nStudents are given the opportunity to share their thinking about how artists explore the sea and to explain how they used details to express a central message about the sea. Students then utilize the Praise-Question-Suggestion strategy to clarify.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f33dfb4c-14e1-4e4c-a385-726c9126ace1": {"__data__": {"id_": "f33dfb4c-14e1-4e4c-a385-726c9126ace1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "51f72357-39d7-4651-937c-fed8739e3fe0", "node_type": null, "metadata": {}, "hash": "d65ae2fc12744c0b71bff36134f2654330cba06f770bc03022a431eaf534d656"}, "3": {"node_id": "74f51040-4205-4c2b-9ba1-a677fed2e40b", "node_type": null, "metadata": {}, "hash": "14334ce5cf6f45c5ec0300e0b39d0f614f9bca207af44b47fe5778ac19e7297f"}}, "hash": "2762239302cbaa780cd602f976eeb6dfcbdf7325fb8c5fe3d4b0f010c4a71cfc", "text": "Module 2, Lesson 1:\n\n\nStudents observe the image of Vija Clemins\u2019 Starfield, record their notice and wonderings, and then share their observations and questions with the class.\n    \n\n\n    Module 3, Lesson 3:\n\n\nGiven the prompt, \u201cShould traditions change?\u201d students evaluate a peer and receive feedback based on a speaking and listening checklist.\n    \n\n\n    Module 4, Lesson 29:\n\n\nStudents gather evidence in small groups and then participate in a Socratic Seminar. In addition, students synthesize all of their research on Jackson Pollock or Marian Anderson and prepare to deliver an oral presentation in Lesson 30.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both \"on demand\" and \"over extended periods\" throughout every module.\n\n\n    Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade-level standards being reviewed. Throughout each module students engage in many methods of writing including note-taking, checklists, response journals, graphic organizers, short answer, and longer essay construction.\n\n\n    Module 1:\n\n\nIn Lesson 21, students record the paragraph in their journals and use the Painted Paragraph Strategy to check that they have described their knowledge and to check that they have used a fact, a definition, and a detail as evidence.\n    \nIn Lesson 17, students are asked to write and illustrate two paragraphs explaining to younger students why and how scientists explore the sea. \u201cIn the first paragraph, explain why scientists explore the sea, using evidence from both Ocean Sunlight: How Tiny Plants Feed the Seas and The Fantastic Undersea Life of Jacques Cousteau.\u201d\n    \nIn Lesson 6, students copy the teacher model in their journals to use during independent writing. Students use the model and the Boxes and Bullets graphic organizer to create a summary of the text Ocean Sunlight: How Tiny Plants Feed the Ocean.\n\n\n\n    Module 2:\n\n\nIn Lesson 19, students write in their Response Journals to explain how the words fragile and permanent relate to the Apollo 11 space mission.\n    \nIn Lesson 11, students gather and sort evidence into categories to review what they have learned by reading Starry Messenger and Galileo\u2019s Starry Night and then use a Writing Planner to plan an explanatory essay.\n    \n\n\n    Module 3:\n\n\nIn Lesson 20, student pairs choose one strategy for determining the essential meaning of Coming to America and work in pairs to complete a graphic organizer in their Response Journals. At the end of the lesson students use their big ideas to write about the essential meaning of Coming to America.\n\nIn Lesson 9, students use sentence frames to compare and contrast in Grandfather\u2019s Journey. \u201cIn Grandfather\u2019s Journey, by Allen Say, Grandfather and the narrator are alike. For example, they both _____. On the other hand, the two characters are different because Grandfather _____.\"\n    \n\n\n    Module 4:\n\n\nIn Lesson 6, students use a graphic organizer to collect notes as they research what inspired Alvin Ailey. The organizer requires a source, a detail, and a quote.\n    \nIn Lesson 13, students work on a paragraph planner to develop and organize ideas in preparation to write. It contains a prompt, \u201cHow does Melissa Sweet, the illustrator of A River of Words, use art to express herself?\u201d The planner breaks the process into components of an introduction, a topic sentence, evidence, elaboration, and conclusion.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities center around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills through the use of checklists, models and rubrics. Students are given opportunities for instruction and practice in a variety of genres addressed in the standards over the course of the school year.\n\n\n    Module 1:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "74f51040-4205-4c2b-9ba1-a677fed2e40b": {"__data__": {"id_": "74f51040-4205-4c2b-9ba1-a677fed2e40b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "f33dfb4c-14e1-4e4c-a385-726c9126ace1", "node_type": null, "metadata": {}, "hash": "2762239302cbaa780cd602f976eeb6dfcbdf7325fb8c5fe3d4b0f010c4a71cfc"}, "3": {"node_id": "a8ecece2-1686-467c-9e6f-e37662055da1", "node_type": null, "metadata": {}, "hash": "ae84b17e7eac0a36f133d39012042f0375163b0f42e1c158fd33db504f0c24d2"}}, "hash": "14334ce5cf6f45c5ec0300e0b39d0f614f9bca207af44b47fe5778ac19e7297f", "text": "Module 1:\n\n\nIn Lesson 9, students write an explanatory paragraph to explain how the author, poet, or artist uses details to express a central message.\n    \nIn Lesson 11, students compose an opinion paragraph in the form of a journal entry from Tilly\u2019s first-person point of view, supporting Tilly\u2019s opinion with a text-based reason and evidence.\n    \n\n\n    Module 2:\n\n\nStudents practice key parts of explanatory writing culminating in the End-of-Module Task when they are asked to write a four-paragraph essay expressing opinion about the most important things people have done to learn about space.\n    \nIn Lesson 12, students write informative/explanatory paragraphs to explain how Galileo helped people learn about space.\n    \n\n\n    Module 3:\n\n\nIn Lesson 12, students write an informative/explanatory essay to explain an important similarity and difference between the immigration story of two main characters.\n    \nIn Lesson 24, students write a narrative that identifies why an immigrant came to America and describes the immigrant\u2019s feelings upon first seeing the Statue of Liberty.\n    \n\n\n    Module 4:\n\n\nIn Lesson 12, students choose an object from ordinary life and write a poem in the style of William Carlos Williams.\n    \nIn Lesson 32, students use research notes to plan an essay explaining why the life and work of a particular artist is important.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around student\u2019s analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\n\n\n    The following examples demonstrate evidence-based writing opportunities across all four modules:\n\n\n    Module 1:\n\n\nIn Lesson 1 students are asked to explain the elements that identify the central message of the poem, The Sand Willow.\n\nIn Lesson 9, students use text evidence to support the answer to the question: \u201cWhat caused people to change their beliefs about the Earth and the Sun?\u201d\n    \n\n\n    Module 2:\n\n\nIn Lesson 2, students are asked to use facts, definitions and details to develop a paragraph explaining what happened when Galileo challenged tradition.\n    \nIn Lesson 9, students work in pairs to identify at least two big ideas in Starry Messenger, providing evidence to support their responses.\n    \n\n\n    Module 3:\n\n\nIn Lesson 3, students review and highlight evidence they plan to use as supporting points to prepare for a written analysis of Grandfather.\n    \nIn Lesson 12, students write an essay explaining one important similarity and one important difference between the immigration experiences of the two main characters of the texts Grandfather\u2019s Journey and Tea with Milk, supporting their ideas with details from both texts.\n    \n\n\n    Module 4:\n\n\nIn Lesson 2, students re-read the story, Emma\u2019s Rug, annotating the text on sticky notes to gather evidence to answer the question, \u201cWhat inspires Emma?\u201d\n    \nIn Lesson 28, students select one of the essential meanings of When Marian Sang recorded on the sentence strips and provide one piece of evidence to support that essential meaning in their Response Journals.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 3 meet expectations for explicit instruction of the grammar and conventions standards as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context. Each lesson has a deep dive in either vocabulary or style as well as conventions for 15 minutes of instruction, allowing students to practice the skills throughout the modules. Writing rubrics include grammar and conventions, and there are checklists at the End-of-Module tasks to assess application of conventions listed in the language standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a8ecece2-1686-467c-9e6f-e37662055da1": {"__data__": {"id_": "a8ecece2-1686-467c-9e6f-e37662055da1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "74f51040-4205-4c2b-9ba1-a677fed2e40b", "node_type": null, "metadata": {}, "hash": "14334ce5cf6f45c5ec0300e0b39d0f614f9bca207af44b47fe5778ac19e7297f"}, "3": {"node_id": "c40b5a50-4add-493c-b63f-ec385aba6c9c", "node_type": null, "metadata": {}, "hash": "92f8d1772b2a3be9b43f957f7b1b387d2eb7aa9ca9600d224d7e49ca6d5ccee7"}}, "hash": "ae84b17e7eac0a36f133d39012042f0375163b0f42e1c158fd33db504f0c24d2", "text": "Module 1:\n        \nLesson 25: Students practice applying the adding -ed rule.\n            \nLesson 28: Explain the function of adjectives in general and in particular their function in sentences. Students study the use of adjectives to describe an ibis, then generate adjectives and construct sentences, using them to describe a squid.\n            \n\n\nModule 2:\n        \nLesson 7: Deep Dive: Style and Conventions: Using the text Starry Night students rewrite a simple sentence as a compound sentence using a coordinating conjunction with correct punctuation\n            \nLesson 25. Students are introduced to the prefix dis-. Students determine how the prefix dis- changes the meaning of a root word and allows students to connect the prefix back to previous lessons.\n            \n\n\nModule 3:\n        \nLesson 8: Students get parts of a sentence and \u2018Mix and Mingle\u2019 with others to make a complete sentence with subject-verb agreement. Students then identify sentences from the text Tea with Milk, highlighting singular and plural subjects and verbs in different colors.\n            \nLesson 26: Students are introduced to how to properly conjugate the verb \u201cto be.\u201d Students work on conjugating a verb following the rules with reminders that not all verbs follow the same pattern.\n            \n\n\nModule 4:\n        \nLesson 7: Use sentence frames to identify comparative and superlative adjectives.\n            \nLesson 33: Using a checklist for revision to improve writing, students peer-evaluate and revise an essay for spelling, grammar, and style.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\nThe materials reviewed for Grade 3 partially meet the criteria that materials, questions, and tasks address grade-level CCSS for foundational skills to build comprehension by providing instruction in phonics, word recognition, vocabulary, and reading fluency in a research-based and transparent progression. Each module includes instruction, review, and/or practice in the foundational skills of prefixes, suffixes, vocabulary, and fluency. Emphasis is placed on students determining new or unknown words and word parts through Greek and Latin roots and affixes. However, there is no review or instruction in the foundational skill area of phonics (letter-sound correspondence and syllabication patterns). Students practice learning prefixes and suffixes both in and out of context allowing for students to make connections between acquisition of foundational skills and making meaning from reading. Modeled, echo, whisper, and partner reading throughout the lessons, along with fluency assignments for homework, provide multiple opportunities for students to increase oral and silent fluency across grade level.\n\n\n\n    Module 1:\n\n\nLesson 13: Students are asked, \"What prefix and root word do you recognize in the word biography?\" Student pairs choose one of the words and use a graph to explain how the meaning of the root word helps them understand the word.\n    \nLesson 15: Students decode and read their quotation several times independently to develop fluency.\n    \nLesson 17: With support, students use conventional spelling for adding suffixes to base words.\n    \nLesson 25: Examine Using Conventional Spelling Rules for Adding Suffixes to create the simple past tense.\n    \n\n\n    Module 2:\n\n\nLesson 18: Students examine the morphology of conserve to determine its meaning.\n    \nLesson 25: Students place an index card with the prefix dis- in front of words on sentence strips to create the following words: disagree, disconnect, dishonest. Groups determine the meanings of the new words.\n    \nLesson 27: In their Response Journals, students explain how knowing the meaning of the root funct- helps decode other unfamiliar words.\n    \n\n\n    Module 3:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c40b5a50-4add-493c-b63f-ec385aba6c9c": {"__data__": {"id_": "c40b5a50-4add-493c-b63f-ec385aba6c9c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "a8ecece2-1686-467c-9e6f-e37662055da1", "node_type": null, "metadata": {}, "hash": "ae84b17e7eac0a36f133d39012042f0375163b0f42e1c158fd33db504f0c24d2"}, "3": {"node_id": "0b6284ff-0276-4102-a1f8-c097f7c1fdfd", "node_type": null, "metadata": {}, "hash": "82baaeff284a8def54e18b08c1441bf5536d069b887acde17fe0f44f351c47ff"}}, "hash": "92f8d1772b2a3be9b43f957f7b1b387d2eb7aa9ca9600d224d7e49ca6d5ccee7", "text": "Module 3:\n\n\nLesson 1: In Modules 1 and 2, students examined the morphology of words. Their work is recorded on the Morpheme Map in their Vocabulary Journals. Knowing the meaning of prefixes, suffixes, and roots helps students decode the meaning of words, just as letter sounds help readers figure out how to pronounce words.\n    \nLesson 34: The sentence-level vocabulary assessment is a straightforward, quick method for assessing students\u2019 word knowledge for a variety of words, including concrete and abstract words as well as morphemes.\n\n\n\n    Module 4\n\n\nLesson 6: Students use a known prefix and sentence-level context as clues to determine the meaning of the word rehearsed, and clarify its precise meaning with a dictionary.\n    \nLesson 20: Remind students of their work with the suffix \u2013ion and consult the morpheme map for its meaning, \u201cact, result, or state of.\u201d \u201cHow does the suffix \u2013ion clarify the meaning of the word action?\u201d\n\nMaterials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\nThe materials reviewed for Grade 3 meet the criteria for materials, questions, and tasks guiding students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading. The Appendix B: Vocabulary found within the materials states that this curriculum \u201cfocuses on teaching and learning words from texts. Students develop an awareness of how words are built, how they function within sentences, and how word choice affects meaning and reveals an author\u2019s purpose.\u201d In the Vocabulary Deep Dives, students learn prefixes, suffixes, and word meanings. The Vocabulary Deep Dives lessons use the anchor and supplemental texts and materials to reinforce connections in order to help the student generalize the skill within the context of what they are learning.\n\n\n    Module 1\n\n\nLesson 14: \u201cHow do the text and illustrations on pages 8\u20139 clarify the meanings of the words bulky and tethered?\u201d\n    \nLesson 18: Students identify connections between words used to describe Jacques Cousteau\u2019s response to the ocean and the words' use in real life.\n    \nLesson 27: Guide students to recognize the meanings of these words from the context of the text and images. The teacher is to provide definitions for unknown words if the context\u2014both text and illustration\u2014does not provide sufficient support for inference.\n\n\n\n    Module 2\n\n\nLesson 7: \u201cBased on what you know about the meaning of the word accomplished and -ment, what is the meaning of the word accomplishment?\u201d\n    \nLesson 23: The teacher is to display the following sentence from One Giant Leap: \u201cThen the Eagle begins to descend\u2014to where no human has ever been.\u201d Students are then asked, \u201cHow do context clues and your knowledge of word parts establish a relationship between ascent and descent?\u201d\n\n\n\n    Module 3\n\n\nLesson 1: \u201cKnowing the meaning of prefixes, suffixes, and roots helps students decode the meaning of words, just as letter sounds help readers figure out how to pronounce words.\u201d\n    \nLesson 4: \u201cHow does knowing the meaning of the word narrator and the meaning of the suffix \u2013ion clarify the meaning of the word narration?\u201d\n\n\n\n    Module 4\n\n\nLesson 7: The teacher is to display the following sentences, based on the text of Alvin Ailey: \u201cIt seemed like the hottest day ever in Navasota, Texas. Navasota was a small town. Lula\u2019s voice grew stronger as she sang the morning hymn.\u201d In their Response Journals, students complete the following sentence frames: I know _____ is a comparative adjective because it ends in _____. I know _____ is a superlative adjective because it ends in _____.\n    \nLesson 25: \u201cHow does your knowledge of Jackson Pollock and the context of these sentences help you clarify the meaning of the word rebel?\u201d\n\nInstructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.\n\nThe materials reviewed for Grade 3 meet the criteria for providing students frequent opportunities to practice and achieve reading fluency in oral and silent reading, as well as to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0b6284ff-0276-4102-a1f8-c097f7c1fdfd": {"__data__": {"id_": "0b6284ff-0276-4102-a1f8-c097f7c1fdfd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "c40b5a50-4add-493c-b63f-ec385aba6c9c", "node_type": null, "metadata": {}, "hash": "92f8d1772b2a3be9b43f957f7b1b387d2eb7aa9ca9600d224d7e49ca6d5ccee7"}, "3": {"node_id": "97652d3f-f5f1-4771-8f03-3e20fca06746", "node_type": null, "metadata": {}, "hash": "86650de7e6b7cbc973ff6da2c68376394460fb77c546128ee47f6060c58838b0"}}, "hash": "82baaeff284a8def54e18b08c1441bf5536d069b887acde17fe0f44f351c47ff", "text": "Within the lessons, fluent reading is modeled, and students have ongoing opportunities to engage in partner reading, choral reading, echo reading and repeated reading. There are a variety of resources that include fluency instruction, fluency practice, and student performance checklists for self and peer/adult. Within each module, fluency passages are also assigned as homework for repeated practice over multiple days and include a checklist for self-reflection and listener feedback.\n\n\n    Module 1:\n\n\nLesson 4: Students receive direct instruction on reading with fluency and accuracy including but not limited to the key points of articulation of words, phrasing, and rate.\n    \nLesson 24: Echo read the passage. Students spend the week rehearsing so students are prepared to read fluently in front of another group of students.\n\n\n\n    Module 2:\n\n\nOver multiple lessons, homework fluency passages are assigned for repeated practice over several days.\n    \nLesson 23: Students echo read the speech and practice meaningful chunking.\n\n\n\n    Module 3:\n\n\nLesson 1-2: The teacher reads Grandfather\u2019s Journey aloud, modeling the elements of fluent reading as students follow along and listen for answers to their questions. In small groups, students reread Grandfather\u2019s Journey.\n    \nLesson 20: Students read Fluency Homework (Handout 16A) three to five times aloud at home to a parent in order to practice fluent reading. Students focus on all elements of fluent reading. Students write a short reflection about their fluency and set new fluency goals on the back of the sheet.\n\n\n\n    Module 4:\n\n\nLesson 17: Students choral read The Great Figure, located in A River of Words, and Willow Poem.\n\nLesson 24: Students independently read for thirty minutes and record their reading on a Reading Log. Students read the fluency passage aloud three to five times at home to a parent in order to practice fluent reading, focusing on all elements of a fluent reader. Students and listeners record their work.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials provide ample opportunities for students to build knowledge through content-rich, integrated reading, writing, speaking, listening, and language experiences.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe materials reviewed for Grade 3 meet the criteria for texts being organized around a topic/topics or themes to build students\u2019 ability to read and comprehend complex texts independently and proficiently. The series of texts in each collection are cohesive and are related to the anchor texts. All modules develop student\u2019s knowledge through structured learning activities that provide effective scaffolding of content leading to students comprehending texts independently and proficiently. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "97652d3f-f5f1-4771-8f03-3e20fca06746": {"__data__": {"id_": "97652d3f-f5f1-4771-8f03-3e20fca06746", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "0b6284ff-0276-4102-a1f8-c097f7c1fdfd", "node_type": null, "metadata": {}, "hash": "82baaeff284a8def54e18b08c1441bf5536d069b887acde17fe0f44f351c47ff"}, "3": {"node_id": "405d6417-984c-4c82-b727-624e20d2f0a5", "node_type": null, "metadata": {}, "hash": "30f7c05f6cf855893718577dfebef5f8d25dc6671fc2a1309494912bfd55ca34"}}, "hash": "86650de7e6b7cbc973ff6da2c68376394460fb77c546128ee47f6060c58838b0", "text": "In Module 1, the module is organized under the topic, The Sea. Students study why people explore the sea. Students also study how poets and writers explore the sea through words and images and how scientists use technology to discover new species. Students read literature, informational text, and art to answer the question: \"Why do people explore the sea?\" Students read and discuss multiple texts to answer the questions, \u201cHow do artists explore the sea? Why and how do scientists explore the sea? Why and how do scientists explore sea creatures? Why do people explore the sea?\u201d Texts students read include, Picture Books (Informational) such as The Fantastic Undersea Life of Jacques Cousteau, by Dan Yaccarino, Giant Squid: Searching for a Sea Monster, by Mary M. Cerullo and Clyde F. E. Roper, and Shark Attack! by Cathy East Dubowski. They also read the Picture Book (Literary) Amos & Boris, by William Steig. Students then study the poem, The Sea Wind, by Sara Teasdale and stories such as, The Lion and the Mouse, and The Full Text of Aesop\u2019s Fables. Students also look at works of art and films related to the sea.\n    \nModule 3 is organized under the topic, A New Home. Students explore the immigrant experience through the lens of stories to answer the question, \u201cHow do stories help us understand immigrants\u2019 experiences?\u201d Students read and discuss multiple texts to answer the questions: \u201cWhat challenges do immigrants face in a new country? Why do people immigrate to America? How do immigrants respond to challenges in a new country?\u201d Students read picture books (Literacy) such as Grandfather\u2019s Journey, by Allen Say, Tea with Milk, by Allen Say, The Keeping Quilt, by Patricia Polacco, and Family Pictures, by Carmen Lomas Garza. Students also read the picture book (Informational) Coming to America: The Story of Immigration, by Betsy Maestro. Finally, students readcTwo Places to Call Home, by Jody Kapp (a Cobblestone article). Students examine photographs and videos as well as listen to historical accounts related to immigration.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. The Implementation Guide notes: \u201cCraft Questions teach students the elements of strong craft\u2014writing, speaking, and listening\u2014so that students become adept at applying these skills for a variety of purposes. Students explore the author\u2019s craft and word choices, analyze the text\u2019s structure and its implicit meaning, and attend to other unique features of the text. Students begin by examining high-quality exemplars of the craft. Then they receive progressive direct instruction in the skills necessary to practice and master the craft. Annotation during the first read aims to develop the habit of monitoring understanding of a text as students read. In subsequent reads, annotation focuses readers on deeper understanding, such as distinguishing among purpose, claim, and conclusion, noticing authors\u2019 crafting of literary elements or text features, and/or supporting learning goals relevant to the text (e.g., character analysis, influence of setting).\u201d\n\n\n    Examples include:\n\n\n    Module 1:\n\n\nIn Lesson 20, students are asked, \u201cWhat do you think the word choices in the first paragraph on page 16 suggest about the main idea of the paragraph?\"\n    \nIn Lesson 26, students are asked, \u201cWhat text features do authors use to organize information?\u201d\n    \n\n\n    Module 2:\n\n\nIn Lesson 4, students are asked, \u201cWhat does the title of the assemblage suggest about the objects in the assemblage?\u201d\n    \nIn Lesson 22, students are asked, \u201cHow does Robert Burleigh connect these ideas in these sentences?\u201d\n    \n\n\n    Module 3:\n\n\nIn Lesson 19, students reread the introductions they wrote and identify or add at least two details that explain how the character feels about arriving at Ellis Island.\n    \nIn Lesson 16, students are asked, \"According to clues in the text, what do you think the author means when she describes the Statue of Liberty as inspiring?\u201d\n    \n\n\n    Module 4:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "405d6417-984c-4c82-b727-624e20d2f0a5": {"__data__": {"id_": "405d6417-984c-4c82-b727-624e20d2f0a5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "97652d3f-f5f1-4771-8f03-3e20fca06746", "node_type": null, "metadata": {}, "hash": "86650de7e6b7cbc973ff6da2c68376394460fb77c546128ee47f6060c58838b0"}, "3": {"node_id": "65bc3f25-f265-4e07-8111-13e6cce90968", "node_type": null, "metadata": {}, "hash": "fed96f430bbe02ee52036ad544ef85d97b677356e7d141eb3a778941712c020a"}}, "hash": "30f7c05f6cf855893718577dfebef5f8d25dc6671fc2a1309494912bfd55ca34", "text": "Module 4:\n\n\nIn Lesson 8, students are asked, \u201cWhat do you remember about the characteristics of the stories we\u2019ve read, like Hatchet and Woods Runner? What makes them different from poetry?\u201d\n    \nIn Lesson 27, students explore Sal\u2019s and Phoebe\u2019s bravery by analyzing the characters\u2019 fears and actions.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each module contains focus questions that are included with a set of texts. Content Framing and Craft questions are asked of both single and multiple texts to integrate and build knowledge in order for students to reach the module\u2019s learning goals. All lessons include coherently sequenced sets of text-dependent questions and tasks that require students to analyze the integration of knowledge. Students also participate in at least one Socratic Seminar where multiple texts are discussed as well as completing New Read Assessments which provide students with texts they have not read before to demonstrate their ability to analyze the integration of knowledge and ideas.\n\n\n    For example, in Module 1, students study the focus question, \u201cHow do artists explore the sea?\u201d Students then analyze both single and multiple texts by answer Content Framing and Craft questions. Students read the text The Sea Wind, by Sara Teasdale and answer, \u201cWhat is the central message of 'The Sea Wind?'\" Students also read the texts, The Boating Party, by Mary Cassatt and The Gulf Stream, by Winslow Home to answer questions such as, \u201cWhat is the central message of a painting?\u201d\n\n\n    Each End-of-Module Task ensures that students are analyzing the integration of knowledge and ideas across both individual and multiple texts. For example, the Unit 4 End-of-Module Task states, \u201cResearch the life and work of Alvin Ailey, William Carlos Williams, Jackson Pollock, or Marian Anderson, and then write a multi-paragraph essay answering the following question: 'Why is the artist important?' Begin each paragraph with a topic sentence, and develop your explanation with details and evidence from multiple texts. Include a thesis statement, connect your ideas with linking words, and include a closing sentence in each paragraph.\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials for Grade 3 meet the expectations that questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, and listening).\n\n\n    Each module has several Focusing Question Tasks that scaffold the material to aid in the successful completing of the End-of-Module task. The materials contain sets of high-quality sequences of text-dependent questions and activities that build to each culminating task. Many tasks are focused on pieces of writing; however, students engage in speaking and listening as well as reading and writing to prepare for tasks, providing learning through integrated skills.\n\n\n    For example, in Module 2, the End-of Module task states, \u201cYour class is creating a website called \u201cLearning About Space.\u201d Post an essay to the website that answers this question: In your opinion, what is the most important thing people have done to learn about space?\u201d To prepare for this, students answer questions and complete tasks such as:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "65bc3f25-f265-4e07-8111-13e6cce90968": {"__data__": {"id_": "65bc3f25-f265-4e07-8111-13e6cce90968", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "405d6417-984c-4c82-b727-624e20d2f0a5", "node_type": null, "metadata": {}, "hash": "30f7c05f6cf855893718577dfebef5f8d25dc6671fc2a1309494912bfd55ca34"}, "3": {"node_id": "59b17e7f-4768-49c0-ba39-b76d25dd2176", "node_type": null, "metadata": {}, "hash": "be01647656f6c47be7a2924fb0a2193d6cb09f6df283241492a09e1688366f7e"}}, "hash": "fed96f430bbe02ee52036ad544ef85d97b677356e7d141eb3a778941712c020a", "text": "Write a multiple-paragraph explanatory essay that explains to families how Galileo helped people learn about space.\n    \nWrite a multiple-paragraph essay that answers the following question: Would you like to have been an astronaut on the Apollo 11 mission?\n    \nWrite a multiple-paragraph opinion essay about which piece of art or text belongs in a library exhibit about space.\n    \nParticipate in a Socratic Seminar: Explain the cause-and-effect relationships between Galileo\u2019s actions and the ideas of other people.\n    \nParticipate in a Socratic Seminar: Discuss why John F. Kennedy \u201cchose the Moon,\u201d and discuss if they would have done the same.\n    \nParticipate in a Socratic Seminar: Discuss which piece of art to include in an exhibit about space and assess their own participation.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. As texts are read multiple times, students gain new vocabulary. Explicit vocabulary instruction focuses on Content Specific Vocabulary, Academic Vocabulary, and Text Critical Vocabulary. Materials focus on elements of vocabulary, such as abstract or multiple meanings, connotation, relationships among words, and morphology.\n\n\n    Vocabulary Routines can be found in the Resources section of the Implementation Guide and include routines and instructional examples such as the Frayer Model, Morpheme Matrix, Outside-In, Relationship Mapping, and Word Line. Teachers utilize Word Walls and Vocabulary Journals for students to record newly-acquired words and vocabulary strategies.\n\n\n    Appendix B includes vocabulary support that explains the implicit and explicit vocabulary instruction. For example, Core lessons, 75-min. daily: vocabulary study that is essential to understanding the text at hand. Instructional strategies are explicitly introduced and practiced during vocabulary instruction and put into practice during a reading of the text. Vocabulary Deep Dives: vocabulary instruction and practice that advances students\u2019 knowledge of high-value words and word-solving strategies, focusing on aspects such as abstract or multiple meanings, connotation, relationships across words, and morphology. The appendix also includes a Module Word List and a list of words that would pose a challenge to student comprehension.\n\n\n    Module examples of vocabulary instruction include:\n\n\nIn Module 1, Lesson 19, \u201cCollaboratively, complete the Frayer model for habitat: Definition: The natural environment of plants and animals. Characteristics: In nature; where animals or plants live; can be on land or in water (for sharks). Examples: The ocean, the woods, the desert, the jungle. Nonexamples: An apartment building, a house, a farm (not \u201cin nature\u201d); exercising daily, reading daily, going to bed on time (these are habits, not habitats).\u201d\n    \nIn Module 2, Lesson 27, Deep Dive: Vocabulary, \u201cMorpheme Refresher: Remind students that -ion is a suffix studied in Module 1 meaning \u201caction or condition.\u201d Draw students\u2019 attention to the Morpheme Map to refresh their prior knowledge of \u2013ion and that it typically changes a verb to an abstract noun (idea, quality, or state; not concrete).\u201d\n    \nIn Module 3, Lesson 15, in pairs, students use their prior knowledge of the prefix bi\u2013 and use of context clues to determine the meaning of the word bilingual.\n    \nIn Module 4, Lesson 5, \u201cWhat do you notice about the word revelation in these sentences?\u201dIn the first sentence, revelation has to do with what religion and. The people \u201craise their palms in revelation\u201d as they \u201cstep and sway with the warmth of the spirit\u201d during a church service.In the first sentence, revelation is not capitalized.In the second sentence, Revelations is capitalized because it is the name of the dance Alvin Ailey created to honor \u201cthe traditions of True Vine Baptist Church.\u201d\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 3 meet the expectation for materials supporting students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "59b17e7f-4768-49c0-ba39-b76d25dd2176": {"__data__": {"id_": "59b17e7f-4768-49c0-ba39-b76d25dd2176", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "65bc3f25-f265-4e07-8111-13e6cce90968", "node_type": null, "metadata": {}, "hash": "fed96f430bbe02ee52036ad544ef85d97b677356e7d141eb3a778941712c020a"}, "3": {"node_id": "cb78d855-7984-43bc-b015-21c680e6aec7", "node_type": null, "metadata": {}, "hash": "7d4ba98d743eb8117233f2726078c2fef5cf80dc42a18983d67f61089fc081c2"}}, "hash": "be01647656f6c47be7a2924fb0a2193d6cb09f6df283241492a09e1688366f7e", "text": "Through explicit learning-to-write instruction, teachers gradually release responsibility for a specific writing strategy through a series of lessons. One or more of the following Craft Stages shapes each lesson. (Implementation Guide)\n\n\nExamine: Students analyze how an exemplar models one or more writing strategies. The exemplar can come from authentic texts, class collaborative writing, or a module resource.\n    \nExperiment: Students practice applying a target strategy. Scaffolded tasks provide significant support by limiting\n        the volume of writing, providing parts of a writing piece, or focusing on a relatively simple topic.\n    \nExecute: Students plan or draft a full writing piece, paying particular attention to applying the target strategy to\n        support the purpose of the task.\n    \nExcel: Students revise, edit, and respond to feedback on the pieces they drafted in the Execute stage, focusing on the target strategy. They reflect on their use of the strategy to refine their thinking about its use in current and future writing.\n    \n\n\n    Students write an average of twenty or more minutes of writing pers lesson and are given explicit instruction of writing strategies. Students write both on-demand and process writing while accessing complex texts. There are a variety of writing performance tasks and Craft Lessons address 5 features; Structure, Development, Style, Conventions and process.\n\n\n    Students study Mentor texts and get feedback from the teacher, a peer, and themselves as well as being provided with writing checklist and rubrics to ensure that writing skills are grown throughout the year.\n\n\n    Examples of materials supporting students\u2019 increasing writing skills include, but are not limited to:\n\n\nIn Module 1, Lesson 2, students examine writing a topic statement by discussing the craft question, \u201c Why is a topic statement important?\u201d Students are told to think about their ideas and that a good writer may ask themselves, \u201cWhat am I writing about?\u201d The answer to this question is the topic statement.\u201cWhat do I want to say about my topic?\u201d The answer to this question will be the evidence and elaboration that you include in a paragraph.\u201d Students then go on to discuss the focal point of the text the class is reading.\n    \nIn Module 2, Lesson 9, students excel at writing an explanatory paragraph by working in pairs to answer the Craft question, \u201cHow do I improve at using topic statements and grouping related information together in an explanatory paragraph?\u201d Writers reread their own work and then use a peer editor to get feedback. Students then revise based on the feedback.\n    \nIn Module 2, Lesson 17, student examine word choice from the text, Moonshot by Brian Floca to explain how Brian Floca\u2019s use of onomatopoeia in Moonshot helps describe the Moon landing.\n    \nIn Module 3, Lesson 19, students execute writing an introduction by answering the Craft question, \u201cHow do I engage and orient the reader in narrative writing?\u201d Students review their notes and, with a partner, orally rehearse the sentences before writing them by saying aloud what they plan to write in exactly the way it will be written. Students individually draft an introduction to their narratives.\n    \nIn Module 4, Lesson 33, students work on a Deep Dive: Style and Conventions to answer the Craft Questions: How do I improve my writing through revision? and use a checklist to review their End-of-Module writing.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials include a progression of focused research projects to encourage students to develop knowledge in a given area, by confronting and analyzing different aspects of a topic using multiple texts and source materials. Modules are divided into Focus Questions that build knowledge of a topic using multiple texts. The focus questions all build to the End-of-Module Task that encompasses a module\u2019s worth of texts and source materials. Students also complete shorter research projects throughout the modules. Teachers are also encouraged to use pausing points to complete student-led research projects. In every grade, at least one EOM Task focuses on a sustained research project. In addition, students conduct a variety of short research projects throughout the year.\n\n\n    Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cb78d855-7984-43bc-b015-21c680e6aec7": {"__data__": {"id_": "cb78d855-7984-43bc-b015-21c680e6aec7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "59b17e7f-4768-49c0-ba39-b76d25dd2176", "node_type": null, "metadata": {}, "hash": "be01647656f6c47be7a2924fb0a2193d6cb09f6df283241492a09e1688366f7e"}, "3": {"node_id": "45e26aee-19b3-433f-8471-0bda9afeaa47", "node_type": null, "metadata": {}, "hash": "a3c1259bbb661a7ddd722082a165aa44287f6f51771ec18ab82d5cc451cce762"}}, "hash": "7d4ba98d743eb8117233f2726078c2fef5cf80dc42a18983d67f61089fc081c2", "text": "Examples include:\n\n\nIn Module 2, students research the moon in Lesson 30 to learn about the research process and to help prepare for the End-of Module Task, \u201cYour class is creating a website called \u201cLearning About Space.\u201d You are going to post an essay to the website that answers this question: In your opinion, what is the most important thing people have done to learn about space?\u201d Students use multiple texts and multimedia sources from throughout the unit to complete the task.\n    \nIn Module 4, the End-of-Module task is a sustained research project. Students use the core texts, the back matter of the texts, and additional preselected resources to research the lives of great artists. Students create short oral presentations, use technology to interact and collaborate with their peers, and publish their work. In the End-of-Module Task, students work in groups to synthesize what they have learned about an artist and his or her work and explain the significance of the artist\u2019s contributions.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. The majority of lessons require some independent readings of text followed by text-specific questions and tasks that reflect student accountability. Students are asked to annotate texts. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading and to keep an independent reading log.\n\n\n    Examples include, but are not limited to:\n\n\nAppendix D: Volume of Reading outlines independent reading: Students may select from these recommended titles that support the module content or themes. These texts and Volume of Reading Reflection Questions can be used as part of small-group instruction or as part of an independent and/or choice reading program.\n    \nIn Module 1, Lesson 21, students read aloud a fluency passage on Handout 19A three to five times to a listener at home to practice fluent reading, focusing on accuracy, phrasing, and reading with expression as they read. Students and listeners put a checkmark in the box in the first three rows under \u201cDay 3.\u201d In addition, students independently read for thirty minutes and record their reading on Independent Reading Logs.\n    \nIn Module 3, Lesson 11, students independently read Passage 2 on Handout 11B (Dialogue from Tea with Milk). Students follow the directions on the handout, highlighting the dialogue (the exact words the character uses) and circling and labeling the following items: quotation marks, commas, speaker tags, and capital letters.\n\nUsability\n\nMaterials are designed to support teachers in providing standards-aligned instruction for all students and are easy for both students and teachers to navigate. The instructional design includes ample opportunities for assessment and support to use data to improve instruction and student learning.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing. Each lesson is designed for a 90-minute block. Each module contains from 32-36 lessons. This pacing allows for unexpected or special school events which may interfere with traditional pacing.\n\n\n    A module overview is found at the beginning of each module which includes: Module Summary, Essential Questions, Suggested Student Understandings, Texts, Module Learning Goals, Module in Context, Standards, Major Assessments, and Module Map.\n\n\n    Materials include detailed lessons plans with supporting materials which include an agenda for the lesson including Welcome, Launch, Learn, Land, Wrap, and a Vocabulary Deep Dive or a Style and Convention Deep Dive. Each section has hyperlinks included for materials needed, such as graphic organizers or articles.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 3 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45e26aee-19b3-433f-8471-0bda9afeaa47": {"__data__": {"id_": "45e26aee-19b3-433f-8471-0bda9afeaa47", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "cb78d855-7984-43bc-b015-21c680e6aec7", "node_type": null, "metadata": {}, "hash": "7d4ba98d743eb8117233f2726078c2fef5cf80dc42a18983d67f61089fc081c2"}, "3": {"node_id": "a13c1d7d-69cb-4184-a58d-6dfc0f3da1a7", "node_type": null, "metadata": {}, "hash": "b41958f891de2a025658e2dc160d01c9855b0cb614db247457d1e048abc75e2d"}}, "hash": "a3c1259bbb661a7ddd722082a165aa44287f6f51771ec18ab82d5cc451cce762", "text": "Each module provides 32-36 lessons, and each lesson is designed for a 90-minute block. Each of the four modules can be completed in a 9 week grading period. Teachers and students can reasonably complete the content within a 36-week school year as long as their schedule provides a 90-minute block of time for English Language Arts.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 3 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    Students have access to an array of materials that provide ample review and practice resources, such as note catchers, reference charts, anchor charts, new-read assessments, supporting excerpts or texts, close read guides, essay rubrics, reference aids, model writings, vocabulary words list and definitions, and speaking and listening checklists.\n\n\n    Student resources include clear explanation and directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.\n\n\n    Examples include:\n\n\nModule 1, Lesson 5 includes a graphic organizer, a Story Map, for the students. It has multiple boxes to separate story elements. The directions are clear on the handout and in the teacher\u2019s edition.\n    \nModule 3, Lesson 34 includes a resource, a Writing Planner, which uses both text and illustrations to help students plan a response to the End-of-Module Assessment.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\n\n    Alignment to the CCSS is documented in multiple places in the curriculum including the following sections: Module Map, Module Learning Goals, Standards, Major Assessments, and Lesson Agenda with the section, \u201dStandards Addressed.\u201d\n\n\n    For example, in the overview of each module there is a Module Map that includes learning goals and standards addressed. The standards section includes all Reading (Informational and Literary), Writing, Speaking and Listening, and Language standards that are addressed in each module. In the Major Assessments section of the Module Overview, each standard is listed for each Focusing Task Question Activity and each End-of-Module Task.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 3 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The material design is simple and consistent. All modules are comprised of materials that display a simple design and include adequate space. The font, size, margins, and spacing are consistent and readable. All modules include graphic organizers, charts, worksheets, tables, and other activities that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise. Each handout and/or activity is hyperlinked in each lesson overview and detailed lesson plan.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials reviewed for Grade 3 meet the expectation for materials containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. There is limited integration of technology and or guidance for the use of embedded technology to support and enhance student learning.\n\n\n    The materials contain a teacher's edition that provides teaching notes for each lesson that provide a Focusing Question, Content Framing Question, as well as a Lesson Summary. The lesson overviews include an \u201cAt A Glance\u201d outline of each lesson, as well as Learning Goals and Standards Addressed. The Land/Wrap section has teachers analyze, look at context and alignment, and provide next steps.\n\n\n    The following are examples which demonstrate how the materials are useful and offer ample guidance for teachers:\n\n\n    Module 2:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a13c1d7d-69cb-4184-a58d-6dfc0f3da1a7": {"__data__": {"id_": "a13c1d7d-69cb-4184-a58d-6dfc0f3da1a7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "45e26aee-19b3-433f-8471-0bda9afeaa47", "node_type": null, "metadata": {}, "hash": "a3c1259bbb661a7ddd722082a165aa44287f6f51771ec18ab82d5cc451cce762"}, "3": {"node_id": "bb9f8430-8575-417b-8dbd-95ebffa2d6e4", "node_type": null, "metadata": {}, "hash": "aab32d15c84f6517343c7f3294404f805e092c948a226ceffcbb6e461c837bd8"}}, "hash": "b41958f891de2a025658e2dc160d01c9855b0cb614db247457d1e048abc75e2d", "text": "Module 2:\n\n\n    Lesson 8, Launch: Teachers post the Focusing Question and Content Framing Question. Students share facts about the Moon they noticed on pages 16-17 of Starry Messenger. Students may notice: The Moon does not have a smooth surface: (1) The Moon\u2019s surface has \u201chuge prominences, deep valleys, and chasms.\u201d (2) Sometimes the Moon looks like a circle, sometimes it looks like a half-circle, and sometimes we only see a small part of the Moon. (3) We can observe the Moon by using a telescope.\n\n\n    Explain that since the time of Galileo, scientists have learned even more about the Moon. In this lesson, students will learn about some of the things scientists have discovered about the Moon.\n\n\n    Lesson 8 Teacher\u2019s Note: Plan for targeted support of specific students or skills after reviewing the assessments. For more details for how you might support students, see the Analyze Box at the end of this lesson.\n\n\n    Lesson 27, Land/Wrap Next Steps: If students struggle to complete the story map, refer students to their work in Module 1 and review the elements of fiction, asking the following scaffolding questions:\n\n\nWhich characters are most important to the story?\n    \nWhere does the story take place?\n    \nWhat problem do the boys face?\n    \nWhat important events take place as the boys try to solve the problem?\n    \nHow is the problem solved?\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Grade 3 meet the criteria that materials contain a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    The Implementation Guide provides multiple explanations and charts regarding curriculum terminology. The implementation Guide also explains at length the research behind each approach in the curriculum. There are Appendices that include adult level explanations as well as sample student answers and annotated responses that teachers can use to improve their knowledge of what standards being met would look like in a response.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 3 meet expectations for materials containing a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    Materials include an extensive Implementation Guide which goes into great depth about how the curriculum as a whole addresses all of the standards. Additionally, a Module in Context and a Module Learning Goals document are provided in the Module Overview of each unit. The Module in Context includes an overview of how the materials address the Common Core shifts as well as a detailed account of how the CCSS standards have a role in the curriculum. The Module Learning Goals articulate specific standards as they are addressed in each individual module.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies. Materials include resources found primarily in the Implementation Guide that provide explanations of the instructional approaches and identify research-based strategies. The Implementation Guide lists what research says, what students need, and how Wit and Wisdom materials provide what students need within the curriculum.\n\n\n    Explanations provided include:\n\n\n    Research Says: \u201cPerformance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not.\u201d (ACT 16-17) \u201cBut as expectations of college and career reading have held steady or increased, the complexity of Grades K-12 texts have held steady or increased, the complexity of Grades K-12 texts has declined (Adams 4-5; NGA Center and CCSS) 3). Students need to be able to unlock meaning from complex texts.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb9f8430-8575-417b-8dbd-95ebffa2d6e4": {"__data__": {"id_": "bb9f8430-8575-417b-8dbd-95ebffa2d6e4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "a13c1d7d-69cb-4184-a58d-6dfc0f3da1a7", "node_type": null, "metadata": {}, "hash": "b41958f891de2a025658e2dc160d01c9855b0cb614db247457d1e048abc75e2d"}, "3": {"node_id": "c36528c6-f589-4db5-9ea5-b1ec067191c1", "node_type": null, "metadata": {}, "hash": "f5042469dadd819f5c8b23ee2b8996a2c7f061329cc56f3230e7090019ae08b9"}}, "hash": "aab32d15c84f6517343c7f3294404f805e092c948a226ceffcbb6e461c837bd8", "text": "Wit & Wisdom Responds: \u201cInstead of basals, Wit & Wisdom students read complex, grade-level books they love from classics such as The Story of Ferdinand and Animal Farm, to new favorites such as Last Stop on Market Street and The Crossover, to captivating nonfiction such as I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban and An American Plague: The True and Terrifying Story of Yellow Fever Epidemic of 1793. Students use these texts at every turn-to learn, and eventually master, essential reading, writing, speaking, listening, grammar, and vocabulary skills.\u201d\n\n\n    Some Core Practice examples include:\n\n\n    Vocabulary: \u201cThe Wit & Wisdom approach to teaching vocabulary thorough knowledge of word meanings is key to understanding any complex text and to learning as a whole (Chall and Jacobs; Anderson and Freebody 77). Vocabulary instruction in Wit & Wisdom is accordingly designed to achieve three key student outcomes:\n\n\nBetter comprehension of complex texts\n    \nBroader and deeper knowledge of words and word parts (including affixes and roots)\n    \nIncreased ability to determine the meanings of unknown words As a text-based curriculum,\n    \n\n\n    Wit & Wisdom teaches vocabulary both implicitly and explicitly, using words in the core and supplementary texts. Through repeated readings of complex, knowledge-building texts, students implicitly learn many new words (Feitelson, Kita, and Goldstein 340; Miller and Gildea 96; Nagy and Scott 273). Explicit vocabulary instruction focused on the three student outcomes emphasizes three categories of high-leverage vocabulary words and phrases.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c36528c6-f589-4db5-9ea5-b1ec067191c1": {"__data__": {"id_": "c36528c6-f589-4db5-9ea5-b1ec067191c1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "bb9f8430-8575-417b-8dbd-95ebffa2d6e4", "node_type": null, "metadata": {}, "hash": "aab32d15c84f6517343c7f3294404f805e092c948a226ceffcbb6e461c837bd8"}, "3": {"node_id": "92c8ea71-1a4e-4d57-b6ae-7c6e5a966c2c", "node_type": null, "metadata": {}, "hash": "dca8f79b29ff867f53c4bd6549626d67ec3e62f29a34010b4f5d02021e09865e"}}, "hash": "f5042469dadd819f5c8b23ee2b8996a2c7f061329cc56f3230e7090019ae08b9", "text": "Questioning: \u201cStudents monitor their understanding of the text by recording questions they have about it. During their first encounter of the text, students record questions they have about it. When students return to the text, they continue to monitor their understanding, recording any additional questions that arise while also looking for answers to their original questions. After the first stage of reading, students share, and when possible, answer these text based questions, or problem solve about how to answer the questions. For example, students may return to the text, consult a reference source, or conduct research. This helps students maintain engagement with and focus on the text while reading and monitor their comprehension of what they are reading. This helps teachers formatively assess students to indicate their understanding of the text and learning from previous modules.\u201d\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nInstructional materials reviewed for Grade 3 contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. There is a series of Parent Tip Sheets that provide a summary of each module in the curriculum, including a list of module texts, additional books to read at home, sample questions, and activities to extend thinking and learning. There are also several resources available, such as blogs about learning, on the greatmind.org website to help parents better understand how to support their child.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nMaterials reviewed for Grade 3 meet the expectations for materials regularly and systematically offering assessment opportunities that genuinely measure student progress. Each lesson includes a check for understanding question. Throughout the modules there are 3-6 Focusing Question Tasks and 2-3 New Read Assessments where students independently do a cold read of an informational or literary text and then complete various question (multiple choice, open-ended, short response, multi-select, etc). After answering questions, students also complete a short writing task accompanied by a graphic organizer to capture their thinking. Students also participate in 2 Socratic Seminars per module, and each of these tasks builds to the End-of-Module Task.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nInstructional materials reviewed clearly denote which standards are being emphasized. Standards are found in multiple places and times during the module. Each lesson includes Learning Goals which are connected to and labeled with a standard. In each module, there is a tab labeled Module Overview. A chart is provided that lists all of the standards for New Read Assessments, Socratic Seminar, and EOM (End-of-Module) Assessments. All standards assessed are labeled clearly.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nInstructional materials reviewed for Grade 3 meet the expectations of assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Appendices include Answer Keys, Rubrics, and Sample Responses, as well as rubrics for all writing tasks.\n\n\n    Materials regularly provide:\n\n\nSample answers and recommended scripts to share with students\n    \nSuggestions for differentiation\n    \nNext steps, if students had difficulty. \u2018Consider reviewing handout\u2026. and re-watching \u2026\u2026\u201d\n    \nRubrics for scoring student tasks\n    \n\n\n    Guidance for Interpreting Student Performance and suggestions for follow up can be found in the teacher\u2019s notes and in the wrap section of each lesson.\n\n\n    For example, in Module 2, Lesson 32, the next steps teacher notes state, \u201cCompare behaviors noted during this Socratic Seminar to those noted during the first two Socratic Seminars, and use the tracking sheet to note patterns or changes over time. By comparing student performance over time, you can identify areas of strength, identify areas in need of improvement, and chart student growth. Compare teacher assessments to student self-assessments. Use any discrepancies as the basis for a discussion about expectations, specific criteria, and opportunities for growth and improvement.\u201d\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nInstructional materials reviewed for Grade 3 meet the expectation for including routines and guidance that provide opportunities to monitor student progress.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "92c8ea71-1a4e-4d57-b6ae-7c6e5a966c2c": {"__data__": {"id_": "92c8ea71-1a4e-4d57-b6ae-7c6e5a966c2c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "c36528c6-f589-4db5-9ea5-b1ec067191c1", "node_type": null, "metadata": {}, "hash": "f5042469dadd819f5c8b23ee2b8996a2c7f061329cc56f3230e7090019ae08b9"}, "3": {"node_id": "d57e9352-773b-4ef9-ada3-3b4da97bd37d", "node_type": null, "metadata": {}, "hash": "fa5a9af9a7ceb5fd3f504cb9f486ab8d279216471d9442ec007d109c133a8ed5"}}, "hash": "dca8f79b29ff867f53c4bd6549626d67ec3e62f29a34010b4f5d02021e09865e", "text": "All modules of Wit and Wisdom follow the same format and elements for student performance. The New Read Assessments are routine and help teachers monitor students progress towards standards mastery. The Focus Questioning Tasks routinely and regularly build to the End of the Module (EOM) Assessment and monitors student progress. Checklists are provided with tasks so that students are prepared for the EOM Assessment.\n\n\n    A variety of resources are available in Appendix C to assist teachers in monitoring progress. Some examples include:\n\n\nSelf, peer and teacher evaluations\n    \nChecklists for poetry performances and Socratic Seminars.\n    \nSpeaking and Listening Rubrics\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials reviewed for Grade 3 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. In each module, Appendix D contains a curated Volume of Reading text list, which includes texts that add to the module and offer students choices at varying levels of complexity. Based on the Content Framing Questions, a set of Volume of Reading Reflection Questions appears in the Student Edition of each module, giving students guidance and structure to apply the Content Framing Questions independently to books of their choice. Time for Volume of Reading is not included within the ninety-minute module lessons, but it is noted that it should be a high priority and is included in the sample daily schedules in the Getting Started Section of the Implementation Guide.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners so that the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    Examples of strategies listed in the Implementation Guide and found throughout the program include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d57e9352-773b-4ef9-ada3-3b4da97bd37d": {"__data__": {"id_": "d57e9352-773b-4ef9-ada3-3b4da97bd37d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "92c8ea71-1a4e-4d57-b6ae-7c6e5a966c2c", "node_type": null, "metadata": {}, "hash": "dca8f79b29ff867f53c4bd6549626d67ec3e62f29a34010b4f5d02021e09865e"}, "3": {"node_id": "d28cd04b-ea38-49ca-a349-a12449a2ca81", "node_type": null, "metadata": {}, "hash": "40ab3bc23e550926db6deead6d27773be4e8b045c43dbbb863c19bcb42112786"}}, "hash": "fa5a9af9a7ceb5fd3f504cb9f486ab8d279216471d9442ec007d109c133a8ed5", "text": "Examples of strategies listed in the Implementation Guide and found throughout the program include:\n\n\n\u201cDeliberate sequencing. Students build knowledge of each module topic by reading texts in a purposeful sequence. Students complete each module study with knowledge and skills that they can use to access grade level text.\"\n    \n\u201cPredictability of structures. The predictability of the recurring Content Stages helps students develop habits of mind and provides a scaffold for reading challenging texts. Students use the Content Framing Question as an entry point to difficult texts.\u201d\n    \n\u201cReading scaffolds. Organizing ideas from informational and literary texts establishes student understanding of the main ideas and plot points prior to the consideration of deeper ideas. Focus on vocabulary and syntax. Students learn to read closely and discuss important passages, with particular emphasis on p learning the meanings of essential content words and academic vocabulary, p studying roots and affixes to grow capacity to discern word meaning independently, and p dissecting phrases to reveal how syntax conveys meaning.\u201d\n    \n\u201cExploration of content in multiple forms. Students explore print texts, visual art, videos, audio recordings, photographs, and maps to access module concepts and information.\n    \nReliance on strong models. Students examine models of strong writing to understand how to craft effective sentences, paragraphs, and essays.\u201d\n    \n\u201cFrequent feedback. Students receive ongoing and explicit feedback from peers and teachers.\u201d\n    \n\u201cScaffolds. At key moments, lessons include specific suggestions for how to scaffold instruction. These scaffolds empower teachers to seamlessly integrate remediation suggestions into instruction. For students who may be challenged by the lesson\u2019s rigor, scaffolds provide another path to the learning goal, rather than minimize or change the learning goal.\u201d\n    \n\u201cExtensions and differentiation suggestions. Lessons often offer suggestions for how to vary learning tasks for those who already have well-developed skills, or to extend learning for students who seek an additional challenge. The chart below more specifically illustrates how Wit & Wisdom lessons support striving readers.\u201d\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe instructional materials reviewed meet the expectations that materials regularly provide all students, including those who read, write, speak, or listen below grade level or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards. Materials include explicit vocabulary and grammar instruction, text-dependent questions that focus all students on key terms, phrases, and passages for rereading and repeated exploration, partner work that includes oral practice of written responses, and multiple authentic opportunities to use academic language with support, such as explicit teaching about speaking and listening, sentence frames, and vocabulary support.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe instructional materials reviewed for Grade 3 meet requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Extension activities are provided throughout materials. These are included in boxes in the Teacher\u2019s Edition lesson plans.\n\n\n    Extension activities include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d28cd04b-ea38-49ca-a349-a12449a2ca81": {"__data__": {"id_": "d28cd04b-ea38-49ca-a349-a12449a2ca81", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "142acd5a-4e94-4489-bd47-dd89c6aff639", "node_type": null, "metadata": {}, "hash": "a8403fd05df463bc170eae2f6bad4cd213bbec7b6a057ece31e2bec167e6b260"}, "2": {"node_id": "d57e9352-773b-4ef9-ada3-3b4da97bd37d", "node_type": null, "metadata": {}, "hash": "fa5a9af9a7ceb5fd3f504cb9f486ab8d279216471d9442ec007d109c133a8ed5"}}, "hash": "40ab3bc23e550926db6deead6d27773be4e8b045c43dbbb863c19bcb42112786", "text": "Extension activities include:\n\n\nModule 2, Lesson 31: Remind students of their work in Module 1, when they learned to group related information together. Point out that each group has drafted a paragraph. Consider working as a class to use the paragraphs to create a longer piece about the Moon and publish a class report.\n    \nModule 4, Lesson 27: To challenge students, have them perform a scavenger hunt through the text to locate vocabulary words that are also character traits.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials reviewed meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons. Lessons indicate where pairs, whole group, small group, or individual groupings are utilized for instruction. Each lesson provides students opportunities to work through more than one type of grouping. Teachers are also provided suggestions for how to assign roles or divide groups. For example, Socratic Seminars are used frequently, and teachers are given detailed instructions on how to model the strategy and assign groups and responsibilities. Other routines that provide opportunities for grouping include anchor charts, boxes and buttons, categorization, chalk talk, choral reading, echo reading, fishbowl, gallery walk, give one-get one-move on, graffiti wall, grammar safari, graphic organizers, jigsaw, link up, literary dominoes, mix and mingle, outside-in, partner reading, praise/question/suggestion, question corners, quick write, quiz-quiz-trade, reader\u2019s theater, and response techniques.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe materials are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials reviewed for Grade 3 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate. Technology is used throughout modules and lessons to enhance student learning and draw attention to evidence and texts.\n\n\nIn Module 3, Lesson 9, students play an interview with Ann K. Nakamura, a Japanese American woman who moved to Japan.\n    \nIn Module 4, Lesson 10, the teacher projects an image of Charles Demuth\u2019s I Saw the Figure 5 in Gold, without revealing the name of the painting or the artist\n    \nIn most lessons, a document camera is used to display student work, show examples, and direct student\u2019s attention to evidence and tests.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials do not meet expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Adaptive or other technological innovations are not included in the instructional materials.\n\nMaterials can be easily customized for local use.\n\nMaterials can be easily customized for local use. The Implementation Guide states, \u201cWhen observing teachers, school leaders should keep in mind that Wit & Wisdom is not a scripted program, and Wit & Wisdom instruction will vary from classroom to classroom. While the lessons can be implemented as written, teachers will study the modules and come to know them as deeply as the educators who wrote them. Teachers should use their knowledge of the modules and of their students to customize lessons when needed.\u201d However, all handouts and lessons can only be downloaded in pdf form and can not be edited.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials do not include or reference technology that provides opportunities for teachers and/or students to collaborate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ed9d6eb-db7e-4de3-bc6a-b4db3ae8c5bd": {"__data__": {"id_": "3ed9d6eb-db7e-4de3-bc6a-b4db3ae8c5bd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "3": {"node_id": "f638c851-3a7b-4112-aacb-5d32f48ca87f", "node_type": null, "metadata": {}, "hash": "90275d0a07542b6d6eb49adf5f58f4ce62ae6a56c939e01c93f1d649e3f5a86f"}}, "hash": "0a8d3acde6185f375f41487d6baaa1c62ad7d23bfccbc946d3595e0a81c5b1b7", "text": "Discovery Science Techbook for California NGSS Middle School\n\nThe instructional materials reviewed for Science Techbook for California NGSS Middle School do not meet expectations for Alignment to NGSS, Gateways 1 and 2. In Gateway 1, the instructional materials do not meet expectations for three-dimensional learning and phenomena and problems drive learning.\n\nDesigned for NGSS\n\nThe instructional materials reviewed for Grades 6-8 do not meet expectations for Gateway 1: Designed for NGSS.           The materials do not meet expectations for three-dimensional learning and that phenomena and problems drive learning.\n\nThree-Dimensional Learning\n\nMaterials are designed for three-dimensional learning and assessment.\n\nMaterials are designed to integrate the Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC) into student learning.\n\nMaterials consistently integrate the three dimensions in student learning opportunities.\n\nThe instructional materials reviewed for Grades 6-8 partially meet expectations that they are consistently designed to integrate the science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs) into student learning. Across the series, the materials integrate the three dimensions in student learning opportunities at the lesson level in approximately half of all learning sequences. Discovery Education Science Techbooks are organized by unit (four per grade level) and then by supporting concepts (four to five per unit). Each learning sequence (concept) is designed to follow the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) format of instruction and is typically completed over 10-15 instructional periods (45 minutes each).When the three dimensions are present, they are most frequently within the Explore or Elaborate sections, but may be found within select Engage and Explain portions of concepts. Within each concept, the Elaborate with STEM section contains two to four STEM Project Starters. The minimum suggested time estimate in the Model Lesson PDF corresponds to the minimum suggested time associated with the STEM in Action assignment, labeled as core interactive text (CIT), and interpreted to be the required component of this section. The maximum suggested time estimate allows for students to additionally complete one or more STEM Project Starters. For example, in Grade 8, Unit 3: Life\u2019s Unity and Diversity, Concept 3.2: Evolution and Natural Selection, the Model Lesson PDF recommends 90-180 minutes of instructional time to complete the Elaborate with STEM section. The suggested time for the STEM in Action section is 90 minutes. Additionally, this section includes three STEM Project Starters: What Did Darwin Do? (45 minutes), Helicopters and Hummingbirds (45 minutes), and Traits over Time (90 minutes). The total recommended time to complete all four activities within the Elaborate with STEM section is 270 minutes, yet the suggested range for the entire Elaborate with STEM section is only 90-180 minutes. Insufficient guidance is provided to support students in selecting and teachers assigning these project starters; it cannot be assumed that all students will complete every option within the series. As such, any individual STEM Project Starter is considered to be optional within the materials and is not considered as a factor in scoring. Additionally, the Evaluate portion of each lesson assesses, rather than engages students in new learning, and is not considered a factor in the scoring of this indicator. \u00a0Examples of student learning opportunities that integrate the three dimensions:In Grade 6, Unit 2: Causes of Weather, Concept 2.1: Energy Transfer in the Water Cycle, Explore 1, students collect and analyze temperature data of ice as it is melted and heated to boiling, and subsequently relate changes in temperature to changes in energy states. Students engage in a teacher-led discussion identifying the relationship between water temperature and its state, and then modify a changes in state diagram incorporating prior collected evidence. Within the instructional sequence, students use observed data (SEP-DATA-M4) to identify cause and effect relationships (CCC-CE-M2) between temperature, energy state, and material phase (DCI-PS1.A-M6) as they modify a model to reflect identified relationships (SEP-MOD-M2). In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, Concept 3.2: Earth\u2019s Natural Resources, Explore 4, students investigate how groundwater travels through rock and sand, participate in small group and whole class discussions on the effects of human populations on groundwater resources, and describe the consequences of groundwater depletion in an extended response question.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f638c851-3a7b-4112-aacb-5d32f48ca87f": {"__data__": {"id_": "f638c851-3a7b-4112-aacb-5d32f48ca87f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "3ed9d6eb-db7e-4de3-bc6a-b4db3ae8c5bd", "node_type": null, "metadata": {}, "hash": "0a8d3acde6185f375f41487d6baaa1c62ad7d23bfccbc946d3595e0a81c5b1b7"}, "3": {"node_id": "602ef52d-076f-40f6-aee9-881debe9b614", "node_type": null, "metadata": {}, "hash": "747c3f76b37d4d5709f60244da59137819400a605e122b013fc18e285775979c"}}, "hash": "90275d0a07542b6d6eb49adf5f58f4ce62ae6a56c939e01c93f1d649e3f5a86f", "text": "Within the instructional sequence, students conduct an investigation to produce data (SEP-INV-M2) that describe the uneven distribution of groundwater as a resource (DCI-ESS3.A-M1), and then describe the negative effects (CCC-CE-M1) of groundwater depletion by human populations.In Grade 8, Unit 1: Objects Move and Collide, Concept 1.2: Energy for Launch, Engage, students design an investigation to identify a fuel mixture that will propel a small rocket to an altitude of ten meters; create and modify a model to demonstrate the forces acting on a rocket as it launches, climbs, and descends; and identify evidence to explain how mass and energy affect the acceleration of a rocket. Within the instructional sequence, students develop and modify a model to represent a system (CCC-SYS-M2) to include interactions observed in a designed investigation (SEP-INV-M1) to evaluate the sum of forces acting on an object (DCI-PS2.A-M2).Examples from learning sequences where student learning opportunities do not integrate the three dimensions:In Grade 6, Unit 1: Systems on Earth, Concept 1.1: Body Systems, students read a passage and watch several videos describing the functions of the central and peripheral nervous systems, interact with an animation that describes which parts of the brain control several bodily functions, sort activities by nervous subsystem, and complete a paragraph by selecting vocabulary terms from drop down menus within a diagram. Within the instructional sequence, students do not engage in an SEP as they evaluate the differences between the subsystems of a larger complex system (CCC-SYS-M1) composed of tissues and organs specialized for particular body functions (DCI-LS1.A-M3).In Grade 7, Unit 2: Matter Cycles and Energy Flows, Concept 2.2: Matter and Energy in Living Systems, Explore 3, students read a passage comparing cellular respiration and photosynthesis, watch an animation and several videos about the cycling of matter and the flow of energy, and make posters to explain how matter cycles and energy flows through organisms. Within the instructional sequence, students do not engage in an SEP as they represent how energy and matter flow (CCC-SYS-M2) as plants use sunlight and carbon dioxide to make and store food (DCI-LS1.C-M1). In Grade 8, Unit 3: Life\u2019s Unity and Diversity, Concept 3.1: Earth\u2019s History and the Fossil Record, Explore 4, students examine a table of extinction event data, watch several videos, read multiple passages about fossil records, and perform an optional physical measurement activity. Within the instructional sequence, students do not engage in an SEP or CCC as they read and hear about how the fossil record documents the history of life on earth (DCI-LS4.A-M1).\n\nMaterials consistently support meaningful student sensemaking with the three dimensions.\n\n\u200bThe instructional materials reviewed for Grades 6-8 partially meet expectations that they are consistently designed to support meaningful student sensemaking with the three dimensions. The materials are designed for SEPs to meaningfully support student sensemaking with the other dimensions in nearly all learning sequences.In instances where the materials include all three dimensions within an instructional sequence, students do not consistently use both the SEPs and the CCCs to make sense of and with the other dimensions. The materials contain some instances where SEPs or CCCs meaningfully support student sensemaking with the other dimensions. Where CCCs are included, the relationships illustrated by the CCCs are often stated in the student text or explicitly scripted for the teacher to identify during discussion. Student use of SEPs to meaningfully make sense of DCIs occurs in nearly all learning sequences and typically occurs within the Hands-on Activities.While students engage in multiple SEPs across the series, the materials rely heavily on the practice of the students constructing explanations from evidence. In most instances, students explain using evidence from text and/or video segments and less frequently from direct observation and hands-on-activities.Examples of student learning opportunities where students make sense with the three dimensions:In Grade 6, Unit 2: Causes of Weather, Concept 2.1: Energy Transfer in the Water Cycle, Explore 1, students make sense of how changes in temperature relate to changes in energy states (DCI-PS1.A-M6) with the other dimensions. Students utilize the practice of identifying appropriate evidence to support an explanation (SEP-DATA-M4) as they analyze and interpret data from a laboratory exercise and teacher demonstration to build understanding of changes in state (DCI-PS1.A-M6).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "602ef52d-076f-40f6-aee9-881debe9b614": {"__data__": {"id_": "602ef52d-076f-40f6-aee9-881debe9b614", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "f638c851-3a7b-4112-aacb-5d32f48ca87f", "node_type": null, "metadata": {}, "hash": "90275d0a07542b6d6eb49adf5f58f4ce62ae6a56c939e01c93f1d649e3f5a86f"}, "3": {"node_id": "d1b5cec8-925a-41aa-bb5c-26f35926cc42", "node_type": null, "metadata": {}, "hash": "ed3cc30cfb611c8dd85e3caf96f5dc2c3ca3d76a1acb5f8498afbf17ce9925ad"}}, "hash": "747c3f76b37d4d5709f60244da59137819400a605e122b013fc18e285775979c", "text": "Students utilize the concepts of cause and effect (CCC-CE-M2) and energy transfers (CCC-EM-M4) to build understanding of the relationships between temperature, energy state, and material phase (DCI-PS1.A-M6).In Grade 8, Unit 1: Objects Move and Collide, Concept 1.2: Energy for Launch, Engage, students make sense of the forces acting on a rocket (DCI-PS2.A-M2) with other dimensions. Students utilize the practices of designing an investigation (SEP-INV-M1) and testing solutions (SEP-INV-M5) as they build understanding of how the motion of an object is determined by the forces acting on it (DCI-PS2.A-M2). Students utilize the concept of using models to represent systems and their interactions (CCC-SYS-M2) to build understanding of total and net force (DCI-PS2.A-M2).Examples of students using an SEP for sensemaking with a DCI:In Grade 6, Unit 1: Systems on Earth, Concept 1.3: Earth\u2019s Interacting Systems, Explore 1: students are asked the question, \u201cWhat causes sea levels to rise?\u201d To answer this question, students watch videos and read text to build background knowledge on earth\u2019s water sources (DCI-ESS2.C-E1). In the Hands-on Activity, students create a physical model (SEP-MOD-M5) to compare sea level rise from melting glaciers to melting sea ice to explain rising sea levels.In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, Concept 3.1: Earth\u2019s Moving Surface, Explain, students are asked the question, \u201cWhy do so many earthquakes occur along the west coast of the United States?\u201d Students look at maps showing global earthquake distribution then read text, and watch videos that provide information about plate movements. Students engage in a Hands-on Activity to create a paper reconstruction of Pangea. Students restate explanations provided in the text to build understanding of the movement of Earth\u2019s plates (DCI-ESS2.B-M1). Students make a claim and support it with evidence from the text, maps, and videos (SEP-CEDS-M3) to make sense of how mapping the historical occurrences of earthquakes can help forecast future events (DCI-ESS2.B-M1, DCI-ESS3.B-M1). In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, Concept 3.2: Earth\u2019s Natural Resources, Explore 4, students conduct an investigation (SEP-INV-M2) to test the porosity of sand and permeability of different types of rocks to help them determine which components make a good aquifer. Students read additional text and watch several videos to learn about sources of groundwater, movement and storage of groundwater, and depletion of groundwater. Students are provided with a list of consequences of groundwater depletion to build understanding of the mechanisms affecting groundwater depletion (DCI-ESS3.A-M1) as they make sense of geologic conditions that determine the availability of groundwater as a natural resource.In Grade 8, Unit 1: Objects Move and Collide, Concept 1.3: Colliding Objects, Explore 1, students make sense of Newton\u2019s third law (DCI-PS2.A-M1) with scientific practices, but not with the crosscutting concepts. \u00a0Students utilize the practice of analyzing data (SEP-DATA-M4) to make sense of how force is transferred from one object to another as objects collide (DCI-PS2.A-M1).\n\nMaterials are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.\n\n\u200b\u200bThe instructional materials reviewed for Grades 6-8 do not meet expectations that they are designed to elicit direct, observable evidence for three-dimensional learning in the instructional materials. Across the series, the provided Lesson Objectives frequently focus on student learning of the targeted DCIs and do not consistently integrate the SEPs or CCCs. Formative assessment tasks are present within each of the learning sequences. Digital activities are available to periodically check students knowledge throughout the concept and sometimes including the use of a practice, but they do not consistently yield information about the students\u2019 progress in learning and using all three dimensions.Examples of lesson objectives that are not three-dimensional and the subsequent formative assessment tasks do not elicit information about students understanding and use of the three dimensions:In Grade 6, Unit 1: Systems on Earth, Concept 1.3: Earth\u2019s Interacting Systems, students explore the interconnectedness of Earth\u2019s systems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d1b5cec8-925a-41aa-bb5c-26f35926cc42": {"__data__": {"id_": "d1b5cec8-925a-41aa-bb5c-26f35926cc42", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "602ef52d-076f-40f6-aee9-881debe9b614", "node_type": null, "metadata": {}, "hash": "747c3f76b37d4d5709f60244da59137819400a605e122b013fc18e285775979c"}, "3": {"node_id": "7475722e-86a4-45c3-811b-dfb859acf547", "node_type": null, "metadata": {}, "hash": "d2ba0dab1835a58366b94a6bc0e40b60af4ba84056b9914a902f73e4b817f78c"}}, "hash": "ed3cc30cfb611c8dd85e3caf96f5dc2c3ca3d76a1acb5f8498afbf17ce9925ad", "text": "The Lesson Objectives include describing energy transfers from the sun that drive thermal expansion (DCI-ESS2.A-M1), the role of gravity in the hydrologic cycle (DCI-ESS2.C-M3), and the role of plants in the water cycle (DCI-ESS2.C-M1). However, no lesson objectives focus on the SEPs or CCCs. Digital activities are available to periodically check student knowledge throughout Concept 1.3, but the activities do not yield information about the students\u2019 progress in learning and usage of the three dimensions.In Grade 7, Unit 1: Matter All Around, Concept 1.1: Particles in States of Matter, the Lesson Objectives include seven objectives focused on DCIs related to matter to support PE-MS-PS1-4. One additional objective, \u201cModel the movement of particles in solids, liquids, and gases,\u201d includes an SEP to support this PE. However, no lesson objectives focus on the CCCs. Digital activities are available to periodically check student knowledge throughout Concept 1.1, but they do not yield information about the students\u2019 progress in learning and usage of the three dimensions.In Grade 7, Unit 4: Sustaining Ecosystems, Concept 4.3: Human Impact on Ecosystems, the Lesson Objectives include seven objectives focused on DCIs and SEPs related to understanding and developing solutions to environmental problems. However, no lesson objectives focus on the CCCs. Digital activities are available to periodically check student knowledge throughout Concept 4.3, but they do not yield information about the students\u2019 progress in learning and usage of the three dimensions.In Grade 8, Unit 3: LIfe\u2019s Unity and Diversity, Concept 3.1: Earth\u2019s History and the Fossil Record, the Lesson Objectives include five objectives focused on DCIs and the CCCs of patterns and cause and effect. However, no lesson objectives focus on the SEPs. Digital activities are available to periodically check student knowledge throughout Concept 3.1, but they do not yield information about the students\u2019 progress in learning and usage of the three dimensions.\n\nMaterials are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.\n\n\u200bThe instructional materials reviewed for Grades 6-8 do not meet expectations that they are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials. The Discovery Education Science Techbook Assessment Cycle in the Teacher Edition includes a description of \u201cmedium-cycle\u201d assessments to be given at the end of the unit or quarterly. These include the \u00a0Performance Based Assessment (PBA) and the Unit Assessment which includes a series of technology enhanced items (TEIs). Additionally, the materials provide \u201cshort-cycle\u201d assessments that include the optional STEM Project Starters. Across the series, the materials present a performance-based assessment at the end of each unit to assess the learning objectives, identified as performance expectations (PEs), for that unit. These summative assessments generally consist of five to seven questions that are designed to assess two to six PEs. Assessments typically include multiple technology enhanced items (TEIs) such as drag-and-drop matching and labeling, drop-down menu fill in the blank, true/false statements, and multiple select/choice questions. All of the performance-based assessments include one extended response question. While the performance-based assessment for Grade 6, Unit 4 meets the requirement to produce evidence of three-dimensional learning, the summative assessment items do not consistently meet this requirement in units across the series. Across the series, the summative assessments frequently partially address or do not address the listed learning objectives for the unit (PEs).Examples where summative assessments are not three-dimensional in design and do not connect to the three-dimensional learning objectives for the unit:In Grade 6, Unit 2: Causes of Weather, the performance-based assessment consists of one extended response question and four TEIs intended to assess student achievement in relation to the performance expectations of MS-PS3-4, MS-ESS2-4, and MS-ESS2-5. This assessment does not fully address the intended PEs, as students do not fully demonstrate understanding of the SEPs or CCCs as indicated. Further, the assessment does not attempt to address the unit learning objectives MS-PS3-3 and MS-PS3-5.In Grade 7, Unit 2: Matter Cycles and Energy Flow, the performance-based assessment consists of one extended question and four TEIs intended to assess student achievement in relations to the performance expectations of MS-PS1-2, MS-PS1-5, MS-LS1-6, and MS-ESS2-1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7475722e-86a4-45c3-811b-dfb859acf547": {"__data__": {"id_": "7475722e-86a4-45c3-811b-dfb859acf547", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "d1b5cec8-925a-41aa-bb5c-26f35926cc42", "node_type": null, "metadata": {}, "hash": "ed3cc30cfb611c8dd85e3caf96f5dc2c3ca3d76a1acb5f8498afbf17ce9925ad"}, "3": {"node_id": "284bf2b3-9c07-495c-9c18-f41bcbb02eb2", "node_type": null, "metadata": {}, "hash": "d6dc85f55f0296b253d87cb1e06811d237442d6ebea5625076951f6c4ee5236f"}}, "hash": "d2ba0dab1835a58366b94a6bc0e40b60af4ba84056b9914a902f73e4b817f78c", "text": "This assessment does not fully address the intended PEs, as students do not fully demonstrate understanding of the SEPs or CCCs as indicated. Further, the assessment does not attempt to address the unit learning objectives MS-PS1-6, MS-LS1-7, and MS-ETS-1, 2, 3, and 4.In Grade 8, Unit 4: Monitoring Biodiversity, the performance-based assessment consists of one extended response question and six TEIs intended to assess student achievement in relations to the performance expectations of MS-PS4-1, MS-PS4-2, MS-LS4-4, MS-LS4-6, MS-ESS1-1, and MS-ESS3-4. This assessment does not fully address the intended PEs, as students do not fully demonstrate understanding of SEPs or CCCs as indicated. Further, the assessment does not attempt to address the unit learning objectives MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-PS4-3.\n\nPhenomena and Problems Drive Learning\n\nMaterials leverage science phenomena and engineering problems in the context of driving learning and student performance.\n\nPhenomena and/or problems are connected to grade-band Disciplinary Core Ideas.\n\n\u200bThe instructional materials reviewed for Grades 6-8 meet the expectation that phenomena are connected to grade-band disciplinary core ideas. Across the series, problems are found in some performance-based assessments or presented within the Elaborate with STEM section of each concept as optional extension resources; because of this design, problems were not considered when scoring this indicator.The materials follow a 5E model. Each grade-band sequence is composed of four units, each comprising three to five conceptual 5E subunits. Phenomena are presented at the unit (anchoring) and concept (investigative) level. Within the Engage and Explore portions of each instructional sequence, students watch videos, read passages, engage in class discussions, and perform hands-on activities to build understanding of grade-band DCIs. The instructional materials include phenomena linked to grade-band appropriate DCIs or their elements in nearly all instances.Examples of phenomena linked to grade-level appropriate DCIs:In Grade 6, Unit 3: Causes and Effects of Regional Climates, Concept 3.3: Reproducing to Save a Species, students investigate the phenomenon of climate changes signaling sea turtles to reproduce. Throughout the learning sequence, students work to build an understanding of the nature of reproductive success. Students synthesize information from multiple video segments and several reading passages to build an understanding of animals engaging in characteristic behaviors to increase odds of reproduction (DCI-LS1.B-M2) and that human caused changes to the environment will have impacts on the ability of living things to reproduce (DCI-ESS3.C.M1).In Grade 7, Unit 2: Matter Cycles and Energy Flow. Concept 2.1: How Matter Can Change, students investigate the phenomenon of matter changes that occur during a wildfire. Throughout the learning sequence, students work to build an understanding of the nature of chemical change. Students synthesize information from multiple video segments and several reading passages to develop an understanding that substances have characteristic physical and chemical properties (DCI-PS1.A-M2).\u00a0 Students also perform investigations to demonstrate evidence characteristic of chemical change (DCI-PS1.B-M1) and mass conserved during a chemical reaction (DCI-PS1.B-M2).In Grade 8, Unit 3: Life\u2019s Unity and Diversity, Concept 3.2: Evolution and Natural Selection, students investigate the phenomenon of the effect of drought on the beak depth of finches. Throughout the learning sequence, students work to build an understanding of adaptation by natural selection. Students evaluate several images and graphs to build an understanding of how changes to an environment cause traits in a populations to change (DCI-LS4.C-M1) and investigate the role of natural selection in the variation of traits expressed in a population (DCI-LS4.B-M1).\n\nPhenomena and/or problems are presented to students as directly as possible.\n\n\u200bThe instructional materials reviewed for Grades 6-8 partially meet expectations that phenomena and/or problems in the series are presented to students as directly as possible. Within the materials, investigative phenomena are presented in either the Engage or the Explore sections of concepts or, in the case of anchoring phenomena, the opening of each unit. Both anchoring and investigative phenomena are present throughout most of the series and are introduced to students through a brief reading passage and a video segment or image.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "284bf2b3-9c07-495c-9c18-f41bcbb02eb2": {"__data__": {"id_": "284bf2b3-9c07-495c-9c18-f41bcbb02eb2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "7475722e-86a4-45c3-811b-dfb859acf547", "node_type": null, "metadata": {}, "hash": "d2ba0dab1835a58366b94a6bc0e40b60af4ba84056b9914a902f73e4b817f78c"}, "3": {"node_id": "9c448be4-7a1d-4d82-97e9-2df75c14edb7", "node_type": null, "metadata": {}, "hash": "7154b1dba058f6f489d288ed4d8cbf6b1db4380aeef278c6418d9f405a00fe74"}}, "hash": "d6dc85f55f0296b253d87cb1e06811d237442d6ebea5625076951f6c4ee5236f", "text": "Problem solving scenarios in the materials are presented as optional extensions, thus they are not considered for scoring.Throughout the materials, when phenomena are present, they are presented as directly as possible approximately half of the time. In multiple instances, the phenomena are introduced via video or still photo, which is appropriate due to issues of scale, geographical access, or in consideration of student safety. In some instances, passages engage students in phenomena via a crosscutting concept, which provides access points for students who may lack contextual background knowledge of phenomena. However, the materials contain many instances in which videos and images are employed to introduce phenomena and where first-hand observation is feasible. Across the series, phenomena are not consistently presented to students as directly as possible.Examples of phenomena that are presented as directly as possible:In Grade 6, Unit 2: Causes of Weather, Concept 2.1: Energy Transfer in the Water Cycle, Engage: Where Did the Water Go?, the investigative phenomenon of water evaporating from Lake Mead is presented to students via the passage \u201cWhere Did the Water Go?\", a video segment \u201cLake Mead\u201d, and through whole class observations of changing water levels in two beakers of water. These resources provide students with geographical and first-hand conceptual context with which to engage in the phenomenon.In Grade 6, Unit 3: Causes and Effects of Regional Climates, the anchoring phenomenon of the causes of different climate regions across the globe is presented to students via a world map of average annual temperatures and a brief passage which directs students to identify visible patterns on the map. These resources provide students with a scale-appropriate context with which to engage in the phenomenon. Additionally, the crosscutting concept of patterns provides an access point for students who may lack background knowledge.Grade 6 Unit 3: Causes and Effects of Regional Climate, Concept 3.2: Environmental and Genetic Influences, Engage: Engaging With Earth\u2019s Environments, the investigative phenomenon of how loss of sea ice affects the migration of caribou is presented to students via the passage \u201cEngaging with Earth\u2019s Environments\u201d and several video segments including; \u201cCaribou on Thin Ice\u201d. These resources provide students with scalar and geographical contexts with which to engage in the phenomenon.In Grade 7, Unit 1: Matter all Around, Concept 1.2: Energy and changing States, Engage: Liquid Nitrogen - Very Strange Stuff, the investigative phenomenon of phase changes of nitrogen is presented to students through the passage \u201cLiquid Nitrogen - Very Strange Stuff\u201d, and several video segments, including \u201cLiquid Nitrogen\u201d, in which a presenter makes ice cream with the supercooled liquid. These resources provide students a safe environment in which to engage in the phenomenon.In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, Concept 3.1: Earth\u2019s Moving Surface, Engage: The 1989 San Francisco Earthquake, the investigative phenomenon of the frequency of earthquakes in California is presented to students via a video and passage, both titled \u201cThe San Francisco Earthquake of 1989\u201d. Included in the passage are two images: the first, a map showing worldwide distribution of earthquakes and the second, a relief map of the ocean floor. Language within the passage tasks students with identifying patterns between the two maps. These resources provide students with an historical and geographical context with which to engage in the phenomenon. Additionally, the crosscutting concept of patterns provides an access point for students who lack background knowledge.In Grade 8, Unit 2: Moving Planets, Concept 2.2: Planetary Forces, Engage: Life on Mars, the investigative phenomenon that life might have existed on Mars is presented to students through a video that explores the presence of water as necessary to support life on Mars. These resources provide students with a scalar and geographical context with which to engage in the phenomenon.Examples of phenomena that are not presented as directly as possible:In Grade 6, Unit 1: Systems on Earth, Concept 1.3: Earth\u2019s interacting systems, Engage: Earth\u2019s Vital Signs, the investigative phenomenon of sea level change is presented to students through a graph of changing sea level over time. A more direct presentation is possible to help students focus their questions on how the increase in sea level impacts plants near the coast.In Grade 7, Unit 1: Matter all Around, Concept 1.1: Particles in States of Matter, Engage: Dry Ice a Really Cool Substance, the investigative phenomenon of dry ice is presented to students through a video of dry ice sublimation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9c448be4-7a1d-4d82-97e9-2df75c14edb7": {"__data__": {"id_": "9c448be4-7a1d-4d82-97e9-2df75c14edb7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "284bf2b3-9c07-495c-9c18-f41bcbb02eb2", "node_type": null, "metadata": {}, "hash": "d6dc85f55f0296b253d87cb1e06811d237442d6ebea5625076951f6c4ee5236f"}, "3": {"node_id": "9dacfabc-976c-43c0-b0a8-d4dba20d482e", "node_type": null, "metadata": {}, "hash": "7ae1321204bcb573bc0ba25a4fdb341c8f5790934736d967bcc89536172718f4"}}, "hash": "7154b1dba058f6f489d288ed4d8cbf6b1db4380aeef278c6418d9f405a00fe74", "text": "A more direct experience is possible to help students experience and observe this phenomenon in greater detail while still maintaining classroom safety.In Grade 7, Unit 1:Matter all Around, Concept 1.3:The Composition of Matter, Engage: Matter Changes in a Burning Match, the investigative phenomenon of a burning match is presented to students through a video of a match being burned. A more direct experience is possible to help students experience and observe this phenomenon in greater detail while still maintaining classroom safety.In Grade 7, Unit 2: Matter Cycles and Energy Flow. Concept 2.1: How Matter Can Change, Engage: Changing Matter in a Wildfire, the investigative phenomenon of fire and what happens to matter as it burns is presented to students through video of wildfires in California and a discussion on the nature of fire. A more direct experience is possible to help students experience and observe this phenomenon in greater detail while still maintaining classroom safety.In Grade 7, Unit 2: Matter Cycles and Energy Flow, Concept 2.2: Matter and Energy in Living System, Engage: The World\u2019s Largest Trees, the investigative phenomenon of giant trees growing from tiny seeds is presented to students through a video of the sequoias along the coast of California. The video provides information about Sequoia National Park that includes information about the distribution, age, weight, and size of sequoia trees in the park but does not provide information about the tree's seeds or different stages of growth. A more direct presentation is possible to help students focus their questions on how the tree gains matter as it grows.\n\nPhenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.\n\n\u200bThe instructional materials reviewed for Grades 6-8 do not meet expectations that phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions. Within the materials, Investigative Phenomena are presented in either the Engage or Explore sections of concepts and are present throughout most of the series. Phenomena are generally introduced to students through a brief reading passage and a series of video segments. In most instances, the materials either do not connect the learning experiences to the phenomena or they do not engage students using all three dimensions. Problem solving activities are presented only as optional extensions within the materials; thus, they are not considered for scoring.Examples of phenomena that are presented but not used to drive student learning:In Grade 6: Unit 1: Systems on Earth, Concept 1.3: Earth\u2019s Interacting Systems, Engage: Earth\u2019s Vital Signs, students are introduced to the phenomenon of an increasing sea level height between 1993 and 2017. In subsequent parts of the learning sequence, students learn about factors that do not contribute to sea level rise and factors that do. The materials do not support students in collecting evidence to explain the phenomenon of sea level rise in the time frame shown in the initial graph. The phenomenon is used as an introduction only and students are not utilizing the three dimensions to make sense of it or figure it out.In Grade 8, Unit 3: Life\u2019s Unity and Diversity, Concept 3.3: Evidence for Evolution, Engage: Flu Evolution, students are introduced to the phenomenon of needing different flu shots each year to prevent influenza. Students then read about the meaning of a scientific theory, the fossil record, evolution in whales, homologous structures, and cladograms. The materials do not address flu evolution during the learning sequence after the Engage portion of the lesson, thus this phenomenon does not drive student learning. The phenomenon is used as an introduction only and students are not utilizing the three dimensions to make sense of it or figure it out.In Grade 8: Unit 3: Life\u2019s Unity and Diversity, Concept 3.4: Modifying Organisms, Engage: Thinking about Where Dog Breeds Come From, students are introduced to the phenomenon of \u201cdog breeds\u201d via a teacher guided discussion. The Teacher Notes direct the instructor to elicit student ideas about the various characteristics of different dog breeds, learned versus inherited traits, and the sources of the variety of breed traits. Students then read a text, \u201cThinking about Where Dog Breeds Come From,\u201d and watch several video segments. Although the domestication of dogs is mentioned in the Explore section, the phenomenon does not form the basis for any investigations or discovery throughout the subsequent activities to support students in making sense of the phenomenon.In cases where phenomena drive learning without engaging students in all three dimensions of instruction student explanations do not include the broader scientific ideas found in the crosscutting concepts.Examples of phenomena that do not engage students in all three dimensions:In Grade 6, Unit 3: Causes and Effects of Regional Climates, Concept 3.2: Environmental and Genetic Influences, students are introduced to the phenomenon of impacts of climate change on caribou populations in the Arctic in the Engage section.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9dacfabc-976c-43c0-b0a8-d4dba20d482e": {"__data__": {"id_": "9dacfabc-976c-43c0-b0a8-d4dba20d482e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "9c448be4-7a1d-4d82-97e9-2df75c14edb7", "node_type": null, "metadata": {}, "hash": "7154b1dba058f6f489d288ed4d8cbf6b1db4380aeef278c6418d9f405a00fe74"}, "3": {"node_id": "611e6e47-986f-4e11-8aa9-708761560fa2", "node_type": null, "metadata": {}, "hash": "716d853057e716cb8d51d4cfbb44362013fc1d913eae61762a74c682564b22cc"}}, "hash": "7ae1321204bcb573bc0ba25a4fdb341c8f5790934736d967bcc89536172718f4", "text": "This phenomenon is revisited in the Explain section of the concept where students write a scientific explanation to address the question, \u201cHow do the environment and genetics influence the growth of caribou in the Arctic?\u201d In this case, students address interdependent relationships in ecosystems (DCI-LS2.A-M1, DCI-LS2.A-M3) and inheritance of traits (DCI-LS3.A-M2), while constructing an explanation (SEP-CEDS-M3).In Grade 7, Unit 1: Matter All Around, Concept 1.1: Particles in States of Matter, students watch a video segment showing the phenomenon of dry ice. The materials reference the phenomenon multiple times throughout the Engage, Explore, and Explain sections of the concept. This engagement is supported in the Teacher Notes, where the instructor is guided to elicit students\u2019 prior knowledge and to help students make connections to the phenomenon. Throughout the concept, students consistently address matter and its interactions (DCI-PS1.A-M4), and construct an explanation (SEP-CEDS-M2, SEP-CEDS-M4).\n\nMaterials are designed to include appropriate proportions of phenomena vs. problems based on the grade-band performance expectations.\n\nThe instructional materials reviewed for Grades 6-8 were designed for students to solve problems in up to 10% of the lessons/activities compared to 15% of the NGSS grade-band performance expectations designed for solving problems. Throughout the materials, 33% of the lessons or 13 of 40 concepts, focus on explaining phenomena. Across the series, problems are found in several locations throughout the materials: Hands-on Activities, STEM Project Starters, and performance-based assessments. Performance-based assessments are not included in the calculations for the lessons, since those are considered summative assessments and occur at the conclusion of learning. Within each concept, the Elaborate with STEM section contains a STEM in Action extension resource and two to four STEM Project Starters. STEM Project Starters may ask students to solve a design problem or explain a topic, concept, or phenomenon. Most units have at least one STEM Project Starter that is focused on solving a design problem. Within each concept, the Elaborate with STEM section contains two to four STEM Project Starters. The minimum suggested time estimate in the Model Lesson PDF corresponds to the minimum suggested time associated with the STEM in Action assignment, labeled as core interactive text (CIT), and interpreted to the be required component of this section. The maximum suggested time estimate allows for students to complete one or more STEM Project Starters. For example, in Grade 7, Unit 3: Matter Cycles and Energy Flow, Concept 2.1: How Matter Can Change, the Model Lesson PDF indicates that the Elaborate with STEM section requires 45-135 minutes of instructional time. The suggested time for the STEM in Action section is 45 minutes. There are an additional three STEM Project Starters: The Chemistry of Skunks (90 minutes), Wildfire! (90 minutes), and Chemical Engineering of Ice Packs (90 minutes). Because the suggested total time to complete all four activities within the Elaborate with STEM section is 315 minutes and the suggested range is 45-135 minutes, it cannot be assumed that all students will complete the Chemical Engineering of Ice Packs project or any of the other two options. As such, this design problem is not considered for scoring purposes since insufficient guidance is provided on which STEM Project Starters students will select or teachers will assign. Hands-on Activities are typically found in the Explore section of each concept; some of these engage students in engineering design problems. A Student Investigation Sheet provides standardized questions across all the Hands-on Activities that focus on asking students to write questions, make predictions, plan, collect evidence, and support or refute their hypothesis related to their investigation. In few instances, the Hands-on Activities that engage students with design problems also provide an additional Engineering Design Sheet that provides standardized questions related to defining the problem, developing the solution, and optimizing the design. This Engineering Design Sheet is not consistently provided for all problem-focused Hands-on Activities. \u00a0Across the series, the materials present anchoring phenomena at the opening of each unit and investigative phenomena in either the Engage or Explore sections of each concept. Both anchoring and investigative phenomena are present throughout most of the series and are introduced to students through a brief reading passage and a video segment or image. Frequently, students are engaged in answering a Can You Explain? question as it relates to the phenomenon.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "611e6e47-986f-4e11-8aa9-708761560fa2": {"__data__": {"id_": "611e6e47-986f-4e11-8aa9-708761560fa2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "9dacfabc-976c-43c0-b0a8-d4dba20d482e", "node_type": null, "metadata": {}, "hash": "7ae1321204bcb573bc0ba25a4fdb341c8f5790934736d967bcc89536172718f4"}, "3": {"node_id": "dbcff36d-15c9-4b8d-8d23-4259b64850b1", "node_type": null, "metadata": {}, "hash": "4d78641e8b7c412a277210a9ac9fa945f7ffda0b8080571fb36134503b2a1029"}}, "hash": "716d853057e716cb8d51d4cfbb44362013fc1d913eae61762a74c682564b22cc", "text": "question as it relates to the phenomenon. While the materials consistently identify a phenomenon for each unit and concept, several of the publisher-identified phenomena are actually scientific concepts, core ideas, or topics, rather than observable occurrences that engage students in asking questions to advance their own learning or explain the phenomena.Examples of problems within the materials:In Grade 7: Unit 2: Matter Cycles and Energy, Concept 2.1: How Matter Can Change, students design, construct and test a device that either releases or absorbs thermal energy through chemical reactions. The materials provide both the Student Investigation Sheet and the Engineering Design Sheet for students to record their thinking during the activity. In Grade 6, Unit 4: Our Changing Climate, Concept 4.3: Reducing Human Impacts on the Environment, STEM Project Starter: Reducing Waste in My House, students define criteria and then design a process to help reduce the amount of trash that ends up in landfills. The materials provide the Engineering Design Sheet for students to record their thinking during the project before presenting their process to the class. This project is one of two projects in the Elaborate with STEM section of this concept where students are provided a problem to design a solution. The materials recommended 45-135 minutes of instructional time for the Elaborate with STEM section: STEM in Action (45 minutes for this Core Interactive Text), Reducing Waste in My House (45 minutes), and Cow Pollution (90 minutes), yet the suggested time to complete all three components totals 180 minutes. Based on the suggested instructional time, it cannot be assumed that all students will complete the same problem(s) within this lesson and as such, they are considered optional extension resources.Examples of phenomena within the materials:In Grade 6, Unit 1: Systems on Earth, Concept 1.1: Body Systems, Engage, students read a brief a passage, watch a short video, examine several images, and respond to several Technology Enhanced Items about the investigative phenomenon of their hearts racing when they are scared. Students define and identify the components of systems, explore how bodies sense and respond to their environments, and investigate how the body reacts to stress throughout the remainder of this instructional sequence.In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, students read a brief passage, view an image of an erupting geyser, and respond to several guiding questions about the unit phenomenon, the Yellowstone supervolcano. Students investigate the San Francisco earthquake of 1989, the distribution of mineral resources throughout Earth, and how the availability of resources can shape a population throughout the subsequent instructional sequences.In Grade 7, Unit 1: Matter All Around, Concept 1.1: Particles in States of Matter, Engage, students watch videos of dry ice and liquid nitrogen and observe the changes in appearance when a match is burned. Students investigate the relationship between particles of matter, energy involved in phase changes, and chemical reorganization of matter.In Grade 8, Unit 1: Objects Move and Collide, Concept 1.2: Energy for Launch, students watch a short video about rockets or experiment with their own rockets from a prior hands-on activity. Students investigate how mass and energy affect the acceleration of a rocket.In Grade 8, Unit 4: Monitoring Biodiversity, students read a brief passage, watch a video, and answer several guiding questions about the unit phenomenon, sensing biodiversity from the sky. Students investigate the energy released from a supernova, the interactions of energy waves and matter, the relationship between solar energy and climate, and how remote sensing can provide datasets of large areas throughout the subsequent instructional sequences.\n\nMaterials intentionally leverage students' prior knowledge and experiences related to phenomena or problems.\n\n\u200bThe instructional materials reviewed for Grades 6-8 partially meet expectations that materials intentionally leverage students\u2019 prior knowledge and experiences related to phenomena or problems. Across the series, the materials provide opportunities to elicit students\u2019 prior knowledge or experiences of phenomena via Technology Enhanced Items (TEIs) embedded throughout the Engage section or at the close of each Engage section, through one or two Can You Explain? (CYE) questions. The materials generally repeat these items later on in the instructional sequence.Across the series, Teacher Notes and Model Lessons consistently include commentary detailing what students should already know, along with common alternative conceptions related to phenomena. These sections also contain Connections to Student Lives, a scripted piece used to guide the initial discussion about the phenomenon. Overall, these sections are  informational and, while they provide guidance for the elicitation of students\u2019 prior knowledge and experiences, the materials do not provide supports to address the different entry points to learning possible in diverse student populations. Connections to Student Lives also does not provide strategies to connect back to student experiences, to build contextual relevance for students, or to address students\u2019 alternative conceptions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dbcff36d-15c9-4b8d-8d23-4259b64850b1": {"__data__": {"id_": "dbcff36d-15c9-4b8d-8d23-4259b64850b1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "611e6e47-986f-4e11-8aa9-708761560fa2", "node_type": null, "metadata": {}, "hash": "716d853057e716cb8d51d4cfbb44362013fc1d913eae61762a74c682564b22cc"}, "3": {"node_id": "52bfd6b1-19c1-4bfd-820f-f7cf335549c8", "node_type": null, "metadata": {}, "hash": "17d666b5909e0ebaa65898540b79a8943923347f5001b044da1c25d06058a790"}}, "hash": "4d78641e8b7c412a277210a9ac9fa945f7ffda0b8080571fb36134503b2a1029", "text": "When used as designed, the materials review and elicit, but do not leverage students\u2019 prior knowledge and experience related to phenomena and problems across the series in a way that allows them to make connections between what they are learning and their own knowledge.Examples that elicit, but do not leverage students\u2019 prior understanding of phenomena:In Grade 6, Unit 1: Systems on Earth, Concept 1.2: The Cell as a System, student prior knowledge of the investigative phenomenon, cancerous tumor on a colon, is elicited in the Engage section with a CYE question, \u201cWhat happens to the body when someone gets cancer?\u201d Cancer is not directly addressed again until an assessment at the end of the Explore 2 lesson, and then the original CYE question is presented again in the Explain section. The associated teacher materials do not provide guidance to the teacher for the purposes of leveraging student responses to the initial or subsequent CYE questions.In Grade 6, Unit 2: Causes of Weather, Concept 2.1: Energy Transfer in the Water Cycle, student prior knowledge of the investigative phenomenon, disappearing water from Lake Mead, is elicited in the Engage section by several TEIs about the water cycle and the CYE question, \u201cHow does energy transfer cause water levels to drop in Lake Mead?\u201d The original CYE question is presented again in the Explain section. The teacher materials provide some guidance for discussion via a Teacher Note that instructs the teacher on how to engage students in the phenomenon in addition to the general discussion scripting in the Model Lesson. The remaining teacher materials do not provide any further guidance to the teacher for the purposes of leveraging student responses to the initial or subsequent CYE questions.In Grade 7, Unit 2: Matter Cycles and Energy Flow, Concept 2.1: How Can Matter Change?, student prior knowledge of the investigative phenomenon and changes that occur in matter during combustion, is elicited in the Engage section by several TEIs describing the combustion of hydrogen and the CYE \u201cHow and why does matter change when it burns?\u201d Students respond to the original CYE question again in the Explain section. The Model Lesson suggests that the teacher facilitate a conversation around student ideas; however, the learning activities that follow are not based on or driven by student responses.In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, Concept 3.3: Interactions in Ecosystems, student prior knowledge of the investigative phenomenon, organism survival in Death Valley, is elicited in the Engage section by a teacher led discussion, several TEIs about population dynamics and energy flows, and the CYE question, \u201cHow do organisms survive in Death Valley, California?\u201d The original CYE question is presented again in the Explain section. Teacher materials provide limited scripting to elicit student background knowledge through class discussion and students\u2019 initial engagement with the phenomenon; however, no guidance is provided to leverage students\u2019 prior knowledge or experiences.In Grade 8, Unit 3: Life\u2019s Unity and Diversity: Concept 3.2: Evolution and Natural Selection, Engage: Finches and Famine, student prior knowledge of the investigative phenomenon, the change in beak size among a population of finches, is elicited in the Engage section by several TEIs about evolution and natural selection and the CYE question, \u201cWhat is natural selection and how does it work?\u201d Students respond to the original CYE question again in the Explain section. The Model Lesson elicits what students already know, but does not provide guidance to adjust further learning to leverage students\u2019 prior knowledge or experiences.Example of that elicits and leverages students\u2019 prior knowledge and experiences to drive instruction, in few instances:In Grade 8, Unit 2: Moving Planets, Concept 2.1: Observing Planetary Objects, students\u2019 prior knowledge of the phenomenon, objects beyond our solar system, is elicited and leveraged in the Engage section as students engage in several TEIs exploring their understanding of the Sun-Earth-Moon system and then respond to the CYE question, \u201cHow do we obtain data about the properties of exoplanets and objects in our solar system?\u201d Teacher Notes within the Engage section provide explicit instruction on how the teacher should address several misconceptions pertaining to scale and orbital motion. In Explore 1, the teacher is guided to have students evaluate their prior thinking against new evidence and incorporate the new evidence into a model of their thinking. Within the same section, teachers are guided to include students\u2019 prior experiences in a discussion about modeling systems and to differentiate a graphing exercise based on students\u2019 math skill level. This conceptual subunit provides explicit direction that supplements instruction to leverage the prior knowledge and experiences of students.\n\nMaterials embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "52bfd6b1-19c1-4bfd-820f-f7cf335549c8": {"__data__": {"id_": "52bfd6b1-19c1-4bfd-820f-f7cf335549c8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "dbcff36d-15c9-4b8d-8d23-4259b64850b1", "node_type": null, "metadata": {}, "hash": "4d78641e8b7c412a277210a9ac9fa945f7ffda0b8080571fb36134503b2a1029"}, "3": {"node_id": "72a7d961-9eb1-448e-9055-fc5f59774b08", "node_type": null, "metadata": {}, "hash": "bc9c013d1c5c17fc2206dcc89d4cb572d0fab093a70afb6709b4ad92152a3f83"}}, "hash": "17d666b5909e0ebaa65898540b79a8943923347f5001b044da1c25d06058a790", "text": "The instructional materials reviewed for Grades 6-8 do not meet expectations that phenomena or problems are utilized across multiple lessons for students to use and build knowledge of all three dimensions.Across the series, Anchor Phenomena are presented within the introduction of each unit generally in the form of a photograph or brief video, then followed by several guiding questions. While a variety of phenomena are present throughout the series at the unit level, there are no problems presented at the unit level across the series. Additionally, the materials provide an individual instance where a unit uses a phenomenon to drive student learning across multiple lessons or concepts. While not explicitly identified in the PDF or digital version of the Model Lesson (Lesson Overview, The Five Es, Teacher Preparation, or Assignments and Resources Tab), the materials do revisit the unit phenomena within the final STEM Project Starter in each concept. For example, in Grade 8, Unit 4: Monitoring Biodiversity, the Anchor Phenomenon is identified as Sensing Biodiversity from the Sky and the final STEM Project Starter in Concept \u00a04.5 is Bringing Back from the Brink, a capstone project where students \u201cexplore the challenges presented in species restoration.\u201d This project is one of three project options students can choose or teachers can assign. The PDF of each Model Lesson states \u201cSTEM Project Starters provide additional real-world contexts that require students to apply and extend their content knowledge related to the concept. STEM Project Starters can also serve as an alternative instructional hook presented at the beginning of the learning progression. The project can then be revisited throughout and at the end of the 5E learning cycle for students to apply content knowledge.\u201d However, most of the STEM Project Starters are identified in the Teacher Notes and the Model Lesson PDF as summative assessments.  Examples of units where phenomena do not drive student learning across multiple lessons:In Grade 6, Unit 1: Systems on Earth, the phenomenon is presented to students as an image of the Biosphere 2 habitat, with a brief paragraph describing the goals of the project and two guiding questions. Throughout the remainder of the unit, there are no learning activities, lessons, or teacher materials that make sense of the unit phenomenon until the final STEM Project Starter,\u00a0Martian Biosphere, in Concept 1.3 of the unit. However, the Teacher Note in the lesson indicates this \u201csummative assessment provides students with the opportunity to see both the effects of sea level rise and the effects of saltwater inundation on plants\u201d and the materials provide this as one of three project options students can choose or teachers can assign, the anchor phenomenon is not driving student learning across the unit.In Grade 6, Unit 3: Causes & Effects of Regional Climates, the phenomenon of different climate regions across the globe is presented to students via a map of annual average temperatures, with a brief statement describing observable patterns and several guiding questions. In Concept 3.1 of the unit, the phenomenon is loosely linked to the guiding question, \u201cWhy is the climate so different in different regions of the planet?\u201d Throughout the remainder of the unit, no learning activities, lessons, or teacher materials help students make sense of the unit phenomenon until the final STEM Project Starter,\u00a0Engineering a Better Banana, in Concept 3.4 of the unit. However, the Teacher Note in the lesson indicates this is a \u201csummative assessment that connects students with trait selection and the engineering of desirable traits in food and links these ideas with the climates where fruit is usually grown\u201d and the materials provide this as one of two project options students can choose or teachers can assign, the anchor phenomenon is not driving student learning across the unit.In Grade 6, Unit 4: Our Changing Climate, the phenomenon of global temperature changes between 1981 and 2017 is introduced to students via a map showing land and sea temperature increases above average temperatures and several guiding questions. In Concept 4.1: Causes of Climate Change, students read information about natural processes and human activities that affect global temperature. Throughout the remainder of the unit, no learning activities, lessons, or teacher materials help students make sense of the unit phenomenon until the final STEM Project Starter,\u00a0Cow Pollution, in Concept 4.3 of the unit. However, the Teacher Note in the lesson indicates this is a \u201csummative assessment provides students with the opportunity to consider how cows influence atmospheric chemistry and asks students to design a solution to reduce their impact\u201d and the materials provide this as one of two project options students can choose or teachers can assign, the anchor phenomenon is not driving student learning across the unit.In Grade 7, Unit 1: Matter All Around, the phenomenon of two prosthetic legs made of different materials is presented to students as an image of an athlete holding his prosthetic leg and includes a short description of the unit learning targets and three guiding questions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72a7d961-9eb1-448e-9055-fc5f59774b08": {"__data__": {"id_": "72a7d961-9eb1-448e-9055-fc5f59774b08", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "52bfd6b1-19c1-4bfd-820f-f7cf335549c8", "node_type": null, "metadata": {}, "hash": "17d666b5909e0ebaa65898540b79a8943923347f5001b044da1c25d06058a790"}, "3": {"node_id": "20a87c16-21ff-411c-ae7c-a28f3205281f", "node_type": null, "metadata": {}, "hash": "45cdacaa9ab5a56d6bf29358143d98c320be249950a939f76ea5ca621a4b6c3a"}}, "hash": "bc9c013d1c5c17fc2206dcc89d4cb572d0fab093a70afb6709b4ad92152a3f83", "text": "Throughout the remainder of the unit no learning activities, lessons, or teacher materials connect student understanding to the unit phenomenon until the final STEM Project Starter,\u00a0Engineered Materials for Better Living, in Concept 1.3 of the unit. However, the Teacher Note in the lesson indicates this is a \u201csummative assessment provides students the opportunity to research a material developed by scientists and engineers\u201d and the materials provide this as one of three project options students can choose or teachers can assign, the anchor phenomenon is not driving student learning across the unit.In Grade 7, Unit 2: Matter Cycles and Energy Flow, the phenomenon, is presented to students as an image of an ocean beach and includes a brief description and three guiding questions. Throughout the remainder of the unit no learning activities, lessons, or teacher materials help students make sense of the unit phenomenon until the final STEM Project Starter,\u00a0The Importance of Beaches, in Concept 2.3 of the unit. However, the Teacher Note in the lesson indicates that \u201cstudents will explore how energy flows and matter cycles through beaches\u201d and the materials provide this as one of two project options students can choose or teachers can assign, the anchor phenomenon is not driving the anchor phenomenon is not driving student learning across the unit.In Grade 7, Unit 3: Shaping Earth\u2019s Resources and Ecosystems, the phenomenon of a supervolcano in Yellowstone National Park is presented to students as an image of an erupting geyser and includes a brief description and three guiding questions. Throughout the remainder of the unit no learning activities, lessons, or teacher materials help students make sense of the unit phenomenon until the final STEM Project Starter,The Yellowstone Supervolcano, in Concept 3.3 of the unit. However, the Teacher Note in the lesson indicates this \u201csummative assessment provides students with the opportunity to research the effects of the Yellowstone volcano on the park\u2019s ecosystem\u201d and the materials provide this as one of three project options students can choose or teachers can assign, the anchor phenomenon is not driving the anchor phenomenon is not driving student learning across the unit.One out of 12 units across the materials used phenomena to drive learning, but only within one of the four lessons. Individual instance where a phenomenon drives student learning of all three dimensions within one lesson:In the Grade 8, Unit 3: Life\u2019s Unity and Diversity, the phenomenon of the end of the dinosaurs drives meaningful instruction of all three dimensions across an instructional sequence, but not across multiple lessons. In Concept 3.1: Earth\u2019s History and the Fossil Record, Explore 2, students consider the phenomenon of why dinosaurs no longer exist on Earth as they engage in an evidence-based argument (SEP-ARG-M3) about the history of life on earth (DCI-ESS1.C-M1) with respect to the formation of fossils over different time scales (CCC-SPQ-M1). Students engage in making sense of the phenomenon in Concept 3.1, but in subsequent lessons do not connect back to the unit phenomenon.One out of 12 units across the materials used phenomena to drive learning across multiple lessons and build student understanding of all three dimensions.Individual instance where a phenomenon drives student learning of all three dimensions across multiple lessons:In Grade 8, Unit 1: Objects Move and Collide, the phenomenon of the Antarctica impact crater drives meaningful instruction of all three dimensions across an instructional sequence involving multiple concepts. In Concept 1.1: Falling Objects, Explore 1, students explain how a space object falls to the earth (DCI-PS2.A-M2) as they collect and analyze data of moving objects and identify algebraic relationships (CCC-SPQ-M3, CCC-SPQ-M4) using digital tools (SEP-DATA-M1) to help them understand the unit phenomenon. In Concept 1.3: Colliding Objects, Explore 1, students define and analyze the energy transferred to Earth\u2019s surface from an asteroid impact (CCC-SYS-M1) and design an investigation (SEP-INV-M1) to collect and analyze data (SEP-MATH-M4) to determine how force and mass affect collisions (DCI-PS2.A-M1) to help them understand the unit phenomenon. Throughout the unit and across multiple concepts, students make sense of the Antarctic impact crater in meaningful ways using the three dimensions.\n\nCoherence and Scope\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nCoherence and Full Scope of the Three Dimensions\n\nMaterials are coherent in design, scientifically accurate, and support grade-band endpoints of all three dimensions.\n\nMaterials are designed for students to build and connect their knowledge and use of the three dimensions across the series.\n\nStudents understand how the materials connect the dimensions from unit to unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "20a87c16-21ff-411c-ae7c-a28f3205281f": {"__data__": {"id_": "20a87c16-21ff-411c-ae7c-a28f3205281f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "72a7d961-9eb1-448e-9055-fc5f59774b08", "node_type": null, "metadata": {}, "hash": "bc9c013d1c5c17fc2206dcc89d4cb572d0fab093a70afb6709b4ad92152a3f83"}, "3": {"node_id": "1761bd31-957d-4d08-ac4b-81fe8fd7cb36", "node_type": null, "metadata": {}, "hash": "27b9340c3e7f4487aab908ccd41a86ee458b944ddd0dfc7d53d51eabfcc37c82"}}, "hash": "45cdacaa9ab5a56d6bf29358143d98c320be249950a939f76ea5ca621a4b6c3a", "text": "Students understand how the materials connect the dimensions from unit to unit.\n\nMaterials have an intentional sequence where student tasks increase in sophistication.\n\nMaterials present Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP), and Crosscutting Concepts (CCC) in a way that is scientifically accurate.*\n\nMaterials do not inappropriately include scientific content and ideas outside of the grade-band Disciplinary Core Ideas.*\n\nMaterials incorporate all grade-band Disciplinary Core Ideas:\n\nPhysical Sciences\n\nLife Sciences\n\nEarth and Space Sciences\n\nEngineering, Technology, and Applications of Science\n\nMaterials incorporate all grade-band Science and Engineering Practices.\n\nAsking Questions and Defining Problems\n\nDeveloping and Using Models\n\nPlanning and Carrying Out Investigations\n\nAnalyzing and Interpreting Data\n\nUsing Mathematics and Computational Thinking\n\nConstructing Explanations and Designing Solutions\n\nEngaging in Argument from Evidence\n\nObtaining, Evaluating, and Communicating Information\n\nMaterials incorporate all grade-band Crosscutting Concepts.\n\nPatterns\n\nCause and Effect\n\nScale, Proportion, and Quantity\n\nSystems and System Models\n\nEnergy and Matter\n\nStructure and Function\n\nStability and Change\n\nMaterials incorporate NGSS Connections to Nature of Science and Engineering\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nDesign to Facilitate Teacher Learning\n\nMaterials are designed to support teachers not only in using the materials, but also in understanding the expectations of the standards.\n\nMaterials include background information to help teachers support students in using the three dimensions to explain phenomena and solve problems (also see indicators 3b and 3l).\n\nMaterials provide guidance that supports teachers in planning and providing effective learning experiences to engage students in figuring out phenomena and solving problems.\n\nMaterials contain teacher guidance with sufficient and useful annotations and suggestions for how to enact the student materials and ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nSupport for All Students\n\nMaterials are designed to support all students in learning.\n\nMaterials are designed to leverage diverse cultural and social backgrounds of students.\n\nMaterials provide appropriate support, accommodations, and/or modifications for numerous special populations that will support their regular and active participation in learning science and engineering.\n\nMaterials provide multiple access points for students at varying ability levels and backgrounds to make sense of phenomena and design solutions to problems.\n\nMaterials include opportunities for students to share their thinking and apply their understanding in a variety of ways.\n\nMaterials include a balance of images or information about people, representing various demographic and physical characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials are made accessible to students by providing appropriate supports for different reading levels.\n\nDocumentation of Design and Usability\n\nMaterials are designed to be usable and also to support teachers in using the materials and understanding how the materials are designed.\n\nThe teacher materials provide a rationale for how units across the series are intentionally sequenced to build coherence and student understanding.\n\nMaterials document how each lesson and unit align to NGSS.\n\nMaterials document how each lesson and unit align to English/Language Arts and Math Common Core State Standards, including the standards for mathematical practice.\n\nResources (whether in print or digital) are clear and free of errors.\n\nMaterials include a comprehensive list of materials needed.\n\nMaterials embed clear science safety guidelines for teacher and students across the instructional materials.\n\nMaterials designated for each grade level are feasible for one school year.\n\nMaterials contain strategies for informing students, parents, or caregivers about the science program and suggestions for how they can help support student progress and achievement.\n\nAssessment Design and Supports\n\nMaterials are designed to assess students and support the interpretation of the assessment results.\n\nAssessments include a variety of modalities and measures.\n\nAssessments offer ways for individual student progress to be measured over time.\n\nMaterials provide opportunities and guidance for oral and/or written peer and teacher feedback and self reflection, allowing students to monitor and move their own learning.\n\nTools are provided for scoring assessment items (e.g., sample student responses, rubrics, scoring guidelines, and open-ended feedback).\n\nGuidance is provided for interpreting the range of student understanding (e.g., determining what high and low scores mean for students) for relevant Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.\n\nAssessments are accessible to diverse learners regardless of gender identification, language, learning exceptionality, race/ethnicity, or socioeconomic status.\n\nTechnology Use\n\nMaterials are designed to include and support the use of digital technologies.\n\nDigital materials are web based and compatible with multiple internet browsers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1761bd31-957d-4d08-ac4b-81fe8fd7cb36": {"__data__": {"id_": "1761bd31-957d-4d08-ac4b-81fe8fd7cb36", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a8825c2-6c6b-4f7b-92a3-331b1f46ef71", "node_type": null, "metadata": {}, "hash": "e46e6676eb304492a0a66455edf064fee17279b2f2ac45214b9b7d41a78e80f6"}, "2": {"node_id": "20a87c16-21ff-411c-ae7c-a28f3205281f", "node_type": null, "metadata": {}, "hash": "45cdacaa9ab5a56d6bf29358143d98c320be249950a939f76ea5ca621a4b6c3a"}}, "hash": "27b9340c3e7f4487aab908ccd41a86ee458b944ddd0dfc7d53d51eabfcc37c82", "text": "Digital materials are web based and compatible with multiple internet browsers. In addition, materials are \"platform neutral,\" are compatible with multiple operating systems and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess three-dimensional learning using digital technology.\n\nMaterials can be customized for individual learners, using adaptive or other technological innovations.\n\nMaterials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other (e.g., websites, discussion groups, webinars, etc.).\n\nMaterials integrate digital technology and interactive tools (data collection tools, simulations, modeling), when appropriate, in ways that support student engagement in the three dimensions of science.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9764d990-1a06-4049-a8e6-318d595ab739": {"__data__": {"id_": "9764d990-1a06-4049-a8e6-318d595ab739", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "3": {"node_id": "0466fe5b-2094-4606-9464-63f586bc9616", "node_type": null, "metadata": {}, "hash": "034ce4a46821037b065ff0117ba627ce83ce7e8224023a7dcb6c01a126cd7dac"}}, "hash": "db09cf4141b0c8c469c3da1c24513f0d877ccb5d52cc9d38b69f4a3c282a665f", "text": "ARC (American Reading Company) Core\n\nThe instructional materials reviewed for Grades 9-12 meet expectations for alignment and usability in all grades. Lessons and tasks are centered around high-quality texts. Texts provided with the materials are at the appropriate grade level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills. Materials build knowledge and skills through integrated reading, writing, speaking, listening, and language. The instructional materials meet expectations for use and design, teacher planning, learning of the standards for students and professional learning support for teachers. Standards-aligned assessment, differentiated instruction, and support for learners are accounted for within the materials. Suggestions for technology use are present. Overall, the 9-12 materials attend to alignment to the standards and to structural supports and usability.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe materials meet the expectations of Gateway 1. The materials include texts that are of high quality and provide students the opportunity to read deeply and broadly across multiple genres and text types, and support access to increasing rigor and challenge over the course of the school year. Most questions and tasks are text-based as well as are the majority of written and spoken student tasks. Students have opportunities to learn and practice varied writing modes in different lengths, both on-demand and via process writing. The materials partially meet the expectations of supporting the language demands of the grade.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor/core texts are of publishable quality and worthy of especially careful reading.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\n\n    Texts are written by well-known writers/authors. The texts provide high interest, relevant, and current topics appropriate for the grade level that encompass multiple universal and multicultural themes relevant to the units\u2019 topics. Examples include:\n\n\nIn Unit 1, students read Killer of Enemies by Joseph Bruchac, a highly engaging dystopian plot in a graphic novel format accessible to many readers. The hero is from the Apache culture and is female, which provides a non-traditional rendering of a popular genre.\n    \nIn Unit 2, students read Up From Slavery, an autobiographical work by Booker T. Washington that recounts his experiences from a slave child during the Civil War to becoming one of the most prominent African American figures of his time.\n    \nIn Unit 2, students read The Souls of Black Folk by W.E.B. DuBois, a collection of essays on race, sociology, and African American literary history.\n    \nIn Unit 2, students read Fields of Fury: The American Civil War by James McPherson, a Pulitzer Prize award-winning historian. This story describes the events of the American Civil war and its effects on the country and a family.\n    \nIn Unit 3, students read Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas, an engaging, humorous, high interest memoir.\n    \nIn Unit 4, students read Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson, an engaging story of a popular American hero, high interest for adolescent readers.\n    \nIn Unit 4, students read Sports and Society by Scott Witmer, written in a high interest case study format, covering a wide variety of sports which is appealing to many readers.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.\n\nThe instructional materials reviewed for Grade 9 reflect the distribution of text types and genres required by the standards at each grade level.\n\n\n    The materials reflect a balance of informational and literary reading selections. Teachers have a variety of options from which to select what material students read together in the class. Similarly, students have a variety of choices on what to read independently.\n\n\n    The materials include core texts that teachers use for instructional shared reading. In addition, there are a variety of anchor texts for teachers to use as read alouds and/or experts as shared reading in the classroom. There are few short stories available in the texts provided.\n\n\n    The reading materials for Grade 9 include a variety of text types, including Autobiography, Biography, Drama, Economics, Guide, Historical Fiction, History, Investigation, Personal Viewpoint, Realistic Fiction, and Science.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0466fe5b-2094-4606-9464-63f586bc9616": {"__data__": {"id_": "0466fe5b-2094-4606-9464-63f586bc9616", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "9764d990-1a06-4049-a8e6-318d595ab739", "node_type": null, "metadata": {}, "hash": "db09cf4141b0c8c469c3da1c24513f0d877ccb5d52cc9d38b69f4a3c282a665f"}, "3": {"node_id": "867c95b8-2832-4c58-8624-400fc49d7b86", "node_type": null, "metadata": {}, "hash": "b8433fb9031cfb76b76bca4fed440ece5fa8cfcfa88ac21210105167d8e8de18"}}, "hash": "034ce4a46821037b065ff0117ba627ce83ce7e8224023a7dcb6c01a126cd7dac", "text": "Literary texts include but are not limited to:\n\n\n\nKiller of Enemies by Joseph Bruchac\n    \n\nThe House on Mango Street by Sandra Cisneros\n    \n\nFunny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas\n    \n\nBrown Girl Dreaming by Jacqueline Woodson\n    \n\nRaiders Night by Robert Lipsyte\n    \n\n\n    Informational texts include but are not limited to:\n\n\n\nPolitical Systems (Ethics in Action) by Scott Witmer\n    \n\nUp From Slavery by Booker T. Washington\n    \n\nNarrative of the Life of Frederick Douglass by Frederick Douglass\n    \n\nThe Souls of Black People by W.E.B. DuBois\n    \n\nOld Friend from Far Away: The Practice of Writing Memoir by Natalie Goldberg\n    \n\nPromises to Keep: How Jackie Robinson Changed America by Sharon Robinson\n    \n\nSports and Society by Scott Witmer\n    \n\u201cAre Organized Sports Better for Kids Than Pickup Games?\u201d by Kathleen McAlpin Blasi\n\nTexts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).\n\nThe instructional materials reviewed for Grade 9 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    The materials are designed for schools to determine which units they want to teach at which point in the school year. ARC Core has its own readability system (Independent Reading Level Assessment - IRLA), and, when cross-referenced with Lexile scores, the majority of texts align with the recommended Lexile grade bands.\n\n\n    Core texts for Grade 9 students fall within the recommended measurement levels. Texts that fall below the recommended grade band serve as informational resources or mentor texts for the unit task; texts which are quantitatively lower are typically paired with more rigorous texts. Grade 9 materials utilize multiple primary source texts, as well as renowned texts that are appropriate quantitatively and qualitatively.\n\n\n    Examples of grade level texts that fall within the appropriate Lexile band include:\n\n\n\nThe Souls of Black Folk by W.E.B. Du Bois has a Lexile score of 1280L. This is a timeless text and primary source that serves as a critical reference for students to study the history and people of the Civil War. This text is paired with a below grade level text that helps support knowledge building of the topic.\n    \n\nSports and Society by Scott Witmer has a Lexile score of 1190L. Published by Heinemann and recommended for ages 12 and up, this informational text from the Ethics series engages students in examining the relationship of sports in society throughout history. The Lexile score is partly due to sports terminology and some political/social lingo.\n\n\n\n    Examples of texts that fall below the Lexile band, but are still appropriate include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "867c95b8-2832-4c58-8624-400fc49d7b86": {"__data__": {"id_": "867c95b8-2832-4c58-8624-400fc49d7b86", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "0466fe5b-2094-4606-9464-63f586bc9616", "node_type": null, "metadata": {}, "hash": "034ce4a46821037b065ff0117ba627ce83ce7e8224023a7dcb6c01a126cd7dac"}, "3": {"node_id": "175a5391-df44-4bb3-bdf9-ae90446797f0", "node_type": null, "metadata": {}, "hash": "b94a0006dd76a56860ad5c876c2d1c5b9e231d60ffada94676dcb4913b314364"}}, "hash": "b8433fb9031cfb76b76bca4fed440ece5fa8cfcfa88ac21210105167d8e8de18", "text": "Killer of Enemies by Joseph Bruchac has a Lexile score of 860L. This Young Adult book is recommended for ages 14-17, contains several genre types, and covers mature concepts for which background knowledge is needed. This text is appropriate as the text structures and content are more advanced.\n    \n\nWar, Terrible War: 1855-1865 by Joy Hakim has a Lexile score of 820L. Though below grade level, this text serves as a reference to build student knowledge as they deconstruct more complex texts and gather research on the Civil War. As a paired text, this complements the core text, The Souls of Black Folk by W.E.B. DuBois, which is above grade level.\n    \n\nThe House on Mango Street by Sandra Cisneros has a Lexile score of 870L and is qualitatively rigorous. This novel serves as a core text, and it is paired with a grade level text to serve as a mentor text for writing memoirs. This widely renowned text is engaging and relatable for students, and, in pairing with a grade level text, is an appropriate mentor text for writing memoirs.\n\nMaterials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\n\n    The materials provide a wide variety of texts that are both grade-band appropriate, as well as leveled ancillary texts that support the theme while helping students to continue to build their literacy skills. The materials direct the teacher to model a variety of literacy skills and methods while working with students to build knowledge, provides them the opportunity to practice those skills in a carefully scaffolded setting, and eventually moves them to demonstrating their skills independently.\n\n\n    The program uses the following structure:\n\n\nUnit 1 is a Literacy Lab where students are introduced to the program's structure. Students begin their year with core literary and informational texts referred to as \u201chook books\u201d-- grade level texts that are high-interest and paired to build knowledge and engage students in topics that will provide a foundation for literary and informational text analysis conducted through both discussion and writing. During Unit 1, students undergo initial assessments with the IRLA to determine instructional supports that may be needed and to help determine appropriately-leveled books for daily reading in self-selected texts. Students set goals with their teacher based upon their reading skill level to demonstrate their ability to read increasingly more complex texts and to write with greater sophistication. In this unit, students work with the Core fiction text, the paired informational texts, and their self-selected independent reading texts to build core analytical reading skills of theme, literary elements, authors (and bias), genres, and world knowledge. The unit is divided into weeks beginning with Phase 1: Initiate Academic and Writing Community and Phase 2: Initial Assessment and Goal Setting, during which students analyze denotative vs. connotative language, patterns of world changes, and figures of speech. In Phase 3: Strategic Instruction/Building Expertise, students shift to analyze author\u2019s purpose, evaluate literature and informational text, write a proficient literary essay, and revise, edit, and publish.\n    \n\n\nUnit 2 is an Informational Research Lab that focuses on the Civil War era using thematic inquiry. Throughout Unit 2, students work to build skills to read and deeply analyze informational text, including:\n        \nIdentification of the central idea of the text\n            \nAnalysis of how the author develops the central idea over the course of the text\n            \nIdentification and linking of key details and supporting ideas to the central idea of the text\n            \n\n\nStudents work to develop their own piece of informational writing using mentor texts. Within their writing they learn to:\n        \nDevelop a central idea with a focus on word choice (including an understanding of connotation vs. denotation)\n            \nAppropriately incorporate figurative language into their writing to add depth and texture to their writing\n            \nWork through the writing and revision process\n            \nPrepare visuals, edit, publish, and present their work", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "175a5391-df44-4bb3-bdf9-ae90446797f0": {"__data__": {"id_": "175a5391-df44-4bb3-bdf9-ae90446797f0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "867c95b8-2832-4c58-8624-400fc49d7b86", "node_type": null, "metadata": {}, "hash": "b8433fb9031cfb76b76bca4fed440ece5fa8cfcfa88ac21210105167d8e8de18"}, "3": {"node_id": "f0ae574e-87d6-457f-a6c1-2938ef02a29f", "node_type": null, "metadata": {}, "hash": "e2414d524481494f8f39679abe5daa637a71cc446f23590351b5bdede0625668"}}, "hash": "b94a0006dd76a56860ad5c876c2d1c5b9e231d60ffada94676dcb4913b314364", "text": "Unit 3 is a genre study focusing on memoirs. Throughout the unit, students develop their literary analysis skills through:\n        \nCharacter-theme analysis, setting-theme analysis, and plot-theme analysis\n            \nExploration of author\u2019s purpose/theme\n            \nExamination of the personal transformation highlighted by the author, including the turning points and changes that occurred as a result of events in the author\u2019s life\n            \nConsideration of alternative perspectives\n            \n\n\n\n\n    Midway through the unit, they begin work on a comparative analysis writing of their own as well as a short story using the memoirs from the unit as mentor texts.\n\n\nUnit 4, an argument research lab, focuses the topic of sports and society. Argument writing and research are the primary focus as students read increasingly complex texts as they begin working through a series of six research questions that guide students as they prepare to compose their own argument piece. These questions guide the students as they read the unit\u2019s texts, conduct research, and are designed to bring coherence to their writing. The research questions/tasks include:\n        \nIntroduce your sport, including basic rules and objectives.\n            \nWhere in the world is this sport most popular? Why? (geography)\n            \nWhat are the most important events in the history of this sport? (history)\n            \nWho are the 3 most influential people associated with this sport? Why? (role models)\n            \nHow has this sport been related to issues of race, class, and gender? (social issues)\n            \nHow do people make money from this sport? (economic issues)\n            \nHow does this sport influence our society?\n            \n\n\n\n\n    Throughout all units, students receive instruction that meets the needs for remediation, growth, and challenge and are monitored closely to assure growth in reading, writing, speaking/listening, and literacy skills.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 9 partially meet the expectations for anchor texts and series of texts connected to them being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.\n\n\n    Only the core texts that are provided by the publishers are accompanied by a rationale. The materials assign grade-level core and accompanying texts based on the IRLA system that considers quantitative and qualitative text complexity.\n\n\n    The materials provide a color coding system for supplementary text that is found at the beginning of each unit (pg. 30). This system provides a taxonomy of reading levels and corresponding colors at each level. This information is a guide for teachers in the use of reading baskets for the 100-Book Challenge reading activities for each unit. Resources at the end of each unit (pg. 359) list the color coded levels for each \u201cHook Book\u201d in the series. A one-page guide, \u201cText Complexity and Title Selection\u201d provides short rationales for how the publisher determined text complexity, the process for selecting paired core texts, and the requirements for Core Novels and Core Informational Texts are also provided at the beginning of each unit (pg. 50).\n\n\n    A text complexity analysis and qualitative information for the core and anchor texts are included with the materials. Qualitative information is included outlining the placement. For example, the text complexity analysis is provided for Hakim\u2019s War, Terrible War with a Lexile score of 820L that falls within the 4-5 grade band. Publishers provide the following rationale: \u201cOur qualitative analysis places this text at the 9th-10th grade level because:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f0ae574e-87d6-457f-a6c1-2938ef02a29f": {"__data__": {"id_": "f0ae574e-87d6-457f-a6c1-2938ef02a29f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "175a5391-df44-4bb3-bdf9-ae90446797f0", "node_type": null, "metadata": {}, "hash": "b94a0006dd76a56860ad5c876c2d1c5b9e231d60ffada94676dcb4913b314364"}, "3": {"node_id": "de42f76a-2384-48a8-a370-86a260e84ef0", "node_type": null, "metadata": {}, "hash": "4c38f795d6656c6f95b38f9fea88c11c93bfe28ddf27dc4f198e2997a668907f"}}, "hash": "e2414d524481494f8f39679abe5daa637a71cc446f23590351b5bdede0625668", "text": "Purpose/Structure: Moderately Complex. Organization of the text is chronological, however, there are frequent gaps in time ranging from months to years.\n    \nLanguage: Very Complex. Sentence structure is dense and complex. Text contains abstract and overly academic language.\n    \nKnowledge Demands: Very Complex. The text requires discipline-specific knowledge in multiple areas including geographical and political terminology, economics, and early American history.\u201d\n\nAnchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\nThe instructional materials reviewed for Grade 9 meet the expectations for anchor and supporting texts providing opportunities for students to engage in a range and volume of texts to achieve grade level reading.\n\n\n    Students are asked to read 100 books during the year and to participate in the 100 Book Challenge, which includes reading independently for 30 minutes a night. The instructional materials provide daily opportunities for students to read a variety of texts in and out of class in order to become better independent readers. Core and accompanying texts, as well as the leveled library texts, encompass a diversity of topics in history, culture, science, technology, politics, geography, and current social issues. Most core texts in each unit are within or slightly above the recommended grade level band; however, the independent reading libraries are leveled so that students can practice and build reading skills at their individual reading levels as indicated by the publisher\u2019s IRLA leveling system.\n\n\n    The daily and weekly components of lesson plans contain high expectations for a range of reading tasks. Students read a substantial volume of literary and informational texts across each unit. Literacy blocks are designed around a variety of reading tasks such as reading and discussing, a Readers\u2019 Workshop piece in which students apply reading strategies to text they\u2019ve read, as well as allotted time for independent reading from self-selected texts. Each unit (pp. 56-57) includes a roster of lesson components with times allotted to each component, organized by 75-90-minute or 120-minute blocks. Each literacy block establishes a weekly goal of 5 hours of student reading. This includes \u201csome time spent reading texts within the Thematic Unit and some time in complete free-choice.\u201d\n\n\n    The Literacy Lab in Unit 1 is designed to develop student interest in reading and to build reading skills and habits. Teachers assess student reading levels in Unit 1, and Reading Log Sheets are provided in Units 2-4 to track student independent reading of fiction and nonfiction texts. The materials also offer a 100 Book Challenge for students to engage in a volume of independent reading. Students are offered a choice of texts, research subtopics, writing tasks, and positions to argue.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 9 meet the criteria that most questions, tasks, and assignments are text dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text; this may include work with mentor texts as well).\n\n\n    Materials for the literacy and research labs across all four modules provide an inquiry-based structure for students to engage with informational and literary texts directly. Teachers are provided discussion starters, key questions, writing prompts, graphic organizers, and instructional support tasks for students to collect and analyze textual evidence that builds toward a research topic or literary theme. The directions for teachers set the focus and purpose for reading, so students are prepared to discuss text-dependent questions. Students are asked to work in small groups or with partners first, then questions are discussed with the whole group.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de42f76a-2384-48a8-a370-86a260e84ef0": {"__data__": {"id_": "de42f76a-2384-48a8-a370-86a260e84ef0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "f0ae574e-87d6-457f-a6c1-2938ef02a29f", "node_type": null, "metadata": {}, "hash": "e2414d524481494f8f39679abe5daa637a71cc446f23590351b5bdede0625668"}, "3": {"node_id": "f6c81638-aca9-48ff-80c0-ffad9f8e593b", "node_type": null, "metadata": {}, "hash": "729dacec9c2475bd61ed4c2fc8a21ecce37d0162a94035dc65036fd1d493a50f"}}, "hash": "4c38f795d6656c6f95b38f9fea88c11c93bfe28ddf27dc4f198e2997a668907f", "text": "The questions are not all text-specific, but are text-dependent. The publisher is transparent about the philosophy to build students\u2019 \u201chabits of mind\u201d by providing a framework of inquiry; instead, the reading/writing questions (Research Questions), graphic organizers. and instructional tasks follow a general format that is designed to be used across multiple thematic units and across grade levels. Each of the four units per grade level provides a uniform set of text-dependent questions for the Core Text for that unit. Questions require students to read closely and to make inferences drawing on textual evidence. Teachers and students have reading choices within the four units, and text-dependent questions may be universally applied to texts throughout the school year. The materials specify that teachers decide when and how to use text-dependent questions. Moreover, the materials provide example questions to support the process and prompt teachers to create text-specific questions, as well.\n\n\n    In Unit 1, Lesson 1, Week 1, Day 1: Read Like a Literary Critic\u2026For Theme & Beyond, teachers are instructed to \u201c[s]et the standards that students will use text evidence to support all conclusions.\u201d Students are asked a set of questions that cover basic comprehension; purpose, agenda, and theme; prediction; craft; and reader response. Question examples include:\n\n\nWhat did the author say? Why did they say it?\n    \nBased on what you\u2019ve read so far, what issues might the author want to explore in the this book? What supports your hypothesis?\n    \nAny hypothesis on what his/her theme will be on this issue? How did they say it?\n    \nWhich parts of the book so far drew your interests? Why?\n    \nWhich parts weren\u2019t interesting? Why?\n    \n\n\n    As part of the Read/Discuss Complex Text component of the lesson for Unit 1, Week 5, Days 1-2, students analyze author\u2019s purpose in informational and fictional texts by responding to questions, including:\n\n\nWhy do you think the author wrote this book? How do you know?\n    \nWhat connections can you draw between this purpose and the content of the text (a character, event, problem, etc.)?\n    \nWhat connections can you draw between this purpose and the style of the text (language, tone, format, etc.)?\n    \n\n\n    In Unit 2: Informational Research Lab-The Civil War Era, Week 1, Day 2, students reread an informational text to identify bias. Teachers are provided a series of questions about the author, including:\n\n\nWho is the author? How is s/he qualified to write about the text?\n    \nThe facts in text _____ is presented as a fact/the truth. Is it completely true/factual? How do we know? Who else thinks it\u2019s true/factual besides the author?\n    \nWhat words do you notice that explicitly signal an opinion (e.g., I believe, They think)?\n    \nWhat words do you notice that implicitly signal an opinion/ judgment (e.g., dirty, best?)\n    \nWhat is missing from the text? Based on what you know, what information is missing?\n    \nWhose perspectives are missing? Do you think these exclusions were intentional or unintentional?\n    \n\n\n    These questions require students to refer back to the text and can show student growth in understanding of informational text.\n\n\n    Other questions in Unit 2 include: \"Why do you think the author wrote this this part this way? What might the author be suggesting here? How does this relate to the Research question?\"\n\n\n    In Unit 3: Week 4, Day 2: Conflict Resolution, the lesson places students in small discussion groups to analyze the role of conflict in the Core Novel. Students are tasked to discuss: \"Which conflict is MOST important to this novel (the central conflict)? Why?\" Students are also instructed to: \"Justify your argument with evidence from the text. Why does the author include other conflicts? What role does each play in the text?\" (p. 180).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f6c81638-aca9-48ff-80c0-ffad9f8e593b": {"__data__": {"id_": "f6c81638-aca9-48ff-80c0-ffad9f8e593b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "de42f76a-2384-48a8-a370-86a260e84ef0", "node_type": null, "metadata": {}, "hash": "4c38f795d6656c6f95b38f9fea88c11c93bfe28ddf27dc4f198e2997a668907f"}, "3": {"node_id": "24a26283-4709-463e-a0f7-2c9dd378502f", "node_type": null, "metadata": {}, "hash": "7b36abd5efe90438435e49d120b7dede6dcbd780a75b98e38793e35d6fbe9519"}}, "hash": "729dacec9c2475bd61ed4c2fc8a21ecce37d0162a94035dc65036fd1d493a50f", "text": "In Unit 4: Argument Research Lab-Sports and Society, students are asked questions such as: \"What is the author saying about...? How do you know? How does this relate to what other authors have written about \u2026? Where does the author use strong opinion words when describing the topic? Why do you think s/he uses these words?\" In addition, teachers are instructed to use \"a short section from the Central Text (or other content relevant text), [to] model how you use clues in the text to help you determine the author\u2019s perspective/point of view: What does s/he believe about this topic? Why?\u201d (p. 99). Teachers offer students a range of comprehension strategies to support their analysis of author perspective including: explicit, implicit, word choice, repetition, structure, images, and author\u2019s argument. (p. 99).\n\nMaterials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain sets of high-quality sequences of text-dependent and text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding.\n\n\n    Daily, students read, write, and discuss texts guided by questions and tasks that are organized for students to gather details or to practice skills needed for the culminating task. Culminating tasks, which are generally smaller weekly tasks as well as significant writing pieces or presentations, provide opportunities for students to demonstrate knowledge and ability of what they have learned. Generally, tasks require students to gather details or information using research questions and graphic organizers to craft an essay, report, debate, narrative, or dramatic interpretation. Tasks are supported with coherent sequences of text-dependent questions and tasks.\n\n\n    Unit 1 builds student interest and stamina in reading and utilizes more text-to-self questions than other modules. Unit 1 also offers a list of writing prompts teachers can use; however, some of these prompts are not text-dependent or text-specific. In Unit 3 (Memoirs) students write a constructed response at the end of each week for Weeks 1-4. The constructed response for Week 1 focuses on the genre study. Weeks 2-4 focus on the central theme of the text and how the author uses the literary elements to develop the theme. The culminating task in Week 5 & 6 is writing a comparative essay. Weeks 7-9 is writing and presenting a short story based on the genre focus. In Unit 4, the students engage in Argument Labs. Students\u2019 culminating task at the end of each week in Weeks 1-4 is a debate. These are smaller debates that will lead to a more formal debate at the end of the unit. The culminating task for Weeks 5-7 is to draft, revise, and edit an argument based on their research in Weeks 1-4. The culminating task for Weeks 8-9 is to publish and present the debate (argument) formally. Other examples from specific units include:\n\n\n    In Unit 1, students read the paired core texts, Killer Enemies by Joseph Bruchac and Political Systems (Ethics of Politics) by Scott Witmer, and select independent texts to build their stamina for reading and text analysis skills to \u201cread and write like an expert.\u201d The introductory materials outline the unit framework and the sequence of student study. Each week builds student skill in analyzing informational and literary texts, and the instructional materials provide models of sequenced questions for students to use across multiple texts. Examples of sequenced text-dependent questions in this unit are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "24a26283-4709-463e-a0f7-2c9dd378502f": {"__data__": {"id_": "24a26283-4709-463e-a0f7-2c9dd378502f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "f6c81638-aca9-48ff-80c0-ffad9f8e593b", "node_type": null, "metadata": {}, "hash": "729dacec9c2475bd61ed4c2fc8a21ecce37d0162a94035dc65036fd1d493a50f"}, "3": {"node_id": "f6eff749-06dd-4da2-9115-d1dff3ab07a3", "node_type": null, "metadata": {}, "hash": "a067979fd13ac59e1d914686f7fb41662f1872ad8e9478e4dea133922b36e7b9"}}, "hash": "7b36abd5efe90438435e49d120b7dede6dcbd780a75b98e38793e35d6fbe9519", "text": "Recommended Model for Culminating Task: Critiquing the Core Text (Week 6, Days 1-2): What do you believe to be this author\u2019s purpose for writing this text? How effective do you think s/he is in accomplishing that purpose? Is this book worth reading? Why or why not? What details, events, or analyses does the author include to accomplish his/her purpose? Which, if any, are ineffective? What word choice/language, figures of speech, and/or structures does the author use effectively to accomplish his/her purpose? Which, if any, were ineffective?\n    \nPoint of View & Bias: To what is the author blind? What matters to her? How does this effect [sic] her writing? How does she use rhetoric to advance her point of view/purpose? Refer to the Identifying Bias chart and Aristotle\u2019s Rhetorical Devices chart. Does the author give sufficient, relevant evidence and logical reasons to support his/her claims? Why or why not? How might any gaps/fallacies relate to his/her point of view or purpose? Should people read this book? Is it relevant to issues that society grapples with today? Or is there another book in the same genre/on similar themes that does a better job?\n    \n\n\n    In Unit 2, the introductory information states that students \u201cbuild Speaking, Listening, and Language facility as they collaborate, analyze, and debate across each day\u201d and that the Research Labs integrate \u201cContent & Language Arts Learning into One Seamless System\u201d where the culminating task \u201crequires proficiency in BOTH Reading (RI.2/5) and Writing (W.2) Standards\u201d Building to the culminating tasks occurs through reading class and independent texts. Students are asked text-dependent questions: \"What is the author\u2019s main idea in this text? How does the author support this main idea with key details?\" Students write about these types of questions first and then share their thinking with a partner or small group. Students spend five weeks using readings and their own research to write about and discuss research questions/topics that build to the culminating research-based informational book. Other examples of sequenced text-dependent questions in this unit are:\n\n\nPractice in Identifying Structure to Write to Text (Week 3, Day 4): \"Which structure is the writer using in this text? How do you know? Map out the supporting ideas/key details on the appropriate graphic organizer. Is this organizing structure typical for this mode/discipline? If there are multiple structures, combine/modify the organizer as necessary. Consider having students create their own structure map for a given text. How does the structure of the text relate to the author\u2019s central idea? Why do you think that? Why did the author put ____ first? How does the choice of leaving ___ to the end shape the reader\u2019s understanding of the central idea? How do the text features clarify or confuse the organizing structure? Why does it matter that the author used this structure? Is this choice appropriate to the central idea of this text? Is this the most appropriate structure for the content? Why or why not? Does the author use this structure effectively? Why or why not? If you could change one thing about the structure of this text to make it more clear or to better support its central idea, what would you change and why?\"\n    \n\n\n    In Unit 3, the lesson plan for Week 1, Day 1 establishes the foundational skills of having deep understanding of the distinctive characteristics of literary and informational genres. Students are invited to become \u201cexperts\u201d with a self-selected genre and respond to a series of text-dependent questions: \"What is ____ (genre)? What novels in this genre have you read? Why do you think people read books in this genre? Who are leading authors?\" Students also engage in a review activity of the key terms (setting, character, plot, theme, language) associated with literary genres, using a chart, which will be applied to the Unit 3 culminating task of writing a personal memoir. Later, students use literary elements as the guiding framework to discuss a series of text-dependent questions related to the core novel: \"What did you notice about the literary elements of this novel? How might this be important to understanding this genre? Why? Are there any generalizations you can draw (based on this book and others you\u2019ve read) about ____ (setting) in this genre?\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f6eff749-06dd-4da2-9115-d1dff3ab07a3": {"__data__": {"id_": "f6eff749-06dd-4da2-9115-d1dff3ab07a3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "24a26283-4709-463e-a0f7-2c9dd378502f", "node_type": null, "metadata": {}, "hash": "7b36abd5efe90438435e49d120b7dede6dcbd780a75b98e38793e35d6fbe9519"}, "3": {"node_id": "e613a592-95ca-421d-b2d1-89de965c2fd7", "node_type": null, "metadata": {}, "hash": "7b5fdf32f71acf577d57143ceca953891fb3d2aa8d7e23fd68bbfd82c3caa3d4"}}, "hash": "a067979fd13ac59e1d914686f7fb41662f1872ad8e9478e4dea133922b36e7b9", "text": "In Unit 4, Week 3, students read for research focusing on Conflicting Viewpoints. As students read, they are asked to think about the author of the book: \"What is his/her point of view on this topic? What conflicting viewpoints does s/he address and respond to? Are there other viewpoints s/he should have addressed?\" Students are also instructed to flag sentences/passages where an author addresses conflicting viewpoint(s). These questions and activities support the culminating task of debating.\n\nMaterials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    The instructional materials set the expectation that students will talk daily with peers about what they are reading. In each lesson, students discuss text-dependent questions. In addition, the instructional materials provide protocols and steps for partner, small group, and large group discussions in which students communicate with peers around shared texts and independent reading selections. CCSS Speaking and Listening standards are highlighted within instructional materials, including the use of Accountable Talk methods, sentence stems, and rubrics for reflecting on discussion. Lessons prompt teachers to model patterns for daily practices that establish student discussion routines. Teachers are given strategies and tips on how to address struggling students\u2019 needs.\n\n\n    Instructional materials and supports provide grade level appropriate opportunities for student discussions that encourage the modeling and use of academic vocabulary and syntax. While addressing key concepts of the embedded research questions, students are frequently prompted to reread texts to identify technical vocabulary and to share definitions and examples with a partner. The materials prompt teachers to have students highlight high-leverage vocabulary during group share and provide lesson call outs that highlight how lessons are designed intentionally to support and to enhance the oracy and literacy skills of all students, including language learners at all levels of language proficiency.\n\n\n    The Unit 1 Scope and Sequence document of the ARC Core Overview outlines Speaking and Listening task across all four units, specifically:\n\n\nSpeaking & Listening #4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.\n    \nSpeaking & Listening #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.\n    \nSpeaking & Listening #6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.\n    \n\n\n    There are opportunities for partner sharing in each unit; each lesson contains embedded instructions for the teacher as well as student discussion protocols. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e613a592-95ca-421d-b2d1-89de965c2fd7": {"__data__": {"id_": "e613a592-95ca-421d-b2d1-89de965c2fd7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "f6eff749-06dd-4da2-9115-d1dff3ab07a3", "node_type": null, "metadata": {}, "hash": "a067979fd13ac59e1d914686f7fb41662f1872ad8e9478e4dea133922b36e7b9"}, "3": {"node_id": "4cd7264b-9fc5-4cc8-a567-572dc19108ea", "node_type": null, "metadata": {}, "hash": "b929dfd4a777242d4ebe375dabac8960fce9c1807b0476aae5913ca49b28644d"}}, "hash": "7b5fdf32f71acf577d57143ceca953891fb3d2aa8d7e23fd68bbfd82c3caa3d4", "text": "In Unit 1, Week 1, Day 3, students participate in a collaborative writing partner share in which they share their favorite word, phrase, or sentence with a partner then with the class. In Unit 1, Week 2, Days 4 and 5, teachers are instructed to \u201c[m]odel the partner share routine you expect students to participate in every day. Spend extra time establishing this now. No matter how old your students are, explicit direction on how to share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.) is important for making this run smoothly\u201d (p. 88). Students are instructed to \u201cwork with a partner (sitting next to you). Decide who is going to go first (e.g., person with the next birthday, person closest to the door, etc.). Partner #1 will have 60 seconds to talk about which books hooked them and which didn\u2019t and why, citing text evidence. Then, we\u2019ll switch and Partner #2 will have 60 seconds\u201d (p. 88).\n    \nIn Unit 2, Week 1, Day 1, the introduction phase of the unit sets the expectation for student talk. The teacher instructions provide direction and prompts for how to arrange the classroom for effective small group discussion: \u201cArrange desks in pairs (or tables). Ensure every student has an assigned partner with whom to work.\u201d In step two of the lesson, Assessing Background Knowledge, students are to \u201cwrite, map out, or at least share orally everything they already know about this Unit with a partner.\u201d Different options are suggested to the teacher, speaking and listening being one option.\n    \nIn Unit 3, Week 5, Day 1, students read, write, and discuss complex text. Teacher directions prompt instructors to monitor engagement and to ensure all students are on task, highlighting an upcoming formative assessment #5 of Day 1, Week 5. Students share their writing with their partners, and partners adjust their claims until each person answers the question, \u201cSo what?\u201d The group weighs each individual claim and decides on one to share with the whole group. This activity demonstrates evidence of listening in Unit 3. Additionally, there is an Accountable Talk Partner Share at the end of the Day 1, Week 5 lesson. In pairs, each student partner takes one minute to share 1) evidence usable in his/ her comparison essay and 2) how s/he may refine her/his claim. Then, anyone in the group who is not yet satisfied with her/his claim shares important literary elements of the story, or gives a plot synopsis so that the group can help her/him to think about other potential theme statements/claims that may work with this text and the Central Text.\n    \nIn Unit 4, Week 1, Day 2, teachers are prompted to have students discuss informational texts by selecting one of the following instructional tasks: \"Each partner takes 1 minute to share what s/he thinks was the most interesting thing AND the most important thing s/he learned, and justify the difference; Who learned something really interesting? What reasoning and piece of text evidence supports your opinion?; Who learned something really important? What makes it important? What reasoning and piece of text evidence supports your opinion?; and, Who found an example of an author stating an opinion/making a claim? Did the author provide evidence or reasoning to support this claim?\" These questions ask students to provide evidence when making a claim, and after the partner share, students share with the entire class.\n\nMaterials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4cd7264b-9fc5-4cc8-a567-572dc19108ea": {"__data__": {"id_": "4cd7264b-9fc5-4cc8-a567-572dc19108ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "e613a592-95ca-421d-b2d1-89de965c2fd7", "node_type": null, "metadata": {}, "hash": "7b5fdf32f71acf577d57143ceca953891fb3d2aa8d7e23fd68bbfd82c3caa3d4"}, "3": {"node_id": "099084c1-2d9e-4612-bd5e-c53b024842c6", "node_type": null, "metadata": {}, "hash": "6645d67112652239327a1d7aa26d66f099470ae2dca00168d45710f4e17b0fc9"}}, "hash": "b929dfd4a777242d4ebe375dabac8960fce9c1807b0476aae5913ca49b28644d", "text": "The instructional materials provide opportunities for students to talk and to question peers and teachers about ideas, texts, research, analytical strategies, and writing throughout the year. Materials across all Labs present discussion as a daily expectation, and at times a rubric is provided to evaluate or to structure discussion. Speaking and listening instruction that supports student growth over the course of the school year is applied frequently and includes facilitation, monitoring, and instructional supports (such as clear directions for implementation) for teachers. Most unit lesson structures provide opportunities for teachers to pose questions, model, and guide class discussion as well as opportunities for students to share with peers. Speaking and Listening activities that demonstrate student comprehension of the texts associated with daily lessons are linked to the readings and to larger projects. Speaking and listening work requires students to marshal evidence from texts and sources. Students are encouraged to work both independently and together in the creation of various artistic, spoken, written, and digital representations of information. Student discussions are often based on text-dependent questions where they must use textual evidence to support their answers. At the end of each unit, students are asked to present their compositions or learning products through speaking and listening. In addition, the Teacher\u2019s Edition of the Argument Research Lab, Unit 4, provides teacher guidelines to engage students in a debate that demonstrates student end-of-year proficiency in analyzing author\u2019s argument and use of literary elements. Moreover, Accountable Talk structures are embedded within the materials as students employ academic talk through partner share, small group discussion, conferences, peer reviews, and whole class discussion. Throughout the debate process, students use the Toulmin\u2019s Argument Framework to ensure that they provide both evidence and reasoning to support their claims.\n\n\n    Students create a final research project in which they share findings in a peer-to-peer platform. The lesson in Unit 1, Week 1, Day 1 outlines relevant follow-up questions and supports related to the culminating project, including student directions to \u201cSell the Big Picture.\u201d To ensure that students meet the writing demands of college, students are instructed to \u201ccreate at least ___ short writing pieces and ___ longer (_ page) papers.\u201d Teachers are directed to \u201c[o]utline the final writing projects expected of students this year.\u201d Writing instructions include: \"Let\u2019s look at some of the amazing work of past student authors; What is a theme of your life so far? Why? Use Toulmin\u2019s Argument Framework to structure your response; Share an example of what you have written in response to the writing prompt; Write for 10-20 minutes; Share writing with a partner.\u201d\n\n\n    In Unit 2, Week 1, Day 2, an instructional support for teachers, \u201cConversational Moves,\u201d offers sentence starters to students. In addition, a teacher sidebar quotes Fisher and Frey\u2019s book, Close Reading and Writing From Sources: \u201cOral Rehearsal: Evidence Based Discussion In Preparation for Evidence Based Writing. The relationship between oral language, reading, and writing has been described by many researchers over the decades, but we especially like a phrase introduced by Bereiter and Scardamalia (1982), which reminds us that as teachers we should always be moving students from conversation to composition. Students need to read about and discuss at length complex texts that can be mined for ideas and information, provoke reflection, and persuade through reasoning and logic. The practice of using evidence in writing begins with learning how to use textual evidence in discussion\u201d (p. 1). These philosophical and practical reminders help teachers to make the connections for students to read, research, and speak in the academic setting.\n\n\n    In Unit 4: Argument Research Lab-Sports and Society, the Research reading protocol includes a section for Discussion in pairs and whole group. Students are instructed to \u201cPartner Share: Each partner takes 1 minute to share what s/he thinks was the most interesting thing AND the most important thing s/he learned, and justify the difference.\u201d Additional student prompts include, \u201cWho learned something really interesting? What reasoning and piece of text evidence supports your opinion? Who learned something really important? What makes it important? What reasoning and piece of text evidence supports your opinion? Who found an example of an author stating an opinion/making a claim? Did the author provide evidence or reasoning to support this claim? Who found an issue/controversy related to our Unit?\u201d\n\nMaterials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials, including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "099084c1-2d9e-4612-bd5e-c53b024842c6": {"__data__": {"id_": "099084c1-2d9e-4612-bd5e-c53b024842c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "4cd7264b-9fc5-4cc8-a567-572dc19108ea", "node_type": null, "metadata": {}, "hash": "b929dfd4a777242d4ebe375dabac8960fce9c1807b0476aae5913ca49b28644d"}, "3": {"node_id": "ad04c23f-9784-4e12-ae43-3856ce2ac28f", "node_type": null, "metadata": {}, "hash": "a000dd125f2f76ff4ca807f9171de62efd87d3a41ecf5871bc75fe9edbdc9b84"}}, "hash": "6645d67112652239327a1d7aa26d66f099470ae2dca00168d45710f4e17b0fc9", "text": "The ARC Core framework sets the expectation that students will write daily and includes rubrics, guidelines, lesson structures, and prompts for writing. Each unit of the materials embeds a variety of writing types and genres to allow students to engage in a mix of both on-demand and process writing as well as to participate in individual teacher conferences about their writing. Students often have choices on what to write in response to their reading, such \u201cOpinions about the Text (Opinion/Argument), Personal Connections to the Text (Personal/Nonfiction Narrative), and/or Creative Writing Inspired by the Text (Fiction Narrative).\u201d Writing is done independently and collaboratively with frequent opportunities for students to share and review writing with peers.\n\n\n    Teachers are encouraged to use exemplar texts as models for students or model the writing type for students. Daily writing practice and quick writes on constructed responses typically build to a constructed response or weekly writing task that prepares students for a final writing project in each unit that requires students go through the phases of the writing process (drafting, revising, editing, and publishing). The ARC Core framework does not include digital resources as a tool for teachers and students to use when writing. However, it does use digital resources as a platform for publishing student work, such as Twitter, Goodreads, Amazon, etc.\n\n\n    The Literacy Lab Routines Teacher Checklist for Unit 1, Week 1 states, \u201cStudents write daily. Teacher uses student writing as evidence and feedback loop for assessing success of literacy block instruction.\u201d On Day 1, teachers are instructed to inform students of the volume of writing they will complete over the course of the unit: \u201cYou will create at least ___ short writing pieces and ___ longer (_ page) papers.\" Outline the final writing projects expected of students this year. In Week 1, students write an About (Myself) the Author Biography Page. The prompt directs students to create their own short biography to preface the pieces they will write and publish throughout the year. This is an example of a short, 15-20 minute writing piece that builds to the culminating writing piece at the end of the unit.\n\n\n    In Unit 2, Week 1 students write daily for 10-15 minutes. Teachers model how to write a five point answer using the rubric included. Teachers model how to use textual evidence in their responses using the \u201cShow me the evidence\u201d chart as well as model MLA citation to accompany the evidence. During this time, teachers establish the expectation that students will write every day for at least 10\u201315 minutes. In Unit 2, Week 1 Day 2, students write for 10-30 minutes in response to a prompt to write two paragraphs about the same set of facts from your research today: 1) An objective paragraph to inform readers of \u201conly the facts\u201d and, 2) A persuasive paragraph that includes your opinion to convince your readers to do something related to the facts.\n\n\n    In Unit 3, students read and model exemplary memoirs or personal stories. Students engage in an extended writing process to compose an essay in which they make a claim based on a the unit Core Text and one of the memoir texts read independently that addresses a similar issue or theme. Students then will write their own memoirs. Some routine lesson expectations for writing as indicated on the Read/Write/Discuss Complex Text guide for teachers include:\n\n\n    \"Writing Task\n\n\nTest Prep: Ask and answer the Key Question (or part of it) for the shared or a self-selected text.\n    \nWriting that Builds Authors: Write for more engaging/meaningful reasons connected to the Focus/Concepts.\n    \n\n\n    Model/Mentor\n\n\nText Shared Text, pre-written teacher example, or live demonstration modeled by the teacher.\n    \n\n\n    Collaborative Writing Focus\n\n\nWill students revise today? For what? Why? How does it relate to students\u2019 needs as demonstrated in their work? Grammar and spelling improve fastest when students inquire into how language works at the moment of need, when they care about how a piece that matters to them will look/read.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ad04c23f-9784-4e12-ae43-3856ce2ac28f": {"__data__": {"id_": "ad04c23f-9784-4e12-ae43-3856ce2ac28f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "099084c1-2d9e-4612-bd5e-c53b024842c6", "node_type": null, "metadata": {}, "hash": "6645d67112652239327a1d7aa26d66f099470ae2dca00168d45710f4e17b0fc9"}, "3": {"node_id": "c641fadb-6c30-4757-bfa4-477b729a1c66", "node_type": null, "metadata": {}, "hash": "7a41cc1f0c0a62a4600a02ee0daa59a8094f336a36e2ab2c184fe8a31140ac7a"}}, "hash": "a000dd125f2f76ff4ca807f9171de62efd87d3a41ecf5871bc75fe9edbdc9b84", "text": "In Unit 4, the organization of the writing in the unit progresses from the student of Research Questions that include short and on-demand writing tasks connected to the research and writing required of the final projects, specifically an argumentative essay and debate. In Unit 4, Week 3, Day 2, a Write to Text Writing Prompt asks students to \u201cdeepen or clarify their learning about today\u2019s Research Question\u201d and relates to the idea of point of view/conflicting viewpoints. The materials offer possible writing prompts: \u201cImprove upon a passage you read by adding and responding to an additional conflicting viewpoint. Outline two conflicting viewpoints on the issue of _____. Use evidence from our Central Text and at least one other text to support your answer.\u201d This is an example of an on-demand write since the Write to Text tasks are a suggested 15-30 minute time frame.\n\nMaterials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards. May include \u201cblended\u201d styles.\n\n\n    In the four units (Literacy Lab, Research Lab, Genre Study, Research Lab), students have multiple opportunities across the school year to focus on a variety of different types of writing, to learn from models, and to practice. Each unit at each grade level contains opportunities for students to read, discuss, and write texts from different genres. Students write in a variety of modes using mentor texts. The final writing projects for each unit provide students with options for publishing. During these writing experiences (formal writing, quick writes, constructed responses) students learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards.\n\n\n    Throughout the ARC framework, the teacher serves as a Writing Coach during student writing time, checking for understanding, observing students writing, and making sure students are making adequate progress. Teachers are provided monitoring prompts and activities for their PLC time with their colleagues, which guide them to monitor the progress of students' writing. Students are provided with rubrics and collaborative structures which provide them the opportunities to monitor their own progress. Writing prompts are connected to texts as prompts, models, anchors, and support.\n\n\n    By the end of the year, students will have written substantial compositions across the three main writing types: informative, argumentative, and narrative in tasks that include literary analysis, debates, personal narratives, research reports, peer reviews, reader\u2019s response journals, and more.\n\n\n    The \u201cBig Idea\u201d overview for Unit 1: Week 1, Day 4 establishes a focus on different types of genres. Students will \u201cCompare two or three texts (TV shows, movies, video games, etc.) of the same genre (e.g., sci-fi, horror, etc.)\u201d and respond to the following: \u201cWhat are the issues/ characters/settings/conflicts/themes like? What generalizations about the genre can you make? Justify your generalizations using evidence from texts in the genre.\u201d Teachers are instructed to emphasize the commonalities among literary elements of different genres including \u201cstructures, and/or craft (e.g., language choices). These \u201crules\u201d/consistencies/generalizations, provide the author a structure in which to develop his/her theme(s).\u201d\n\n\n    In the introduction of Unit 2, there is a rubric for how to write a proficient informational text and a guideline for teachers, including:\n\n\nWrite About/Write Like Writing, Task Test Prep: Ask and answer the Key Question (or part of it) for the shared or a self-selected text.\n    \nWriting that Builds Authors: Write for more engaging/meaningful reasons connected to the Focus/Concepts. (e.g., What is the theme of your life so far? or What body part is the MOST important for classifying a bug?)\n    \nModel/Mentor Text Shared Text: Pre-written teacher example, or live demo?\n    \nCollaborative Writing Focus: Will students revise today? For what? Why? How does it relate to students\u2019 needs as demonstrated in their work? Grammar and spelling improve fastest when students inquire into how language works at the moment of need, when they care about how a piece that matters to them will look/read.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c641fadb-6c30-4757-bfa4-477b729a1c66": {"__data__": {"id_": "c641fadb-6c30-4757-bfa4-477b729a1c66", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "ad04c23f-9784-4e12-ae43-3856ce2ac28f", "node_type": null, "metadata": {}, "hash": "a000dd125f2f76ff4ca807f9171de62efd87d3a41ecf5871bc75fe9edbdc9b84"}, "3": {"node_id": "d6329d2c-7eb9-47a7-9038-7f2c04c204ce", "node_type": null, "metadata": {}, "hash": "e18c6c6bac22d60a1ed21d3761df49e768c5d4c44df0b2acb9171a02547919b3"}}, "hash": "7a41cc1f0c0a62a4600a02ee0daa59a8094f336a36e2ab2c184fe8a31140ac7a", "text": "In Unit 3, the types of process writing include a comparative essay and a short story to fulfill the writing standard for this grade level and to support both teachers and students in monitoring progress. In Unit 3, Week 5, Day 1, students are beginning to draft a comparative essay. The writing instruction for the day is related to drafting a comparative theme statement. Teachers monitor students progress in writing this statement with Teacher Work monitoring as seen throughout the units and group discussion as student progress monitor.\n\n\n    In Unit 4, the types of process writing include an argumentative essay that is presented as a debate. In Unit 4, Week 2, Day 2, during the Research Writing part of the lesson, teachers are directed to set a focus and model to whole class, small group, or individual students as needed for the 15-30 minute independent writing writing portion of the lesson. As the Writing Coach, teacher are instructed to \u201cCheck for Understanding: Observe students as they write. Make sure students are making adequate progress. Share Good Examples: As you locate great examples in students\u2019 work, point them out to the class\u201d (p. 154). This is an example of specific monitoring the teacher does while students work independently. Following the independent writing time, students have a Collaborative Writing task where they \u201creview the written answers of all group members and then either nominate an individual answer or work together to combine their work into a new answer. The goal is to provide best possible answer to the prompt; better than the answer of the other groups and is an example of students monitor the progress of their own writing.\"\n\nMaterials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.\n\nThe instructional materials reviewed for Grade 9 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.\n\n\n    The instructional materials meet the expectations for frequent writing opportunities across every unit. Each unit prompts teachers to use the daily instructional model which includes generally 20-40 minutes of writing. Each day students identify text evidence to support various research questions across the year. Each inquiry-based unit is organized around a series of research questions that help students become knowledgeable about a specific topic through reading a variety of texts on that topic. The program addresses research-based and evidence-based writing through whole class and independent tasks across every unit.\n\n\n    The materials require students to demonstrate sophisticated analysis, argumentation, and synthesis of text in a number of written tasks at each grade level and across units. Students receive comprehensive supports as they use textual evidence to craft arguments such as the use of exemplars, writing workshops, and teacher feedback as they move through the writing process. The supports are designed to engage students in careful analysis of text using clearly articulated arguments.\n\n\n    Throughout all units, students practice narrative, argumentative, and informational writing based on using evidence from texts. Unit 4, the argument research lab, specifically teaches students the Toulmin Argument Framework for supporting claims and rebuttals. Various graphic organizers and rubrics are provided to help students organize their writing.\n\n\n    During Unit 1, students write daily and teachers collect writing as baseline samples. By the end of Unit 1, students will have practiced writing in a variety of genres, both in response to text and trying to write like the authors they read. They will take at least 2 pieces of writing through to publication (one narrative and one argument). By the end of Unit 2, students publish a well-researched informational text for a meaningful audience that demonstrates their expertise on a given topic (Grade 9 - The Civil War). By the end of Unit 3, students write four short essays (constructed responses) and one longer literary essay analyzing multiple texts in the genre study (Grade 9 - Memoir). Students write and publish a short story/picture book in the genre of study. Students will publish their own piece in the genre of study. By the end of Unit 4, students write four short essays (constructed responses) and one longer literary essay analyzing multiple texts in this genre. Students write and publish a short story/picture book in the genre of study (Grade 9 - Sports and Society). Specific examples from each unit include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d6329d2c-7eb9-47a7-9038-7f2c04c204ce": {"__data__": {"id_": "d6329d2c-7eb9-47a7-9038-7f2c04c204ce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "c641fadb-6c30-4757-bfa4-477b729a1c66", "node_type": null, "metadata": {}, "hash": "7a41cc1f0c0a62a4600a02ee0daa59a8094f336a36e2ab2c184fe8a31140ac7a"}, "3": {"node_id": "46536e8a-366e-4a13-a1e9-3df4a87082f8", "node_type": null, "metadata": {}, "hash": "ce53e663e75d1edb5ab24aed7c13e9fc763844df0b85b416b2001a834ed4fe88"}}, "hash": "e18c6c6bac22d60a1ed21d3761df49e768c5d4c44df0b2acb9171a02547919b3", "text": "In Unit 1, Week 2, Days 4-5, students use a matrix of writing prompt suggestions including, \u201cOpinions about the Text\u201d in which students formulate and write about their own opinions using supporting textual evidence, for example, \u201cI agree/disagree with the author\u2019s theme in ___ because\u2026\u201d The Unit 1, Week 4 Framework is focused on author\u2019s use of figurative language. Students analyze text and craft opinions supported by textual evidence to evaluate its effectiveness. For example, \u201cThe author\u2019s use of _(specific example of figurative language)_ was effective/ ineffective because\u2026\u201d\n    \nIn Unit 2, Week 3, Day 4, students complete a \u201cWrite to Text\u201d activity in which they work independently or in pairs to analyze an author\u2019s organizational structure. Students respond to the prompt \u201cWhat is the central idea of the text? How does the author develop this central idea over the course of the text?\u201d and may use a Thinking Map to scaffold their writing.\n    \nIn Unit 3, Week 1, Day 2, students practice using evidence to answer a question in the Writing Prompt: \u201cWhat about the setting will be most important to this book? Why? Use evidence from the text to support your answer.\u201d The teacher models how to answer a question that is connected to a text by making a claim, choosing text evidence, and explaining the reasons for taking that position. A graduated grading tool with points, Rubric for a Proficient Answer, is provided. Teachers are directed to remind students about the usage and structure of mechanics: \u201cDirect Quotations: When you want to copy a phrase, a sentence, or an entire passage that someone else wrote, you must use quotation marks and you must cite your source, including page number.\u201d While students practice answering the question, teachers remind that \u201cthe goal this week is for students\u2019 writing to earn three points for: claim, evidence, reasoning\u201d (p. 94).\n    \nIn Unit 4, students complete a culminating research-based essay. In the prefatory materials, students are introduced to Toulmin\u2019s Argument Framework (p. 78-79), which includes how to use evidence to support research-based claims. This essay requires students to synthesize multiple sources, ideas, and evidence to support their ideas.\n\nMaterials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nThe instructional materials reviewed for Grade 9 partially meet the criteria for materials including instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.\n\n\n    The materials do not teach the language standards explicitly. Students do have opportunities to practice and to apply grammar and conventions/language skills at grade-level in a variety of contexts; however, there is little evidence of direct instruction of these skills other than the modeling of grade-level writing conventions during the editing phase of the culminating task. Teachers may need to support students who need extra instruction to acquire and practice these standards.\n\n\n    The language standards for word meaning and usage are included more frequently throughout the unit as students read and analyze texts. Students demonstrate their understanding in writing responses to questions and in the culminating tasks. Grammar and conventions are taught in a sequence consistent with the demands of the standards and are integrated with the reading and writing instruction. The materials provide opportunities for students to grow their fluency with these standards through practice and application. Across a school year, materials have students apply conventions and other aspects of language within their own writing. However, over the course of the year\u2019s worth of materials, grammar/convention instruction is not used in increasingly sophisticated contexts but rather within a framework structure.\n\n\n    Unit 1 indicates that the focus standard for language in the unit is to determine unknown word meaning. Some examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "46536e8a-366e-4a13-a1e9-3df4a87082f8": {"__data__": {"id_": "46536e8a-366e-4a13-a1e9-3df4a87082f8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "d6329d2c-7eb9-47a7-9038-7f2c04c204ce", "node_type": null, "metadata": {}, "hash": "e18c6c6bac22d60a1ed21d3761df49e768c5d4c44df0b2acb9171a02547919b3"}, "3": {"node_id": "6efa2e93-ddaa-4921-b7c7-f5ae64ebea16", "node_type": null, "metadata": {}, "hash": "3b75fafa184c29334258fefae48b1678ea5ff60476cbaf52185bbf4b2bb3bf41"}}, "hash": "ce53e663e75d1edb5ab24aed7c13e9fc763844df0b85b416b2001a834ed4fe88", "text": "In Week 2, Days 4-5, students practice Using Context Clues. Students are instructed to \u201cPractice noticing new vocabulary, categorizing it by Tier, and discussing what each word might mean based on evidence from the text.\u201d If students have difficulty, teacher prompts ask: \"What might this word/phrase mean? What in the text supports your answer? Synonym: What is a good synonym for this word?\u201d (p. 179).\n    \nIn Week 3, Days 1-3, students practice Word Choice: Denotative vs. Connotative. Students are instructed to \u201cPractice distinguishing among the connotations of words with similar denotations (e.g., thin, slender, frail, trim, or determined, strong-willed, stubborn, rebellious) including how each word might create a different tone (e.g., formal v. informal, sincere v. sarcastic, serious v. humorous, dark/gloomy v. light/playful)\u201d (p. 211).\n    \nIn Week 3, Days 4-5, students focus on identifying and correctly using patterns of word changes that indicate different meanings or parts of speech. Students are instructed on Greek and Latin word parts and how to use them to \u201cpractice noticing new vocabulary and using word parts to help determine both denotation(s) and connotation(s)\u201d (p. 273). The directions for this section are exactly the same as Days 1-3 and do not specifically show students how to use word parts to determine meaning. A list of 12 common roots and words that come from those roots are included in the teacher materials, but no teacher direction is provided for how to use them other than that they can add to students vocabulary by being part of 25,000 English words.\n    \nIn Week 6, Day 5, students revise, edit, and publish their literary critique. They use an 11-point scale that has conventions at the bottom with one point given if students \u201cuse correct grammar, spelling, and conventions\u201d (p. 390). An Editing checklist has specific elements to check in the student\u2019s own writing as well as a peer editor section. The 16-point checklist includes the categories word usage, sentence structure, punctuation, capitalization, and spelling (p. 398). None of these elements have been explicitly taught in the unit.\n    \n\n\n    In Unit 2, in Week 4 the language standard Word Choice: Denotation and Connotation is the focus and students write a constructed response showing their understanding. Students are reminded to use correct grammar, punctuation, and spelling when writing the response, but the grading rubric reflects the RI 2 standard for reading, not writing. Also, in Week 5, a Rubric for a Proficient Informational Text that includes two language standards, language (use precise language and domain-specific vocabulary to demonstrate expertise on a topic and keep the reader engaged/entertained) and conventions (attend to the norms and conventions of the discipline) is provided for the final essay. Also, in Week 8, students edit on Days 1-5 (p. 457). Each day has a part of the lesson that includes a modeling section where the teacher uses the work of a student volunteer and the Editing Skills Card for a different section of the language standard. After modeling how to edit elements such as noun-verb agreement and sentence structure, students read their work out loud to a partner looking for the specific elements modeled by the teacher.\n\n\n    In Unit 3, Week 6, Day 2, students are revising for \u201cpowerful language.\u201d Instructional materials include a lesson on how to incorporate powerful language into their writing, specifically students look at verbs, nouns, and descriptors. In this lesson, students are introduced to \"Emotional Appeals Pathos/Emotion\" to engage the emotions of the listener/reader. The teacher then reads an essay draft (from a student or one the teacher wrote). The class begins to revise for \u201cPowerful Language,\u201d and students meet in groups to finish the process. Students then look for \u201cPowerful Language\u201d in their independent reading and share what they found. Finally, students revise the language in their essay to strengthen its emotional appeal. More \"Strategies for Successful Word Choice\" are provided for the teacher to use with students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6efa2e93-ddaa-4921-b7c7-f5ae64ebea16": {"__data__": {"id_": "6efa2e93-ddaa-4921-b7c7-f5ae64ebea16", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "46536e8a-366e-4a13-a1e9-3df4a87082f8", "node_type": null, "metadata": {}, "hash": "ce53e663e75d1edb5ab24aed7c13e9fc763844df0b85b416b2001a834ed4fe88"}, "3": {"node_id": "6db928d5-e97f-4f30-9f8d-49fc2d81f7b1", "node_type": null, "metadata": {}, "hash": "53c00dad8523cb7d24465966b59dc796aa9009e603682751646927401c4d077c"}}, "hash": "3b75fafa184c29334258fefae48b1678ea5ff60476cbaf52185bbf4b2bb3bf41", "text": "In Unit 4, Week 7, Day 5, in the last part of the revision process, the teacher uses a student volunteer to model how a writer edits to correct spelling, including frequently misspelled homonyms (it\u2019s, its; there, their, they\u2019re; to, too, two). Then students work together to improve the spelling in their essays. Finally, the teacher works with individuals as they edit to ensure that their work is reasonably error-free.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe Grade 9 materials meet the expectations of Gateway 2. Texts are cohesively organized into sets and are engaged alongside a comprehensive writing and research plan. The partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. Questions and tasks support students\u2019 ability to complete culminating tasks. Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that texts are organized around a topic/topics to build students\u2019 knowledge and their ability to read and comprehend complex texts proficiently.\n\n\n    Each unit is centered around a topic and/or genre, and students build knowledge through inquiry via a variety of literary genres and different types of informational text. Each unit has a core text, anchor texts, and leveled libraries that students read focused around a particular genre. Students read, analyze, and write about a grade-level novel for each unit. Anchor texts are additional texts centered around the genre/topic. Teachers can use these as read alouds and/or copied excerpts for shared reading experiences. Leveled libraries also center around a genre and/or topic. Students read independently at least four novels in the genre, or about the topic, within each unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6db928d5-e97f-4f30-9f8d-49fc2d81f7b1": {"__data__": {"id_": "6db928d5-e97f-4f30-9f8d-49fc2d81f7b1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "6efa2e93-ddaa-4921-b7c7-f5ae64ebea16", "node_type": null, "metadata": {}, "hash": "3b75fafa184c29334258fefae48b1678ea5ff60476cbaf52185bbf4b2bb3bf41"}, "3": {"node_id": "5c5d8c95-ac0c-490c-8fda-4221829b838b", "node_type": null, "metadata": {}, "hash": "060130718b544cf1e9fefeac483ad82a47f667f3aa2c76e5bcd234dd20210d26"}}, "hash": "53c00dad8523cb7d24465966b59dc796aa9009e603682751646927401c4d077c", "text": "In Unit 1, texts are part of the Literacy Lab focused on analysis of theme, interaction of individuals over the course of the text, structure of the text, and how multiple texts address a theme/topic. Though there is no topic for this unit, the two core texts can be used to analyze standards and fall within the appropriate grade band to build reading proficiency of complex texts: Killer of Enemies by Joseph Bruchac which is considered the \u201cfictional hook book\u201d and Political Systems by Scott Witmer, the paired informational text. The core texts are intended as whole group shared independent reading, while the additional texts are used as read alouds in class.\n    \nIn Unit 2, students focus on \u201cthe people, places, events, and issues surrounding the CIvil War Era.\u201d Topics include slavery (and its history), industrialization, states\u2019 rights, the Civil War, Reconstruction, and how the Civil War changed the nation. Students read three classic literature texts: Up From Slavery by Booker T. Washington, The Souls of Black Folk by W.E.B. Du Bois, and Narrative of the Life of Frederick Douglass by Frederick Douglass. It is paired with Terrible War 1855-1865 by Joy Hakim. These core and paired texts build knowledge around the topic of The Civil War from a literature standpoint. The additional texts are mostly informational texts to provide context for the War or a different perspective like the life of women during the War.\n    \nIn Unit 3, students learn about the genre of memoirs and how they are created from an author\u2019s recollections and perspective. Students select independent reading from a Genre Library in which texts are organized by difficulty level. Students select a minimum of 4 novels from the memoir genre and must choose from at least 2 reading levels. Students read for 15-30 minutes during Independent Reading.\n    \nIn Unit 4, students learn about the impact of sports on our society through readings about various sports, the history of sports (including information about the genesis of the Olympic Games), and how sports and athletes impact society. For this unit, students will read the classic cores Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson and Jackie\u2019s Nine: Jackie Robinson by Sharon Robinson along with Sports and Society by Scott Witmer. Additional texts are available on the topics of sports and society at a variety or reading levels ranging from 6th-12th grades to support students building knowledge on the topic.\n\nMaterials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\n\n    The Literacy and Research Lab units are structured so that students engage with texts to build understanding through sequenced graphic organizers and question sets and to analyze all aspects of the Common Core Standards. Materials include coherently sequenced sets of of questions that teachers use for modeling and student practice around determining central idea, word study, author\u2019s purpose, text organization, and other features. Questions are general for all units and provide a framework for teachers to build questions for individual texts. Most question sets are coherently sequenced and give students ample opportunity to analyze language and author\u2019s word choice, key ideas and important details, author\u2019s craft and structure, and other components of text.\n\n\n    By the end of the year, most items are embedded in students\u2019 work rather than taught directly, thereby increasing student independence. Questions and tasks require evidence of student understanding of the definitions and concepts of the components identified in each unit, and help students to make meaning and build understanding of texts and topics. As students progress through the grades, the complexity of texts increases to meet their individual growth. An RtI Levels Chart for the Start of School is provided that shows what is a proficient level for the beginning and end of school year for each grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5c5d8c95-ac0c-490c-8fda-4221829b838b": {"__data__": {"id_": "5c5d8c95-ac0c-490c-8fda-4221829b838b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "6db928d5-e97f-4f30-9f8d-49fc2d81f7b1", "node_type": null, "metadata": {}, "hash": "53c00dad8523cb7d24465966b59dc796aa9009e603682751646927401c4d077c"}, "3": {"node_id": "a3c1dbd0-1ff2-4f36-9e2a-30ff4b29569a", "node_type": null, "metadata": {}, "hash": "5373fe59d3b4faa0557f07dde6d835cadb049eea5ae1e9558c92bb7c72d39768"}}, "hash": "060130718b544cf1e9fefeac483ad82a47f667f3aa2c76e5bcd234dd20210d26", "text": "In Unit 1, Week 1, Day 2, students work with partners during a second read of the text. Students are asked a comprehension question: \"What did the author say?,\" a craft and structure question: \"How did they say it?,\" and metacognitive questions: \"What new knowledge did I get from this? What confused me?\" In the same lesson, students are also asked to make a claim and support it with evidence, and to identify one of the author\u2019s themes in the CORE Novels. These questions help students to make meaning and build understanding of texts and topics.\n    \nIn Unit 2, Week 4, Day 4, students are to read informational texts to identify figurative language. During the close reading of the text, teachers use the model/guided practice method to \"look back at the text to analyze how word choice develops and supports the central idea of a text.\u201d Teachers are provided with quality examples of text-dependent questions to ask during the guided practice, such as: \"Identify an important word choice: I notice the author chose to use __. What is the meaning of that figurative word/ analogy? What proof can you find in the text to support this understanding?\" Students then analyze the texts independently by answering prompts such as: \"Evaluate the author\u2019s word choices: What did you notice about his/her choices? Do they indicate any bias, either fair or unfair?; Connect to the central idea: How do the author\u2019s word choices help to develop the central idea?\" These questions require that students refer back to the text.\n    \nIn Unit 3, Week 4, Day 3, students are asked to identify and to describe the most essential episodes in the plot. Students work together to create a list of five essential episodes, to rank them in order from most to least important, and to justify their choices with text evidence. In their independent reading, students identify where an episode begins and ends. Explain what makes the episode important, and how the author uses it to advance the plot, develop a character, and or communicate his/her theme (p. 187-188).\n    \nIn Unit 4, Week 2, Day 2, while researching, students have a 1-on-1 conference with the teacher. Teachers are instructed to question students about author\u2019s point of view, including: \"What do you think is the author\u2019s perspective in this book? What makes you think that?\" If students have trouble identifying an author\u2019s perspective, additional support questions are provided: \"What is the topic? Where does the author use strong opinion words like best, incredible, terrible when describing the topic? Why do you think s/he uses these words? What point is s/he trying to make? What does the author think or believe about this topic? What makes you think that?\" The questions refer back to the text and require students to provide textual evidence to support their understanding and analysis of the author's perspective.\n\nMaterials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 9 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\n\n    The ARC Core framework is designed intentionally to be text-dependent rather than text-specific allowing teachers the freedom to select their own readings and related questions. No question is tied to a specific text, rather each unit is structured to take students through a series of research questions around chosen subtopic within the overall topic being studied, or a series of analysis questions related to standards. The publisher does offer one set of text-specific questions for the Unit 1 Core novel, but there are no other text-specific questions offered throughout the curriculum.\n\n\n    Most analytical questions and tasks within the lessons apply to individual texts; however, student discussion and graphic organizers help students cross-reference multiple texts to prepare for their unit tasks. With the exception of the research questions, all other questions and tasks are general to enable teachers and students can transfer them across any texts. Because of this, opportunities for students to analyze knowledge and ideas across specific texts is limited and little guidance is provided for how the texts may relate and would be left to the teacher to interpret. Additionally, teachers may need to create models and examples of well-crafted, text-specific questions to accompany the lessons.\n\n\n    Unit 1 is the only unit that provides text-specific questions. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a3c1dbd0-1ff2-4f36-9e2a-30ff4b29569a": {"__data__": {"id_": "a3c1dbd0-1ff2-4f36-9e2a-30ff4b29569a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "5c5d8c95-ac0c-490c-8fda-4221829b838b", "node_type": null, "metadata": {}, "hash": "060130718b544cf1e9fefeac483ad82a47f667f3aa2c76e5bcd234dd20210d26"}, "3": {"node_id": "70a02009-d308-49a2-bd35-dd2eace0c932", "node_type": null, "metadata": {}, "hash": "0f88a0773ab652ac199974c5eaebe7a5549d6d8d73b4ae028c5a62e0061e0735"}}, "hash": "5373fe59d3b4faa0557f07dde6d835cadb049eea5ae1e9558c92bb7c72d39768", "text": "\u201cHow would you describe the setting (where and when)? What makes you say that? Which words or phrases best convey the setting?\n    \nWhat does \u201chaven\u201d mean? What are its connotations? How do you think the author is using it here? What makes you say that? Read pages 3-7. Students pair/share: What do you notice so far? What are you thinking? Why?\"\n    \n\n\n    Support questions, if necessary:\n\n\n\"What is a 'gemod?' How do you know? What does this tell us about the world in the novel?\n    \nHow would you describe the narrator? Why? What makes you say that?\n    \nWho do you think is in charge in this world? What makes you say that?\u201d\n    \n\n\n    In Unit 1, Week 2, Days 2 and 4, a \u201cRead Like an Author\u201d component provides general questions such as \u201cWhat did you like about the way the author groups supporting ideas/key details?\u201d (p. 85-86).\n\n\n    In Unit 2, Week 4, students are engaged in \u201cRepeated Reading\u201d examining the \u201cDevelopment of a Central Idea.\u201d Student instructions read, \u201cLet\u2019s look back at the text to analyze how word choice works to develop and support the central idea of a text. Model/Guided Practice Work through the text with the class to examine the effect specific word choices have on the text. \u2022 Identify an important word choice: I notice the author chose to use __(selected word choice)__. What is the denotation of that word? \u2022 Generate synonyms: What other options did the author have for this word? \u2022 Analyze the author\u2019s choice: Why do you think the author chose this word instead of the other options? Does the word you selected have a positive or negative connotation? What emotions or other meanings does the word suggest? What proof can you find in the text to support this understanding?\u201d\n\n\n    In Unit 3, Week 1, Day 2, students focus on the literary element of setting which is established at the beginning of the lesson: \u201cToday, students will practice identifying, describing, and analyzing the settings in a variety of texts in this genre. They will also begin to generalize about settings in this genre.\u201d After independent reading, the suggested questions are \u201cWhat is the setting of this book so far and why do you think it will matter to the story? What evidence from the text best supports your answer? What generalizations can you make about settings in this genre? How might setting be important to this genre as a whole?\u201d Later in the unit, in Week 2, Day 5, the focus of reading is to analyze how authors use characters to develop the theme. A central question is offered at the beginning of the lesson: \u201cToday, students will demonstrate their understandings of characters in the genre and how authors use characters to develop themes. They will write a short essay in response to the Key Question: What is a central theme of this text? How does the author use literary elements to develop this theme?\u201d\n\n\n    In Unit 4, the Sports and Society introduction reads \u201cEach unit of ARC Core is a framework, not a script where teachers use the structure to craft specific lessons that work in their individual contexts. Use the following pages as examples to support lesson planning. They contain text-specific examples of how one might turn the genre framework into a specific lesson.\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 9 meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "70a02009-d308-49a2-bd35-dd2eace0c932": {"__data__": {"id_": "70a02009-d308-49a2-bd35-dd2eace0c932", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "a3c1dbd0-1ff2-4f36-9e2a-30ff4b29569a", "node_type": null, "metadata": {}, "hash": "5373fe59d3b4faa0557f07dde6d835cadb049eea5ae1e9558c92bb7c72d39768"}, "3": {"node_id": "07493d28-bcc0-4d12-b2e8-447bd5930d3b", "node_type": null, "metadata": {}, "hash": "559c4b2adcef98d7003fec906997626a333a138f7a585d114822836ceac34a60"}}, "hash": "0f88a0773ab652ac199974c5eaebe7a5549d6d8d73b4ae028c5a62e0061e0735", "text": "The materials provide multifaceted, culminating tasks in which students are asked to demonstrate proficiency in multiple reading and writing standards. In the materials, students read, write, informally speak, and listen by participating in think-pair-shares and accountable talks, and by revising and editing drafts. Prior to writing formally in the unit culminating task, students read mentor texts and work collaboratively through activities and questions that provide opportunities to develop comprehension and knowledge of a topic or topics through integrated skills. Throughout the program, \u201cTeacher Work & Monitor for Engagement\u201d directions prompt teachers to document and record their observations as students write and discuss as formative assessment evidence that informs their instruction and provides qualitative and quantitative information about student readiness to complete culminating tasks. Once students finish the final written culminating tasks they are given presenting/publishing options.\n\n\n    The introductory materials indicate in which units the reading, writing, and speaking and listening standards are addressed. While each unit focuses on a specific type of writing and may address certain reading standards aligned to that writing type, the materials indicate that the majority of writing, reading, and speaking and listening standards are addressed across all four units. Though each unit culminating task requires a significant piece of writing, the teacher can recommend how students will present their work such as peer reviews, oral presentations, slide shows, drama, blogs, debates, brochures, etc.\n\n\n    In Unit 1, the culminating task is a literary analysis essay on a specific topic. Students demonstrate their comprehension of texts about the topic and their knowledge of literary devices in the readings related to the topic. The speaking and listening activities are collaborative discussions and share-outs with partners or small groups in activities and tasks that lead up to publishing of the culminating task. Multiple standards from reading, writing, speaking and listening, and conventions are evaluated on the culminating task and throughout the unit.\n\n\n    In Unit 2, the Informational Research Lab builds student knowledge of people and events in the Civil War era through a core informational text, recommended paired readings, and student selected texts. Each week, students study a different aspect of informational text analysis focused on determining central idea and gathering supporting evidence through practice questions and tasks. Students are also introduced to reading, discussion, and writing structures that will be used across the year. Daily lessons include close reading and teacher modeling of reading for a focused purpose. Students engage in prompted accountable talk about texts and write collaboratively or independently about texts through structured text-based questions and/or graphic organizers. For the culminating task, students produce an informational book about their person of study. Students spend time reviewing peer work and discussing their own before publishing their writing. Materials recommend various ways for students to publish their work such as blog entry, school website, a local periodical or newspaper, class-based media or newspaper, PowerPoint, or social media.\n\n\n    In Unit 3, Week 1, Day 3, students participate in a literary analysis discussion group that will prepare them for the culminating task of discussing their own short story. Sample student questions include: \"Read what you wrote as you listened. Who are the characters in this story so far? Have we been introduced to a protagonist and an antagonist? What other character types have we met so far? What is each of these characters like? What can you learn about each of these characters through his/her thoughts? Actions? Body language? Reactions to other characters? How does the author use events and/or dialogue to tell you about this character? How/why do you think these characters will matter to the story? What evidence from the text best supports your answer?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "07493d28-bcc0-4d12-b2e8-447bd5930d3b": {"__data__": {"id_": "07493d28-bcc0-4d12-b2e8-447bd5930d3b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "70a02009-d308-49a2-bd35-dd2eace0c932", "node_type": null, "metadata": {}, "hash": "0f88a0773ab652ac199974c5eaebe7a5549d6d8d73b4ae028c5a62e0061e0735"}, "3": {"node_id": "dca1c6d9-3f47-4a17-93cc-77c44510b084", "node_type": null, "metadata": {}, "hash": "936181b900b02fffc53db5452cba64ac0d46ecdc23f720688ccfaaa06398d30a"}}, "hash": "559c4b2adcef98d7003fec906997626a333a138f7a585d114822836ceac34a60", "text": "In Unit 4, students have a choice of a variety of ways to present their culminating tasks which include essays, positions on issues raised during classroom debates and discourse, and expertise with research questions. These presentations can be as simple as sharing with their partner or as formal as organizing an event to which parents and/or community members are invited as the audience. \"Peer Reviews\" ask students to read each other\u2019s essays, sign their names to a list of readers, and make one or two positive comments about the essay. \"Evaluation/Reflection\u201d has students reflect on their own writing and score it using the \"Final Project Scoring Rubric.\" Other presentation options include \u201cOral Presentation to Small Group\u201d in which each student plans and delivers an oral presentation on his/her topic to a small group, \u201cClassroom Swap\u201d where students go to another classroom and have each student read his/her essay to a student from the new classroom, and \u201cFair/Museum\u201d in which students plan displays and/or dress in costume and invite other students and/or families in for a visit. Final Projects can be on display or presented in small groups.\n\nMaterials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts.\n\n\n    Materials include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context. Overall, students are provided support in accelerating vocabulary learning with vocabulary in their reading and speaking tasks.\n\n\n    In the ARC Core Framework, the foundation for studying language is a significant part of the Unit 1 Literacy lab designed to build student skills in determining word meaning, identifying denotation and connotation, studying word relationships, and analyzing figurative language in the context of literary and informational text. The IRLA toolkits guide students as they learn roots and affixes to support their ability to determine word meanings as they encounter unfamiliar vocabulary.\n\n\n    The Unit 1 materials provide teacher guidance outlining a cohesive, regularly-occurring vocabulary development component, including an emphasis on interaction with key academic vocabulary with and from a variety of text types. Students engage with new vocabulary and have frequent opportunities for practice in discussion and written work.\n\n\n    Students are provided frequent opportunities to identify and study unknown words and technical vocabulary from texts, using context clues. Additionally, there are lessons within the units where students analyze the purpose of author's word choice. There is a lesson in each unit providing an opportunity for students to use powerful language in their writing tasks. Teachers model and use academic vocabulary necessary for building literacy and analytical skills. Students discuss vocabulary in groups, utilize it in writing tasks, and track new words in a notebook regularly.\n\n\n    In Unit 1, Week 2, Days 4-5, there is an entire section devoted to vocabulary development called Vocabulary 101/Academic Vocabulary. This two-day framework focus is to \u201cIntroduce and Review the Three Tiers of Vocabulary. Introduce the concept that academic language is one of the major differentiators between levels.\u201d During the Read/Discuss Complex Text part of each daily lesson, students \u201cpractice noticing new vocabulary, categorizing it by Tier, and discussing what each word might mean based on evidence from the text. If students have difficulty, teachers are instructed to ask a series of questions encouraging the use of context clues and synonyms to help determine meaning.\" During the Reader\u2019s Workshop, the focus is to \u201cFlag at least one new word you want to learn and share\u201d and during the Accountable Talk portion of the Workshop students discuss: \u201cWhat new word did you notice? What Tier might it be? Why? What do you think it might mean? Why?\u201d (p. 231).\n\n\n    In Unit 2, the Language focus is centered in Week 4 where students read informational texts and develop a central idea through word choice. The focus is on denotative, connotative, and figurative language analysis in the text. Those academic terms are explicitly taught, but any vocabulary related to each text is not specifically listed and is left to the teacher to determine.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dca1c6d9-3f47-4a17-93cc-77c44510b084": {"__data__": {"id_": "dca1c6d9-3f47-4a17-93cc-77c44510b084", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "07493d28-bcc0-4d12-b2e8-447bd5930d3b", "node_type": null, "metadata": {}, "hash": "559c4b2adcef98d7003fec906997626a333a138f7a585d114822836ceac34a60"}, "3": {"node_id": "d3f8ae6e-41df-465f-9dd6-8ca8a6b7b3bb", "node_type": null, "metadata": {}, "hash": "006b94844dd02dcf47ac9d4e5939d4f5cdd2885ba6687ea8d23309e30d402b92"}}, "hash": "936181b900b02fffc53db5452cba64ac0d46ecdc23f720688ccfaaa06398d30a", "text": "In Unit 3, the Research Lab Daily Structure document contains guidelines for a variety of discussions of academic vocabulary including \u201cLiterary Analysis, Text-Dependent Questions, Academic Vocabulary Work, Repeated Close Reading.\u201d A component of the Day 1 Lesson Focus for each unit is for students to examine \u201ctarget vocabulary and/or text structure,\u201d specifically how an author of the given genre uses words and phrases to communicate. According to the rubric for the culminating writing task, students are evaluated, in part, on using \u201cwords, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.\u201d\n\n\n    In Unit 4, one of the goals for the unit is to have students create a glossary of terms essential to understanding his or her sport. A student handout includes a column for the word and a column for the definition. Students are also provided a list of words titled \u201cSports and Society Vocabulary.\u201d This list is divided into six categories; Sports Concepts, Economics, Sports People, Sports Events, Sports Rules, Sports Groups.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts.\n\n\n    The materials support students\u2019 increasing writing skills over the course of the school year though engagement with texts. Each of the four units is built on a series of research questions that allow students to read, write, and discuss daily to develop substantive understanding of the texts and topics. Some of the topics covered in-depth are the Civil War era, the memoir genre, and controversial issues in sports. Writing lessons and projects are authentically integrated with reading, speaking, listening, and language throughout the units providing students with a variety of tasks and prompts; however, the daily instructional model and unit structures are similar across units allowing students understand the expectations and process of writing across the year. Students learn and practice writing skills during the beginning of the units and then formally apply what they have practiced at the end of the units, writing formal pieces using the writing process.\n\n\n    The materials contain a year-long, cohesive writing plan that engages students in the use of textual evidence to support analysis, arguments, and claims. Most of the writing tasks provide scaffolding for crafting strong and clear written pieces through the use of the writing process as well as teacher and peer feedback. Most written tasks require students to make meaningful connections between texts and their own writing. Writing instruction supports students\u2019 writing ability to demonstrate proficiency at grade level at the end of the year, and the instructional materials include a variety of guidance, protocols, models, and support for teachers to implement and monitor students\u2019 writing development. Teachers are asked to model writing through think alouds and to use mentor texts as supports for student writing. Also, teachers engage in weekly PLC meetings to discuss the progress of student writing and are provided a variety of questions and activities to monitor writing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d3f8ae6e-41df-465f-9dd6-8ca8a6b7b3bb": {"__data__": {"id_": "d3f8ae6e-41df-465f-9dd6-8ca8a6b7b3bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "dca1c6d9-3f47-4a17-93cc-77c44510b084", "node_type": null, "metadata": {}, "hash": "936181b900b02fffc53db5452cba64ac0d46ecdc23f720688ccfaaa06398d30a"}, "3": {"node_id": "a529939f-7373-44ec-b91d-25f92b7c1ccc", "node_type": null, "metadata": {}, "hash": "8d6d410aed35b4b541a8f7272edb1433adda8069a3543c6f12583d3ce37c698f"}}, "hash": "006b94844dd02dcf47ac9d4e5939d4f5cdd2885ba6687ea8d23309e30d402b92", "text": "In Unit 1, Week 3, students analyze word choice and use of new vocabulary specifically in their writing. In the assignment, Writing Focus #1, students pick the three most important words used by the author and explain what role they played in shaping the text in terms of meaning, tone, and/or theme. Students use evidence to support their answers and then read this piece to a partner. In assignment, Writing Focus #2, teachers provides students with a choice of prompts to build writing engagement and to provide opportunity to experiment with new vocabulary in their writing.\n    \nIn Unit 3, the Genre Study Lab - Memoirs, students answer a series of research questions based on their in-depth study of memoirs. For the first 4 weeks, students use provided text-based questions, rubrics, and graphic organizers to study elements of the genre: central message, character analysis, conflict, and the use of dialogue in varied memoirs and texts. After analyzing multiple texts, students spend week 5 and 6 drafting a comparative essay on two memoirs. In Week 7, students do quick writes to practice story writing, and in Weeks 8 and 9, students draft, revise, publish, and present their own memoirs. Throughout the unit, students write analytical responses to the texts they are reading and share their writing with peers for feedback. The unit also includes teacher modeling of writing types and building narratives.\n    \nIn the Unit 4 introductory pages, the curriculum provides four writing cards \u201cElements of Argument, #1 Drafting, #2 Revising, and #3 Editing\u201d to guide and support students through the writing process of an argumentative essay on the topic of Sports and Society. Instruction for argument as a writing genre begins with teachers using carefully scaffolded whole-group instruction to teach all students to read, write, present, and evaluate arguments. Then students practice making claims and supporting those claims with relevant evidence and logical reasoning. Next, students produce a final argument essay that makes a claim related to their research topics and defends that claim with evidence and reasons from their research. This process is repeated multiple times throughout the unit to lead up to the final project. These protocols and instructions help build student\u2019s growth in writing argument, one aspect of the required standards.\n\nMaterials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to synthesize knowledge and understanding of a topic using texts and other source materials.\n\n\n    Over the course of the year, the four units of the ARC Core Framework require students to explore ideas and gather information to write informational reports, literary analyses, genre pieces, and arguments. Students develop knowledge of topics through research, and the three units that include research projects culminate with essays. While the materials do not provide a structure for including research from sources other than the books included with the materials, there is an expectation that students will find information online.\n\n\n    In each unit, students read core texts, teacher-chosen texts, and independent reads selected from the publisher-provided leveled text sets to build a body of evidence. Unit activities require students to synthesize information by utilizing multiple graphic organizers, writing tasks, reader response tasks, and structured discussions completed as a whole group, within small groups, or as individuals. Generally, lessons allow time for students to engage in all three learning settings. Instructional materials provide students with daily independent reading, research, writing, and discussion opportunities per the model lesson framework.\n\n\n    The materials provide opportunities for both \u201cshort\u201d and \u201clong\u201d projects across grades and grade bands. Each grade level in Unit 4 has similar skills, objectives, and standards addressed. The progression of research skills do not change from grade level to grade level; however, progression is achieved through the complexity of text and topics students are reading about within each unit and the application of those skills to the topics.\n\n\n    While there are no research activities in Unit 1, students engage in a Literacy Lab. Instructional materials indicate that the purpose of the Literacy Lab is for students to \u201cfall in love with reading through books,\u201d (p. 48). During this unit, students do not engage in a substantial research project, but instead read modern pieces of literary and informational text to practice writing in a variety of genres and to build knowledge of literary elements, word choice, text analysis, discussion methods, and healthy writing practices.\n\n\n    Examples of research activities are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a529939f-7373-44ec-b91d-25f92b7c1ccc": {"__data__": {"id_": "a529939f-7373-44ec-b91d-25f92b7c1ccc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "d3f8ae6e-41df-465f-9dd6-8ca8a6b7b3bb", "node_type": null, "metadata": {}, "hash": "006b94844dd02dcf47ac9d4e5939d4f5cdd2885ba6687ea8d23309e30d402b92"}, "3": {"node_id": "0e6e5144-cba4-4972-bbd6-d7edebb9c334", "node_type": null, "metadata": {}, "hash": "ec5ffbed3aeefc3a466a6418c76e6b1fa9411d36fbba1d7ba12d14ef008c80d1"}}, "hash": "8d6d410aed35b4b541a8f7272edb1433adda8069a3543c6f12583d3ce37c698f", "text": "Examples of research activities are:\n\n\nIn the introduction of Unit 2, students are given a Skills Card/Research Card with the final project prompt: \u201cBecome an expert on one Civil War Era person\u201d and seven guiding questions to answer throughout the unit (68). A Resources Check Sheet is provided for students to track minor and major sources from the leveled Research Library text set to answer the questions. Instructional materials indicate that students are \u201cready for in-depth research IF [they] found 3 or 4 books each containing a lot of information on the topic\u201d (p. 81). To help students answer the guiding questions, Final Project Organizers forms help scaffold the scope of required research into manageable chunks for students. All readings, whether independent or aloud, are from the Research Library, and students must synthesize information from multiple texts to answer the Research Questions/Topics and complete the final research project.\n    \nIn Unit 2, students are given a Works Consulted Page: Books and a Works Consulted Page - Websites as part of the Final Project Organizer. No further instructions are given for how to consult websites to research, nor is any class time devoted to online research. For example, during Week 4, Day 5, students close read an informational text. Teacher instructions state, \u201cToday, make sure students are marking up the text as they identify possible evidence to support their thinking on the central idea/supporting ideas and details. Select a rich passage of grade-level complex text (from the Central Text or another text) that will build students\u2019 knowledge of the focus Science or Social Studies concept(s). Make sure the passage is sufficiently complex and has structures and language worth analyzing\u201d (p. 301). A teacher could choose a website from which students might read, but that is not the intention of the framework, which is to use the Research Library provided. If a teacher chooses to have students use and find websites, there are no instructions for teachers to help students find websites themselves within the unit.\n    \nIn Unit 3, Week 5, students begin to draft a comparative analysis essay on theme by using a Thinking Map which requires them to draw evidence from two texts that will help to develop and synthesize their knowledge about the thematic topic of 2 texts. The weekly lesson plans outlining the writing process for the comparative analysis essay includes a Collaborative Writing piece as well as an Accountable Talk piece in which students discuss text evidence from sources. Sample student directions include \u201cEach partner takes one minute to share evidence s/he found to use in his/her comparison essay and how s/he may refine her/his claim\u201d (p. 216).\n    \nIn Unit 4, the culminating assignment expects students to research a topic of choice and to publish a final project; for Grade 9, each student will research a sport. Students read fiction and non-fiction books about their topic. They have a home-school connection where they interview a friend, family member, or someone else in the community who plays a sport. Students have a Research Check Sheet that guides them to determine if the sources they are choosing have enough information on their topic: \u201cBefore choosing a topic on which to become an expert, make sure there is enough information available on that topic to make it possible to complete a whole project about it.\u201d During Week 1, teachers introduce a progression of research writing that will occur during the unit. Teachers are encouraged to \u201cSelect a good piece of writing with which to introduce the Unit of Study. Ideally, this text is an argument and/or introduces a variety of controversies/issues related to the Unit. This text will be read, re-read, and analyzed multiple times over the course of several days, so make sure it is well written, engaging, and content-rich.\u201d\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    Though students read a core set of texts in each unit, the materials are designed to offer students a voluminous amount of independent reading; students read independently every day in each unit. The publisher created its own text leveling and student reading leveling system called the IRLA (Independent Reading Level Assessment), in which students are able to choose books for Independent Reading at their appropriate level. The Teacher\u2019s Guide offers an overview of the reading program and page 30 of the Unit 1 Literacy Lab shows how each reading level from early grades to 12th builds on a specific reading skill.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0e6e5144-cba4-4972-bbd6-d7edebb9c334": {"__data__": {"id_": "0e6e5144-cba4-4972-bbd6-d7edebb9c334", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "a529939f-7373-44ec-b91d-25f92b7c1ccc", "node_type": null, "metadata": {}, "hash": "8d6d410aed35b4b541a8f7272edb1433adda8069a3543c6f12583d3ce37c698f"}, "3": {"node_id": "6a38e3bd-103b-474f-9f5d-5ce263bfc153", "node_type": null, "metadata": {}, "hash": "83d89b449c1a1297d8e05111fb920f9001bef7b27568901a24a6348578d219e2"}}, "hash": "ec5ffbed3aeefc3a466a6418c76e6b1fa9411d36fbba1d7ba12d14ef008c80d1", "text": "Students have \u201cIndependent Reading in Leveled Libraries\u201d daily in class for 20\u201340 minutes. In all four units students are expected to read at least four novels in the genre/topic of study on his/her own (these can be any levels, from the Genre Library or elsewhere). Reading homework for all units is suggested to be at students\u2019 independent reading level. A reading culture is outlined in the prefatory materials, which strives for 100% on-target in-class reading and 95% on-target home reading through specific routines. The framework provides two leveled texts sets - the 100 Book Challenge and the Hook Book Library - both of which are designed to help students find a book that is engaging and at their reading level. The independent reading books from these libraries may be below grade level, but the texts read during in-class independent reading are at or above grade level.\n\n\nIn Unit 1, during each daily Literacy Block laid out by the framework, students participate in 15-30 minutes of sustained independent reading in class. \u201cStudents practice applying today\u2019s Focus to self-selected texts at a variety of levels. At least a portion of the reading is spent with texts within the Thematic Unit\u201d (p. 61). The framework also suggests a Weekly Goal: \u201cStudents read for 5 hours a week, with some time spent reading texts within the Thematic Unit and some time in complete free-choice. Reading time can be spread across the school day and/or at home\u201d (p. 61). Unit 1, Week 4, introduces the Home Coach as a system to help students engage and remain accountable for their at-home reading. Teachers are instructed to \u201cestablish a connection with each student\u2019s home coach. Organize a parent information session. Call homes. Use this week to: Determine who will serve as home coaches (parents, grandparents, older siblings, etc.). Help home coaches understand the goals of home reading, and ways to ensure success. Set up in-class support systems (e.g., enlisting volunteers) for students who may need a surrogate home coach. Build routines for taking books home.\u201d (p. 297).\n    \nUnit 2, the Informational Research Lab, follows the same expectations outlined in Unit 1. Students engage in daily independent reading of core texts and student-selected texts. At the beginning of the unit, students sample the leveled text sets to help determine their topic of study and choice of texts. The Unit 2 Introduction shares the expectation for reading in the inquiry-based units (2-4): \u201cRead at least 30-60 minutes a day from self-selected texts, including texts on the topic and general wide reading.\u201d (p. 14). Unit 2 also explains the framework for the Reader\u2019s Workshop as the purpose of moving students to independence, including a Focus for Independent Reading/Accountable Talk, and IRLA Conferences/Strategy Groups for Today.\n    \nIn Unit 3, teachers are given a focus for student\u2019s independent reading during Week 1. \u201cTransfer to Independent Reading\u201d Focus for Independent Reading/Accountable Talk - Ask and answer the Key Question (or part of it): \"Will constraints need to be placed on student choice to ensure they have texts that work with the Key Question/Concepts? (Common constraints: read at least one fiction book or one informational text on ____, or one biography, etc.) Don\u2019t constrain choice for all 30 minutes. IRLA Conferences/Strategy Groups for Today, Teacher coaching focuses on: 1st: reading engagement, 2nd: strategic instruction to move reading levels Allocate time equitably, not equally\u2014spend more/more frequent time with students who are furthest behind/making the least reading growth.\"\n\nUsability\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing. ARC Materials provide review and practice resources such as evidence and reading logs, reference charts, task checklists, constructed response rubrics and writing rubrics for larger writing projects, graphic organizers, masters, research cards (which include questions), and informational writing cards. Alignment documentation is provided for all questions, tasks, and assessments as general guidance to the teacher.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a38e3bd-103b-474f-9f5d-5ce263bfc153": {"__data__": {"id_": "6a38e3bd-103b-474f-9f5d-5ce263bfc153", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "0e6e5144-cba4-4972-bbd6-d7edebb9c334", "node_type": null, "metadata": {}, "hash": "ec5ffbed3aeefc3a466a6418c76e6b1fa9411d36fbba1d7ba12d14ef008c80d1"}, "3": {"node_id": "2303577f-681b-45f1-a1ce-b58b0c446294", "node_type": null, "metadata": {}, "hash": "6660894e6c14ab10e5f70532a06bcd994821c16acb4178b02e5b26d6946abd4d"}}, "hash": "83d89b449c1a1297d8e05111fb920f9001bef7b27568901a24a6348578d219e2", "text": "The introductory materials of each Teacher Edition outline the standards that are addressed in each Literacy and Research lab, and the Teacher Editions explain the purpose of the ELA/Literacy standards for instruction and how they support the curriculum across the year. Materials include instructions to parents/guardians for how students are to incorporate the independent reading at home and the role of the parent/guardian in that success. Materials contain the Independent Reading Level Assessment (IRLA) Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences, which consistently assess student progress. Both the IRLA Framework and the weekly units consistently provide opportunities for teachers to observe student progress in specific standards, whether reading or writing.\n\n\n    Materials contain ample resources and guidance for student accountability with independent reading based on student reading choice and motivation. The ARC Core Literacy Block is designed to embed all the best practices of culturally and linguistically responsive teaching into a literacy framework centered on meeting the needs of the unique students in each room, in order to ensure that each child reads, writes, and collaborates on grade level. Materials are compatible with a variety of web-based internet browsers and follow universal programming style. The IRLA leveling system provides teachers the ability to digitally track how individual students are gaining proficiency in reading grade-level literary and informational texts. Materials are designed to be customized to local contexts and prompt teachers to use technology for students to publish their work to share with the class at the end of each unit.\n\nUse & Design\n\nMaterials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.\n\n\n    The materials demonstrate effective lesson structure and take into account pacing. An ARC Literacy Lab Overview is provided for each unit. Components of the lesson are available for 120- or 75-90-minute literacy blocks and offer ranges of minutes within. The suggested times allotted for activities gives teachers flexibility in pacing lessons across days, weeks, and units according to the needs of students. A number of other supports give teachers options to effectively pace and structure learning.\n\n\n    The blocks of time for English in materials are for 90-120 minutes. The publisher materials state, \u201cARC frameworks are intended to be flexible structures that educators adjust as needed. Although the Literacy Lab is organized into \u201c6 weeks,\u201d it is common for educators to need 8 or 9 weeks in the first year.\u201d\n\n\n    Each unit begins with students reading and analyzing texts based on the unit\u2019s topic. Then students turn that analysis into a formal writing process. The first unit is a Literacy Lab where students focus on components of literature the first four weeks and then write literary critiques the last two weeks being a 6 week unit. Units 2, 3, and 4 are all 9 week units. Unit 2 is a research units where students are researching information based on a social studies or science topic. Unit 3 focuses on researching a specific genre. Every unit has a similar daily structure. Students read complex text, they write to the text, they read independently, and then write independently. Students read the complex text daily for about 15-30 minutes. They read independently for about 20-40 minutes. They write for about 20-40 minutes daily.\n\n\n    There are also checklists, rubrics, and reading logs for teachers to track student progress through the lessons. Focus Standards are provided each week, as well as an overview of the daily lesson plans. During Week 1 there is a day by day detailed instruction, after that there is a framework in the following weeks. Daily lessons provide teachers the outline of the lesson, as well as prompts for what the teacher may say or how to present tasks. These plans also include a column of teacher notes for additional guidance and research. The Literacy and Research Lab instruction includes parts such as CCSS Mini-Lessons, Read-Discuss Complex Text-Readers\u2019 Workshop, Writing, Read-Alouds, Small group and whole group work, Text-based discussions, and reflection opportunities. The Research Labs instruction includes goals for expertise, reading, writing, vocabulary, art, and final projects. Each unit also comes with a series of graphic organizers for collecting text evidence, independent reading support, task rubrics, and discussion rubrics/guidelines.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2303577f-681b-45f1-a1ce-b58b0c446294": {"__data__": {"id_": "2303577f-681b-45f1-a1ce-b58b0c446294", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "6a38e3bd-103b-474f-9f5d-5ce263bfc153", "node_type": null, "metadata": {}, "hash": "83d89b449c1a1297d8e05111fb920f9001bef7b27568901a24a6348578d219e2"}, "3": {"node_id": "28945f2f-c374-4d24-b5d3-2ac73a033e17", "node_type": null, "metadata": {}, "hash": "c263cb15eebdbfbe687d99a44718642310929d7720a0063cf8283808475b35eb"}}, "hash": "6660894e6c14ab10e5f70532a06bcd994821c16acb4178b02e5b26d6946abd4d", "text": "In the prefatory materials in each unit, the materials explicitly state that the framework provides teacher self-direction: \u201cThere is no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students\u201d (Unit 1 p. 41).\n\n\n    A Pacing Guide provides a breakdown of each daily literacy block, either the 120 or 75-90 minute block. There are three parts to each daily block: Read/Write/Discuss Complex Text, Reader\u2019s Workshop, and Writing. The Guide reminds teachers there is flexibility in the pacing: \u201cDepending on the lesson and student energy, teachers may spend more time writing or more time reading\u201d (Unit 1 p. 60-61).\n\n\n    Additional pacing support is provided for the weekly lesson topics. For example, In Unit 1, the suggested time frame is 6 weeks. In Unit 2, the suggested time frame is 9 weeks. The curriculum is broken into three phases: Phase 1: Initiate Academic Community, Phase 2: Initial Assessment and Goal Setting, Phase 3: Strategic Instruction/Building Expertise. The first two phases are the reading portion of the unit while the third phase is for the larger writing/research project. The Guide reminds teachers there is flexibility in pacing: \u201c*Weeks are approximate. Teachers should be welcome to expand or condense as needed\u201d (Unit 1 p. 56).\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\n\n    ARC publishers indicate that the materials are inquiry based and encourage self-directed learning with an emphasis on independent reading and study. Though there are guidelines for 165 lessons which can be completed in a school year, the publishers also indicate that the curriculum should be considered a framework. On Page 59 of the unit introduction, publishers indicate that there is \u201cno perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students.\u201d\n\n\n    The framework is designed to allow teachers the freedom to adjust the pacing of daily lessons within weekly plans as needed. In the prefatory materials in each unit, a Pacing Guide is provided with the weekly lesson topics. For example, In Unit 1, the suggested time frame is 6 weeks. In Unit 2, the suggested time frame is 9 weeks. The curriculum is broken into three phases: Phase 1: Initiate Academic Community, Phase 2: Initial Assessment and Goal Setting, Phase 3: Strategic Instruction/ Building Expertise. The first two phases are the reading portion of the unit while the third phase is for the larger writing/research project. The Guide reminds teachers there is flexibility in pacing: \u201c*Weeks are approximate. Teachers should be welcome to expand or condense as needed\u201d (Unit 1 p. 56).\n\n\n    Also in each unit, a Pacing Guide provides a breakdown of each daily literacy block, either the 120 or 75-90 minute block. There are three parts to each daily block: Read/Write/Discuss Complex Text, Reader\u2019s Workshop, and Writing. The Guide reminds teachers there is flexibility in the pacing: \u201cDepending on the lesson and student energy, teachers may spend more time writing or more time reading\u201d (Unit 1 p. 60-61).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "28945f2f-c374-4d24-b5d3-2ac73a033e17": {"__data__": {"id_": "28945f2f-c374-4d24-b5d3-2ac73a033e17", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "2303577f-681b-45f1-a1ce-b58b0c446294", "node_type": null, "metadata": {}, "hash": "6660894e6c14ab10e5f70532a06bcd994821c16acb4178b02e5b26d6946abd4d"}, "3": {"node_id": "1d90e244-a769-4361-8b1b-0ecf3ca7bece", "node_type": null, "metadata": {}, "hash": "b1696972711b26a9e9e846961c69e66741bc7b49b259b093e99920dbf8cef9ff"}}, "hash": "c263cb15eebdbfbe687d99a44718642310929d7720a0063cf8283808475b35eb", "text": "The \u201cGuide to Lesson Plan Decision-Making\u201d materials indicate that teachers can organize Readers\u2019 Workshop and Writing components \u201cin any order,\u201d allowing the flexibility to structure according to the needs of individual students or classes. Moreover, the general template for lesson planning indicates that \u201cThe pacing and italics are all suggestions,\u201d suggesting that teachers may structure learning according to the needs of individual students and classes. In addition, the \u201cGuide to Lesson Plan Decision-Making\u201d materials prompts teachers to consider \u201cWhat will students create by the end of the this lesson/week/unit\u201d indicating that they have the flexibility to pace content as they see fit.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 9 meet the criteria that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.)\n\n\n    ARC Materials provide review and practice resources such as evidence and reading logs, reference charts, task checklists, constructed response rubrics and writing rubrics for larger writing projects, graphic organizers, masters, research cards (which include questions), and informational writing cards. The lessons provide teacher guidance for modeling, as well as opportunities for independent or small group practice. Teachers are prompted to give clear directions, and directions are also found on the graphic organizers or checklists provided in the units. The materials provide teachers with directions and guidance on usage and how to direct student use and also provide blackline masters that teachers copy and distribute to students.\n\n\n    The practice resources are specifically designed for each unit to help students to complete the culminating project. All other practice resources, such as questions posed by the teacher that students either speak or write about, are teacher directed. The reference aids and resources are correctly labeled. Teacher directions are very clear and an appendix in each unit provides lesson planning materials general to the unit. In the prefatory materials, all the worksheets for students are compiled together.\n\n\n    In Unit 1, students are provided with a reading survey, the Toulmin\u2019s Argument Framework, a College- Ready Reader Scale, a Writer\u2019s Log, a Genre Record Chart, a Genre Profile Chart, an Interest Inventory, Editing Checklist, etc. In the first section of the daily lessons of Unit 1, Week 1, Day 4, teacher\u2019s lead a lesson on the CCSS standard that connects genre and theme. Students use the handout, Genre Profile, in small groups while reading/discussing the Core novel. In the second section of the daily lesson, students determine the genre of their chosen books and consider \u201cwhy it matters to the text.\u201d Students fill in the Genre Profile independently with the characters, setting, plot/events, theme, structure, and language of their books. There are no directions provided to students on the worksheet. All the directions for completion are in the teacher\u2019s edition and are part of the first section of the day\u2019s lesson: Read/Discuss Complex Text. There are suggested questions to guide students in understanding how character, setting, etc. are related to genre. This is similar for all handouts in all units.\n\n\n    In Unit 3, one of the handouts students receive is CCSS RL.2/3 Thinking Map College and Career Readiness Anchor Standards. To achieve Standard R.2, students determine central ideas or themes of a text and to analyze their development and to summarize the key supporting details and ideas. To achieve Standard R.3, students analyze how and why individuals, events, or ideas develop and interact over the course of a text. Categories are included in a graphic organizer for students to complete.\n\n\n    Units 3 and 4 include a number of resources and documents related to the content, including graphic organizers, mapping documents, genre cards, sequencing organizers, thinking maps, rubrics, reading surveys, and other visuals and graphics that support student learning of specific content. Some of the resources, such as the reading surveys, are offered in several languages. Each of the resources is designed in a uniform fashion in terms of fonts and font size. The resources have visual appeal and are clearly labeled and titled.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1d90e244-a769-4361-8b1b-0ecf3ca7bece": {"__data__": {"id_": "1d90e244-a769-4361-8b1b-0ecf3ca7bece", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "28945f2f-c374-4d24-b5d3-2ac73a033e17", "node_type": null, "metadata": {}, "hash": "c263cb15eebdbfbe687d99a44718642310929d7720a0063cf8283808475b35eb"}, "3": {"node_id": "78f483a1-e42c-47fe-b444-dc3adeba11ca", "node_type": null, "metadata": {}, "hash": "ba1f85326ecd06b3a75d1d9cff86a3f106d23db11af1b7f5884e1041775678e8"}}, "hash": "b1696972711b26a9e9e846961c69e66741bc7b49b259b093e99920dbf8cef9ff", "text": "Alignment documentation is provided for all questions, tasks, and assessments as a framework with general guidance for the teacher. Standards connect to all areas of the program and are included in the introductory materials for each unit, as well as on the writing rubrics, lesson planners, and assignments. An instructional focus is articulated at the beginning of each week. Within the daily lessons, standards are repeated and are connected to specific activities. Culminating performance projects are connected to the standards as well, and several handouts provide students with teacher explanations of their connection to the standards. Teachers are provided a rubric for scoring these tasks.\n\n\n    The Unit 1 Literacy Lab requires students to address W.1 by writing a literary critique. Students are reminded of the CCSS Reading Literature standards (RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.9) covered in the unit. Some examples of how this instruction is achieved over the unit include:\n\n\nIn Unit 1, Week 4, in the Week 4 Framework pages, different figurative language devices are explained in great detail with mini-lessons that connect to the different standards for the unit. The mini-lesson for hyperbole, for example, states: \u201cTeacher Work: Post the 9-10 Common Core Language Standard #5. Introduce the figure of speech hyperbole,\u201d followed by a definition and lesson to help students understand and practice the device before reading a passage that contains hyperbole (p. 317).\n    \nIn Unit 1, Week 5, the culminating writing task is introduced and a rubric that directly connects to CCSS W.1 for writing a proficient answer is provided. Students follow the writing process: \u201cClaim: Introduce a precise, knowledgeable claim that is debatable, defensible, narrow, and specific. Establish the significance of the claim\u201d through \u201cConclusion: Provide a concluding statement or section that follows from and supports the argument presented.\u201d\n    \nIn Unit 1, Week 6, engage in the editing and revision processes with a rubric designed to connect to CCSS W.5/W.6/L.1/L.2.\n    \n\n\n    The Unit 2 Research Lab requires students to synthesize information across texts and to write an informational book on their choice of topic in their Civil War Era research study. Students refer back to the CCSS Reading Information standards (RLI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.9, RL.9) they covered in the unit with a focus on RI.7, creating visuals for their informational book.\n\n\n    The \u201cGuide to Lesson Plan Decision-Making\u201d in Unit 3, Memoir, indicates that each lesson is structured around Language Arts standards and that \u201cThese should be some subset of the Language Arts Focus Standards of the Unit which are being taught and practiced in-depth across the Unit.\u201d Students focus on Standard R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare approaches that the authors take. In Week 1, Day 1 the first lesson is an introduction: KWL on what students are going to research and become an expert on. The standard is listed on the activity, \u201c 1. Introduce Research Project: CCSS R.9\u201d\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    All materials contain a simple, clean visual design that is neither distracting nor chaotic. The font, size, margins, and spacing are easily legible and with little variation. The consumable handouts present a neat, consistent layout that easy to understand with sufficient space for student notation. The supporting documents and resources engage students with a clearly labeled and focused purpose for the task.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "78f483a1-e42c-47fe-b444-dc3adeba11ca": {"__data__": {"id_": "78f483a1-e42c-47fe-b444-dc3adeba11ca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "1d90e244-a769-4361-8b1b-0ecf3ca7bece", "node_type": null, "metadata": {}, "hash": "b1696972711b26a9e9e846961c69e66741bc7b49b259b093e99920dbf8cef9ff"}, "3": {"node_id": "379386a8-ed85-4908-950c-be15b811e62a", "node_type": null, "metadata": {}, "hash": "01a6905d024f9702f59e4ecda47a224b9910ab92c7fc65e9df1943c5b1370aab"}}, "hash": "ba1f85326ecd06b3a75d1d9cff86a3f106d23db11af1b7f5884e1041775678e8", "text": "Units are organized in a similar structure. The lessons are provided in a clear outline format and are accompanied by graphic organizers, charts, rubrics, worksheets, tables and other blackline masters that are easy to read and understand. Materials to be printed for students contain no distracting images and are user-friendly for students.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Grade 9 partially meet the criteria that materials contain a teacher\u2019s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    The ARC Teacher\u2019s Edition contains a volume of information, including annotations and suggestions for presenting unit content, as well as guidance on the use of embedded technology to enhance student learning. The IRLA school pacing guide provides supports for how to engage with the curriculum. The instructional materials regularly prompt teachers to model learning tasks and to share explicit directions with students. Teachers are also provided general questions, writing prompts, rubrics, and examples of how to address standards, vocabulary, discussion, and other topics. The teacher materials provide guidance for tracking student reading progress, recommendations for student projects, and rubrics or guidance for scoring student work and holding conferences with students\n\n\n    There are prefatory materials that thoroughly explain the purpose of each unit and how/when instructional handouts/graphic organizers should be presented to students. The weekly lessons have annotated sidebars with suggestions and recommendations for teaching different skills and standards; in fact, many annotations in the curriculum function as examples from outside experts and sources that might be provided in a professional development setting. Finally, the curriculum provides an online resource, SchoolPace, where teachers can visit the IRLA Resource Center.\n\n\n    Annotations and suggestions are presented within the Literacy Lab and Research Lab Teacher Editions. These annotations and suggestions present the structure of the lesson; however, some teachers may need more support and guidance with presenting material. Guidance in analyzing or teaching the unit texts is not provided; the materials do not contain specific answers or anticipated student responses.\n\n\n    Unit 4, teacher directions state, \u201chave students write, map out, or at least share orally everything they already know about this Unit with a partner. Map the information on the board. Discover the boundaries of what the group knows and understands. Attempt to generate questions.\u201d\n\n\n    An example of generic directions from Unit 4 read, \u201cWe are going to collect fascinating facts we learn about __(Unit)__. Today, something incredible I learned was _____. I\u2019m going to add it to our \u201cWOW!\u201d Chart. Turn to your neighbor and share the most interesting thing you learned about our Unit today.\u201d\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    There is educational research found throughout this program providing the rationale and background knowledge for teachers as professionals and life long learners. The Teacher Editions for each unit contain ample descriptions, explanations, and examples of instructional literacy concepts that help students to deepen their understanding of the content being presented. All directions and explanations provide adult-level suggestions for how to teach the content. Prefatory materials thoroughly explain the purpose of each unit and how the literary concepts connect to the instruction. The weekly lessons have annotated sidebars for teaching different literary skills and standards, and many annotations in the curriculum function as examples from experts and resources that might be provided in a professional development setting.\n\n\n    The teacher materials contain multiple ways for teachers to build their own knowledge, including recommending external online resources for teacher development and literacy instruction support. Materials routinely offer supports and ideas for teacher PLCs, building data walls, and building student literacy.\n\n\n    In Week 5 of the Unit 1 Literacy Lab, the materials provide explanations and examples of Aristotle\u2019s Rhetorical Devices, as well as adult-level examples of literary critiques to build teacher knowledge for teaching students how to analyze and critique literature.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "379386a8-ed85-4908-950c-be15b811e62a": {"__data__": {"id_": "379386a8-ed85-4908-950c-be15b811e62a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "78f483a1-e42c-47fe-b444-dc3adeba11ca", "node_type": null, "metadata": {}, "hash": "ba1f85326ecd06b3a75d1d9cff86a3f106d23db11af1b7f5884e1041775678e8"}, "3": {"node_id": "7b2589b8-35ea-4643-aef1-faf7bb0c4fc5", "node_type": null, "metadata": {}, "hash": "e94add2afb2d208fe590febcf67d41f4ee5a7609bbcf020144c7b3e63b70f324"}}, "hash": "01a6905d024f9702f59e4ecda47a224b9910ab92c7fc65e9df1943c5b1370aab", "text": "The Reader\u2019s Workshop for Week 2, Days 1-3 inspires teachers to explain how students must select and read increasingly complex text. \u201c\u2018Conferring For A Growth Mindset\u2019 helps teachers understand how a student\u2019s fixed mindset is established and provides guidance on helping them overcome the challenge in the context of pushing them to read more difficult texts.\u201d\n\n\n    Teacher directions further read, \u201cA good argument includes: \u2022 A central claim (opinion) that is debatable, defensible, narrow, and significant* \u2022 Evidence that supports the claim \u2022 Reasoning that explains how the evidence leads to or supports the claim often through a rule or a set of criteria. (Also known as a warrant.) \u2022 A rebuttal that acknowledges the potential reservations of a counterargument and effectively argues against them. *The claim often includes a qualifier that limits or lessens the scope of the claim to make it more defensible\u201d Similar callout and annotations are found throughout the units.\n\n\n    In Week 7, Day 3 of Unit 2, (p. 309), teachers are provided a one-page reference chart on Word Choice which defines and gives examples of denotation, connotation, various types of figurative language, and parts of speech to guide students in considering their own word choice in writing.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    The introductory materials of each Teacher Edition outline the standards that are addressed in each Literacy and Research lab, and the Teacher Editions explain the purpose of the ELA/Literacy standards for instruction and how they support the curriculum across the year. The Teacher Edition routinely offers CCSS mini-lessons with teacher guidance for what that looks like and how to engage students. Each weekly overview indicates what the focus standards for the week are and the first two weeks of instruction provide a one to two page framework for the teacher and student work in order to address the focus standards. This framework is used throughout the unit, and the curriculum emphasizes how the units, weekly lessons, and daily lessons, and individual parts within the daily lessons connect to the standards. Typically the specific wording of the standard is listed with each activity. Within weekly lesson plans, there are standards listed next to lessons; in every unit, there is a \u201cPacing Guide\u201d at the beginning of each unit that states the week and the standard being focused on; and in Unit 1, there is a Scope and Sequence page that includes the CCSS included in each unit.\n\n\n    Pages 14-15 of the Unit 1 Literacy Lab provide the CCSS Reading, Writing, Speaking & Listening, and Language standards that are addressed throughout all four units, as well as the Scope & Sequence for which standards are individually highlighted in each unit. The Unit 1 Scope and Sequence for Q1, the 1st 6-8 Weeks of School, reads as follows:\n\n\nReading #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.\n    \nReading #4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.\n    \nReading #10: Read and comprehend complex literary and informational texts independently and proficiently. + Introduction/Review of all Reading Standards\n    \n\n\n    The introductory documents of Unit 2 include an \u201cInformational Writing Research Lab: An Inquiry Community of Researchers & Authors,\u201d (p. 14) that describes how routines and activities built in Unit 1 are extended into Unit 2. The information is accompanied by the CCSS Focus Standards. Moreover, the last portion of the teacher materials for Unit 2 provide the vertical progression of all grades 6-12 ELA Common Core Standards.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain explanations of the instructional approaches of the program and identification of the research based strategies.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b2589b8-35ea-4643-aef1-faf7bb0c4fc5": {"__data__": {"id_": "7b2589b8-35ea-4643-aef1-faf7bb0c4fc5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "379386a8-ed85-4908-950c-be15b811e62a", "node_type": null, "metadata": {}, "hash": "01a6905d024f9702f59e4ecda47a224b9910ab92c7fc65e9df1943c5b1370aab"}, "3": {"node_id": "4bfa34b7-afe3-4ce0-a9b8-96d3889f0b8b", "node_type": null, "metadata": {}, "hash": "34d65d27b3150c30b8c370b7614b32947944dab7146850ca240ddd5f2f1e2279"}}, "hash": "e94add2afb2d208fe590febcf67d41f4ee5a7609bbcf020144c7b3e63b70f324", "text": "The ARC curricular materials provide descriptions of the instructional approaches featured. Throughout the program, instructional reasoning is explained and ELA experts are cited. This information is accompanied by the emphasis of evidence-based strategies and references to their origins. Many teacher-facing annotations serve as examples vetted by prominent academics in the field and as resources delivered in professional development settings. The introductory materials for the Literacy and Research Labs, for example, provide a series of explanations and research-based approaches such as inquiry, literacy development, reading culture, school success, and social purpose, to support the publisher rationale for the curriculum. Moreover, research-based strategies are embedded within units as lesson sidebars, and Works Cited/Consulted sections highlighting the foundational research used to design the program are included in each unit as well.\n\n\n    Several pages are devoted to explaining the program rationale for building student knowledge through teachers and students as researchers. The program also emphasizes student choice and ownership in learning as seen in this provided quote by Mike Anderson, author of Learning to Choose; Choosing to Learn: \u201cWhen students leave school, they will enter a world where self-motivation, creativity, autonomy, and perseverance are all critically important, and these are characteristics that are hard to practice in an environment centered on standardization and compliance.\u201d\n\n\n    The ARC Core Overview documents in the Teacher\u2019s Editions contains an informational article \u201cWhat Reading Does for the Mind\u201d (p. 26) that explains the instructional approach of requiring students to complete a large volume of reading. It outlines the effects of reading on student achievement and includes a citation to find more information.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials contain strategies for informing all stakeholders, including students, parents or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\n\n    Materials provide reading logs and supports for parents/guardians who are embraced as \u201chome coaches\u201d and encouraged to sign contracts to support student reading. Signed contracts, as well as student progress reports, are logged into the online tracking system, School Pace. Teachers are provided with letters outlining guidelines for the 100 Book to send home for a signature; these letters are printed in English, Spanish, and Chinese. The concluding materials for the Unit 1 Literacy Lab offer teachers in-depth guidance for sharing the reading program with parents to create a partnership that includes recommendations for rallies, assemblies, parent meetings, and incentives. Teachers are prompted to include the outside community and are given model letters that can be used to request sponsors for the reading program. Materials also provide several pages to send to parents or home coaches as a guide for supporting reading, understanding phonics, and clarifying the IRLA color/coding system.\n\n\n    In addition, ARC provides a letter to parents/guardians about the purpose of each unit. Materials include instructions to parents/guardians as to how students are to incorporate the independent reading at home and the role of the parent/guardian in that success. Parents/guardians are provided with instruction for what to observe in their student\u2019s independent reading, how to assess if they are making progress, and evaluation/checklists to track progress.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe instructional materials reviewed for Grade 9 meet the expectations that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\n\n    The Independent Reading Level Assessment (IRLA) Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences consistently assess student progress. The teacher materials indicate that the IRLA introduced in the Literacy Lab in Unit 1 is used to diagnose student reading levels and track their progress over the year. The assessment system helps teachers to identify what skills and strategies students have mastered or need to focus on.\n\n\n    Students are also assessed by a unit task that generally requires a substantial writing piece in the mode that they have studied in the unit. Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. The daily framework for lessons prompts teachers to monitor students and provide immediate feedback given through student and teacher conferencing.\n\n\n    In Unit 3: Memoir, pages 22 & 23 provide a rubric for W.3 to score student work and short answer responses for the unit task of writing a memoir. Page 24 offers guidelines for teachers to complete a pre-assessment of students and use the provided rubric to score:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4bfa34b7-afe3-4ce0-a9b8-96d3889f0b8b": {"__data__": {"id_": "4bfa34b7-afe3-4ce0-a9b8-96d3889f0b8b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "7b2589b8-35ea-4643-aef1-faf7bb0c4fc5", "node_type": null, "metadata": {}, "hash": "e94add2afb2d208fe590febcf67d41f4ee5a7609bbcf020144c7b3e63b70f324"}, "3": {"node_id": "61faedbc-22f6-46f3-9369-77a2bb3f7924", "node_type": null, "metadata": {}, "hash": "243a00cfc2bb2164daf403ea2abd669d3969ab22b5a804c695e6943eb0b6fa67"}}, "hash": "34d65d27b3150c30b8c370b7614b32947944dab7146850ca240ddd5f2f1e2279", "text": "\u201cPart 1: Have students read a short text in the genre. The text should be at grade level.\n    \nPart 2: Ask students to write a response to the question: What is a central theme of this text? How does the author use literary elements to develop this theme?\u201d\n\n\n\n    In Unit 4: Sports and Society, page 5 provides the Final project rubric to score student work for the unit task of writing an argument. To support student learning around W.1, page 27 provides a detailed rubric for assessing student work as they practice argumentative writing.\n\n\n    Page 26 offers guidelines for teachers to pre-assess students based on the provided rubric:\n\n\n\u201cAsk students to write an argument related to the text they have just read. (e.g., Should school administrators be able to go into students\u2019 lockers without students\u2019 permission?)\n    \nTake a position and provide 3 good pieces of evidence in support of that position.\u201d\n    \n\n\n    Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. There are pre and post assessments, writing rubrics, and assessment guides. Students are constantly assessed with immediate feedback given through student and teacher conferencing.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that assessments clearly denote which standards are being emphasized.\n\n\n    The IRLA Framework state the standards clearly, and each assessment component found in the materials articulates the learning standards assessed. The prefatory materials, teacher instructional notes, and sidebars contained within the daily lessons provide thorough explanations that refer regularly to the standards.\n\n\n    The materials provide teachers recommendations for daily assessment or monitoring of student work that are connected to standards-aligned units. Unit pre-assessments are recommended for teachers to assess students based on the writing standard addressed. Rubrics assessing the writing standards are provided in each unit, as well as rubrics or checklists for editing, discussion, and student responses.\n\n\n    Weekly goals, such as those found in Unit 1, Week 5 (p. 277), are clearly denoted with learning standards. The goals are then formatively assessed throughout the week.\n\n\n    In Unit 4, Week 2, Day 2, the topic of focus is Author\u2019s Purpose. On the first page of the day\u2019s lesson, the standard R.6 is named, along with the standard as it is written from below and above the grade level taught. Next, the teacher is provided with more guiding questions about the depth that author\u2019s purpose means for Common Core: \u201cThe deep question here is what does the author believe? How do you know? How might the author\u2019s background or experience shape his/her perspective? What does s/he want you, the reader, to believe/think? Why? Does the author state his/her point of view by making an explicit claim, or is it implicit? If it is implicit, what evidence can you find that would help you infer this author\u2019s point of view?\u201d (p. 153). These questions help the teacher guide students as they determine author\u2019s purpose beyond just point of view or basic inform/persuade/entertain purposes. Also, as teachers begin instruction on Author\u2019s Purpose, there is a sidebar note: \u201cUse the instruction of Common Core Standards to deepen students\u2019 knowledge and interest in the Unit. Be careful not to let the Standards instruction overwhelm the content focus\u201d (p. 154). Teachers then guide students in a close read of the Core Text with the guiding question \u201cWhat does s/he believe about this topic? Why?\u201d (p. 154).\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "61faedbc-22f6-46f3-9369-77a2bb3f7924": {"__data__": {"id_": "61faedbc-22f6-46f3-9369-77a2bb3f7924", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "4bfa34b7-afe3-4ce0-a9b8-96d3889f0b8b", "node_type": null, "metadata": {}, "hash": "34d65d27b3150c30b8c370b7614b32947944dab7146850ca240ddd5f2f1e2279"}, "3": {"node_id": "c55592aa-a265-4f55-8aea-c79f132b0bcf", "node_type": null, "metadata": {}, "hash": "90b4e9487ea308d3a80682681a3a9ce5a73f619f1bfd0bdcebff69d2e71b6b98"}}, "hash": "243a00cfc2bb2164daf403ea2abd669d3969ab22b5a804c695e6943eb0b6fa67", "text": "ARC materials present teachers with rubrics and suggestions for assessments. The IRLA gives a framework for assessing and tracking student reading level and the teacher determines what skills or strategies should be addressed in differing types of instruction. As part of the curriculum, teacher work includes \u201c1-on-1 Conferences: Baseline Reading Levels Use the IRLA/ENIL to conduct 1-on-1 formative assessment conferences to identify student baseline reading levels. Document Use the Status of the Class/eIRLA to document your observations about individual students\u2019 levels. Goal: Baseline reading level for each student entered in SchoolPace by the end of Week 3. Accountable Talk Partner/Group Share Share a summary of a section/text that proves you understood what you read. Invite a few students to share out with the whole group.\u201d\n\n\n    Most interpretation and follow up from assessment is done during the Monitor Engagement section of the daily lesson, as well as one-on-one student conferences. Teachers are given frameworks for these conferences, rubrics for scoring student work, and general recommendations for sharing work or grouping students. The culminating tasks in each unit have generic grading rubrics used for multiple tasks throughout the unit. There are tips for how teachers can use information from unit formative assessments in their PLC work.\n\n\n    In Unit 1, Week 5 (p. 310) offers teachers guidance on reviewing writing samples with a teacher review team, \u201cLook for patterns within and across classes. Discuss implications for grade-level instruction/planning.\u201d\n\n\n    In Unit 3, Week 1, Day 5, after students write Constructed Response #1, the sidebar offers teachers suggestions to Reflect and Plan around student work: \u201cEvaluate Constructed Response #1 (using building-recommended rubric or W.1 Rubric) to evaluate the effectiveness of this week\u2019s instruction. Plan for next week how to most effectively meet students\u2019 needs in whole-group, small-group, or individual remediation (p.119).\n\n\nLiterary Elements: Are there students who need additional support identifying literary elements? Who? Which elements?\n    \nTask Writing: Are there students who need additional support with task writing/constructed response? What part(s) of writing (e.g., responding to the prompt, organization of ideas, using text evidence)?\n    \nReading Levels: Are there students whose reading levels will prevent them from succeeding when responding to grade-level text. What is the plan to accelerate these students\u2019 reading growth?\u201d\n    \n\n\n    In the introductory pages of Unit 4, page titled \u201cGrade-Level Common Core Instruction for All Students\u201d describes how rubrics are used in the units. \u201cRubrics scaffold students\u2019 thinking, teaching them how to build a proficient answer one component at a time. Rubrics make the expectations for a proficient answer clear to everyone, allowing students to take charge of their own learning. An effective rubric, used appropriately, ensures that all students, regardless of reading level, master grade-level thinking\u201d (p. 64). The same rubrics for writing are provided for small, formative writing tasks throughout the unit and the culminating writing task at the end of the unit. The rubric for a proficient answer for argument is points based and includes organization of the writing form from claim through conventions (p. 79).\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.\n\n\n    The materials regularly provide routines and guidance that indicate opportunities to monitor student progress on a variety of skills and concepts being learned throughout each unit. Both the IRLA Framework and the weekly units consistently provide opportunities for teachers to observe student progress in specific standards, whether reading or writing. Individual or small group conferencing opportunities are provided for reading progress checks. Writing progress checks are offered in the form of small formative writing tasks that build to the larger culminating tasks.\n\n\n    The Materials are designed to track student progress daily through the Independent Reading Level Assessment (IRLA) that guides teachers to assess and monitor student reading levels. Teachers determine those skills and strategies that students have mastered and need to learn. Materials to document student progress through logs, class charts, and an online tracking system are provided. Teachers and students set Power Goals and routinely monitor these through assessment and one-on-one conferencing. Both small group and writing protocols and rubrics are provided. The unit tasks come with scoring rubrics and are presented to the class. Each lesson includes specific formative assessment opportunities for teachers to monitor student progress with side notes about addressing instruction or further assessment opportunities. Materials prompt teachers to monitor and conference with students frequently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c55592aa-a265-4f55-8aea-c79f132b0bcf": {"__data__": {"id_": "c55592aa-a265-4f55-8aea-c79f132b0bcf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "61faedbc-22f6-46f3-9369-77a2bb3f7924", "node_type": null, "metadata": {}, "hash": "243a00cfc2bb2164daf403ea2abd669d3969ab22b5a804c695e6943eb0b6fa67"}, "3": {"node_id": "66fd5532-0c99-403f-9fb1-e6767cb0711c", "node_type": null, "metadata": {}, "hash": "fd7bfcb9485547b22465c5ff638a421c09f6c1796e8a856460aadd8b337157a7"}}, "hash": "90b4e9487ea308d3a80682681a3a9ce5a73f619f1bfd0bdcebff69d2e71b6b98", "text": "\u201cAccountable Talk\u201d is a routine present in daily lesson plans. In Unit 2, teachers are encouraged to \u201cSpend extra time\u201d establishing the routine at the beginning of the unit (p. 14).\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nThe instructional materials reviewed for Grade 9 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    The framework is designed to build students\u2019 independent reading. The materials contain ample resources and guidance for student accountability with independent reading based on student reading choice and motivation. Materials are designed to build student reading stamina across the year. Shared and independent reading are built into the daily lesson framework via the recommended 20-40 minutes for independent reading. Students are held accountable through conferences with peers, groups, and whole class, as well as individual check-ins with the teacher. Students also track their reading though logs that are shared with their parent or home reading coach. Independent reading is provided through the texts used for class research, as well as the 100 Book challenge found in Unit 1 (p. 372) which includes the rationale, how the program works, the home reading portion, the incentives, and goals (for schools and district); these include Back to School Night skits, Family Workshop ideas, using parents & families as volunteers, and Year-End Awards Celebration ideas. This material includes having parents and families as partners in ongoing education. There are sample letters to enlist volunteers for reading coaches.\n\n\n    The 100 Book Challenge Library rotates weekly or biweekly. Students are encouraged to read anything they want and the leveling system guides them to select texts at their reading level. Students complete a Reading Survey and are provided with a Reading Level Checklist that helps them to determine if a text is too hard, too easy, or in the Reading Zone. Teachers are given specific instruction on how to monitor, encourage, and adjust. Teachers frequently document student reading status and teacher materials gives suggestions and follow up to keep students engaged during independent reading time.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    The ARC materials thoroughly support teachers to use the Independent Reading Level Assessment (IRLA) to evaluate, monitor, and increase student reading levels. Using the assessment helps teachers to determine the skills and strategies needed or mastered and to document them on paper and an online tracking system. Teachers then address student needs using whole-group, small-group, and one-on-one conferencing. Based on the reading data, teachers and students set Power Goals and follow conferencing protocols to support each student. Materials offer guidance to teachers to help students who are stuck or need additional support. Both small group and writing protocols and action plan documents are provided.\n\n\n    In Unit 1, a \u201cReading Survey\u201d (p.93) is provided in three languages. The purpose is to help teachers gauge student perceptions of their enjoyment of reading and its relative difficulty. However, no specific strategies are offered beyond the brief scoring matrix at the bottom of the sheet: e.g., students with a score of 15-20 are encouraged to \u201cKeep looking for a \u2018Hook Book.\u2019\u201d\n\n\n    In Unit 2, teachers are directed to, \u201cMonitor for Engagement\u201d and to \u201cEnsure all students are on task, working in success-level reading.\u201d The teacher directions state, \u201c Formative Assessment/Strategic Reading Instruction Strategy Groups with 1-4 Students with the Same Power Goal Work with students in small strategy groups of 1-4 students to provide targeted and strategic instruction on individual Power Goals,\u201d\n\n\n    In Unit 3, Week 8, Day 1, an informational article titled \u201cUnstick Stuck Writers\u201d (p. 349) provides instruction as follows.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "66fd5532-0c99-403f-9fb1-e6767cb0711c": {"__data__": {"id_": "66fd5532-0c99-403f-9fb1-e6767cb0711c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "c55592aa-a265-4f55-8aea-c79f132b0bcf", "node_type": null, "metadata": {}, "hash": "90b4e9487ea308d3a80682681a3a9ce5a73f619f1bfd0bdcebff69d2e71b6b98"}, "3": {"node_id": "09f81822-be65-4be7-8226-0867428f71d2", "node_type": null, "metadata": {}, "hash": "02ef64ed7123430efe3e746fe84aaef1042ce900c344faf276f6c705b9b20769"}}, "hash": "fd7bfcb9485547b22465c5ff638a421c09f6c1796e8a856460aadd8b337157a7", "text": "Things a student can do independently to unstick themselves: 1. Write a description of your main character or other characters (what do they look like, what do they like to eat, what are they wearing right now\u2014anything to help picture that character) 2. Figure out the ending first; write what happens there. 3. Describe the setting\u2014 as exactly and precisely as you can. 4. Draw a picture of the story, the setting, a character, etc.\n    \nThings a teacher can do to guide a student who is stuck: 1. Pose a statement to the student about his/her story (Your characters are very angry) and ask the students to ask questions about the statement (Why is this guy angry? How angry? Are all the characters angry?). These questions can become the basis for writing. 2. Ask why (aim to elucidate the causes and effects the student has/has not included).\n    \n\n\n    In Unit 4, Week 2, Day 3, and article titled \u201cConferencing Moves\u201d (p. 108) provides instruction as follows. \u201cIf students are having trouble locating relevant information, consider:\n\n\nDo they understand the key Science/ Social Studies concepts? (This is the most common cause of research problems in Research Lab classrooms. If Grade Level Instruction was effective at teaching the key concepts, research usually goes very smoothly.)\n    \nHave they picked a topic that doesn\u2019t fit the Prevent Frustration and Failure criteria (see Week 1, Day 3)? (This is the second most common cause of research problems. Switch topics now, while students can still easily catch up to their peers.)\n    \nDo they know how to use text features (table of contents, index) to efficiently locate information?\n    \nDo they skim and scan, only reading sections that look relevant?\n    \nDo they know to read the charts, graphs, and images? Do they know how to read them?\n    \nAre they using the wrong books? (too hard, irrelevant)\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\n\n    The ARC materials provide regular opportunities for all learners to engage with grade-level text. The framework is structured so that teachers can use the Independent Reading Level Assessment (IRLA) to assess, monitor, and augment a student reading levels. Students also have daily practice with Core, Anchor, and Independent Reading texts; these text sets help students move towards grade-level reading. Within the weekly and daily lessons, all students read a grade-level Core text together and work to understand and to analyze the text through specific reading standards. Independent reading opportunities give students access to reading at their assessed level of reading to build to independence at grade level. Students who read below grade level can become engaged in reading texts that interest them to help them improve their reading level. The framework allows teachers to track student progress in meeting grade-level reading standards.\n\n\n    The ARC Core Literacy Block is designed to embed all the best practices of culturally and linguistically responsive teaching into a literacy framework centered on meeting the needs of the unique students in each room, in order to ensure that each child reads, writes, and collaborates on grade level. All students are provided with the same grade level texts and questions. There are opportunities for partner and small group work, and teachers may strategically place students into specific partnerships or groups. There are opportunities in the materials for the teachers use the \u201cFormative Assessment/Writing Coach Check for Understanding\u201d to observe students as they write to ensure students are making adequate progress in their note-making. Teachers are routinely prompted to support learners who are stuck or struggling with the material or content.\n\n\n    This statement is provided in the introductory materials of each unit: \u201cEnglish Language Learners The WIDA Can Do Descriptors are included as potential ways to scaffold English language learners\u2019 successful participation in grade-level reading, writing, and conversation with their peers around grade-level complex text.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "09f81822-be65-4be7-8226-0867428f71d2": {"__data__": {"id_": "09f81822-be65-4be7-8226-0867428f71d2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "66fd5532-0c99-403f-9fb1-e6767cb0711c", "node_type": null, "metadata": {}, "hash": "fd7bfcb9485547b22465c5ff638a421c09f6c1796e8a856460aadd8b337157a7"}, "3": {"node_id": "dfe21044-c463-4faa-be11-5ccedd4bb181", "node_type": null, "metadata": {}, "hash": "f181f7dd98ed05cf3a6f79cf663c4f7496f1652a444a57bba367a2706137dda8"}}, "hash": "02ef64ed7123430efe3e746fe84aaef1042ce900c344faf276f6c705b9b20769", "text": "An \u201cARC Literacy Lab Routines Teacher Checklist\u201d (p.68) guides teacher practice to ensure all students are engaged with grade-level text, e.g. the first domain of the rubric assesses grade-level instruction, specifically, \u201cTeacher and student engage in Standards-Based Grade-Level Instruction daily.\u201d\n\n\n    In Unit 2, teachers are instructed to \u201cConsider groupings that effectively support today\u2019s learning goals (to become an expert on RQ #3 on their topics). Since the focus is on content, some language learners might benefit from working with a partner who speaks the same home language, reading in English, then discussing in their home language. Or pair language learners with students who are proficient in English and have chosen the same topic. \u201c\n\n\n    In Unit 2, the materials indicate, \u201cIf the modified sentence frames suggested for the Practice Rubric prove challenging for language learners, simply copy the Writing Focus on the board and point to the five components of a Proficient Answer, per the rubric, which they have been using since Day 1: \u2022 Introduce the text/topic \u2022 Objective Summary \u2022 Opinion \u2022 Evidence \u2022 Citation (Sentence starters: I want to research... Define the topic... This is the most interesting to me because\u2026)\u201d\n\n\n    In Unit 3, sidebar instructions to the teacher provide guidance for below grade level readers: \u201cAccommodating ELLs and Remedial Readers: Ideally all students do Independent Reading in the genre. However, it is paramount that students experience success-level reading: reading where their own skill base is self-extending (i.e., learning to be better readers by reading). When faced with the choice between having a student do his/her Independent Reading with success level books or with books in the genre that are too hard for her/him, choose success level first\u201d (p. 101). This sidebar is found repeated in all units.\n\n\n    In all daily lessons, during the Independent Reading Teacher Work section, the teacher is instructed during conference time: \u201cOne-on-One Conferences/Very Small Strategy Groups: Use the majority of Independent Reading time to work with individual students, focusing your attention on your most struggling readers\u201d (p. 133).\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals at the student\u2019s level. There is guidance for teachers to assist students in reaching the goal set.\n\n\n    Both small group and writing protocols and action plan documents are provided. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students are encouraged to choose books from the Book Boxes to reach beyond their reading levels. Students who complete a task early are often instructed to work with a peer to better help the peer understand the process. Within the framework, there are suggestions for students who are reading above grade level.\n\n\n    The Unit 1 \u201cReading Survey\u201d (p. 93) is provided to help teachers gauge student perceptions of their enjoyment of reading and its relative difficulty. Advanced students with a score in the high range of 20-24 are labeled \u201cEngaged Reader\u201d and told to \u201cKeep reading!\u201d\n\n\n    A \u201cCollege-Ready Readers Scale\u201d is provided in Unit 1 (p. 96) a tool for assessing a student\u2019s current independent reading practices.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.\n\n\n    The daily instructional framework for ARC requires that students spend time in small-group and whole group discussion. Reading often takes place as whole class with the Core text, and while independent reading is always an individual activity, conferencing with students begins as individual and moves to small group as teachers feels comfortable with student engagement in independent reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dfe21044-c463-4faa-be11-5ccedd4bb181": {"__data__": {"id_": "dfe21044-c463-4faa-be11-5ccedd4bb181", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "09f81822-be65-4be7-8226-0867428f71d2", "node_type": null, "metadata": {}, "hash": "02ef64ed7123430efe3e746fe84aaef1042ce900c344faf276f6c705b9b20769"}, "3": {"node_id": "1b8ae391-a1b4-4779-91cf-eb28e06402e7", "node_type": null, "metadata": {}, "hash": "04aac5b1402d31fce8d5d2ce548ce384513ffc5d13f934d3966a1c9d7dbcc66d"}}, "hash": "f181f7dd98ed05cf3a6f79cf663c4f7496f1652a444a57bba367a2706137dda8", "text": "The introductory materials indicate that \u201dstudents participate in intellectual discourse around the text, genre and Focus Standards: Partner Share, Discussion Groups, [and] Whole Group Debrief.\u201d Each unit offers some guidance around being instructionally strategic in one-on-one and small-groups. The materials suggest that students discuss with a partner, small group, or whole class during the Read/Discuss portion of the daily lesson. Teachers are prompted daily to engage students in Accountable Talk through pair-share, small- and whole- group discussion. Students also work frequently in peer-review or peer-conferencing settings. There are also partner or small group writing opportunities.\n\n\n    In Unit 3, Week 1, Day 3 students engage in an \u201cAccountable Talk Partner Share: Each partner takes one minute to share about the characters of his/her book and characters in the genre.\n\n\nSelect a character. What is s/he like? Why do you think s/he will matter in the story? What evidence from the text supports your answer?\n    \nWhat generalizations can you make about characters in this genre? What types of characters might be important to this genre as a whole?\n    \n\n\n    Also in this lesson, students engage in a \u201cDiscussion Group: Each group works together to identify one generalization they want to share with the whole class about characters in this genre.\u201d\n\n\n    The \u201cStrategic Instruction: One-on-One/Small-Group Teacher Checklist\u201d (p. 312) encourages teachers to use flexible grouping that includes a mix of group, individual, and small strategy groups.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.\n\nThe instructional materials reviewed for Grade 9 are web-based, compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The materials are compatible with a variety of web-based internet browsers and follow universal programming style. Reviewers able to access materials on Chrome, Explorer, and Safari and to view materials on iPhone and iPad.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.\n\nWhile students regularly are invited to use technology to research topics, there is little explicit support for teachers to guide students in developing navigation skills for this area.\n\n\n    The Introductory materials for many of the units indicate that one of the ARC focus standards is R7: \u201cIntegrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.\u201d For the unit performance tasks, students are invited to use technology to perform research and publish their work. However, there is little guidance for students or teachers in developing technological skills for this area, and specific media is not highlighted for use.\n\n\n    The Teacher Edition prompts teachers to seek help from librarians and other resources to help with using technology. There is a section called \u201cDigital Solutions;\u201d however, its purpose is not clear. In the research units there is a page called \u201cWorks Consulted Page\u201d where students list the sources used for their research. It is assumed that students use the internet to become \u201cexperts\u201d on their research topics because the materials provide no substantive guidance in this area.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1b8ae391-a1b4-4779-91cf-eb28e06402e7": {"__data__": {"id_": "1b8ae391-a1b4-4779-91cf-eb28e06402e7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8f7cb32d-1c89-4a20-a484-2f1f67531293", "node_type": null, "metadata": {}, "hash": "949f34f0bcb66a805c6c3947d3ad746ffbb3d94c8568d9b6acd6db43ee6b2801"}, "2": {"node_id": "dfe21044-c463-4faa-be11-5ccedd4bb181", "node_type": null, "metadata": {}, "hash": "f181f7dd98ed05cf3a6f79cf663c4f7496f1652a444a57bba367a2706137dda8"}}, "hash": "04aac5b1402d31fce8d5d2ce548ce384513ffc5d13f934d3966a1c9d7dbcc66d", "text": "In Unit 2, the Week 8, Day 1 lesson plan contains a sidebar \u201cA Note on Mediums\u201d that suggests encouraging students to evaluate print and digital resources as a means of communicating ideas (p. 348). While some students may choose to present published pieces digitally, i.e. PowerPoint, there are no specific guidelines as to what makes this medium effective for learning.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for Grade 9 include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\n\n    Lessons are personalized for all learners through independent reading and Reader\u2019s Workshop. There is also a Building Instruction of Units of Study section of the Teacher\u2019s Edition that provides the framework for teachers to plan and build their own personalized units of study. The use of adaptive or other technological innovations is not present in materials.\n\n\n    The IRLA leveling system provides teachers the ability to digitally track how individual students are gaining proficiency in reading grade-level literary and informational texts. The materials provide extensive guidance on entering reading levels into SchoolPace (pp. 166-167).\n\nMaterials can be easily customized by schools, systems, and states for local use.\n\nThe instructional materials reviewed for Grade 9 meet the criteria that materials can be easily customized for local use.\n\n\n    The materials provide teachers and students ample flexibility within the outlined structure. As ARC units are designed to be transferable across multiple texts and/or topics, the materials are designed to be customized to local contexts.\n\n\n    The lessons provided can be easily adapted to a variety of classrooms. Teachers can personalize lessons for all learners via independent reading and the Reader\u2019s Workshop. Text-Based questions and tasks found throughout the units are applicable across multiple texts. Students have an abundance of choice in terms of selecting reading materials; the Book Boxes can be customized to address students\u2019 needs and reading levels.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)\n\nThe instructional materials reviewed for Grade 9 meet the expectations that materials include or reference technology that provide opportunities for teachers and/or students to collaborate with each other (e.g., websites, discussion groups, webinars, etc.).\n\n\n    Teachers use a digital platform from ARC to track student reading progress based on the one-on-one conferencing and assessments. At the end of each unit, materials prompt teachers to use technology for students to publish their work to share with the class. In Unit 1, Week 6, for example, the Teacher Edition states, \u201cTeacher Work: Decide how students will publish their literary critiques. For example,\n\n\nCreate a book\n    \nBlog entry\n    \nClass/school website\n    \nSubmit to relevant periodical/newspaper\n    \nClass newspaper/periodical/journal/portfolio\n    \nPowerPoint\n    \nSocial Media.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "07e1f7fd-7833-4a25-9885-bda7f45318de": {"__data__": {"id_": "07e1f7fd-7833-4a25-9885-bda7f45318de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "3": {"node_id": "146bfa84-40e1-498e-b102-098ed0e382ed", "node_type": null, "metadata": {}, "hash": "c374e74a57928edf9d6bd285ec0ac09fe05778b538ae9dee9c12653ec783e1dc"}}, "hash": "fb7895110379b9e4b0a1bebad04e820e775699fe5d1de0760821ee7e4e271c6c", "text": "ARC (American Reading Company) Core\n\nThe instructional materials reviewed for Kindergarten, Grade 1, and Grade 2 meet expectations for alignment and usability in all grades. Lessons and tasks are centered around high-quality texts. Texts provided with the materials are at the appropriate grade level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills. Materials build knowledge and skills through integrated reading, writing, speaking, listening, and language. The instructional materials meet expectations for use and design, teacher planning, learning of the standards for students and professional learning support for teachers. Standards-aligned assessment, differentiated instruction, and support for learners are accounted for within the materials. Suggestions for technology use are present. Overall, the primary-level materials attend to alignment to the standards and to structural supports and usability. The instructional materials reviewed for Grades 3-5 meet expectations for alignment and usability in all grades. Lessons and tasks are centered around high-quality texts. Texts provided with the materials are at the appropriate grade level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills. Materials build knowledge and skills through integrated reading, writing, speaking, listening, and language. The instructional materials meet expectations for use and design, teacher planning, learning of the standards for students and professional learning support for teachers. Standards-aligned assessment, differentiated instruction, and support for learners are accounted for within the materials. Suggestions for technology use are present. Overall, the intermediate-level materials attend to alignment to the standards and to structural supports and usability.\n\nText Quality & Complexity and Alignment to Standards Components\n\nTexts are of quality, rigorous, and at the right text complexity for grade level, student, and task, and are therefore worthy of the student\u2019s time and attention. A range of tasks and questions and task develop reading, writing, speaking, listening, and language skills that are applied in authentic tasks. Questions and tasks are text-dependent and engage students in rich and rigorous evidence-based discussions and writing. Overall, students have the opportunity to engage in quality instruction in foundational skills; although, some skills are only directly instructed in small groups.\n\nText Complexity & Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts (including read-aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for anchor texts being of publishable quality and worthy of careful reading. The texts address a range of interests, and the reading selections would be interesting and engaging for Grade 1 students. Many of the central texts are written by celebrated and or award winning authors. Central texts include a variety of genres and consider a range of students\u2019 interests, including animals, family stories, plants, real-world topics, historical fiction, fantasy, poetry, and biographies. Academic, rich vocabulary can also be found within selected texts.\nThe following are texts that represent how these materials meet the expectations for this indicator:\n\nTar Beach, by Faith Ringgold is a Caldecott Honor book about Harlem, New York in 1939. This book contains historical references, and the text has colorful illustrations of quilts.\n\n\nThe Teacher from the Black Lagoon, by Mike Thaler and illustrated by Jared Lee is an amusing text about a scary teacher. Students will identify with the characters since meeting the teacher can be frightening for some students.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "146bfa84-40e1-498e-b102-098ed0e382ed": {"__data__": {"id_": "146bfa84-40e1-498e-b102-098ed0e382ed", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "07e1f7fd-7833-4a25-9885-bda7f45318de", "node_type": null, "metadata": {}, "hash": "fb7895110379b9e4b0a1bebad04e820e775699fe5d1de0760821ee7e4e271c6c"}, "3": {"node_id": "9b9e279d-826a-4d63-a42f-fd9bd35e8f84", "node_type": null, "metadata": {}, "hash": "e23cfa2476bef1b62a4e2ca47ac78b00b0bd55ab01e226627be9358cf24bbdda"}}, "hash": "c374e74a57928edf9d6bd285ec0ac09fe05778b538ae9dee9c12653ec783e1dc", "text": "The Adventures of Taxi Dog, by Debra and Sal Barracca and illustrated by Mark Buehner is a rhyming text with interesting vocabulary such as gritty and fare. Some illustrations are full page spreads.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for materials reflecting the distribution of text types and genres required by the standards. Each unit in Grade 1 provides students the opportunity to engage in above-level, complex read alouds as well as leveled readers, independent reading, and supplemental texts. The materials contain eight baskets of leveled readers and four baskets of read-aloud immersion texts that are intended to engage all types of readers. Materials also provide thematic text sets centered around science and social studies themes as well as literary text sets aligned to material topics. These text sets, organized as baskets, are designed to accompany units in the form of research labs.\nAnchor texts and supplemental texts include a mix of informational and literary texts reflecting the distribution of text types required by the standards (50% informational and 50% fiction). Texts include diverse topics and genres such as realistic fiction, science and social studies informational text, traditional tales, personal narratives, classics, and a poetry anthology.\nThe following are examples of informational texts found within the instructional materials:\nUnit 1\n\nThe Planets, by Gail Gibbons\nFly High! The Story of Bessie Coleman, by Louise Borden and Mary Kay Kroeger\n\nUnit 2\n\nBirds, by Jayson Fleischer\nHow Animal Babies Stay Safe, by Mary Ann Fraser\n\nUnit 4\n\nTrees, by Trace Taylor and Gina Cline\nSeeds, Bees, and Pollen, by Julie K. Lundgren\n\nThe following are examples of literary texts found within the instructional materials:\nUnit 1\n\nLibrary Lion, by Michelle Knudsen\nThe Little House, by Virginia Lee Burton\n\nUnit 2\n\nTime To Sleep, by Denise Fleming\nTigers at Twilight, by Mary Pope Osborne\n\nUnit 3\n\nMy Brother, Ant, by Betsy Byars\nMy Family History, by Jane O\u2019Connor\n\nUnit 4\n\nOur Tree Named STEVE, by Alan Zweibel\nThe Dandelion Seed, by Joseph Anthony\n\nTexts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\nThe materials are designed with flexibility so that consumers can choose and interchange multiple text sets based on the topics and levels desired. Some accompanying task and resource materials are not text-specific so that they apply across multiple text sets and grade bands. The instructional year begins with a literacy lab that is intended to capture readers' attention with engaging text, though some of these texts fall qualitatively at the grade band as measured by Lexile, the materials include text complexity analyses and IRLA levels for these texts that show that in a more holistic assessment of qualitative and reader/task features, the texts meet the demand of the standards that all read alouds be above grade level. Students have access to numerous texts at multiple reading levels that are read in small- and whole-group settings as well as independently. The philosophy of the publishers is self-directed learning and reading through literacy and research labs.\nQuantitative and qualitative information for anchor texts is provided in the Teacher\u2019s Edition or online in SchoolPace, and the numerous text sets that accompany each unit are leveled according to the publishers framework--IRLA. The publishers state: \u201cThe Independent Reading Level Assessment (IRLA) is a unified standards-based framework for student assessment, text leveling, and curriculum and instruction. The IRLA includes every Common Core Standard for Reading, both in literature and informational text, as well as those Language standards key to reading success for students in grades PreK through 12.\u201d\nSome examples of text complexity measures indicated by the materials include the following:\n\nIn the book Junie B. Jones: First Grader at Last, by Barbara Park with a quantitative measure of 250L with qualitatively moderately complex knowledge demands with more than one storyline and moderately complex language demands with figurative and academic language and complex dialogue.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9b9e279d-826a-4d63-a42f-fd9bd35e8f84": {"__data__": {"id_": "9b9e279d-826a-4d63-a42f-fd9bd35e8f84", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "146bfa84-40e1-498e-b102-098ed0e382ed", "node_type": null, "metadata": {}, "hash": "c374e74a57928edf9d6bd285ec0ac09fe05778b538ae9dee9c12653ec783e1dc"}, "3": {"node_id": "b38556e6-e328-4824-a9bb-9aaaa059305f", "node_type": null, "metadata": {}, "hash": "396850f85aedb52d0b35fd475546162d713e41a9d356f62ccba88532b831217e"}}, "hash": "e23cfa2476bef1b62a4e2ca47ac78b00b0bd55ab01e226627be9358cf24bbdda", "text": "The book, Fly High! The Story of Betsy Coleman, by Louise Borden and Mary Kay Kroeger has a quantitative measure of 710L and a qualitative measure with moderately complex structure that is supported by illustrations. The language demands are also moderately complex with academic language and domain-specific terms. The knowledge demands are moderately to very complex in that they explore multiple themes and possibly unfamiliar cultural elements.\n\n\nThe book, Dinosaurs, by Gail Gibbons is measured at an NC750 Lexile and quantitatively has slightly to moderately complex knowledge demands with domain specific terms supported by the text and illustrations. There are multiple sources of information and text features that place its structure at moderately complex.\n\nMaterials support students' literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).\n\nThe instructional materials reviewed for Grade 1 meet the expectation for supporting students' ability to access texts with increasing text complexity across the year. The supplemental text baskets are leveled according to the publisher\u2019s system called the Independent Reading Level Assessment (IRLA). There are core texts and complex read alouds for teachers to select from for anchor read alouds, all leveled 2-3 years above the reading level of most students in Grade 1.\nText options are at differing levels of material. The materials provide text sets (baskets) that are leveled and expose students to a myriad of levels and complexity. Students are provided access to the texts that are both of interest and are at the appropriately challenging level, according to the IRLA.\nMaterials provide students with access to leveled texts which address a range of science, social studies, history, and literary topics across all grade bands. Scaffolding of the texts to ensure that students are supported to access and comprehend grade-level texts from the beginning to the end of the year require careful monitoring using the IRLA and suggested instruction based upon the IRLA results. The rigor of text is appropriate in aggregate over the course of the school year. Students will engage with texts at varying levels unit to unit, according to their skill levels.\nStudents have access to multiple texts that measure below, at, or above grade level. The teacher companion to the research lab contains general instruction outlines, speaking and listening strategies, and general comprehension questions. Scaffolding is not text-specific, but focuses on the skills needed to access texts in that genre (informational text, fantasy novels, argument essays, etc.).\n\nAnchor texts (including read-aloud texts in K-2) and series of texts connected to them are accompanied by a text complexity analysis.\n\nThe instructional materials reviewed for Grade 1 meet the expectation that anchor (core) texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The American Reading Company (ARC) utilizes their own IRLA (Independent Reading Level Assessment) Framework, drawing on the three measures of text complexity, to level texts. \u201cTo determine reading level, every book is double-blind and hand-leveled using the three legs of text complexity and located on our developmental taxonomy of reading acquisition.\u201d Any book found in the text boxes or thematic text sets has an identifying sticker on the cover to provide its IRLA placement.\nTitle: Elizabeti\u2019s School, by Stephanie Stuve Bodeen\nText Complexity Level: 2R (end of 2nd Grade)\nQuantitative: AD 590L (3rd-4th)\nQualitative: Lexile slightly overestimates the difficulty of the text because:\nPurpose/Structure: Slightly Complex. The text follows a simple, explicit narrative structure in which the order of events in entirely chronological.\nLanguage: Slightly to Moderately Complex. The language is largely contemporary and familiar, though occasional use of academic vocabulary, as well as a smattering of Swahili, add to the complexity. Knowledge Demands: Slightly to Moderately Complex There is a single level/layer of meaning. Because the setting of this story is rural Tanzania, some experiences and cultural references may be unfamiliar to some readers; however, the experience of starting school is a common experience with which Grade 1 readers can easily identify.\nReader and Task: Although set in Tanzania, the experience of going to school is common for most readers, and although occasional use of Swahili in the text may be unfamiliar, it is accompanied by support within the text. In addition, the text is written in familiar, conversational language, making it an excellent above-level Grade 1 read aloud for exploring both another culture and the commonality of the school experience.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b38556e6-e328-4824-a9bb-9aaaa059305f": {"__data__": {"id_": "b38556e6-e328-4824-a9bb-9aaaa059305f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "9b9e279d-826a-4d63-a42f-fd9bd35e8f84", "node_type": null, "metadata": {}, "hash": "e23cfa2476bef1b62a4e2ca47ac78b00b0bd55ab01e226627be9358cf24bbdda"}, "3": {"node_id": "b76ccae1-4e8e-4eb9-a1c4-122bfc4678e0", "node_type": null, "metadata": {}, "hash": "7f2b27e0bfdbb6db3bfc0f3d2c963f098732ee7bfe06c8155a3076d32c953a96"}}, "hash": "396850f85aedb52d0b35fd475546162d713e41a9d356f62ccba88532b831217e", "text": "Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for supporting materials providing opportunities for students to engage in a range and volume of reading. The instructional materials include opportunities for students to read daily across a volume of texts during various instructional segments including: Interactive Read Aloud, Shared Reading, and Readers' Workshop/Research Reading.\nDuring the Shared Reading segment of the class, the teacher models the reading/thinking strategies expected from a proficient, grade-level reader (i.e., reading Power Words, chunking- finding Power Words inside words, etc.) through a read aloud.\nStudents then practice the modeled skills during independent reading from self-selected texts while also gathering additional evidence to support their research.\nStudents then reflect on how they used the modeled strategies and what evidence they found that supports their research in an Accountable Talk segment of Research Reading.\nReader\u2019s Workshop includes a daily independent reading time for self-selected texts. In addition to Literacy Labs and Research Labs for core content, materials provide thematic text sets that can be chosen across content areas and grade levels. Text sets cover literary and informational topics in science, social studies, and culture. These text sets are organized by color-coded buckets and the IRLA levels indicated by the publishers. Students also have access to independent reading box sets in the 100 Book Challenge. The publisher describes the challenge as: \u201cStudents read 30 minutes in school and 30 minutes at home. Quantity practice targets are set, monitored, and rewarded, ensuring every student adopts the independent reading routines of academically successful students.\u201d\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 1 meet expectations that most questions, tasks, and assignments are text-dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text). Materials for the literacy and research labs provide graphic organizers and instructional support tasks for students to engage with text as well as collect textual evidence that builds toward a research topic or literary theme. The general format reading questions (Research Questions), graphic organizers and instructional tasks are designed to be used across multiple thematic units and across grade levels.\nThe evidence from Units 1-4 listed below demonstrates tasks and questions that require direct engagement with texts but do not call out or connect to specific texts. Most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and draw on textual evidence to support what is explicit as well as valid inferences from the text.For example:\nUnit 1:\n\n\u201cWhat happened in the story, based on the words and the pictures? What did you learn about ___ from the words and the pictures?\"\n\nUnit 2:\n\n\u201cWhat is the author saying? How does this relate to ___? How does this compare to what you already know/thought about?\"\n\nUnit 3:\n\n\u201cWho is a supporting character in this story? What role does s/he play? How do you know? Which event(s) cause the problem in this story?\" and \"What part of the text and/or the pictures supports your answer?\"\n\nUnit 4:\n\n\u201cWhat in the text/pictures helped you learn it? How does this compare to what you already knew/thought about ___?\"\n\nMaterials contain sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills to demonstrate understanding. Questions and tasks are organized for students to gather details or practice skills needed for the culminating task which integrates skills to demonstrate understanding. Across Units 2-4, the culminating tasks require students to gather details or information using research questions and graphic organizers to write a story or report instead of utilizing specific texts.\n\nUnit 1, Week 2: Students will express an opinion about a favorite author/illustrator: \"I like ____because...\u201d Week 3: \"Today, you will write your opinion on which book about _(e.g., character/topic)_ was your favorite and why.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b76ccae1-4e8e-4eb9-a1c4-122bfc4678e0": {"__data__": {"id_": "b76ccae1-4e8e-4eb9-a1c4-122bfc4678e0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "b38556e6-e328-4824-a9bb-9aaaa059305f", "node_type": null, "metadata": {}, "hash": "396850f85aedb52d0b35fd475546162d713e41a9d356f62ccba88532b831217e"}, "3": {"node_id": "6887271f-4c2f-4143-ac56-ae09a338dacb", "node_type": null, "metadata": {}, "hash": "b1c8fcf2afc55751c925f084d4d55354baac389d5c68bcde1ea224abccd27372"}}, "hash": "7f2b27e0bfdbb6db3bfc0f3d2c963f098732ee7bfe06c8155a3076d32c953a96", "text": "In Unit 2, students complete a set of seven text-dependent research questions and graphic organizers. Students use both verbal and written responses to demonstrate learning throughout the unit. The culminating task is publishing an informational piece focused on an animal and presenting the findings.\n\n\nUnit 3, Week 1, Day 1, Welcome to our Research Lab. We are going to read lots of great stories in __(genre)__ together and on our own. We will read, analyze, and write _(genre)_ stories every day. You will learn to compare two __(genre)__ stories. You will write and publish your very own short story collection.\n\n\nIn Unit 4, students write and respond to seven text-dependent research questions. The culminating task is to form opinions and craft well-reasoned and supported arguments on the topic of plants to be published and presented at the end of the unit.\n\nMaterials provide frequent opportunities and protocols for evidence-based discussions (small group, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for evidence-based discussions that encourage the modeling of academic vocabulary and syntax.\nThere are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Units include practices that encourage the building and application of academic vocabulary and syntax including accountable talk routines and think pair share. Teacher materials support implementation of these standards to grow students\u2019 skills.\nExamples include:\n\nIn Unit 1, Literacy Lab, after the first read of the connected text, the teacher tells students to tell the person beside them what their favorite part of the story was and why.\n\n\nIn Unit 3, Accountable Talk, Partner Share: Each partner takes one minute to share. Pick one of the books you read today. Describe one of the supporting characters using details from the text and/or the pictures. Tell what role s/he plays in the story.\n\n\nIn Unit 3, Accountable Talk, Partner Share: Each partner takes one minute to share. \"Pick one of the books you read today. Use our Retelling a Story rubric to do a 3-point retelling. Identify the MOST important detail about the setting, and explain why it is the most important. Retell this story, including the key story elements. Partners, did your partner earn the first three points? Why or why not?\"\n\nMaterials support students' listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.\nSpeaking and listening tasks require students to gather evidence from texts and sources. Opportunities to ask and answer questions of peers and teachers about research, strategies, and ideas are present throughout the year. The curriculum includes protocols and graphic organizers to promote and scaffold academic discussions.\nThe following are examples of materials supporting students\u2019 listening and speaking about what is read:\n\nIn Unit 1, students share with the person next to them her/his favorite part of the book and why. The teacher guide states, \u201cWhat do you love to read about? Tell the person beside you what you love to read about.\u201d\n\n\nIn Unit 2, students analyze what authors did to make their text organized, interesting, and entertaining. The question in the teacher\u2019s guide is, \u201cWhat is the author saying?\u201d\n\n\nIn Unit 3, each partner takes one minute to describe the differences between the settings and lessons in two stories the teacher read. \u201cPick one of the books you read today. Use our 'Retelling a Story' rubric to do a 3-point retelling. Identify the MOST important detail about the setting and explain why it is the most important. Retell this story, including the key story elements. Partners, did your partner earn the first three points? Why or why not?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6887271f-4c2f-4143-ac56-ae09a338dacb": {"__data__": {"id_": "6887271f-4c2f-4143-ac56-ae09a338dacb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "b76ccae1-4e8e-4eb9-a1c4-122bfc4678e0", "node_type": null, "metadata": {}, "hash": "7f2b27e0bfdbb6db3bfc0f3d2c963f098732ee7bfe06c8155a3076d32c953a96"}, "3": {"node_id": "0db5d456-9d24-4e4d-8929-40f37bff1744", "node_type": null, "metadata": {}, "hash": "7c13b922d631539c6caf0da4f43f006588cfc65b199cd0e98be23fc78a13c60b"}}, "hash": "b1c8fcf2afc55751c925f084d4d55354baac389d5c68bcde1ea224abccd27372", "text": "In Unit 4, students share a different WOW! fact from the text with a partner. Partners check, and the teacher listens to make sure that students are sharing facts (not opinions) and using evidence from the text to prove their answers are accurate.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials include a mix of on-demand and process writing and short, focused tasks. Students write both on demand and over extended periods throughout every unit. The focus, the research, and literacy labs are to collect textual evidence or information to compose an essay or extended composition piece.\nExamples of on-demand writing are as follows:\n\nIn Unit 1 Literacy Lab, Week 2, the teacher sets the writing focus: \u201cWe are going to continue drawing and writing every day. Today, we will write about the books we are reading. Today, each of you will: Draw and write for 15 minutes, use everything you know to help you write, and write at least one question about something you\u2019ve read/listened to.\u201d\n\n\nIn Unit 2, Week 1, during Interactive Writing, both students and the teacher share the pen to compose a Morning Message related to what students did yesterday or will do today.\n\n\nIn Unit 3, Week 6, students are working on writing stories that teach lessons: \u201cToday, we examined how professional authors use major events to teach a lesson. Now, it is your turn. You will create a story whose problem and solution teach a lesson. Let me show you how I might get started\u2026\u201d\n\n\nIn Unit 4, Week 8, students work on \u201cadding as much information as you can to their organizer for today\u2019s Research Question.\u201d\n\nExamples of extended writing are as follows:\n\nIn Unit 2, we are going to spend the next 9 weeks reading, writing, and talking about the big ideas in the unit. Each of you will pick one topic on which to become an expert. You will research this topic and write an informational book about it. By the end of this Unit, you will: 1. Be an expert on the unit. Be an expert on your research topic. Write and publish an informational book on your topic (or other piece of informational writing as decided by the teacher).\n\n\nIn Unit 3, Week 5, students select a piece of writing from the week to revise, edit, and add to their short story collections as the fifth story.\n\n\nIn Unit 4, Week 7, students will publish the opinion piece they wrote yesterday. Students will work through revising and editing their pieces to make them \u201cthe best things they have ever written.\u201d\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence.\nThe following are examples of the different text types of writing across the units:\n\nIn Unit 1, students engage in writing by asking and answering questions, examining fiction and nonfiction, story elements, retell, and compare and contrast elements. On Week 2, the daily framework is to write about books being read in class. The teacher will model and monitor progress by observing, underwriting, and collecting student writing.\n\n\nIn Unit 2, there is a rubric and a thinking map on pages 146 and 147 for students to use throughout the unit to guide their writing. On Week 5, day 4, students continue using research question #4 to convert graphic organizer notes into paragraphs. After teacher modeling and student-guided practice, students share their work with a partner to ask for and provide constructive feedback.\n\n\nIn Unit 3, there is a retelling rubric, a narrative writing rubric, and a retelling map on pages 26-28 to guide students. Weeks 1-3 focus on story elements, weeks 4-6 focus on retelling, and weeks 7-9 focus on compare and contrast. Students complete one writing piece each week. Writers Workshop occurs at the end of the literacy block.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0db5d456-9d24-4e4d-8929-40f37bff1744": {"__data__": {"id_": "0db5d456-9d24-4e4d-8929-40f37bff1744", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "6887271f-4c2f-4143-ac56-ae09a338dacb", "node_type": null, "metadata": {}, "hash": "b1c8fcf2afc55751c925f084d4d55354baac389d5c68bcde1ea224abccd27372"}, "3": {"node_id": "ca1a930f-9a6f-47ad-94a3-07681029587d", "node_type": null, "metadata": {}, "hash": "990bfcd132403e52d14109c684ad2d341c6d121dfd942b420171ef687d72e4b5"}}, "hash": "7c13b922d631539c6caf0da4f43f006588cfc65b199cd0e98be23fc78a13c60b", "text": "In Unit 4, pages 26-29, students are shown the \u201cWow\u201d rubric, the opinion and drafting opinion organizer and rubric, and the proficient answer rubric. On Week 3, day 3, during the write to text block students use a text and the opinion organizer/rubric to generate an opinion. The teacher models the process before students begin guided practice.\n\nMaterials include regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that the materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.\nStudents are required to write daily for 15 to 20 minutes using suggested writing prompts. Most writing prompts relate to text, but some do not require evidence-based writing.\n\nUnit 1, Week 1, Days 2-5: \u201cIn order to get to know each other, we\u2019ll write about our favorite things this week. These are our opinions about different things we like.\u201d\n\n\nUnit 2, Week 1, Day 1: \u201cYou will write and publish your very own short story collection.\u201d Then, on Day 5: \u201cToday, you will pick your favorite piece of writing from the week to turn into a beautiful, polished piece. This will be the first piece for your short story collection. We will work through revising and editing your pieces to make them the best things you have ever written.\"\n\n\nIn Unit 3, Week 1, Day 1, students write to retell a favorite story they heard in a read aloud or one they read on their own.\n\n\nIn Unit 4, Week 2, Day 4, students select an aspect from their research that they really care about to write an opinion piece using the Drafting an Opinion Piece organizer/rubric.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 1 do not meet expectations for explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context. Opportunities to explicitly learn grade- level conventions standards to apply those skills to writing are limited.\nStudents engage with grammar and conventions as they complete editing tasks through the units, but the editing tasks are often not based in Grade 1 Language standards, and the tasks include only general checklists.\nThe following evidence provides examples of how the program encourages engagement with grammar and conventions in context, but does not indicate explicit instruction in Grade 1 standards:\n\nUnit 1: Students work individually or in pairs to edit their papers for mechanics, usage, and structure. Introduce, model, or reinforce conventions as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca1a930f-9a6f-47ad-94a3-07681029587d": {"__data__": {"id_": "ca1a930f-9a6f-47ad-94a3-07681029587d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "0db5d456-9d24-4e4d-8929-40f37bff1744", "node_type": null, "metadata": {}, "hash": "7c13b922d631539c6caf0da4f43f006588cfc65b199cd0e98be23fc78a13c60b"}, "3": {"node_id": "f520f3dd-7736-4fce-8b12-2d8136e52db7", "node_type": null, "metadata": {}, "hash": "3c0298a30e747739bb8dccfaa2493d094c9c618e549c3dcb9a8d1636670139aa"}}, "hash": "990bfcd132403e52d14109c684ad2d341c6d121dfd942b420171ef687d72e4b5", "text": "Unit 3: Using your text or a student volunteer, model how a writer edits to make sure the following have capital letters: e.g., first word in every sentence, proper nouns (the proper name of any person, place, or thing), major words in a title, and the word \u201cI\u201d.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relations, phonemic awareness, phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression with opportunities for application both in and out of context.\n\nThe instructional materials for Grade 1 partially meet the expectations materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression.\nThe instructional materials include a general framework of lessons to follow which includes ideas for Phonological Awareness; however, the materials lack opportunities for students to engage in activities on a daily basis and students are not provided with multiple opportunities to practice a skill. The materials do not provide explicit instruction in phonological awareness through systematic modeling; rather, they provide a framework for instruction. The ARC program materials do not contain a clear, evidence-based explanation for the expected hierarchy of teaching phonological awareness skills. The scope and sequence lists phonological skills of consonant blends, onset-rime, and one and two syllable words, but does not list blending, segmenting, isolation of sounds, or long and short vowels.\u00a0 Students are taught that syllables are beats in a word, but they are not taught that every syllable must have a vowel sound. The word \u201cvowel\u201d is not specifically instructed to students. The materials lack a clear sequence of instruction for phonemic awareness. The materials contain a research-based explanation for the analytic approach of phonics instruction but do not indicate an explanation for the order of the phonics sequence.\nMaterials provide the teacher with limited systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. For example:\n\nStudents have opportunities to distinguish long from short vowel sounds in spoken single-syllable words. For example:\n\nNo evidence found\n\n\n\nStudents have opportunities to orally produce single-syllable words by blending sounds (phonemes), including consonant blends. For example:\n\n2G Foundational Skills Toolkit, page 23, the teacher tells students s/he will say two sounds and students put together the sounds to determine the word.\n\n\n\nStudents have opportunities to isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. For example:\n\n2G Foundational Skills Toolkit, page 65, students find at least one thing in the classroom that ends with each digraph.\u00a0 The teacher plays I Spy at the board that begins with /ch/.\u00a0\n\n\n\nStudents have opportunities to segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). For example:\u00a0\n\nNo evidence found", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f520f3dd-7736-4fce-8b12-2d8136e52db7": {"__data__": {"id_": "f520f3dd-7736-4fce-8b12-2d8136e52db7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "ca1a930f-9a6f-47ad-94a3-07681029587d", "node_type": null, "metadata": {}, "hash": "990bfcd132403e52d14109c684ad2d341c6d121dfd942b420171ef687d72e4b5"}, "3": {"node_id": "2bca9859-ec8b-4acf-bc8e-534f2fdf748b", "node_type": null, "metadata": {}, "hash": "ee07be7804e3ba740175ac1c3f5236029a598a91f7d63a0e8dbd7e163ea55799"}}, "hash": "3c0298a30e747739bb8dccfaa2493d094c9c618e549c3dcb9a8d1636670139aa", "text": "Materials do not provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards. For example:\u00a0\n\nNo evidence found\n\nThere are limited daily opportunities for students to practice phonological awareness.\u00a0 Examples include, but are not limited to:\n\n1B Foundational Skills Toolkit, small group lessons 1-50, contain instruction and/or practice with phonological and phonemic awareness 52% of the time. When provided with this practice, students are generally given one to two words to work with before moving on.\u00a0\n1B Foundational Skills Toolkit, pages 47-53, provides a variety of activities to practice rhyming, such as sorting rhymes, discriminating rhymes, producing rhymes, etc.\u00a0\n1B Foundational Skills Toolkit, page 79, provides students with one opportunity to add an initial consonant sound /b/ to the word and to make the word band. Students are also given one opportunity to substitute /b/ for /h/ to make the word hand.\u00a0\n2G Foundational Skills Toolkit, page 23, the teacher reads, I Love to Sleep and models how to use the first blend the way it sounds at the beginning of words (bl says /bl/ as in blanket).\u00a0 Students practice with glitter and flower. The teacher models how to pull out the beginning blend to segment the sounds. Students brainstorm words with the initial -L blend. The teacher gives pairs of words and students determine if the words begin the same or different.\u00a0\u00a0\n1B Foundational Skills Toolkit, page 15, students orally manipulate one-syllable words including both segmenting onset/rime and producing rhyming words for a given word.\n2B Foundational Skills Toolkit, page 25, students read fruit names and clap their syllables.\n\nMaterials include explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. Examples include, but are not limited to the following:\n\nStudents have opportunities to know the spelling-sound correspondences for common consonant digraphs.\n\n2G Foundational Skills Toolkit, page 36, students review the initial Consonant-R Blends with a blend and picture match. Directions state: Use the blends at the beginning of these words to match the words and the pictures. Students review blends br, cr, tr, dr, fr, gr, pr.\u00a0\n2G Foundational Skills Toolkit, page 63, provides an example of the routine that is used for digraphs in Lesson 7: Initial Consonant Digraphs.\u00a0 The teacher models how to pronounce the first digraph the way it sounds at the beginning of words (e.g., ch says /ch/ as in chair). Repeat for each digraph. Teacher asks: I\u2019m thinking of a food on a sandwich. Find the digraph that begins the word ship. Which digraph starts the word wheel? (etc.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2bca9859-ec8b-4acf-bc8e-534f2fdf748b": {"__data__": {"id_": "2bca9859-ec8b-4acf-bc8e-534f2fdf748b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "f520f3dd-7736-4fce-8b12-2d8136e52db7", "node_type": null, "metadata": {}, "hash": "3c0298a30e747739bb8dccfaa2493d094c9c618e549c3dcb9a8d1636670139aa"}, "3": {"node_id": "b137251e-0b8f-4edc-8eb8-3e1d5f69cd6b", "node_type": null, "metadata": {}, "hash": "cdf9f3ff16e16dabc66d817ff1f05b8ac6897c1e38ee5bb1426918a2afa4cc5b"}}, "hash": "ee07be7804e3ba740175ac1c3f5236029a598a91f7d63a0e8dbd7e163ea55799", "text": "Students have opportunities to decode regularly spelled one-syllable words.\n\n1B Foundational Skills Toolkit, pages 35-39, includes an example of the routine used for decoding regularly spelled one-syllable words:\n\nRhyming: Students generate a list of words that rhyme with all. Write them on the board.\nModel \u201cI hear all inside \u2018ball\u2019\u201d:\n\nCan I hear the 1st letter sound? /b/\nCover the \u201cb\u201d with your finger. Say the word.\nUncover the \u201cb.\u201d What sound does \u201cb\u201d make?\n\u00a0Combine onset/rime. Now put them together. What\u2019s the word?\n\nGuided Practice: Ask students to cover/uncover the initial consonant as they work to read the words.\nReread: Find the word that is a place to go shopping. You need a __ to play soccer. If I wanted to build a house, I would need..., etc.\n\u00a0Phonological Awareness\n\nRhyme: Thumbs up if this rhymes with all: get, tall, fire\u2026\nBlend: What do I need to add to am to make Pam? Add an /m/ to the word all. What word does that make?\nSubstitute: Take the /m/ away from mall. What do you have left? Now put on a /t/. What word is that?\nSkywriting: Write the words from memory.\nFlash Cards Make a deck of flashcards with the -all words. Flash them at high speed. Repeat as needed until every student can read every word in 2 seconds.\nReading Practice: \u201cThe Ball\u201d. Give students copies of The Ball and pencils.\nGuided Practice: Let\u2019s start by finding every word on this page with all inside it. Underline each -all you find. How many -all words are on this page? Now go ahead and let me hear you read it.\n\u00a0Fluency: Students choral read, partner read, and practice until they can read the text without effort.\n\n\n\n\n\nStudents have opportunities to know final -e and common vowel team conventions for representing long vowel sounds. For example:\n\nNo evidence found\n\n\n\nStudents have opportunities to use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. For example:\u00a0\n\nNo evidence found.\u00a0\n\n\n\nStudents have opportunities to decode two-syllable words following basic patterns by breaking the words into syllables. For example:\u00a0\n\n2B Foundational Skills Toolkit, page 19, the class discusses Discussion: What is a syllable? Syllable = beats in a word.\u00a0 Students count how many syllables are in their names. Students determine how many syllables are in the word computer, and say the word in chunks. Students blend the word won-der-ful.\u00a0 Students complete a syllable sort by finding something in the room with one, two, three, and four syllables.\u00a0\u00a0\n\n\n\nStudents have opportunities to read words with inflectional endings. For example:\u00a0\n\n2B Foundational Skills Toolkit, page 37, students read the column of root words and look for patterns in both meaning and spelling.\u00a0 Students discuss what they notice, how new words are different from root words, why endings are needed, how columns are similar, how columns are different, what is noticed about spelling patterns.\u00a0 The teacher shares that an inflectional ending changes the grammatical category of the root word or the number of people doing it, etc.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b137251e-0b8f-4edc-8eb8-3e1d5f69cd6b": {"__data__": {"id_": "b137251e-0b8f-4edc-8eb8-3e1d5f69cd6b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "2bca9859-ec8b-4acf-bc8e-534f2fdf748b", "node_type": null, "metadata": {}, "hash": "ee07be7804e3ba740175ac1c3f5236029a598a91f7d63a0e8dbd7e163ea55799"}, "3": {"node_id": "a6686d21-04c7-41b0-a439-4adb50181e17", "node_type": null, "metadata": {}, "hash": "6f1a29ad7743d44b61e48046bbfdb3f4576da8f92f364e3afbe6e4d361d7f943"}}, "hash": "cdf9f3ff16e16dabc66d817ff1f05b8ac6897c1e38ee5bb1426918a2afa4cc5b", "text": "Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern. For example:\u00a0\n\n2G Foundational Skills Toolkit, page 29, students complete an initial blends sounds sort. Students listen for consonant blends at the beginning of each word. Students sort pictures, objects, or words based on their initial blends.\n2G Foundational Skills Toolkit, page 53: Initial S- and Tw-Blends Worksheet, students look at a picture then fill in the missing blend (ex. smile, skateboard, star, twins).\n2G Foundational Skills Toolkit, page 67: Students receive copies of \u201cWhales Can Whine\u201d to keep in their folders. The teacher models using initial digraphs and the pictures to read new words in \u201cWhales Can Whine.\u201d\u00a0 Students read \u201cWhales Can Whine.\u201d Students choral read, partner read, and practice until they can read the text without effort.\n2G Foundational Skills Toolkit, page 73, students play blends and digraphs bingo. Students write blends and digraphs in each box.\u00a0 The teacher pulls a picture card and shows to students. Students name the object and find the digraph/blend on their card.\u00a0\u00a0\n2G Foundational Skills Toolkit, page 78, the teacher gives students a sound of a blend/digraph. Students record the letters and say something that begins with that blend/digraph.\n1B Foundational Skills Toolkit, page 37, students find and underline every word on the page with -all inside it. Students determine how many -all words are on the page. Students read the text with the -all words to the teacher.\u00a0\n1B Foundational Skills Toolkit, page 39, the teacher tells students \u201c\u2018Now that you can read any -all word, it is time to spell them. Let\u2019s start with all. Everyone write down all.\u2019 Make sure the students can\u2019t see the words.\u201d\n1B Foundational Skills Toolkit, page 70, students find a page that has three -am words and discusses what those words are.\u00a0 Teacher asks where Dan wants to sit on page 8 (At camp) and who gets picked to play on page 9? (Pam)\n1B Foundational Skills Toolkit, page 81, the teacher tells students \u201cNow that you can read any -an and -and words, it is time to spell them. Let\u2019s start with an. Everyone write down an. (etc.).\u201d\n2B Foundational Skills Toolkit, page 39: for inflectional endings, listen to their own speech and notice the different ways we pronounce -ed. (-ed says /d/, /t/, or /ed/)\n2B Foundational Skills Toolkit, page 49, the teacher asks students what -ing does to the root word and how it changes the meaning. Students read the vowel sounds in isolation (short/long). Students read the words and notice the spelling pattern.\u00a0\u00a0\n2B Foundational Skills Toolkit, page 41, students play Spelling Champs and spell any word on the chart from memory. Students write new words from dictation, using chart for support. Students complete spelling test adding -ed endings to regularly spelled words.\n2B Foundational Skills Toolkit, page 45, students read All Day I Worked and find/underline all words that end in -ed.\u00a0 Students sort words from the story into the columns. Students choral read, partner read, and practice reading the text without effort.\n2B Foundational Skills Toolkit,\u00a0 page 61, the teacher gives students copies of \u201cThe Smartest and the Fastest\u201d and pencils. Students find and underline\u00a0 every word that ends with the inflectional endings -er and -est on this page. Students determine how many words that end in -er and -est are on this page. Students read the text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a6686d21-04c7-41b0-a439-4adb50181e17": {"__data__": {"id_": "a6686d21-04c7-41b0-a439-4adb50181e17", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "b137251e-0b8f-4edc-8eb8-3e1d5f69cd6b", "node_type": null, "metadata": {}, "hash": "cdf9f3ff16e16dabc66d817ff1f05b8ac6897c1e38ee5bb1426918a2afa4cc5b"}, "3": {"node_id": "6db01174-5aad-464e-ada3-e40013ae487a", "node_type": null, "metadata": {}, "hash": "8f29f0baa8371ed9409ed91dd1877f7b575ae480c314408017965583a52bf836"}}, "hash": "6f1a29ad7743d44b61e48046bbfdb3f4576da8f92f364e3afbe6e4d361d7f943", "text": "Grade 1 Scope & Sequence-\n\n2G: Initial Blends & Digraphs: Initial Consonant -L Blends, Initial Consonant -r Blends, Initial S- and Tw- Blends, Initial Consonant Digraphs\n1B:\u00a0\n\nZone 1: Use 10 Power Words (Without Onsets) \u2022 Consonant + Power Word = new word (e.g., use -all to read call) -all -it -am -an -and -at -eat -in -out -up\u00a0\nZone 2: Use 120 Key Words (1G/2G Power Words) to Unlock New Words -ill -et -ink -ack -op -aw -ook -ee -ay -own -ine -en -ot -ake -ame -ed -ump\u00a0\nZone 3: Use Key Words (with High-Leverage Phonograms) to Unlock New Words \u2022 1B Tricky Words \u2022 R-controlled vowels \u2022 High-leverage phonograms -ail -ain -ale -ank -ap -ash -ate -ear -ell -est -ice -ick -ide -ight -ing -ip -ock -oke -ore -uck -ug -unk\u00a0\nZone 4: Phonemes (Letter Sounds): Use Common Vowel Patterns to Decode Most One-Syllable Words\u00a0\n\n\nThe letter a\u00a0\nThe letter e\u00a0\nThe letter i\u00a0\nThe letter o\u00a0\nThe letter u\u00a0\nThe final -e pattern\n\n\n\n2B: Decode most two-syllable words, 2-syllable words: compound words and inflectional endings\n\nMaterials, questions, and tasks provide explicit instruction for and regular practice to address the acqusition of print concepts, including alphabetic knowledge, directionality, and function (K-1), structures and features of text (1-2).\n\nThe instructional materials for Grade 1 meet the expectations that materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, directionality, and function (K-1), and structures and features of text (1-2).\nStudents have opportunities to learn print concepts:\n\nIn Unit 1, Day 1, during Morning Meeting, the teacher is directed to post a Morning Message. The teacher is to state: \u201cEvery sentence in this Morning Message ends with a period or a question mark. I will put two lines under each period. Let\u2019s count how many sentences there are\u201d (p. 71). During Morning Meeting in Days 2-5, the teacher is to reinforce Foundational Skills by having students find and mark capitalization and punctuation of the Morning Message. For example, the teacher can state: \u201cHow many sentences does our message have? How do you know? Who can come and circle the periods?\u201d In Unit 2, Week 1, Day 1, during Editing, the students are responsible making sure each sentence begins with a capital letter and ends with an end mark (period, question mark, or exclamation point).\n\nThe materials contain opportunities for students to learn text structures:\n\nIn Unit 2, Week 2, Day 3, the lesson has a focus on main ideas and key details. The lesson includes the teacher modeling identification of main ideas and key details, followed by students using their IRLA assigned leveled text for application. Learning to identify and find main idea and details is also in Unit 3 and Unit 4.\n\n\nIn Unit 1, Week 6, Days 3-4, the lesson focus is sequence of events. In the Mini-Lesson, the teacher introduces the concept of sequence of events by mapping the beginning, middle, and end of the Core Novel. The teacher maps the sequence of events in the Plot-Sequence of Events graphic organizer. The teacher asks questions such as: \u201cWhat is the beginning? What happens in the beginning and why is that important to the sequence of events? What about the middle? The end?\u201d Students use the graphic organizer to map the sequence of events for a second story from the Core Novel. Then students write, using sequence of events. \u201cPick an event from your life that you\u2019d like to retell. Write the story of that event, with a clear beginning, middle, and end. Does yours have a problem? Why or why not?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6db01174-5aad-464e-ada3-e40013ae487a": {"__data__": {"id_": "6db01174-5aad-464e-ada3-e40013ae487a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "a6686d21-04c7-41b0-a439-4adb50181e17", "node_type": null, "metadata": {}, "hash": "6f1a29ad7743d44b61e48046bbfdb3f4576da8f92f364e3afbe6e4d361d7f943"}, "3": {"node_id": "29d0dba8-3aa2-4421-9960-413ce965ba33", "node_type": null, "metadata": {}, "hash": "6e3345c47f2263272f864fdb01b383b83777fd6cbe5cb22467e8e20ba3a96f10"}}, "hash": "8f29f0baa8371ed9409ed91dd1877f7b575ae480c314408017965583a52bf836", "text": "In Unit 3, Week 1, Day 2, students learn about story structure. In Week 2, Day 1, the teacher introduces the Describing Plot Anchor Chart to teach about problem. The teacher guides the students through identifying problem with questions such as: \u201cWhy is this a problem? Do all the characters think this is a problem?\u201d\n\nThe materials contain opportunities for students to learn about text features:\n\nIn Unit 2, Week 2, Day 4, the teacher uses mentor texts to help students understand how authors use text features to organize their books. The lesson includes modeling, guided practice, and group share. Students apply their learning of text features to drafting a book which includes text features such as cover, page numbers, and table of contents. In Week 5, Day 3, students learn more text features such as glossaries, captions, and labels. The instructional materials contain information for teachers: \u201cPrint Features: help readers locate information that SURROUNDS the text.\u201d\n\n\nIn Unit 3, Week 5, Day 1, the lesson reviews informational text basics such as table of contents, headings/subheadings, glossaries/index. In Week 9, Day 5, students are taught about short story collection text features. Students put together their short story collections and use additional text features to pull the stories together into a cohesive collection.\n\n\nThrough Units 2-4, during Formative Assessment One-on-One Conferences, the teacher is to assess students\u2019 understanding of text features. \u201cDo they know how to use text features (table of contents, index) to efficiently locate information?\"\n\nInstructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high frequency words. This includes reading fluency in oral reading beginning in mid-Grade 1 and through Grade 2.\n\nThe instructional materials for Grade 1 meet the expectations that instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity, sight-based recognition of high-frequency words, and reading fluency in oral reading once phonics instruction begins.\nIn Foundational Skills 2G, students learn 120+ high-frequency Power Words at Flash Speed. According to the teacher materials, \u201cThey will be able to read these words in books they have never seen before and out of context (lists, flash cards, etc.) at Flash Speed\u201d (p. 9). Starting in Lesson 9, students are told they will be learning 60 more words. In Lesson 9, students learn to read and spell six new words: as, some, many, these, eat, and too. The students practice these words in the following ways: see/hear it, say it orally, trace it, skywrite it, write it, and practice it by playing games. As students learn the high-frequency words, students use a variety of strategies to figure out the words in the guided reader text. The teacher directions state: \u201cRemember the students shouldn\u2019t be asked to try to 'sound out' any word in a 2G text. If students can\u2019t use syntax, meaning, and the initial consonant sounds to figure out a word, tell students the word\u201d (p. 87).\nIn Foundational Skills 1B, students have fluency practice of decodable words such as -all words. Students participate in a scavenger hunt. They find a page that has 3 -all words and identify the words. Students also read a guided reading text, short passages such as Humpty Dumpty and Itsy Bitsy Spider.\nIn Foundation Skills 1B, students learn to recognize and read grade-level irregularly spelled words. During Zone 3, students learn new key words with high leverage phonograms and Tricky Words which are often in 1B books.\nTo practice reading text fluently, the Foundational Skills Toolkit 2G directs the teacher to have students read one-page passages and guided reader texts. The directions state: \u201cStudents choral read, partner read, and practice until they can read the text without effort\u201d (p. 27). In Foundational Skills 1B and 2B, the directions are identical for the guided reader texts. As students read guided reader texts, the purpose is for students to use their new learning of Power Words in text. For example in Lesson 20 of 2G, students read Mondays and are told this goal: \u201cNow, you will use the Power Words you know to read this book\u201d (p. 131).\n\nMaterials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "29d0dba8-3aa2-4421-9960-413ce965ba33": {"__data__": {"id_": "29d0dba8-3aa2-4421-9960-413ce965ba33", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "6db01174-5aad-464e-ada3-e40013ae487a", "node_type": null, "metadata": {}, "hash": "8f29f0baa8371ed9409ed91dd1877f7b575ae480c314408017965583a52bf836"}, "3": {"node_id": "f5d26f1c-04ee-4da0-87bd-008b68fb61ca", "node_type": null, "metadata": {}, "hash": "531055de9f4c5d52fd11cadb82ea260f70843d86f76890e779bbf0f730744df5"}}, "hash": "6e3345c47f2263272f864fdb01b383b83777fd6cbe5cb22467e8e20ba3a96f10", "text": "The instructional materials for Grade 1 meet the expectations that the materials, questions, and tasks provide systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.\nIn Foundational Skills Toolkit 2G, when students learn initial blends and digraphs, students practice reading the blend type in a sentence. For example, in Lesson 2, students read \u201cGlamorous gladiators gladly glue glitter to their gloves\u201d (p. 30). Students also practice reading a passage called Clean Up, which the teacher models. Students learn 60 Power Words at Flash Speed and also have the opportunity to practice those words in context with guided reader texts and with cloze passages. Students learn category words such as colors, the days of week, and contractions and then students practice reading those words in a guided reader text or cloze passage.\nIn Foundational Skills Toolkit 1B, students learn word attack strategies to help them figure out words. Word attack strategies include, but are not limited to: Stop if something doesn\u2019t look right, sound right or make sense; Blend: Say the first two letters; Cover part of the word; Think of a word that looks the same and rhymes. In 1B Lesson 1, students fill in a cloze activity of sentences using -all words from a word box. Students also read a 1B book where all the hard words use -all.\nThe directions for the teacher to help students figure out all words they don\u2019t know include:\n\nCan you find a word you know inside?\nUse your finger(s) to cover up the beginning/end of the word.\nAdd the first letter sound.\n\nIn the Foundational Skills Toolkit 2B, students learn to decode 2-syllable words and practice those decoding skills in Guided Reader texts and single page passages such as Forest Trails and Berries for Baby Birds.\n\nMaterials support ongoing and frequent assessment to determine student mastery and inform meantingful differentiantion of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\n\nThe instructional materials for Grade 1 meet the expectations that materials support ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.\nThrough the Independent Reading Level Assessment Framework (IRLA), a teacher can assess students\u2019 learning of foundational skills. These are the following steps to using IRLA:\n\nIdentify IRLA Reading Level.\nUse the IRLA to diagnose specific instructional needs.\nUse corresponding Foundational Skills Toolkit Lessons to teach and model specific skills.\nProvide guided and independent practice differentiated to support students who learn at different paces.\n\nIRLA helps provide the teacher with baseline data about each Grade 1 student\u2019s reading proficiency. This gives teachers information about which foundational skills each student needs to learn, and the teacher can use the data to sort students into similar groupings. A teacher will assess a Grade 1 student for different stages of acquisition. In Grade 1, a teacher can assess students for different levels of foundational skills. According to IRLA, Grade 1 students are in 2G, 1B, and 2B, which include the following stages of acquisition: sight words, word families, vowel patterns, and syllabication. For 2G entry, a student can recognize and read grade-appropriate irregularly spelled words, can make the initial sound for a minimum of 13 blends/digraphs, and can use a combination of initial sounds/blends, sight words, and context clues to read a 2G text with purpose and understanding. The teacher also documents a student\u2019s reading during a running record. IRLA contains many assessment opportunities for the teacher to assess each student.\nWith IRLA, a teacher can assess students\u2019 progress toward learning grade level standards. In IRLA, there are Coaching Records for teachers to document students\u2019 learning. For example, in Coaching Record 1B (for a student in 1B) the teacher documents a student\u2019s ability to chunk words, to read 1-syllable word families, to read tricky words, to use reading strategies, to demonstrate reading comprehension.\nCoaching Tips and Warning Signs are included in the Foundational Skills Toolkit lessons. For example in 1B, a teacher can assess students\u2019 ability to know sight words. \u201cWarning Signs: All students should be able to read these 10 sight words at Flash Speed (no sounding out). If they can\u2019t, they need additional sight word work in 1G or 2G.\u201d\nFoundational Skills lessons include opportunities for students to progress quicker if students know the skills based on the Passing Lane: Assessment.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f5d26f1c-04ee-4da0-87bd-008b68fb61ca": {"__data__": {"id_": "f5d26f1c-04ee-4da0-87bd-008b68fb61ca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "29d0dba8-3aa2-4421-9960-413ce965ba33", "node_type": null, "metadata": {}, "hash": "6e3345c47f2263272f864fdb01b383b83777fd6cbe5cb22467e8e20ba3a96f10"}, "3": {"node_id": "0c5c5147-3bb0-4974-99c0-7d219fff7d98", "node_type": null, "metadata": {}, "hash": "e3dde409b528af3fefe36aceb00d5be0cfe0549bea1957272c6c275ad58c4b7f"}}, "hash": "531055de9f4c5d52fd11cadb82ea260f70843d86f76890e779bbf0f730744df5", "text": "This helps a teacher make instructional adjustments, so students can make progress in learning foundational skills. In 2G, Lesson 9, there is a Passing Lane: Assessment: \u201cAny student who can read most of these words should be re-tested to see if s/he may need to move IRLA levels and/or strategy groups.\u201d\n\nMaterials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills.\n\nThe instructional materials for Grade 1 meet the expectations that materials, questions, and tasks provide high-quality lessons and activities that allow for differentiation of foundational skills. Lessons include modeling, guided practice, games, and hands-on activities.\nInstructional materials provide high-quality lessons for foundational skills for every student to reach mastery through the Foundational Skill Toolkit lessons and within the four Units (Literacy Lab, Wild and Endangered Animals, Family Stories and Families, and Plants). After placing students into skill-based groupings based on assessment results from IRLA (Independent Reading Level Assessment), students are provided learning opportunities at their individual levels. Students placed in the 2G are ready to learn another 60 \u201cknow on sight\u201d words, and students learn to self-prompt 2-letter consonant blends and digraphs. Students have access to 1G and 2G Guided Reading Books. If a student is not ready for 2G small group, the IRLA materials help place students in a small group teaching prerequisite skills for 2G. For students who place higher in foundational skills, they can start in Blue or Red small group. These students learn onset + sight word, 1-syllable word families, 2-syllable words, and multisyllabic words.\nDuring Literacy Lab Grade 1 lessons, students participate in games that develop students\u2019 ability to hear different sounds in words. \u201cAt the beginning of 1st grade, provide plenty of practice with consonant sound review (3Y/1G), blends & digraphs (2G), and rhyming (getting ready for 1B).\u201d\nOpportunities for differentiated learning within a skill group are provided. In 1B, there are multiple ways for a student to practice learning onsets/rimes. \u201cStudents who struggle with any of the Zone 2 lessons will need additional practice (or are working in the wrong level). Use the ideas below in any order based on student interest and need.\u201d Examples of ideas for student practice are: use chunks (rimes) you know to make new words, flashcards, spelling champs, independent reading from self-select 1B books, rhyme boggle, letter/sound switch, nursery rhymes/silly stories.\nIn the Independent Reading Level Assessment, there are Action Plans for a teacher to provide additional practice. For example, for students in 1B, the Action Plan contains: \u201cHave an older student come down at the same time every day to read with his 1B book buddy. Consider using an older student who is seriously behind in reading, but is at least a 1R. Both students can afford to miss everything else for this activity.\u201d\nFoundational Skill Toolkit lessons provide guidance to teachers for scaffolding and adapting lessons. Within the lessons, there are recommendations to the coaches (teachers). In 2G, Lesson 2, the Coaching Tip is: \u201cResist teaching the vowel sounds at this time. This will slow down the process. Keep the focus on blends, pictures, and sensemaking.\u201d Another example of how the materials provide guidance to teachers is found in the Lesson 15 Coaching Tip:\n\nKidwatching: Who is having trouble and what is it they don\u2019t know or aren\u2019t remembering to do? What is the one thing in their way?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0c5c5147-3bb0-4974-99c0-7d219fff7d98": {"__data__": {"id_": "0c5c5147-3bb0-4974-99c0-7d219fff7d98", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "f5d26f1c-04ee-4da0-87bd-008b68fb61ca", "node_type": null, "metadata": {}, "hash": "531055de9f4c5d52fd11cadb82ea260f70843d86f76890e779bbf0f730744df5"}, "3": {"node_id": "b229a637-3168-4d23-ac6f-9ae2377bf161", "node_type": null, "metadata": {}, "hash": "71db37fffe7ebf1e12e2d6b2d96f05097c00b6f7c7d3ceb632010d3915522da0"}}, "hash": "e3dde409b528af3fefe36aceb00d5be0cfe0549bea1957272c6c275ad58c4b7f", "text": "What is the one thing in their way?\n\n\nBuddy Reader: Is there another student who is particularly good at this who could spend some time as this student\u2019s Buddy Reader?\n\nIn Lesson 9 of Foundational Skills Toolkit 2G, if students can read most of the 2G Power Words, the teacher is directed to retest the student with IRLA for a different level of instruction. In Foundational Skills Toolkit 1B, in Lesson 19, teachers are directed in the Passing Lane to differentiate for a student who can reliably use rhyming with a sight word to read a new word to Zone 3.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials integrate reading, writing, speaking, and listening through comprehensive texts sets organized around grade-appropriate topics. Students engage in developmentally-appropriate research as they build and demonstrate knowledge and skills in tasks that integrate all areas of ELA.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for texts organized around topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently. Each unit and the texts within as well as boxed text sets are organized around specific topics and guiding questions to build student knowledge around topics such as animals, family stories, plants, literary stories, and more.\n\n\n    Teachers can also utilize read alouds and boxed sets (Hook Books, 100 Book Challenge, thematic sets) that are labeled according to the publisher\u2019s self-determined readability levels (IRLA) and organized by topic. Teachers can also access thematic text sets organized around topics in science, social studies and literary genres including the subjects of family, culture, school, animals, and poetry that provide differentiated reading practice.\n\n\nIn Unit 1, the topic of beginning school uses the themes of individual likes and families to build a reading community, establish routines, and individual student literacy levels.\n    \n\n\nIn Unit 2, the topic of Wild and Endangered Animals uses research questions and informational writing to guide content and literacy skills learning. Students actively engage in group reading activities with purpose and understanding. For example, Week 5, Lesson 2, page 287: Students have opportunities during the Morning Message and Interactive Read Aloud, Shared Reading/Research Reading and Research Writing (students only use the text when needed). The read-aloud collection includes both fiction and nonfiction texts such as the Magic Tree House series #19 and a common shared experience book Birds.\n    \n\n\nIn Unit 3, the topic of Family Stories is used as content for a genre study. The read-aloud collection includes both fiction and nonfiction texts such as Jamaica Tag-Along and All Families are Special. With prompting and support students use the poem, Clean Your Room Harvey Moon.\n\n\n\nIn Unit 4, the topic of Plants uses research questions and informational writing to guide content and literacy skills learning. The read-aloud collection includes both fiction and nonfiction texts such as The Dandelion Seed and a common shared experience book Trees.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\n\n    Throughout the units, students independently and in pairs complete questions and tasks that require analysis of individual texts. Examples of sets of questions found in the instructional materials include the following:\n\n\nIn Unit 1, Week 6, students are asked, \u201cWhy do you think the author included __ in both books? Based on the lessons in these two stories, what might be important to the author? What information is included in one text but not the other?\u201d and\u201cDo any of the differences contradict each other? Where?\u201d\n    \n\n\nIn Unit 2, Week 2, students are asked, \u201cWhat is the author saying? How does this relate to RQ #__? What do you wonder about this?\u201d and \u201cWho learned something really important about this RQ (or our Unit)?\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b229a637-3168-4d23-ac6f-9ae2377bf161": {"__data__": {"id_": "b229a637-3168-4d23-ac6f-9ae2377bf161", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "0c5c5147-3bb0-4974-99c0-7d219fff7d98", "node_type": null, "metadata": {}, "hash": "e3dde409b528af3fefe36aceb00d5be0cfe0549bea1957272c6c275ad58c4b7f"}, "3": {"node_id": "22689cdd-6247-4177-9378-dda3eb90a4e5", "node_type": null, "metadata": {}, "hash": "ef7f1e8c71d835024b9ee43ad010298435cee558c978dd33508d83e45c05d9f5"}}, "hash": "71db37fffe7ebf1e12e2d6b2d96f05097c00b6f7c7d3ceb632010d3915522da0", "text": "In Unit 3, students used a rubric to retell stories and were scored on plot, setting, characters etc. Each day they would work with a partner and would be asked, \u201cDid your partner earn the first four points? Why or why not?\u201d\n    \n\n\nIn Unit 4, Week 5, students are asked to reflect on specific Research Questions (RQ): \u201cWhat is something you already know about _(RQ #4)_? Did you know that...? Why does it matter to our study of...? How does this compare to what you already knew/thought about...? What questions does it raise for you?\u201d and \u201cWho learned something really important about this RQ (or our Unit)?\u201d\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials reviewed for Grade 1 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. During interactive reading, students engage in analyzing parts of text(s) for class discussion, addressing any given number of questions that may include responses in the form of graphic organizers, quick writes, or quick draws that involve drawing on textual evidence to support their answers. The general format of the reading questions (Research Questions), graphic organizers, and instructional tasks are designed to be used across multiple thematic units and grade levels.\n\n\n    Examples include:\n\n\nIn Unit 1, Week 6, \u201cAfter our Independent Reading, you will compare/contrast two books that you read today. Use a Venn diagram to compare and contrast two books about _(topic)_.\u201d\n    \n\n\nIn Unit 2, Week 2, students are asked, \u201cWhat is the author saying? The text is all about ____ so far. How does this relate?\u201d and \u201cHow does this compare to what you already know/thought about?\u201d\n    \n\n\nUnit 3, Week 7. \u201cThis week, we are going to compare and contrast two stories in our genre. We will think about how they are the same and different. We will form opinions about the most interesting similarities and differences we find. By the end of the day, you will be able to use a Venn diagram to compare the main characters in two stories.\u201d\n    \n\n\nIn Unit 4, Week 2, students are asked, \u201cWhat is the author saying about RQ #__? How do you know? Why does it matter to our study of ___? How does this compare to what you already knew/thought about ___?\" and \"How does this relate to what other authors have written about ___?\u201d\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials reviewed for Grade 1 meet the expectations that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, and listening).\n\n\n    Within the materials, students have the opportunity to demonstrate comprehension and knowledge of a topic or topics through completion of culminating tasks and/or final projects. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study.\n\n\n    Examples include:\n\n\nUnit 1, Week 2. \u201cToday, we will write about the books we are reading. Today, each of you will: \u2022 Draw and write for 15 minutes. \u2022 Use everything you know to help you write. \u2022 Write at least one question about something you\u2019ve read/listened to.\u201d The teacher is then guided to underwrite the student work with, \u201cThe primary goal of beginning writing is that students learn to represent their own speech in print.\u201d\n    \n\n\nUnit 2: Students complete a set of seven text-dependent research questions and graphic organizers. Students use both verbal and written responses to demonstrate learning throughout the unit. The culminating task: publishing an informational piece focused on an animal and presenting the findings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "22689cdd-6247-4177-9378-dda3eb90a4e5": {"__data__": {"id_": "22689cdd-6247-4177-9378-dda3eb90a4e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "b229a637-3168-4d23-ac6f-9ae2377bf161", "node_type": null, "metadata": {}, "hash": "71db37fffe7ebf1e12e2d6b2d96f05097c00b6f7c7d3ceb632010d3915522da0"}, "3": {"node_id": "53e85893-6eed-4860-8dc6-ef62eb1f3ab3", "node_type": null, "metadata": {}, "hash": "a25b75ecb4e6e1b2f90c542384cdce3459cb57980787fd5565ec1bba31c93c0a"}}, "hash": "ef7f1e8c71d835024b9ee43ad010298435cee558c978dd33508d83e45c05d9f5", "text": "Unit 3, Week 9. Students put together all the stories they have written, illustrated, revised, and edited to create a short story collection. \"By the end of today, you will have a published collection.\u201d Presentations can be as simple as sharing with partners or as formal as organizing an event to which parents and/or community members are invited as the audience.\n    \n\n\nUnit 4, Week 3. \u201cHave students demonstrate mastery of Research Question #2 Science/Social Studies key concepts through a variety of exit tickets, graphic organizers, and/or writing prompts as appropriate to students\u2019 current writing abilities.\u201d\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials reviewed for Grade 1 meet expectations for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials. The established Literacy Lab routines state, \u201cTeacher uses daily Read Aloud as an opportunity to increase students\u2019 academic vocabulary, background knowledge, and speaking & listening skills.\u201d Each lesson has Interactive Read Alouds to bolster students\u2019 receptive vocabulary, and strategies quickly teach/clarify the meaning of a few unknown words. Vocabulary instruction calls for students to think about the meaning of words. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other, more familiar contexts.\n\n\nIn Unit 1, Week 1, during the first read of the connected text, the teacher\u2019s guide states: \u201cUse the \u2018drop-in\u2019 vocabulary strategy to quickly teach/clarify the meaning of a few unknown words.\n    \n\n\nUnit 2, Week 1. \u201cThe primary goal of today is to use the Research Library to capture and engage students in studying this Unit. As you do this, students will also begin to notice academic and technical vocabulary related to the Unit.\u201d\n    \n\n\nUnit 3, Week 1. \u201cAs we research, we will encounter new vocabulary words. Words that are specific to our Unit and help us become experts on our Unit are called technical vocabulary words. You will each be responsible for being able to define and correctly use these terms. Today, as we read, I noticed the word _____. I think this word is important in understanding __(Unit)__. I\u2019m going to add this word to our Class Glossary.\u201d\n    \n\n\nUnit 4, Week 6. \u201cHighlight and discuss high-leverage terms (e.g., important Unit vocabulary, words that indicate an opinion, function words [e.g., transition words]).\u201d\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials reviewed for Grade 1 meet the expectation for materials supporting students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. Students are supported through the writing process, and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year.\n\n\n    Students are encouraged to develop stamina and a positive attitude towards writing by writing daily and for various purposes, which include composing opinion pieces, informational/explanatory texts, and simple narratives. Each lesson contains protocols for students to share their writing and receive feedback from both the teacher and his/her peers. Students engage in activities that include reading and discussing writing similar to that which they are planning to write, examine, and identify a range of text structures, and they are guided to assess the effectiveness of their own and others\u2019 writing. At the end of each unit, students produce, present, and publish writing pieces as part of a final project.\n\n\nUnit 1, Week 2. \u201cWe are going to continue drawing and writing every day. Today, we will write about the books we are reading. Each of you will: \u2022 Draw and write for 15 minutes. \u2022 Use everything you know to help you write. \u2022 Write at least one question about something you\u2019ve read/listened to.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "53e85893-6eed-4860-8dc6-ef62eb1f3ab3": {"__data__": {"id_": "53e85893-6eed-4860-8dc6-ef62eb1f3ab3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "22689cdd-6247-4177-9378-dda3eb90a4e5", "node_type": null, "metadata": {}, "hash": "ef7f1e8c71d835024b9ee43ad010298435cee558c978dd33508d83e45c05d9f5"}, "3": {"node_id": "80f3905f-4b90-4465-a429-b26a75d890c6", "node_type": null, "metadata": {}, "hash": "520e6f4cb2b00101ca855eaf0f2efb25a761274f23598472d355f65b16ddc5ae"}}, "hash": "a25b75ecb4e6e1b2f90c542384cdce3459cb57980787fd5565ec1bba31c93c0a", "text": "In Unit 2, Week 3, students use the Problem/Solution graphic organizer to think about how their characters might respond to the problem(s) they\u2019ve created. \"Think about what kinds of responses would be fun to read/write about. Decide how your problem will be solved. Focus 2: Write or finish a story that includes a problem and a solution. Make sure you describe how at least one character responds to this problem.\"\n    \n\n\nIn Unit 3, Week 4, the 20-40 minute Writer\u2019s Workshop focus is retelling a favorite story as if the students were the authors. The teacher models a think aloud for planning writing, drawing and writing before students begin.\n    \n\n\nIn Unit 4, Week 1, students select a plant to become an expert on. During the 20-40 minute research writing block, students write one \u201cWow\u201d fact about their topic. The teacher models planning their writing, drawing, and writing using a think aloud. Writing samples are collected as evidence of students\u2019 learning. Students work individually or in pairs to edit their papers for mechanics, usage, and structure.\n    \n\n\n    The daily literacy block includes a 20-60 minute writing segment. The teacher models how the day\u2019s focus will be applied to writing. Students are provided time to practice while the teacher confers with students in one-to-one conferences or small groups to provide coaching and feedback. By the end of each unit, students will have practiced writing in a variety of genres, both in and out of context, and will have produced at least twenty unique pieces of writing per unit within that range of genres. Students will bring a piece to final publication by the end of the week as well as at the end of the unit, with final presentations of the entirety of the work done during each unit.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n    Units are designed for students to act as researchers and gather details or ideas from texts throughout the unit to to complete a culminating writing task in each lesson. Writing tasks ask students to interpret, analyze, and/or synthesize information from above grade-level interactive read alouds and texts from independent leveled libraries from a range of sub-topics within the larger context of a literary or scientific field of research. Students are provided with daily independent reading, research, and discussion times of about 20 to 40 minutes. Additionally, students engage in research writing daily for about 20 to 40 minutes and write about what they are reading.\n\n\nIn Unit 1, Week 6, students will, \u201cWrite narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.\"\n    \n\n\nIn Unit 2, in the Research Labs, students \"will become an expert on one wild animal and be able to stand in front of the class and say, 'Ask me ANYthing about my animal.' Then, they take a final written product through the entire writing process from note-making to publication.\"\n    \n\n\nUnit 3, Week 1. \u201cWe are going to read lots of great stories in __(genre)__ together and on our own. We will read, analyze, and write __(genre)__ stories every day. You will learn to compare two __(genre)__ stories. You will write and publish your very own short story collection.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80f3905f-4b90-4465-a429-b26a75d890c6": {"__data__": {"id_": "80f3905f-4b90-4465-a429-b26a75d890c6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "53e85893-6eed-4860-8dc6-ef62eb1f3ab3", "node_type": null, "metadata": {}, "hash": "a25b75ecb4e6e1b2f90c542384cdce3459cb57980787fd5565ec1bba31c93c0a"}, "3": {"node_id": "50c2e5df-c2c9-4916-af4c-f101fc0d7c6d", "node_type": null, "metadata": {}, "hash": "15cb9cad791ffb2ee0f359f75e0cb64bd94520dee0270cfae2fb8cb716d434db"}}, "hash": "520e6f4cb2b00101ca855eaf0f2efb25a761274f23598472d355f65b16ddc5ae", "text": "Unit 4, Week 1. \u201cWe are going to spend the next 9 weeks reading, writing, and arguing about the big ideas in __(Unit)___. Each of you will pick one topic on which to become an expert. You will research this topic and write research-based opinion pieces about it. By the end of this Unit, you will: 1. Be an expert on __(Unit)__. 2. Be an expert on your research topic. 3. Be able to write great opinion pieces.\u201d An organizer is used for research writing today as students compile \u201cWOW\u201d facts about their topic.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials for Grade 1 meet the expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Texts are of publishable quality and worthy of close reading. There is a wide variety and volume of motivating content and Lexile levels from which students can select. Students can use text features and visual cues within the books to help him/her read and understand. Sufficient teacher guidance/support from the teacher includes modeling the thought process, guided practice, using mnemonic devices/chant, and when students are proficient, there are opportunities for them to help other students.\n\n\n    Procedures are organized for independent reading using the Independent Reading Level Assessment (IRLA) and the teacher\u2019s guide. There is scheduled independent reading time daily. The 100 Book Challenge is an instructional system that addresses independent reading done in and out of school. Students select from a library of leveled readers and select texts of their choice in school to read daily (\u201ceye on the page\u201d independent reading) for fifteen to thirty minutes; any book counts for the 100 Book Challenge. The goal of the 100 Book Challenge is for every student to have 800 steps a year: 60 minutes a day/200 days a year (1 step is equal to 15 minutes of reading). A Home Coach is provided (a parent, guardian, or older sibling) to monitor reading done at home. Additionally, skill cards are provided to the Home Coach to support students. Each unit also provides students with reading logs to record their in class and independent reading as well as track their reading levels and growth.\n\n\nUnit 1, Week 2. Daily Framework, Independent Reading uses structures described in Readers\u2019 Workshop to ensure every student reads for as close to 30 minutes as possible, in as many short reading periods as needed. Every student will be expected to complete 30 minutes of in-school Independent Reading every day by the end of Week 3.\n    \n\n\nUnit 1, Week 3, Day 1. The 100 Book Challenge begins. Directions, log sheets and online SchoolPace instructions are found here. Suggestions for engaging families as Home Coaches is found here. Steps build gradually. For example, Week 3 begins with 1 step a day instead of 2, Week 4 increases to 2 steps a day, Week 5, 3 steps a day- 2 in school, 1 at home, and Week 6, 4 steps a day- 2 in school and 2 at home. This will continue the rest of the school year.\n    \n\n\nUnits 2 and 4. In the research units, a Resources Check Sheet is provided for students to record the number of good books they find in each color level.\n    \n\n\nUnit 3, Week 1, Day 1. Independent Reading. Students read for 15\u201330 minutes from self-selected books in the genre.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "50c2e5df-c2c9-4916-af4c-f101fc0d7c6d": {"__data__": {"id_": "50c2e5df-c2c9-4916-af4c-f101fc0d7c6d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "80f3905f-4b90-4465-a429-b26a75d890c6", "node_type": null, "metadata": {}, "hash": "520e6f4cb2b00101ca855eaf0f2efb25a761274f23598472d355f65b16ddc5ae"}, "3": {"node_id": "2346855a-c6b6-4874-8f38-7acf30e95aee", "node_type": null, "metadata": {}, "hash": "8f3e29f30fc6002a7eeacd2138a97e5d2fc9076678a026b0961105cc62d21a6e"}}, "hash": "15cb9cad791ffb2ee0f359f75e0cb64bd94520dee0270cfae2fb8cb716d434db", "text": "In Unit 4, the Research Lab Daily Structure provides a guide and description of daily reading activities which include: Interactive Read Aloud, where teachers model and provide guided practice; Shared Reading, where teacher model and support student practice; and Research Reading, where students read for 15\u201330 minutes from self-selected Research Lab books.\n\nUsability\n\nOverall, the materials provide good structural support and consistent routines. Use of technology is encouraged, but supplemental support may be needed for students for whom English is a new language and students or teachers with limited technology skills or adaptive needs. Materials provide evidence of connections between the parts of the program, the assessments, and the college and career-ready standards.\n\nUse & Design\n\nMaterials are well designed and take into account effective lesson structure and pacing.\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing. There are four units in Grade 1: the Literacy Lab and three Research Labs- Animals, Family Stories, and Plants. The materials contain daily opportunities for whole and small-group instruction, including flexible grouping based on learning needs as determined by the IRLA assessments. The materials emphasize their daily routine as including a basic structure and multiple opportunities for self-directed learning, including opportunities to have personalized instruction to meet their specific needs, read books that are appropriate for their reading skills/level as well as books that are self-selected (from within a teacher-directed menu of choices), work with other students, and spend time researching and writing on topics of interest for multiple purposes and audiences. Each unit is accompanied by specific goals. For example, the materials list four literacy goals for students for the Literacy Lab (Unit 1) as:\n\n\n    Students will\n\n\nListen to at least 100 above-level read-alouds and discuss both the content and the vocabulary.\n    \nRead at least 30-60 minutes a day from self-selected texts.\n    \nWrite every day, for a variety of purposes and in a variety of modes.\n    \nPractice applying a variety of Grade-Level Standards to both reading and writing.\n    \n\n\n    There are also weekly goals, including the teacher meeting with a minimum of 10 students 1:1 or in small groups to focus on their Power Goals, students spending 2.5 hours a week in school reading and enjoying books independently or with a partner/buddy, and students spending 2.5 hours a week enjoying reading and listening to books at home.\n\n\n    The materials clearly list the components of each day (Morning Meeting, Interactive Read-Aloud, Phonological Awareness, Readers\u2019 Workshop, Centers, Writing, Music/Drama, and Read-Aloud) for a 120 minute reading block and offer flexibility for the order in which the components are completed. Each day\u2019s lesson plans have a clear set of directions and are supported by educative materials within the lesson plans that explain why certain practices are supported or not supported by research and recommendations for carrying out the evidence-based practices.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe materials reviewed meet the expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. Each unit comes complete with a pacing guide. There are four units designed for 36 weeks of instruction. This will allow flexibility for teachers to adjust lessons as needed.\n\n\n    The Teacher\u2019s Guide states, \u201cOur curriculum is a FRAMEWORK, not a script. What should students argue about while they study the Civil War? What lessons should they take away from a study of Science Fiction? It depends. It depends on the children in your classroom. It depends on you. There is no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students.\u201d\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe instructional materials reviewed for Grade 1 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\n\n    Materials provide review and practice resources such as note catchers, reference charts, anchor charts, checklists, graphic organizers, rubrics, and blackline masters.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2346855a-c6b6-4874-8f38-7acf30e95aee": {"__data__": {"id_": "2346855a-c6b6-4874-8f38-7acf30e95aee", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "50c2e5df-c2c9-4916-af4c-f101fc0d7c6d", "node_type": null, "metadata": {}, "hash": "15cb9cad791ffb2ee0f359f75e0cb64bd94520dee0270cfae2fb8cb716d434db"}, "3": {"node_id": "8033d654-93ea-4de5-a996-c8f77fb492e5", "node_type": null, "metadata": {}, "hash": "cb23809f3a54322e3029590b4c0c137b237c64ce9dcd38aedffd28e9ac53d2f9"}}, "hash": "8f3e29f30fc6002a7eeacd2138a97e5d2fc9076678a026b0961105cc62d21a6e", "text": "Student resources include clear explanations and directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed. Examples include:\n\n\nIn Unit 1, Week 2, materials include, \u201cWords We Love\u201d Chart \u2022 Word Wall/Environmental Print: Add to your Word Wall and to continue to support student reading and writing (1G & 2G Power Words, Key Words for remembering initial consonants, blends, and digraphs). \u2022 Songs/Rhymes you are using this week on chart paper\u201d\n    \nIn Unit 2, there are several graphic organizers for the \u201cFinal Project Organizer\u201d including Topic Choice, KWL, Research Question(s) 1-6, a Glossary, and a Works Consulted Page.\n    \nIn Unit 3, Week 1, \u201cCreate a Describing Characters Anchor Chart with your class, adding to it as you work over the next few days. There are many ways to describe a character. Today, we will practice describing a character\u2019s personality and actions.\u201d\n    \nIn Unit 4, there is a \u201cFinal Project Rubric\u201d for the project on Plants. Included in the rubric are points for Authentic Voice, Information, Text Features, Effort, and Quality of Writing.\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nInstructional materials reviewed for Grade 1 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. The Unit 1 Teacher\u2019s Guide contains a chart listing the Common Core State Standards Scope & Sequence for every unit broken down by unit theme and the weeks in which they are addressed. It includes Reading, Foundational Skills, Writing, Speaking/Listening and Language.\n\n\n    Each Unit also contains a Unit Overview that lists Best Practices and Focus Standards. The Pacing Guide includes the Week and the CCSS Focus of that week and each week begins with a \u201cDaily Framework\u201d that also lists the standards being addressed in the learning that week.\n\n\nUnit 1, Week 4, \u201cRL.1.6. Identify who is telling the story.\u201d\n    \nUnit 2, Week 2, \u201cRI.K.2: With prompting and support, identify the main topic and retell key details of a text.\u201d\n    \nUnit 3, Week 2, \u201cRL.K.3: With prompting and support, identify characters, settings, and major events in a story.\u201d\n    \nUnit 4, Week 3, \u201cEstablish Today\u2019s Learning Goal: W.1 & RI.8 By the end of today, you will have a completed draft of an opinion piece for RQ #2. We will start by looking at the opinion piece I wrote with you this morning.\u201d\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for Grade 1 contain visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The material design is simple and consistent. Units are comprised of materials that display a simple design and include adequate space. The font, size, margins, and spacing are consistent and readable. Units include graphic organizers, charts, worksheets, tables and other blackline masters that are easy to read and understand. There are no distracting images, and the layout of the student consumables is clear and concise.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Grade 1 partially meet the expectations that materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. \"Building Instruction in Units of Study\" is presented in the back of the Unit 1 Teacher Edition for first grade. This section details such topics as Questions Worth Asking, Questioning Frameworks, Bloom\u2019s Taxonomy, Learning Domains, Webb\u2019s Depth of Knowledge, Words Worth Teaching, and creating lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8033d654-93ea-4de5-a996-c8f77fb492e5": {"__data__": {"id_": "8033d654-93ea-4de5-a996-c8f77fb492e5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "2346855a-c6b6-4874-8f38-7acf30e95aee", "node_type": null, "metadata": {}, "hash": "8f3e29f30fc6002a7eeacd2138a97e5d2fc9076678a026b0961105cc62d21a6e"}, "3": {"node_id": "72578db1-2f41-4ef4-a3f4-50b90bf60db9", "node_type": null, "metadata": {}, "hash": "495a5555c071087f6112b707124c65de68d973125b2d6f803c34c8413b8b285b"}}, "hash": "cb23809f3a54322e3029590b4c0c137b237c64ce9dcd38aedffd28e9ac53d2f9", "text": "Annotations and suggestions are presented within the Literacy Lab and Research Lab Teacher Editions. These annotations and suggestions present the structure of the lesson; however, some teachers may need more support and guidance with presenting material.\n\n\nUnit 3, Week 2, \u201cCreate a Describing Plot Anchor Chart with your class, adding to it as you work over the next few days. Read aloud a great story in the genre.\u201d\n    \n\n\n    Much of the scope of lessons center around the teacher choice of book. There is no guidance about what types of information teachers should be interjecting in the asides to help students determine what the author is saying. Also, in this example, teachers are told to create a Plot Anchor Chart, but there is no other information or model.\n\n\nUnit 2, Week 3, \u201cEstablish basic comprehension (pictures and text), modeling as necessary. \u2022 What is the author saying? \u2022 How does this relate to RQ #__? Keep this brief.\u201d\n    \n\n\n    In the above example, there are no asides, models, examples or information for specifically what or how teachers should be modeling.\n\n\n    During Research Labs, the Teacher Work section gives an overview of what the teacher should be doing, for example,the Teacher Edition asks teachers to, \u201cMonitor for Engagement: Ensure all students are on task. Formative Assessment/Writing Coach: Check for Understanding: Observe students as they write. Make sure students are making adequate progress. Share Good Examples: As you locate great examples in students\u2019 work, point them out to the class.\u201d Teachers may need more guidance as to what would constitute adequate progress at that point in the unit as well as what a great example might look like.\n\n\n    There is minimal guidance and support for the use of embedded technology. For example, Unit 4 lists the standard for use of technology, \u201cWith guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.\u201d However, that is the only mention of it in the Teacher Guide.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe materials reviewed for Grade 1 meet expectations that materials contain a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    The Literacy and Research Lab Teacher Editions include notes that give adult-level explanations and examples. Examples include but are not limited to:\n\n\nUnit 1, the Teacher\u2019s Edition introduction includes a section on \u201cPlaying Through Centers\u201d that provides suggestions and guidance in designing centers for differentiation; \u201cPractice the centers\u2014don\u2019t just assume all children are familiar with the different objects, materials, and options, or even with the concept of self-selected \u201ccenters.\u201d\n    \nUnit 3, Week 2, \u201cTypes of Conflict/ Problems Character vs. Character: The protagonist and antagonist are both characters that oppose each other. The protagonist usually needs to overcome the antagonist in order to resolve the conflict.\u201d\n    \nUnit 4, Week 1, \u201cInteractive Writing is writing with children. You 'share the pen' with the children so they may write whatever words or letters or punctuation they are able to contribute. Through conversations with the children, invite them to participate in composing the text and support their attempts to do so.\u201d\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 1 meet the expectations that materials contain a teacher\u2019s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Standards are addressed throughout the front material of each Literacy and Research lab. The Teacher Editions explain the role of the specific ELA/Literacy standards and how they shaped the reviewed curriculum.\n\n\n    The beginning of each unit also contains a table detailing the specific standard for the grade (One) and which unit or units (Literacy, Animals, Family Stories, Plants) it is measured in. There is also a Common Core Scope and Sequence Chart that lists the standards that are related to.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72578db1-2f41-4ef4-a3f4-50b90bf60db9": {"__data__": {"id_": "72578db1-2f41-4ef4-a3f4-50b90bf60db9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "8033d654-93ea-4de5-a996-c8f77fb492e5", "node_type": null, "metadata": {}, "hash": "cb23809f3a54322e3029590b4c0c137b237c64ce9dcd38aedffd28e9ac53d2f9"}, "3": {"node_id": "adc98a6c-7b0a-44b6-80e5-a0630bb2db80", "node_type": null, "metadata": {}, "hash": "0fbf8f889be68cedb72c7657424c9ddcefd813631b9a7ddadfe8c1109be27d4a"}}, "hash": "495a5555c071087f6112b707124c65de68d973125b2d6f803c34c8413b8b285b", "text": "The materials state, \u201cThe books in the Literacy/Research Lab Libraries are leveled and organized by IRLA (Independent Reading Level Assessment) levels. The IRLA is a color-coded Developmental Reading Taxonomy that integrates Common Core State Standards for reading acquisition with a deep knowledge of the demands of literature and informational text for students, grades PreK through 12. Each book\u2019s IRLA level is a result of multiple reading experts independently assessing the specific combination of quantitative, qualitative, and reader/task challenges presented by that title.\u201d\n\n\n    The Teacher Edition also include Standards Mini Lessons which give explanations of what the teacher work looks like based on the standard being taught. For example:\n\n\nUnit 1, Week 1, \u201cIn order to get to know each other, we\u2019ll write about our favorite things this week.\u201d With an aside that states, \u201cAsking students to think, share, and write about opinions/preferences supports their ability to do CCSS W.1.1.\u201d\n    \nUnit 2, Week 3, \u201cPost and refer to standard RI.2. By the end of this week, each of you will have written an informational text about RQ #2. By the end of today, you will be able to identify which details in the text are the key details.\u201d\n    \nUnit 3, Week 2, \u201cContinue adding to the Describing Plot Anchor Chart with your class.\u201d This is followed by an aside, \u201cCollege & Career Anchor Standard Reading #3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.\u201d\n    \nUnit 4, Week 1, \u201cHave your Research Lab Libraries arranged in a row, from easiest to hardest. Do not use the Yellow basket, because 1Y- 3Y readers can\u2019t read them without help.\u201d [College & Career Readiness Anchor Standard: Reading #10 Read and comprehend complex literary and informational texts independently and proficiently.]\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The front material of each Research Lab includes multiple citations and explanations of instructional approaches. Research based strategies are included throughout the program in lesson sidebars. There are also a Research Lab works Cited/Consulted pages that lists all research materials cited or consulted for the program.\n\n\nUnit 1, Core Overview, \u201cResearch Labs: Standards-Based Thematic Instruction Teachers use the Research Labs structure to orchestrate highly engaging, content rich inquiry units in which students are the drivers of their own learning, preparing them for 21st century success.\u201d\n    \nUnit 3, Week 1, Lesson Sidebar, \u201cAcademic Vocabulary: Script Beginning of Pair/Share Ensure students are speaking in complete sentences and practicing academic vocabulary by giving students specific phrases to begin their partner sharing.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. Throughout all of the units, students are expected to read every night at home as part of \u201cThe 100 Book Challenge\u201d and parents/caregivers are given an involved role. Examples include but are not limited to:\n\n\n\u201cThe classroom teacher\u2014in collaboration with the student, parent, and school reading specialist\u2014should be the final arbiter of whether or not a reader can handle a given reading level.\u201d\n    \n\u201cThe parent is the Home Coach and in charge of deciding what \u201ccounts\u201d for 100 BOOK CHALLENGE reading at home.\u201d\n    \n\u201cToday, you are going to learn how to fill out your logsheet. Next week, you will teach your parents about logging Steps, so you will need to be an expert.\u201d\n    \nEngage Home Coaches, \u201cDetermine who Home Coaches are (parents, grandparents, older siblings, etc.). \u2022 Help Home Coaches understand the goals of home reading, and ways to ensure success.\u201d\n    \n\n\n    Each Research Lab Unit includes parent letter templates that are sent home to inform caregivers about what students are learning and how they can help support student progress.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "adc98a6c-7b0a-44b6-80e5-a0630bb2db80": {"__data__": {"id_": "adc98a6c-7b0a-44b6-80e5-a0630bb2db80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "72578db1-2f41-4ef4-a3f4-50b90bf60db9", "node_type": null, "metadata": {}, "hash": "495a5555c071087f6112b707124c65de68d973125b2d6f803c34c8413b8b285b"}, "3": {"node_id": "54e942ca-1f12-45e3-bfd7-f79de986d2e1", "node_type": null, "metadata": {}, "hash": "faca320e626592e3e060e87c39e67cad992e9e3a7747e2601e9ba6d12aa8d412"}}, "hash": "0fbf8f889be68cedb72c7657424c9ddcefd813631b9a7ddadfe8c1109be27d4a", "text": "In Unit 2, \u201cDear Parents/Guardians: During the upcoming weeks, your child will investigate the answers these questions and more as they explore life science in the world of wild and endangered animals.\u201d\n\n\n    It is also suggested that parents and caregivers be included in class presentations.\n\n\nIn Unit 3, Week 5, \u201cGive students opportunities to share their work with their peers/the community. \u2022 Author\u2019s Chair \u2022 Presenting to other classrooms \u2022 Inviting in parents/families.\u201d\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\n\n    The materials use the IRLA Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences to consistently assess student progress. The Teacher Edition states, \u201cThe IRLA is used to determine, monitor, and research the full continuum of each student\u2019s reading spectrum, from independent to instructional to frustration levels. Teachers\u2019 careful research of their students\u2019 reading competencies, by means of the IRLA, allows them to determine just what skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using the full range of instructional formats (e.g., whole-group, small-group, one-on-one), documenting success and progress in the IRLA. The skills/strategies taught may be essential for enhancement of the student\u2019s current reading level, or they may prepare him for the next. The goal of all reading instruction is to produce successful independent readers; therefore, all of this work is designed to advance the students\u2019 independent levels.\u201d\n\n\n\n    Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. There are pre and post assessments, writing rubrics, and assessment guides. Students are constantly assessed with immediate feedback given through student and teacher conferencing.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 1 partially meet the expectations that assessments clearly denote which standards are being emphasized. Daily formative assessments are connected to each lesson, and while the beginning of the lesson includes standards being emphasized, they are not always clear or explicit as to how the assessments are measurable.\n\n\nUnit 1, Week 2, \u201cFormative Assessment/Underwriting Check for Understanding Observe students as they write. Make sure students are making adequate progress.\u201d\n    \nUnit 3, Week 2, \u201cFormative Assessment/Writing Coach: Check for Understanding: Observe students as they write. As students write, move among them, making certain to visit all students, encouraging them to express themselves in drawing/writing in whatever way they can..\u201d\n    \n\n\n    There are also rubrics such as the Final Project Rubrics and/or WOW Facts that do not denote the standards being emphasized.\n\n\nUnit 4, Final Project Rubric, \u201cAuthentic Voice \u2022 Text was clearly composed by the student and not copied from other books. Information \u2022 The project is packed with factually accurate and interesting information about the topic. \u2022 The project demonstrates an understanding of the plant. Text Features \u2022 Text features are used effectively. \u2022 Illustrations demonstrate knowledge of the plant. Effort \u2022 The author was clearly invested in making this a work of high quality. \u2022 The author feels that this is one of the best things he or she has done. \u2022 The project is beautiful\u201d\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe materials reviewed for Grade 1 meet the expectations that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Teachers are often directed to conference with students during small group time.\n    The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "54e942ca-1f12-45e3-bfd7-f79de986d2e1": {"__data__": {"id_": "54e942ca-1f12-45e3-bfd7-f79de986d2e1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "adc98a6c-7b0a-44b6-80e5-a0630bb2db80", "node_type": null, "metadata": {}, "hash": "0fbf8f889be68cedb72c7657424c9ddcefd813631b9a7ddadfe8c1109be27d4a"}, "3": {"node_id": "f099e8e3-b8eb-438d-8f5f-d4f58cc9609b", "node_type": null, "metadata": {}, "hash": "35d7b2f07ad8eaf41256fee3cf49bfce55267f94558b16fb42869f6a350bc4d9"}}, "hash": "faca320e626592e3e060e87c39e67cad992e9e3a7747e2601e9ba6d12aa8d412", "text": "Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Final projects are presented to the class, a rubric is used to help teachers interpret student performance.\n    Teachers are prompted to use the formative assessment protocol and questions throughout daily lessons, examples include, but are not limited to:\n\n\nIn Unit 1, Week 2, \u201cFormative Assessment/Underwriting Check for Understanding Observe students as they write. Make sure students are making adequate progress.\u201d\n    \nIn Unit 2, Week 2, \u201cFormative Assessment/Writing; Coach 1-on-1 Writing Conferences and Underwriting: As students write, move among them, making certain to visit all students, encouraging them to express themselves in drawing/ writing in whatever ways they can. Once the student has completed his/her best attempt at writing, you will \u201cunderwrite\u201d the student\u2019s writing using pencil.\u201d\n    \nIn Unit 3, Week 4, \u201cFormative Assessment; Check for Understanding: Check individual students to assess their current proficiency in retelling. Look for patterns in students\u2019 misconceptions. Where should you (re) teach to everyone? Pull a small group?\u201d\n    \nIn Unit 4, Week 2, \u201cFormative Assessment 1-on-1 Conferences During the Collecting phase, start with brief check-ins. Try to get to every student every day, focusing on keeping everyone moving in the same direction.\u201d\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    Independent Reading is built into every daily lesson during Reading Workshop. Students build stamina in early units to read 15-30 minutes daily. Students are held accountable in many ways, including reading logs, accountability talks with partner, groups, and whole class, as well as individual check-ins with the teacher. Rules for independent reading are presented on a class chart and posted in the classroom.\n\n\nIn Unit 1, Week 1, the Teacher Edition states, \u201cYour goal this week is to get in as much eye-on-page Independent Reading each day as possible, in as many short sessions as it takes to reach 30+ minutes. Ultimately, students should be able to achieve 30 minutes of in-school Independent Reading daily. Provide time as needed (e.g., at the end of the literacy block, after lunch, etc.) to ensure every student reaches this goal.\u201d\n    \nUnit 1, Week 1, Reading Logs: \u201cKeep track of self-selected reading on these logsheets after reading. 15 minutes = 1 Step, (Count Steps, not Books.)\u201d\n    \nAcross the Units, \u201cOrganize systems for Home Reading to ensure all students get to practice at home each night. Give each child a folder and have children place the books and their Reading Log in their folders.\u201d\n    \n\n\n    Students are given a focus to think about as they read independently:\n\n\nUnit 4, Week 1, the students are instructed, \u201cAs you read today, continue to look for the most interesting, surprising, and/or important things you can learn about __(Unit)__. Be ready to tell your partner: \u2022 One interesting fact you learned \u2022 What in the text/pictures helped you learn it. Review routines for Independent Reading.\u201d\n    \n\n\n    The 100 Book Challenge Library rotates weekly or biweekly. Students are encouraged to read whatever they want. Students complete a Reading Survey and are provided with a Reading Level Checklist that helps them to determine if a text is too hard, too easy, or in the Reading Zone.\n\n\n    Teachers are given specific instruction on how to monitor, encourage, and redirect students.\n\n\n    Teachers document student status daily, as engaged, compliant, resistant, or challenged. The Teacher Edition gives suggestions and follow up to keep students engaged during independent reading time.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f099e8e3-b8eb-438d-8f5f-d4f58cc9609b": {"__data__": {"id_": "f099e8e3-b8eb-438d-8f5f-d4f58cc9609b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "54e942ca-1f12-45e3-bfd7-f79de986d2e1", "node_type": null, "metadata": {}, "hash": "faca320e626592e3e060e87c39e67cad992e9e3a7747e2601e9ba6d12aa8d412"}, "3": {"node_id": "fc238e82-de15-4094-a442-38a5d036d8c3", "node_type": null, "metadata": {}, "hash": "62495be413ee29f4c50f6807679eb6f86770ab7a9d4ff1aa5b583c13484ef35f"}}, "hash": "35d7b2f07ad8eaf41256fee3cf49bfce55267f94558b16fb42869f6a350bc4d9", "text": "Independent Reading is built into every daily lesson during Reading Workshop. Students build stamina in early units to read 15-30 minutes daily. Students are held accountable in many ways, including reading logs, accountability talks with partner, groups, and whole class, as well as individual check-ins with the teacher. Rules for independent reading are presented on a class chart and posted in the classroom.\n\n\n    In Unit 1, Week 1, the Teacher Edition states, \u201cYour goal this week is to get in as much eye-on-page Independent Reading each day as possible, in as many short sessions as it takes to reach 30+ minutes. Ultimately, students should be able to achieve 30 minutes of in-school Independent Reading daily. Provide time as needed (e.g., at the end of the literacy block, after lunch, etc.) to ensure every student reaches this goal.\u201d\n\n\n    Unit 1, Week 1, Reading Logs: \u201cKeep track of self-selected reading on these logsheets after reading. 15 minutes = 1 Step, (Count Steps, not Books.)\u201d\n\n\n    Across the Units, \u201cOrganize systems for Home Reading to ensure all students get to practice at home each night. Give each child a folder and have children place the books and their Reading Log in their folders.\u201d\n\n\n    Students are given a focus to think about as they read independently:\n\n\nUnit 4, Week 1, the students are instructed, \u201cAs you read today, continue to look for the most interesting, surprising, and/or important things you can learn about __(Unit)__. Be ready to tell your partner: \u2022 One interesting fact you learned \u2022 What in the text/pictures helped you learn it. Review routines for Independent Reading.\u201d\n    \n\n\n    The 100 Book Challenge Library rotates weekly or biweekly. Students are encouraged to read whatever they want. Students complete a Reading Survey and are provided with a Reading Level Checklist that helps them to determine if a text is too hard, too easy, or in the Reading Zone.\n\n\n    Teachers are given specific instruction on how to monitor, encourage, and redirect students.\nTeachers document student status daily, as engaged, compliant, resistant, or challenged. The Teacher Edition gives suggestions and follow up to keep students engaged during independent reading time.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe instructional materials reviewed for Grade 1 meet the expectation that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA.\n\n\n    Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided.\n\n\n    Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. The Teacher uses evidence from students\u2019 work to decide if/what to clarify or reteach on the spot, and to plan for next day\u2019s instruction through, \u201cEmbedded Formative Assessment.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fc238e82-de15-4094-a442-38a5d036d8c3": {"__data__": {"id_": "fc238e82-de15-4094-a442-38a5d036d8c3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "f099e8e3-b8eb-438d-8f5f-d4f58cc9609b", "node_type": null, "metadata": {}, "hash": "35d7b2f07ad8eaf41256fee3cf49bfce55267f94558b16fb42869f6a350bc4d9"}, "3": {"node_id": "4a214b4c-c3a4-4861-9dd1-b959a49b0fb8", "node_type": null, "metadata": {}, "hash": "4814782276621837e1f5bf17ca4bb9c4c5df2f74936e8a124d500ba795a11b04"}}, "hash": "62495be413ee29f4c50f6807679eb6f86770ab7a9d4ff1aa5b583c13484ef35f", "text": "Students use the 100 Book Challenge books to read at multiple levels, from below, at, and above their mastery levels. This provides students with opportunity to exceed grade level standards, while allowing those who need more time with at-level texts to reach grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe instructional materials reviewed for Grade 1 partially meet the expectation that materials provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\n\n    The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students use the 100 Book Challenge books to read at multiple levels, from below, at, and above their mastery levels. This provides students with opportunity to exceed grade level standards,while allowing those who need more time with at-level texts to reach grade-level standards.\n\n\n    Support for Language Learners can be found in lesson annotations, for example, in Unit 1, the Teacher Edition states, \u201cSupport for Language Learners, Find opportunities to support beginning English Language Learners with partners who speak the same native language. Encourage students to use their home language as a support for learning the new language. Speaking, reading, and writing in another language, even during ELA time, will only help, not hurt, students\u2019 English language growth. If this is not possible, try to find these students partners who have previously had the experience of having to learn English or other students who are sensitive to the challenge of trying to learn new content in a new language.\u201d Another example can be found in Unit 1, Week 3, Day 3 the Teacher Edition states, \u201cAccommodating ELLs and Remedial Readers, Ideally all students do Independent Reading in the genre. However, it is paramount that students experience success-level reading: reading where their own skill base is self-extending (i.e., learning to be better readers by reading). When faced with the choice between having a student do his/her Independent Reading with success level books or with books in the genre that are too hard for her/him, choose success level first.\u201c\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe instructional materials reviewed for Grade 1 meet requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Extension activities are provided throughout materials.\n\n\n    Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA.\n\n\n    Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals at the student\u2019s level. There is guidance for teachers to assist students in reaching the goal set. Both small group and writing protocols and action plan documents are provided.\n\n\n    Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students are encouraged to choose books from the Book Boxes to reach beyond their reading levels.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4a214b4c-c3a4-4861-9dd1-b959a49b0fb8": {"__data__": {"id_": "4a214b4c-c3a4-4861-9dd1-b959a49b0fb8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "fc238e82-de15-4094-a442-38a5d036d8c3", "node_type": null, "metadata": {}, "hash": "62495be413ee29f4c50f6807679eb6f86770ab7a9d4ff1aa5b583c13484ef35f"}, "3": {"node_id": "6723e85d-bf9e-4ed1-8483-381256e6e395", "node_type": null, "metadata": {}, "hash": "e29ef69957bdb32ae143a52213f92906786bac7f7e234068d566f01c243303c7"}}, "hash": "4814782276621837e1f5bf17ca4bb9c4c5df2f74936e8a124d500ba795a11b04", "text": "Student who complete a task early are often instructed to work with a peer to better help the peer understand the process.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Grade 1 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons. Students work in pairs, small groups, as a whole group, and one on one with the teacher during Reading Workshop.\n\n\n    Partner work is embedded as part of the Literacy Lab Routine across the Units:\n\n\n\u201cAccountable Talk: Students share with a partner and a few share out to class. Teacher coaches appropriate Speaking & Listening skills. Teacher uses Accountable Talk as feedback loop for assessing success of literacy block instruction.\u201d\n    \n\u201cPartner Share: Model the partner share routine you expect students to participate in every day. Spend extra time establishing this now. Explicit direction on how to share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.) is important for making this run smoothly.\u201d\n    \n\n\n    Reader\u2019s Workshop also includes partner work across the Units:\n\n\n\u201cPartner and Independent Reading: Side-by-Side and Back-to-Back Model and practice partner reading routines: \u2022 Side-by-Side: Sit beside your partner. Students take turns as reader and coach. \u2022 Back-to-Back: Sit with backs touching. Students read independently.\u201d\n    \n\n\n    Students also work and share with peers in collaborative writing and discussion groups across the Units.\n\n\n\u201cCollaborative Writing Students share their work with a partner. Author: \u2022 Describe your lesson/message. \u2022 What I like most about my story is ___. Partner: \u2022 What I like about your story is ___. \u2022 A question I have is ___.\u201d\n    \n\u201cDiscussion Groups: Genre Have students share with partners and then work as a small group. Use this time to teach/reinforce sharing and discussion group routines. The content of students\u2019 conversation today is less important than that everyone understands HOW to do pair share/discussion groups so that later days the focus can be on the content of the conversations.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe materials are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. Accessibility was tested on Chrome, Firefox, Internet Explorer, Safari, an Android phone, an iPhone, and an iPad. All access was successful.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe instructional materials for Grade 1 do not meet the expectations that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6723e85d-bf9e-4ed1-8483-381256e6e395": {"__data__": {"id_": "6723e85d-bf9e-4ed1-8483-381256e6e395", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4155c3a0-1d2e-4431-919d-78fdb91e7fb8", "node_type": null, "metadata": {}, "hash": "84b276a56d4beeed96858a396b4a9f176d0128eddf58a5615c33392c306706d9"}, "2": {"node_id": "4a214b4c-c3a4-4861-9dd1-b959a49b0fb8", "node_type": null, "metadata": {}, "hash": "4814782276621837e1f5bf17ca4bb9c4c5df2f74936e8a124d500ba795a11b04"}}, "hash": "e29ef69957bdb32ae143a52213f92906786bac7f7e234068d566f01c243303c7", "text": "While students regularly are invited to use technology to research topics, there is little explicit support for teachers to guide students in developing navigation skills for this area. The Teacher Edition notes that teachers should pull in help from librarians and other resources to help aid the use of technology. It is also mentioned in the Unit 1 \u2018Daily Routine: \u201cStudents work together, listen to each other talk, draw, use technology, arts, music, etc.\u201d However, there is no guidance, or support to initiate effective use of technology in the lessons.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for Grade 1 partially meet the expectations that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Lessons are personalized for all learners through independent reading and Reader\u2019s Workshop. There is also a Building Instruction of Units of Study section of the Teacher\u2019s Edition that provides the framework for teachers to plan and build their own personalized units of study. The use of adaptive or other technological innovations is not present in materials.\n\nMaterials can be easily customized for local use.\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials can be easily customized for local use. Lessons are personalized for all learners through independent reading and Reader\u2019s Workshop. There is also a Building Instruction of Units of Study section of the Teacher\u2019s Edition that provides the framework for teachers to plan and build their own personalized units of study. Teachers are given autonomy for choosing the appropriate core text for their classrooms. Text-Based questions and tasks found throughout the units can be used across multiple texts. The Book Boxes can be customized to address local students\u2019 needs.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for Grade 1 meet the expectations that materials include or reference technology that provide opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.). Teachers and/or students collaboration using technology comes into the form of Publishing. For example, in Unit 4, Week(s) 1, 3, and 8 the Teacher Edition states, \u201cFinal Project Publication Ideas \u2022 Formal Essay (cover page, typed, bound, etc.) \u2022 Blog entry \u2022 Class/school website \u2022 Submit to relevant periodical/newspaper \u2022 Class newspaper/periodical \u2022 Journal \u2022 PowerPoint \u2022 Brochure \u2022 Book \u2022 Public Service Announcement/Public Awareness Campaign/ Advertisement.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "63b88be9-96b0-4e44-abad-25865c7a939f": {"__data__": {"id_": "63b88be9-96b0-4e44-abad-25865c7a939f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "3": {"node_id": "b9e39011-ba1b-48c7-b0b4-d8bad7d6be81", "node_type": null, "metadata": {}, "hash": "de0ca6cd9074cceea7304075aa81a2eefbad1bc4725b85a67ce1728e9637f2bc"}}, "hash": "7039828fcc6fdbf0320d90c854832e28206a5b09ed629acd00acd1b6dd4f1cef", "text": "Bookworms\n\nBookworms Grade 4 instructional materials partially meet the expectations of alignment. Suggested texts and text sets are high quality, engaging, and organized to support students' growing literacy skills over the course of the school year. Some texts are connected via topics to build students' knowledge. Text-dependent questions and tasks in writing, reading, speaking, and listening are rigorous and include guidance and support for the teacher to implement with students. Foundational skills practice to build students' fluency and comprehension is robust to support students' ability to read different types of texts. Daily writing tasks are text-specific and offer practice to build component skills in writing and research. There are some components of the program that are not fully outlined; these include materials to support students' independent reading, writing process practice, and culminating tasks. The program does include suggestions for outside resources, but teachers will have to identify, procure, and integrate them separate from these core materials.\n\nText Quality & Complexity\n\nText Quality & Complexity\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for texts being of publishable quality and worthy of careful reading, including a mix of informational texts and literature, and consider a range of student interests. Texts address a range of interests and topics that integrate other content areas and expose students to rich character development. Texts include rich, academic vocabulary with tier 2 and 3 words included in the lessons for teacher to easily access. These texts are divided into Shared and Interactive Reading and include some award winning texts.\n\n\n    The following texts are examples of titles included in the instructional materials:\n\n\nThe novel Charlie and the Chocolate Factory by Roald Dahl is included in the first 9 weeks as part of the Shared Reading Text Unit\n    \nThe award winning novel Blood on the River by Elisa Carbone is included in the second 9 weeks as part of the Shared Reading Text Unit\n    \nThe award winning novel Tangerine by Edward Bloor is included in the third 9 weeks as part of the Shared Reading Text Unit\n    \nThe text My Life as a Book by Janet Tashjian is included in the third 9 weeks as part of the Shared Reading Text Unit\n    \nThe text The Worst of Friends by Suzanne Tripp Juryman is included in the fourth 9 weeks as part of the Interactive Read-Aloud Unit\n    \nThe poem \"Zombies! Evacuate the School!\" by Sara Holbrook is included in the second 9 weeks.\n    \nInformational texts such as Georgia: What's So Great about this State? by Kate Boehm Jerome, Earthquakes by Seymour Simon, and The Amazing Life of Benjamin Franklin by James Cross Giblin are content-rich and include quality illustrations or photographs and rich academic and content specific vocabulary.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for materials reflecting the distribution of text types and genres required by the standards. Text selections do reflect an appropriate balance of literary and informational texts in both the Shared and Interactive readings, with a slight emphasis on nonfiction in some units. Twenty-one texts are used in the lessons with 9 non-fiction texts and 12 fiction texts. Some of the fiction texts are historical fiction such as Freedom on the Menu by Carole Boston Weatherford and Blood on the River by Elisa Carbone.\n\n\n    Shared Reading lessons include 3 non-fiction texts and 7 fiction texts.\n\n\nExamples of non-fiction texts students read are: Georgia: What\u2019s so Great about this State? by Kate Boehm Jerome, Can\u2019t You Make Them Behave, King George? by Jean Fritz, and The Amazing Life of Benjamin Franklin by James Cross Giblin\n    \nExamples of fiction texts students read are: Charlie and the Chocolate Factory by Roald Dahl, Tangerine by Edward Bloor, and George Washington\u2019s Socks by Elvira Woodruff\n    \n\n\n    Interactive Read-Aloud lessons include 6 non-fiction texts and 5 fiction texts.\n\n\nExamples of non-fiction texts student listen to as read-aloud are: Go Straight to the Source by Kristin Fontichiaro, My Life in Dog Years by Gary Paulsen, and Earthquakes by Seymour Simon\n    \nExamples of fiction texts students listen to as read-aloud are: Alabama Moon by Wyatt Key, Miss Alaineus by Debra Frasier, and Steal Away Home by Lois Ruby", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b9e39011-ba1b-48c7-b0b4-d8bad7d6be81": {"__data__": {"id_": "b9e39011-ba1b-48c7-b0b4-d8bad7d6be81", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "63b88be9-96b0-4e44-abad-25865c7a939f", "node_type": null, "metadata": {}, "hash": "7039828fcc6fdbf0320d90c854832e28206a5b09ed629acd00acd1b6dd4f1cef"}, "3": {"node_id": "ba4ee852-89d9-48c3-851e-5e68d0e5803d", "node_type": null, "metadata": {}, "hash": "34d1ed9e6b8f85f61122fac656bc74fcb462bad2ec7ca222310039c75bc98bcf"}}, "hash": "de0ca6cd9074cceea7304075aa81a2eefbad1bc4725b85a67ce1728e9637f2bc", "text": "The distribution of texts types and genres is very diverse, and a variety of genres is found throughout each unit for the entire school year. The number of texts of each included genre are well-distributed. Genres that are covered by this curriculum include the following:\n\n\ninformational texts\n    \nrealistic fiction\n    \nbiographies and autobiographies\n    \nhistorical fiction\n    \nnovels\n    \npoetry\n    \n\n\n    Although a variety of genres are included in the instructional materials, including regular practice with poetry, works of drama are not included.\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe texts reviewed for Grade 4 all meet the requirements for having the levels of complexity for the grade level according to quantitative and qualitative analysis and their relationship to the associated student task. Lexile levels of included texts are appropriate to the grade level, in both the shared and interactive readings. Within each 9 week unit, there are variations within the appropriate grade level band, from the beginning to the end of the year. For example, the first 9 weeks of interactive readings includes texts at 720-1090, and the final 9 week unit ranges from 660-1010 (within the complexity band recommended for 4th grade, meeting Standard 10 for 4th grade). Texts used over the school year are all qualitatively appropriate. This is an appropriate distribution and pacing both within each unit and throughout the year, and associated tasks are appropriately paired to prevent frustration and provide sufficient challenges.\n\n\n    Representative texts that are examples of appropriate quantitative complexity for the grade include:\n\n\nIn the 1st 9 weeks in interactive reading, the novel Alabama Moon, has a Lexile level of 720 overall, but chapters and sections include a range up to 1090. Its grade band levels are 3-4.\n    \nIn the 1st 9 weeks in shared reading, the novel Steal Away Home, has a Lexile level of 890\n    \nIn the 2nd 9 weeks in interactive reading, The Lost Colony has a Lexile of 850 with a grade level band 4-5.\n    \nIn the 2nd 9 weeks in shared reading, the novel Blood on the River has a Lexile level of 820.\n    \nIn the 3rd 9 weeks, in interactive reading, the novel Hatchet by Gary Paulsen has a Lexile level of 1020.\n    \nIn the 3rd 9 weeks, in shared reading, the novel Tangerine has a Lexile level of 680.\n    \nIn the 4th 9 weeks, in interactive reading, in the text The Moon Book the Lexile level is 680.\n    \nIn the 4th 9 weeks in shared reading, in the novel George Washington\u2019s Socks, the Lexile level is 840.\n        \nIn addition,in the 4th 9 weeks, students are introduced to tier 2 and technical vocabulary, imagining and given examples of their usage in the appropriate context. The materials facilitate students' digging deeper and acquiring meaning from new vocabulary.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 4 meet the expectations that materials support students\u2019 increasing literacy skills over the course of the school year. Text sets for both the Shared and Interactive Readings increase in complexity within each unit and rarely deviate from grade level requirements throughout the year. Although there are some later texts at a lower Lexile level (for example one at 660 in the final unit), the more difficult subject matter associated with the informational texts and related tasks do not compromise overall rigor. Other texts are included at more ambitious Lexile levels, including Hatchet which is at 1020 in the third nine weeks.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba4ee852-89d9-48c3-851e-5e68d0e5803d": {"__data__": {"id_": "ba4ee852-89d9-48c3-851e-5e68d0e5803d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "b9e39011-ba1b-48c7-b0b4-d8bad7d6be81", "node_type": null, "metadata": {}, "hash": "de0ca6cd9074cceea7304075aa81a2eefbad1bc4725b85a67ce1728e9637f2bc"}, "3": {"node_id": "2dfacf28-f918-4f35-b5d4-19cdbbb58b88", "node_type": null, "metadata": {}, "hash": "b77647f000b2d446adbae8f0d069946920830652b969dcd52e3e772d215d532a"}}, "hash": "34d1ed9e6b8f85f61122fac656bc74fcb462bad2ec7ca222310039c75bc98bcf", "text": "The texts in the first nine weeks have Lexile levels range from 450-890. An example in the first nine weeks in the Shared Reading is the novel Charlie and the Chocolate Factory, which has an overall Lexile level of 810. This text contains a chronological story with complex sentences. Some words are unfamiliar, which increases the text complexity. There is one major theme, which students can start to figure out throughout the story and that theme is revealed at the end. To help students understand this text, there are 15-18 days of lessons with choral reading and frequent stopping points for the teacher to ask whole group discussion questions. In Week 5, Day 21, one of the comprehension questions starts to unpack and hint at the theme: \"Why do you think the author creates such a terrible situation for the Bucket family? Give specific details that make the situation terrible\" (p. 37).\n    \nThe second nine weeks Lexile levels range from 610-820. An example in the second nine weeks in Shared Reading is the novel Can't You Make Them Behave, King George? which has a Lexile level of 800. This is a complex text with no introduction. The sentences are complex with challenging vocabulary such as philosophy, midst, and yacht. This text is challenging without background knowledge. On Day 1, the teacher lesson plans provide a link to a YouTube video, which provides background knowledge.\n    \nThe third nine weeks Lexile levels range from 570- 1020. In the third nine weeks in Interactive Reading the novel Hatchet by Gary Paulsen has a Lexile level of 1020. This read-aloud text is chronological. The main narrator and character speak with conventional language. There are complex sentences. This text is challenging for students who have little background about the wilderness. Nineteen days are spent on this text. The lesson plans include stopping points for the teacher to ask questions for comprehension and clarification.\n    \nThe fourth nine weeks Lexile levels range from 680-840. In the fourth nine weeks in Shared Reading the novel George Washington\u2019s Socks has a lexile level of 840. This text is complex due to parallel time plots and time travel. There are multiple layers of meaning such as satire, academic content, and abstract thought. There are dialects, colloquialisms, and figurative language. Since this story is about the American Revolution, students may not have background knowledge to help them understand the story. To help build background knowledge, students compare the original painting of Washington crossing the Delaware to the cover of the book. Throughout the unit, teachers and students have opportunities to check understanding of the text and vocabulary.\n    \n\n\n    The lowest lexile level is in the first nine weeks, and the highest lexile level is Hatchet in the third nine weeks. The novel, George Washington\u2019s Socks has a Lexile level of 840 in the 4th 9 weeks. Overall, there is an overall increase in the rigor of texts for students to engage with as they build their reading skills.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 4 partially meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.\n\n\n    A rationale and text complexity explanation (not detailed analysis) is located in the Grade 4 Manual under the heading Bookworms Books (pgs. 6-7). Texts were proposed by a group of teachers and then reviewed by Bookworms creators. Fictional texts were selected based on content and the potential to build knowledge. Non-fiction texts were selected based on social studies and science content with the potential to build knowledge. The Lexile band for grades 4-5 (770-980) were considered for text complexity.\n\n\n    Some of the guiding principles used in the selection of texts include: shared reading texts are mostly in the grade level bands, texts (when feasible) are in Lexile ascending order, and interactive read-aloud texts are mainly above grade level.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for supporting materials providing opportunities for student to engage in a range and volume of reading. The instructional materials include opportunities for students to read daily across a wide range and volume of texts that are read aloud by the teacher, read aloud chorally, and read during shared reading as well as a daily independent reading time for self-selected texts. Texts are divided into Interactive, Shared Reading, and Self-Selected texts.\n\n\n    Interactive Reading texts are often above grade level and are read aloud by the teacher who also leads students in discussion of the text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2dfacf28-f918-4f35-b5d4-19cdbbb58b88": {"__data__": {"id_": "2dfacf28-f918-4f35-b5d4-19cdbbb58b88", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "ba4ee852-89d9-48c3-851e-5e68d0e5803d", "node_type": null, "metadata": {}, "hash": "34d1ed9e6b8f85f61122fac656bc74fcb462bad2ec7ca222310039c75bc98bcf"}, "3": {"node_id": "0caeae2a-5945-4f20-9a21-2c0e804f4a20", "node_type": null, "metadata": {}, "hash": "7b9ba34c2364f2a94219afa9e3e5e1b8802ef7e35241c360d6024511aca4752e"}}, "hash": "b77647f000b2d446adbae8f0d069946920830652b969dcd52e3e772d215d532a", "text": "In the First Nine Weeks students are read the texts Alabama Moon by Watt Key and poems from Zombies! Evacuate the School! by Sara Holbrook.\n    \nIn the Third Nine Weeks students are read the texts Hatchet by Gary Paulsen, My Life in Dog Years by Gary Paulsen, and poems from Zombies! Evacuate the School! by Sara Holbrook.\n    \n\n\n    Shared Reading Texts are at grade level and are read chorally as a class for a specific purpose and then reread with a partner for different purpose.\n\n\nIn the Second Nine Weeks students read the texts Blood on the River by Elisa Carbone and Can\u2019t You Make Them Behave, King George? by Jean Fritz chorally and with a partner.\n    \nIn the Fourth Nine Weeks students read the texts George Washington\u2019s Socks by Elvira Woodruff and The Amazing Life of Benjamin Franklin by James Giblin chorally and with a partner.\n    \n\n\n    Self-Selected Texts are read during Differentiated Instruction time while the teacher is working with groups. Students self-select texts from multiple reading levels and record texts using a reading log.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 4 meet the expectations that most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text. During daily discussions and written assignments, students respond to text-dependent prompts and provide evidence for their thinking. Students must engage with the text to answer questions and complete tasks and assignments.\n\n\n    In the first nine weeks, students read the text Steal Away Home by Lois Ruby and answer the text-dependent questions and tasks such as:\n\n\nDo the characters agree about the quality of the band? Use evidence from the text to justify your answer.\n    \nHow does Dana know for certain that Lizbet was a conductor on the underground railroad? Use evidence from the text to justify your answer.\n    \nWhat exactly did a conductor do? Use evidence from the text to justify your answer.\n    \n\n\n    In the second nine weeks, students read the text Blood on the River by Elisa Carbone and answer the text-dependent questions and tasks such as:\n\n\nWhat do we know about this expedition so far? Make a list of key details that you can find, and then summarize and infer to link the facts together.\n    \nHow can we tell that the boys are \u201clowest\u201d in power?\n    \nWhy does Samuel choose to trust no one?\n    \nReread the last few pages. How could Master Wingfield strike with his power? Think of this as figurative language.\n    \n\n\n    In the third nine weeks, students read the text Tangerine by Edward Bloor and answer the text-dependent questions and tasks such as:\n\n\nWho is narrating the story? How can we tell the point of view?\n    \nWhat can we tell about Paul\u2019s mother\u2019s personality from the way that she is cleaning the old house?\n    \nWhat is a planned development? What can you infer from context?\n    \nWould you say that Derek has an active imagination? Provide evidence for your answer.\n    \n\n\n    In the fourth nine weeks, student read George Washington\u2019s Socks by Elvira Woodruff and answer the text-dependent questions and tasks such as:\n\n\nUse new words in super sentences that capture important details about the reading.\n    \nWrite a paragraph that compares and contrasts Gustav and Israel. Make sure to include important details about how they are similar and different.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials for Grade 4 do not meet expectations that the materials support students' completion of culminating tasks that after engaging with sequences of text dependent questions and tasks.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0caeae2a-5945-4f20-9a21-2c0e804f4a20": {"__data__": {"id_": "0caeae2a-5945-4f20-9a21-2c0e804f4a20", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "2dfacf28-f918-4f35-b5d4-19cdbbb58b88", "node_type": null, "metadata": {}, "hash": "b77647f000b2d446adbae8f0d069946920830652b969dcd52e3e772d215d532a"}, "3": {"node_id": "17808191-e5df-4958-8e0c-2b0f56204f45", "node_type": null, "metadata": {}, "hash": "eecd159559bcabc41b7a3068673181fa30b7029c76eb9a238e86a025de25a142"}}, "hash": "7b9ba34c2364f2a94219afa9e3e5e1b8802ef7e35241c360d6024511aca4752e", "text": "Culminating tasks are not included in this curriculum. There are sequences of text dependent questions that address some research standards within writing; however, these do not lead or build to a culminating activity. While there are daily writing and discussion prompts of very high quality, there are no multi-faceted projects in either Interactive or Shared Reading.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials for Grade 4 meet expectations that materials provide frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Daily text-dependent discussion questions are included for both Interactive and Shared Readings. Students are often directed to use new vocabulary terms both during discussion and when writing responses to text.\n\n\n    Protocols are included throughout lessons for students to \u201ctalk to your partner\u201d or \u201cask your partner\u201d prompting student discussion. \u201cEvery-Pupil-Response\u201d Protocols include talking to a partner, pair sharing, polling the class, thumbs up and thumbs down, and written responses.\n\n\nIn the second nine weeks during the shared reading of the text Blood on the River, in Week 1 on Day 3 students are led in a comprehension discussion. Questions included in this discussion are:\n        \nWhy do you think that Samuel calls the place he is \u2018tween decks?\n            \nWhy do the chickens get treated better than the servants?\n            \nHow can we tell that the boys are \u201clowest\u201d in power?\n            \nWhy does Samuel choose to trust no one?\n            \nWhat do we learn about Master Wingfield?\n            \n\n\nIn the third nine weeks, during the interactive reading of the text Hatchet, in Week 1 on Day 1 students are prompted to turn and talk. Students discuss, \u201cNow it\u2019s your turn to ask the questions. Think about what we\u2019ve read today and think of a good question-a good \u201cteacher question\u201d! Then ask your partner.\u201d\n    \n\n\n    Teachers often pause and model their thinking using academic vocabulary during Interactive Read aloud texts.\n\n\nIn the second nine weeks during the interactive read aloud of the text Miss Alaineus, in Week 1 on Day 2 the teacher introduces the book by saying, \u201cIt\u2019s a book about words that have more than one meaning. That can lead to some confusion when you think a word means one thing and the person who uses the word has another meaning in mind.\u201d This lesson also includes the academic vocabulary terms pride, hypothesis, and category.\n    \n\n\n    Vocabulary is built through direct instruction of word meanings during shared reading and through a technique called quick scaffolding during interactive reading. Students are often asked to use these words in discussion or written responses to the texts. Students are also directed to notice the syntax of texts being read.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17808191-e5df-4958-8e0c-2b0f56204f45": {"__data__": {"id_": "17808191-e5df-4958-8e0c-2b0f56204f45", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "0caeae2a-5945-4f20-9a21-2c0e804f4a20", "node_type": null, "metadata": {}, "hash": "7b9ba34c2364f2a94219afa9e3e5e1b8802ef7e35241c360d6024511aca4752e"}, "3": {"node_id": "113b84f3-5d0c-4efc-8530-c79d5ead20a5", "node_type": null, "metadata": {}, "hash": "dd8112226b79e00159e376ffdce968933005ca13ae1ad434a6ed49871f1cc1b5"}}, "hash": "eecd159559bcabc41b7a3068673181fa30b7029c76eb9a238e86a025de25a142", "text": "In the first nine weeks, during the shared reading of the text Steal Away Home, in Week 4 on Day 16 students are directed to the example of figurative language \u201csnug as a bug in a rug\u201d. The teacher\u2019s lesson plans state,\u201d Chapter 21: p. 125 [snug as a bug in a rug] Mrs. Weaver is making fun of Dr. Olney because he uses too many similes. Sometimes figurative language just isn\u2019t right for the situation. And remember also that Mrs. Weaver thinks that Rebecca was cured because of the tea that Lizbet made and not the medicine that Dr. Olney gave her.\u201d\n    \nIn the third nine weeks, during the interactive reading of the text Hatchet, in Week 1 on Day 2 the word altimeter is directly taught to students before reading. The techer says,\u201d Another word in the story today is altimeter. What word? An altimeter is a tool pilots use to measure the altitude, or how high above the ground an airplane is. If a pilot is flying through clouds, it\u2019s very important to check the altimeter. Brian knew that the altimeter was important too. Gary Paulsen writes that \u2018Brian saw the altimeter on the control panel.\u2019 An altimeter is a tool that measures the altitude \u2013 how high above the ground an airplane is. What word?\u201d\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials for Grade 4 meet expectations that materials support students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\n\n    During both Interactive and Shared Reading, students are provided a focus before they read to \u201chelp them access relevant prior knowledge and lead them toward an appropriate mental representation of text meaning.\u201d (Bookworms Grade 4 Manual, page 46)\n\n\nIn the second nine weeks, during the shared reading of the text Can\u2019t You Make Them Behave King George? in Week 7 on Day 33 the teacher provides students with the lesson\u2019s focus, \u201cThink about why King George thought of the revolution as a problem in America rather than as a war.\u201d\n    \n\n\n    During choral reading and interactive read-alouds, teachers model seven comprehension strategies that students can use to better comprehend and discuss a text. These strategies are making connections, asking questions to aid understanding, creating sensory images, inferring, determining importance, synthesizing, and self-monitoring. Procedures for these strategies can be found in lesson plans and on pages 46 and 47 of the Grade 4 Manual.\n\n\nIn the third nine weeks, during the shared reading of the text My Life as a Book, in Week 8 on Day 40 the teacher models making connections. The lesson directs teachers to model their thinking by saying, \u201cI can make a connection here. We know that Derek\u2019s perfect feeling was ended when he got bitten by a mosquito and yelled at because Bodi was off leash. And he said that you would have to be a moron to expect perfect to last forever. Now we see that his mother\u2019s perfect feeling was yelled at because the ferry man called her \u2018Lady\u2019. The author is providing us more than one example, connecting our characters.\u201d\n    \n\n\n    Discussion starters are provided for shared and interactive readings that require students to combine information from the text with their prior knowledge in order to make inferences. Teachers are directed to follow up with student answers by asking how the student knows the answer or further question them to help them find the information to make the logical inference. Most discussions have students working with a partner to ensure that all students are involved.\n\n\nIn the first nine weeks, during the interactive reading of the text Alabama Moon, on Day 9 students are asked, \u201cRemember that we can learn more about a character through his actions. When Moon switches with Hal, what does it reveal about his character? Talk to your partner.\u201d\n    \n\n\n    Graphic organizers are modeled to help students organize information from text and student must be active listeners during shared and interactive readings in order to participate in discussion and written responses.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "113b84f3-5d0c-4efc-8530-c79d5ead20a5": {"__data__": {"id_": "113b84f3-5d0c-4efc-8530-c79d5ead20a5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "17808191-e5df-4958-8e0c-2b0f56204f45", "node_type": null, "metadata": {}, "hash": "eecd159559bcabc41b7a3068673181fa30b7029c76eb9a238e86a025de25a142"}, "3": {"node_id": "08c688ac-fd76-4746-a896-352b1360c80c", "node_type": null, "metadata": {}, "hash": "59641cca59d0ac4676b941f7800cc79901f0539e2dac87c99e8da747ff4351cd"}}, "hash": "dd8112226b79e00159e376ffdce968933005ca13ae1ad434a6ed49871f1cc1b5", "text": "In the fourth nine weeks, during the interactive reading of the text The Moon Book, on Day 2 the teacher models a diagram to show the layers of earth, \u201cIt will help us if I make a diagram to show these words. Here is the earth\u2019s crust, and below it is the mantle. The mantle is much, much thicker. The plates are part of the crust and they move against each other. Later I\u2019ll ask you to explain this diagram in a few sentences.\u201d\n    \n\n\n    Pair-Share Written Responses are shared before beginning new reading each day. Students read and respond to another\u2019s written responses.\n\n\nIn the first nine weeks, during the interactive reading of the text Roanoke: The Lost Colony, on Day 3 students read the written response from Day 2 before they begin the new lesson. Students are asked to share with a partner their ship\u2019s logs that were written at the end in the previous lesson, \u201cPut yourself in John White\u2019s place. Write one of his log entries during the trip when some of his sailors decided to become pirates. Provide details about what he might have written.\u201d\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials for Grade 4 partially meet expectations that materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    While an abundance of on demand daily writing tasks are given, there is minimal support for students to develop their writing process. There are frequent opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills; however, this materials do not include opportunities for students to complete multiple drafts and revisions, including focused projects over time. The materials do include some considerations for teachers to address this, however.\n\n\n    Examples of on-demand writing prompts include:\n\n\nIn the Shared Reading Unit, First Nine Weeks, Week 1, Day 2 of Georgia: What's so Great about this State?, students write to the following prompt: \"What if you could decide on a new monument to be built anywhere in Georgia. Write and tell who the monument would be about and why\" (p. 5).\n    \nIn the Interactive Read-Aloud Unit, Second Nine Weeks, Day 1 of Around the World in a Hundred Years, students write to the following prompt: \"Pretend that you could send a message back through time to Ptolemy. What would you tell him? Stick to the main ideas that you know but that he didn't\" (p. 24).\n    \nIn the Shared Reading Unit, Fourth Nine Weeks, Week 3, Day 15 of George Washington's Socks, students write to the following prompt: \"Write the story of the socks as you think Kate would tell it. You will be using her point-of-view\" (p. 25).\n    \nIn the Interactive Read-Aloud Unit, Third Nine Weeks, Day 4 of Hatchet, students write to the following prompt: \"Do you think that Brian considers himself lucky for surviving the crash? Why or why not? Explain and give your reasons\" (p. 9).\n    \n\n\n    From the Grade 4 Teacher's Manual (p. 11):\n\n\n    You will see that there are not as many interactive read-aloud lesson plans as there are shared reading lesson plans. This difference is deliberate. Nearly half of the 45-minute time segments for interactives must be reserved for process writing so that students learn to compose, revise, and edit their own writing pieces. We have not designed this portion of the curriculum. Teachers should work together to use consistent process writing procedures and language and to sequence the three writing genres (narrative, informative, and persuasive/argumentative) across the school year.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials for Grade 4 partially meet expectations that materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    A variety of prompts include a distribution of opinion, informative/explanatory, and narrative writings as required by the Grade 4 standards; however, the short written responses do not provide adequate opportunities for students to meet all aspects of the Grade 4 Standards that address text types.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "08c688ac-fd76-4746-a896-352b1360c80c": {"__data__": {"id_": "08c688ac-fd76-4746-a896-352b1360c80c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "113b84f3-5d0c-4efc-8530-c79d5ead20a5", "node_type": null, "metadata": {}, "hash": "dd8112226b79e00159e376ffdce968933005ca13ae1ad434a6ed49871f1cc1b5"}, "3": {"node_id": "23d4b64f-3ddf-4749-8bea-971b9962e37b", "node_type": null, "metadata": {}, "hash": "de0fb8ca3b6bb47447e750e3abfde4d1380c488d77f805344131d60bb6655ab8"}}, "hash": "59641cca59d0ac4676b941f7800cc79901f0539e2dac87c99e8da747ff4351cd", "text": "Written responses from interactive reading and shared reading are completed as seat work during small-group time. Students have the opportunity to complete one text-based response each day, and two on the days when an interactive read aloud is done. Teachers are instructed to model for students at the beginning of the year to establish norms for length and quality of these written responses. The prompts vary in structure and address different text types.\n\n\nIn the First Nine Weeks of the Interactive Read-Aloud of Alabama Moon, on Day 3, students respond to the following written opinion response prompt: \"Put yourself in Mr. Ambrosco's shoes. What do you think he should have done? Give your reasons\" (p. 6).\n    \nIn the First Nine Weeks of the Shared Reading Unit of Georgia: What's so Great about this State, in Week 1 on Day 1, students respond the written opinion response prompt: \"Which one of the five areas is most interesting to you? Why? Give reasons for your opinion\u201d (p. 3).\n    \nIn the Second Nine Weeks of the Interactive Read-Aloud of Go Straight to the Source , on Day 5, students respond to the following written informative response prompt: \"You could examine sources in a book bag. I would like each of you to take a few items out of your book bag and show them to your partner. Write about your partner's items. 1. What items do you see? 2. What do you think about the items? 3. What questions do you have?\" (p. 22).\n    \nIn the Second Nine Weeks of the Shared Reading Unit of Blood on the River, in Week 1, Day 2, students respond to the following written informative response prompt: \"What do we know about this expedition so far? Make a list of key details that you can find, and then summarize and infer the link the facts together\" (p. 5).\n    \nIn the Fourth Nine Weeks of the Shared Reading Unit of Amazing Life of Benjamin Franklin, in Week 4 Day 20, students respond to the following written narrative response prompt: \"Imagine that you were Ben Franklin in London. The people at home are counting on you to help them by getting the Penn family to pay taxes. Write a short letter home telling them what you're doing about it. Write from his point-of-view\" (p. 34).\n    \nIn the Second Nine Weeks of the Interactive Read-Aloud of Around the World in a Hundred Years, on Day 6, students respond to the following written narrative response prompt: \"Pretend that you were one of his men. It is the night after everyone drank from the pool and nothing happened. Write a diary entry containing your thoughts about your leader. Remember to write as if you were one of them\" (p. 35).\n    \n\n\n    Students write without explicit instruction and no direct instruction for writing is provided.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials for Grade 4 partially meet expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Most writing included is informational (responses to literature and nonfiction texts), and tasks are appropriate to grade level. Approximately 10 minutes a day is dedicated to writing, and students do have an opportunity to share their written work with a partner daily. Most writing is text-dependent.\n\n\n    Materials require students to respond daily in writing to the wide variety of text genres present in this curriculum. Most writing is expository, (responses to literature and nonfiction texts) with some narrative exceptions in which students must imagine themselves in a story (these do still require knowledge of the text). The reviewers note that opportunities to write to provide evidence, analysis, and make claims are present, however, teachers would need to develop their own models supports and protocols to guide students.\n\n\n    Writing prompts are a part of shared reading and interactive reading.\n\n\n    Shared Reading\n\n\n    The Grade 4 Manual (page 48) addresses that the written responses are to be completed as seat work during small-group time. The manual states that teachers should model for students at the beginning of the year to establish norms for length and quality. However the materials to not provide models or norms. This would need to be generated by the teacher.\n\n\n    For example,", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "23d4b64f-3ddf-4749-8bea-971b9962e37b": {"__data__": {"id_": "23d4b64f-3ddf-4749-8bea-971b9962e37b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "08c688ac-fd76-4746-a896-352b1360c80c", "node_type": null, "metadata": {}, "hash": "59641cca59d0ac4676b941f7800cc79901f0539e2dac87c99e8da747ff4351cd"}, "3": {"node_id": "05bd6215-eb83-4c1c-bdc9-02cb861103ac", "node_type": null, "metadata": {}, "hash": "0bfb9e5e7940758b04bdf05e5284364b236cec532f0acd48eddef59ab09ded26"}}, "hash": "de0fb8ca3b6bb47447e750e3abfde4d1380c488d77f805344131d60bb6655ab8", "text": "For example,\n\n\nIn the first nine week, students read Steal Away Home. One of the writing prompts asks students to \"begin two journals: one for James and one for Dana. Write an entry for each about the day's events. Imitate the author's style for each character and make sure that we can infer character traits.\n    \nIn the third nine weeks, students will read the text Tangerine. Students are to write to the following prompt, \"Paul is going to have a new chance to play soccer. Think about everything we know about Tangerine Middle. What do you think is going to happen? Provide reasons for your opinion.\" Rubrics are provided for the three types of writing (informative, opinion, narrative) in the Teacher's Guide, but no other models, graphic organizers or guidance is provided to write to the prompt.\n    \nIn the fourth nine weeks, students are reading the novel, George Washington\u2019s Socks. Students are to respond to a prompt requiring them to \"write a paragraph that compares and contrasts Matthew\u2019s life and Israel\u2019s life. You will have to find key details that are similar and different.\" Graphic organizers are discussed in the Teacher's Guide\n    \n\n\n    Interactive Read Aloud\n\n\n    Each day, the interactive read-aloud concludes with a prompt for writing that also can be done independently during small-group time. This writing is tied directly to the read-aloud for that day and is separate from the written response to the shared reading selection. Therefore, students will have the opportunity to complete one text-based response each day, and two on the days when doing the read-alouds. However the materials to not provide models or norms. This would need to be generated by the teacher.\n\n\n    For example,\n\n\nIn the first nine weeks, students are also asked to respond to the poem, Zombies! Evacuate the School by composing their own poem. \u201cWrite a poem about what it means to be ___ [Given a choice of adjectives.] You\u2019ll need to think of other words that go with the one you choose.\u201d\n    \nIn the second nine weeks, students will read \"My Life in Dog Years\" and are to write a diary entry pretending to be Gary Paulsen. They are to write how they would feel after being saved from drowning. They are to write from Gary\u2019s point of view. Guidance for writing to a specific point of view may be challenging for students, but supports are not provided in the materials.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 4 meet expectations for explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context.\n\n\n    The language standards are addressed both in small group lessons and during Interactive Read-Alouds (whole group) where students have opportunities to apply the skills in and out of context. Because the interactive read-aloud is teacher-directed and a whole-class activity, the teacher can target specific knowledge students need to attain . This can be done by pointing out features of sentences with which the class is working.\n\n\n    Application opportunities are found in the sentence composing component of the lesson. Bookworms teaches grammar and conventions through sentence combining.\n\n\n    \u201cThere is no research evidence that descriptive grammar instruction increases student writing ability. We chose sentence composing for its authenticity and because of the strong research base for sentence combining.\u201d (Bookworms, Grade 4 Manual, p. 88)\n\n\n    These routines include teacher modeling and can then be incorporated into daily written responses.\n\n\n    Examples of Sentence Combining include activities include:\n\n\n1st Quarter\n\n\n    Sentence Composing - Alabama Moon \u2013 Day 4\n\n\nUnscramble: at one point - I - heard - something moving - outside - and - fear - bolted - through me -and - I - hugged - my knees - together\n    \nCombine: My door opened. Mr. Gene grabbed me by the shoulder. He shook me gently. [Prompt them to create a chronological series using words like after and then.]\n    \n\n\n2nd Quarter\n\n\n    Sentence Composing \u2013 Around the World in a Hundred Years \u2013 Day 5", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "05bd6215-eb83-4c1c-bdc9-02cb861103ac": {"__data__": {"id_": "05bd6215-eb83-4c1c-bdc9-02cb861103ac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "23d4b64f-3ddf-4749-8bea-971b9962e37b", "node_type": null, "metadata": {}, "hash": "de0fb8ca3b6bb47447e750e3abfde4d1380c488d77f805344131d60bb6655ab8"}, "3": {"node_id": "4ef7108d-f65f-444d-b72c-dfb43043d84b", "node_type": null, "metadata": {}, "hash": "37d2228dcb05cf16ca7a16df7ad3d4c6da5cfd841a888a5c100435f6ee13e33c"}}, "hash": "0bfb9e5e7940758b04bdf05e5284364b236cec532f0acd48eddef59ab09ded26", "text": "Sentence Composing \u2013 Around the World in a Hundred Years \u2013 Day 5\n\n\nImitate: As for John Cabot\u2019s original map, no one knows what happened to it. As for ______\u2019s ______, no one knows what happened to it. As for ______\u2019s ______, ______ knows what happened to it.\n    \nUnscramble: lands in - the North Atlantic - were gradually - taking shape - and fortunately - John Cabot left - behind - a map - of where - he had been\n    \n\n\n3rd Quarter\n\n\n    Sentence Composing \u2013 Hatchet \u2013 Day 3\n\n\nExpand: The plane fell into the wide place like a stone.\n    \nCombine: Brian eased back on the steering wheel. Brian braced himself for the crash. [Prompt use of the temporal words when, while, and as.]\n    \n\n\n4th Quarter\n\n\n    Sentence Composing - The Moon Book \u2013 Day 6\n\n\nExpand: The Italian scientist, Galileo, used a telescope to study the moon.\n    \nCombine: Many craters have been discovered on the moon. The largest crater on the moon is 183 miles across. The largest crater on the moon is named Bailly. [Prompt use of words indicating instances or examples: like and such as.]\n    \n\n\n    The following is a chart that includes the grammar/conventions skilled outlined in the standards and included in the 4th grade materials. It is located in the Grade 4 Teacher\u2019s Manual for Bookworms. (p. 63)\n\n\n\n\n\n\n                    Grade 4 Grammar/Sentence Construction\n                \n\n\n\n\n\n                    Skill\n                \n\n\n\n                    Sample Cue\n                \n\n\n\n\n\n                    Relative pronouns\n                \n\n                    (who, whose, which, that)\n                \n\n\n\n                    Imitating with pronoun omitted\n                \n\n                    What word goes here?\n                \n\n\n\n\n\n                    Relative adverbs\n                \n\n                    (where, when, why)\n                \n\n\n\n                    Expanding, teacher supplies adverb\n                \n\n                    Add to the beginning and start with why.\n                \n\n\n\n\n\n                    Progressive\n                \n\n                    (was walking, am walking, will be walking)\n                \n\n\n\n                    Choose sentence containing progressive\n                \n\n                    If I change was to am, would it be right?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ef7108d-f65f-444d-b72c-dfb43043d84b": {"__data__": {"id_": "4ef7108d-f65f-444d-b72c-dfb43043d84b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "05bd6215-eb83-4c1c-bdc9-02cb861103ac", "node_type": null, "metadata": {}, "hash": "0bfb9e5e7940758b04bdf05e5284364b236cec532f0acd48eddef59ab09ded26"}, "3": {"node_id": "2f9b4b01-b6e9-4f73-acc8-9f08e5517dda", "node_type": null, "metadata": {}, "hash": "33dc8da2a788f5383620c1d4047e436048ea63bbd5bbb19c2982a3061c0ececc"}}, "hash": "37d2228dcb05cf16ca7a16df7ad3d4c6da5cfd841a888a5c100435f6ee13e33c", "text": "Modal auxiliaries\n                \n\n                    (can, may, must)\n                \n\n\n\n                    Imitating, remove auxiliary\n                \n\n                    What if we put in may? Would that work?\n                \n\n\n\n\n\n                    Order adjectives\n                \n\n                    (small red bag)\n                \n\n\n\n                    Unscrambling, with two adjectives\n                \n\n                    Is it better this way or this way?\n                \n\n\n\n\n\n                    Prepositional Phrases\n                \n\n\n\n                    Unscrambling\n                \n\n                    Can we make a prepositional phrase?\n                \n\n\n\n\n\n                    Complete sentences\n                \n\n                    (recognize run-ons, fragments)\n                \n\n\n\n                    Combining, create a fragment\n                \n\n                    Is this a complete sentence? Let\u2019s attach it!\n                \n\n\n\n\n\n                    Homonyms\n                \n\n                    (to, too, two; there, their)\n                \n\n\n\n                    Expanding, as you write suggested text\n                \n\n                    How shall we spell two here?\n                \n\n\n\n\n\n                    Use and identify 8 parts of speech\n                \n\n\n\n                    Imitating\n                \n\n                    Let\u2019s start by removing 1 noun and 1 verb.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2f9b4b01-b6e9-4f73-acc8-9f08e5517dda": {"__data__": {"id_": "2f9b4b01-b6e9-4f73-acc8-9f08e5517dda", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "4ef7108d-f65f-444d-b72c-dfb43043d84b", "node_type": null, "metadata": {}, "hash": "37d2228dcb05cf16ca7a16df7ad3d4c6da5cfd841a888a5c100435f6ee13e33c"}, "3": {"node_id": "f39d5bec-92fc-45d8-8456-a0df64c48e6c", "node_type": null, "metadata": {}, "hash": "c232d1f797dbf9156c4479956da5a34fb0e3aa4ba639102d8280679ffcc8f1d1"}}, "hash": "33dc8da2a788f5383620c1d4047e436048ea63bbd5bbb19c2982a3061c0ececc", "text": "Correct capitalization\n                \n\n\n\n                    Unscrambling, when you finish\n                \n\n                    What do we need to do with the first word?\n                \n\n\n\n\n\n                    Commas and quotation marks for dialogue\n                \n\n\n\n                    Unscrambling of a sentence with a quote\n                \n\n                    Which words are spoken? What punctuation do we need?\n                \n\n\n\n\n\n                    Comma before coordinating conjunction\n                \n\n\n\n                    Combining 2 sentences with and or but\n                \n\n                    Do we need a comma here?\n                \n\n\n\n\n\n                    Precise usage\n                \n\n\n\n                    Expanding when a poor word is suggested\n                \n\n                    Can we think of a better word here?\n                \n\n\n\n\n\n                    Punctuation for effect\n                \n\n\n\n                    Unscrambling an exclamatory sentence\n                \n\n                    This sentence is almost shouting. What should we put at the end?\n                \n\n\n\n\n\n    Reviewers noted that there are limited opportunities for independent practice of language standards (these are teacher-directed and occur in small group settings).\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\nThe instructional materials reviewed for Grade 4 meet expectations for materials, questions and tasks address grade-level CCSS for foundational skills that build comprehension by providing instruction in phonics, word recognition, vocabulary, morphology, and reading fluency in a research-based and transparent progression.\n\n\n    Foundational skills are presented to address phonics, word recognition, morphology, and vocabulary (strong opportunities for vocabulary development in each shared/read aloud lesson in every unit).There are word study lessons described in the Word Study document as well as in the Shared Lessons to guide teachers to instruct word study (which addresses decoding, spelling, and meaning vocabulary). According to the Grade 4 Teacher\u2019s Manual, students learn multisyllabic decoding based on syllable types and correlate the connection to spelling and meaning (p. 12).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f39d5bec-92fc-45d8-8456-a0df64c48e6c": {"__data__": {"id_": "f39d5bec-92fc-45d8-8456-a0df64c48e6c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "2f9b4b01-b6e9-4f73-acc8-9f08e5517dda", "node_type": null, "metadata": {}, "hash": "33dc8da2a788f5383620c1d4047e436048ea63bbd5bbb19c2982a3061c0ececc"}, "3": {"node_id": "0f893b55-ad79-4d98-b707-e0a86b1e25ba", "node_type": null, "metadata": {}, "hash": "79e55b3b9afd81961f0434086efce04705b57d0fe5d1e46c8c10f712fb7e614e"}}, "hash": "c232d1f797dbf9156c4479956da5a34fb0e3aa4ba639102d8280679ffcc8f1d1", "text": "For example, Week 1 of the Shared Reading Lessons, students study the following words, which are from the read-aloud text: region, piedmont, sacrifice, monuments, traditions, resources, colonize, and symbols. Students learn how to break each word into syllables and study word morphology.\n    \nFor example, in the First 9 weeks, Week 1, Day 1, students learn pied means foot and mont means mountain, so piedmont means the foot of the mountains (p. 2). Each week, students study particular words as part of the word study and then test their learning on the fifth day. Differentiation of foundational skills occurs in small groups. One type of the differentiation lessons addresses word recognition and fluency. Students are identified for this support with the diagnostic Informal Decoding Inventory.\n    \n\n\n    Tier 2 Words are addressed in the Interactive Read-Aloud lessons. The Tier 2 vocabulary words are related to the read-aloud selection. For example, in the First Nine Weeks, Day 1 of the Alabama Moon lesson, the teacher directions emphasize stoop and reflection. \u201cOne of the words from our book today is stoop. What word? Stoop means to bend your head down and to the side so that you can get under something\u201d (p. 3).\n\n\n    Fluency is addressed in Shared Reading Lessons and in differentiated lessons for small groups. In Shared Reading Lessons, students participate in choral reading, echo reading, and rereading. In small group lessons, students\u2019 reading fluency will be addressed based on results of the informal Decoding Inventory.\n\nMaterials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\nThe instructional materials meet expectations that materials, questions, and tasks guide students to read with purpose and understanding and to make frequent connections between the acquisition of foundational skills and making meaning from reading.\n\n\n    In the Grade 4 Manual, word study is described as a way \u201cto move systematically across grade levels from sound to pattern to meaning\u201d (p. 12). The focus of grade 4 word study is \u201cto build on the foundation laid in third grade to emphasize multisyllabic decoding, based on syllable types, and the link between spelling and meaning\u201d (p. 12). Words for study and analysis are selected from the meaning vocabulary in the shared reading selections. The manual contains explanations to the teacher about syllable types and word morphology such as common prefixes and suffixes. During Identify and Explain Syllable Types in the Shared Reading lessons, students learn how to use chunking to decode, spell, and make meaning of words.\n\n\n    During the Word Study Scope and Sequence, 10 minutes are suggested for Decoding-Spelling-Meaning Vocabulary. For example, in Grade 4, First 9 Weeks, Week 1, students learn: \u201cMon u ments (closed, open, closed) are structure that are made to honor someone or something. They could be statues, or gravestones, or flags. They come in many forms\u201d (p. 4). In Grade 4, Second 9 weeks, Week 6, students learn: \u201cMon ar chy (closed, r control, open) is a noun that means a government ruled by a king or queen. That person is called a monarch. Power is passed down inside the family. Even today, there is a monarchy in England, although the king or queen doesn\u2019t have political power\u201d (p. 42). On some days, students are asked to go back to the text and find the words in context and talk about their meanings. Otherwise students participate in word study practice with student notebooks during differentiated group time.\n\n\n    The materials provide differentiated small group lessons for teachers to provide support of foundational word analysis skills. After students are assessed using the Informal Decoding Inventory, the teacher places students in one of three or four small groups. Depending on placement, students receive more targeted support in specific foundational skills such as word recognition skills and multisyllabic decoding.\n\n\n    It should be noted that these word study lessons do not include student materials (such as the student notebook) which would need to be generated by the teacher.\n\nInstructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.\n\nThe instructional materials meet expectations that instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0f893b55-ad79-4d98-b707-e0a86b1e25ba": {"__data__": {"id_": "0f893b55-ad79-4d98-b707-e0a86b1e25ba", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "f39d5bec-92fc-45d8-8456-a0df64c48e6c", "node_type": null, "metadata": {}, "hash": "c232d1f797dbf9156c4479956da5a34fb0e3aa4ba639102d8280679ffcc8f1d1"}, "3": {"node_id": "06a3d3c9-0944-416c-9ac1-57b20b027e6c", "node_type": null, "metadata": {}, "hash": "ea62bbf0d34552f8e2d512edf4af787c24b5681a43de0b2a89bef581a89e2d8a"}}, "hash": "79e55b3b9afd81961f0434086efce04705b57d0fe5d1e46c8c10f712fb7e614e", "text": "According to Walpole and McKenna of the Grade 4 Manual, \u201cfluency is built through repeated reading\u201d (p. 45). Students have the opportunity to read and reread one segment of text each day, which includes informational, narrative, and poetry. Students have the opportunity to become fluent readers of those styles of texts using choral reading, echo reading, and rereading. Students participate in silent reading during differentiated lessons. Once students complete their text-based reading, they may do self-selected silent reading.\n\n\n    In the Interactive Reading, students practice echo reading of poetry. In the First Nine Weeks, Poetry: Zombies! Evacuate the School!, students echo read parts of the poem first. Later students choral read the entire poem.\n\n\n    In the Shared Reading Lessons, students have the opportunity to practice oral reading through choral reading, echo reading, and rereading with a partner. In the Lesson Plan, teachers are provided with page numbers for having students echo or choral read. For example, in the First 9 Weeks, Week 1 Day 5 of students practice reading fluency of an informational text called Georgia-What's So Great About This State?. The teacher can have students echo or choral read page 31 of that text. In the Third 9 Weeks, students practice reading a narrative text called Tangerine. Students choral read Pages 12-22. After choral reading, teachers are to pair students up by reading achievement ranking. The teacher is directed to teach students how to participate as a reader and a coach. The expectation is that students will read with expression. When the reader makes an error, the coach should prompt the reader to reread. There is a missed opportunity to emphasize rate in the partner reading activity.\n\n\n    In order to assess students\u2019 fluency, learning modules about screening and diagnosis are provided on the website. Teachers are directed to use DIBELS Next (which is free to access and to use) to assess each student\u2019s fluency. It is suggested to do reading fluency 1-minute oral readings at least three times over the year. The materials suggest providing small group instruction around fluency and comprehension based on the results of the DIBELS assessment. Small group instruction around fluency can be found in the books by Walpole and McKenna, which the teacher will need to purchase.\nIn Walkthrough Observation Tool Designed to Enhance Implementation, teachers can utilize narrative text during small group time to help students build fluency. Students echo or choral read for 5-6 minutes and then reread with a partner or whisper read.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials for Grade 4 partially meet the expectations of the Gateway 2. Texts are organized to support students' building knowledge of different topics and there is much support for students to engage with and grow their academic vocabulary over the course of the school year. Sets of text-dependent questions and tasks provide opportunities for students to analyze ideas within and across texts. The materials do not include comprehensive culminating tasks for students to demonstrate integration of the literacy standards and skills, nor is there full support for students' independent reading.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe instructional materials reviewed for Grade 4 meet the expectations for texts organized around topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently. Materials are organized to build students\u2019 knowledge through topic-focused texts.\n\n\n    For example, in Grade 4 during the first nine weeks the topic focus is history and landforms. Some texts include:\n\n\n\nGeorgia - What\u2019s So Great About this State? Students explore regions, landforms and history,\n    \nIn Steal Away Home - focus on history with connections made to social studies and the Underground Railroad: Suggested that a brief lesson is taught on, the historical setting of Bleeding Kansas\n    \n\n\n    Unit 2 in Grade 4 includes texts that take place during early colonization of the eastern coast of North America:\n\n\n\nBlood on the River is historical fiction. The author, Elisa Carbone, has taken real people and events of the past and has added a story with details, conversations, and emotions to bring them to life.\n    \n\n\n\nCan\u2019t You Make Them Behave King George? by biographer Jean Fritz is about King George III, King of England in the 1700s.\n    \n\n\n    Also, in Grade 4 the fourth nine weeks is centered around learning about American Presidents, and texts include:\n\n\n\nGeorge Washington\u2019s Socks", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06a3d3c9-0944-416c-9ac1-57b20b027e6c": {"__data__": {"id_": "06a3d3c9-0944-416c-9ac1-57b20b027e6c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "0f893b55-ad79-4d98-b707-e0a86b1e25ba", "node_type": null, "metadata": {}, "hash": "79e55b3b9afd81961f0434086efce04705b57d0fe5d1e46c8c10f712fb7e614e"}, "3": {"node_id": "146b7982-71f6-4ab1-8c26-b48ef64d6668", "node_type": null, "metadata": {}, "hash": "2732b5f67e04d845e90b9818b223eace656ed16e5227540b85a837d19dde339f"}}, "hash": "ea62bbf0d34552f8e2d512edf4af787c24b5681a43de0b2a89bef581a89e2d8a", "text": "George Washington\u2019s Socks\n\n\nThe Amazing Life of Benjamin Franklin\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe Grade 4 instructional materials meet expectations that the materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Through the Comprehension Discussion Questions, Model Comprehension Strategies and Ask Questions During Reading, and Written Responses (in some places called Written Follow-Up) students address facets of this indicator with nearly every text. As students read and engage in large class, small group, and individual work, they engage in study of words and components of texts.\n\n\n    The following examples demonstrate how students analyze author\u2019s craft and language:\n\n\nStudents analyze author\u2019s craft in the first Shared Reading Unit, Week 5, Day 21 of Charlie and the Chocolate Factory with: Why do you think the author creates such a terrible situation for the Bucket family? Give specific details that make the situation terrible (p. 37).\n    \nStudents also author\u2019s craft and language in the Third Nine Weeks in Interactive Read-Aloud Unit, Day 1 of My Life in Dog Years: What do you think the author means when he says that Cookie was like a \u201cdogsister\u201d or \u201cdogmother\u201d to me? Why do you think the author did not take another person along for safety reasons when he went trapping for beaver?\n    \nStudents analyze author\u2019s craft and language in the Third Nine Weeks in Shared Reading Unit, Week 1, Day 1 of Tangerine: What does the author mean on page 4 when the author says that Paul can see things that others can\u2019t or won\u2019t see? Is this literal or figurative language? (p.3)\n    \n\n\n    These demonstrate a few of the frequent opportunities for students to analyze key ideas, details, and structure are also part of daily analysis. For example:\n\n\nIn the First Nine Weeks of Shared Reading, students read Steal Away Home and are asked to create timelines and story maps to help them to understand the complexity of this structure.\n    \nIn the Third Nine Weeks of Interactive Read-Aloud, students read Hatchet and are asked to analyze key details: Brian feels as if he\u2019s only been sleeping for a short time. What things in the story lead you to believe that he has been sleeping for a longer time? What do you think caused the mosquitoes to come out so quickly and then go away just as quickly? (p. 8)\n    \nIn the Last Nine Weeks of Shared Reading, students read George Washington\u2019s Socks and are consistently asked to recall and review key ideas to summarize events without the use of graphic organizers.\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe instructional materials for Grade 4 meet expectations that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Students encounter many opportunities to analyze knowledge within texts.\n\n\n    The majority of the questions and tasks are coherently sequenced, as they require students to analyze the integration of knowledge and ideas. On page 17 of the teacher\u2019s manual, it is stated: \u201cNearly all questions provided for in shared reading are inferential, meaning that students have to combine information from within the text, or between the text and prior knowledge to answer.\u201d Page 18 states: \u201cStudents will have the opportunity to complete one text-based written response per day.\u201d This relates to standards RI.4.1 and RL.4.1.\n\n\n    For example, as students read Georgia: What\u2019s so Great about this State? (First Nine Weeks Shared Reading), the questions and tasks students are asked to answer and write about include:\n\n\nAnalyzing questions in the subheadings, sections organized by the author, and changes to the subheadings.\n    \nSynthesizing what they\u2019ve read by creating a Top Ten List of what makes Georgia special.\n    \n\n\n    As students read The Moon Book (Last Nine Weeks Interactive Read-Aloud), some questions and tasks include:\n\n\nAnalyzing how Seymour Simon organized the book\n    \nLocating the San Andreas Fault on a map\n    \nAnalyzing a diagram and then writing a paragraph about the diagram and using the words plate, crust, and mantle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "146b7982-71f6-4ab1-8c26-b48ef64d6668": {"__data__": {"id_": "146b7982-71f6-4ab1-8c26-b48ef64d6668", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "06a3d3c9-0944-416c-9ac1-57b20b027e6c", "node_type": null, "metadata": {}, "hash": "ea62bbf0d34552f8e2d512edf4af787c24b5681a43de0b2a89bef581a89e2d8a"}, "3": {"node_id": "d34e4b52-0c27-46e2-ad0e-5d1e8f4859bb", "node_type": null, "metadata": {}, "hash": "2abd06d969e5db69645f0ab7a4931a53a1f50581affb4d7440fb57fe94fd2fa2"}}, "hash": "2732b5f67e04d845e90b9818b223eace656ed16e5227540b85a837d19dde339f", "text": "To complete these tasks, students must marshal previous learning from content to text features, access academic vocabulary, and synthesize reading and writing skills to demonstrate their understanding. The most important knowledge that is integrated across texts is text structure knowledge. In all texts, we teach text structures explicitly, through direct explanation and the creation of anchor charts. Text structures emphasized in narrative text include sequence of events and story maps. In informational text, they include repeated instruction in sequence, topic/subtopic, and compare/contrast.\n    \nOne connection across texts is the link between the fictional text, Hatchet, and the autobiographical, My Life in Dog Years, which immediately follows it.\n    \nKnowledge of American history is built with questions and tasks in shared reading (Can You Make Them Behave, King George?)and in read-alouds (Worst of Friends).\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe materials for Grade 4 partially meet the expectations of indicator 2d. Materials provide some supports for students to demonstrate their knowledge of topics through integrated skills (e.g., a combination of reading, writing, speaking, and listening) after they have followed text-dependent questions and tasks. As students read rich texts across the year, they frequently interact in discussions and writing about the materials.\n\n\n    At the end Tangerine, a shared reading book, provides 5 specific research topics to build knowledge that was integral to the novel: the effects of an eclipse, the citrus industry in Florida, sinkholes, the growth of soccer in the US, and dealing with bullying. (See 3rd 9 weeks, Day 25.)\n\n\n    To fully support students\u2019 work with culminating tasks over the course of the school year, the teacher will have to identify and /or create supporting resources. The materials do provide some examples and guidance as to external resources for this purpose.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials for Grade 4 fully meet the expectations of this indicator, with a year-long plan to build academic vocabulary. For these materials, academic vocabulary is defined as words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or frequently encountered in informal conversation.\n\n\n    Academic vocabulary practice is embedded throughout the fourth grade materials, and is prominently featured in the Interactive Reading lessons, under the headings \u201cModel a Comprehension Strategy and Ask Questions During Reading.\u201d For example, in the fourth nine week unit of Interactive Reading, the lesson plans for reading The Moon Book include the following:\n\n\n\u201cThis book will introduce some important words that we will need to understand the moon. Let's make a diagram and I will show you a few of the most important of them.\n    \n[Sketch or project the diagram below and briefly define the words as you do so. Use the globe or tennis ball to demonstrate the difference between rotate and revolve.]\n    \n\n\n    In addition, the sections of Interactive Reading entitled Teach Tier 2 Words do include some academic vocabulary. For example, in the third nine week unit when reading My Life in Dog Years, the lesson plans include the following:\n\n\n\u201cOne of the words from our book today was analyze. What word? Analyze means to logically break down a problem or situation. The police try to analyze the evidence at a crime scene. In this chapter, we read: \"she saw me drop, instantly analyzed the situation, got the team up \u2013 she must have jerked them to their feet \u2013 got them pulling, and they pulled me out.\" Analyze means to break down a problem using logic. What word?\u201d\n    \n\n\n    Finally, in the Word Study Scope and Sequence lesson plans included in the Shared Reading, academic vocabulary is again included amongst Tier 2 words. For example, in the first week, the following is written:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d34e4b52-0c27-46e2-ad0e-5d1e8f4859bb": {"__data__": {"id_": "d34e4b52-0c27-46e2-ad0e-5d1e8f4859bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "146b7982-71f6-4ab1-8c26-b48ef64d6668", "node_type": null, "metadata": {}, "hash": "2732b5f67e04d845e90b9818b223eace656ed16e5227540b85a837d19dde339f"}, "3": {"node_id": "c448c2b9-d845-4ee4-ba95-682ae6906548", "node_type": null, "metadata": {}, "hash": "9c35a27200d51164770fbea5238b5c30045144ecc19077b289270da3dec0a02d"}}, "hash": "2abd06d969e5db69645f0ab7a4931a53a1f50581affb4d7440fb57fe94fd2fa2", "text": "\u201cCollaborate is a verb that means work together to get something done. Authors and illustrators collaborate to write books. Children collaborate when they work in groups.\u201d\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials for Grade 4 partially meet expectations that materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year. There is consistent, daily time for writing practice over the course of the year. During the differentiation block, students have as many as 30 minutes each day to complete text-based writing tasks.\n\n\n    While prompts are tied to texts of gradually increasing rigor (all within the grade level), there is minimal explicit support for students to practice revision, editing, and for moving from single parts to comprehensive written pieces. Writing tasks at the end of the year are very similar to the beginning of the year. Rubrics are available to support teachers as they determine students\u2019 writing level and assess growth.\n\n\n    In the Focus on Text Structure portion of the shared reading selections, there is support guiding teachers to think aloud and create anchor charts, demonstrating the composing process and then transcribing. The skill of summarization is reinforced many times during this modeling portion of shared reading. The Grade 4 Teacher Manual does provide an overview of writing purpose, but there is little explicit guidance providing teachers with plans, protocols, and other models.\n\n\n    In the Grade 4 Teacher\u2019s manual (p. 11), it states: \u201cYou will see that there are not as many interactive read aloud lesson plans as there are shared reading lesson plans. This difference is deliberate. Nearly half of the 45-minute time segments for interactives must be reserved for process writing so that students learn to compose, revise, and edit their own writing pieces. We have not designed this portion of the curriculum. Teachers should work together to use consistent process writing procedures and language and to sequence the three writing genres (narrative, informative, and persuasive/argumentative) across the school year.\n\n\n    In the materials, writing tasks are all on-demand and are text-dependent, which is a strength. However, there is no plan for modeling or support materials for a writing process present in materials. For example, on page 48 the Teacher\u2019s Manual states \u201cModel for students at the beginning of the year to establish norms for length and quality,\" but no models are provided in the instructional materials.\n\n\n    Many writing prompts ask students to use the skill of summarization or to write summaries, models of summaries or protocols for how to write a summary are not included. Teachers would need to find or develop their own lessons, models or protocols of how to write a summary. For example, during the Second Nine Weeks of Shared Reading, Week 5, Day 21, Blood on the River, the following task is included: \u201cWrite a summary of the events when Newport went to visit Powhatan.\u201d\n\n\n    Writing topics chosen are appropriate and engaging for the grade level in which they are presented and varied in type of writing asked to do.\n\n\n    Examples of the writing tasks present (which include the protocol of including text evidence) for Grade 4 students include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c448c2b9-d845-4ee4-ba95-682ae6906548": {"__data__": {"id_": "c448c2b9-d845-4ee4-ba95-682ae6906548", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "d34e4b52-0c27-46e2-ad0e-5d1e8f4859bb", "node_type": null, "metadata": {}, "hash": "2abd06d969e5db69645f0ab7a4931a53a1f50581affb4d7440fb57fe94fd2fa2"}, "3": {"node_id": "9efc4f06-44a8-405c-a0cd-f8d311b8839a", "node_type": null, "metadata": {}, "hash": "36d8bc30e1c3f306f4e6a36fa483d617d029dd8349187c2fde806bc69ad73629"}}, "hash": "9c35a27200d51164770fbea5238b5c30045144ecc19077b289270da3dec0a02d", "text": "In the First Nine Weeks of the Shared Reading, Day 22 of Charlie and the Chocolate Factory: \u201cThink about Willy Wonka\u2019s decision to close and then reopen the factory. Do you think he was in the right? Give reasons for your opinion.\u201d\n    \nIn the Second Nine Weeks of Interactive Read-Aloud, Day 3 of Go Straight to the Source: \u201cJust like last time, I will give each of you a sheet of paper with a picture of an artifact. It\u2019s not a Ferris Wheel, but a ___. There is plenty of room in the margins around the picture to write what you notice, questions you wonder about, and thoughts you might have. I want you to write at least two things you notice, two questions you wonder about, and two thoughts you have about what you see in the picture. Be sure to draw arrows from what you write to something in the picture.\u201d\n    \nIn the Third Nine Weeks of Shared Reading, Day 15 of Tangerine by Edward Bloor: \u201cBoth Antoine and Paul saw Arthur hit Luis with a blackjack. What actions do you think each one will take? Give reasons.\u201d\n    \nIn the Fourth Nine Weeks of the Interactive Read-Aloud, Day 1 of The Moon Book: \u201cTry to imagine that you were looking up at the night sky thousands of years ago. You know nothing about the moon or the stars except what you can see in the sky. A friend asks you what you think the moon is. What would you tell your friend? Write a paragraph from an ancient person\u2019s point of view. Give yourself a name if you like!\u201d\n    \n\n\n    Teachers would need to create their own supports for some students to write to the prompt. Some writing prompts require students to use organizational skills. For example, \u201cThis story has multiple problems. Different characters have different problems, and some characters have more than one problem. Describe two characters and their problems. Tell what the author\u2019s purpose is for including multiple problems\u201d (My Life As A Book, Third Nine Weeks of Shared Reading, Week 7, Day 32).\n\n\n    If teachers would like to incorporate the writing process into lessons (in order to meet the standards), they would need to generate their own materials and allocate more time than originally budgeted by the\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials for Grade 4 partially meet expectations that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Students do engage with components of the research process over the course of the year and complete short projects. There are minimal opportunities for students to complete full research projects independently that have gone through a process of revision. The component pieces included, however, do support student practice in research tasks. Teachers will have to identify outside materials for students to complete full research projects. There is some guidance to support teachers as they identify time within their schedules to build research work (e.g., in the Fourth Grade Manual, page 88, it is recommended teachers plan brief research units with the days remaining in each quarter of the school year\u2019s shared reading.)\n\n\n    The standards for 4th grade ask that students engage in \u201cshort research projects that build knowledge about a topic.\u201d In the yearlong materials, students are asked to \u201crecall relevant information from experiences or gather relevant information from print (W.4.8)\u201d Students do work to build independence and apply skills into new context as they read and explore texts as well as record their findings. The research tasks for 4th grade are in labeled in the lessons as \u201cFollow Up\u201d for shared reading and \u201cWritten Response\u201d for interactive reading. Most writing prompts in the grade 4 Bookworms can be answered with one paragraph in length (all in response to texts), and many are followed over the next several days by related prompts on the same topic for the duration of the book. Rather than being built into separate culminating tasks, these short research projects are connected by texts, and students receive one after each reading until the text has been completed. Students are expected to complete the task during the language arts block.\n\n\n    Examples of some of the short research projects are as follows:\n\n\n    In the first nine weeks, students read, Charlie and the Chocolate Factory, and have the following writing prompt: (Week 7, Shared Reading)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9efc4f06-44a8-405c-a0cd-f8d311b8839a": {"__data__": {"id_": "9efc4f06-44a8-405c-a0cd-f8d311b8839a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "c448c2b9-d845-4ee4-ba95-682ae6906548", "node_type": null, "metadata": {}, "hash": "9c35a27200d51164770fbea5238b5c30045144ecc19077b289270da3dec0a02d"}, "3": {"node_id": "914e6f59-c4c0-44b1-b294-5edbe9626cba", "node_type": null, "metadata": {}, "hash": "b847ae210d9b325f49b623824b63c7347d84e7484538eba7b8f94ea7c1d220bd"}}, "hash": "36d8bc30e1c3f306f4e6a36fa483d617d029dd8349187c2fde806bc69ad73629", "text": "Watch the 1971 film: Willy Wonka and the Chocolate Factory. The film is 100 minutes, so break it into three parts. After watching each segment, discuss how the movie is different than the book and speculate about why the maker of the movie made the change.\n    \nAssign a written response each day so that the students argue that either the book or the movie was a better composition.\n    \n\n\n    In the 2nd nine weeks, students read, Around the World in a Hundred Years (Day 4, Interactive Read-Alouds). The written expression prompt at the end of the lesson has students explore the text to answer the following prompt.\n\n\nTake a close look at the map showing the Line of Demarcation. Remember that Portugal got all the lands to the east of the line, and Spain got all the lands to the west. Write a paragraph telling which country got the better bargain and why. [Remember that students will need to view page 45 as they write.]\n    \n\n\n    In the 3rd nine weeks, students respond to the following prompt after reading, My Life as a Book (Week 8, Shared Reading).\n\n\nWrite a brief news story that tells the real events on South Beach.\n    \n\n\n    In the 4th nine weeks, students respond to the following prompt while after reading Earthquake (Day 5, Interactive Read-Alouds)\n\n\nMake a list of safety rules for our school in case of an earthquake. We will post them so everyone can see them in an emergency.\n    \n\n\n    Research projects that extend across texts and use various sources would need to be developed by the teacher. No research guidelines such as categorizing information, taking notes or providing lists of sources are provided. (W.4.8) Teachers would need to develop organizational tools and research protocols to assist students with more in-depth research projects that span across texts or sources as well as to assist in investigation of different aspects of a topic. (W.4.7)\n\n\n    It is also noted that there are few opportunities to research using digital sources (W.4.8), so teachers would need to be supplement this component in order to fully support students\u2019 success with the research standard.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials for Grade 4 do not fully meet expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. There is some guidance for the teacher to engage a program of independent reading; for example, in the Fourth-grade Manual, page 50: \"The most beneficial homework may be wide reading. Teachers may opt to adopt a reading log for homework, provided that books from the library are sent home with all children.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "914e6f59-c4c0-44b1-b294-5edbe9626cba": {"__data__": {"id_": "914e6f59-c4c0-44b1-b294-5edbe9626cba", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c0016747-4864-4c6a-8ca7-f9886e3b6f3b", "node_type": null, "metadata": {}, "hash": "f422c4ae4811b9f0bb438eabcdb7ee5234baf2ecf94a250c1ef0c05a26de6f7c"}, "2": {"node_id": "9efc4f06-44a8-405c-a0cd-f8d311b8839a", "node_type": null, "metadata": {}, "hash": "36d8bc30e1c3f306f4e6a36fa483d617d029dd8349187c2fde806bc69ad73629"}}, "hash": "b847ae210d9b325f49b623824b63c7347d84e7484538eba7b8f94ea7c1d220bd", "text": "It is also noted in the Fourth grade Manual that students first work on their on-demand writing, and then engage in self-selected reading with a reading log (page 10).\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "25aaa1b3-7b73-4a55-a577-559f0f24de41": {"__data__": {"id_": "25aaa1b3-7b73-4a55-a577-559f0f24de41", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "3": {"node_id": "4060559b-3c21-40f7-ba10-2d51b97019d7", "node_type": null, "metadata": {}, "hash": "e5cf7cd98e14121d451e1c832a4fecdae8ec039957dd95a43a50fe053a26994f"}}, "hash": "06f0381ef5f25b9f96220d5f3c5dacfaea2b9f6ad776d62c47f85debb5044cac", "text": "Collections\n\nCollections 2017 Grade 9 materials partially meet expectations for alignment. The anchor materials include high-quality texts that are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language. The materials may need supplementing from the teacher to build knowledge, as connections to themes and in implementing synthesis of skills are inconsistent, and research components are not cohesive. The materials provide some support for academic vocabulary, writing, and independent reading.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe instructional materials reviewed for Grade 9 meet expectations for Gateway 1. Materials meet criteria for text quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials also include texts that are worthy of student's time and attention. Tasks and questions are grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts. High-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor/core texts are of publishable quality and worthy of especially careful reading.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests. The materials contain anchor texts written by established and credible published authors or well-known sources. Many of these texts are well-known and would appeal to a range of student interests. Texts are varied and include short stories, poems, memoirs, myths, dramas, speeches, arguments, science writings, historical writings, and media texts.\n\n\n    Anchor texts in the majority of the collections and across the yearlong curriculum are of publishable quality. Examples include, but are not limited to:\n\n\nIn Collection 1 there is the short story, \u201cOnce Upon a Time,\u201d by Nadine Gordimer, a Nobel Prize winner for literature in 1991. Her works are famous for their opposition to apartheid in South Africa and were banned in her home country prior to the abolition of apartheid in 1994. She specifically comments on the themes of exile and internal strife caused by apartheid within South Africa.\n    \nIn Collection 3 there is the short story, \u201cWhen Mr. Pirzada Came to Town,\u201d by Jhumpa Lahiri, and a science writing piece, \u201cMonkey See, Monkey Do, Monkey Connect,\u201d by Frans de Waal.\n        \n\u201cWhen Mr. Pirzada Came to Town\u201d is from a short story collection, The Interpreter of Maladies, that won the Pulitzer Prize in 2000.\n            \nFrans de Waal is the director of The Living Links Center at the Yerkes National Primate Research Center in Lawrenceville, Georgia, and author of numerous books.\n            \n\n\n\n\n    Anchor texts are well-crafted, content-rich, and include a range of student interests, engaging students at the grade level for which they are placed. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4060559b-3c21-40f7-ba10-2d51b97019d7": {"__data__": {"id_": "4060559b-3c21-40f7-ba10-2d51b97019d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "25aaa1b3-7b73-4a55-a577-559f0f24de41", "node_type": null, "metadata": {}, "hash": "06f0381ef5f25b9f96220d5f3c5dacfaea2b9f6ad776d62c47f85debb5044cac"}, "3": {"node_id": "2da2b4af-846a-4eb9-8e01-912ece568661", "node_type": null, "metadata": {}, "hash": "ba60439e5a855f431c516cb3d5d07375bc1dd462970160230ab8f747ee615cf2"}}, "hash": "e5cf7cd98e14121d451e1c832a4fecdae8ec039957dd95a43a50fe053a26994f", "text": "Collection 2 contains a wide variety of text types to engage students. There is a speech, an historical writing, a video, a diary entry, a memoir, a graphic novel, and a short story. The content-rich texts focus on the struggle for freedom in different countries - United States, Egypt, Iran, and Argentina - and during different time periods to include a range of students\u2019 interests.\n        \n\u201cI Have a Dream\u201d Speech by Martin Luther King Jr.\n            \nfrom \"Nobody Turn Me Around: A People\u2019s History of the 1963 March on Washington\u201d History Writing by Charles Euchner\n            \n\u201cAMERICA The Story of Us: March on Washington\u201d Video\n            \nfrom \"Cairo: My City, Our Revolution\u201d Diary by Ahdaf Soueif\n            \nfrom Reading Lolita in Tehran Memoir by Azar Nafisi\n            \nfrom Persepolis 2 Graphic Novel by Marjane Satrapi\n            \n\u201cThe Censors\u201d Short Story by Luisa Valenzuela\n            \n\n\n\n\n    Anchor texts do not require revision or supplements in order to ensure quality. The majority of the texts throughout the Collections in the 9th grade textbook are written by authors of known quality in their respective fields. Examples include, but are not limited to:\n\n\nAnna Quindlen\u2019s \u201cA Quilt of a Country\u201d is found in Collection 1. She was the third woman to win a Pulitzer Prize for commentary in 1992.\n    \nYasunari Kawabata\u2019s \u201cThe Grasshopper and the Bell Cricket\u201d is included in Collection 3. He won the Nobel Prize in Literature in 1968.\n    \nWislawa Szymborska\u2019s poem, \u201cThe End and the Beginning,\u201d is in Collection 5. She was awarded the Nobel Prize in Literature in 1996.\n    \n\n\n    The texts in HMH Collections Grade 9 are of publishable quality and worthy of especially careful reading. They are high-quality texts that will appeal to a wide variety of students and will introduce students to a variety of writing types that they will come in contact with as adult readers. Finally, the texts throughout the collection represent a multitude of cultures and ideas to provide a basis for evaluative thinking on the part of the students.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n*Indicator 1b is non-scored (in grades 9-12) and provides information about text types and genres in the program.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Throughout the collections, students engage with an appropriate distribution of texts and text types for grade 9. Literary texts include short stories, poems, plays, graphic novels, and myths. Informational texts include science writings, historical essays, arguments, memoirs, and foundational texts. Media selections are comprised of graduation speeches, documentaries, and a photo essay.\n\n\n    HMH Collections 2017 Grade 9 materials include the following distribution of text types and genres required by the standards for the grade:\n\n\n    The overall balance of literary and informational texts with which students engage is 45% literary and 55% informational. Text types include short stories, poems, explanatory and expository science texts, multimedia, and plays.\n\n\n    Samples of how the materials distribute these texts over the course of a school year include the following:\n\n\nCollection 1\n        \nLiterary Texts\n                \nShort Story by Nadine Gordimer \u201cOnce Upon a Time\u201d\n                    \nPoem by Alberto Rios \u201cThe Vietnam Wall\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2da2b4af-846a-4eb9-8e01-912ece568661": {"__data__": {"id_": "2da2b4af-846a-4eb9-8e01-912ece568661", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "4060559b-3c21-40f7-ba10-2d51b97019d7", "node_type": null, "metadata": {}, "hash": "e5cf7cd98e14121d451e1c832a4fecdae8ec039957dd95a43a50fe053a26994f"}, "3": {"node_id": "59facdc2-2a6f-419d-a273-bf83bbb9b8ef", "node_type": null, "metadata": {}, "hash": "5878fa7b676cd0a69599e0b83fb038797e7876b939f2b5909b0158ce0a74a370"}}, "hash": "ba60439e5a855f431c516cb3d5d07375bc1dd462970160230ab8f747ee615cf2", "text": "Informational Texts\n                \nArgument \u201cA Quilt of a Country\u201d by Anna Quindlan\n                    \nEssay by \u201cRituals of Memory\u201d by Kimberly M. Blaeser\n                    \nSpeech \u201cThe Gettysburg Address\u201d by Abraham Lincoln\n                    \nPhoto Essay \u201cViews of the Wall\u201d\n                    \n\n\n\n\nCollection 3\n        \nLiterary Texts\n                \nShort Story \u201cWhen Mr. Pirzada Came to Dine\u201d by Jhumpa Lahiri\n                    \nShort Story \u201cThe Grasshopper and the Bell Cricket\u201d by Yasunari Kawabata\n                    \nPoem \u201cAt Dusk\u201d by Natasha Trethewey\n                    \n\n\nInformational Texts\n                \nScience Writing \u201cMonkey See, Monkey Do, Monkey Connect\u201d by Frans de Waal\n                    \nInformational Text \u201cWith Friends Like These . . .\u201d by Dorothy Rowe\n                    \nPublic Service Announcement from the Corporation for National and Community Service \u201cCount on Us\u201d\n                    \n\n\n\n\nCollection 5\n        \nLiterary Texts\n                \nShort Story \u201cThe Leap\u201d by Louise Erdrich\n                    \nPoem \u201cThe End and the Beginning\u201d by Wislawa Szymborska\n                    \nMemoir l from Night by Elie Wiesel\n                    \n\n\nInformational Texts\n                \nArgument \u201cIs Survival Selfish?\u201d by Lane Wallace\n                    \nScience Writing \u201cfrom Deep Survival\u201d by Laurence Gonzales\n                    \n\n\n\n\n\n\n    The HMH Collections reviewed for Grade 9 meets the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level. Throughout the collections, there are a variety of literary and informational texts that give students experience in reading different types of writing like science essays, plays, poems, short stories, and memoirs.\n\nTexts have the appropriate level of complexity for the grade level (according to quantitative analysis and qualitative analysis).\n\nThe HMH Collections reviewed for Grade 9 meets the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    Examples of texts with appropriate text complexity include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "59facdc2-2a6f-419d-a273-bf83bbb9b8ef": {"__data__": {"id_": "59facdc2-2a6f-419d-a273-bf83bbb9b8ef", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "2da2b4af-846a-4eb9-8e01-912ece568661", "node_type": null, "metadata": {}, "hash": "ba60439e5a855f431c516cb3d5d07375bc1dd462970160230ab8f747ee615cf2"}, "3": {"node_id": "ed99db85-a99c-43d0-8779-c92d2ffd4008", "node_type": null, "metadata": {}, "hash": "737991bfbe5f293ed948fdcdf130afa3c0e7f6162564171bed37d47aee39dd78"}}, "hash": "5878fa7b676cd0a69599e0b83fb038797e7876b939f2b5909b0158ce0a74a370", "text": "Examples of texts with appropriate text complexity include, but are not limited to:\n\n\nIn Collection 1 \u201cA Quilt of a Country\u201d Argument by Anna Quindlen\n        \nQuantitative - 1260 Lexile\n            \nQualitative - The \u201cLevels of Meaning/Purpose\u201d in this story is rated at the mid-low level. Although it is implied that there is more than one purpose, it is easily identified from the context. The \u201cStructure\u201d of the story is in the mid-high range because the organization of the main ideas and details is complex but mostly explicit. \u201cLanguage Conventionality and Clarity\u201d is in the mid-low level due to some unfamiliar or domain-specific words. \u201cKnowledge Demands\u201d is mid-high because students will need knowledge of specific events of discrimination in America\u2019s history.\n            \nReader and Task - Suggestions are provided in order to assist students in accessing the text in the \u201cZoom In On\u201d feature: \u201cAsk small groups to discuss the forces that bring people together and those that tear them apart. Remind students that this selection is an argument. As they read, suggest students take notes when they disagree with the author\u201d (HMH, 9th Grade, Collection 1, \u201cA Quilt of a Country\u201d 3C). The tasks include analyze and evaluate an author\u2019s claim and delineate and evaluate an argument.\n            \n\n\nIn Collection 3, \u201cMonkey See, Monkey Do, Monkey Connect\u201d Science Writing by Frans de Waal\n        \nQuantitative - 1160 Lexile\n            \nQualitative - The \u201cLevels of Meaning/Purpose\u201d in this story is rated at the mid-low level. There is a single level of complex meaning. The \u201cStructure\u201d of the story is in the mid-low range because the organization of the main ideas and details is complex but clearly stated and mostly sequential. \u201cLanguage Conventionality and Clarity\u201d is in the mid-high level because there is an increased number of unfamiliar and domain-specific words. \u201cKnowledge Demands\u201d is mid-low because students will read about slightly complex science concepts.\n            \nReader and Task - Suggestions are provided in order to assist students in accessing the text in the \u201cZoom In On\u201d feature. The teacher encourages students to write down unfamiliar words or domain-specific words they find. Some examples are given: laughter contagion, yawn contagion and herd instinct. This section also singles out the lines 84-102 in the text that may be confusing to students. The teacher can separate the students into small groups to read the lines and discuss specific questions; for example, \u201cHow does the \u2018ghost box\u2019 work?\u201d The tasks include determine technical meanings and analyze and evaluate author\u2019s claims.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ed99db85-a99c-43d0-8779-c92d2ffd4008": {"__data__": {"id_": "ed99db85-a99c-43d0-8779-c92d2ffd4008", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "59facdc2-2a6f-419d-a273-bf83bbb9b8ef", "node_type": null, "metadata": {}, "hash": "5878fa7b676cd0a69599e0b83fb038797e7876b939f2b5909b0158ce0a74a370"}, "3": {"node_id": "c45c4ff3-3cc6-43eb-bbc8-ca3064321bca", "node_type": null, "metadata": {}, "hash": "9bb92c7ccc1c3607333cdcb9b12603628d97dd90c6ec64588976069c06788e44"}}, "hash": "737991bfbe5f293ed948fdcdf130afa3c0e7f6162564171bed37d47aee39dd78", "text": "In Collection 5, \u201cThe Leap,\u201d Short Story by Louise Erdrich\n        \nQuantitative - 1260 Lexile\n            \nQualitative - The \u201cLevels of Meaning/Purpose\u201d in this story is rated at the mid-low level because there are multiple themes. The \u201cStructure\u201d of the story is in the mid-high range because there are chronology shifts with the use of flashback and flashforward. \u201cLanguage Conventionality and Clarity\u201d is in the mid-high level because of figurative language. \u201cKnowledge Demands\u201d is mid-low because it has a moderately complex theme.\n            \nReader and Task - Suggestions are provided in order to assist students in accessing the text in the \u201cZoom In On\u201d feature. For a pre-reading activity, the teacher has the students discuss circus performances and describe the following words: Arabian horses, contortionists, and trapeze acts. This section also singles out the lines 74-100 because students may have trouble visualizing what is described. The teacher can have one student read the selection out loud and two other students pantomime what is being described. The tasks during reading include support inferences about theme and analyzing the author\u2019s choices of flashback and tension.\n\nMaterials support students' literacy skills (understanding and comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (Series of texts should be at a variety of complexity levels).\n\nThe HMH Collections materials for Grade 9 meets the expectations for materials supporting students\u2019 increasing literacy skills over the course of the school year. Anchor texts and paired selections typically fall within the grade band; if a text is above or below the grade band, the qualitative measurements or reader tasks support students\u2019 growth in literacy skills. The scaffolding of the texts and the tasks required of students generally ensure students are supported to access and comprehend grade-level texts independently at the end of the year.\n\n\n    The following Lexile ranges are found in the six collections:\n\n\n    Collection 1: 1170-1390\n    Collection 2: 990-1200\n    Collection 3: 1060-1170\n    Collection 4: 940-1020\n    Collection 5: 440-1260\n    Collection 6: 1030-1170\n\n\n    Examples of the complexity levels falling inside the grade band with sufficient scaffolding and appropriate tasks that support students in accessing grade-level texts independently at the end of the year include, but are not limited to:\n\n\nIn Collection 3, which is toward the middle of the school year, students read a short story by Jhumpa Lahiri, \u201cWhen Mr. Pirzada Came to Dine,\u201d with a Lexile of 1170, which is in the middle of the grade band. The qualitative measures rate this as mid-high for levels of meaning and knowledge, and mid-low for structure and language. The reader task aids students in understanding the text by focusing on analyzing characters and theme and supporting inferences about theme.\n    \nIn Collection 4, students read Romeo and Juliet by William Shakespeare, which does not have a Lexile rating. The qualitative measures put this at a mid-high for levels of meaning, structure and language, and at high for knowledge demands. This is found in the latter half of the year and has reader tasks that support students understanding. Students analyze author\u2019s choices with parallel plots and analyze character motivations.\n    \nIn Collection 5, students read the short story, \u201cThe Leap,\u201d by Louise Erdrich with a Lexile of 1260. This is toward the end of collection 5 and on the higher end of the grade band. The qualitative measures place this at a mid-low for levels of meaning and knowledge demands, and a mid-high for structure and language. The reader task is appropriate in that it asks students to analyze the author\u2019s choices of flashback and tension and support inferences about theme.\n    \n\n\n    Examples of the complexity levels falling outside the grade band with sufficient scaffolding and appropriate tasks that support students in accessing grade-level texts independently at the end of the year include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c45c4ff3-3cc6-43eb-bbc8-ca3064321bca": {"__data__": {"id_": "c45c4ff3-3cc6-43eb-bbc8-ca3064321bca", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "ed99db85-a99c-43d0-8779-c92d2ffd4008", "node_type": null, "metadata": {}, "hash": "737991bfbe5f293ed948fdcdf130afa3c0e7f6162564171bed37d47aee39dd78"}, "3": {"node_id": "67c5c629-6675-4b14-85b3-3e35a930bc39", "node_type": null, "metadata": {}, "hash": "b50037e0e5bcbafbe752b1a05ae0c783be4a98ffa6875ccf47b739e083b8f203"}}, "hash": "9bb92c7ccc1c3607333cdcb9b12603628d97dd90c6ec64588976069c06788e44", "text": "In Collection 1, the second text in the collection is a short story, \u201cOnce Upon a Time,\u201d by Nadine Gordimer with a Lexile of 1390, which is above the grade band. The qualitative measures say this is mid-low for levels of meaning, mid-high for structure and high for language and knowledge demands. The reader task is appropriate for this high-level text in that students are supporting their inferences about theme and analyzing the author\u2019s choices with structure and language.\n    \nAlso in Collection 1, there is an essay by Kimberly M. Blaeser, \u201cRituals of Memory,\u201d with a Lexile of 1380, which is above the grade band. The qualitative measures put this at mid-low for levels of meaning, mid-high for structure and knowledge demands, and high for language. The reader task for this text is appropriate because it helps students work through the high level language and mid-high structure by focusing on analyzing language and determining central idea.\n    \nCollection 5 contains an excerpt from the memoir, Night, by Elie Wiesel with a Lexile of 440, which is below the grade band. The qualitative measures put this at a mid-high for levels of meaning and knowledge demands, and mid-low for structure and language. Although this is not a complex text, the reader task is more advanced. Students are analyzing the author\u2019s purpose, rhetoric, and the impact of word choice on tone.\n    \n\n\n    Throughout the school year, students are given access to texts at a variety of complexity levels. The materials support students\u2019 increasing literacy skills by choosing texts that balance quantitative and qualitative levels with the reader task.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\n\n    The Teacher\u2019s Edition contains \u201cPlan\u201d pages before each text which includes both the text complexity analysis and rationale for educational purpose and placement in the grade level.\n\n\n\u201cWhy This Text?\u201d is provided for each anchor text. This gives the rationale for educational purpose and placement as well as key learning objectives. For example, in Collection 4 for Romeo and Juliet, the \u201cWhy This Text?\u201d states: \u201cVariations on the story of Romeo and Juliet abound, epitomizing as it does the passionate intensity of young love. In this lesson, students are introduced to the beauty of the language, the timelessness of the characters and theme, and the complexities of the plot in Shakespeare\u2019s enduring classic\u201d (177A).\n    \nThe Text Complexity Rubric explains the text complexity attributes of each whole class text, the Lexile, and the places within the lesson that will help the teacher determine if the text is appropriate in terms of reader and task. An example of how this is prepared for teachers is found in Collection 6 on page 433A-433C in \u201cThe Real Reasons We Explore Space\u201d an argument by Michael Griffin. Text Complexity Rubric gives the quantitative, qualitative, and reader and task measures.\n        \nQuantitative - 1170 Lexile\n            \nQualitative - includes a low, mid-low, mid-high and high scale for each of the following measurements. Under the heading are two columns: on the right states the objective and on the left is a \u201cZoom In On\u201d feature which gives teachers an activity to complete the objective:\n                \nLevels of Meaning/Purpose - scored \u201clow\u201d on the scale\n                        \nObjective - \u201cTo teach analyzing analogies to understand ideas and meaning in a text, see Determine Meaning and Analyze Ideas.\u201d\n                            \nZoom In On - teachers define analogy for the students and then have students \u201creread the author\u2019s conclusion and analyze the ideas it contains\u201d.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "67c5c629-6675-4b14-85b3-3e35a930bc39": {"__data__": {"id_": "67c5c629-6675-4b14-85b3-3e35a930bc39", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "c45c4ff3-3cc6-43eb-bbc8-ca3064321bca", "node_type": null, "metadata": {}, "hash": "9bb92c7ccc1c3607333cdcb9b12603628d97dd90c6ec64588976069c06788e44"}, "3": {"node_id": "8bf51068-f17f-46c7-afa4-f83acf4f40ea", "node_type": null, "metadata": {}, "hash": "62b324615f56556aa7ce480fb15897279d89a78abc1769302a09e48e1ef2a4c8"}}, "hash": "b50037e0e5bcbafbe752b1a05ae0c783be4a98ffa6875ccf47b739e083b8f203", "text": "Structure - scored \u201clow\u201d on the scale\n                        \nObjective - to delineate and evaluate an argument. Teachers are referred to multiple pages to facilitate students\u2019 understanding of this goal.\n                            \nZoom In On - Review the elements of an argument: evidence, logic, and emotional appeals. Then put students in groups and use questions provided to discuss the use of logic and emotion in the text.\n                            \n\n\nLanguage Conventionality and Clarity - scored \u201cmid-high\u201d on the scale\n                        \nObjective - teach unfamiliar vocabulary in context, analyze rhetorical language, support students in understanding synonyms and antonyms, and guide students in understanding transition words and phrases.\n                            \nZoom In On - The teacher goes over the critical reading vocabulary word, contemplate, before reading the text. The teacher reads aloud the paragraph that contains the word and models how to figure out the meaning using context clues (like antonyms and synonyms). Then, students get into small groups to do the same for the words vital, harmful, and followership.\n                            \n\n\nKnowledge Demands - scored \u201cmid-high\u201d on the scale\n                        \nObjective - \u201cSupport English Learners in understanding the author\u2019s background.\u201d\n                            \nZoom In On - The teacher is given additional information about the author. For example, \u201cThe author has a Ph.D. in aerospace engineering. Aerospace engineers design and manage the building of spacecraft, aircraft, missiles, and defense systems.\u201d\n                            \n\n\n\n\nSuggested Reader and Task Considerations:\n                \nOn the right are things the teacher should consider before reading: \u201cWill students have any difficulty with the vocabulary used in the essay? Will students be interested in the way ideas are presented within the essay?\u201d\n                    \nZoom In On is on the left - This labels the goal, \u201cSupporting Comprehension,\u201d and then shares an activity students can complete to reach the goal. \u201cHave students highlight or note any unfamiliar words and phrases as they read. Pair English learners with more experienced English speakers to define highlighted words and phrases. Have them use reference works to confirm meanings.\n\nAnchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\nThe HMH Collections reviewed for Grade 9 partially meets the criteria that anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. While students read a variety of texts, it is unclear how students are supported towards reading proficiency. Instructions within the Teacher\u2019s Edition do not explain how the entirety of a text is to be read: silently, by the teacher, or aloud as a whole class. General instructions are given in the teacher's edition before each text that tell the teacher to have students use the \"As You Read\" feature to guide their reading. An example is found in Collection 5 before \"Deep Survival\": \u201cAs You Read: Direct students to use the As You Read directions to focus their reading\u201d (325). How each text is read is left up to the teacher with little guidance from the program. Students may never read the texts within the collections independently.\n\n\n    The Instructional Overview found at the beginning of each collection clearly identifies the diversity of texts students will be reading within each collection. Below is an example showing the range and volume that can be found from three different collections at this grade level:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8bf51068-f17f-46c7-afa4-f83acf4f40ea": {"__data__": {"id_": "8bf51068-f17f-46c7-afa4-f83acf4f40ea", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "67c5c629-6675-4b14-85b3-3e35a930bc39", "node_type": null, "metadata": {}, "hash": "b50037e0e5bcbafbe752b1a05ae0c783be4a98ffa6875ccf47b739e083b8f203"}, "3": {"node_id": "ea920aff-c0ad-4cbc-92c4-6483ebf6cd54", "node_type": null, "metadata": {}, "hash": "febff03d99ba34d479a2fcbd111ba6f869c13f3882fd3d4b6a414eb72c5c3875"}}, "hash": "62b324615f56556aa7ce480fb15897279d89a78abc1769302a09e48e1ef2a4c8", "text": "Collection 1: argument, short story, essay, speech, photo essay, and a poem\n    \nCollection 3: short stories, science writing, informational text, poem, and a public service announcement\n    \nCollection 6: epic poem, travel writing, argument, and a poem\n    \n\n\n    Each collection contains a feature titled Digital Resources for Independent Reading that precedes the Performance Tasks at the end of each collection. This feature suggests digital resources students can use to find out more about the theme or topic of the collection. However, little support is provided and not all suggested tasks may support proficiency. The following is an example of this:\n\n\nCollection 1 suggests student read \u201cElegy Written in a Country Churchyard\u201d by Thomas Gray and \u201cChristmas Storms and Sunshine\u201d by Elizabeth Cleghorn Gaskell. \u201cAs students read the poems, ask them to think about the collection theme\u201d (1 36b). How does each poem provide an insight into finding common ground?\u201d There is no way to assess how students gain independence with this reading.\n    \n\n\n    This page also includes a Creating an Independent Reading Program. This feature suggests ways for teachers to help students increase independent reading by building a classroom library and creating library rules. However, no system is provided for monitoring students use of the techniques suggested here. Additionally, a teacher may choose to skip this activity.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe HMH Collections reviewed for Grade 9 meets the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text; this may include work with mentor texts as well).\n\n\n    The majority of the questions within the textbook require students to go back to the text to support their interpretations and build their knowledge from the literal to the inferential. The materials also provide support for planning and implementing by including teacher instructions for when to ask the question, how to introduce it, and possible student answers. Within each Collection, each text contains questions to be asked during the reading and questions that will be completed after the reading. During the reading, each question has a bold heading that states the purpose, the question, and an example student answer. Examples of questions a teacher asks while reading include, but are not limited to:\n\n\n\u201cPoint out that lines 46-48 provide a transition from the narrator\u2019s autobiographical story to a fictional one about a family. The narrator uses these lines to help her readers understand how she came to imagine the story of the family. Ask students how the shift in structure from an autobiographical tale to a \u2018bedtime story\u2019 affects the reader\u201d (12).\n    \n\u201cAsk students to reread deWaal\u2019s statement in lines- : \u2018The new level requires that one pay better attention to what others do and absorb how they do it.\u2019 What implications do this statement and the subsequent examples suggest?\u201d ( 127).\n    \n\u201cAsk students to reread lines 114-123 and identify the inference that Gonzales makes abour Byron Kerns. Discuss what details support that inference\u201d ( 328).\n    \n\u201cMake sure students understand that Odysseus fought for ten years in the Trojan War; he has spent ten more years trying to get home. \u201cAsk students what details in lines 17-25 reveal about Odysseus\u2019 feelings\u201d (372).\n    \n\n\n    In addition to the questions during the reading, there is a section after the text labeled, \u201cAnalyzing the Text.\u201d This section contains the same general instructions in all Collections that say, \u201cCite Text Evidence: Support your responses with evidence from the selection.\u201d There are three to six questions in this segment. Each question is preceded by a skill in bold followed by the question; possible students answers are found on the left-hand side of the teacher\u2019s edition. Examples of questions at the end of the text from the \u201cAnalyzing the Text\u201d Section include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ea920aff-c0ad-4cbc-92c4-6483ebf6cd54": {"__data__": {"id_": "ea920aff-c0ad-4cbc-92c4-6483ebf6cd54", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "8bf51068-f17f-46c7-afa4-f83acf4f40ea", "node_type": null, "metadata": {}, "hash": "62b324615f56556aa7ce480fb15897279d89a78abc1769302a09e48e1ef2a4c8"}, "3": {"node_id": "a489c684-7620-4c26-ab89-e3dbfe2df2f7", "node_type": null, "metadata": {}, "hash": "87df53fd53635f8d477aeed9a833f4c61e2746397f5f30295ab27e62ce5a0ee7"}}, "hash": "febff03d99ba34d479a2fcbd111ba6f869c13f3882fd3d4b6a414eb72c5c3875", "text": "\u201cEvaluate: In lines 58, 136, and 194, the phrase \u2018wise old witch\u2019 is used to describe the husband\u2019s mother. Explain how the wise old witch can be interpreted to symbolize the government of South Africa\u201d ( 18).\n    \n\u201cCompare: Reread lines 107-152 in the poem. How does the scene compare to Act V, Scene 3, lines 74-120, of Romeo and Juliet?\u201d (288).\n    \n\u201cInterpret: How does the order in which Odysseus reveals himself to his friends and loved ones build suspense? Explain\u201d (418).\n    \n\n\n    The HMH Collections also comes with a consumable workbook called The Close Reader. This contains directions before the reading and a short response question at the end. Each question during the reading has the heading \u201cREREAD\u201d; it is preceded by instructions labeled with the \u201cREAD\u201d heading. The \u201cREAD\u201d label gives the students instructions for what to look for while reading. The \u201cREREAD\u201d section asks students to answer a short answer question based on what they focused on during \u201cREAD.\u201d Examples of questions from the Close Reader DURING Reading include, but are not limited to:\n\n\nIn Collection 2, students read a speech by Robert F. Kennedy, \u201cA Eulogy for Dr. Martin Luther King Jr.\u201d (HMH, 9th Grade, Collection 2 Close Reader, \u201cA Eulogy for Dr. Martin Luther King Jr.\u201d (72b-72e).\n        \nREAD asks students to read lines 1-13 and begin to collect and cite text evidence by doing the following:\n                \n\u201cUnderline examples of repetition and parallelism\u201d (72d).\n                    \n\u201cIn the margin, note what questions Kennedy poses\u201d (72d).\n                    \n\n\nIn the REREAD section, students are asked:\n                \n\u201cReread lines 6-13. How does Kennedy use parallelism to emphasize the potential for American society to become more divided?\u201d (72d).\n                    \n\n\n\n\nIn Collection 3, students read a short story, \u201cAnd of Clay We are Created\u201d by Isabel Allende (HMH, 9th Grade, Collection 3 Close Reader, \u201cAnd of Clay Are We Created\u201d 122B-122K).\n        \nREAD asks students to read lines 1-30 and begin to cite and collect text evidence by doing the following:\n                \n\u201cCircle the image that opens the story\u201d (122c).\n                    \n\u201cIn the margin, explain what the author foreshadows will happen to Carle (lines 1-11)\u201d (122c).\n                    \n\u201cUnderline the text describing the consequences of the eruption\u201d (122c).\n                    \n\n\nIn the REREAD section, students are asked:\n                \n\u201cReread lines 1-11. How does the narrator describe Carle? Make an inference about his character based on this and the description of the devastation in lines 20-30. Cite text evidence in your response\u201d (122d).\n                    \n\n\n\n\n\n\n    There are short answer questions at the end of the reading have the heading, \u201cSHORT RESPONSE\u201d and the instructions \u201cCite Text Evidence.\u201d Examples of questions from the Close Reader AFTER Reading include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a489c684-7620-4c26-ab89-e3dbfe2df2f7": {"__data__": {"id_": "a489c684-7620-4c26-ab89-e3dbfe2df2f7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "ea920aff-c0ad-4cbc-92c4-6483ebf6cd54", "node_type": null, "metadata": {}, "hash": "febff03d99ba34d479a2fcbd111ba6f869c13f3882fd3d4b6a414eb72c5c3875"}, "3": {"node_id": "3154cef5-f0e7-455e-ac47-becce64700de", "node_type": null, "metadata": {}, "hash": "3032fff6f7fd89c56b2c640d51d0d7cacd08d5c4f4165b7639f036036ea8c406"}}, "hash": "87df53fd53635f8d477aeed9a833f4c61e2746397f5f30295ab27e62ce5a0ee7", "text": "SHORT RESPONSE: \u201cThink about Marlene\u2019s relationship with her father and what it reveals about the story\u2019s theme. Review your reading notes. Be sure to cite text evidence to explain your response\u201d (20h).\n    \nSHORT RESPONSE: \u201cHow does Kennedy\u2019s use of rhetoric advance his argument? How does his use of parallelism help speak to a racially divided audience? Cite evidence from the text in your response\u201d (72e).\n    \nSHORT RESPONSE: \u201cWhat is the theme of this story? Review your reading notes and cite text evidence to support your answer\u201d (35-42).\n    \n\n\n    The instructional materials include questions, tasks and assignments that are text-dependent/specific and consistently support students\u2019 literacy growth over the course of the school year. The teacher materials provide complete support for planning and implementation of text-dependent questions, tasks and assignments by including information to share before the question and possible student answers.\n\nMaterials contain sets of sequences of text-dependent/ text-specific questions with activities that build to a culminating task which integrates skills to demonstrate understanding\n\nThe instructional materials reviewed for Grade 9 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks that build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\n\n    The materials contain varied culminating tasks of quality across a year\u2019s worth of material, for students to demonstrate what they know and are able to do in speaking and/or writing. Over the course of the year, students present a speech, create a group multimedia presentation, participate in a panel discussion, and write three analytical essays, two arguments, and a fictional narrative throughout the six collections. There are text-dependent questions and tasks throughout the unit that connect to the culminating tasks.\n\n\n    The culminating tasks are found at the end of each collection. These tasks are rich and require students to demonstrate what they know through speaking and/or writing. Below is a representative list of the performance tasks found in the 9th grade edition:\n\n\n    Collection 1 - Present a Speech; Write an Analytical Essay\n    Collection 2 - Write an Argument\n    Collection 3 - Write a Fictional Narrative; Create a Group Multimedia Presentation\n    Collection 4 - Write an Analytical Essay\n    Collection 5 - Write an Argument; Participate in a Panel Discussion\n    Collection 6 - Research and Write an Analytical Essay\n\n\n    An example of a performance task that uses the unit\u2019s text-dependent and text-specific questions to build to a culminating task which integrates skills to demonstrate understanding is in Collection 4: Sweet Sorrow.\n\n\nThe performance task states, \u201cThis collection explores the many facets of love -- joy, pain, passion, and conflict, to name just a few. Look back at the anchor text, Romeo and Juliet, and at the other texts in the collection. Consider the attributes or characteristics of love that are represented in each text. Synthesize your ideas by writing an analytical essay\u201d (301).\n    \n\n\n    Questions with possible student answers throughout the text selections are written to help students gather information that will help them write their essay.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3154cef5-f0e7-455e-ac47-becce64700de": {"__data__": {"id_": "3154cef5-f0e7-455e-ac47-becce64700de", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "a489c684-7620-4c26-ab89-e3dbfe2df2f7", "node_type": null, "metadata": {}, "hash": "87df53fd53635f8d477aeed9a833f4c61e2746397f5f30295ab27e62ce5a0ee7"}, "3": {"node_id": "e78a4620-4763-4ea4-9385-103fe8b2d6b1", "node_type": null, "metadata": {}, "hash": "9cb5f1ac3c2e45c879891e9ac2274b8a3b3cf01f59795d8386e8be907564ee03"}}, "hash": "3032fff6f7fd89c56b2c640d51d0d7cacd08d5c4f4165b7639f036036ea8c406", "text": "For example, one of the support questions from the teacher's edition in \u201cfrom Love\u2019s Vocabulary\u201d by Diane Ackerman on page 163 states, \u201ccite text evidence...identify the central idea Ackerman presents at the very beginning of the essay. (\u2018Love is the great intangible\u2019 [line 1]). How does she support this idea? (She calls love a \u2018dream state\u2019 and in lines 7-8 uses contradictory adjectives to describe love\u2019s moods, showing it is not easily defined: \u2018Frantic and serene, vigilant and calm, wrung-out and fortified, explosive and sedate.\u2019)\u201d ( 163). This clearly is setting up students to think about and define love.\n    \nAt the end of this selection in the collection, the Analyzing the Text questions center around what Ackerman is saying about love and lead the students through the process of analyzing Ackerman\u2019s analysis of love. For example, question 1 asks, \u201cAckerman begins by stating that \u2018Love is the great intangible.\u2019 What does she mean by the statement?\u201d ( 170).\n    \nIn the poem, \u201cPyramus and Thisbe,\u201d on page 287, the textbook directs teachers to \u201cAsk students to reread lines 129-137. What overarching theme relates to Thisbe\u2019s exclamation, \u2018your love has killed you\u2019? (The line emphasizes the power of love, which is one of the poem\u2019s themes).\"\n    \n\n\n    Another example of a Collection\u2019s Performance Task utilizing text questions to build to the culminating Performance Task is in Collection 6: Heroes and Quests.\n\n\nThe performance task states, \u201cReview the journeys taken in three texts in this collection, including the Odyssey. What compels characters or real people to set off on a journey -- physical, mental, or spiritual -- and what do they learn Synthesize your ideas in an analytical essay. Use evidence from the texts and from additional sources to support your conclusions.\u201d\n    \n\n\n    Questions and possible student answers throughout the text selections are written to support students in developing ideas about setting off on a journey and collecting evidence to support those ideas for the essay.\n\n\nIn the anchor text from the Odyssey one of the questions on page 376 says, \u201cAsk students what they learn from the dialogue between Odysseus and his crew.\u201d (The crew members are uneasy and want to leave, taking what they need for their continued voyage. Odysseus refuses, driven by a desire to learn more about the Cyclops and what he might give them.) This question will help students to consider the different types of journeys and how they affect characters.\n    \nIn the text, \u201cThe Cruelest Journey\u201d on page 422, the text gives some background for teachers to share with students and the teacher instructions state to \u201chave students identify the text that shows how Salak feels at the beginning of her journey. How does she react to being called \u2018crazy\u2019?\u201d This question helps students to consider the purpose of a journey and how someone feels setting out on that journey.\n    \n\n\n    Consistently, across texts there are questions suggested in the teacher\u2019s edition that will support students in building understanding and evidence towards the final performance task.\n\nMaterials provide frequent opportunities and protocols to engage students in speaking and listening activities and discussions (small group, peer-to-peer, whole class) which encourage the modeling and use of academic vocabulary and syntax.\n\nThe HMH Collections reviewed for Grade 9 partially meets the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    The materials provide discussion opportunities and questions throughout the course of the year. The protocols for discussions are found in the \u201cStudent Resources\u201d section of the textbook; however, there is no clear emphasis on the application of academic vocabulary, syntax, and language forms to match the purpose of the academic conversations, such as participating in an evaluative discussion. Therefore, students could be involved in conversations with little to no usage of academic language to discuss textual evidence, or structure a purposeful academic discussion.\n\n\n    Representative examples of how HMH Collections provides multiple opportunities, protocols, and questions for evidence based discussions across the whole year\u2019s scope of instructional materials include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e78a4620-4763-4ea4-9385-103fe8b2d6b1": {"__data__": {"id_": "e78a4620-4763-4ea4-9385-103fe8b2d6b1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "3154cef5-f0e7-455e-ac47-becce64700de", "node_type": null, "metadata": {}, "hash": "3032fff6f7fd89c56b2c640d51d0d7cacd08d5c4f4165b7639f036036ea8c406"}, "3": {"node_id": "9ddb7ebc-c8ba-446f-8c14-ab9394d790f3", "node_type": null, "metadata": {}, "hash": "d2ae2811915e8c7da69dd067baab0c4c6cbdaca26528c744ee904052bde84032"}}, "hash": "9cb5f1ac3c2e45c879891e9ac2274b8a3b3cf01f59795d8386e8be907564ee03", "text": "All texts contain questions that are text-dependent and correlate with the text that teachers can use for whole class discussion while reading.\n        \n\u201cExplain that King\u2019s speech is especially significant because it was made in 1963 on the steps of the Lincoln Memorial, one hundred years after Lincoln signed the Emancipation Proclamation. Have students cite the line in which King refers to where he is giving the speech. Ask them what he means by the reference\u201d (49).\n            \n\n\nIn the Teacher\u2019s Edition, there are sections labeled, \u201cTo Challenge Students . . .\u201d and \u201cWhen Students Struggle.\u201d The activities described under these headings often contain group discussions or peer-to-peer work.\n        \nIn Collection 3 while reading \u201cThe Grasshopper and the Bell Cricket,\u201d the \u201cTo Challenge Students\u201d section has students \u201cshare their rewritten passages in small groups and compare them with the original lines of the story . . . As a group, draw conclusions about the role of tone in a story\u201d ( 136).\n            \nCollection 4 illustrates an example of pairs working together in the \u201cWhen Students Struggle\u201d task: \u201cTo develop reading fluency, have pairs read lines 36-52 aloud. Have them alternate paragraphs and, after a first reading, switch the order of reading\u201d (291).\n            \n\n\nAfter each text in the teacher\u2019s edition of the collections, there is a section titled, \u201cCollaborative Discussion.\u201d This activity asks teachers to have students work in pairs or small groups.\n        \n\u201cDirect students to work in pairs to discuss how the writer structures his account of the March on Washington. Tell them to look at how he introduces the topic and how he unfolds his analysis, moving from one point to the next. Remind students to use specific passages and examples to support their conclusions. Have pairs compare their results with the rest of the class\u201d (68).\n            \n\n\n\n\n    The 9th Grade HMH Collections and support materials do not provide enough grade level appropriate opportunities for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Examples include, but are not limited to:\n\n\nWhile reading text selections throughout the collection, students encounter text-dependent questions and prompts that require them to use evidence from the text. However, none of these are structured in ways that ensure that students use academic vocabulary or academic syntax. Students are not provided samples or models of evidence-based discussion. In addition, a clear emphasis on use of academic syntax, use of academic vocabulary, or use of protocols are not provided or referenced. Examples include, but are not limited to:\n        \nDirect students to reread lines 451-464 and identify clues that indicate changes in the two main characters (HMH, 9th Grade, Collection 3 \u201cWhen Mr. Pirzada Came to Dine\u201d 115).\n            \nThe term herd instinct is first used in line 63. Ask: how does the context of the paragraph provide clues to the meaning of this term? (125).\n            \nAsks students to tell what they know about Rolf Carle so far. What do they know about the narrator? ( 122).\n            \n\n\nAt the end of each reading selection, there is a \u201cCollaborative Discussion\u201d prompt that provides an opportunity for students to discuss. However, students are not directed to use academic syntax, vocabulary, or specific protocols when engaged in these discussions. Examples include, but are not limited to:\n        \nWhat conflicts does Mr. Pirzada experience in the story? What conflicts does Lilia face? Who is changed more at the end of the story? Cite textual evidence from the story to support your ideas ( 118).\n            \nWhat is de Waal\u2019s claim about how humans are connected? With a partner, discuss the examples he provides in support of his ideas ( 128).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9ddb7ebc-c8ba-446f-8c14-ab9394d790f3": {"__data__": {"id_": "9ddb7ebc-c8ba-446f-8c14-ab9394d790f3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "e78a4620-4763-4ea4-9385-103fe8b2d6b1", "node_type": null, "metadata": {}, "hash": "9cb5f1ac3c2e45c879891e9ac2274b8a3b3cf01f59795d8386e8be907564ee03"}, "3": {"node_id": "fb53f23f-0bcc-4d92-b6b4-86bc24c013d5", "node_type": null, "metadata": {}, "hash": "29c237ca325830aad1100bbbdb677c107fa1f8c35b61d7f26ed39f5b96cdd1a8"}}, "hash": "d2ae2811915e8c7da69dd067baab0c4c6cbdaca26528c744ee904052bde84032", "text": "Academic vocabulary is identified at the beginning of each collection in the PLAN pages. Collection 5 includes the following academic terms: dimension, external, statistic, sustain, utilize. While reading the anchor text, \u201cfrom Night,\u201d by Elie Wiesel, students are provided one opportunity to consider and discuss this collection\u2019s targeted academic vocabulary; however no protocols, suggestions on groupings, or modeling are provided in the following prompt from the teacher's edition:\n        \n\u201cAs you discuss the excerpt from Wiesel\u2019s memoir, incorporate the following Collection 5 academic vocabulary words: dimension and sustain. Discuss how the dimension of the Holocaust is hard to comprehend; this small piece of one memoir conveys only a tiny part of the larger horror. Ask students how they think the prisoners were able to sustain themselves - not only physically, but also emotionally and mentally\u201d (309).\n            \n\n\n\n\n    Although the materials provide discussion opportunities and questions throughout the course of the year, there is not a clear emphasis on the application of academic vocabulary, syntax, and language forms to match the purpose of the academic conversations. Therefore, it will be very difficult for teachers to implement the standards and assess growth.\n\nMaterials support students' listening and speaking (and discussions) about what they are reading and researching (shared projects) with relevant follow-up questions and supports.\n\nThe HMH Collections reviewed for Grade 9 partially meets expectations for supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.\n\n\n    Protocols and routines for speaking and listening are presented in the Interactive Lessons. These lessons include rules for a good discussion, speaking constructively, listening and responding, giving a presentation, and using media in a presentation. These protocols are not located in the Student Edition.\n\n\n    Protocols and routines for collaborative discussions and debates can be found in the resource section of the student edition. The \u201cParticipating in a Collaborative Discussion\u201d pages includes explanations of how to prepare for a discussion, setting ground rules, moving the discussion forward, and responding to ideas. The \u201cDebating an Issue\u201d section defines the structure of debate, planning the debate, holding the debate and evaluating the debate.\n\n\n    There are no speaking and listening rubrics found in the materials.\n\n\n    There are many opportunities throughout the year for students to practice speaking and listening skills in the small performance tasks, large performance tasks, and before, during and after reading each text; however, little intentional instruction of speaking and listening skills is applied. Examples include, but are not limited to:\n\n\nPerformance Task A at the end of Collection 1 is to \u201cPerform a Speech.\u201d The Interactive Lessons \u201cGiving a Presentation: Knowing Your Audience\u201d and \u201cGiving a Presentation: Delivering Your Presentation\u201d are referred to in the sidebar of the student edition. The rubric for this task assesses Ideas and Evidence, Organization and Language; it does not include speaking and listening skills (40).\n    \nThe performance task after \u201cMonkey See, Monkey Do, Monkey Connect\u201d in Collection 3 has students debate in teams. No rubrics are included and the instructions tell students to \u201cFollow the rules for debating found in the Handbook at the end of this book. Be sure to use appropriate eye contact, adequate volume, and clear pronunciation. Afterward, write a brief evaluation of which side presented a stronger case\u201d (130).\n    \nAfter Act I in Romeo and Juliet, students work with a partner and read passages aloud. No rubric is included, and neither the protocols and routines from the student resource pages nor the Interactive Lessons are referenced. The only guidelines given to the students say, \u201cRead with feeling to express the emotions that underlie the words\u201d (206).\n    \nStudents participate in a discussion group after reading \u201cThe Leap\u201d in Collection 5. No rubric is included, and neither the protocols and routines from the student resource pages nor the Interactive Lessons are referenced. The only instruction regarding speaking and listening to the students tells them to \u201cuse your notes to respond to this question\u201d (348).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fb53f23f-0bcc-4d92-b6b4-86bc24c013d5": {"__data__": {"id_": "fb53f23f-0bcc-4d92-b6b4-86bc24c013d5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "9ddb7ebc-c8ba-446f-8c14-ab9394d790f3", "node_type": null, "metadata": {}, "hash": "d2ae2811915e8c7da69dd067baab0c4c6cbdaca26528c744ee904052bde84032"}, "3": {"node_id": "401fe969-dc4d-456a-885e-43d2585695b5", "node_type": null, "metadata": {}, "hash": "6def765c982730b4ae391b3111e9561dfd8e0f6b1a9d3250784b7847bee826c0"}}, "hash": "29c237ca325830aad1100bbbdb677c107fa1f8c35b61d7f26ed39f5b96cdd1a8", "text": "Although there are opportunities for students to speak and listen during the course of the school year formally and informally, there is little intentional instruction of speaking and listening skills throughout the Collections. In order for students to meet the expectations of the Common Core State Standards, teachers will have to create additional lessons and rubrics for speaking and listening.\n\nMaterials include a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate. The materials provide a mix of both on-demand and process writing, and shorter and longer tasks and projects.\n\n\n    Representative examples of the writing tasks and projects are below, including both shorter and longer works as well as on-demand and process writing that are aligned to the standards:\n\n\nIn Collection 1, \u201cA Quit of a Country\u201d ends with the performance task \u201cUsing what you have learned about how to develop an argument, write and support a claim about a positive aspect of your school or community\u201d ( 8).\n        \nStudents are to follow multiple steps\n            \nStudents are told to revise for unrelated or illogical evidence\n            \nStudents are told to edit for conventions\n            \nStudents are told to use the myWriteSmart program\n            \n\n\nIn Collection 3, Performance Task A has students write a fictional narrative. In this writing, students are to create a narrative that shows how we connect to others. This task is clearly an example of a longer process writing as students analyze texts they read in this collection for narrative techniques, have a group discussion of narrative technique analysis, brainstorm narrative ideas with a graphic organizer, organize the structure of the narrative, draft, review with partners, revise and create a finished copy of their writing. In this task, students must do the following:\n        \nIntroduce a setting, narrator, and a main character\n            \nInclude an engaging plot with central conflict\n            \nProvide a clear sequence of events\n            \nUse a variety of narrative techniques\n            \nInclude sensory language and descriptive details\n            \nEnd with logical and satisfying resolution to the conflict\n            \n\n\nEach Collection also contains smaller writing tasks like letters and journal entries. Examples include, but are not limited to:\n        \nIn Collection 2, after reading \u201cfrom Nobody Turn Me Around: A People\u2019s History of the 1963 March on Washington\u201d and watching \u201cAmerica The Story of Us: March on Washington,\u201d students write a one-page first-person account imagining that they were in the audience for King\u2019s speech ( 72).\n            \nIn Collection 5 after reading the poem, \u201cThe End and the Beginning,\u201d students choose two examples of imagery and write a brief explanation of the \u201cfigurative meaning of each image\u201d ( 354).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "401fe969-dc4d-456a-885e-43d2585695b5": {"__data__": {"id_": "401fe969-dc4d-456a-885e-43d2585695b5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "fb53f23f-0bcc-4d92-b6b4-86bc24c013d5", "node_type": null, "metadata": {}, "hash": "29c237ca325830aad1100bbbdb677c107fa1f8c35b61d7f26ed39f5b96cdd1a8"}, "3": {"node_id": "fefbf3d0-42a8-4408-b082-599ef1840f26", "node_type": null, "metadata": {}, "hash": "7634e0f6e4fbd69a2b2eee5c6b18125f190aa0b138d34e46fee1c05a901e5e7b"}}, "hash": "6def765c982730b4ae391b3111e9561dfd8e0f6b1a9d3250784b7847bee826c0", "text": "The Performance Assessment booklet contains four units of on-demand writing - argumentative, informative, literary analysis and mixed practice. Within each unit, students complete the following:\n        \nAnalyze the Model - students read two texts and analyze a student model essay.\n            \nPractice the Task - students read two to four texts, complete prewriting activities and write the essay.\n            \nPerform the Task - students read two to four texts, complete prewriting activities and write the essay.\n\nMaterials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Writing opportunities incorporate digital resources/multimodal literacy materials where appropriate. Opportunities may include blended writing styles that reflect the distribution required by the standards.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide multiple opportunities across the school year for students to write in different genres that reflect the distribution required by the standards. The students write argument, informative, and narrative texts. Writing opportunities occur within collections in which students write shorter process pieces following each text, and a larger process piece in the Performance Tasks at the end of each collection. The Performance Assessment Practice booklet provides students with multiple opportunities to both observe students samples and write their own examples of two modes of writing: argumentative and informative. There is ample opportunity for practice over the course of the year and all the writing is clearly connected to text(s), even within the Performance Assessment Practice booklet.\n\n\n    Examples of different writing opportunities in the materials include, but are not limited to:\n\n\nArguments\n    \nAnalytical Essays\n    \nAnalyses\n    \nLetters\n    \nJournals\n    \nNarratives\n    \nComparison Essays\n    \nReflections\n    \nEditorials\n    \nResearch Essays\n    \n\n\n    While the program does provide opportunities for the students to write to the requirements of the standards, the only support for teachers or students to monitor their progress is if teachers use the myWriteSource digital resource. Within the textbook, neither teachers nor students are provided with rubrics, checklists, exemplars, or model texts for the smaller performance tasks at the end of each text. The culminating Performance Tasks offer a little more support by adding a brief excerpt of a mentor text from the collection, a student checklist, and a rubric. However, the only way to truly monitor progress in writing skills is using the myWriteSource resource. With writing assignments in this database, students can ask questions with the \u201cRaise Hand\u2019 feature at any time. They can also request that their teacher look over their work before the final submission. Teachers can send items back with comments to be revised if they did not meet the expectations.\n\n\n    The HMH Collections does give students ample opportunity to practice writing in multiple genres. The support materials in the textbook are lacking, but if the digital myWriteSource is used, teachers can support and monitor students through the writing process.\n\nMaterials include frequent opportunities for evidence-based writing to support sophisticated analysis, argumentation, and synthesis.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, claims.\n\n\n    The materials reviewed for Grade 9 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing to support analysis, argument, synthesis and/or evaluation of information, supports, and claims. Throughout the collections there are a number of opportunities for students to write requiring them to either go back into the text to pull evidence or to conduct research to find evidence to support their analysis, claim, or other points within their writing, including referencing text as a basis for narrative writing. Examples include, but are not limited to:\n\n\nThe Close Reader Selections require students to go back into the text numerous times to respond to questions and each text ends with a short writing response, one to two paragraphs asking students to cite text evidence to support their answer.\n        \nIn Collection 1 in response to Clinton\u2019s speech, students are asked: \u201cDo you think Clinton\u2019s speech was effective in showing support for the American people during this tragedy? How does this use of language and parallelism help advance his purpose? Explain, citing text evidence in your response\u201d (32e).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fefbf3d0-42a8-4408-b082-599ef1840f26": {"__data__": {"id_": "fefbf3d0-42a8-4408-b082-599ef1840f26", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "401fe969-dc4d-456a-885e-43d2585695b5", "node_type": null, "metadata": {}, "hash": "6def765c982730b4ae391b3111e9561dfd8e0f6b1a9d3250784b7847bee826c0"}, "3": {"node_id": "f5bc7d45-244d-493b-8656-0e84ec79d782", "node_type": null, "metadata": {}, "hash": "f948e997603e89e2c57ea6a17e3155133b999842a06af6dde67159e4d931b72c"}}, "hash": "7634e0f6e4fbd69a2b2eee5c6b18125f190aa0b138d34e46fee1c05a901e5e7b", "text": "Performance tasks at the end of Collections ask students to go back into the text and to specifically use the anchor text and at least two other texts in the collection to answer the prompt provided.\n        \nIn Collection 4 the performance task has students write an analytical essay. \u201cLook back at the anchor text, Romeo and Juliet, and at the other texts in the collection. Consider the attributes or characteristics of love that are represented in each text. Synthesize your ideas by writing an analytical essay\u201d (301).\n            \n\n\nPerformance Tasks at the end of Collections require students to either go back into the selection itself or to do some outside research for the writing assignment.\n        \nIn Collection 2, the Performance Task asks students to write an argumentative essay where they develop a claim whether or not freedom is universal or must be demanded by the people. \u201cChoose three texts from this collection, including the anchor text, \u2018I Have a Dream,\u2019 and identify how each writer addresses the struggle for freedom in his or her society. Then, write an argument in which you cite evidence from all three texts to support your claim\u201d ( 97).\n            \nCollection 5 Performance Task A asks students to write an argumentative essay in which they write a claim that asserts whether or not it is necessary to be selfish in order to survive. \u201cBased on the evidence from at least three selections, would you say that survival requires selfishness? Synthesize your ideas by writing an argument in support of your position\u201d (355).\n            \n\n\n\n\n    The materials reviewed for Grade 9 meet the criteria for materials including frequent opportunities for research-based and evidence-based writing. The writing requires students to mine evidence from the texts to support a claim, and it meets the grade level demands of the Common Core State Standards.\n\nMaterials include instruction and practice of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in context.\n\nThe HMH Collections reviewed for Grade 9 meets the criteria that materials include instruction of the grammar and conventions/language standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application context.\n\n\n    Conventions and grammar are taught in two places: before the readings on the Plan pages under the \u201cLanguage Conventionality and Clarity\u201d section in the qualitative text complexity rubric and after the readings in a feature called Language Conventions. The Plan pages \u201cLanguage Conventionality and Clarity\u201d defines the grammatical term and then states a group of lines from the text in which it is found within the reading. The \u201cLanguage and Style\u201d section after the text again defines the grammatical term and references specific lines from the text that illustrate the term. Within this feature, there is a brief opportunity for students to learn and practice the function of language defined by the grammatical term under the \u201cPractice and Apply\u201d heading. Here they either look back at the performance task they wrote for the text to find examples of the function of language in their own writing, or they need to revise their writing to include the function of language. Occasionally in this section, students have to write a new paragraph in which they use the function of language.\n\n\n    Below are examples of targeted grammar and conventions from each collection:\n\n\nCollection 1: noun clauses, prepositional phrases, parallel structure\n    \nCollection 2: repetition and parallelism, noun phrases, rhetorical questions, colons, and semicolons\n    \nCollection 3: adverbial clauses, colons, verb phrases, adjective and adverb phrases\n    \nCollection 4: synonyms, puns, and context clues\n    \nCollection 5: tone, indefinite pronouns, colons, semicolons, and relative clauses\n    \nCollection 6: absolute phrases, sentence length, transitions\n    \n\n\n    Below are representative examples of grammar instruction in the \u201cLanguage Conventionality and Clarity\u201d and \u201cLanguage and Style\u201d sections:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f5bc7d45-244d-493b-8656-0e84ec79d782": {"__data__": {"id_": "f5bc7d45-244d-493b-8656-0e84ec79d782", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "fefbf3d0-42a8-4408-b082-599ef1840f26", "node_type": null, "metadata": {}, "hash": "7634e0f6e4fbd69a2b2eee5c6b18125f190aa0b138d34e46fee1c05a901e5e7b"}, "3": {"node_id": "ae890b5a-1018-478b-a31b-d69689e71642", "node_type": null, "metadata": {}, "hash": "1dbbaf9c29797b5b069ec655b33b3f4fbbdce00869029a6b8c3182de89d1b36e"}}, "hash": "f948e997603e89e2c57ea6a17e3155133b999842a06af6dde67159e4d931b72c", "text": "In Collection 4 on the Plan page 141C for \u201cWith Friends Like These . . .,\u201d the \u201cLanguage Conventionality and Clarity\u201d section focuses on prepositional phrases. The teacher explains that \u201cwhat [students] modify can help [them] understand long sentences.\u201d Then the teacher has students brainstorm a list of prepositions; an example list is given. After, the teacher shows a sentence from the text and works with the students to \u201chighlight the prepositions, underline the prepositional phrases, and circle the modified words.\u201d After doing this together, the teacher has the students work in partners to do the same strategy for three more sentences from the text.\n    \nIn Collection 2, after the text \u201cfrom Reading Lolita in Tehran,\u201d the \u201cLanguage and Style\u201d section on page 88 focuses on rhetorical questions. The first section defines rhetorical questions, shows an example from the text and explains the effect of the question: \u201cBy using a rhetorical question instead of a statement, Nafisi invites the reader to think carefully about the scene described . . .\u201d Other examples from the text are then shared in a chart with the rhetorical question on the left and the meaning on the right. After the examples, students are expected to complete the \u201cPractice and Apply,\u201d which states: \u201cThink of an injustice that you have observed or read about. Write a brief paragraph describing and reflecting on the injustice. Use rhetorical questions, as Nafisi does, to convey meaning and for dramatic effect.\u201d\n    \n\n\n    The HMH Collections for 9th grade includes instruction of grammar and conventions in context throughout all six collections. All conventions and language standards required by the Common Core are covered, and students apply them to the texts and their own writing.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials reviewed for Grade 9 do not meet the criteria of Gateway 2. Materials do not meet the criteria of building knowledge with texts, vocabulary, and tasks. Texts are sometimes organized around a theme. Materials contain sets of questions and tasks that sometimes, but not always, require students to analyze the language, key ideas, details, craft, and structure of individual texts. Materials include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context.Materials partially meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts include do not support students in building writing nor research skills over the course of the school year. The materials partially meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nMaterials build knowledge through integrated reading, writing, speaking, listening, and language.\n\nTexts are organized around a topic/topics or themes to build students' knowledge and their ability to comprehend and analyze complex texts proficiently.\n\nThe HMH Collections reviewed for Grade 9 partially meets the expectations of indicator 2a. The Collections include texts that are organized around general common themes; however, the organization of the texts within the collections and across the textbook do not clearly guide students in building knowledge.\n\n\n    Thematic organizations over the course of the school year focus on types of interactions among people and groups. These themes are broad and may need teacher support to grow knowledge about a more focused component or topics within the theme itself. Collection themes are:\n\n\nCollection 1: \u201cFinding Common Ground\u201d includes selections about different cultures\n    \nCollection 2: \u201cThe Struggle for Freedom\u201d includes selections about people striving to make change in systems\n    \nCollection 3: \u201cThe Bonds Between Us\u201d includes selections about exploring what links people to other humans, pets, and communities\n    \nCollection 4: \u201cSweet Sorrow\u201d includes selections about a look at the universal themes of love and duty\n    \nCollection 5: \u201cA Matter of Life or Death\u201d includes selections about how humans endure in the face of adversity\n    \nCollection 6: \u201cHeroes and Quests\u201d includes selections examining the heroic tales of classical mythology and modern heroism, such as exploring space travel.\n    \n\n\n    An example of how the texts within a collection are intended to respond to the theme is found in Collection 2: \u201cThe Struggle for Freedom.\u201d Selections may have a common thematic thread but students may need extra support to understand the explicit and implicit connections among the text sets. Selections from Collection 2 include (but are not limited to):", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ae890b5a-1018-478b-a31b-d69689e71642": {"__data__": {"id_": "ae890b5a-1018-478b-a31b-d69689e71642", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "f5bc7d45-244d-493b-8656-0e84ec79d782", "node_type": null, "metadata": {}, "hash": "f948e997603e89e2c57ea6a17e3155133b999842a06af6dde67159e4d931b72c"}, "3": {"node_id": "4434d8f7-c1c5-444d-978f-f9486bfcb1d7", "node_type": null, "metadata": {}, "hash": "866553b1136b992e17b58763f8fbb87d52be219fb79cc3bbaf5cd96c266da603"}}, "hash": "1dbbaf9c29797b5b069ec655b33b3f4fbbdce00869029a6b8c3182de89d1b36e", "text": "\u201cI Have a Dream,\u201d speech by Martin Luther King, Jr.\n    \n\nAMERICA The Story of Us: March on Washington, video\n    \nfrom Cairo: My City, Our Revolution, diary excerpt by Ahdaf Soueif\n    \n\u201cThe Censors,\u201d short story by Luisa Valenzuela\n    \n\n\n    Collection 6 \u201cHeroes and Quests\u201d includes fiction and nonfiction texts showing human perseverance through the world. However, connection activities across texts do not consistently guide students to understand how the texts together promote the theme. Sample texts include, but are not limited to:\n\n\nMany excerpts from The Odyssey, epic poem by Homer\n    \n\u201cThe Real Reasons We Explore Space,\u201d an argument essay by Michael Griffin\n    \n\u201cThe Journey,\u201d a poem by Mary Oliver\n    \n\n\n    About half of the organization of the texts within the collections and across the textbook do not clearly guide students in developing their ability to read and comprehend texts proficiently.\n\n\n    Examples of how the texts within the student textbook do not clearly guide students in developing their ability to read and comprehend texts proficiently can be found in the following:\n\nMaterials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.\n\nThe HMH Collections reviewed for Grade 9 partially meets the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Materials contain sets of questions and tasks, but they do not consistently require students to analyze the language, key ideas, details, craft, and structure of individual texts. Over the course of the year, instructional materials stay consistent and do not grow in rigor across the year.\n\n\n    Each collection includes sets of questions and tasks that require students analyze texts.\n\n\nIn Collection 1, students will answer questions and tasks that ask students to analyze items including, but not limited to, author\u2019s claim, theme, text structure, central idea, rhetorical devices, and comparing the representation of a subject in two different mediums.\n    \nIn Collection 2, students will answer questions and tasks that ask students to analyze items including, but not limited to, rhetoric, connections between ideas and events, word choice, tone, point of view, and author\u2019s choices.\n    \nIn Collection 3, students will answer questions and tasks that ask students to analyze items including, but not limited to, character, theme, author\u2019s claim, vocabulary in context, point of view, word choice, tone, informational text structure, figurative language, and purpose.\n    \nIn Collection 4, students will answer questions and tasks that ask students to analyze items including, but not limited to, character motivations, parallel plots, source material, point of view, and transforming source material into a new expression.\n    \nIn Collection 5, students will answer questions and tasks that ask students to analyze items including, but not limited to, author\u2019s purpose, rhetoric, word choice, tone, argument, central idea, summary, author\u2019s choices, theme, and figurative language.\n    \nIn Collection 6, students will answer questions and tasks that ask students to analyze items including, but not limited to, elements of an epic poem, central idea, argument, and figurative language.\n    \n\n\n    There are questions and tasks that ask students to analyze the language, key details, craft, and structure of texts, but they do not go to the necessary depth nor do they increase in rigor over the course of the instructional year. Although questions are provided, skills are inconsistently scaffolded, so they only sometimes build students\u2019 overall comprehension or understanding of topics. In addition, teachers will often be unable to tell from students\u2019 work whether they mastered concepts of each component. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4434d8f7-c1c5-444d-978f-f9486bfcb1d7": {"__data__": {"id_": "4434d8f7-c1c5-444d-978f-f9486bfcb1d7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "ae890b5a-1018-478b-a31b-d69689e71642", "node_type": null, "metadata": {}, "hash": "1dbbaf9c29797b5b069ec655b33b3f4fbbdce00869029a6b8c3182de89d1b36e"}, "3": {"node_id": "fd4b6a86-394f-40c3-8577-7402902603f6", "node_type": null, "metadata": {}, "hash": "e2c841a733ba481c9871762fd9b9a1ae911ed6345cb280b9b915854dc4d8567f"}}, "hash": "866553b1136b992e17b58763f8fbb87d52be219fb79cc3bbaf5cd96c266da603", "text": "Figurative language is intentionally taught in Collections 3, 5 and 6. There are text-dependent questions and tasks during and after the reading that focus on figurative language; however, they do not increase in rigor from Collection 3 to Collection 6. The questions require the same depth of knowledge and are not scaffolded. Collection 3 and Collection 5 have students analyze the same devices - imagery, word choice and their affect on tone. Collection 5 focuses a bit more on the connotation of words, but is essentially asking students to show mastery of the same skill - how imagery and word choice affect the tone of a poem. Collection 6 still focuses on levels of meaning, but this time asks students to interpret personification, metaphors, and extended metaphors. Also, teachers will be unable to tell from the tasks in the textbook whether individual students have mastered the concepts because there are no specific guidelines or rubrics provided, and much of the work is done in large or small groups or with partners.\n    \n\n\n    The HMH Collections for 9th grade does contain sets of questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning of texts and topic. However, these questions and tasks are not scaffolded in a such a way that build knowledge throughout the year. Also, the rigor does not increase and it is unclear how a teacher will assess whether or not a student has mastered a concept.\n\nMaterials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.\n\nThe HMH Collections reviewed for Grade 9 partially meets the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.The collections are organized around themes. Most of the large performance tasks at the end of each collection require students to integrate ideas across both individual and multiple texts; however, there are some that do so at a minimal level. The materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts; however, the materials do not provide consistent clear guidance for teachers in supporting students\u2019 skills. Additionally, many of the questions and tasks are at the explicit level.\n\n\n    Below are representative examples of how the materials do contain some sets of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts; however, they do not provide consistent clear guidance for teachers in supporting students\u2019 skills and do not prepare students to demonstrate mastery of integrating knowledge and ideas as an embedded part of their regular work by the end of the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fd4b6a86-394f-40c3-8577-7402902603f6": {"__data__": {"id_": "fd4b6a86-394f-40c3-8577-7402902603f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "4434d8f7-c1c5-444d-978f-f9486bfcb1d7", "node_type": null, "metadata": {}, "hash": "866553b1136b992e17b58763f8fbb87d52be219fb79cc3bbaf5cd96c266da603"}, "3": {"node_id": "45eb7f84-d860-427e-84d0-d2a49149142b", "node_type": null, "metadata": {}, "hash": "70de7078eee0646378c263c62763caf3401d635cb80f3f1dd73be3124288f9de"}}, "hash": "e2c841a733ba481c9871762fd9b9a1ae911ed6345cb280b9b915854dc4d8567f", "text": "Within each lesson, text-dependent questions appear in the student edition in the \u201cAnalyzing the Text\u201d section found after the text and during the reading of the teacher\u2019s edition. There are typically four to six questions in the \u201cAnalyzing the Text\u201d section after each selection. Most questions and tasks are not accompanied by enough instruction for the students to be successful in answering the questions. For example, in Collection 5, after \u201cThe End and the Beginning,\u201d the prompt states, \u201cNotice how the speaker repeats the word \u2018someone\u2019 throughout the poem. What statement about war is she making by using an indefinite pronoun rather than referring to a specific person?\u201d (354). Earlier in the reading, the teacher\u2019s edition has students identify an example of repetition and parallelism, asks students \"what ideas the poet suggests are of similar or equal importance,\u201d and finally asks students \u201chow these acts contrast with the poet\u2019s refrain of \u2018someone has to . . .\u2019\u201d The only instruction provided is to \u201cPoint out that repetition is the use of a word or phrase again and again. Parallelism is the repetition of the same grammatical structure to show that two or more ideas are similar or equally important. Explain that repetition and parallelism may be used together.\u201d This instruction is found only in the teacher\u2019s edition and is given verbally, so, when students present their knowledge at the end of the text, they have no access to the instruction.\n    \nAnother example can be found in Collection 2, after an excerpt from Reading Lolita in Tehran and from Persepolis 2. The prompt states, \u201cHow is the rhetoric that both authors use effective in conveying their points of view? Explain with evidence from the texts\u201d (86). The only instruction for this is provided verbally during the reading of Reading Lolita in Tehran in the Teacher\u2019s Edition. It states: \u201cExplain that authors use rhetoric, or persuasive and effective language, to advance or support their point of view.\u201d Again, the students cannot access this instruction because it is found only in the teacher\u2019s edition. Therefore, even though the lessons include text-dependent questions, the lack of instruction will not prepare students to demonstrate mastery of integrating knowledge and ideas.\n    \nWithin each collection, there are texts paired so students can analyze the connections. For example, in Collection 2, students connect the ideas and events in a history writing and a video. First, students read \u201cNobody Turn Me Around\u201d by Charles Euchner. During the reading, the teacher edition contains sidebar text-dependent questions that focus on analyzing ideas and events, impact of word choice, and determining point of view; students' only access to these is if the teacher verbally asks the questions. Then students watch a video by History, \u201cAMERICA The Story of Us: March on Washington,\u201d and are instructed to \u201cidentify similarities and differences between the history text and the video. Write down any questions you generate as you watch the video\u201d (71). This is the only instruction given to the students to help them compare and contrast multiple mediums. After viewing, there are prompts in the sidebar of the teacher\u2019s edition to incite students\u2019 thinking, but students only access to these is if the teacher verbally asks the questions. There are three text-dependent questions in the \u201cAnalyzing Text and Media\u201d section of the student edition, but, as shown above, the support and guidance to show students how to do the skill of comparing media is minimal.\n    \n\n\n    Representative examples of how many of the questions and tasks are at the lower end of depth of knowledge include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45eb7f84-d860-427e-84d0-d2a49149142b": {"__data__": {"id_": "45eb7f84-d860-427e-84d0-d2a49149142b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "fd4b6a86-394f-40c3-8577-7402902603f6", "node_type": null, "metadata": {}, "hash": "e2c841a733ba481c9871762fd9b9a1ae911ed6345cb280b9b915854dc4d8567f"}, "3": {"node_id": "a2148b33-5dfe-4f33-81c4-da0b96638ce7", "node_type": null, "metadata": {}, "hash": "dc69b3717de935f9adc348bbe4d4ad0916edcfb8da7b023fe99d31cede4c268a"}}, "hash": "70de7078eee0646378c263c62763caf3401d635cb80f3f1dd73be3124288f9de", "text": "Many pages have a \u201ccite textual evidence\u201d label; however, the sample answers often do not specifically cite the evidence and are at the explicit level.\n        \nFor example, in Collection 1, after \u201cThe Gettysburg Address,\u201d students are asked to draw conclusions: \u201cWhat is the theme, or underlying message, of the Gettysburg Address? Are those themes still important today? Explain the underlying message and the American ideals the speech upholds\u201d (30). The sample answer provided is: \u201cThe theme of the speech is that the ideals upon which the nation was created are worth preserving. It supports the ideals of freedom, democracy and equality, not only for the United States, but also for all nations built on the same pattern.\u201d Textual evidence is not cited in this answer.\n            \nIn Collection 3, after \u201cAt Dusk,\u201d students are asked to interpret the following: \u201cThe speaker talks about the cat not hearing meanings of our words \u2018nor how they sometimes fall short\u2019 (line 8). What might this mean?\u201d (150). The sample answer provided is: \u201cThe speaker might be referring to the difficulties that people sometimes have in communicating with each other\u201d (150). Textual evidence is not cited.\n            \nAfter The Odyssey in Collection 6, students are asked to compare Penelope\u2019s struggles with those of Odysseus. \u201cWhat idea traits do both characters possess?\u201d (418). The sample answer is: \u201cBoth characters endure extreme hardship, although Penelope\u2019s struggles are more mental than physical. Both characters possess the ideal traits of heroes: strength, intelligence, courage, honor, loyalty, and devotion\u201d (418). Textual evidence is not cited.\n            \n\n\n\n\n    The instructional materials reviewed for Grade 9 partially meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. As shown, much of the support and guidance for students is found only in the teacher\u2019s edition. Students do not have access to the instruction or questions to initiate thinking when performing the tasks. This will make it difficult for students to complete the tasks and show proficiency.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe HMH Collections reviewed for Grade 9 partially meets expectations for providing questions and tasks that support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Each unit typically provides a writing performance task as a culminating project that partially contains the necessary skills for reading, writing, speaking and listening. In some instances, the writing performance task requires components of research and the writing process. Speaking and listening skills are also required in some instances. To complete the performance tasks, students draw on their reading and analysis of the anchor selections, and they are also told they can conduct additional research. During each lesson within the unit, students also practice writing that generally leads to the culminating skill in the last lesson of each unit.\n\n\n    Students complete one to two Performance Tasks at the end of each collection. The Performance Tasks require students to further analyze the selections that have been read in the collection and to synthesize ideas. Students then present their findings in a variety of products, most often as a written piece. The questions and tasks preceding the task sometimes align and support students' understandings and abilities to complete the assignments, but direct connections from the text-dependent questions to the culminating tasks are not always clear, so it does not give the teacher usable knowledge of whether students are capable of completing tasks. Interactive lessons are available to help students understand the procedures and processes for writing, speaking, creating media presentations, and conducting research; however, they are not modeled or directly taught in relationship to the performance tasks. There are also specific grammar lessons that go along with each text which provide students with information to help them to understand and complete the performance tasks. Overall, there is limited support for teachers to discern if students are prepared to proficiently demonstrate their knowledge of a topic or theme through the culminating task.\n\n\n    A representative example of the program partially supporting students in demonstrating knowledge through an integrated culminating writing task includes, but is not limited to the Unit 3 Performance Task B. It directly relates to the collection theme of The Bonds Between Us as students create a multimedia presentation in a group that is about the way people form bonds with others. Students are expected to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2148b33-5dfe-4f33-81c4-da0b96638ce7": {"__data__": {"id_": "a2148b33-5dfe-4f33-81c4-da0b96638ce7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "45eb7f84-d860-427e-84d0-d2a49149142b", "node_type": null, "metadata": {}, "hash": "70de7078eee0646378c263c62763caf3401d635cb80f3f1dd73be3124288f9de"}, "3": {"node_id": "16f8c1b0-fbdc-4d54-a80e-044794f121a3", "node_type": null, "metadata": {}, "hash": "03844ebd2240f7f21a1d146ea4d5a87c1daca165f27227a48c80812c578a85bd"}}, "hash": "dc69b3717de935f9adc348bbe4d4ad0916edcfb8da7b023fe99d31cede4c268a", "text": "Use \u201ctechnology to share information through text, graphics, images and sound\u201d\n    \nIntegrate \u201cinformation from a variety of sources and media\u201d\n    \nPresent \u201cinformation and evidence from texts clearly, concisely and logically\u201d\n    \nUse \u201clanguage and structures appropriate for a presentation\u201d\n    \n\n\n    There is limited support for students to proficiently complete the performance task.\n\n\nWriting tasks throughout the unit leading up to the performance task include a letter and a journal entry. Speaking and listening opportunities in the collection leading up to the task include a team debate, a response to literature, a poetry reading, and a public service announcement. Three of the performance tasks that occur after a text support Performance Task B. After \u201cMonkey See, Monkey Do, Monkey Connect,\u201d students are asked to debate perspectives on how humans relate to each other. After \u201cWith Friends Like These . . .,\u201d students present their ideas about what creates a lasting friendship. After \u201cCount On Us,\u201d students do a media activity in which they create a public service announcement. Students can refer to the first two when thinking about how people form bonds with others. The other had students practice creating a media piece that had a clear and concise message, logical presentation, emotional hook, critical information, and a call to action. Although students do a media activity, there is no rubric and very few directions: \u201cUse video, audio, or a poster format to produce your PSA. Remember to give your audience specific details and organize your visuals so that the message and call to action is clear\u201d (152). The teacher will have no information for how ready students are to complete a much larger media activity based on these tasks.\n    \nThe directions for Performance Task B specifically tell students to \u201cReread \u2018Monkey See, Monkey Do, Monkey Connect,\u2019 and two other texts from the collection. Use the annotation tools in your eBook to find examples, details, and quotations about how bonds are formed\u201d (HMH, 9th Grade, Collection 3 157). This is the only instruction students receive in supporting their thinking about the texts within the collection and how they relate to their presentation. The teacher\u2019s edition has the following in the sidebar: \u201cSuggest that students review any notes they made while reading the texts, as well as their answers to the Analyzing the Text questions for each selection\u201d (157). There are some text-dependent questions in the \u201cAnalyzing the Text\u201d feature after the readings that will support students\u2019 thinking on this task, but they are subtle, and students may not know on which texts to focus for the Culminating Task.\n        \nFor example, the first story in the collection,\u201dWhen Mr. Pirzada Came to Dine,\u201d reveals a ten-year-old\u2019s perspective on a Bengali man who comes to dinner. At the end of the text, there are questions that ask about the relationship between the narrator and Mr. Pirzada: \u201cDescribe the gifts that Mr. Pirzada gives Lillia and how Lillia cares for these gifts\u201d and \u201cWhat does the pocket watch help Lilia understand about Mr. Pirzada and his situation?\u201d (120).\n            \nThe other text with text-dependent questions that support students\u2019 thinking is \u201cAt Dusk:\u201d \u201cThe speaker talks about the cat not hearing meanings of our words . . . What might this mean?\u201d and \u201cWhat connection does the speaker have to the neighbor at this moment?\u201d (150).\n\nMaterials include a cohesive, consistent approach for students to regularly interact with word relationships and build academic vocabulary/ language in context.\n\nThe HMH Collections reviewed for Grade 9 partially meets the criteria that materials include a cohesive, year-long plan for students to interact and build key academic vocabulary words in and across texts. Materials include a consistent approach for students to regularly interact with word relationships and build academic and figurative language in context.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "16f8c1b0-fbdc-4d54-a80e-044794f121a3": {"__data__": {"id_": "16f8c1b0-fbdc-4d54-a80e-044794f121a3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "a2148b33-5dfe-4f33-81c4-da0b96638ce7", "node_type": null, "metadata": {}, "hash": "dc69b3717de935f9adc348bbe4d4ad0916edcfb8da7b023fe99d31cede4c268a"}, "3": {"node_id": "9e4a33de-9108-4bb8-bb69-7508ede836d9", "node_type": null, "metadata": {}, "hash": "d2dda9027ce3b9155538d3479ca2af5061d5842ab3dca7febcd37797c22b035e"}}, "hash": "03844ebd2240f7f21a1d146ea4d5a87c1daca165f27227a48c80812c578a85bd", "text": "This program targets key academic vocabulary words and provides some opportunities for students to practice the words within the contexts of readings, primarily in speaking activities during which students talk about words. However, writing tasks may or may not require the use of these words or be structured in a manner that would require students to use them. Additionally, there is no cohesive plan for the development of academic vocabulary. There are a lot of critical words targeted within the collection, but there is not enough practice for students to acquire a solid understanding. Additionally, groupings of these words are complex and numerous for one group. Vocabulary at this grade level lacks a coherent pattern, and there is no means for teachers to track a student\u2019s usage or acquisition of these words.\n\n\n    The HMH Collections for 9th grade includes vocabulary that is repeated in various contexts, that is essential to understanding the text, and that are high value academic words. Examples include, but are not limited to:\n\n\n    Each Collection starts with an Academic Vocabulary section in the Plan pages. Within this section of the teacher\u2019s edition, teachers are given general instructions on when to have students use these words: \u201cAcademic vocabulary can be used in the following instructional contexts - collaborative discussions, analyzing the text questions, selection-level Performance Task, vocabulary instruction, language and style and end-of-collection Performance Task(s)\". In the student edition, the instructions say, \u201cStudy the words and their definitions in the chart below. You will use these words as you discuss and write about the texts in this collection\u201d. Academic vocabulary includes words like attribute, commit, expose, initiate, and underlie (162).\n\n\n    Each text within the Collections also contains a \u201cCritical Vocabulary\u201d section. This includes vocabulary found in the reading. For example, in Collection 3\u2019s science writing, \u201cMonkey See, Monkey Do, Monkey Connect,\u201d the critical vocabulary focuses on the technical meanings of the following words: empathy, chronization, contagion, cognition, and implication.\n\n\n    Although the Collections contain both academic and critical vocabulary, the opportunities for students to learn, practice, apply, and transfer those words into familiar and new contexts are limited. The support for students to accelerate their learning of the vocabulary with reading, speaking and writing tasks is generic and unclear. Also, the materials do not provide a way for the teacher to assess whether or not students have reached standard in their academic vocabulary growth. Examples include, but are not limited to:\n\n\n    Academic vocabulary is addressed in the following areas of the textbook: the Plan pages at the beginning of a collection, at least once during the reading in the \u201cApplying Academic Vocabulary\u201d section in the teacher\u2019s edition, and in the student resources, \u201cGlossary of Academic Vocabulary.\u201d\n\n\n    The \u201cApplying Academic Vocabulary\u201d includes one to two of the academic vocabulary words found in the Plan pages at the beginning of the collection, and gives the teacher general instructions on how to incorporate some of the collection\u2019s academic vocabulary. For example, in Collection 3\u2019s poem, \u201cAt Dusk,\u201d it says, \u201cWhile discussing \u2018At Dusk,\u2019 incorporate the following Collection 3 academic vocabulary words: generate and trace. Ask students what details in the poem generate interest in the cat. Then have them trace the movements of the neighbor, pointing to the lines in the poem that tell them what she is doing\u201d (148). There is no way to assess students\u2019 understanding of these words or to monitor their usage.\n    The \u201cGlossary of Academic Vocabulary\u201d has all of the academic vocabulary and their definitions.\n\n\n    The Critical Vocabulary for individual texts is found during the reading and in a \u201cCritical Vocabulary\u201d section after the reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9e4a33de-9108-4bb8-bb69-7508ede836d9": {"__data__": {"id_": "9e4a33de-9108-4bb8-bb69-7508ede836d9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "16f8c1b0-fbdc-4d54-a80e-044794f121a3", "node_type": null, "metadata": {}, "hash": "03844ebd2240f7f21a1d146ea4d5a87c1daca165f27227a48c80812c578a85bd"}, "3": {"node_id": "87dd5333-1c9f-4271-9b59-a879b8bfe894", "node_type": null, "metadata": {}, "hash": "d062d4ce231e446b36016b9ed1ead389cbb89ecbe7de176ebdf5bbfa3817423b"}}, "hash": "d2dda9027ce3b9155538d3479ca2af5061d5842ab3dca7febcd37797c22b035e", "text": "During the reading, the critical vocabulary is defined to the right of the text. There is also a \u201cCritical Vocabulary\u201d box in the teacher\u2019s edition which has the teacher ask students a question using that word. For example, \u201cexhort: King encourages the crowd to help make his dream of freedom come true. ASK STUDENTS to explain how King exhorts everyone in the crowd to work toward freedom and justice\u201d (67). This has the teacher use the critical vocabulary word in a question, but does not require the students to use the word correctly.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe HMH Collections reviewed for Grade 9 partially meets the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. While the materials offer prompts and performance tasks, and students practice writing with each lesson, the materials/unit writing tasks do not increase students\u2019 skills throughout the year, nor do they provide comprehensive support and scaffolding to help students reach the depth of writing that is required of these standards. As the year progresses, materials do not support raised expectations for student writing practice. Teachers may need to supplement instruction to ensure students are prepared for Grade 10 expectations.\n\n\n    The materials contain six collections which incorporate varied types of writing experiences, both on-demand and longer process writing. The materials include opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 9 (argumentative, narrative, and informative). After each text is a performance task, and at the end of each collection is a culminating task that asks students to use text evidence from the selections that they have read. Writing spans the entire year, is used frequently, and generally coincides with texts and themes.\n\n\n    Each of the texts contain a performance task; however, not all of the tasks are writing-based. The supports, guidelines and instructions are found in a box on the bottom half of the page. In the cases in which the task is writing-based, students are usually not told the length of the writing and no rubric is included. It is unclear to students and teachers the intention of the assignment; in other words, what writing skill is being assessed and/or taught.\n\n\n    An example is found in Collection 5. After reading, \u201cDeep Survival,\u201d students are told to write an argument. In the student edition, the support, guidelines and instruction for this writing is given in four bullets. Students are not told the length of the writing and no rubric is included. Following is an example bullet: \u201cMake notes about reasons that support your claim. Then, collect evidence that supports your reasons. Consider an opposing claim and list valid counterarguments\u201d (336). The teacher\u2019s edition has an additional paragraph in the sidebar that includes general ways for the teacher to support: \u201cReview the terms claim, reasons, evidence, and counterarguments\u201d (336)\n\n\n    The culminating tasks at the end of each collection have four sections - plan, produce, revise, and present - that cover three pages in the student edition. It is unclear how long a teacher should spend on each of the sections. Plan has students focus on the prompt, sometimes reread a model text from the collection, and organizer their ideas. Produce has students draft their writing and highlights the language and style lessons covered within the collection. Revise asks students to have a partner or group of peers review their draft. Present gives students the option of presenting their writing to the class or to a small group. Materials for students sometimes include graphic organizers as students make an effort to organize their writing. Although the writing spans the year and there are many opportunities, the instruction for the writing is minimal.\n\n\n    An example is found Collection 1, Performance Task B. Students are to write an analytical essay about the way an individual\u2019s role in society is presented in the texts they have read. This is the first major writing assignment of the school year. Analysis writing is taught over the course of pages 41-43 in the student textbook. There is minimal instruction for students and minimal guidance for teachers as they teach these skills to students. The teacher may need to support instruction with extra planning in terms of time and lesson structure. Specific examples of minimal guidance for students includes, but is not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "87dd5333-1c9f-4271-9b59-a879b8bfe894": {"__data__": {"id_": "87dd5333-1c9f-4271-9b59-a879b8bfe894", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "9e4a33de-9108-4bb8-bb69-7508ede836d9", "node_type": null, "metadata": {}, "hash": "d2dda9027ce3b9155538d3479ca2af5061d5842ab3dca7febcd37797c22b035e"}, "3": {"node_id": "0dbed928-667f-4545-876c-c27aa2934018", "node_type": null, "metadata": {}, "hash": "1501831992c6c70c373ea71703f3e065aabb309c7c555f209c5b20c252739678"}}, "hash": "d062d4ce231e446b36016b9ed1ead389cbb89ecbe7de176ebdf5bbfa3817423b", "text": "On writing a thesis statement: \u201cOnce you have analyzed your chosen texts, you will need to develop a thesis statement. A thesis statement states your point of view on a subject. In this case, your thesis will express your ideas about the way an individual\u2019s role in society is presented in the texts you have read\u201d (41).\n    \nOn organizing an essay: \u201cYour essay should include an introduction, a body, and a conclusion: Your introduction should include your thesis statement and the titles and authors of the works you are discussing; The body of your essay should present evidence in support of your thesis. Each paragraph . . . should focus on a main point that supports your thesis; The conclusion summarizes the main points in your essay and includes an original insight\u201d (42).\n    \nOn language: \u201cAs you draft your analytical essay, remember that this kind of writing requires formal language and a respectful tone. Essays that analyze texts are expected to be appropriate for an academic context\u201d (42).\n    \n\n\n    The teacher\u2019s edition contains some additional information for this performance task in the sidebar of the pages, but it is very general. Examples include, but are not limited to:\n\n\nTo Support the Plan: \u201cSuggest that students review any notes they made while reading the texts they have chosen to write about, as well as their answers to the \u2018Analyzing the Text\u201d questions for each selection. Since this performance task depends on careful analysis of each text, remind students to devote their planning time to reviewing and analyzing the texts\u201d (41).\n    \nTo Support Revise: \u201cAs students apply the revision chart to their drafts, point out that an effective analysis includes a mix of direct quotations and examples. Suggest that they . . . ask themselves whether a wordy quotation could be replaced by a summarized example, or if a vague example could be replaced by a striking quotation\u201d (43).\n    \n\n\n    Not only is the scaffolding and support minimal within the materials, as the year progresses, materials do not support raised expectations for student writing practice. It is understood that there are higher expectations in student skills and knowledge as the year progresses so the expectations in Collection 6 should be higher than the expectations in Collection 1. There is also an understanding that there will be a clear progression of sophistication and expectations, however, the writing instruction throughout all of the Collections is the same. Examples include, but are not limited to:\n\n\nThe rubrics for all culminating tasks at the end of each collection have the same criterion: ideas and evidence, organization and language, and contain minor differences. \u201cIdeas and Evidence\u201d level 4 for the analytical essay found in Collection 1 states: \u201cAn eloquent introduction includes the titles and authors of the works; the thesis statement presents a unique idea about the texts\u201d (44). In Collection 6 for the analytical essay, it states: \u201cAn eloquent introduction includes the titles and authors of the selections; the thesis statement describes the view of the journey\u2019s presented in the selections\u201d (448).\n    \nArgument essays are taught in Collection 2 and Collection 5. The guidelines and instructions are basically the same with small differences. In Collection 2, students are given four bullets to guide their thinking when writing their outline; in collection 5, it is a small paragraph. Collection 5 tells the students to \u201cuse formal language and a respectful tone\u201d while drafting their essay, and requires at least two \u201cvalid reasons\u201d to support the claim. The \u201cLanguage and Style\u201d for Collection 2 focuses on paraphrasing or summarizing; Collection 5 centers on transition words. These differences do not show a clear progression of sophistication, in fact the Collection 2 skills are more advanced than those taught in Collection 5.\n    \n\n\n    The materials do contain a variety of writing experiences, but sometimes the writing that the book states is being taught does not match the writing the student is actually completing. An example is found in Collection 2.\n\n\nThe Performance Task is labeled as an argument essay; however it is asking students to identify how authors from three different texts in the collection address the struggle for freedom in his or her society. The directions tell the students to make a claim, anticipate opposing claims and follow the organization of an argument, but the essential part of an argument is missing - students do not have to choose a position. Although this task directly relates to the theme, the task is asking students to write an analysis essay rather than an argument.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0dbed928-667f-4545-876c-c27aa2934018": {"__data__": {"id_": "0dbed928-667f-4545-876c-c27aa2934018", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "87dd5333-1c9f-4271-9b59-a879b8bfe894", "node_type": null, "metadata": {}, "hash": "d062d4ce231e446b36016b9ed1ead389cbb89ecbe7de176ebdf5bbfa3817423b"}, "3": {"node_id": "385ec4ff-64b9-4d7d-926f-21bfd916614a", "node_type": null, "metadata": {}, "hash": "9643394041c8d4612dc41ac6d389fc8c9fa08670a8c991eeaae6dd6269ded036"}}, "hash": "1501831992c6c70c373ea71703f3e065aabb309c7c555f209c5b20c252739678", "text": "There is an online platform for students to collect their writings with MyWriteSource and my Notebook as well as a Performance Task Reference Guide. Interactive lessons are also included to help students understand the writing process and the modes in which they are asked to write. While those are available, there are no further explanations for teachers on how to use those lessons effectively to support students. Examples of some interactive lessons are:\n\n\nWriting Informative Texts\n    \nUsing Textual Evidence\n    \nWriting Narrative Texts\n    \nWriting an Argument\n    \nWriting as a Process\n\nMaterials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.\n\nThe HMH Collections reviewed for Grade 9 does not meet the expectations of including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Research skills practice and learning do not follow a clear progression; there is not an overview of research skill progressions. Research topics are often broad. Minimal resources are provided to support instruction of research; teachers will need to supplement research work to ensure students are prepared for Grade 10 research activities by the end of Grade 9.\n\n\n    Only three research opportunities are identified in the materials; two of these opportunities appear in Collection 1 and Collection 2, and the third does not appear until the end of the year in Collection 6. The instruction provided in these three lessons does not help students assess the credibility of each source as required by the standards; they do not follow a clear progression, and they contain similar components with minimal rigor development.\n\n\nIn Collection 1 after \u201cViews of the Wall\u201d and \u201cThe Vietnam Wall,\u201d the research opportunity is found in the Extend & Reteach section, which is only accessible in the teacher\u2019s edition. Teachers are given a paragraph of background information about the Vietnam Wall that they verbally present to the students. Then, students will \u201cPractice and Apply.\u201d The teacher leads the class in brainstorming a list of subjects about the memorial that interests students. Students are then divided into small groups to research one of the brainstormed topics.\n        \nTeachers are told to \u201cConsider using the Interactive Whiteboard Lesson, \u2018How to Conduct an Effect Web Search.\u2019 Schedule at least one day where students have access to the Web for a search for information about their topic. Have students report back to the class their findings\u201d (36a).\n            \n\n\nIn Collection 2, after Cairo: My City, Our Revolution, the performance task is a research activity. The instructions in the student edition tell students to \u201cconduct research about a specific event in the revolution. Gather information from multiple sources and remember to cite them following standard format. [Then] write a brief report of your findings and share it with the class. Be sure to include well-chosen, relevant, and sufficient facts in your report\u201d (78). This is the only support in the student edition.\n        \nThe teacher\u2019s edition has an additional lesson in the Extend & Reteach. Teachers are instructed to review the steps of research from the interactive whiteboard lesson with the students - formulate research questions, start your search, analyze your options, and refine your search. The steps each contain a very short description. For example, for step four, refine your search, it states, \u201cYou may need to make your search more specific by using search-engine qualifiers such as AND, OR, or NOT along with search terms to get the information you want\u201d (80a). After reviewing, the teacher directs \u201cstudents to work in small groups to complete the first steps in doing research for the Performance Task\u201d (80a).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "385ec4ff-64b9-4d7d-926f-21bfd916614a": {"__data__": {"id_": "385ec4ff-64b9-4d7d-926f-21bfd916614a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "0dbed928-667f-4545-876c-c27aa2934018", "node_type": null, "metadata": {}, "hash": "1501831992c6c70c373ea71703f3e065aabb309c7c555f209c5b20c252739678"}, "3": {"node_id": "c578b615-004a-4a08-a34a-242d09bd4a57", "node_type": null, "metadata": {}, "hash": "01f5782b3152517b52b2c9ecba97d587c88fd9ef61d6726314347a2e8e2edd4c"}}, "hash": "9643394041c8d4612dc41ac6d389fc8c9fa08670a8c991eeaae6dd6269ded036", "text": "The third research activity occurs in the culminating task for Collection 6. Students are to research and write an analytical essay, which \u201csmoothly integrates source information that avoids plagiarism, and correctly cites sources.\" Instruction and support materials for this project span three pages in the student edition. The following are the directions for conducting further research: \"Search for additional evidence in print and digital sources to support your thesis statement. Be sure to include source information so that you can accurately cite your sources\u201d (446). The sidebar of the student edition recommends students \u201ccomplete the following lesson: Conducting Research: Taking Notes\u201d in the interactive lessons. After students draft the essay, there is a Language and Style: Cite Sources section that summarizes parenthetical citation and footnotes. Then it states, \u201cYour teacher will guide you to follow a standard format for citation, such as The Chicago Manual of Style\u201d (447); however, this resource is not included.\n    \n\n\n    There are \u201cConducting Research\u201d pages found in the Student Resources. These two pages summarize the following: Focus Your Research and Formulate a Question, Locate and Evaluate Sources, and Incorporate and Cite Sources. There is no instruction for how to complete the skill being defined. For example, under \u201cLocate and Evaluate Sources,\u201d primary and secondary sources are explained. It tells students to use \u201cadvanced search features\u201d and that \u201cassessing, or evaluating, your sources is an important step in the research process. Your goal is to use sources that are credible, or reliable and trustworthy\u201d (R8). Then there is a brief chart that has criteria for assessing sources: relevance, accuracy and objectivity.\n\n\n    The materials provide minimal opportunities for students to acquire research skills that will allow them to synthesize their knowledge and understanding of topics using the texts from this book and outside sources. They do not include a progression of focused research projects providing students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe HMH Collections reviewed for Grade 9 partially meets the expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. The only support for Independent Reading is a page at the end of each collection in the teacher\u2019s edition; however, the guidance for teachers is general with minimal support. The independent reading program described on these pages develops slowly over the course of the six collections. Since the program is not fully defined until after Collection 6, it is unclear how students will regularly engage in reading outside of the class.\n\n\n    The Independent Reading page includes digital resources to support independent reading. The following are offered for each collection:\n\n\nAn FYI site that offers online articles from magazines and newspapers. It directs teachers to help students choose a few articles to explore the topic that was explored in the connection.\n    \nAdditional Texts Collections suggests other readings.\n        \nBelow are examples offered for Collection 3: \u201cTo My Dear and Loving Husband,\u201d \u201cSonnet 18,\u201d and \u201cOn My First Son,\u201d and \u201cSonnet 43.\u201d Instructions suggest having students pick a music style and rewrite one selection in that style. It is unclear how this task connects or supports independent reading, and there are no ideas on how to acquire these texts.\n            \n\n\nNovelwise helps students find longer works. This resource includes introductory materials, worksheets, graphic organizers, and discussion guides.\n    \nNonfiction Connections suggest that teachers encourage students to read speeches, diaries, true-life accounts, newspaper articles, and political cartoons. No other guidance is given.\n    \n\n\n    There is also a feature called Creating an Independent Reading Program. In Collection 1, the library is built and the class creates the rules. Collection 2 has the students choosing a book. Collection 3 discusses how and when students will complete the reading. Collection 4 describes how students can record their reading. Collection 5 explains one-on-one conferencing so teachers can assess students\u2019 comprehension, and Collection 6 describes how students can share their books with classmates.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c578b615-004a-4a08-a34a-242d09bd4a57": {"__data__": {"id_": "c578b615-004a-4a08-a34a-242d09bd4a57", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "385ec4ff-64b9-4d7d-926f-21bfd916614a", "node_type": null, "metadata": {}, "hash": "9643394041c8d4612dc41ac6d389fc8c9fa08670a8c991eeaae6dd6269ded036"}, "3": {"node_id": "7fdd090e-82c5-44f1-b6ff-312d7ff2ae80", "node_type": null, "metadata": {}, "hash": "3af95b8e68b8bf74ef3aecd7517588fc77f6d2b4b9a937e9b2a03725ec4f267a"}}, "hash": "01f5782b3152517b52b2c9ecba97d587c88fd9ef61d6726314347a2e8e2edd4c", "text": "In Collection 3, Daily Scheduled Time is offered to help students develop good independent reading habits. Below are suggested ideas:\n        \n\u201cSchedule a time students can read . . . before the bell rings or at end of class. Try to keep the same time each day\u201d (152b).\n            \n\u201cAsk students to pick a reasonable length of time to read. Appoint a student to monitor the time\u201d (152b).\n            \n\"Establish clear expectations for in-class and out-of-class reading by doing the following\n                \nWork with students to create rules\n                    \nWork with families to establish a reading homework policy\n                    \nHold reading contests throughout the year\n                    \nPartner with libraries\" (152b).\n                    \n\n\n\n\nIn Collection 6, Opportunities for Social Interaction and Writing In Response to Books allow students to share what they know and learn about other books. Below are suggested ideas:\n        \nSmall group discussions so students can show and summarize the book.\n            \nHave students reading the same book take turns reading passages aloud.\n            \nHave students compare and contrast books on similar topics.\n            \nAfter discussions, students state whether they would recommend their books.\n            \nHave students write notes before discussions.\n            \n\u201cEncourage students to create a magazine-style review of books\u201d (444b).\n            \n\u201cSuggest students retell the book . . . in a different format\u201d (444b).\n            \n\n\n\n\n    The instructional materials for Grade 9 partially meet the expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Because this page is at the end of each collection, the independent reading program is slowly developed and how teachers will assess and hold students accountable isn\u2019t addressed until Collection 5.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed (i.e., allows for ease of readability and are effectively organized for planning) and take into account effective lesson structure (e.g., introduction and lesson objectives, teacher modelling, student practice, closure) and short-term and long-term pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7fdd090e-82c5-44f1-b6ff-312d7ff2ae80": {"__data__": {"id_": "7fdd090e-82c5-44f1-b6ff-312d7ff2ae80", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "55ab588d-7052-461b-be8e-2ad24a082aaa", "node_type": null, "metadata": {}, "hash": "a14e122f7b936998e7db7f1a166ee86725624b86b937ab75dfb5e0f5848588f7"}, "2": {"node_id": "c578b615-004a-4a08-a34a-242d09bd4a57", "node_type": null, "metadata": {}, "hash": "01f5782b3152517b52b2c9ecba97d587c88fd9ef61d6726314347a2e8e2edd4c"}}, "hash": "3af95b8e68b8bf74ef3aecd7517588fc77f6d2b4b9a937e9b2a03725ec4f267a", "text": "Materials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. This qualifies as substitution and augmentation as defined by the SAMR model. Materials can be easily integrated into existing learning management systems.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate and providing opportunities for modification and redefinition as defined by the SAMR model.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized by schools, systems, and states for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "968654e8-a219-49ab-bae3-2456e43819b5": {"__data__": {"id_": "968654e8-a219-49ab-bae3-2456e43819b5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "3": {"node_id": "33af2080-eae5-4730-bef0-293afda5e63e", "node_type": null, "metadata": {}, "hash": "1bfea96edf2967337342477f329ccb97f390fabe68d7da71dc66bfb53478289c"}}, "hash": "fc53519347fdb52afa5eb4f1f7787a3054d8a7e4a61d23114791cec009be3a01", "text": "EL Education K-5 Language Arts\n\nThe instructional materials for Grade 3 meet the expectations of alignment. The materials include high quality, rigorous texts for students to engage with questions and tasks. The materials support development of foundational skills and provide support for teachers to attend to students' literacy growth. The materials also support building knowledge and growing academic vocabulary as student demonstrate their integrated skills.\n\nText Quality & Complexity\n\nMaterials meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading. Text complexity analyses and rationales are not provided for every required trade book and article. The materials meet the criteria for text complexity and for support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year. Materials include both text-dependent and text-specific questions and tasks that help prepare students for the each unit\u2019s Extended Writing Task, which integrates writing, speaking, or both. The materials include frequent opportunities for different genres and modes of writing. Materials meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\n\n    Materials contain minimal evidence of explicit instruction of phonics and word recognition consistently over the course of the year. Materials provide limited opportunities to apply word analysis skills to connected texts. There are limited opportunities to practice speaking and receive feedback on fluency.\n\nText Quality & Complexity\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe materials reviewed for Grade 3 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\n\n    The texts provide content that is relevant and interesting to students. The literary texts portray fascinating stories through vivid illustrations that would be of interest to students. The texts cover a variety a cultures and concepts including science.\n\n\n    Anchor texts in the majority of chapters/units and across the yearlong curriculum are of publishable quality. Anchor texts consider a range of student interests and are well-crafted and content rich, engaging students at their grade level. Examples include:\n\n\nModule 1:\n        \n\nMy Librarian is a Camel by Margriet Ruurs shares stories from around the world of how books are delivered to children. This story is engaging, has clear photos that support the text, and has academic vocabulary that is appropriate for students in Grade 3.\n            \n\nNasreen's Secret School by Jeanette Winter contains illustrations with acrylic, framed paintings that portray simplicity and drama. The text has purposeful adverbs such as \u201cluckily,\u201d \u201cquickly,\u201d and \u201clightly.\u201d\n            \n\n\nModule 2:\n        \n\nBullfrog at Magnolia Circle by Deborah Dennard has active verbs such as \u201czigzags,\u201d \u201cemerges,\u201d and \u201cstruggles,\u201d as well as descriptive adjectives such as \u201cbulging,\u201d \u201cunsuspecting,\u201d and \u201csticky.\u201d The two-page illustration spreads include zoomed in images of nature and frogs.\n            \n\n\nModule 3:\n        \n\nPeter Pan by J.M. Barrie is a retelling and contains descriptive adjectives and verbs such as \u201cnewfangled,\u201d \u201cdramatic,\u201d \u201cdilly-dallied,\u201d and \u201cablaze.\u201d The dialogue between characters is engaging as characters shout and huff at one other.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "33af2080-eae5-4730-bef0-293afda5e63e": {"__data__": {"id_": "33af2080-eae5-4730-bef0-293afda5e63e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "968654e8-a219-49ab-bae3-2456e43819b5", "node_type": null, "metadata": {}, "hash": "fc53519347fdb52afa5eb4f1f7787a3054d8a7e4a61d23114791cec009be3a01"}, "3": {"node_id": "2e3bf254-6ca1-4892-b86f-185a42edcfcd", "node_type": null, "metadata": {}, "hash": "1c41c8d2aed5552722cca557b34463db76e8adf4ca01db1355f90107d0288585"}}, "hash": "1bfea96edf2967337342477f329ccb97f390fabe68d7da71dc66bfb53478289c", "text": "Module 4:\n        \n\nWater Dance by Thomas Locker contains beautiful illustrations and creative adjectives to depict the path that a raindrop takes through the mountains, into the ocean, and back into the clouds. It is a creative narrative to teach the water cycle. Students will enjoy the realistic painted illustrations throughout this book.\n            \n\nThe Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer has a two-page spread of detailed illustrations that emphasize foreground and background. The text contains powerful descriptions such as \u201cMalawi began to starve\u201d and \u201clike spirits along the roads.\u201d\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe materials reviewed for Grade 3 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.\n\n\n    Grade 3 students have the opportunity to read a mix of informational and literary texts. Genres include poetry, classic literature, informational articles, and myths. There are no opportunities for students to read drama or plays.\n\n\n    The following are examples of informational texts included within the materials:\n\n\nModule 1: My Librarian is a Camel by Margriet Ruurs\n    \nModule 2: Everything You Need to Know about Frogs and Other Slippery Creatures by DK Publishing\n    \nModule 3: \u201cPeter Pan: The Author and Historical Context\u201d\n    \nModule 4: \u201cDry Days in Australia\u201d by Ann Well\n    \n\n\n    The following are examples of literary texts included within the materials:\n\n\nModule 1: Thank You, Mr. Falker by Patricia Polacco\n    \nModule 2: \u201cWhy the Frog Has a Long Tongue\u201d\n    \nModule 3: Peter Pan (Classic Starts) by J.M. Barrie\n    \nModule 4: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe materials reviewed for Grade 3 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    Most texts reviewed at Grade 3 have Lexile scores above the Grade 2-3 band; however, the texts have qualitative features such as pictures or illustrations to help support student comprehension. Texts have the appropriate level of complexity for the grade according to quantitative and qualitative analysis and relationship to their associated student task. Anchor texts are placed at the appropriate grade level. Examples include:\n\n\nModule 1:\n\n\nRain School by James Rumford falls in the 2-3 complexity band and has a Lexile of 420. According to the publisher materials, meaning and purpose, text structure, and knowledge demands are moderately complex, while language features are slightly complex. The basic storyline, chronological structure, and simple language used in this text make it an appropriate text early in the Grade 3 year of introducing abstract content and skills central to the module.The language is straightforward and easy to understand. The text is written mainly in simple sentences and most words used are familiar.\n            \n\nMy Librarian is a Camel: How Books Are Brought to Children Around the World by Margriet Ruurs has a Lexile of 980. Meaning, purpose, and text structure are slightly complex. The purpose is explicitly stated in the title, and the text is divided into 13 two-page spreads. The language features and knowledge demands are moderately complex. The text includes many academic vocabulary words and focuses on geographic areas that are different from most students'.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2e3bf254-6ca1-4892-b86f-185a42edcfcd": {"__data__": {"id_": "2e3bf254-6ca1-4892-b86f-185a42edcfcd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "33af2080-eae5-4730-bef0-293afda5e63e", "node_type": null, "metadata": {}, "hash": "1bfea96edf2967337342477f329ccb97f390fabe68d7da71dc66bfb53478289c"}, "3": {"node_id": "f41375d1-78f4-4650-86c3-5c242e4f6365", "node_type": null, "metadata": {}, "hash": "c1d066d7836f2181168816e244a1e08615165c13d6a5580616d279b9c35eea08"}}, "hash": "1c41c8d2aed5552722cca557b34463db76e8adf4ca01db1355f90107d0288585", "text": "Module 2:\n        \n\nLizards, Frogs, and Polliwogs by Douglas Florian is poetry. The meaning is moderately complex with poems that contain concrete visual descriptions. The text structure is moderately complex with 9-12 lines in a poem. There is predictable rhyming and rhythm. The language features are moderately complex with familiar and contemporary words, although there are some nonsense words with \u201c-sicle\u201d and a few unfamiliar words. The knowledge demands are slightly complex since the content is about science concepts.\n            \n\nEverything You Need to Know about Frogs and Other Slippery Creatures by DK Publishing has a Lexile of 1040. The text structure is moderately complex. Captioned photographs, diagrams, key words, and phrases printed in bold, and italics are used in the text. The language features of the text are very complex, but students can use the glossary, context clues or word parts to understand academic vocabulary used throughout the text. The knowledge demands of the text are moderately complex, and students need some background knowledge about animals and their habitats to understand the text. The meaning and purpose of the text are moderately complex. Students can use headings, subheadings, context and visuals throughout the text to understand the purpose.\n            \n\n\n\n\nModule 3:\n        \n\nPeter Pan retold from the J.M. Barrie Original by Tania Zamorsky does not have a Lexile provided. The meaning and purpose are very complex since the text contains multiple levels of meaning that are difficult to identify. The text structure is very complex because there are subplots and time shifts. The language features are moderately complex with conversational dialogue that expresses abstract, imaginative ideas. The knowledge demands are slightly complex since the text is imaginative.\n            \n\n\nModule 4:\n        \n\nOne Well: The Story of Water on Earth by Rochelle Strauss has a Lexile of 960. The meaning and purpose of the text are moderately complex as the purpose is implied but easy to identify based on content. The main idea that water around the globe is interconnected, runs through all sections of the book. The text structure is very complex as the first half of the text describes the water cycle, and the second half builds on the scientific understanding to explain problems with access to enough safe water around the globe and suggests actions we can take to help solve those problems. The language features are moderately complex with language that is largely explicit and easy to understand but offers some occasions for more complex meaning. The vocabulary is mostly familiar but includes some academic and domain specific words that may be new to students. The knowledge demands are moderately complex since the text primarily uses a mix of simple and more complicated, abstract ideas.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe materials reviewed for Grade 3 meet the criteria for materials supporting students\u2019 increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\n\n    As the year progresses, questions and tasks build literacy skills and student independence. Lessons contain scaffolding and Universal Design for Learning to support students\u2019 increasing literacy skills. Throughout the modules, the teacher reads aloud each of the complex texts. Students reread sections of the texts. There are few opportunities for students to read the grade level complex texts in the Modules independently without a prior teacher read aloud.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f41375d1-78f4-4650-86c3-5c242e4f6365": {"__data__": {"id_": "f41375d1-78f4-4650-86c3-5c242e4f6365", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "2e3bf254-6ca1-4892-b86f-185a42edcfcd", "node_type": null, "metadata": {}, "hash": "1c41c8d2aed5552722cca557b34463db76e8adf4ca01db1355f90107d0288585"}, "3": {"node_id": "c660ba6e-5c4e-4e82-b16e-63067420bfbe", "node_type": null, "metadata": {}, "hash": "d3fc6fefd160888fbd91e8a56f6eafc42b2fca9a91de68538088900ba65950a3"}}, "hash": "c1d066d7836f2181168816e244a1e08615165c13d6a5580616d279b9c35eea08", "text": "In Module 1, Unit 1, students are read aloud and reread literary texts for the following skills: gist, answering text-dependent questions, and writing short constructed responses. While reading in Unit 2, students focus on the learning targets of determining main idea, referring explicitly to the text to ask and answer questions, and determining meaning of unknown words. Students use their knowledge from Unit 1 to analyze how people in different parts of the world overcome challenges. In Unit 3, students hear and reread a text titled, More than Anything Else, learning about Booker T. Washington. No context about the text is provided. Instead context is provided as students complete the Recounting the Story note-catcher with another short text to help students understand the text. Students analyze the text for theme and how someone overcomes challenges. Students are asked \u201cWhat challenge did Booker face? How was the challenge overcome? What did Booker do in More Than Anything Else to be an effective learner?\u201d\n    \nIn Module 2, Unit 1, students hear Lizards, Frogs and Polliwogs and then students are guided by the teacher through a Close Read for poems from the text. In Unit 2, students read the informational text, Everything You Need to Know about Frogs and Other Slippery Creatures. This text is a higher grade band and is more complex due to the language features being highly complex because there are many academic and domain specific vocabulary words and phrases throughout the text. During close reading instruction, students are provided support for the language features and use of the text as an informational resource for their research project about frogs. For assessment, students independently read a section of Everything You Need to Know about Frogs and Slippery Creatures and answer text-dependent questions to determine the meaning of unknown words, to read for details, and to use the text features.\n    \nIn Module 3, the focus is on close reading and comparing two literary works on the same topic, Peter Pan. Unit 1 starts with students hearing the literary text, Peter Pan, read aloud by the teacher. Students are guided through analyzing the character development of Peter Pan. In Unit 2, students hear an additional text with the topic of Peter Pan, titled, Peter Pan in Kensington Gardens. This text is within the grade band and has a highly complex meaning and purpose. However, with the moderate to slight complexity in other areas and teacher support, students can access this text to compare and contrast the two texts comparing chapters of Peter Pan in Kensington Gardens with Peter Pan and answering questions such as, \u201cWhat is the central message of a story?\u201d\n    \nIn Module 4, students hear the informational text, One Well: The Story of Water on Earth, Access to Freshwater. Students work on determining the main idea and supporting details and developing domain-specific vocabulary with teacher support. Students develop an understanding of the issues using the graphics in the book and make connections between human actions and the consequences of those actions, thinking about the author\u2019s point of view related to challenges people face with water (connecting back to Module 1), and comparing it to their own point of view.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe materials reviewed for Grade 3 partially meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\n\n    Text complexity analyses and rationales are included in the program in the Curriculum Tools. The text complexity guides include a rationale for why they were placed in that grade at that particular place, alongside an explanation of how the book can be used to enhance student understanding. However, text complexity analyses and rationales are not provided for every required trade book and article.\n\n\n    Most anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c660ba6e-5c4e-4e82-b16e-63067420bfbe": {"__data__": {"id_": "c660ba6e-5c4e-4e82-b16e-63067420bfbe", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "f41375d1-78f4-4650-86c3-5c242e4f6365", "node_type": null, "metadata": {}, "hash": "c1d066d7836f2181168816e244a1e08615165c13d6a5580616d279b9c35eea08"}, "3": {"node_id": "120c4bd1-cacc-4c36-9985-9f088e8e95aa", "node_type": null, "metadata": {}, "hash": "6be8d3c0ad22954fd79a3321423d68022af3e88f3aae1706fc770e5bb995e5e9"}}, "hash": "d3fc6fefd160888fbd91e8a56f6eafc42b2fca9a91de68538088900ba65950a3", "text": "In Peter Pan in Kensington Gardens (excerpt) by J.M. Barrie, the analysis includes text description, placement, quantitative measures, qualitative measures, considerations for reader and task, and rationale. The analysis includes a summary of the text within the text description. Within the placement, the analysis includes the following information: \u201cBoth the quantitative and qualitative complexity of this text falls solidly within a third grade level.\u201d The quantitative measures for this text are 780L (Chapter 2 excerpt) and the associated band level 2-3. The qualitative measures include meaning/purpose, text structure, language features, and knowledge demands. The following guidance is provided for considerations for the reader and task: \u201cAlthough this text is complex; it can be interpreted and enjoyed on a number of levels. Throughout the module, students are supported in navigating the text\u2019s complexity through close reads and other activities. Work with the novel, Peter Pan, also builds a knowledge base that supports comprehension.\u201d This provides students an opportunity to work with both stories when speaking about texts.\n    \nIn One Well: The Story of Water on Earth by Rochelle Strauss, the analysis includes text description, placement, quantitative measures, qualitative measures, considerations for reader and task, and rationale. The analysis includes a summary of the text within the text description. Within the placement, the analysis includes the following information: \u201cMultiple readings, related to discussions and teacher guidance make this text appropriate for third graders.\u201d The quantitative measures for this text are 960L and the associated band level 4-5. The qualitative measures include meaning/purpose, text structure, language features, and knowledge demands. The following guidance is provided for considerations for the reader and task: \u201cThis text is read closely with teacher guidance and used as a base for a number of reading, writing, listening and speaking activities.\u201d The rationale states that this text helps students understand the need for clean water. The text builds background knowledge about the water cycle.\n    \nIn Nasreen\u2019s Secret School by Janette Winter, the analysis includes text description, placement, quantitative measures, qualitative measures, considerations for reader and task, and rationale. As communicated within the text description, this story explores the value of education on a deeper level than previous texts. The unique perspective of the narrator as an educated woman who watches her granddaughter lose the right to go to school offers insight into many of the larger personal and cultural benefits of literacy and learning about the world. Within the placement, the analysis includes the following information: \u201cDespite its lower quantitative measure, this book is most appropriate for students grades 3-5 because of its sensitive content, layers of meaning and heavy use of metaphor.\u201d The quantitative measures for this text are 603L and the associated grade band level is 2-3. The qualitative measures include meaning/purpose, text structure, language features, and knowledge demands. The following guidance is provided for considerations for the reader and task: \u201cHistorical and cultural differences may make understanding this text challenging for some students\u2026. This book talks about the realities of war and repression that will require sensitive discussion.\u201d\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe materials reviewed for Grade 3 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.\n\n\n    In the Grade 3 materials, students access a variety and volume of texts that support students\u2019 ability to read at grade level. There is a Required Trade Book Procurement List and a Recommended Texts and Other Resources List. These lists contain a range and volume of informational and literary texts that students reading during Module lessons. Opportunities include close reading strategies to support student learning. During the Module lessons, students can participate in Accountable Independent Reading as part of homework and during ALL Block, students participate in a rotation of Independent Reading for 20 minutes. There are Independent Reading Sample Plans found in Module 1 Appendix.\n\n\n    Instructional materials identify opportunities and supports for students to engage in reading a variety of texts to become independent readers and/or comprehenders and a volume of reading as students grow toward reading independence at the grade level. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "120c4bd1-cacc-4c36-9985-9f088e8e95aa": {"__data__": {"id_": "120c4bd1-cacc-4c36-9985-9f088e8e95aa", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "c660ba6e-5c4e-4e82-b16e-63067420bfbe", "node_type": null, "metadata": {}, "hash": "d3fc6fefd160888fbd91e8a56f6eafc42b2fca9a91de68538088900ba65950a3"}, "3": {"node_id": "45ac1b0c-8426-48fa-9eef-45365243c456", "node_type": null, "metadata": {}, "hash": "e2f29e1f26b63e5a0106c769b9ff2a536e671f581463b51e96482a2d906320de"}}, "hash": "6be8d3c0ad22954fd79a3321423d68022af3e88f3aae1706fc770e5bb995e5e9", "text": "In Module lessons, students participate in Close Reading, which provides students with the opportunity to read complex texts. For example:\n        \nIn Module 2, students practice their close reading skills by reading frog poems that focus on vocabulary and structure of poetry.\n            \nIn Module 3, students complete a close read (teacher guided and independent) of most chapters in Peter Pan in order to analyze the characters\u2019 traits, motivations, actions, and points of view.\n            \n\n\nDuring the ALL Block, students read 20 minutes. The purpose of their reading alternates each week with one week being focused on research reading and the following week being focused on reading for pleasure.\n    \nIn Module 1, students learn about Accountable Independent Reading. Students are taught the structures of Accountable Independent Reading. Independent Reading is assigned for homework most nights. Teachers and students work together to set an independent reading goal. The teacher will check in once or twice a week to see how the student is progressing with their goal.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe materials reviewed for Grade 3 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\n\n    Each module includes a set of trade books that students use throughout the lessons. Materials for the lessons and ALL Block provide graphic organizers and support tasks for students to engage with the text and to collect textual evidence, building toward a performance task. Students are directed to make connections not only across texts, but also across units and lessons. Texts are used significantly during lessons focused primarily on writing. While most questions, tasks, and assignments draw the reader back into the text and support students\u2019 literacy growth over the course of the school year, there are some questions, tasks, and assignments can be accomplished without use of the text.\n\n\n    The materials include graphic organizers that assist students in Close Reads of their text and citing evidence for specific questions or tasks they are asked to complete. Tasks for various lessons within each unit include teacher-led close reading of content-based text and text-dependent questions along with a focus question to drive a series of sessions on a complex text. Examples include, but are not limited to:\n\n\nIn Module 1, Unit 1, Lesson 4, the teaching notes set the purpose that students are going to read Rain School. Students use or refer to texts as a tool for analysis and take what they discover to apply to their own writing. During the Opening portion of the lesson, students read Rain School and answer questions, such as \u201cWhat do you notice about the size of Chad in relation to the rest of the continent?\u201d As students read, they look for evidence for the central message or lesson. During the Work Time portion of the lesson, students revisit Rain School to complete the \u201cReading for Gist and Recounting the Story\u201d graphic organizer. Students work with peers to reread the text.\n    \nIn Module 1, Unit 1, Lesson 10, students write a constructed response identifying the central message or lesson of a text titled Nasreen\u2019s Secret School. In the Opening portion of the lesson, the teacher directs students to refer back the \u201cReading for Gist\u201d graphic organizer previously completed for Nasreen\u2019s Secret School to use as an additional resource. During the lesson, the teacher asks questions, such as \u201cIn Nasreen\u2019s Secret School, what is the central message or lesson and how is it conveyed through details in the text?\u201d\n    \nIn Module 2, Unit 1, Lesson 3 Close Reading of the text, \u201cThe Poison-Dart Frogs,\u201d students answer text-dependent questions, such as \u201cWhat is unique about the appearance of poison-dart frogs? Why are poison-dart frogs called \u2018Masters of Fine Art\u2019?\u201d For each question, students must refer back to the text to support their response.\n    \nIn Module 2, Unit 2, Lesson 4, students fill out the graphic organizer \u201cFinding the Gist\u201d and Unfamiliar Vocabulary Note-catcher: \u201cThe Glass Frog\u201d on pp.32-34.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45ac1b0c-8426-48fa-9eef-45365243c456": {"__data__": {"id_": "45ac1b0c-8426-48fa-9eef-45365243c456", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "120c4bd1-cacc-4c36-9985-9f088e8e95aa", "node_type": null, "metadata": {}, "hash": "6be8d3c0ad22954fd79a3321423d68022af3e88f3aae1706fc770e5bb995e5e9"}, "3": {"node_id": "515943a2-6345-4b09-9cc4-82645708bb28", "node_type": null, "metadata": {}, "hash": "d0d3b87d8842aeff7f53274b843be61cc8415920cf78a8727e3f2cfd0ac278c1"}}, "hash": "e2f29e1f26b63e5a0106c769b9ff2a536e671f581463b51e96482a2d906320de", "text": "Students are given specific text and respond to what the gist is of the passage, any unfamiliar words in the passage, and the meaning of the words.\n    \nIn Module 3, Unit 1, Lesson 2, students read \u201cPeter Pan: The Author and Historical Context.\u201d The purpose of the reading and the lesson is for students to understand the historical context in which Peter Pan was written. The teacher poses the following questions: \u201cThis book was written a long time ago and is set in different country. What differences do you notice between how things are in this country now and how things were in that country then? What can we learn from reading literary classics?\u201d Students are directed to read the text in a triad, focusing on the gist of the text and determining unfamiliar vocabulary. After reading, the teacher asks, \u201cHaving read about the time Peter Pan was written in, what do you think we might learn from reading this literary classic?\u201d Students share out responses and discuss.\n    \nIn Module 3, Unit 2, Lesson 5, students find the similarities and differences between two texts, Peter Pan and Chapter 5 of Peter Pan in Kensington Gardens. As students read, the teacher asks, \u201cBased on what you know from reading the chapter, what do you think will happen next and why?\u201d The teacher works with students to complete the Analyzing Peter Pan in Kensington Gardens anchor chart. In the \u201cClosing and Assessment\u201d portion of the lesson, students are provided with the \u201cComparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan\u201d graphic organizer and complete it using the reference materials (glossary) and anchor charts.\n    \nIn Module 4, Unit 1, Lesson 2, students are introduced to the anchor text One Well: The Story of Water on Earth. Students listen as pages 4\u20135 are read aloud. The purpose of the read-aloud is for students to practice finding the main idea and supporting details of a text read aloud. The teacher does this by posing questions, such as: \u201cWhat is the main idea of a text? What are the supporting details? The main ideas are the big points the author wants you to understand from reading. You might not understand all of the words you heard, but having listened once, what do you think the main ideas of pages 4\u20135 are?\u201d Students are provided a main idea note-catcher to complete. First, students work on completing the main idea section. Then, they re-read the text with a purpose of locating details that would support the main idea. Students are asked, \u201cDid you find details to support the main idea(s) you recorded in the first box?\u201d\n    \nIn Module 4, Unit 3, Lesson 1, the lesson directly connects to the summative task that students are required to complete, creating a Public Service Announcement (PSA) about water. Students are asked, \u201cWhat are you going to be doing for this performance task?\u201d Students watch and analyze a model PSA in order to generate an effective criteria for creating a PSA. Students are asked, \u201cWhat is this PSA about? What is the purpose of this PSA? What do you like about this PSA? What makes you want to watch it?\u201d Students are provided the Video PSA Presentation Process note-catcher to start generating the steps and criteria needed to create an effective PSA.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe materials reviewed for Grade 3 meet the criteria for having sets of high-quality sequences of text-dependent/specific questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\n\n    Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task which integrates skills to demonstrate understanding. Culminating tasks require students to gather details or information using text-dependent questions, anchor charts, and graphic organizers to write a specific genre of writing at the end of each module. Each Module has a final Performance Task. Performance Tasks are designed to help students synthesize and apply their learning from the unit in an engaging and authentic way. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing. Examples include:\n\n\nThe Module 1 Performance Task requires students to utilize their newfound knowledge regarding reading challenges and strategies to overcome those reading challenges to create an eye-catching bookmark that lists the strategies. This culminating task includes supporting visuals. Lessons throughout the Module prepare students to complete the culminating task.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "515943a2-6345-4b09-9cc4-82645708bb28": {"__data__": {"id_": "515943a2-6345-4b09-9cc4-82645708bb28", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "45ac1b0c-8426-48fa-9eef-45365243c456", "node_type": null, "metadata": {}, "hash": "e2f29e1f26b63e5a0106c769b9ff2a536e671f581463b51e96482a2d906320de"}, "3": {"node_id": "3cb4ebc8-a158-4e32-a018-bf677cb10356", "node_type": null, "metadata": {}, "hash": "b6a109ac03e06506e683e99365e75e6beea4479928af98003503e45522b123d3"}}, "hash": "d0d3b87d8842aeff7f53274b843be61cc8415920cf78a8727e3f2cfd0ac278c1", "text": "Lessons throughout the Module prepare students to complete the culminating task. In Unit 1, students read and analyze the themes for three literary texts: Waiting for the Biblioburro, Rain School, and Nasreen\u2019s Secret School. In addition to determining theme within each text, students examine the challenges that occur and how the challenges are overcome. The teacher guides students through this analysis by giving targets such as, \u201cI can determine the gist of Waiting for the Biblioburro. I can identify the central message, lesson, or moral of Waiting for the Biblioburro.\u201d In Unit 3, students closely read an excerpt from More Than Anything Else to identify the text\u2019s message along with how the author utilized details within the text to convey the message. In Unit 3, Lesson 11, students consider what would make a bookmark \u201ceye-catching\u201d and begin to draft sketches of their bookmark design.\n    \nThe Module 2 Performance Task requires students to create a writing piece that will be added to a \u201cFreaky Frog Book\u201d to be shared with students in Grades 2 and 3. This culminating task includes a Pourquoi narrative regarding the characteristics of frogs, informational writing, and a trading card which highlights information and integrates visuals. Lessons throughout the Module prepare students to complete the culminating task. In Unit 3, Lesson 2, students learn about the features of narrative texts, complete a close read of example texts, and answer text-dependent questions. Students complete a Close Reading of The Polliwogs and a shared reading of Why the Frog Has a Long Tongue. Students answer text-dependent questions such as, \u201cWhat makes \u2018Why the Frog Has a Long Tongue\u2019 a Pourquoi tale?\u201d In Unit 1 mid-unit assessment, students apply what they have learned about reading poems and folktales to read a new poem and Pourquoi tale about frogs and demonstrate their ability to identify key ideas and details as well as analyze the story\u2019s structure.\n    \nIn Module 3, during the first half of Unit 3, students write a revised scene of Peter Pan. Students apply what they learned and independently write a new, revised scene. Throughout the second half of the unit, students prepare a presentation to read aloud the revised scene and provide the rationale behind their revisions. In Lesson 8, students are asked, \u201cWhy and how have you revised your scene of Peter Pan?\u201d as they begin to plan for their presentations for the performance task. First, students analyze the structure of a model presentation. Then, students focus on planning the structural outline of their own presentations. In Lesson 9, students add key points to their prompt cards for their presentations. Unit 1 begins with students reading the literary text Peter Pan. Students analyze the character development of Peter Pan and answer questions such as, \u201cWhat connections can you make between the first chapter of Peter Pan and what you read about the context in the previous Lesson? What are some of your own character traits, both positive and negative?\u201d In Unit 2, students read an additional text, Peter Pan in Kensington Gardens. Students compare and contrast the two texts using a graphic organizer. Students then write a book review recommending or not recommending the text to peers.\n    \nIn Module 4, students study the impact of water on the lives of individuals around the world. In Unit 1, students read informational texts about the importance of water and human interaction with water, such as One Well: The Story of Water on Earth, Access to Freshwater, and Population Growth. While reading, students determine the main idea and supporting details through answering questions such as, \u201cWhat is freshwater? What did you learn about water from the book? Remember that the central message is a big idea the author wants you to understand and take away from reading this book. What do you think the central message of the book is?\u201d This understanding of human interaction with water builds the background knowledge for Unit 2, where students read a new text to determine the gist, think about the author\u2019s point of view related to challenges people face with water, and compare it to their own point of view through answering questions such as, \u201cWhat are the authors trying to tell the reader about water? What is the purpose of The Boy Who Harnessed the Wind? What are William Kamkwamba and Bryan Mealer trying to answer, explain, or describe? How does our discussion add to your understanding of the authors\u2019 point of view?\u201d Students then write an opinion piece about water pollution. In the Unit 2 end of unit assessment, students use information gathered from multiple sources, including Real Lives: Angola, Africa, to draft an opinion essay regarding human involvement in water conservation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3cb4ebc8-a158-4e32-a018-bf677cb10356": {"__data__": {"id_": "3cb4ebc8-a158-4e32-a018-bf677cb10356", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "515943a2-6345-4b09-9cc4-82645708bb28", "node_type": null, "metadata": {}, "hash": "d0d3b87d8842aeff7f53274b843be61cc8415920cf78a8727e3f2cfd0ac278c1"}, "3": {"node_id": "0d07aedd-7a89-4a65-9df5-e19c2196f9cc", "node_type": null, "metadata": {}, "hash": "af12e812e41967565ec55bc1fb54a02556bf92ee17f50ce7d6c34e4cf60591c5"}}, "hash": "b6a109ac03e06506e683e99365e75e6beea4479928af98003503e45522b123d3", "text": "Within the essay, students will apply their knowledge about linking words, along with forming and using regular and irregular plural nouns to revise and edit the essay.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe materials reviewed for Grade 3 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.\n\n\n    The materials provide frequent opportunities and protocols throughout modules and within lesson components for evidence-based discussions such as Turn-and-Talk, Think-Pair-Share and text-based discussions such as Socratic Seminars and Collaborative Discussions that support academic vocabulary and syntax. In the supporting materials, graphic organizers such as Academic Vocabulary Form and Domain-Specific Vocabulary Form and an Affix List are provided for students to use in their writing and speaking activities. Units include practices that encourage the building and application of academic vocabulary and syntax including total participation routines and Think-Pair-Share. Teacher materials support implementation of these standards in a clear and direct manner. Examples include, but are not limited to:\n\n\nIn Module 1, Unit 1, Lesson 4, students turn their attention to the Overcoming Learning Challenges chart and engage in a Turn-and-Talk routine regarding the following questions: \u201cWhat challenge did Thomas face? How was the challenge overcome?\u201d Students share with the class and the teacher uses the Goal 1 Conversation Cue to encourage students to clarify the conversation about the message and the details that convey it, using academic vocabulary.\n    \nIn Module 1, Unit 2, Lesson 1, the teacher uses a total participation technique for students to answer the following questions: \u201cHow do you feel about books? How do you feel about reading? Are books and reading important? Why or why not?\u201d Later in the lesson, in reference to My Librarian is a Camel, students Turn-and-Talk to discuss \u201cWhat is one interesting photograph or idea you saw in the text?\u201d The teacher asks for students to share out responses. In the closing portion of the lesson, the teacher directs class discussion through a Think-Pair-Share technique, in order to discuss \u201cWhat is one thing you have learned about some libraries in Kenya after reading this excerpt?\u201d\n    \nIn Module 2, Unit 1, Lesson 3, students analyze the anchor poem, \u201cThe Poison-Dart Frog,\u201d during the Language Dive. The Teacher Guide states these conversations allow students to \u201cdevelop the habits of mind and character they need to approach other complex texts and to develop their own academic writing skills. In addition, students have the opportunity to test their oral language skills, confirming their successful communication or \u2018repairing\u2019 communication that is not understood by other students. These oral processing sessions are critical for language development.\u201d\n    \nIn Module 2, Unit 3, Lesson 2, students follow the Back-to-Back and Face-to-Face protocol. They find a partner and stand back-to-back with him or her. They are instructed, \u201cWhen you say, \u2018Face-to-Face,\u2019 they should turn around and show their partner a \u2018freeze frame\u2019 of their frog\u2019s adaptation. The partner should try to guess the adaptation based on the \u2018freeze frame.\u2019 Then they will switch roles.\u201d\n    \nIn Module 3, Unit 1, Lessons 1-3, the lessons include direct instruction for the use of Goal 4 Conversation Cues. The purpose of Goal 4 Conversation Cues is to encourage productive and equitable conversation within the class. Conversation Cues are questions that teachers can ask students to help achieve four goals: (Goal 1) Encourage all students to talk and be understood; (Goal 2) Listen carefully to one another and seek to understand; (Goal 3) Deepen thinking; and (Goal 4) Think with others to expand the conversation. In Lesson 1, the teacher uses the conversation cue that prompts students to compare in order for students to compare inferences: \u201cHow is what _____said the same as/different from what _____ said?\u201d In Lesson 2, the Goal 4 Conversation Cue is used to encourage students to explain others' ideas: \u201cWho can explain why your classmate came up with that response? I\u2019ll give you time to think and write.\u201d In Lesson 3, the Goal 4 Conversation Cue is used to encourage students to agree or disagree and explain why: \u201cDo you agree or disagree with what your classmate said?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0d07aedd-7a89-4a65-9df5-e19c2196f9cc": {"__data__": {"id_": "0d07aedd-7a89-4a65-9df5-e19c2196f9cc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "3cb4ebc8-a158-4e32-a018-bf677cb10356", "node_type": null, "metadata": {}, "hash": "b6a109ac03e06506e683e99365e75e6beea4479928af98003503e45522b123d3"}, "3": {"node_id": "f08d40cb-9a25-43be-94fa-f3c950e1e92e", "node_type": null, "metadata": {}, "hash": "fef03bc386f5100568a58484bf301d40968ffdbc96c0d2f1997b4ab9b3de211f"}}, "hash": "af12e812e41967565ec55bc1fb54a02556bf92ee17f50ce7d6c34e4cf60591c5", "text": "Why?\u201d\n    \nIn Module 3, Unit 1, Lesson 1, students practice recounting a text, specifically in this lesson, Chapter 1 of Peter Pan. Students recount the text in triads following the protocol \u2013 Partner C goes first and has 45 seconds to recount the chapter, then Partner B goes second and has 30 seconds to recount, and, finally, Partner A goes third and has 15 seconds to recount.\n    \nIn Module 4, Unit 2, Lesson 1, Posterwalk Protocol, students participate in a posterwalk to find details in the images that tell them something about each of the challenges relating to water. Students use the posterwalk protocol to discuss the following questions: \u201cWhich challenge related to having clean water can be seen in this image/text? What issues related to water have we been learning about so far in this module? What does demand mean? What does pollution mean? What does access mean?\u201d\n    \nIn Module 4, Unit 3, Lesson 3, students participate in a peer critique of their PSA Script. Students find a partner and label themselves A and B. The teacher and students review the Criteria for an Effective Video PSA anchor chart with the understanding that they are looking for this criteria in their partner\u2019s work. As the students critique, they capture the feedback on sticky notes to be reviewed later as a whole group.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe materials reviewed for Grade 3 meet the criteria for materials supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\n\n    The individual lessons throughout the module units support students\u2019 speaking and listening about what they are reading and researching. Each module overview outlines the Speaking and Listening standards that will be targeted throughout the unit, and each lesson contains techniques or protocols to engage students in speaking and listening. Unit lessons require students to share out their reflections and engage in follow-up questioning. Collaborative routines are included in the daily lessons along with protocol explanations and discussion structures described in the lesson section titled Teaching Notes. Examples include, but are not limited to:\n\n\nIn Module 1, Unit 1, Lesson 2 of the Teacher Guide, students choose independent research books and discuss why they chose a particular book in small groups, targeting Speaking and Listening Standards 3.1 and 3.6.\n    \nIn Module 1, Unit 2, Lesson 7, students use the materials from My Librarian is a Camel and Close Read Note-catcher: Expert Group My Librarian is a Camel to plan their informative paragraphs. Students are \u201cto work as a group to reread their group\u2019s excerpt aloud, for example with each student reading a different paragraph or chorally reading the excerpt. Direct students\u2019 attention to the research question and the words \u201cfocus statement\u201d at the top of the note-catcher. Invite students to turn and talk in their expert groups, then select volunteers to share with the whole group: \u201cThink of a way to answer the research question: \u2018What are the challenges people face when learning, and how are they overcome?\u2019\u201d\n    \nIn Module 2, Unit 3, Lesson 1, students conduct a Poster Walk, use the Poster Walk protocol, and engage in a follow-up discussion in response to the following question: \u201cWhat patterns or themes did you notice in all of the Poster Walk posters?\u201d Students explain what they should be thinking about, what they notice, and what they wonder about what other have written on their posters.\n    \nIn Module 2, Unit 1, Lesson 1, students participate in the \u201cInfer the Topic\u201d protocol to familiarize themselves with the module topic. Students review information from the texts that they will read throughout the module to infer what the topic of the module will be. \u201cWhat do you think you will be learning about in this module?\u201d Students use the \u201cI wonder/I notice\u201d note-catcher to capture the information they observe in the texts and pictures. Students work in triads to share what they wrote on their note-catcher. The teacher brings the triads back together as a whole group and poses the following question: \u201cNow that you have looked at some resources, what do you think this module might be about? Can you say more about that?\u201d\n    \nIn Module 3, Unit 2, Lesson 13, students participate in a text-based discussion about whether or not they would recommend Peter Pan in Kensington Gardens to a friend.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f08d40cb-9a25-43be-94fa-f3c950e1e92e": {"__data__": {"id_": "f08d40cb-9a25-43be-94fa-f3c950e1e92e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "0d07aedd-7a89-4a65-9df5-e19c2196f9cc", "node_type": null, "metadata": {}, "hash": "af12e812e41967565ec55bc1fb54a02556bf92ee17f50ce7d6c34e4cf60591c5"}, "3": {"node_id": "f1f8c71b-9ca8-4579-81ae-3067aba006cc", "node_type": null, "metadata": {}, "hash": "4b8db4c447af3f6b17cbe8673f770d1e4826e7fa4427d4180427976e4c558513"}}, "hash": "fef03bc386f5100568a58484bf301d40968ffdbc96c0d2f1997b4ab9b3de211f", "text": "The teacher reminds students of the discussion norms and that the purpose of the discussion is for them to talk to each other and learn more about the opinions that each of them has about the story and why. Students receive a copy of the discussion notes handout and are directed to complete the top box with any questions that they have as the discussion occurs. Students are divided into groups and groups are paired off. Each group is labeled A or B. The B groups have their discussion first while sitting in a circle, and the A groups sit around the outside and observe the discussion. Students have sticky notes for examples of discussion norms occurring. The group is able to discuss for approximately 8 minutes. After this discussion, students give a \u201cstar and step\u201d (positive and negative) regarding the discussion. Then, the groups switch and the process is repeated. After both groups have discussed the topic, students are asked to silently reflect on their role and work within the discussion and make a goal for themselves for the next discussion.\n    \nIn Module 4, Unit 2, Lesson 12, students participate in peer critique with a focus on using linking words and phrases and forming and using plural nouns. The teacher and students review the Regular Plural Nouns and Irregular Plural Nouns anchor charts and the opinion writing checklist. Students use this information to review the opinion essay of a peer. Students do this by marking the text in color and writing feedback on sticky notes. Students share with each the critique following the protocol for peer critique and the opinion writing checklist.\n    \nIn Module 4, Unit 3, Lesson 1, students analyze a model of a PSA and what about the PSA makes it effective. Students create their own PSA using the information gathered on the water issues note-catcher. Students \u201cThink-Pair-Share\u201d in order to answer the following questions: \u201cWhat makes this model an effective PSA? How does it encourage people to do something or to change the way they do something to help a cause?\u201d During Closing and Assessment, students choose one issue from their water issue note-catcher that they want to create a PSA around. Students find a partner or small group that has a shared interest and form a group to create the PSA. The group discusses the issue and ideas for the PSA.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe materials reviewed for Grade 3 meet the criteria for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\n\n    There are opportunities for on-demand writing, process writing, and short, focused projects through a variety of instructional tasks. Students develop drafts for each individual paragraph or portion of a writing product over the course of several lessons. Students also spend time on self-revisions, targeted peer-critiques, and publishing of their work using digital resources and technology. The teacher provides direct instruction to guide students through the writing process, requiring them to analyze good writing models from the text sets they read. The writing lessons included in each module are based on text(s).\n\n\n    On-demand writing occurs each day when students write to what they have read in various formats. Intentional instruction (focus statement, checklist, etc.) is included to support students in writing to meet the criteria. Materials include both short and longer writing tasks and projects and are aligned to the grade-level standards being reviewed. Examples of writing include note-catchers, graphic organizers, short constructed response, and paragraph construction.\n\n\n    Examples of writing include, but are not limited to:\n\n\nIn Module 1, Unit 1, Lesson 6, students review the parts of a sentence and participate in a mini-lesson about writing short constructed responses. During the mini lesson, they write a short constructed response to answer the question \u201cIn Rain School, what was the lesson and how was it conveyed through details in the text?\u201d based on their close read in the previous lesson. In Lesson 10, students again practice writing a short constructed response identifying the central message or lesson in Nasreen\u2019s Secret School and explaining how it is conveyed through details in the text. The mini-lesson and writing practice help prepare students for the End of Unit 1 assessment, in which they will answer short constructed response questions about a new text.\n    \nIn Module 1, Unit 3, Lesson 12, students participate in mini lessons about linking words and phrases and will use this knowledge in a peer review.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f1f8c71b-9ca8-4579-81ae-3067aba006cc": {"__data__": {"id_": "f1f8c71b-9ca8-4579-81ae-3067aba006cc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "f08d40cb-9a25-43be-94fa-f3c950e1e92e", "node_type": null, "metadata": {}, "hash": "fef03bc386f5100568a58484bf301d40968ffdbc96c0d2f1997b4ab9b3de211f"}, "3": {"node_id": "c8018304-db3f-4f00-88f4-66a0041ce42b", "node_type": null, "metadata": {}, "hash": "45206905b53828fd20570afb2847f60ac693522016519a17c084c114a2cf84be"}}, "hash": "4b8db4c447af3f6b17cbe8673f770d1e4826e7fa4427d4180427976e4c558513", "text": "Students then complete \u201cPart II of the End of Unit 3 Assessment, where they revise their reading contracts based on peer and teacher feedback.\u201d Students reflect on their learning using the Tracking Progress: Informative Writing recording form. Students then will \u201crevise their reading contract to write a final draft incorporating teacher feedback and what they learned about linking words and phrases, and spelling, punctuation, and capitalization during the peer review.\u201d\n    \nIn Module 2, Unit 3, Lesson 2, students chose a frog to write about from the text, \u201cFreaky Frog.\" Students then used a note-catcher to research facts and information about the frog they have chosen. In Lesson 4, students take the research from the note-catcher and begin to draft their informational essays by writing the introduction paragraph. Students review the introduction of the Poison Dart Frog Model. In Lesson 5, students begin drafting their paragraphs referring to the model writing and the informative writing checklist. Lesson 6 is the mid-assessment, with the first part asking students to write short constructed responses to what they have read and the second part asking students to write a second paragraph about the unique abilities of the frog for their frog essay. For Lesson 7, students write a conclusion for their informative essay about a \u201cfreaky\u201d frog. Then they generate a contents page for their Freaky Frog book based on their writing. Finally, in Lesson 8, students work in pairs to revise their informative essay to add linking words and phrases, domain-specific and academic vocabulary, and correct capitalization, spelling, and punctuation.\n    \nIn Module 3, the Mid-Unit 3 Assessment, students are asked to apply the narrative writing skills throughout the unit to complete an on-demand narrative writing by revising a scene from Peter Pan, using a complete Narrative Planning graphic organizer. The objective of the assessment is to write a draft of the scene with a focus on purpose, organization, elaboration, and evidence. The assessment is not focused on conventions.\n    \nIn Module 3, In Unit 2, Lessons 8-12 students complete a process writing opinion piece. In Lesson 8, students are taught the format and purpose of a \u201cPainted Essay.\u201d The \u201cPainted Essay\u201d guides students to code each section of their essay a different color to understand each part, the purpose of each part, and how the different parts connect. Students will use this understanding moving forward to complete their own writing of each part of the essay. In Lesson 9, students write the introductory paragraph for their opinion essay. Students work on this paragraph as a group since the information within the paragraph will be similar for most students. In Lesson 10 and 11, students write the proof paragraphs of their opinion book reviews using evidence and details from the text resources. In Lesson 12, students write the concluding paragraph for the opinion book review. In the conclusion, students are restating the facts, evidence, and opinion.\n    \nIn Module 4, in the End of Unit 1 Assessment, students read a new informational text and compare the main ideas and key details with pages 24\u201325 of the text, \u201cOne Well,\u201d that students have previously read. Students answer short constructed response questions.\n    \nIn Module 4, in Part I of the the End of Unit 2 Assessment, students use information gathered from multiple resources to write an opinion essay explaining \u201cwhy we should get involved in water conservation.\u201d In Part II, students apply their knowledge about linking words and using regular and irregular plural nouns to revise and edit the opinion essay they just drafted. In the third optional part, students answer selected response questions about forming and using regular and irregular plural nouns.\n    \nIn Module 4, Unit 2, Lessons 7-11, students complete a process writing piece. It begins in Lesson 7, with students planning their opinion essays about why it is important to conserve water. The teacher first models and gives students an opportunity to practice as a class by analyzing the Model Opinion Essay: Access to Water and using color-coding on the research Note-catcher: Access to Water. Students then repeat this process on their own by color-coding their Research Note-catcher: Water Pollution. In Lesson 8, students write the introductory paragraph for their essays. Students first analyze the introduction of the model essay. They then use their planning from Lesson 7 to draft their own introductions. In Lesson 9, students write the first proof paragraph for their essay. Students begin by analyzing the model opinion essay, looking at both proof paragraphs and comparing them. Students then use their planning from Lesson 7 to draft their Proof Paragraph 1.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c8018304-db3f-4f00-88f4-66a0041ce42b": {"__data__": {"id_": "c8018304-db3f-4f00-88f4-66a0041ce42b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "f1f8c71b-9ca8-4579-81ae-3067aba006cc", "node_type": null, "metadata": {}, "hash": "4b8db4c447af3f6b17cbe8673f770d1e4826e7fa4427d4180427976e4c558513"}, "3": {"node_id": "8761ed28-ef22-447a-ac7c-b1491d4eb092", "node_type": null, "metadata": {}, "hash": "57be0214d3a71d45d1f32f29ffe755a068aa305fbd3d6dc511cf373192e2957e"}}, "hash": "45206905b53828fd20570afb2847f60ac693522016519a17c084c114a2cf84be", "text": "Students then use their planning from Lesson 7 to draft their Proof Paragraph 1. Students write the second proof paragraph in Lesson 10, again comparing and analyzing the proof paragraphs from the model and putting more of a focus on the linking words and phrases. In Lesson 11, students write the concluding paragraph of their essay. They review and analyze the model essay and summarize the information and evidence used in the proof paragraphs.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe materials reviewed for Grade 3 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\n\n    Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Each module includes writing lessons, and students engage with multiple genres and modes of writing. Throughout the modules, students learn, practice, and apply writing using evidence. Throughout the modules, there are lessons that focus on developing the skills for producing a particular text type of writing, as well as experiences in writing across different genres with narrative and informative writing, as well as opinion writing. Opportunities to address text types of writing that reflect the distribution by the standards, include but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8761ed28-ef22-447a-ac7c-b1491d4eb092": {"__data__": {"id_": "8761ed28-ef22-447a-ac7c-b1491d4eb092", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "c8018304-db3f-4f00-88f4-66a0041ce42b", "node_type": null, "metadata": {}, "hash": "45206905b53828fd20570afb2847f60ac693522016519a17c084c114a2cf84be"}, "3": {"node_id": "c3556ad9-7955-43ad-85d8-04d8d075e271", "node_type": null, "metadata": {}, "hash": "fc3cfd8c0fc4c38802cdba5929f3f25cc29f07c206afcfa2544c618c72e58a49"}}, "hash": "57be0214d3a71d45d1f32f29ffe755a068aa305fbd3d6dc511cf373192e2957e", "text": "In Module 1, Unit 1, Lesson 6, Work Time A, students review the components of a sentence and participate in a mini-lesson about writing short constructed responses, during which they write a short constructed response to answer a question about Rain School, based on the close read. In Lesson 10, Work Time A, students write a short constructed response identifying the central message or lesson in Nasreen\u2019s Secret School and explaining how it is conveyed through details in the text.\n    \nIn Module 1, Unit 2, Lesson 2, Main Idea handout, the handout provides instructions on how to determine the main idea of a passage. On the bottom of the Close Read Note-catcher, students write the main idea of the text, My Librarian is a Camel.\n    \nIn Module 1, Unit 2, Lessons 7-9, Work Time B, students plan an informative paragraph. In Lesson 8, students draft an informative paragraph. In Lesson 9, during the Closing and Assessment, students annotate draft writing for revisions. The instruction in this sequence of lessons focuses on the structure of informative writing\u2014an introduction to give background information and a focus statement telling the focus of the writing; facts, and details to support and explain the topic; and a conclusion that restates the focus. In Lesson 9, students write feedback on sticky notes on informational writing.\n    \nThe Module 2, Unit 1, Lessons 2-6 provide students opportunities to address writing narrative texts.\n    \nIn Module 2, Unit 1, Week 2, in the ALL Block, students write a narrative poem about a frog.\n    \nIn the Module 2 Performance Task, students generate writing to include in a Freaky Frog book. The book will contain a Pourquoi narrative written in Unit 1.\n    \nIn the Module 2 Performance Task, students generate writing to include in a Freaky Frog book. The book will contain: an informational writing from Unit 2, end of Unit 2 assessment writing, an informational essay from Unit 3 and a Freaky Frog trading card from Unit 3 that contains basic facts about the frog collected through research. In Module 3, Unit 2, Lessons 8-12, students write an opinion book review, discussing whether they would or would not recommend others read Peter Pan. In Lesson 8, students analyze a model of a book review for the text they read during Lesson 7, Peter Pan in Kensington Gardens. Students are asked to consider the following questions: \u201cWould the author of this text recommend it to a friend? Why would he/she recommend the story?\u201d In Lesson 9, students begin drafting the introduction paragraph for their book review, during Work Time A they draft their opinion use sentence starters such as \u201cWould recommend, Would recommend with some cautions, Would not recommend,\u201d and in Work Time B, they are introduced to the Opinion Writing Checklist. Since this is the first time students are working with the Opinion Writing Checklist, they are only working on four criteria. In Lessons 10 and 11, students draft the body paragraphs of the book review with an emphasis on stating evidence and reasons to support the opinion.\n    \nIn Module 3, Unit 3, Lessons 1-7, students revise a narrative excerpt of Peter Pan. Students use a narrative planning graphic organizer to draft a revised scene.\n    \nIn Module 4, Unit 2, Lessons 5-14, students plan and compose an opinion essay about becoming involved in water conservation. The lessons include instruction on the following components: an introductory paragraph, a focus statement of two points, the body paragraphs, and a concluding paragraphs.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe materials reviewed for Grade 3 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.\n\n\n    Writing opportunities are focused around students\u2019 analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c3556ad9-7955-43ad-85d8-04d8d075e271": {"__data__": {"id_": "c3556ad9-7955-43ad-85d8-04d8d075e271", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "8761ed28-ef22-447a-ac7c-b1491d4eb092", "node_type": null, "metadata": {}, "hash": "57be0214d3a71d45d1f32f29ffe755a068aa305fbd3d6dc511cf373192e2957e"}, "3": {"node_id": "95e53c94-8389-4a1d-a02a-83e5c11afd8f", "node_type": null, "metadata": {}, "hash": "8ac63e740039b1172ff64e0b3704d4051f5320d210eb0fdb773e2e2257094c12"}}, "hash": "fc3cfd8c0fc4c38802cdba5929f3f25cc29f07c206afcfa2544c618c72e58a49", "text": "In Module 1, Unit 1. Lesson 4, the teaching notes set the purpose that students are going to be reading from the text, Rain School. During the Opening part of the lesson, students are engaged in reading Rain School and are asked questions such as: \u201cWhat do you notice about the size of Chad in relation to the rest of the continent?\u201d As students read, they are looking for evidence for the central message or lesson.\n    \nIn Module 1, Unit 1, Lesson 10, students are asked to focus on the following question, \u201cIn Nasreen\u2019s Secret School, what is the central message or lesson and how is it conveyed through details in the text?\u201d Teachers direct the students to use the Short Constructed Response: Lesson/Message in Nasreen\u2019s Secret School graphic organizer to help them write their responses.\n    \nIn Module 2, Unit 2, Lesson 8, students reread excerpts of \u201cEverything You Need to Know about Frogs and Other Slippery Creatures\u201d that were read closely earlier in this unit. Students analyze the connections between sentences and paragraphs in the same excerpt. They then use the texts to answer a questions: \u201cHow does where a frog lives affect how it looks and/or acts?\u201d\n    \nIn Module 3, Unit 1, Lessons 1-12, students read Peter Pan and write short constructed responses to text-dependent questions for each chapter, focusing on character traits and citing evidence from the core text to support their responses. For example, in Lesson 5, students read Chapter 4 of Peter Pan, answer selected response questions, and write short constructed responses to answer questions about the text. They will cite evidence from the text to answer the short constructed responses.\n    \nIn Module 3, the Mid-unit 2 Assessment, students recall and recount the plot of Peter Pan by identifying events from the story and placing them in the order in which they occurred. Students then compare the two Peter Pan stories they have read by completing a chart. Finally, students show their understanding of the central message of each text by answering selected response questions.\n    \nModule 4, Unit 1, Lesson 3, students answer text-dependent questions on pages 4-5 of One Well: The Story of Water on Earth, citing claims and appropriate, well-defended evidence.\n    \nModule 4, Unit 1, Lesson 12, students must compare and contrast the main ideas and supporting details on pages 24-25 of One Well with Water Pollution, stating claims and citing evidence.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe materials reviewed for Grade 3 meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\n\n    Opportunities to learn language standards are in the Module Lessons including Language Dives and lessons in the ALL Block. Materials include instruction of all grammar and conventions standards for the grade level. Examples of each language standard include:\n\n\nL.3.1a\n        \nIn Module 4, Unit 1, Lesson 3, students explain the function of nouns through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Nouns. Homework practice is available in Lesson 6.\n            \nIn Module 4, Unit 1, Lesson 4, students explain the function of pronouns through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Pronouns.\n            \nIn Module 4, Unit 1, Lesson 6, students explain the function of adjectives through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Adjectives. Homework practice is available in Lesson 9.\n            \nIn Module 4, Unit 1, Lesson 7, students explain the function of verbs through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Verbs. Homework practice is available in Lesson 10.\n            \nIn Module 4, Unit 1, Lesson 9, students explain the function of adverbs through the Language Dive Sentence Strip Chunks and the Language Dive Note-catcher: One Well: Adverbs. Homework practice is available in Lesson 11.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "95e53c94-8389-4a1d-a02a-83e5c11afd8f": {"__data__": {"id_": "95e53c94-8389-4a1d-a02a-83e5c11afd8f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "c3556ad9-7955-43ad-85d8-04d8d075e271", "node_type": null, "metadata": {}, "hash": "fc3cfd8c0fc4c38802cdba5929f3f25cc29f07c206afcfa2544c618c72e58a49"}, "3": {"node_id": "7f8574e5-1fe4-45ff-919d-428a0b480ed6", "node_type": null, "metadata": {}, "hash": "eff0e5926442cb8e1c1e98c45caebd5b0eb65ded36bc9832485b81e45336e609"}}, "hash": "8ac63e740039b1172ff64e0b3704d4051f5320d210eb0fdb773e2e2257094c12", "text": "L.3.1b\n        \nIn Module 4, Unit 2, Lesson 5, in Work Time B, students analyze the noun people in a sentence. In Lesson 8, there is direct instruction on different types of plural nouns using the Regular Plural Nouns Anchor Chart. In Lesson 11, there is instruction about irregular plural nouns.\n            \n\n\nL.3.1c\n        \nIn Module 4, Unit 3, Lessons 5-7, students use abstract nouns. Students learn that pride and excitement are abstract nouns because they are names of emotions that cannot be physically touched.\n            \n\n\nL.3.1d\n        \nIn Module 2, Unit 2, Lesson 3, Work Time B, students learn about verb tense. Students analyze how regular verbs change from past, present, and future. In Lesson 6, Work Time B, students learn how to form and use have and be.\n            \n\n\nL.3.1e\n        \nIn Module 2, Unit 3, Lessons 2 and 6, students form verb tenses. In Lesson 2, students analyze sentences for verb tense. In Lesson 4, students play a game to practice forming and using verbs in different tenses.\n            \n\n\nL.3.1f\n        \nIn Module 1, Lesson 9, ALL Block, Week 2, Day 4, the teacher guides students through the use of Subject/Predicate sentence strips.\n            \n\n\nL.3.1g\n        \nIn Module 3, Unit 1, Lesson 11, students learn comparative and superlative adjectives. The teacher uses the Comparative and Superlative Adjectives and Adverbs handout.\n            \nIn Module 3, Unit 1, Lesson 12, students learn comparative and superlative adverbs. The teacher asks, \u201cSo if you were using the adverb fast to describe the speed of the frog with the arrow is hopping compared to the other, what comparative adverb might you use? The frog with the arrow is hopping ___.\u201d\n            \n\n\nL.3.1h\n        \nIn Module 2, Unit 3, ALL Block, Week 1, Days 2 and 4, small group instruction includes work with conjunctions.\n            \nIn Module 2, Unit 3, Lesson 10, students review compound and complex sentences for coordinating conjunctions and subordinating conjunctions.\n            \n\n\nL.3.1i\n        \nIn Module 2, Unit 3, Lesson 10, Work Time A, students use different-colored markers to color code sentence as simple, compound, or complex.\n            \n\n\nL.3.2a\n        \nIn Module 3, Unit 3, Lesson 3, Work Time B, the students focus on the title Peter Pan in Kensington Gardens, and the teacher asks \u201cWhat do you notice?\u201d The teacher shares the Capitalizing Appropriate Words in Titles handout to read the criteria\n            \n\n\nL.3.2b\n        \nIn Module 4, Unit 3, Letter 5, the teacher and students analyze a model of the address on an effective invitational letter. Students learn to put a comma after the city and before the state.\n            \n\n\nL.3.2c\n        \nIn Module 3, Unit 3, Lesson 5, Work Time B, students view a model dialogue sentence from the anchor text: \u201cWhy, that is a fine nightgown you are wearing there, young Peter,\u201d he said admiringly. Students discuss what they notice about the punctuation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7f8574e5-1fe4-45ff-919d-428a0b480ed6": {"__data__": {"id_": "7f8574e5-1fe4-45ff-919d-428a0b480ed6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "95e53c94-8389-4a1d-a02a-83e5c11afd8f", "node_type": null, "metadata": {}, "hash": "8ac63e740039b1172ff64e0b3704d4051f5320d210eb0fdb773e2e2257094c12"}, "3": {"node_id": "b77ebc54-5978-4e14-b3f6-5ac2d8a559d2", "node_type": null, "metadata": {}, "hash": "08e7d0f8538602bce251dd33c7c418066f33b7b73831ed43827e1522b62b3dc1"}}, "hash": "eff0e5926442cb8e1c1e98c45caebd5b0eb65ded36bc9832485b81e45336e609", "text": "L.3.2d\n        \nIn Module 3, Unit 3, Lesson 4, there is a Language Dive about Possessives. Students study the following sentence: \u201cThen, with a wrinkled brow he studied Soloman\u2019s feathers thoughtfully, before looking back down at his nightgown again.\u201d\n            \n\n\nL.3.2e\n        \nIn Module 3, Unit 2, Lesson 14, students are to focus on \u201cL.3.2: My spelling, capitalization, and punctuation are correct.\u201d Explicit directions to students as to how to use conventional spellings are not clear.\n            \n\n\nL.3.2f\n        \nIn Module 3, Unit 2, Lesson 14, students are to focus on \u201cL.3.2: My spelling, capitalization, and punctuation are correct.\u201d Explicit directions to students as to how to use spelling patterns and generalizations.\n            \n\n\nL.3.2g\n        \nIn Module 1, Unit 1, Lesson 10, students learn about strategies to check their spelling which includes using a dictionary.\n            \n\n\nL.3.3a\n        \nIn Module 2, Unit 1, Lesson 10, students learn to use temporal words and phrases. Students learn to use time words and phrases in their narrative.\n            \n\n\nL.3.3b\n        \nIn Module 3, Unit 2, Lesson 13, students participate in a text-based discussion about the differences between written and spoken English. The teacher distributes Spoken Compared to Written English.\n\nTasks and Questions: Foundational Skills Development\n\nMaterials in reading, writing, speaking, listening, and language targeted to support foundational reading development are aligned to the standards.\n\nMaterials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\nThe materials reviewed for Grade 3 partially meet the criteria that materials, questions, and tasks address grade-level CCSS for foundational skills by providing explicit instruction and assessment in phonics and word recognition that demonstrate a research-based progression.\n\n\n    According to information in the Appendix, foundational skills are integrated through Modules 1-4, yet explicit instruction in how to decode multisyllabic words is not explicitly and systematically taught. Teachers are informed during the Reading Foundational Skills assessment (found in the Appendix) that, \u201cIf, during this assessment, it is evident that students are unable to meet the grade-level expectations and require additional support with learning to read, consider using and/or adapting EL Education\u2019s K\u20132 Reading Foundational Skills Block.\u201d If a student receives EL Education as their primary core instruction prior to Grade 3 and is lacking in foundational skills in Grade 3, they will have already received the K-2 Foundational Skills Block instruction. There is no explicit instruction in phonics, since the ALL Block focuses on additional time to work with texts, ideas, and skills that are initially introduced in the Module Lessons (EL Education Your Curriculum Companion, p. 83). Some prefixes and suffixes are explicitly taught in Module lessons and during the ALL Block, but a systematic sequence of teaching decoding of Latin suffixes, multisyllable words, and irregularly spelled words is not present in the materials.\n\n\n    Materials contain minimal evidence of explicit instruction of Grade 3 phonics and word recognition consistently over the course of the year. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b77ebc54-5978-4e14-b3f6-5ac2d8a559d2": {"__data__": {"id_": "b77ebc54-5978-4e14-b3f6-5ac2d8a559d2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "7f8574e5-1fe4-45ff-919d-428a0b480ed6", "node_type": null, "metadata": {}, "hash": "eff0e5926442cb8e1c1e98c45caebd5b0eb65ded36bc9832485b81e45336e609"}, "3": {"node_id": "0f174097-bb88-4ed4-8677-01d52fb41e22", "node_type": null, "metadata": {}, "hash": "4c0a90f5dc0f4a12e738ae50627ab6bd139594514be8a439cc32f13230709532"}}, "hash": "08e7d0f8538602bce251dd33c7c418066f33b7b73831ed43827e1522b62b3dc1", "text": "The EL Education Your Curriculum Companion states that their method of teaching phonics is structured phonics -- teaching spelling-sound patterns in a clear sequence based on the Alphabetic Principle (p. 201). However, the EL Education Your Curriculum Companion also states that in Grades 3-5, their materials focus more on a contextualized approach to teaching phonics and word recognition (p. 85).\n    \nOpportunities provided to practice phonics, syllabication, spelling patterns, and morphology throughout the year are through vocabulary games, vocabulary squares, and Frayer models (p. 85). However, these opportunities are not consistent over the course of the year.\n    \nThe ALL Block suggests that students who need remediation in Reading Foundations get resources from the K-2 Reading Foundations Skills materials which contains below grade level phonics and word recognition lessons.\n    \n\n\n    Some tasks and questions are sequenced to application of grade-level work (e.g., application of prefixes at the end of the unit/year; decoding multi-syllable words). Examples include:\n\n\nIn the modules, there is word study with an emphasis on morphology, syllabication, and vocabulary protocols, routines, and tools to figure out meaning of new words (p. 87).\n        \nIn Module 1, Unit 1, Lesson 5, contains an opening review of affixes, in which students look at the word explicitly to determine its root word. As a class, students begin a Prefix, Root, Suffix charts for prefixes, roots, and suffixes.\n                \nStudents complete Prefix, Root, Suffix charts for two homework assignments.\n                    \n\n\nIn Module 1, Unit 2, Lesson 4, students discuss the root and suffix meanings for the word collaboration and determine the meaning of -tion.\n            \nIn Module 2, Unit 2, Lesson 1, students help determine the meaning of the prefix un-.\n            \nIn Module 2, Unit 3, Lesson 6, students determine the meaning of the prefix re-.\n            \nIn Module 3, Unit 3, Lesson 10, students discuss the root and suffix in the word effectively. (This word is used in the learning target for the day, \u201cI can effectively perform my presentation.\u201d)\n            \n\n\nThe ALL Block lists 2 teacher-guided sessions in Week 2 and 2 rotation sessions for Word Study and Vocabulary (p. Xiii, Teacher Guide).\n        \nIn Module 1, Unit 3, Week 2 of Word Study and Vocabulary, students analyze the meaning of the prefix over- and the suffix -ies.\n            \nIn Module 2, Unit 2, Week 2, students learn the meaning of the suffixes -y and -ly.\n            \nIn Module 2, Unit 3, Week 2, students learn the meaning of the suffixes in- and im-.\n            \nIn Module 3, Unit 1, Week 2, students learn the meaning of the suffix -ion and the prefix re-.\n            \nIn Module 3, Unit 2, Week 2, students learn the meaning of the prefix pre- and the suffix -ed.\n            \nIn Module 3, Unit 3, Week 2, students learn the prefix dis-.\n            \nIn Module 4, Unit 1, Week 2, students learn the meaning of the suffixes -less, -ful, and -ism.\n            \nIn Module 4, Unit 2, Week 2, students learn the suffixes -ible and -able.\n            \nIn Module 4, Unit 3, Week 2, students learn common prefixes that mean \u201cnot.\u201d\n            \n\n\n\n\n    Minimal assessment opportunities are provided over the course of the year to inform instructional adjustments of phonics and word recognition to help students make progress toward mastery. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0f174097-bb88-4ed4-8677-01d52fb41e22": {"__data__": {"id_": "0f174097-bb88-4ed4-8677-01d52fb41e22", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "b77ebc54-5978-4e14-b3f6-5ac2d8a559d2", "node_type": null, "metadata": {}, "hash": "08e7d0f8538602bce251dd33c7c418066f33b7b73831ed43827e1522b62b3dc1"}, "3": {"node_id": "2331366a-1281-4680-bfc0-8eb7e8e464a6", "node_type": null, "metadata": {}, "hash": "e768c656888c6d6c043e7cd935f7feef9e29d26ac2e316938eb12b5a71fff1ca"}}, "hash": "4c0a90f5dc0f4a12e738ae50627ab6bd139594514be8a439cc32f13230709532", "text": "There is a phonics assessment for foundational skills from the K-2 Foundational Skills Block that could be used with Grade 3 students, but program did not contain explicit assessments for foundational phonics skills. Reading: Foundational Skills Informal Assessment: Phonics and Word Recognition Checklist (Grade 3) is the only assessment. This is not an ongoing assessment.\n    \nIn the ALL Block, students work on Word Study and Vocabulary, in which they practice sorting words into academic and domain-specific vocabulary to be able to record words in the appropriate place in their vocabulary log. The ALL Block contains no formal assessments of students\u2019 learning of the identifying and knowing the meaning of words with prefixes and suffixes.\n    \n\n\n    Materials contain some explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include:\n\n\nA \u201cClose Readers Do These Things\u201d Anchor chart is referenced throughout the modules and is used to guide students in finding the meanings of unfamiliar words. For example, in Module 3, Unit 1, Lesson 7, the teacher is instructed to, \u201cInvite students to use Vocabulary strategies recorded on the Close Readers Do These Things anchor chart to determine the meaning of the word 'racist'.\u201d\n    \nIn Module 1, Unit 1, Lesson 5, the learning target for the day is, \u201cI can refer to the text explicitly to answer questions about Rain School.\u201d The class then discusses how to figure out the meaning of the word explicitly. The teacher is also instructed to \u201cEnsure students understand that they can use affixes and roots to determine the meaning of unfamiliar words. Explain what affixes are (letters added to the beginning or end of a word that affect the meaning).\u201d\n\nMaterials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\nThe materials reviewed for Grade 3 meet the criteria that materials, lessons, and questions provide instruction in and practice of word analysis skills in a research-based progression in connected text and tasks.\n\n\n    Grade 3 materials include instruction and practice in Word Study and Vocabulary that occur as a component of the five components in the ALL Block. During each two-cycle, students have two teacher guided sessions and two independent heterogeneous grouping sessions, which provides students the opportunity to participate in 20 minutes of Word Study and Vocabulary four times a week every other week. The emphasis of Word Study and Vocabulary is context-driven word study. The EL Your Curriculum Companion states that \u201creaders in intermediate grades benefit from a more contextualized approach to teaching phonics and word recognition (p. 85). There is an increased focus on morphology of words related to word meaning. The EL Your Curriculum Companion describes Word Study and Vocabulary as working with words from complex texts and use of vocabulary protocols, routines, and tools to figure out meaning of new words (p. 87). The vocabulary trees are used in the ALL Block in Modules 3 and 4, but were not used in Modules 1 and 2. When these trees were used, they provide an opportunity for students to analyze the prefix, root, and suffix of academic vocabulary words in a connected text and to use those words and words like them in their own sentences. In the Modules, there are some opportunities for students to analyze words when words are being added to the Academic Word Wall.\n\n\n    Varied opportunities are provided over the course of the year in core materials for students to learn, practice, and apply word analysis skills in connected texts and tasks. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2331366a-1281-4680-bfc0-8eb7e8e464a6": {"__data__": {"id_": "2331366a-1281-4680-bfc0-8eb7e8e464a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "0f174097-bb88-4ed4-8677-01d52fb41e22", "node_type": null, "metadata": {}, "hash": "4c0a90f5dc0f4a12e738ae50627ab6bd139594514be8a439cc32f13230709532"}, "3": {"node_id": "43234666-0031-4aec-9173-15eb428c654f", "node_type": null, "metadata": {}, "hash": "a683d1525594085c87d557c37286261a43acc5b59272058d1e4a1751c78b41f1"}}, "hash": "e768c656888c6d6c043e7cd935f7feef9e29d26ac2e316938eb12b5a71fff1ca", "text": "In Module 1, Unit 3, Week 2, Day 4, students use a Vocabulary Grid to understand the word overcome based on the sentence: \u201cYou have written a reading contract describing two particular reading challenges that you face and strategies for overcoming them.\u201d\n    \nIn Module 2, Unit 3, Lesson 6, students learn that their conclusion paragraph will include a restated focus statement. The teacher writes the word \"restate\" on the board and points to the prefix \"re-.\" The teacher asks students to popcorn read other words with the prefix \"re-.\" The teacher asks: \u201cWhat do you think re-means based on how it is used in each of these words?\u201d\n    \nIn Module 3, Lesson 8, ALL Block, students use a Vocabulary Tree to analyze the meaning of the academic vocabulary word explanation with a focus on the suffix \"-ion.\"\n    \nIn Module 3, Unit 2, Week 2, Day 2, ALL Block, students use a vocabulary tree to analyze the word \u201cprevented\u201d from the text Peter Pan in Kensington Gardens.\n    \nIn Module 4, Unit 1, Days 4, ALL Block, students use a vocabulary tree to analyze the word \"organism\" from the text, One Well: The Story of Water on Earth. The vocabulary tree routine consists of a chart for students to fill in with the word\u2019s prefix, root, suffix and definition of affix. Students fill in a tree with the sentence from the text where the word was used, a sentence of their own using the vocabulary word, words in the same affix or root family, and their own sentence using a related word.\n    \nIn Module 4, Unit 2, Week 2, Days 2 and 4, ALL Block, students use a vocabulary tree to analyze the words \u201cdrinkable\u201d and \u201cconstructing\u201d from the text, Real Lives: Angola, Africa.\n\nInstructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.\n\nThe materials reviewed for Grade 3 partially meet the criteria that instructional opportunities are frequently built into the materials for students to practice and achieve reading fluency in oral and silent reading, that is, to read on-level prose and poetry with accuracy, rate appropriate to the text, and expression.\n\n\n    Grade 3 materials provide opportunities to practice fluent reading over the course of the school year during Module lessons and the ALL Block (starting in Module 1, Unit 2). During some weeks in the ALL Block, Reading and Speaking Fluency/GUM, students are provided a grade-level poem or complex text excerpt for the week, and students self-assess their work to determine their fluency, or students have a peer assess their fluency. Students read with a partner and utilize sentence stems in order to discuss how they have improved their fluency.\n\n\n    There are limited opportunities for the teacher to listen to each student read orally and provide fluency feedback and instruction since fluency is not a consistent focus every week. Opportunities are missed to provide teachers with oral reading fluency assessment materials such as running records or miscue analysis to drive individualized fluency instruction. Teacher assessment materials consist of checklists such as the End of Unit 3 Assessment: Reading a New Text Aloud for Fluency and Reading Fluency Checklist. Further guidance as to what needs to happen next for teaching fluency with each student is not provided. According to EL Education, \u201cReading fluency is best practiced on text that is at or below the independent reading level. For students whose independent reading levels are below this excerpt, allow them to use an excerpt from their independent reading book to practice fluency.\u201d For differentiation, a teacher must find texts outside of EL Education materials to help students reading below grade level improve in fluency. If a student is below grade level in fluency, EL Education states: \u201cConsider using the Reading: Foundational Skills Informal Assessment: Reading Fluency Checklist to gather baseline reading fluency data from students\u2019 independent reading books in Closing and Assessment A (see Module 1 Appendix).\u201d In Module 1, the EL Education Teacher Guides states, \u201cFor students who may need additional support with reading fluency: Pair these students with a highly fluent reader such as a peer model and have them chorally read together.\u201d\n\n\n    Opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy and fluency in oral and silent reading. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "43234666-0031-4aec-9173-15eb428c654f": {"__data__": {"id_": "43234666-0031-4aec-9173-15eb428c654f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "2331366a-1281-4680-bfc0-8eb7e8e464a6", "node_type": null, "metadata": {}, "hash": "e768c656888c6d6c043e7cd935f7feef9e29d26ac2e316938eb12b5a71fff1ca"}, "3": {"node_id": "e25e8725-f251-4605-9484-5e697e487088", "node_type": null, "metadata": {}, "hash": "a17f8ac052257220a6bf634fe223108ed7e2518b8b9824fb69ac1f7b1b8b5646"}}, "hash": "a683d1525594085c87d557c37286261a43acc5b59272058d1e4a1751c78b41f1", "text": "In Module 1, Unit 2, Lesson 1, students practice their silent reading fluency by following along as the teacher reads excerpts from My Librarian is a Camel.\n\nIn Module 1, Unit 2, Day 1, ALL Block, students work on fluent reading by practicing an excerpt from My Librarian is a Camel. Students listen to the excerpt read aloud, practice reading it on their own and then practice with a partner. Students practice reading in robot and bear voices with their partner. (This activity is done in small groups, and based on the ability level of the group, some groups read a longer or shorter portion of the text.)\n    \nIn Module 2, Unit 3, Week 1, Days 1 and 3, ALL Block, students practice fluent reading of an excerpt from the text Everything You Need to Know About Frogs and Other Slippery Creatures. The lessons include teacher modeling, choral reading, a student self-assessment, independent practice, and partner practice.\n    \nIn Module 3, Unit 1, Lesson 1, students practice their silent reading fluency by following along as the teacher reads Chapter 1 of Peter Pan.\n\n\n\n    Materials support reading of prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary. Examples include:\n\n\nIn Module 1, Unit 2, ALL Block, students read an excerpt from My Librarian is a Camel for fluency and accuracy. The teacher models, the students read silently, and then with partners.\n    \nIn Module 2, Unit 1, Week 2, Day 1, students practice reading the poem, The Red-Eyed Tree Frog. The lesson starts by having the students silently read the poem. The teacher then reads the poem aloud followed by a class choral reading of the poem. The class then completes another choral reading with clapping to the rhythm of the poem.\n    \nIn Module 3, Unit 1, ALL Block, invite students to highlight the following focus criteria for this week:\n        \n\u201cI can correct myself and reread when what I read was wrong or didn\u2019t make sense.\u201d\n            \n\u201cI can read my text at a speed that is appropriate for the piece.\u201d\n            \n\u201cI can notice and read punctuation.\u201d\n            \n\u201cI can use the appropriate volume and change volume naturally as if I am talking to a friend.\u201d\n            \n\n\n\n\n    Materials support students\u2019 fluency development of reading skills (e.g., self-correction of word recognition and/or for understanding, focus on rereading) over the course of the year (to get to the end of the grade-level band). Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e25e8725-f251-4605-9484-5e697e487088": {"__data__": {"id_": "e25e8725-f251-4605-9484-5e697e487088", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "43234666-0031-4aec-9173-15eb428c654f", "node_type": null, "metadata": {}, "hash": "a683d1525594085c87d557c37286261a43acc5b59272058d1e4a1751c78b41f1"}, "3": {"node_id": "37b88b63-c17c-41ea-befd-6bf8447df855", "node_type": null, "metadata": {}, "hash": "dc70eb0a81a16fd810593fd9eeff7f89c8010e049d1d2d676cd45ea239fd4357"}}, "hash": "a17f8ac052257220a6bf634fe223108ed7e2518b8b9824fb69ac1f7b1b8b5646", "text": "The Your Curriculum Companion describes how the EL materials support the development of fluency, by decoding with automaticity, following along in the text while a fluent reader is reading, and reading the same text multiple times. They learn specific criteria for fluent reading and receive peer or teacher critique on their reading.\n    \nIn Module 1, Unit 2, ALL Block, students read with a partner who notes each time reader self-corrects.\n    \nIn Module 1, Unit 2, Week 1, Day 3, the class focuses on self-correcting when reading a passage from the text, My Librarian is a Camel. The class discusses and gives examples of what it means to self-correct. During small group instruction, the teacher models self-correcting by doing the following: \u201cMiss a word in the first sentence. Once it is clear from the context that this doesn\u2019t make sense, go back to read it correctly. Misread a word in the second sentence. Once it is clear from the context that this doesn\u2019t make sense, go back to read it correctly.\u201d\n    \nIn Module 2, Unit 1, Week 1 Day 1, ALL Block, students again fill out the fluency self-assessment after reading an excerpt from the text, Bullfrog at Magnolia Circle, during Small Group Instruction time. During this lesson, the teacher also models fluent reading by reading the text aloud in the following three ways, \u201cFirst read: quickly, making and ignoring mistakes and not attending to punctuation. Second read: slowly, word by word, sounding out every fifth word or so, again ignoring mistakes and not attending to punctuation. Third read: at an \u201cappropriate rate.\u201d Make a mistake or two, but show how fluent readers would self-correct. Match your facial expression and body language to the piece. Change your rate, volume, pitch, and tone to reflect an understanding of the author\u2019s intended message.\u201d\n    \n\n\n    Some assessment materials provide teachers and students with information of students\u2019 current fluency skills and provide teachers with instructional adjustments to help students make progress toward mastery of fluency. While self-assessment is a regular part of fluency lessons over the course of the school year, opportunities for teachers to use a comprehensive, explicit rubric for assessing students\u2019 fluency and how to help individual students make growth in fluency are missing. Examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "37b88b63-c17c-41ea-befd-6bf8447df855": {"__data__": {"id_": "37b88b63-c17c-41ea-befd-6bf8447df855", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "e25e8725-f251-4605-9484-5e697e487088", "node_type": null, "metadata": {}, "hash": "a17f8ac052257220a6bf634fe223108ed7e2518b8b9824fb69ac1f7b1b8b5646"}, "3": {"node_id": "7a60ea12-b2c4-4d75-a967-e7d25fe85a52", "node_type": null, "metadata": {}, "hash": "a63a19a9814531e161b2fb41b7b27c553d0f07654131daefe79b2be6a0e41709"}}, "hash": "dc70eb0a81a16fd810593fd9eeff7f89c8010e049d1d2d676cd45ea239fd4357", "text": "In Module 1, Unit 3, Week 1, Day 1, the Learning Target for the day is \u201cI can evaluate my own fluency strengths.\u201d During small group time, the teacher reads aloud a portion of the text, More Than Anything Else. Students then read the text through one time. Afterwards, students fill out the Fluency Self-Assessment Checklist. The teacher also tells students that over the next few days, students will focus on these skills, \u201cI can correct myself and reread when what I read was wrong or didn\u2019t make sense. I can read my text at a speed that is appropriate for the piece.\u201d\n    \nIn Module 1, Unit 3, Lesson 3, students practice fluency by reading excerpts to each other from one of the two selected stories. Students are able to choose which story they want to read for the assessment, and Lesson 3 provides a first practice of reading aloud and hearing others read aloud.\n    \nIn Module 2, Unit 1, Day 1 and Day 3, ALL Block, students self-assess their reading fluency of Bullfrog at Magnolia Circle fluency passage using the Fluency Self-Assessment Checklist.\n    \nIn Module 3, Unit 3, End-of-Unit Assessment: Reading a New Text Aloud for Fluency, students read an excerpt from Peter Pan in Kensington Gardens. The teacher uses the Reading Fluency Checklist to assess the students\u2019 fluency. The teacher is to provide the student with immediate feedback.\n    \nIn Module 4, Unit 2, Day 3, ALL Block, students read a passage from \u201cReal Lives: Angola, Africa.\u201d Students highlight the focus criteria on the Fluency Self-Assessment Checklist criteria.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials meet the expectations of Gateway 2. Materials partially meet the criteria that texts are organized around a topic/topics or themes to build students\u2019 knowledge and their ability to read and comprehend and analyze complex texts proficiently. Most anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) or theme(s) for each Module and Unit. The guiding questions and big ideas in the module overview and the individual unit lessons contain coherently sequenced sets of text-dependent questions that require students to analyze the integration of knowledge and ideas across and within texts. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study; however, not all culminating tasks demonstrate the same quality. Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year. Students are provided with daily independent reading, research, and discussion during every lesson in the module. Most homework assignments include independent reading and tasks that require students to produce evidence of reading.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nThe materials reviewed for Grade 3 partially meet the criteria that texts are organized around a topic/topics or themes to build students\u2019 knowledge and their ability to read and comprehend and analyze complex texts proficiently. Anchor texts, supporting texts, daily tasks, and Performance Based Assessments are centered on the topic(s) or theme(s) for each Module and Unit. The units in each module are built around a central topic. In each unit, the anchor text and supporting texts center around the topic. Within each unit of the module, texts are organized around the topic to help students understand vocabulary and read and understand complex text.\n\n\n    Module 3 is not organized by topic. Instead, students engage in a study on the topic of \u201cExploring Literary Classics.\u201d Students read Peter Pan throughout Units 1-3, along with other supplementary texts related to Peter Pan. In Unit 1, students read Peter Pan and analyze the the character development of Peter Pan. In Unit 2, students read an additional text, Peter Pan in Kensington Gardens. After writing an opinion about whether they would recommend Peter Pan in Kensington Gardens or Peter Pan to a friend, students develop a revised scene for Peter Pan in Unit 3.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a60ea12-b2c4-4d75-a967-e7d25fe85a52": {"__data__": {"id_": "7a60ea12-b2c4-4d75-a967-e7d25fe85a52", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "37b88b63-c17c-41ea-befd-6bf8447df855", "node_type": null, "metadata": {}, "hash": "dc70eb0a81a16fd810593fd9eeff7f89c8010e049d1d2d676cd45ea239fd4357"}, "3": {"node_id": "f9a1a784-f0b4-42ce-afc0-b55248c885d0", "node_type": null, "metadata": {}, "hash": "4a1d713d98b9c4fcad182a0d55f6b488c3818f62dff7b7600da8c14229ba79e8"}}, "hash": "a63a19a9814531e161b2fb41b7b27c553d0f07654131daefe79b2be6a0e41709", "text": "Module 1 includes topics meshed with the them of challenges. In Module 1, students engage in a study on the topic of \u201cOvercoming Learning Challenges.\u201d In Unit 1, students closely read literary texts such as Waiting for the Biblioburro, Rain School, and Nasreen\u2019s Secret School. Within each text, students analyze and determine the challenges along with how those challenges were overcome. Students write a short constructed response about those challenges. In Unit 2, students closely read excerpts from My Librarian is a Camel and determine the challenges that people face when learning and how they overcome those challenges. Students write an informative paragraph to answer the question \"How do people overcome challenges?\". In Unit 3, students closely read an excerpt from More Than Anything Else and identify the challenges along with how they were overcome. Students write an informative essay on challenges people face when learning and how they overcome those challenges.\n\n\n    Examples of modules that are clearly organized by topic include the following:\n\n\nIn Module 2, students engage in a study on the topic of \u201cAdaptations and the Wide World of Frogs.\u201d In Unit 1, students closely read frog poems and Pourquoi tales about frogs. Students ask \u201cwhy\u201d questions about frogs and write Pourquoi tales to answer a \u201cwhy\u201d question about frogs. In Unit 2, students closely read excerpts of research texts about frogs, write paragraphs to answer the \u201cwhy\u201d questions in Unit 1, research to learn more about three specific \u201cfreaky frogs,\u201d and write a paragraph to answer the following question: \u201cHow does where a frog lives affect how it looks and/or acts?\u201d In Unit 3, students read informational text, gather information about a freaky frog and its unique adaptation, and plan and draft a three-paragraph essay.\n    \nIn Module 4, students engage in a study on the topic of \u201cWater Conservation.\u201d Students explore this topic throughout Units 1-3. Students read \u201cOne Well: The Story of Water on Earth\u201d by Rochelle Strauss, Water Dance by Thomas Locker, and The Boy Who Harnessed the Wind by William Kamkwamba. In Unit 1, students read informational texts \u201cOne Well: The Story of Water on Earth,\u201d \u201cAccess to Freshwater,\u201d and \u201cPopulation Growth\u201d about the importance of water and human interaction with water. In Unit 2, students read new text to determine the gist, thinking about the author\u2019s point of view related to challenges people face with water, and comparing it to their own point of view. In Unit 3, students will make their opinion writing come alive by creating a PSA highlighting a problem with human interaction with water and then offering a solution for a way humans could make it better.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nThe materials reviewed for Grade 3 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\n\n    The instructional materials require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Throughout the units, students independently and in collaborative pairs or groups, complete questions and tasks that require analysis of individual texts. The module lessons include close reading portions with questions that are sequenced and scaffolded and the module lessons include tasks that require students to analyze the language, key ideas, details, craft, and structure of complex texts such as tasks requiring students to determine the meaning of unfamiliar vocabulary in a text and writing tasks requiring students to write informative paragraphs analyzing the message or lesson in a story. Examples of learning targets with sets of questions found in the instructional materials include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f9a1a784-f0b4-42ce-afc0-b55248c885d0": {"__data__": {"id_": "f9a1a784-f0b4-42ce-afc0-b55248c885d0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "7a60ea12-b2c4-4d75-a967-e7d25fe85a52", "node_type": null, "metadata": {}, "hash": "a63a19a9814531e161b2fb41b7b27c553d0f07654131daefe79b2be6a0e41709"}, "3": {"node_id": "42026546-a6d6-4ae2-85f1-7857cbc75a8c", "node_type": null, "metadata": {}, "hash": "b215d02f337b6aaedde8b949b449f7bc562d4ed4793baf54973fd3d6b7e0872a"}}, "hash": "4a1d713d98b9c4fcad182a0d55f6b488c3818f62dff7b7600da8c14229ba79e8", "text": "In Module 1, Unit 1, Lesson 4 the close read of the text, \u201cStopping by Wood on a Snowy Evening,\u201d asks text-dependent questions that require students to refer back to the poem to identify patterns in structure and how the poet uses them to help the reader imagine the content. The students are asked, \u201cWhat new information do we know? What is the poet helping us to imagine here? Which senses is he activating? Use evidence from the poem.\u201d Students must refer back to the text to identify that the poet is activating the sense of sight by describing \u201cbeing between the woods and a frozen lake, and the darkness.\u201d\n    \nIn Module 1, Unit 3, Lesson 2, students are asked questions after reading a section of More Than Anything Else, pp. 20-21. \u201cSo what is an effective learner? What did Booker do in More Than Anything Else to be an effective learner? What did you do today to become effective learners?\u201d\n    \nIn Module 2, Unit 1, Lesson 3, students read \u201cWhy the Frog Has a Long Tongue\u201d. The teacher will display this narrative text again and ask the students, \u201cHow did the author establish the situation in this narrative? What is happening, where, and when?\u201d Drawing from the ideas from this narrative text, students will begin the process of writing their own narrative text answering the question, \u201cWhy Do Polliwogs Wiggle?\u201d\n    \nIn Module 2, Unit 2, Lesson 4, students revisit the \u201cwhy\u201d questions in Unit 1 and reframe the questions as their purpose for research. Students will use the text features in Everything You Need to Know About Frogs and Other Slippery Creatures to help build an understanding of how text features can help a reader find information efficiently. \u201cAs students share, formally name the text features that they are noticing, pointing them out under bullet two on the Informational Texts handout.\" The teacher asks, \"Can you figure out why the authors used these specific text features? I\u2019ll give you time to think and discuss with a partner.\"\n    \nIn Module 3, Unit 3, Lesson 5, students are using dialogue and description to show rather than tell the feelings of characters in Peter Pan. Students are learning how showing a character's feelings rather than just telling them can significantly impact the reader\u2019s understanding of the character with questions such as \u201cWhat does dialogue mean? What is dialogue? Why do we want to show rather than tell the feelings of the characters? Why not just say, \u2018Peter was angry\u2019 or \u2018Wendy was sad\u2019? How do the characters in this scene feel? How do you know? How does Peter feel? How does Solomon feel?\u201d\n    \nIn Module 4, Unit 2, Lesson 8, students write the introductory paragraph for their essays by first analyzing the introductions of the model essays and comparing it to the introductions for the book reviews written in Module 3. \u201cThink back to the book reviews you wrote in Module 3. How will the introduction of our opinion essays be similar to the introduction of the book reviews? How will it be different? Can you figure out why the introduction of the opinion essay will be different from the book review, even though they are both opinion pieces?\"\n    \nIn Module 4, Unit 3, Lesson 2, students are analyzing an effective model PSA in order to develop criteria and create their own. \u201cWhat is this PSA about? What is the purpose of this PSA? Who do you think this PSA is aimed at? Who is the target audience? What makes you think that? Why don\u2019t you think we want to tell the audience absolutely everything we know? What is the structure?\u201d\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nThe materials reviewed for Grade 3 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\n\n    The guiding questions and big ideas in the module overview and the individual unit lessons contain coherently sequenced sets of text-dependent questions that require students to analyze the integration of knowledge and ideas across and within texts. Questions are asked of both single and multiple texts to integrate and build knowledge in order for students to reach the module\u2019s learning goals. Lessons include sequenced sets of text-dependent questions and tasks that require students to analyze the integration of knowledge.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "42026546-a6d6-4ae2-85f1-7857cbc75a8c": {"__data__": {"id_": "42026546-a6d6-4ae2-85f1-7857cbc75a8c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "f9a1a784-f0b4-42ce-afc0-b55248c885d0", "node_type": null, "metadata": {}, "hash": "4a1d713d98b9c4fcad182a0d55f6b488c3818f62dff7b7600da8c14229ba79e8"}, "3": {"node_id": "2bc468f6-f61f-4161-b80c-83adfd45eae5", "node_type": null, "metadata": {}, "hash": "ad4a7089b410c5ffd3f80d55b28338245e79632184d35df298decefc70f82173"}}, "hash": "b215d02f337b6aaedde8b949b449f7bc562d4ed4793baf54973fd3d6b7e0872a", "text": "The Module 1 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including the following question: Why are education, books, and reading important? How can I overcome learning challenges?\n\n\nIn Unit 1 students read three literary texts, Waiting for the Biblioburro, Rain School, and Nasreen\u2019s Secret School and analyze the texts for theme. \u201cWhat message, lesson, or moral relevant to the real world and outside of the story do you think the author wants you to learn from this story? What details make you think that?\u201d Students examine the challenges that occur in the text and how the challenges are overcome.\n    \nIn Unit 2, Lesson 2, the learning target is determining main idea, referring explicitly to the text to ask and answer questions, and determining meaning of unknown words. Students are asked, \u201cWhat challenge did you read about on pages 18\u201319 of My Librarian Is a Camel, and how did the people in this part of the world overcome that challenge?\u201d In this lesson, students are also asked to close read pages 18-19 of the text My Librarian is a Camel. This close read guides students through analyzing the main idea of this excerpt and using information from the photographs to demonstrate understanding of the text. Students are guided to the close read through questions, such as \u201cWhat is one detail you learned about Kenya, one fact about the physical environment in Kenya, and one question you still have?\u201d\n    \nIn Unit 3, students read a text titled, More than Anything Else, learning about Booker T. Washington. Students analyze the text for theme and how someone overcomes challenges. Students are asked, \u201cWhat challenge did Booker face? How was the challenge overcome? What did Booker do in More Than Anything Else to be an effective learner?\u201d\n    \n\n\n    The Module 2 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including the following question: How does an author engage the reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?\n\n\nIn Unit 1, the focus for students is on narrative writing, specifically a Pourquoi Tale. As students read Pourquoi tales about frogs, they are asking \"why\" questions. They then write their own Pourquoi tale that answers the \"why\" questions about frogs. In Lesson 2, students analyze the plot structure of Why the Frog Has a Long Tongue to begin building expertise about narrative texts and understand a Pourquoi tale, \u201cWhat makes Why the Frog Has a Long Tongue a Pourquoi tale?\u201d In Lesson 3, students begin to analyze how an author would write a Pourquoi tale, \u201cHow did the author establish the situation in this narrative? What is happening, where, and when?\u201d In Lesson 9, students are analyzing Why the Poison Dart Frog Is So Colorful for dialogue and description. \u201cSo what is the central problem here? How did the character respond to the problem? Where is the problem introduced in the story? How does this description of the grass show readers rather than telling them?\u201d\n    \nIn Module 2, Unit 3, Lessons 4-8, students are writing an informative text about frogs after having read an informative text about frogs. In Lesson 2, students chose a frog from the text, Freaky Frog, to write about. Students then used a note-catcher to research facts and information about the frog they have chosen. Lesson 6 is the mid-assessment, with the first part asking students to write short constructed responses to what they have read and the second part asking students to write a second paragraph about the unique abilities of the frog for their frog essay.\n    \n\n\n    The Module 3 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including the following question: How do writers capture a reader\u2019s imagination? What can we learn from reading literary classics?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2bc468f6-f61f-4161-b80c-83adfd45eae5": {"__data__": {"id_": "2bc468f6-f61f-4161-b80c-83adfd45eae5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "42026546-a6d6-4ae2-85f1-7857cbc75a8c", "node_type": null, "metadata": {}, "hash": "b215d02f337b6aaedde8b949b449f7bc562d4ed4793baf54973fd3d6b7e0872a"}, "3": {"node_id": "1f047aea-dc2c-473c-be9e-a42ad0ee0018", "node_type": null, "metadata": {}, "hash": "c7e129ec35e9762b6bf457eec262988db140e25f0bcd34b15690a4a8cbc52c54"}}, "hash": "ad4a7089b410c5ffd3f80d55b28338245e79632184d35df298decefc70f82173", "text": "In Unit 1, Lessons 2-5, students begin to read Peter Pan. Lesson 2 expects students to read an informational text about the author and the historical context of the story to help them understand many of the issues they may encounter. After reading each chapter of Peter Pan, students make connections between what they have read in Peter Pan and the informational text, \"Peter Pan: The Author and Historical Context.\" This reading routine will continue in later lessons. Lesson 3, students continue to read the text and consider how each chapter builds on the previous and connects to the historical context. During Lesson 4, students record how each chapter builds on the story so far on the Analyzing Peter Pan anchor chart and to again make connections to the historical context. Chapter 5 expects students to answer selected response questions in Chapter 4 of Peter Pan and write short constructed responses to answer questions about the text for the mid-unit assessment.\n    \n\n\n    The Module 4 guiding questions are coherently sequenced to require analyses of the integration of knowledge and ideas, including: Why are the world\u2019s freshwater sources threatened? How do people persuade others to take action to contribute to a better world?\n\n\nIn Unit 1, where students read informational texts One Well: The Story of Water on Earth, Access to Freshwater and Population Growth about the importance of water and human interaction with water. While reading, students work on determining the main idea and supporting details: \u201cWhat is freshwater? What did you learn about water from the book?\u201d\n    \nIn Unit 2, students continue to read new text to determine the gist, thinking about the author\u2019s point of view related to challenges people face with water, and comparing it to their own point of view: \u201cWhat are the authors trying to tell the reader about water? What is the purpose of The Boy Who Harnessed the Wind? What are William Kamkwamba and Bryan Mealer trying to answer, explain, or describe?\u201d Students ultimately write an opinion piece about water pollution and then create a PSA that explains the problems that occur with water pollution and solutions for solving.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe materials reviewed for Grade 3 partially meet the criteria that the questions and tasks support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\n\n    The curriculum addresses literacy standards, including reading, writing, speaking, and listening throughout each individual lesson, and each unit has a mid-unit and end-of-unit assessment that build upon one another culminating in a final performance task. The final unit assesses all of the standards addressed throughout the Module. Students are asked to produce work that shows mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level throughout their thematic units of study. However, the culminating tasks in Module 1, which represents one quarter of the school year, do not demonstrate the same quality as the tasks in Modules 2-4, and therefore do not meet the criteria for this indicator.\n\n\n    At the culmination of Module 1, students are asked to think about reading challenges and strategies to overcome those challenges by creating a bookmark. Although students integrate skills within this Module, the culminating task does not demonstrate students building knowledge of a topic. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1f047aea-dc2c-473c-be9e-a42ad0ee0018": {"__data__": {"id_": "1f047aea-dc2c-473c-be9e-a42ad0ee0018", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "2bc468f6-f61f-4161-b80c-83adfd45eae5", "node_type": null, "metadata": {}, "hash": "ad4a7089b410c5ffd3f80d55b28338245e79632184d35df298decefc70f82173"}, "3": {"node_id": "7907ded2-ef95-491e-b218-b539e1761391", "node_type": null, "metadata": {}, "hash": "d3cb309135a8861c9e3f5753f4ecd8f6645547e2161d3108666b9dbe72fdaeb8"}}, "hash": "c7e129ec35e9762b6bf457eec262988db140e25f0bcd34b15690a4a8cbc52c54", "text": "In Unit 1, students read three literary texts, \u201cWaiting for the Biblioburro, Rain School, and Nasreen\u2019s Secret School,\u201d and analyze the texts for theme. In addition to determining theme, students examine the challenges that occur in the text and they are overcome.\n    \nIn the Mid-Unit 1 Assessment, students collaboratively discuss what they like about their independent reading books and what they find challenging. At the end of the Unit 2 assessment, students return to Mongolia from My Librarian Is a Camel where they write a paragraph describing the challenge of accessing books and how it is overcome, demonstrating their ability to write an informative/explanatory piece that refers explicitly to details in the text.\n    \nIn Unit 2, students read another literary text, \u201cMy Librarian Is a Camel,\u201d to identify the challenges and they are overcome. Students write an informative paragraph that answers the following question: \u201cWhat are the challenges people face when learning, and how are they overcome?\u201d\n    \nIn Unit 3, students begin thinking about the performance task, and what would make a bookmark \u201ceye-catching.\u201d Students draft sketches of how they want to design the bookmark. The bookmark reflects strategies for overcoming reading challenges. The culminating task does not demonstrate students building knowledge of a topic.\n    \n\n\n    At the culmination of Module 2, students create their trading card and compile their writing from the Module into a book with a front cover and table of contents, demonstrating mastery of CCSS ELA RI.3.7, W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, and L.3.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:\n\n\nIn Unit 3, students create a A Freaky Frog trading card for readers to play a game, including a detailed scientific illustration or digital picture of their freaky frog, as well as basic facts about the frog collected through their research. In the Module 2 Final Performance Task, students create their trading card and compile all of their writing from the module into a book with a front cover and table of contents.\n    \nIn the Unit 3 assessment, students demonstrate mastery in the reading, writing, speaking, and listening standards that they have learned throughout each unit in the Module. Throughout the module, each student generates writing to include in a Freaky Frog book to engage and educate students in grades 2\u20133, including a Pourquoi narrative written in Unit 1 on the unique adaptations of frogs, informational writing from Unit 2 to educate readers about frogs in general, and a three-paragraph informational writing from Unit 3 to amaze readers with the freaky adaptations of frogs.\n    \n\n\n    At the culmination of Module 3, students read aloud their revised scenes to an audience and then explain how and why they revised the scene, demonstrating mastery of CCSS ELA RF.3.4b, SL.3.4, and SL.3.6. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:\n\n\nIn Unit 1, students read Peter Pan along with an informational text about the author and historical context, and make connections between what they have read in Peter Pan and the issues presented in the informational text. Students consider how each new chapter of Peter Pan builds on the events in previous chapters through a series of text-dependent questions and close readings. Students analyze character traits and actions and compare their point of view to the point of view of the characters.\n    \nIn Unit 2, students write a book review explaining whether they would recommend the story to a friend and participate in a discussion about their opinions of the book.\n    \nIn Unit 3, students revise a scene of Peter Pan using some of the reasons that students would not recommend the story to a friend. After revising one part of the story, they create a presentation explaining why, and how, they have revised that scene. Finally, for their final performance task, students read aloud their revised scenes to an audience and then explain how and why they revised the scene.\n    \nIn the Unit 3 assessment, students demonstrate mastery in the reading, writing, speaking, and listening standards that they have learned throughout each unit in the Module. Students engage in a case study of Peter Pan by J.M. Barrie to determine what can be learned from reading classic literature.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7907ded2-ef95-491e-b218-b539e1761391": {"__data__": {"id_": "7907ded2-ef95-491e-b218-b539e1761391", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "1f047aea-dc2c-473c-be9e-a42ad0ee0018", "node_type": null, "metadata": {}, "hash": "c7e129ec35e9762b6bf457eec262988db140e25f0bcd34b15690a4a8cbc52c54"}, "3": {"node_id": "c30f4ed0-e28f-4575-9ad3-e49da0982212", "node_type": null, "metadata": {}, "hash": "3ba80e1ce84fa850a25fb95de8b6534c011e597c473a68afeb4ace54cb57d95a"}}, "hash": "d3cb309135a8861c9e3f5753f4ecd8f6645547e2161d3108666b9dbe72fdaeb8", "text": "At the culmination of Module 4, students present a live \u201claunch\u201d of the PSA that they created about a water issue. The presentation includes a personal reflection on why this issue is important and a brief description of the process of creating a public service announcement, which assesses student mastery of CCSS ELA RI.3.1, SL.3.4, SL.3.6, and L.3.3b. While not all tasks accomplish this, the tasks that support and demonstrate knowledge through integrated skills include the following:\n\n\nIn Unit 1, students read the text One Well: The Story of Water on Earth to build background knowledge about freshwater around the world, and the three issues that they will read more about in Unit 2: access to water, demands on water, and water pollution.\n    \nIn Unit 2, students continue their study of the three issues related to water through reading different texts about each issue and comparing the author\u2019s point of view to their own, later adding to the research begun in Unit 1 by rereading the module texts for solutions for each issue. Students write an opinion essay about the importance of water conservation.\n    \nIn Unit 3, students plan and create a video public service announcement to educate people about their chosen water issue and to encourage them to take action with specific recommendations to solve the problem.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe materials reviewed for Grade 3 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\n\n    Vocabulary is taught both implicitly and explicitly, using words in the core and supplementary texts. As texts are read multiple times, students gain new vocabulary. Materials focus on elements of vocabulary, such as abstract or multiple meanings, connotation, relationships among words, and morphology. Definitions are provided in student-friendly language, and word meanings are taught with examples related to the text as well as examples from other contexts students would be more familiar with. Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.\n\n\n    Throughout the Modules, there is intentional vocabulary building from content-based text, attention to figuring out words from context, decoding, and an emphasis on academic (Tier 2) vocabulary. The Academic Word Wall (words you might find in informational texts on many different topics) is a permanent Word Wall that will be added to throughout the year. The Domain-Specific Word Wall will change from module to module, as the topic changes. Teachers will record words and definitions clearly in student-friendly language. Teachers may also record translations in home languages in a different color next to the target word or invite students to write the translations.\n\n\n    In the Curriculum Tools there is a section on Focus on Building Academic Vocabulary Protocols. These protocols include the following:\n\n\nContextual Redefinition - students find unambiguous information in a text selection and synthesize it with the author\u2019s intent. Students pay attention to other \u201ckeys\u201d to word meaning such as grammar.\n    \nFrayer Model - a four part graphic approach to analyzing and understanding vocabulary.\n    \nWord Sort - builds upon students\u2019 background knowledge and experiences and works to organize and synthesize that knowledge.\n    \nVocabulary Square - helps students to deepen their understanding of key words.\n    \nList/Group/Label - includes critical thinking for identifying relationships between words.\n    \nSemantic Webbing\n    \nSVES (Stephens Vocabulary Elaboration Strategy) - a vocabulary notebook that allows students to write down any new vocabulary word.\n    \n\n\n    The ALL Block gives students opportunities to practice with morphology of words as it relates to word meaning and syllabication patterns and more complex spelling patterns in a variety of activities, including vocabulary games, vocabulary squares, and Frayer Models. Besides this explicit vocabulary instruction, students get a great deal of implicit instruction in general academic and domain specific vocabulary through exposure to many complex (and less complex) informational texts, and some literary texts as well. In the ALL Block students have additional time to practice module-related word analysis through word study games and activities.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c30f4ed0-e28f-4575-9ad3-e49da0982212": {"__data__": {"id_": "c30f4ed0-e28f-4575-9ad3-e49da0982212", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "7907ded2-ef95-491e-b218-b539e1761391", "node_type": null, "metadata": {}, "hash": "d3cb309135a8861c9e3f5753f4ecd8f6645547e2161d3108666b9dbe72fdaeb8"}, "3": {"node_id": "af0e1102-37fb-43b3-8475-23fbcd2f3204", "node_type": null, "metadata": {}, "hash": "0f7aab2335808af8e5edc5ad1ade3726fca0027e9eeb8e63c36f5de8741ca83c"}}, "hash": "3ba80e1ce84fa850a25fb95de8b6534c011e597c473a68afeb4ace54cb57d95a", "text": "Language Dives are included throughout the modules and units. The purpose of the Language Dive is to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students' language acquisition and helps them deconstruct complex text. Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, the teacher guides students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures (Curriculum Resources-Language Dives)\n\n\n    In the teacher notes for each lesson within a unit/module, there is a section titled \u201cVocabulary\u201d and a Key: (L): Lesson-Specific Vocabulary, (T): Text-Specific Vocabulary (W): Vocabulary Used in Writing is used to breakdown the vocabulary students come in contact with in order to help the teacher instruct the vocabulary and to help students keep track of the type of vocabulary in their vocabulary logs.\n\n\n    Specific examples include, but are not limited to:\n\n\nIn Module 1, Unit 1, Lesson 5, students receive a vocabulary log to collect new academic and domain-specific (topical) vocabulary. Vocabulary logs can be a notebook in which students glue forms in the front and back, or students can create vocabulary logs by two-sided copying vocabulary forms and putting them in a folder with academic vocabulary forms on the front and topical vocabulary forms on the back. Students continue to use these logs throughout the year.\n    \nAll Modules (1-4) include Language Dives. All third graders participate in their first full Language Dive in Module 1, Unit 3. To gradually immerse ELLs in the Language Dive routine, ELLs are introduced to their first Language Dive in Module 1, Unit 1, Lesson 8. They follow up with a connected Language Dive in Lesson 9. These Language Dives are designed to help students continue to notice and apply the English subject-predicate structure introduced in preceding lessons. Most lessons also offer optional Mini Language Dives for ELLs. During Language Dives, students unpack complex syntax, or \u201cacademic phrases,\u201d to build literacy and habits of mind. Students then apply their understanding of language structure as they work toward the assessments and performance task.\n    \nIn Module 2, Unit 2, Lesson 1, the Teacher Guide identifies the key vocabulary for the lesson, including (L): Lesson-Specific Vocabulary, (T): Text-Specific Vocabulary, (W): Vocabulary Used in Writing. In Lesson 1, these include the following: experts, build expertise, survive, informational, text features, polliwogs as some of the lesson-specific terms and table of contents, glossary, index, tadpole as some of the text-specific terms.\n    \nIn Module 3, Unit 2, Lesson 1, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary and Text-Specific Vocabulary: recount (L), and tour, familiar, strain, tremendously, prams, passage, peer (T).\n    \nIn Module 4, Unit 1, Lesson 2, students build their vocabulary through their vocabulary log, in this lesson focusing on the following Lesson-Specific Vocabulary and Text-Specific Vocabulary: main ideas, supporting details, gist (L) and well (T).\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe materials reviewed for Grade 3 meet the criteria that materials support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of the school year.\n\n\n    Students are supported through the writing process and various activities are placed throughout units to ensure students' writing skills are increasing throughout the year. Students are encouraged to develop writing stamina by writing frequently and for various purposes. Students engage in activities that include reading and discussing writing similar to that which they are planning to write, examine, and identify a range of text structures, and they are guided to assess the effectiveness of their own and others\u2019 writing. Students are supported through the writing process with mentor text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "af0e1102-37fb-43b3-8475-23fbcd2f3204": {"__data__": {"id_": "af0e1102-37fb-43b3-8475-23fbcd2f3204", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "c30f4ed0-e28f-4575-9ad3-e49da0982212", "node_type": null, "metadata": {}, "hash": "3ba80e1ce84fa850a25fb95de8b6534c011e597c473a68afeb4ace54cb57d95a"}, "3": {"node_id": "a239d820-5b76-4dae-9b19-7f9ed2263120", "node_type": null, "metadata": {}, "hash": "1a15a6ffbcda003869e857067711143b7e26936ce063058f00d8337ba5c800b0"}}, "hash": "0f7aab2335808af8e5edc5ad1ade3726fca0027e9eeb8e63c36f5de8741ca83c", "text": "Each unit lesson contains a section titled \u201cDown the Road\u201d that outlines the writing structure of the module units. Feedback is provided through peers, the teacher, and self-evaluations to ensure that students\u2019 writing skills are increasing throughout the year. Within each module, students produce, present, and publish writing pieces as part of a final project. Module units are scaffolded to provide increasing support and build students\u2019 writing abilities culminating with the most advanced writing happening in the final module unit. At the end of each module, students complete a performance task, which is a writing piece.\n\n\n    Examples from each Module include, but are not limited to the following:\n\n\nThe Module 1, Unit 1, Lesson 1 \u201cDown the Road\u201d section explains that the focus is on writing short, constructed responses to a question. In Unit 2, the focus shifts to writing a full paragraph\u2014including a topic sentence, sentences elaborating on the topic with facts and details, and a conclusion sentence. In Unit 3, students work on writing a complete essay\u2014an introduction paragraph, two proof paragraphs, and a conclusion paragraph. These basic structures are introduced to students in this module and built upon throughout the school year.\n    \nIn Module 2, Unit 2, Lesson 6, during the Opening, students work with partners to skim various parts of the texts, \u201cWhy Do Polliwogs Wiggle?\u201d in \u201cEverything You Need to Know about Frogs and Other Slippery Creatures.\u201d The purpose of the read is for students to be able to answer the following questions: \u201cWhat do you notice about the way the writing in your section is organized or ordered? What do you notice about how the information is grouped?\u201d Students share their thinking with the class and provide evidence from the text to support their thinking. Later, during Work Time C, the teachers model writing a sentence that explains what is unique about the glass frog\u2019s body and point out the use of present verb tense. Next, students write or copy the draft about what is unique about the glass frog\u2019s body. Students then craft and write a focus statement that answers the research question and tells the focus of the writing.\n    \nThe Module 3, Unit Overview in the teaching guide explains that students will progress from analyzing and writing about characters in Peter Pan during Unit 1, to comparing two Peter Pan stories citing evidence from both in their writing in Unit 2, culminating in writing a narrative piece in which they revise a scene from Peter Pan in Unit 3.\n        \nUnit 1 starts with students reading the literary text, Peter Pan, and analyzing the the character development of Peter Pan.\n            \nIn Unit 2, students read an additional text with the topic of Peter Pan, titled, Peter Pan in Kensington Gardens. Students compare and contrast the two texts in order to ultimately write a book review recommending or not recommending the texts to peers.\n            \nAfter analyzing and writing an opinion of the two texts, students then develop a revised scene for Peter Pan in Unit 3.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a239d820-5b76-4dae-9b19-7f9ed2263120": {"__data__": {"id_": "a239d820-5b76-4dae-9b19-7f9ed2263120", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "af0e1102-37fb-43b3-8475-23fbcd2f3204", "node_type": null, "metadata": {}, "hash": "0f7aab2335808af8e5edc5ad1ade3726fca0027e9eeb8e63c36f5de8741ca83c"}, "3": {"node_id": "75e86c3d-b6ec-4d7b-a7b1-26485cc0ffa6", "node_type": null, "metadata": {}, "hash": "da11fd8340055ecefe5f7826d9ce148f578ce51a50db708d1c7a94b73cf393d5"}}, "hash": "1a15a6ffbcda003869e857067711143b7e26936ce063058f00d8337ba5c800b0", "text": "In Module 4, students focus on the topic of water. The Unit Overview in the teaching guide explains that students will progress from reading to determine the main idea and supporting details of a text to comparing and contrasting the main ideas and supporting details of two texts on the same topic through short constructed responses.\n        \nIn Unit 1, students read informational texts \u201cOne Well: The Story of Water on Earth,\u201d \u201cAccess to Freshwater,\u201d and \u201cPopulation Growth\u201d about the importance of water and human interaction with water. While reading, students determine the main idea and supporting details.\n            \nThis understanding of human interactions with water builds the background knowledge for Unit 2 where students continue to read new text to determine the gist, think about the author\u2019s point of view related to challenges people face with water, and compare it to their own point of view. Ultimately at the end of Unit 2, students take the learning and write an opinion piece about water pollution.\n            \nIn Unit 3, students make their opinion writing come alive by creating a PSA highlighting a problem with human interaction with water and then offer a solution for a way humans could make it better.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe materials reviewed for Grade 3 meet the criteria that materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\n\n    Modules are divided into three units that build knowledge of a topic using multiple texts. Each module is designed for students to act as researchers and to gather details or ideas from texts throughout the unit to build a body of evidence for the culminating task. Students began each module with more whole class research and then an individual research project. By the end of each module, students write a piece demonstrating their increased knowledge about their selected topic. Students are provided with daily independent reading, research, and discussion during every lesson in the module. Examples include but are not limited to:\n\n\n    In Module 2, students use literacy skills (reading, writing, speaking, listening) to become deeply knowledgeable about a topic. Throughout Module 2, students will generate writing to include a Freaky Frog book.\n\n\nIn Unit 1 with students reading Pourquoi tales about different kinds of frogs to generate \u201cwhy\u201d questions. At the end of the unit, they write their own fictional Pourquoi narratives to attempt to answer some of their \u201cwhy\u201d questions.\n    \nIn Unit 2, students research to find out the real answers to their frog questions and write paragraphs to communicate their research.\n    \nIn Unit 3, students will form research groups to become experts on various \u201cfreaky\u201d frogs\u2014frogs that have unusual adaptations that help them to survive in extreme environments throughout the world. Students will build their literacy and collaborative skills while working on this task in order to create an informative writing piece and and create a \u201cFreaky Frog\u201d trading card that explains the unusual frog adaptations.\n    \n\n\n    Throughout Module 4, students focus on the importance of clean water and they will research about Water Around the World.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "75e86c3d-b6ec-4d7b-a7b1-26485cc0ffa6": {"__data__": {"id_": "75e86c3d-b6ec-4d7b-a7b1-26485cc0ffa6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "a239d820-5b76-4dae-9b19-7f9ed2263120", "node_type": null, "metadata": {}, "hash": "1a15a6ffbcda003869e857067711143b7e26936ce063058f00d8337ba5c800b0"}, "3": {"node_id": "b8dcb746-c3d0-4fd6-9a5f-c43047da924c", "node_type": null, "metadata": {}, "hash": "616772592518e6c73d95601185653fe45f4ebc492aeea8a267ca214b270cc770"}}, "hash": "da11fd8340055ecefe5f7826d9ce148f578ce51a50db708d1c7a94b73cf393d5", "text": "In Unit 1, students will build background knowledge on the water around the world by reading different informational texts on water around the world and pulling out the main ideas and details. Mid-Unit Assessment Unit 1, students listen to a text, \u201cOne Well,\u201d and determine the main idea and details. They then read the same text and answer text-dependent questions. End of Unit 1 Assessment, students read another text on water and compare and contrast it with pages in \u201cOne Well.\u201d\n    \nIn Unit 2, students will develop an opinion essay on the importance of water conservation. Throughout the lessons, students read and analyze the point of view of authors from many texts that all have to do with water conservation. In the Mid-Unit Assessment Unit 2, students read a new text on lack of access to water in Australia and answer selected response and short constructed response questions to demonstrate an ability to distinguish an author\u2019s point of view from their own and to determine the literal and non-literal meanings of words and phrases in context. The End of Unit 2 Assessment, students use information gathered from multiple sources to draft an opinion essay explaining why we should get involved in water conservation.\n    \nIn Unit 3, students use the research they have gathered throughout Units 1\u20132 about three water issues\u2014access to water, demands on water, and water pollution\u2014to create a video public service announcement (PSA). \u201cIn the first half of the unit, they analyze an authentic model PSA to generate criteria for an effective PSA before choosing one of the water issues as their PSA topic. In pairs, they write a script and create a storyboard outlining their PSA. Students launch their PSAs for a live audience for the performance task in Lesson 13, so they write a letter to invite a potential guest for the mid-unit assessment. Students pay particular attention to using capital letters and commas appropriately in the letter\u2019s mailing address. In the second half of the unit, students plan and create their video PSAs using technology tools for the end of unit assessment. They then prepare presentations to precede their PSAs for the PSA live launch during Lesson 13.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe materials reviewed for Grade 3 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    In the Modules, students engage in an independent reading protocol with independent research reading books that relate to the topic they are studying. Additionally, most homework assignments include independent reading and tasks that require students to produce evidence of reading. One of the five components of the weekly ALL Block, include Accountable Independent Reading/Volume of Reading. This is designed for students to have free choice and to read content-related texts at their independent reading level. During this time, students complete Student Task Cards and share their books with the group. Students are expected to complete independent reading through nightly homework. Examples include, but are not limited to:\n\n\nThroughout all the modules, there are 5 components of the ALL Block and Independent Reading is one of the components. Accountable Independent Reading includes research reading books related to the topics of the units and free choice reading. Through research reading, students build background knowledge and vocabulary, both domain-specific and academic. Free choice reading builds knowledge and vocabulary, but primarily builds students\u2019 motivation and love of reading. The ALL Block gives students additional time for both research and free choice reading.\n    \nEach day in the ALL Block, students spend 20 minutes engaged in Accountable Independent Reading. The goal of this time is to provide additional time for independent reading at a range of levels, build more content and domain-specific knowledge, give some free choice reading (every other week), and build on students\u2019 motivation and interests in hopes of creating a love of reading.\n    \nDuring independent reading time, students read both research texts (related to the topic of learning challenges) and free choice texts (on any topic of their interest), and they practice completing a Student Task Card. They work with partners and in small groups to share new vocabulary and learning from their texts.\n    \nDuring the Module lessons, students practice Accountable Independent Reading and read 20 minutes of nightly homework where they not only read, but also respond to a prompt in their reading journal. In addition to responding in their reading journals, students are held accountable through peer and teacher discussions of their reading journals.\n    \nModule homework includes both research reading and choice reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b8dcb746-c3d0-4fd6-9a5f-c43047da924c": {"__data__": {"id_": "b8dcb746-c3d0-4fd6-9a5f-c43047da924c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "75e86c3d-b6ec-4d7b-a7b1-26485cc0ffa6", "node_type": null, "metadata": {}, "hash": "da11fd8340055ecefe5f7826d9ce148f578ce51a50db708d1c7a94b73cf393d5"}, "3": {"node_id": "5fb41ad4-e6c2-426a-920e-3507de395bda", "node_type": null, "metadata": {}, "hash": "5ba93db6be1003ee58d75ac87d16c4d9fdedc3148edbc96dca6d47d3663afb78"}}, "hash": "616772592518e6c73d95601185653fe45f4ebc492aeea8a267ca214b270cc770", "text": "Module homework includes both research reading and choice reading. Research reading is where the student is expected to independently research a topic by reading topic-related books of his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. Choice reading is for students that would also like to independently read and respond to a book of free choice, using the back of the independent reading journal.\n    \nIn Module 1, Unit 1, Lesson 2, an independent reading program is launched. Students choose independent research reading books and discuss why they chose those particular books in small groups. They continue to read different books throughout the lessons. The daily independent reading homework requires students to read and write in a journal answering different prompts.\n    \nIn Module 1, Unit 1, Independent Research Reading is launched. Students receive independent reading journals to record information about the time they spend reading, as well as to respond to prompts about their reading. They are given vocabulary logs for recording new vocabulary. For Module 1, Module 3, and Module 4, students respond to the following reading research prompts: \u201cWhat is the main idea of the text you read? What are some of the key details, and how do they support the main idea?\u201d\n    \nThroughout the Units in Module 2, students follow the independent reading routines set in Module 1. They select new texts based on the new topic for the Module, read them independently for homework, and engage in frequent research reading shares during the Module lessons for accountability. After every lesson, student homework is to select a prompt to respond to in the front of their independent reading journal.\n    \nIn Module 2, Unit 1, Lesson 2, ALL Block, students follow a Student Task Card to independently read research texts (Module-related) for 10 minutes and log their reading in their independent reading journals.\n    \nIn Module 2, Lessons 1\u20137, homework focuses on research reading and determining the meaning of unfamiliar words using context and reference materials. In Lessons 8\u201312, homework focuses on finding connections between sentences and paragraphs of text in independent research reading texts. For example, research reading prompts in Module 2, Unit 2 include the following instructions: \u201cFrom the pages you read in your research reading book, choose two paragraphs next to each other. Respond to this question: What questions do you have about frogs or frog adaptations after reading?\u201d Examples of independent reading prompts throughout all 4 Modules include: \u201cWhat challenges are faced? How are they overcome? What is the main idea of the text? What are some of the key details and how do they support the main idea? What do the illustrations (photographs, maps) tell you? How do they help you to understand the words? What questions do you now have after reading? What would you like to learn more about? Why?\u201d\n\nUsability\n\nGrade 3 EL Language Arts Curriculum materials meet the criteria for being well designed. Materials take into account effective lesson structure and pacing. Materials can reasonably be completed within an academic year. There are ample resources as well as publisher produced standards alignment documentation.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe materials reviewed for Grade 3 meet the criteria for being well-designed and utilize effective lesson structure and pacing. Daily lessons include structures and resources for both whole group and small group literacy instruction.\n\n\n    The year is divided into four Modules of Study, each lasting 8-9 weeks and divided into three units. Each Module is two hours, one hour for Module lesson and one hour for Additional Language and Literacy (ALL) Block. For additional flexibility, a flex day is built into every two weeks of instruction. In Module 2, there is an optional Life Science Module which lasts approximately eight weeks.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5fb41ad4-e6c2-426a-920e-3507de395bda": {"__data__": {"id_": "5fb41ad4-e6c2-426a-920e-3507de395bda", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "b8dcb746-c3d0-4fd6-9a5f-c43047da924c", "node_type": null, "metadata": {}, "hash": "616772592518e6c73d95601185653fe45f4ebc492aeea8a267ca214b270cc770"}, "3": {"node_id": "c318d655-088a-41cf-a570-b9154ba2cee7", "node_type": null, "metadata": {}, "hash": "07bca98d9aa4074020abbe780fe122087f0c14f369313d04a53f4f0b6da2c045"}}, "hash": "5ba93db6be1003ee58d75ac87d16c4d9fdedc3148edbc96dca6d47d3663afb78", "text": "The ALL Block is comprised of five separate components: independent reading, additional work with complex text, reading and speaking fluency/GUM (grammar, usage, and mechanics), writing practice, and word study/vocabulary. Rotation pacing for ALL Block is as follows: 20 minutes - accountable independent reading (heterogeneous groups), 20 minutes - independent work in an ALL Block component (heterogeneous groups), and 20 minutes - teacher-guided work in an ALL Block (homogenous groups). During each two-week cycle, students have two sessions of teacher-led instruction and two independent sessions in each of the ALL Block components (except for Accountable Independent Reading, which happens every day).\n    \nEach 60 minute Module lesson follows the structure of Opening, Work Time, Closing and Assessment, with time allotments provided for each. During each of the four Modules, lessons are listed with CCSS, Daily Learning Targets, Anchor Charts & Protocols and an agenda for the lesson.\n    \nEach Teacher Guide contains two 20-minute blocks of teacher-guided instruction for a component, which are differentiated for students working at different levels, including English Language Learners (ELLs).\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe materials reviewed for Grade 3 meet the criteria for the teacher and student reasonably being able to complete the content within a regular school year with the pacing allowing for maximum student understanding.\n\n\n    The program allows flexibility for teachers to rely on professional judgment to modify pacing. There are four Modules spanning approximately nine weeks of instruction each, which are each broken into three units. Each unit contains 10 to 12 lessons. There are approximately 120 to 130 lessons in the Grade 3 materials. Lessons are set up for 60 minutes each and contains opportunities for direct instruction, work time, and closing/assessment. These sections have time frames attached to support pacing.\n\n\nIn addition to the Module Units, there is an additional 60 minutes of instruction in the ALL Block. The ALL Block has three units parallel to the three units of the Module lessons. There is one flex day built in every week that the teacher has the flexibility to meet the specific needs of students. For example, this flex day may be utilized to provide additional time for work started in Module lessons, practicing literacy skills, informally assessing reading skills, or offering additional time for ELLs. The ALL Block contains 3 units to be taught alongside the Module units; however, the Units in the ALL Block last for only 2 weeks, so there is flexibility in the pacing of the ALL Block based on teacher and student need. There is an optional one hour Life Science Unit that would make a 3rd hour of instruction to accompany Module 2. Each Life Science Module is designed to last 8 weeks with about 3 hours of science instruction per week, giving flexibility to pacing.\n    \n\n\nIn the Curriculum Companion, each Module is structured for students to complete specific activities throughout the Units. In Unit 1, students read, discuss, dramatize, draw, and write. Then in Unit 2, students do more research and are involved in discussions. In Unit 3, students complete a performance task. The ALL Block and the Module Lessons are complementary, working together to accelerate the achievement of students. \u201c[W]e have responded to feedback from teachers and leaders and added additional components that give you the opportunity to teach a curriculum that is comprehensive. In addition to explicitly teaching and formally assessing all of the standards, the curriculum also offers time to reinforce and give students additional practice with important skills, time for creativity and play, and time to help them be leaders of their own learning by developing strong habits of characters\u201d (p. 65).\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe materials reviewed for Grade 3 meet the criteria that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.)\n\n\n    Teacher materials include the explanation of the \u201cwhy\u201d behind the student resources and work. Materials provided include trade books, text collections, scaffolded strategy activities, performance tasks, a Life Science Module, homework that includes additional strategies for family support and practice, and the ALL Block that contains Modules for study and practice in independent reading, fluency, grammar/usage/mechanics, writing practice, word study/vocabulary, and additional practice with complex text. Each of these resources include ample opportunity to review and practice, clear directions and correct labeling. ALL Block Modules include teacher-guided activities that are differentiated based on student need, and teaching notes explaining the purpose of the lesson. Examples of useful annotations and suggestions include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c318d655-088a-41cf-a570-b9154ba2cee7": {"__data__": {"id_": "c318d655-088a-41cf-a570-b9154ba2cee7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "5fb41ad4-e6c2-426a-920e-3507de395bda", "node_type": null, "metadata": {}, "hash": "5ba93db6be1003ee58d75ac87d16c4d9fdedc3148edbc96dca6d47d3663afb78"}, "3": {"node_id": "47314a9b-8918-4848-962d-1abc9edbe034", "node_type": null, "metadata": {}, "hash": "12527bf33d933055248a7d270feb405c2832695f7eb981e0a05530af4210084c"}}, "hash": "07bca98d9aa4074020abbe780fe122087f0c14f369313d04a53f4f0b6da2c045", "text": "In Module 1, Unit 1, Lesson 3, the Teacher Guide states that \u201cThis lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation... Goal 1 Conversation Cues encourage all students to talk and be understood. As the Modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. Refer to the Module 1 Appendix for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses)\u201d (p. 58).\n    \nIn ALL Block Module 1, Week 1, Day 1, the following directions are given for differentiation and support: \u201cFor students who require additional support, consider building independent reading stamina at a slower rate by requiring them to read for a shorter amount of time. Because much of this lesson is discussion-based, consider providing sentence stems for students to refer to during discussions, such as: \u2018I think that this component of the ALL Block is \u2026 because \u2026\u2019 For students who struggle to verbalize their thoughts, invite them to sketch. Point to the sketch and verbalize for them, inviting them to confirm and then repeat what you say.\u201d\n    \nIn Unit 3 in the Teacher Guide, the directions for Lesson \u201cwork time\u201d clearly state, \u201cTell students they will now complete the Reading for Gist and Recounting the Story note-catcher, and they will use this text to help them better understand the challenges described in More Than Anything Else as they work\u201d (p. 359). Students use the Reading for Gist Graphic Organizer (pg. 73 in Student Edition) and break down the character, setting, motivation, and challenges within the text.\n    \nIn the Teacher Guide on pg. 119, Levels of Support, for \u201cLighter Support\u201d teachers are given scaffolding suggestions, such as \u201cBefore explaining the parts of the sentences students write in Work Time A, invite them to analyze the good example of a student response and identify the parts (i.e., a subject and a predicate).\u201d Students use this scaffold to respond to questions from the text.\n    \nIn Module 3, Unit 1, Lesson 6, in the teacher\u2019s notes for levels of support (lighter), it directs teachers to \u201cprovide sentence frames or additional modeling, observe student interaction and allow students to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support. Invite more proficient students to model the close read interview process and consider using this modeling as a basis for sentence frames for students who may need heavier support.\u201d\n    \nIn Module 3, Unit 2, Lesson 10, in the teacher\u2019s notes for the opening of the lesson, the teacher is given the following directions: \u201cGuide students through the routine from Lesson 9 to sort and color-code the parts of Proof Paragraph 1: -In pairs, invite students to refer to the Painted Essay\u00ae template to remember where Proof Paragraph 1 fits in the structure of an essay. \u2013 Ask pairs to read and organize the strips, putting them in the correct order. Circulate to support them as they work. \u2013 Invite students to check their work against the Model Book Review: Peter Pan in Kensington Gardens. \u2013 After 10 minutes, refocus whole group and invite students to help you record the parts of Proof Paragraph 1 on the Book Review anchor chart. Refer to the Book Review anchor chart (example, for teacher reference) as necessary.\u201d\n    \nIn Module 4, Unit 1, Lesson 7, the teacher directions during the Work Time of the lesson state, \u201cDistribute Determining the Main Ideas Note-catcher: Pages 20\u201321 of One Well and use the same routine from the Closing of Lesson 6 to guide students through determining the main idea(s) and supporting details of the text: Invite students to think about the big idea(s) the author wants them to understand from reading these pages of the text. Remind them that there may be more than one main idea. Invite students to look in the text for details to support their main idea(s). If they can\u2019t find supporting details for their main idea(s), remind them to revise their main idea(s). Circulate to support students as they identify the main ideas and supporting details.\"", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "47314a9b-8918-4848-962d-1abc9edbe034": {"__data__": {"id_": "47314a9b-8918-4848-962d-1abc9edbe034", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "c318d655-088a-41cf-a570-b9154ba2cee7", "node_type": null, "metadata": {}, "hash": "07bca98d9aa4074020abbe780fe122087f0c14f369313d04a53f4f0b6da2c045"}, "3": {"node_id": "054ea910-fec5-4f83-8182-9e4033629796", "node_type": null, "metadata": {}, "hash": "69e3ef6c4b6eaf1440a9e8717b801e18caec21d1ed36d4e48fe9f2df614c0247"}}, "hash": "12527bf33d933055248a7d270feb405c2832695f7eb981e0a05530af4210084c", "text": "In Module 4, Unit 2, Lesson 10, the teacher directions direct teachers to guide students through understanding the learning targets for the lesson, stating: \u201cDirect students\u2019 attention to the posted learning targets and read them aloud: 'I can connect my opinion to the reasons in the proof paragraphs of my essay with linking words and phrases. I can write Proof Paragraph 2 of my opinion essay using evidence from my research to support one reason for my opinion.' Tell students that today they will continue drafting their opinion essays, writing their second proof paragraph.\u201d\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe materials reviewed for Grade 3 meet the criteria for including publisher-produced aligned documentation of the standards addressed in questions, tasks, and assessment items. Daily lessons, tasks, and assessments specifically denote the standards to which the lessons and tasks are aligned. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "054ea910-fec5-4f83-8182-9e4033629796": {"__data__": {"id_": "054ea910-fec5-4f83-8182-9e4033629796", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "47314a9b-8918-4848-962d-1abc9edbe034", "node_type": null, "metadata": {}, "hash": "12527bf33d933055248a7d270feb405c2832695f7eb981e0a05530af4210084c"}, "3": {"node_id": "7b7a10f7-dc44-42f6-8f16-dc85a1bbc2cf", "node_type": null, "metadata": {}, "hash": "cf65381e66efc7a57ca44bd72a86c28c4bfd791a4174f896883684e3be98d056"}}, "hash": "69e3ef6c4b6eaf1440a9e8717b801e18caec21d1ed36d4e48fe9f2df614c0247", "text": "Examples include, but are not limited to:\n\n\nAlignment to the CCSS is documented for Grade 3 in the Module At-A-Glance, Unit, and Assessment Rubric. For example, publisher-produced alignment documentation of the standards is provided in the writing rubric for opinion writing. The Module At-A-Glance provides alignment of standards for each Unit and how those standards are assessed. Each Unit details how the standards and assessment for each lesson are addressed. In Module 2, Unit 1, and Lesson 2, the standards are written as \"I can\" statements, setting the expectation for students: \u201cI can refer explicitly to the text when answering questions about the text (RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.1a, L.3.4a).\u201d\n    \nIn Grade 3, Module 1, the end of the Unit 2 Assessment asks students to reread a passage and write an informative paragraph describing a challenge and overcoming the challenge using specific details from the text. The assessment centers around CCSS RI.3.1, RI.3.2, W.3.2a, W.3.2b, W.3.2d, W.3.4, and W.3.8.\n    \nIn the Grade 3 Module 1 Overview, the Assessments and Performance Task has a Mid-Unit 1 Assessment: Collaborative Discussions about Independent Reading Books (SL.3.1, SL.3.3, and SL.3.6) and End of Unit 1 Assessment: Answering Questions about a Literary Text (RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, and L.3.4).\n    \nIn Module 1, Unit 3, Lesson 11, Week at a Glance there is a Performance Task: Planning a Reading Strategies Bookmark with standards W.3.4, W.3.5.\n    \nIn Module 3, Unit 1, Lesson 10, in Work Time A, students closely read parts of Chapter 9 to answer text-dependent questions focused on character traits, point of view, and character actions. The lesson has students work through questions relating to the standards Rl.3.1, RL.3.3, and RL.3.6.\n    \nIn Module 2, Unit 2, Lesson 9, students write the introductory paragraph for their book reviews (W.3.1a). In Work Time B, students are introduced to the Opinion Writing Checklist (W.3.1).\n    \nIn Module 4, Unit 1, Lesson 6, Work Time A, students use the vocabulary strategies on the \u201cClose Readers Do These Things\u201d anchor chart to complete a glossary for pages 16\u201319 of One Well RI.3.4, L.3.4. During the Closing of the lesson, students determine the main idea of pages 16\u201319. This is a similar process to the one in Lessons 2\u20135; however, rather than determining the main idea and supporting details from a text read aloud, this time students read the text themselves RI.3.1, RI.3.2.\n    \nIn Module 4, Unit 2, Lesson 8, students write the introductory paragraph for their essays. Students first analyze the introduction of the model essay and compare it to the introductions for the book reviews written in Module 3. They then use their planning from Lesson 7 to draft their own introductions RI.3.1, W.3.1a.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe materials reviewed for Grade 3 meet the criteria that the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The student materials have clear instructions and have simple designs that do not distract the student. Materials are not distracting or chaotic, but support students in engaging thoughtfully with the subject. The materials contain many visual aids to support student learning, including Anchor Charts, Graphic Organizers, Response Sheets, and Real Images that accompany text related to the content of the Module. Additionally, illustrations and clipart utilized on student workbook pages is uncomplicated and appealing to the eye. The design of the materials is simple and consistent across grade levels. The font, margins, and spacing provided for student work are appropriate. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7b7a10f7-dc44-42f6-8f16-dc85a1bbc2cf": {"__data__": {"id_": "7b7a10f7-dc44-42f6-8f16-dc85a1bbc2cf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "054ea910-fec5-4f83-8182-9e4033629796", "node_type": null, "metadata": {}, "hash": "69e3ef6c4b6eaf1440a9e8717b801e18caec21d1ed36d4e48fe9f2df614c0247"}, "3": {"node_id": "6c7b3210-6837-4e62-8d25-a544067acb79", "node_type": null, "metadata": {}, "hash": "d9c3984a95aa68a4ecec299eeaccc2d3a42f9cccedf20d9b719bc213f8660c4a"}}, "hash": "cf65381e66efc7a57ca44bd72a86c28c4bfd791a4174f896883684e3be98d056", "text": "In Module 1, Unit 1, Lesson 5, the student workbook provides a simple graphic organizer that has a Close Read Note-catcher for Read School that has students find a lesson/message/moral of the story, and they have to find text evidence to support this. Materials are very clear and concise.\n    \nIn Module 1, Unit 1, Lesson 10, the student workbook instructs students to write a constructed response to the following question: \u201cIn Nasreen\u2019s Secret School, what is the central message or lesson and how is it conveyed through details in the text?\u201d\n    \nThe Table of Contents contains a breakdown of each unit, first with a unit overview that gives the page numbers for Week-at-a-Glance and assessment information and then a lesson by lesson breakdown that includes not just the labeling Lesson 1, but more details, such as \u201cLesson 1: Reading for Gist: More Than Anything Else.\u201d\n    \nIcons are used throughout the the Teacher Guide to draw the teacher\u2019s attention to key elements of the curriculum design and aid teacher\u2019s in locating specific information in the curriculum.\n    \nIn the Student Edition, all pages are clearly labeled with the Module/Unit/Lesson and the CCSS that are being addressed with the assignment/activity. The pages in the Student Edition provide direct instruction without including unnecessary wording that could distract or confuse students.\n    \nIn the Teacher Guide, the curriculum uses red text to identify the portions that are meant to be said aloud by the teacher to the students.\n    \nThe material design is simple and consistent. Modules are set up the same,d displaying a simple design and include adequate space. The font, size, margins, and spacing are consistent and readable.\n    \nUnits include graphic organizers, charts, worksheets, tables and other forms that are easy to read and understand. There are no distracting images, and the layout of the student workbook is clear and concise.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Guide with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    Suggestions on how to present the content are contained in the Week at a Glance in each Overview including Lessons, CCSS, Agenda, Daily Learning Targets, Ongoing Assessments, and Anchor Charts and Protocols. There are also Teaching Notes for each unit that provide teacher guidance and suggestions on how to present the content. Each module lesson also contains a \u201cTechnology and Multimedia\u201d section that offers guidance on using technology that is directly accessible through a link to support student learning in anticipated areas requiring additional student support or to offer extensions for additional enhancements to the content. Examples of useful annotations and suggestions include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6c7b3210-6837-4e62-8d25-a544067acb79": {"__data__": {"id_": "6c7b3210-6837-4e62-8d25-a544067acb79", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "7b7a10f7-dc44-42f6-8f16-dc85a1bbc2cf", "node_type": null, "metadata": {}, "hash": "cf65381e66efc7a57ca44bd72a86c28c4bfd791a4174f896883684e3be98d056"}, "3": {"node_id": "300b9ed8-2999-486c-bcd2-cea16848713b", "node_type": null, "metadata": {}, "hash": "b22c30f1afe54e1a4d532d743245e3d7ff82e5965dc96672f448d494603a2cdb"}}, "hash": "d9c3984a95aa68a4ecec299eeaccc2d3a42f9cccedf20d9b719bc213f8660c4a", "text": "In the Grade 3 Module Overview, there is a section titled \u201cTechnology & Multimedia.\u201d This section provides teachers with a technology and multimedia chart for the unit. The chart lists digital tools, the purpose of the tool in the module, how the tool should be used within the module and a website URL to access the tool.\n    \nWithin each lesson, there are more specific technology and multimedia suggestions that connect a section of the lesson with a piece of technology. For example, in Unit 2, Lesson 1, teachers are advised that during \u201cWork Time\u201d if there are students that would benefit from \u201chearing the text read aloud to consider using a text-to-speech tool such as Natural Reader.\u201d The Grade 3, Module 1, Unit 1, Lesson 6, \u201cTechnology & Multimedia\u201d section indicates that during the Work Time B portion of the lesson, students may \u201cuse speech-to-text facilities activated on devices or use an app or software like Dragon Dictation to write their short constructed responses.\u201d The section provides a direct link to the Dragon Dictation application.\n    \nIn the unit overview \u201cWeek-at-a-Glance\u201d for each Lesson, teachers are provided with the CCSS standards that are the focus of the lesson, daily learning targets, assessments, anchor chart suggestions, and protocols for instruction.\n    \nThe unit overview includes a section for supporting English Language Learners. In this section, teachers are provided with information on how to prioritize lessons in the unit for ELL students. Teachers are given teaching strategies, such as \u201cLanguage Dives\u201d and ways to add diversity and inclusion to the lessons.\n    \nA section titled \"Preparation Overview\" is included with each unit. This section gives a list of prep work that teachers need to complete in order to teach the lessons.\n    \nEvery lesson within a Unit follows a similar routine: Opening, Work Time, Closing & Assessment, and Homework. Within each section, teachers are given time frames and teaching notes all directly labeled with CCSS. Within each section, teachers are provided guiding questions to ask (written in red) and actions to take within the lesson. For example, in Unit 2, Lesson 1, the following guidance is provided: \u201cUsing a total participation technique, invite responses from the group to the question, How do you feel about books? How do you feel about reading?\u201d\n    \nIn the Grade 3, Module 1, Unit 1, Lesson 6, \u201cTeaching Notes\u201d for the lesson \u201cOpening,\u201d teachers are instructed to provide independent reading journals, with an explanation for establishing the use of independent reading journals that states: \u201cThis journal provides a space where students will begin responding to prompts concerning their independent reading book. Students will use these journals both throughout the module and the school year.\u201d\n    \nTeachers are given suggestions on how to meet students\u2019 needs throughout the lesson. For example, teachers receive scaffolded instructions on how to reteach the lesson or parts of the lesson for students in need of additional support. The Teacher Guide provides guidance for levels of support. In \u201cLighter Support,\u201d the Teacher Guide recommends the teacher have students generate their own sentence frames to use as they reflect on their reading, compared to \u201cHeavier Support,\u201d which recommends providing students with a filled-in copy of \u201cReading for Gist.\u201d\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Guide that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    The materials also include Your Curriculum Companion that provides specific research, rationales, and explanations that will help teachers build knowledge of the content. The materials provide a K-5 Text Analysis tool that includes \u201can analysis of every central text used in the EL Education K-5 Language Arts Curriculum, focusing on four specific qualitative aspects of complexity: meaning, structure, language features, and knowledge demands\u201d that provides teachers examples of advanced literary concepts. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "300b9ed8-2999-486c-bcd2-cea16848713b": {"__data__": {"id_": "300b9ed8-2999-486c-bcd2-cea16848713b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "6c7b3210-6837-4e62-8d25-a544067acb79", "node_type": null, "metadata": {}, "hash": "d9c3984a95aa68a4ecec299eeaccc2d3a42f9cccedf20d9b719bc213f8660c4a"}, "3": {"node_id": "f14ea1e2-23e8-4331-bcc5-c5155b0e0508", "node_type": null, "metadata": {}, "hash": "968519bc75e6e9a5c4bba6b984f8bf0f68067c48efc87ef6190fd80a00bdf984"}}, "hash": "b22c30f1afe54e1a4d532d743245e3d7ff82e5965dc96672f448d494603a2cdb", "text": "The Grade 3 Text Analysis for the central text, Rain School, explains that the text structure is moderately complex because while the text structure is \u201cclear, chronological, and organized in atypical narrative structure, the events at the beginning and end of the story are surprising and difficult to predict.\u201d\n    \nIn the Your Curriculum Companion, on pages 141-145, teachers are provided Module lesson planning task cards. Each task card has guiding questions and provides specific information to teachers to help build their knowledge in order to plan for each part of the Module.\n    \nChapter 5, section 5A of the Your Curriculum Companion provides teachers with guidance on text complexity. Teachers are given information on what makes a text complex, how to determine text complexity, and the rationale behind the importance of text complexity (pages 260-262).\n    \nChapter 6 of the Your Curriculum Companion provides teachers with information on writing. Specifically evidence-based writing, the writing cycle, and strengthening student writing. It provides charts that correlate the reading and writing CCSS standards, student examples, and evidence-based instructional strategies.\n    \nEach chapter in the Your Curriculum Companion provides a frequently asked questions section, which builds teacher knowledge by providing information on the standards, how the program addresses the standards, and best practices for implementation. The Your Curriculum Companion includes notes that give adult-level explanations and examples.\n    \nThe \u201cEngaging Students with Protocols\u201d section of Chapter 3 in Your Curriculum Companion states that \u201c[p]rotocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning.\u201d\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe materials reviewed for Grade 3 meet the criteria that materials contain a Teacher Guide that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f14ea1e2-23e8-4331-bcc5-c5155b0e0508": {"__data__": {"id_": "f14ea1e2-23e8-4331-bcc5-c5155b0e0508", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "300b9ed8-2999-486c-bcd2-cea16848713b", "node_type": null, "metadata": {}, "hash": "b22c30f1afe54e1a4d532d743245e3d7ff82e5965dc96672f448d494603a2cdb"}, "3": {"node_id": "a8ff6e11-b158-44de-8fda-1748d46410a2", "node_type": null, "metadata": {}, "hash": "3d1a0153bae3f4007b169d952be617d2b6306ff18c96ae30cb2eab5298e2519b"}}, "hash": "968519bc75e6e9a5c4bba6b984f8bf0f68067c48efc87ef6190fd80a00bdf984", "text": "The Teacher Guide for each module lesson contains a \u201cTeaching Notes\u201d section that provides the purpose of the lesson and standards alignment and explains the role of the specific ELA/literacy standards in the context of the overall curriculum. For example, in the Grade 3, Module 1, Unit 2, Lesson 7, \u201cTeaching Notes\u201d section, teachers are provided the following explanation of the standard alignment in the lesson: \u201cStudents begin to analyze an informative paragraph about Kenya. Students will analyze this model to study the introduction sentence and focus statement and use those observations to plan their own informative paragraph (W.3.2a, W.3.4, W.3.5, W.3.8).\u201d\n    \nIn the Your Curriculum Companion on p. 9, it states \u201cWe believe the standards invite us to build in our students critical skills for life--for career success and civic contribution. What is important is not just what the standards say, but how they are used.\u201d On pages 25-27, it explains how the curriculum addresses each CCSS shift in the aspect of reading, writing, language, and speaking/listening. The Your Curriculum Companion provides more specific details in pages 29-35 by explaining how the backwards design approach to the curriculum connects to each CCSS shift.\n    \nIn the Module Overview in the Teacher Guide for each Unit, all standards covered in the entire module are listed, separated into Reading-Literature, Reading-Informational Text, Foundational Skills, Speaking and Listening, Language, and Writing. It further provides information regarding which standards are assessed per unit, the instructional focus for each unit, and the assessments and performance tasks for each unit. An explanation is provided for the emphasis on reading, writing, language, and speaking and listening standards.\n    \nIn the Module 1 Teacher Guide on p. 18, a CCSS correlation chart is provided. The chart shows all 4 CCSS areas (Reading, Writing, Language, Speaking and Listening) and correlates the shift with EL\u2019s curriculum.\n    \nIn the Module 1 Teacher Guide on p. 24, there is a curriculum plan for grades 3-5, which explains the focus standards of each module for each grade within the categories of writing tasks and required trade books.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe materials reviewed for Grade 3 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies. A rationale of the research that impacted the design of the curriculum, including explanations of the instructional approaches of the program, is provided. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a8ff6e11-b158-44de-8fda-1748d46410a2": {"__data__": {"id_": "a8ff6e11-b158-44de-8fda-1748d46410a2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "f14ea1e2-23e8-4331-bcc5-c5155b0e0508", "node_type": null, "metadata": {}, "hash": "968519bc75e6e9a5c4bba6b984f8bf0f68067c48efc87ef6190fd80a00bdf984"}, "3": {"node_id": "fef555e0-f7c2-4333-900d-d63447438910", "node_type": null, "metadata": {}, "hash": "d648afcfabe89ad321d3f0de2274ca72643d4ccce237474a75eb0385fada290a"}}, "hash": "3d1a0153bae3f4007b169d952be617d2b6306ff18c96ae30cb2eab5298e2519b", "text": "Chapter 1B of Your Curriculum Companion explains how research impacted the design of the curriculum. On page 19, Your Curriculum Companion provides an analysis of the research on the literacy achievement gap and, on page 20, it uses charts to explain what is already known about the literacy achievement gap and how the EL curriculum addresses it. The Your Curriculum Companion continues to provide this for the research behind knowledge building, syntax, fluency, and decoding making the connection to the EL curriculum. It provides information regarding the five elements of literacy instruction most critical for addressing the literacy achievement gap: vocabulary, knowledge-building, syntax, fluency, and decoding. This is based on the presentation by David Liben, Student Achievement Partners, July 2015.\n    \nPage 27 of Your Curriculum Companion states that the design of the curriculum uses the guiding principles of backward design, which required curriculum designers to consider three questions: \u201c1. At end of a sequence of instruction, what will students know and be able to do? 2. What will proficiency look and sound like? 3. How will we know when students are proficient?\u201d\n    \nPages 83-85 of Your Curriculum Companion explain how the parts of the ALL Block promote proficiency and growth in students. In these explanations, the Your Curriculum Companion cites research to support the curriculum, such as the following explanation: \u201cResearch tells us that readers in intermediate grades benefit from a more contextualized approach to teaching phonics and word recognition\u201d (pg. 85).\n    \nThe \u201cResearch Behind EL Education Language Arts Curriculum and Professional Services Guide\u201d provides a \u201chigh level summary of the research that informed the Language Arts curriculum design (e.g., content-based literacy, phonics, supports for ELLs) and our professional development (e.g., focus on leadership, coaching, common implementation challenges).\u201d\n    \nThe \u201cLanguage Dives in the K-5 Language Arts Curriculum\u201d Overview contains an explanation of the language dive and the research behind this instructional technique. The guide \u201cdescribes what a language dive is, criteria for a good language dive sentence, when students do language dives, what the benefits of language dives are, and the principles and research base that underlie language dives.\u201d\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nThe materials reviewed for Grade 3 meet the criteria that materials contain strategies for informing all stakeholders, including students, parents or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. Examples include, but are not limited to:\n\n\nEach Module Unit provides a \u201cHomework Resources (For Families)\u201d section that includes a description of what students learn at school and ways to support their learning at home. For example, in the Module 1 Teacher Guide, in the lesson supports area, there is a section titled \u201cHomework Resources for Families.\u201d In this section, there is a unit overview that provides families with guiding questions, big ideas, a summary of what students will be doing at school, specific tips of how parents can support at home, an overview of the homework assignments that correlate with each lesson in the unit, a guide for supporting independent reading, and additional practice pages.\n    \nIn the Module 1 Teacher Guide, there is a section titled \u201cOptional: Experts, Fieldwork, Service, and Extensions.\u201d This section provides teachers with suggestions of ways to connect the learning to the community. For example, to bring in the community, the curriculum states to invite family members into the classroom to read their favorite poems or to bring experts, like poets, to share their poetry with students.\n    \nThe curriculum includes sample letters that teachers can send home to describe what students will learn during a given Module and Unit, and how guardians can support student learning and specific homework assignments. Students are encouraged to share what they are learning with the family. For example, in Module 1, Unit 1, parents are informed the following:\n    \n\n\n    \u201cWhat will your student be doing at school?\n\n\nIn this unit, students read literary texts about children who face challenges with access to school and education and how they overcome those challenges. As a class, they read Waiting for the Biblioburro by Monica Brown, Rain School by James Rumford, and Nasreen\u2019s Secret School by Jeanette Winter to analyze the challenges the main characters face with access to school and education and how those challenges are overcome. They determine the central message or lesson of each story and how it is conveyed through details in the text.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fef555e0-f7c2-4333-900d-d63447438910": {"__data__": {"id_": "fef555e0-f7c2-4333-900d-d63447438910", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "a8ff6e11-b158-44de-8fda-1748d46410a2", "node_type": null, "metadata": {}, "hash": "3d1a0153bae3f4007b169d952be617d2b6306ff18c96ae30cb2eab5298e2519b"}, "3": {"node_id": "6764e79c-552f-4ada-beb9-0cc7e8bd4244", "node_type": null, "metadata": {}, "hash": "8aa84f146733f907d48ba59074e020b55cf67496e30a7a8026ff91aebac8ba8c"}}, "hash": "d648afcfabe89ad321d3f0de2274ca72643d4ccce237474a75eb0385fada290a", "text": "How can you support your student at home?\n\n\nTalk to your student about the guiding question and big ideas in relation to being ready for college and/or careers in the United States, in which reading plays a very important role.\n    \nTalk to your student about the texts he or she is reading in the classroom, particularly if any of the topics raised might be sensitive for your child.\n    \nRead narrative books, if possible about characters who overcome challenges, and talk to your student about the gist (what the text is mostly about) and the central message or lesson (what the author wants the reader to take away from the text) and how it is conveyed through details in the text.\u201d\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe materials reviewed for Grade 3 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\n\n    Materials for Grade 3 include multiple formative assessments, pre-assessments, performance-based assessments, a mid-unit assessment and end-of-unit assessments. Opportunities are provided during daily lessons for monitoring student progress in reading and writing, as well as opportunities are provided to assess oral reading fluency. Teachers are provided with tracking process forms, checklists, rubrics, note-catchers, protocols, and exit slips for formatively measuring student progress. The teacher guide provides an assessment overview, which outlines the following for each unit: final performance task, mid-unit assessment, and end of unit assessment.\n\n\nIn Module 1, Unit 2, Week 1, Day 1: Teacher Guide for ALL Block students practice a fluency passage: \u201cKenya\u201d from My Librarian Is a Camel (from Unit 2, Lesson 1 module lesson; one per student)\n    \nIn Module 1, the End of Unit Assessment is Answering Questions about a Literary Text. The format is selected response and short constructed response. The CCSS are RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, L.3.4.\n    \nIn Module 3, Unit 3, Lesson 7, the Mid-Unit Assessment is Narrative Writing: Revising a Scene from Peter Pan. The Format is selected response and on-demand narrative. The CCSS are W.3.3, W.3.4, W.3.6, W.3.10, L.3.2a, L.3.2c, L.3.2d, L.3.3a.\n    \nPerformance-Based Assessment tasks are included with each module. Students complete a task that requires analysis and demonstrating their knowledge in writing. For example in Module 1, the performance-based assessment requires students to \u201ccreate a bookmark to remind me of strategies to overcome my reading challenges (W.3.4, W.3.5)\u201d\n    \nThe Teacher Guides include pre-assessments, for example, in Module 2, Unit 1, Lesson 2, teachers assess student writing by giving a baseline assessment for writing. \u201cConsider using the Reading: Foundational Skills Informal Assessment: Reading Fluency Checklist to gather baseline reading fluency data from students\u2019 reading of the poem in Opening A.\u201d\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe materials reviewed for Grade 3 meet the criteria that assessments clearly denote which standards are being emphasized.\n\n\n    The standards are clearly labeled in the Assessment Overview of each module. Standards are clearly labeled in the daily lessons and are also found on the performance-based assessments for each unit. For each module, the standards formally assessed are indicated with a check mark on a chart containing all ELA standards. Examples include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6764e79c-552f-4ada-beb9-0cc7e8bd4244": {"__data__": {"id_": "6764e79c-552f-4ada-beb9-0cc7e8bd4244", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "fef555e0-f7c2-4333-900d-d63447438910", "node_type": null, "metadata": {}, "hash": "d648afcfabe89ad321d3f0de2274ca72643d4ccce237474a75eb0385fada290a"}, "3": {"node_id": "0373c9af-e770-48a0-8b73-72d917374029", "node_type": null, "metadata": {}, "hash": "1ccf3df643185f6e90bb0b6df1e2dd001cff5e6e05a6805582621e36a97cf695"}}, "hash": "8aa84f146733f907d48ba59074e020b55cf67496e30a7a8026ff91aebac8ba8c", "text": "In the Teacher Guide, Grade 3, Module 1, pgs. 11-13, it is clearly noted which standards are being emphasized for each assessment. For example, for the final performance task, it states, \u201cIn this performance task, students synthesize their thinking about their reading challenges and possible strategies to overcome those challenges by creating an eye-catching bookmark listing the strategies described in their End of Unit 3 Assessment reading contracts. The strategies are written in bullet points so students can access them quickly when reading. This task centers on CCSS ELA W.3.4 and W.3.5.\u201c\n    \nIn Module 2, Unit 3, Lesson 10, the End of Unit Assessment is an Informative Essay: Revising and Editing a Description of My Freaky Frog. The Teacher Guide instructs for teachers to \u201cExplain that students are going to finish revising their drafts to create a final draft of their informative essay. Tell them they will use the teacher feedback on their Mid-Unit 3 Assessment and the mini lesson on sentences to guide their revisions.\u201d This assessment centers on CCSS W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, and L.3.6.\n    \nIn Module 3, Unit 2, Lesson 7, the Mid-Unit Assessment is Comparing Two Peter Pan Stories. Students read Chapter 6 of Peter Pan in Kensington Gardens and answer selected response and short-constructed response questions. This Assessment centers on CCSS RL.3.1, RL.3.2, RL.3.4, RL.3.9, L.3.1f, L.3.4.\n    \nThe Mid and End of Unit Assessments specifically note the standards that are addressed. For example, students complete the Mid-Unit Assessment, in which they hear pages 8\u20139 of One Well read aloud and determine the main idea(s) and supporting details. They then read the pages themselves to answer text-dependent questions (RI.3.1, RI.3.3, RI.3.4, SL.3.2, L.3.1a, L.3.4).\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe materials reviewed for Grade 3 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.\n\n\n    Grade 3 instructional materials provide teachers with guidance for administering assessments, ways to scaffold assessments, areas of focus, connections to learning building towards the assessment, and suggestions for lessons in the future. Each assessment is broken down into sections to help support teacher understanding. The first section is titled \u201cPurpose of lesson and alignment to standards.\u201d The EL curriculum refers to assessments as an additional lesson, so in this section it explains which standards the assessment aligns to, the purpose behind the assessment, and information about tracking progress. The second section is titled \u201cHow it builds on previous work.\u201d In this section, the EL curriculum explains how the unit and lessons build upon each other in order to bring students to this place of learning. The third section is titled \u201cAreas where students might need additional support.\u201d This section anticipates barriers that students may face and offers suggestions to teachers on how to move students past the barriers. The fourth section is titled \u201cAssessment guidance.\u201d In this section, the assessment is broken down for teachers, typically by standard and explains how the assessment addresses each standard. There is also additional information regarding feedback for students. The last section is titled \u201cDown the Road.\u201d In this section the EL curriculum explains how the knowledge students have now will be used as they move forward in the curriculum.\n\n\n    In Your Curriculum Companion, pgs. 396-397, there are examples of student work and how they should be graded using the rubric found in the Teacher Guide. Further guidance is provided on the following:\n\n\nChoosing evidence for analysis, pg. 401\n    \nOrganizing the evidence, pg.403\n    \nIdentifying the patterns and trends that can inform instruction, pg. 403\n    \nCreating an action plan based on the data (next steps), pg. 404\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nThe materials reviewed for Grade 3 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0373c9af-e770-48a0-8b73-72d917374029": {"__data__": {"id_": "0373c9af-e770-48a0-8b73-72d917374029", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "6764e79c-552f-4ada-beb9-0cc7e8bd4244", "node_type": null, "metadata": {}, "hash": "8aa84f146733f907d48ba59074e020b55cf67496e30a7a8026ff91aebac8ba8c"}, "3": {"node_id": "39d1442b-d81c-45fc-baf2-16fc351b7d12", "node_type": null, "metadata": {}, "hash": "61902a4dbf6357f00d062de206be8df3d33a3800b2a169b22b1c6bef143bf3ff"}}, "hash": "1ccf3df643185f6e90bb0b6df1e2dd001cff5e6e05a6805582621e36a97cf695", "text": "Grade 3 instructional materials provide informal checklists to help collect evidence of progress as teachers observe students working. Progress monitoring formative assessments are integrated within every module by using mid and end unit assessments, performance tasks, ongoing assessment suggestions within each lesson, and scaffolded instruction. Examples include, but are not limited to:\n\n\nIn the Your Curriculum Companion, on pgs. 393-395, there is an overview of how the curriculum supports ongoing progress monitoring. For example, on pg. 393 a description of how each lesson within the module includes formative assessments that align with the learning targets.\n    \nIn the Your Curriculum Companion on pg. 394, it describes the use of informal checklists. The informal checklist is a tool that provides teachers with a way of tracking student progress while making observations. In Grade 3, informal checklists include reading fluency, writing process, collaborative discussions, presentation of knowledge and ideas, and speaking and listening comprehension.\n    \nThe EL Curriculum also uses text-dependent questions as an ongoing progress monitoring tool. This takes place by having students answer the questions independently while reading additional text.\n    \nWriting routines are also built with ongoing formative assessments. The EL Curriculum uses exit tickets, note-catchers, and graphic organizers to assess student learning. These activities are used in conjunction with text pieces and provide a formative assessment more frequently when students are reading a lengthy text.\n    \nOn pg. 394 in Your Curriculum Companion, it states that writing routines are repeated and appear frequently throughout the modules. Exit tickets, note-catchers, and graphic organizers are repeated multiple times in a unit.\n    \nIn Your Curriculum Companion, p. 395, there is an explanation on Tracking Progress Forms. It states, \u201cstudents review their assessments for evidence of mastery of standards and add sticky notes to their work to point to this evidence. After students track their progress, the teacher then reviews and adds to the form.\u201d\n    \nIn the Teacher Guide, Grade 3, Module 1, pg.35, Assessment Guidance directs the teacher to listen to students as they read their quote to determine if they need additional support.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nThe materials reviewed for Grade 3 meet the criteria that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\n\n    In the Module Block, there is 20 minutes daily accountable independent reading for homework at a range of levels; students respond to a prompt in their independent reading journal and are held accountable for their reading through discussion with their peers. The ALL Block gives additional time for independent reading, building more content and domain-specific knowledge and some free choice reading (every other week), to build on students\u2019 motivation and interests.\n\n\n    In the Grade 3, Module 1 Student Workbook, pg. 24, independent research reading is launched. Students have an independent reading journal to record time reading and prompts. Additionally, students are required to complete a vocabulary log for any new vocabulary. On pg. 25, it indicates that students are to independently read a choice, topic-related book for homework and they may read a free choice book for extra independent reading. An example of the reading task during independent reading is located on pg. 28-29 of the Grade 3 Student Workbook. In Unit 1, Lesson 2 students begin working on independent reading routines as part of explicit instruction. This begins by teaching students about book selection with the lesson goals of students being able to select a research reading book they have interest in and also being able to explain to peers why they selected the book.\n\n\n    In addition to explicit lessons in the language arts block, the ALL Block also has the component of accountable independent reading/volume of reading. In the Your Curriculum Companion on pg. 83, it describes this routine as \u201ccontent-related reading at each student\u2019s independent reading level; including free-choice in reading.\u201d\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nThe materials reviewed for Grade 3 meet the criteria that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "39d1442b-d81c-45fc-baf2-16fc351b7d12": {"__data__": {"id_": "39d1442b-d81c-45fc-baf2-16fc351b7d12", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "0373c9af-e770-48a0-8b73-72d917374029", "node_type": null, "metadata": {}, "hash": "1ccf3df643185f6e90bb0b6df1e2dd001cff5e6e05a6805582621e36a97cf695"}, "3": {"node_id": "bcfaea11-52d7-4965-a11b-4261ab1cf02c", "node_type": null, "metadata": {}, "hash": "fed28995cd706e219e9a470734cf215f585f78d20dbb0dbfbdc94d1b80bb9552"}}, "hash": "61902a4dbf6357f00d062de206be8df3d33a3800b2a169b22b1c6bef143bf3ff", "text": "In the Module Blocks in each lesson, there is a section called Universal Design for Learning. It is divided into three different parts: Multiple Means of Representation (MMR), Multiple Means of Action and Expression (MMAE), and Multiple Means of Engagement (MME). The Teacher Guide for each module anticipates areas where students might need additional support and provides a section geared toward supporting English Language Learners that includes various scaffolds and levels of support recommendations. Each lesson includes a section on Universal Design for Learning, an educational framework based on research in the learning sciences that promotes the use of flexible learning environments in order to accommodate individual learning differences. For example, in Module 1, Unit 3, Lesson 13, the Teacher Guide suggests using multiple means of representation below its \u201cUniversal Design for Learning\u201d section, instructing teachers to provide multiple models for students to see what a final product looks like for the reading strategies bookmark, verbally explain expectations, and to facilitate a discussion around elements of the model bookmarks that make them aesthetically pleasing, easy to read, and understand.\n\n\n    Within every lesson, the EL curriculum provides information under the title \u201cMeeting Student\u2019s Needs.\u201d In this section, the curriculum provides specific scaffolding strategies to support learners at different levels. For example, in Module 1, Unit 2, Lesson 6, the curriculum provides teachers with strategies to help support student stamina, \u201cSince this is a long assessment, consider offering built-in breaks, during which students can choose an activity such as getting water or stretching.\u201d The curriculum gives suggestions regarding fine motor skills and how teachers can accommodate students that struggle in this area: \u201cFor students who may need additional support with fine motor skills: Consider providing tools to support their writing (e.g., pencil grips, slanted desk, or word processor).\u201d\n\n\n    In the Teacher\u2019s Notes section of the lesson, there is a section titled \u201cAreas in which students may need additional support.\u201d In this section, teachers are given suggestions of how to support the needs of learners who may struggle.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nThe materials reviewed for Grade 3 meet the criteria that materials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\n\n    The Teacher Guide for each module provides a section geared toward supporting English Language Learners that includes various scaffolds and levels of support recommendations which often include allowing students to grapple with complex texts and tasks before providing necessary adjustments based on targeted observation. The materials also contain a section on \u201cMeeting Students\u2019 Needs\u201d in each unit lesson with suggestions for adjusting the delivery of content or task to meet learners\u2019 needs without changing the content itself. In the Module Blocks, levels of support are provided at the beginning of each lesson in the Supporting English Language Learners section. Lesson-specific ELL supports also are added to the \u201cMeeting Students\u2019 Needs\u201d section. There are protocols for Conversation Clues and Language Dives that scaffold ELL students and students who may need additional support in that specific skill to meet or exceed the grade-level standard.\n\n\n    In the Teacher Guide, symbols are embedded based on the four levels - below level (square), on level (circle), above level (diamond), and ELL (triangle). These symbols prompt teachers to differentiate instruction based on the needs of each level. ELL students\u2019 Additional Work with Complex Text involves the Language Dive (work on the words used in sentences and how sentences are constructed). During certain activities, students working below level are combined with ELL students because they need the same support.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bcfaea11-52d7-4965-a11b-4261ab1cf02c": {"__data__": {"id_": "bcfaea11-52d7-4965-a11b-4261ab1cf02c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "39d1442b-d81c-45fc-baf2-16fc351b7d12", "node_type": null, "metadata": {}, "hash": "61902a4dbf6357f00d062de206be8df3d33a3800b2a169b22b1c6bef143bf3ff"}, "3": {"node_id": "c6a1f4a6-0782-4763-959f-f17cf0eea155", "node_type": null, "metadata": {}, "hash": "28c9953e550aa125c406b01b44de0d6bf7ccde4ec97e3bbace0f4413730144f0"}}, "hash": "fed28995cd706e219e9a470734cf215f585f78d20dbb0dbfbdc94d1b80bb9552", "text": "Language Dives are included in the EL curriculum. The purpose of the Language Dive to provide students with strategies to analyze, understand, and use the language. During a Language Dive, teachers and students slow down the reading of a text to deeply analyze the meaning, purpose, and structure of a specific part of the text. The Language Dive supports ELL students acquire language and help the to deconstruct complex text (Your Curriculum Companion pgs. 99-100). Language Dives follow the routine of Deconstruct-Reconstruct-Practice. In the Deconstruct phase, teachers guide students to deconstruct a sentence for meaning and purpose. Students are guided into chunking the sentence to analyze the importance and purpose of the words used in the sentence. In the Reconstruct phase, students put the sentence back together and discuss possible variations of the sentence that could be formed and then analyze how the meaning and purpose changes with the varied sentences. In the Practice phase, students practice using different language structures.\n\n\n    Within each lesson, there is a section titled \u201cMeeting Students\u2019 Needs.\u201d This section provides specific ELL strategies that are directly tied to that particular lesson. For example, in Module 1, Unit 2, Lesson 3, it is recommended that \u201cFor ELLs and students who may need additional support with memory: allow students an additional 30 seconds to review pages 18\u201319 before turning to their partners.\u201d\n\n\n    In the lessons, there is a Teacher\u2019s Notes section. This section provides specific ELL information for the teacher. It first begins with a lesson breakdown, identifying all the important points in the lesson. This draws the teacher\u2019s attention to an objective within the lesson to set as a priority for ELL students. Then, the section differentiates into levels of support- Lighter and Heavier. Depending on the needs of the ELL students, this differentiated support enables teachers to scaffold even further.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nThe materials reviewed for Grade 3 partially meet the criteria that materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    Within the material itself, there are multiple modalities of learning addressed as well as multiple exposures to content. Teachers notes throughout the curriculum rarely offer extensions or opportunities for advanced learners. Each unit includes ways to extend the learning beyond the classroom linking home, community, and experts in their fields to share their experiences. However, there are no specific extensions or opportunities to compact the curriculum.\n\n\n    The Teacher Guide for each module provides homework tasks that include an independent reading journal through which students have the opportunity to select reading material that is above grade-level. In the Modules, materials do not supply, on a regular basis, extensions and/or more advanced opportunities for students who read, write, or listen above grade level.\n\n\nIn Grade 3, Module 2, Unit 3, Lesson 8, the Teacher Guide provides teaching notes outlining that the research reading that students complete for homework helps them to build both their vocabulary and knowledge pertaining to frogs and specifically frog adaptations, explaining that \u201cby participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.\u201d\n    \n\n\nIn Grade 3, Module 2, Unit 3, Lesson 8, the Teaching Guide includes an extension for students who finish quickly or require such extension outlining that they could create two proof paragraphs: one about behavioral adaptations and one about physical adaptations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6a1f4a6-0782-4763-959f-f17cf0eea155": {"__data__": {"id_": "c6a1f4a6-0782-4763-959f-f17cf0eea155", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "bcfaea11-52d7-4965-a11b-4261ab1cf02c", "node_type": null, "metadata": {}, "hash": "fed28995cd706e219e9a470734cf215f585f78d20dbb0dbfbdc94d1b80bb9552"}, "3": {"node_id": "efc66f8d-50f5-48a8-a030-e95508e27cbb", "node_type": null, "metadata": {}, "hash": "f4ed5b81ba4313553a45e6afdb5e14cfd03770a6b870979c72fb22ccfeb293bb"}}, "hash": "28c9953e550aa125c406b01b44de0d6bf7ccde4ec97e3bbace0f4413730144f0", "text": "In the Language All Block, teachers are directed to use the module lesson ongoing assessments to determine students that would be working above grade level. As the lessons are broken down for the teacher, the curriculum provides a symbol key for each type of grouping with above level students being represented by a diamond. Throughout the lessons, teachers can easily locate information about how to enrich for students working above grade level by looking for the diamond shape. For example, in the Module 1, Unit 3, Day 1 explanation for small group instruction, students are analyzing a piece of text and each group has a different start and end point. For the group working above grade level it states, \u201cFrom the beginning of the excerpt to the very end of the excerpt.\u201d It also provides teacher guided activity cards that are differentiated to target students working above grade level. On the activity card there is a section titled \u201cMore Challenge\u201d and this provides an extension beyond what a teacher would do with students working below or at grade level. For example, the extensions and/or more advanced opportunities for students who are above grade level includes increased responsibility as they practice peer support and coaching of ELL students during ALL Block. In addition, extensions are provided on the task cards for students that can work independently.\n    \n\n\nIn the Language All Block, the materials provide MORE CHALLENGE activities in the Student Activity cards that provide some extension activities for students who are more advanced.\n        \nIn the Language All Block, Module 1, Unit 1, Week 1, Day 3, the materials state \u201cMORE CHALLENGE: If you finish early, make up a sentence using as many of the words in bold as you can. Write the sentence on the back of this task card.\u201d\n            \nIn the Language All Block, Module 1, Unit 1, Week 2, Day 1, the materials state: \u201cMORE CHALLENGE: Write a new sentence for each of the words on the back of this card.\u201d\n            \n\n\n\n\nThe Grade 3, Module 4 extension activity states, \u201cInvite students to add additional text- or web-based materials to support their research of possible solutions.\u201d\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe materials reviewed for Grade 3 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.\n\n\n    The teaching guide for each module provides lesson structures and tasks that allow teachers to use a variety of grouping strategies depending on the task at hand. Materials provide opportunities for teachers to use both homogeneous and heterogeneous grouping strategies. Students participate in partner and small group Think/Pair/Share, Whole Class Discussion, Small Group Discussion, Read Alouds, Shared Reading, Independent Reading, and Language Dives for both Informational and Literary texts. Teachers are encouraged to use information gained from the ongoing assessments in the lessons to help determine where students need additional supports or extensions during small groups. In the Modules, a variety of grouping strategies are encouraged where students work in pairs or triads and are strategically paired in advance to create productive and supportive work time. In the ALL Block, student groupings are dependent on activities that are differentiated based on student need.\n\n\n    The EL curriculum provides teachers with different groupings to help students engage in and discuss text. The suggested strategies include; Think-Pair-Share, Back to back and Face to Face, and Pinky Partners. Think-Pair-Share promotes productive and equitable conversations, giving all students the opportunity to share and consider the views of others. Back to Back and Face to Face is designed to give students the opportunity to hear several different perspectives on a topic and/or to engage in critical thinking about a topic.\n\n\n    In the Your Curriculum Companion, pg. 113, a chart is provided that explains all the grouping strategies for each component of the curriculum. In the module lessons, teachers are given suggestions to group students based on similar needs. Ongoing assessments throughout the module lessons are used to make grouping decisions about who should be grouped together. In the Language Block, students are grouped in either below grade level, on grade level, above grade level or English Language Learner groups. These groups are formed for a two-week period using the data from the module lessons. Students rotate through the activities and are provided the necessary scaffolds or enrichment depending on the group.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "efc66f8d-50f5-48a8-a030-e95508e27cbb": {"__data__": {"id_": "efc66f8d-50f5-48a8-a030-e95508e27cbb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "c6a1f4a6-0782-4763-959f-f17cf0eea155", "node_type": null, "metadata": {}, "hash": "28c9953e550aa125c406b01b44de0d6bf7ccde4ec97e3bbace0f4413730144f0"}, "3": {"node_id": "68befdb1-7b5e-48dd-8811-7d2b3d06d8db", "node_type": null, "metadata": {}, "hash": "ba4d6d4894161271322044308d8174867cbe5da2f038e82d0d647bb1c0e93c6c"}}, "hash": "f4ed5b81ba4313553a45e6afdb5e14cfd03770a6b870979c72fb22ccfeb293bb", "text": "In the ALL Block, students rotate through three components: Accountable Independent Reading, Independent Activity in heterogeneous groups with a task card to guide their work, and teacher-guided activities in homogeneous groups (differentiated based on student need). In addition, these groups are flexible because a student may be below grade level in one area, but on grade level in another area.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nThe materials reviewed for Grade 3 meet the criteria that digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple internet browsers (eg. Internet Explorer, Firefox, Google Chrome, etc.), \u201cplatform neutral\u201d (ie., Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    The instructional materials include suggestions to enhance lessons with the use of technology and multimedia. Located in each Module Overview, the \u201cTechnology and Multimedia\u201d section gives general recommendations for how to utilize resources on the internet for classroom projects, such as the production of student work or to research a topic further. In a review of the suggested activities, it appears that different internet browsers and operating systems would not prove to be a challenge for accessibility. For example, in Module 1, Unit 3, Lesson 2, Teacher Guide \u201cTechnology and Multimedia\u201d section, teachers are instructed to allow students to complete the close reading note-catching through an online word processor such as Google Docs during Work Time B.\n\n\n    The curriculum materials are available to access online. An educator may access and download teacher materials and student materials for each unit along with the assessments, protocols, and videos modeling the protocols.The optional Life Science module and components of this module are also available on the site and contain similar parts as the ELA module. These teacher and student materials include: the big ideas, the Four T\u2019s, texts, assessments, performance task, materials, and Module-at-a-glance.\n\n\n    Accessibility was tested successfully on Internet Explorer, Chrome, Safari, Windows, Mac Air, iPhone, and iPad.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nThe materials reviewed for Grade 3 meet the criteria that materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    The Teacher Guide for Module Lessons provides a \u201cTechnology and Multimedia\u201d section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning. Within this section, teachers are given suggestions on methods to incorporate technology, along with websites to utilize and an explanation of the manner in which technology can be used to scaffold instruction. For example, in the Grade 3, Module 1, Teacher Guide, Module Overview, the \u201cTechnology and Multimedia\u201d section suggests that students use Google Docs to complete Note-Catchers and produce writing. It also suggests Google Forms for online Exit Tickets. It gives speech-to-text suggestions, such as \u201cDragon Dictation\u201d and the National Geographic map site to explore places that students read in the texts. It is also is noted that the teacher should consider highlighting or using colored text on a word processing document rather than using colored pencils for the Writing Contract.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe materials reviewed for Grade 3 partially meet the criteria that digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\n\n    Digital materials include a digital planning guide, step-by-step lesson plans, and online materials with additional support for differentiated instruction. However, while digital materials include opportunities for teachers to personalize learning for students through the use of Microsoft Word, it is limited in accessibility to innovative technology. The Teacher Guide for module lessons provides a \u201cTechnology and Multimedia\u201d section that supports teachers in extending lessons into digital experiences to engage students in their learning which include adaptive technology; however, opportunities for creativity and innovation with technology were not widely present.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "68befdb1-7b5e-48dd-8811-7d2b3d06d8db": {"__data__": {"id_": "68befdb1-7b5e-48dd-8811-7d2b3d06d8db", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8e80933-8eef-4551-8fba-21d6bf37aa1a", "node_type": null, "metadata": {}, "hash": "d55de615445e87094d2338656d97c9efa95246dc2aaba556c8f753c4dfc38365"}, "2": {"node_id": "efc66f8d-50f5-48a8-a030-e95508e27cbb", "node_type": null, "metadata": {}, "hash": "f4ed5b81ba4313553a45e6afdb5e14cfd03770a6b870979c72fb22ccfeb293bb"}}, "hash": "ba4d6d4894161271322044308d8174867cbe5da2f038e82d0d647bb1c0e93c6c", "text": "In Module 1, Unit 3, Lesson 8, Teacher Guide \u201cTechnology and Multimedia,\u201d teachers are encouraged to allow students to write their second proof paragraph on a word processing document such as Google Doc using speech-to-text facilities activated on devices, or using an application or software like Dragon Dictation.\n    \nThe curriculum materials are available to access online. Teachers may download the materials in .pdf or .doc form. When using .doc form, teachers can edit, change, or add to documents to customize the materials as needed for students. However, utilizing these customized materials in conjunction with additional technology is not included as part of this program.\n\nMaterials can be easily customized for local use.\n\nThe materials reviewed for Grade 3 meet the criteria that materials can be easily customized for local use.\n\n\n    The Module and ALL Block curriculum components contain student materials that can be downloaded in Microsoft Word and customized for individual learners or classroom use. In Your Curriculum Companion, Chapter 3, strategies are provided to customize the lessons for local use. For example, on page 127, under the Refining Lessons heading, teachers are informed that \u201cyou can spend time preparing the materials in such a way that your students, who have been struggling with transitions, will have them at their desks when they come in from recess.\u201d When accessing resources online, teachers can download the materials in .pdf or .doc form. When using the .doc form, teachers can edit, change, or add to documents to customize the materials as needed for students.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe materials reviewed for Grade 3 meet the criteria that materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\n\n    The Teacher Guide for module lessons provide a \u201cTechnology and Multimedia\u201d section that supports teachers in extending lessons into digital experiences to deeply engage students in their learning which include technology platforms that facilitate collaboration among students and teacher as well as students with each other. Teachers are often prompted to use shared documents such as Google Docs to collaborate during class.\n\n\n    Professional development videos are available on the Expeditionary Learning website; however, the videos are not linked to the resources. Teachers need to search through video topics for specific videos.\n\n\n    On the EL Education website under Resources, teachers are provided with digital tools to connect with other educators via online Professional Development (PD Packs).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "01a79334-1c6d-4e1b-b549-36a6c3e645bb": {"__data__": {"id_": "01a79334-1c6d-4e1b-b549-36a6c3e645bb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "3": {"node_id": "4d618b30-d61b-40e0-bdd1-e2e38c772cdd", "node_type": null, "metadata": {}, "hash": "b4cc273fd8585bef7e6cf97efc6d630248c98dec777933590eeb194135967310"}}, "hash": "5f9b0870fb6e3e1eaf9ea425e50e5a1ec3172dac4d9a24b70e8ee63a53ae7623", "text": "Envision 2.0\n\nThe instructional materials reviewed for Grade 3 did not meet the expectations for alignment to the CCSSM. The instructional materials partially meet the expectations for Gateway 1 as they appropriately focus on the major work of the grade but did not always demonstrate coherence within the grade and across other grades. The instructional materials do not meet the expectations for Gateway 2 as they did not fully address rigor within the grade-level standards, and there are missed opportunities in the materials when it comes to attending to the full meaning of the standards for mathematical practice.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 3 enVisions Math 2.0 partially meet the expectations for Gateway 1. The materials meet the expectations for focusing on the major work of the grade, but they do not meet the expectations for coherence. Some strengths were found and noted in the coherence criterion as the instructional materials partially met some of the expectations for coherence. Overall, the instructional materials allocate enough time to the major work of the grade for Grade 3, but the materials do not always meet the full depth of the standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe assessment materials reviewed for Grade 3 meet expectations for focus within assessment. Content from future grades was found to be introduced; however, above grade-level assessment items, and their accompanying lessons, could be modified or omitted without significantly impacting the underlying structure of the instructional materials.\nProbability, statistical distributions, and/or similarity, transformations and congruence do not appear in the Grade 3 materials.\nThe series is divided into topics and each topic has a topic assessment and a topic performance assessment. Additional assessments include a placement test found in Topic 1, four cumulative/benchmark assessments, and a End-of-Year Assessment.\nThe assessments have items which assess future grade-level standards.\n\nTopic 1 topic assessment question 7 requires interpreting remainders (4.OA.3).\nIn Topic 2 topic assessment, problems 4 and 11 have students identifying multiples of a number, a Grade 4 grade standard (4.OA.4), and question 13 requires interpreting remainders (4.OA.3).\nTopic 4 topic assessment questions 3 and 10 require interpreting remainders (4.OA.3).\nTopics 1-4 cumulative benchmark assessment problem 2 assesses multiples of a number, a Grade 4 standard (4.OA.4) and problem 22 assesses factors at the Grade 4 level (4.OA.4).\nTopics 1-8 cumulative benchmark assessment problem 6 assesses multiples of a number, a Grade 4 standard (4.OA.4).\nTopic 12 topic assessment question 5 includes improper fractions which is a Grade 4 standard.\nTopic 14 topic assessment problems 10, 11, 12, 13, 14 and 15 and performance assessment problems 1 and 3 assess knowing relative sizes within a measurement system, a Grade 4 standard (4.MD.1).\nTopic 15 topic assessment problem 4 and performance assessment problems 2, 3, 4 and 7 assess parallel lines, a Grade 4 standard (4.G.1).\nTopics 1-16 cumulative benchmark assessment problem 7 assesses the fraction 1/5, a Grade 4 fraction; problems 12 and 26 assess parallel lines, 4.G.1; and problem 21 assesses knowing relative sizes within a measurement system (4.MD.1).\nThe end-of-year assessment problem 12 assesses knowing relative sizes within a measurement system (4.MD.1).\n\nThe off-grade level items could be removed without affecting the sequence of learning for the students or the mathematical integrity of the materials.\nNotes:\n\nTopic 1 topic assessment question 3 does not require students to do any mathematics.\nTopic 1 includes basic facts timed tests but do not include directions on how or when to use them. Additionally, the addition and subtraction set do not go beyond 20, which is the Grade 2 fluency 2.OA.2.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for focus within major clusters. Overall, the instructional materials spend the majority of class time on the major clusters of each grade.\nTo determine this, three perspectives were evaluated: 1) the number of topics devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. The number of days is the same as the number of lessons.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4d618b30-d61b-40e0-bdd1-e2e38c772cdd": {"__data__": {"id_": "4d618b30-d61b-40e0-bdd1-e2e38c772cdd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "01a79334-1c6d-4e1b-b549-36a6c3e645bb", "node_type": null, "metadata": {}, "hash": "5f9b0870fb6e3e1eaf9ea425e50e5a1ec3172dac4d9a24b70e8ee63a53ae7623"}, "3": {"node_id": "75d7bcd9-044c-4436-8343-1878c72bb301", "node_type": null, "metadata": {}, "hash": "79ea8fa4e8d13ee2dbd517c5c2d9d5e700b80aac795e1737fd2242616ca640d9"}}, "hash": "b4cc273fd8585bef7e6cf97efc6d630248c98dec777933590eeb194135967310", "text": "The number of days is the same as the number of lessons. A lesson level analysis is more representative of the instructional materials than a topic level analysis because the number of lessons within each topic is inconsistent. and we drew our conclusion based on that data.\nGrade 3 enVison Math 2.0 includes 16 topics with 110 lessons. At the topic level, ten of the 16 focus on major work. Two of the 16 focus on supporting work and are supporting the major work of the grade, and four of the 16 topics focus on supporting work without supporting the major work. Approximately 75 percent of the topics are focused on major work. As mentioned above, a lesson level analysis is more representative of the instructional materials than a topic level analysis because the number of lessons within each topic is inconsistent. At the lesson level 69 lessons focus on major work, 12 lessons focus on supporting work and continue major work of the grade, 20 lessons focus on the supporting work without connecting to the major work, and 9 lessons focus on off grade level topics. At the lesson level approximately 73 percent of the lessons focus on major work, approximately 18 percent of the lessons focus on supporting work, and approximately 8 percent of the lessons focus on off grade-level topics.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 3 partially meet expectations that supporting content enhances focus and coherence by engaging students in the major work of the grade. Some of the supporting work is treated separately and does not support the major work of the grade, and many natural connections are missed. The following details supporting work in the instructional materials.\n\nTopic 7 is focused on classifying data and somewhat supports the major work of the grade in multiplication.\nTopics 8 and 9 are focused on addition and subtraction within 1000 and are treated separately from the major work of the grade.\nTopic 10 is focused on multiplying by 10s and does support the major work of the grade.\nTopic 15 is focused on describing and comparing measurable attributes. This topic is treated separately and does not support the major work of the grade. In these supporting cluster lessons, students are not asked to partition shapes (3.NF.1).\nTopic 16 is focused on perimeter. About half the lessons are treated separately from major work, and about half support major work with area. Lessons 16.4, 16.5 and 16.6 connect to the major work of the grade (3.MD.C).\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe amount of content designated for one grade level is not viable for one school year in order to foster coherence between grades. The pacing guide assumes one lesson per day as stated on page TP-23A. The enVison Math 2.0 Grade 3 program consists of 110 lessons, grouped in 16 topics. Assessments are not included in this count; if the 16 days of assessment are added in this would bring the count to 127 days. This is still below the standard school year of approximately 140-190 days of instruction. Significant modifications by the teacher would need to be made to the program materials to be viable for one school year.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for being consistent with the progressions in the standards. Overall, the materials give students extensive work with grade-level problems and relate grade-level concepts explicitly to prior knowledge from earlier grades, but the materials do not reach the full depth of the standards and do not always clearly identify work that is off grade level.\nMaterial related to future grade-level content is not clearly identified or related to grade level work. The exception is the topic titled \"Step up to 4th grade\" where the materials are clearly identified as Grade 4 materials. The Grade 3 materials have some instances where future grade-level content is present and not identified as such.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "75d7bcd9-044c-4436-8343-1878c72bb301": {"__data__": {"id_": "75d7bcd9-044c-4436-8343-1878c72bb301", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "4d618b30-d61b-40e0-bdd1-e2e38c772cdd", "node_type": null, "metadata": {}, "hash": "b4cc273fd8585bef7e6cf97efc6d630248c98dec777933590eeb194135967310"}, "3": {"node_id": "79cc03e4-0caf-4b6c-87e9-d2e9ea070a1c", "node_type": null, "metadata": {}, "hash": "2de9d693180a700c2821dafbe0d52163b1bf775405b62e1ce95c945e432e756c"}}, "hash": "79ea8fa4e8d13ee2dbd517c5c2d9d5e700b80aac795e1737fd2242616ca640d9", "text": "For example, lessons 13-5, 13-6 and 13-8 focus on comparing fractions with different numerators and denominators (4.NF.2).\nThe content does not always meet the full depth of the standards. This occurs due to a lack of lessons addressing the full depth of standards. For example:\n\nStudents learn multiplication facts for 0, 1, 2, 5, 9 and 10 in 5 lessons in Topic 2. There are eight lessons to learn multiplication facts for 3, 4, 6, 7 and 8.\n3.OA.8 has four lessons addressing two-step problems using the four operations, lessons 11-1 to 11-4.\nWhen looking at 3.NF.A, developing an understanding of fractions as numbers, there are thirteen lessons, and three of those lessons focus on fractions and the number line.\nSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects are major work of third grade, but in these materials, these topics are taught at the end of the year in 9 lessons in Topic 14.\n\nThe materials extensively work with grade-level problems, for example:\n\nAll students complete grade-level materials, and suggestions for re-teaching and intervention are included with each lesson and at the end of each topic.\nOnline resources include extra, on-level and advanced-practice materials.\nA mathematics and science project is available for each topic taught.\nHomework practice problems are identified in the teacher edition as intervention, on-level, and advanced.\nThe numbers of topics focusing on Grade 3 domains are as follows: 3 out of 16 topics address number and operations in base ten; 2 out of 16 topics address number and operations - fractions; 6 out of 16 topics address operations and algebraic thinking; 4 out of 16 topics address measurement and data; and 1 out of 16 topics address geometry.\n\nThe materials relate grade-level concepts to prior knowledge within the introduction of each topic, for example:\n\n\"Math Background: Coherence\" includes \"Look Back\" and \"Look Ahead\" commentary, connecting to mathematics that came earlier in Grade 3, explaining connections to the content within the topic, and explaining what will come later in Grades 3 and 4. An example can be found on pages 605c-605d for Topics 12 and 13.\nIndividual lessons also include coherence headings. An example is in lesson 12-1 on page 609A that includes the heading, \"Coherence: In this lesson, students extend the work they did in Topic 6 with unit squares and area as they begin more extensive work with fractions as numbers. The lesson explores...\".\nIn lesson 3.1, for 3.OA.5, students extend their multiplication knowledge by splitting arrays into two smaller arrays to write equations and explore the distributive property.\nIn lesson 7.1, for 3.MD.3, the connection to multiplication when using scaled bar graphs is made.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings, but the materials lack problems and activities that connect two or more clusters in a domain or two more domains in the grade.\nThe materials are designed at the cluster level, and this design feature is represented throughout the material in the form of a color-coded wheel identifying the cluster focus of each unit. The materials include learning objectives which are visibly shaped by CCSSM cluster headings, and the Topic Planner at the beginning of each topic has an example of this.\n\nThe focus of Topic 14 is 3.MD.A: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Lesson objectives in Topic 14 include: L3 - Solve word problems involving addition and subtraction to measure quantities of time, L4 and L5 - Use standard units to estimate liquid volume, and L6 - Use standard units to estimate the masses of solid objects.\nA similar example for Topic 12 can be found on pages 605I - 605K.\n\nThe materials for Grade 3 enVision Math 2.0 do not foster coherence through grade-level connections.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "79cc03e4-0caf-4b6c-87e9-d2e9ea070a1c": {"__data__": {"id_": "79cc03e4-0caf-4b6c-87e9-d2e9ea070a1c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "75d7bcd9-044c-4436-8343-1878c72bb301", "node_type": null, "metadata": {}, "hash": "79ea8fa4e8d13ee2dbd517c5c2d9d5e700b80aac795e1737fd2242616ca640d9"}, "3": {"node_id": "495fe965-033c-4996-8cf2-52ae7aad5080", "node_type": null, "metadata": {}, "hash": "fa01b6e70013b56072fe75bcff0e3068957f5965ceac18a2b71c718b2a142ba6"}}, "hash": "2de9d693180a700c2821dafbe0d52163b1bf775405b62e1ce95c945e432e756c", "text": "Most lessons in the Grade 3 program focus within a single domain and cluster. Of 110 lessons, 76 lessons focus within a single cluster and domain.\n\nIn Topic 1, 1 of the 7 lessons addresses standards within two clusters (3.OA.A and 3.OA.B).\nIn Topic 2, 5 of the 6 lessons address standards in two or more clusters (3.OA.A, 3.OA.B, and 3.OA.D).\nIn Topic 3, 6 of the 8 lessons address standards in two or more clusters (3.OA.A, 3.OA.B, and 3.OA.D).\nIn Topic 4, 8 of the 9 lessons address standards in two or more clusters (3.OA.A, 3.OA.B, and 3.OA.D).\nIn Topic 5, 5 of the 8 lessons address standards in two or more clusters (3.OA.A, 3.OA.C, and 3.OA.D).\nIn Topic 6, 0 of the 7 lessons address standards in two or more clusters.\nIn Topic 7, 5 of the 5 lessons address standards in two or more domains (3.OA and 3.MD).\nIn Topic 8, 0 of the 9 lessons address standards in two or more clusters.\nIn Topic 9, 0 of the 8 lessons address standards in two or more clusters.\nAll of the 4 lessons within Topic 10 are within a single cluster and domain.\nAll of the 4 lessons within Topic 11 are within a single cluster and domain.\nIn Topic 12, 2 of the 8 lessons address standards in two domains (3.NF and 3.G).\nAll of the 8 lessons within Topic 13 are within a single cluster and domain.\nAll of the 9 lessons within Topic 14 are within a single cluster and domain.\nAll of the 4 lessons within Topic 15 are within a single cluster and domain.\nIn Topic 16, 2 of the 6 lessons address standards in two clusters (3.MD.C and 3.MD.D).\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Grade 3 do not meet the expectations for rigor and practice-content connections. The instructional materials partially meet the expectations for rigor and balance with spending sufficient time on engaging applications being especially strong. The instructional materials do identify the MPs and give students opportunities to construct viable arguments, but they do not always use the MPs to enrich the mathematics content and rarely have students critique the reasoning of other students. The materials do not attend to the full meaning of each MP and partially assist teachers in engaging students in constructing viable arguments and analyzing the arguments of other students. The materials meet the expectations for attending to the specialized language of mathematics.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials reviewed for Grade 3 enVision Math 2.0 partially meet the expectations for giving attention to conceptual understanding. The materials sometimes develop conceptual understanding of key mathematical concepts where called for in specific content standards or cluster headings.\nMost of the lessons in the materials have students filling out student pages in a very procedural manner. Rarely do the materials feature high quality conceptual problems or conceptual discussion questions. Some of the lessons start with a problem which could develop conceptual understanding; however, the lessons quickly transition to simply filling out the pages in the student book. For example, lesson 1-1 begins with the question \"Ms. Witt bought 3 boxes of paint with 5 jars of paint in each box. What is the total number of jars Ms. Witt bought?\" Students are given time to solve this; however, instead of spending time exploring this concept, the lesson quickly moves to filling out pages in the student book in a prescribed manner. In lesson 3-3, the standard is to understand properties of multiplication and the relationship between multiplication and division. The opening question is a good question if students were given time to explore; however, students are quickly immersed into the pages in the student book and a procedure. In lesson 4-2, the standard is to understand properties of multiplication and the relationship between multiplication and division; however, instead of students exploring the conceptual understanding, students are simply doing a procedure using fact families.\nStandards 3.OA.1 and 3.OA.2 focus on representing and solving problems involving multiplication and division and understanding properties of multiplication and the relationship between multiplication and division.\n\nEleven lessons are focused specifically on 3.OA.1 and 3.OA.2.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "495fe965-033c-4996-8cf2-52ae7aad5080": {"__data__": {"id_": "495fe965-033c-4996-8cf2-52ae7aad5080", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "79cc03e4-0caf-4b6c-87e9-d2e9ea070a1c", "node_type": null, "metadata": {}, "hash": "2de9d693180a700c2821dafbe0d52163b1bf775405b62e1ce95c945e432e756c"}, "3": {"node_id": "6d207f43-b8b4-4234-819b-b90f1c974f2c", "node_type": null, "metadata": {}, "hash": "69aa2d8755849b208af3fd0d4386cc1968f9e478bdb0934b4c4133e6deb90091"}}, "hash": "fa01b6e70013b56072fe75bcff0e3068957f5965ceac18a2b71c718b2a142ba6", "text": "Eleven lessons are focused specifically on 3.OA.1 and 3.OA.2. Lessons 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4 and 2.5 specifically address standards which are explicitly outlined as conceptual standards.\nIn Lesson 1.1 students use counters to create arrays to show the relationship between repeated addition and multiplication. However, students get very little time to really explore the connection between repeated addition and multiplication before the lesson transitions into more procedural type problems in the student book.\nIn Lesson 1.2, students use number lines as a way to represent multiplication.\nIn lesson 1.4, students draw arrays using the same number of counters and write the corresponding equations to demonstrate understanding of the commutative property of multiplication.\nIn lesson 1.5 students use counters and drawings to show equal groups and represent division as sharing.\nIn lesson 1.6 students use counters and pictures to show division as repeated subtraction.\nTopic 2 begins each lesson with a problem or two to develop conceptual understanding, but the topic is really focused on patterns, not conceptual understanding. The title of the topic is \u201cMultiplication Facts: Use Patterns.\u201d For example, in lesson 2-2 students use patterns to multiply by 9.\n\nCluster 3.NF.A focuses on developing understanding of fractions as numbers.\n\nCluster 3.NF.A is the focus of Lessons 12-1 thru 12-5, Lesson 12-8, and Topic 13.\nLesson 12-1 is the first lesson addressing 3.NF.1. Page 609A of the teacher edition explains that \u201cThe lesson explores the basic idea of a fraction and a unit fraction. Knowing what makes up a fraction -- the numerator and the denominator -- helps students understand the concept of number of equal parts and total number of equal parts.\u201d Lesson 12-5 focuses on number lines and fractions greater than 1. On page 633A in the teacher\u2019s edition, the rigor portion states \u201cSome students may find it challenging to consider a number greater than 1 as a fraction. However, if students keep in mind that a fraction is made up of a numerator and a denominator, either of which can be the greater number, they should have few problems remembering that fractions can represent numbers greater than 1 as well as numbers less than 1.\u201d Careful attention should be paid to ensure that students are not given only these descriptions of fractions. Standard 3.NF.1 clearly states that students should understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into b equal parts and understand a fraction a/b as the quantity formed by a parts of size 1/b.\nLesson 12.1 jumps quickly into representing fractions in numerical form and using numerator/denominator vocabulary; students may need more time to develop concept of equal parts, partitioning, and using fractional unit vocabulary.\nIn Lesson 12-5, students are representing fractions greater than 1 on a number line. The pages in the student book all provide number lines with some fractions already filled in making it difficult to determine if students have truly understood the concept.\n\nThere are some interventions that encourage the development of conceptual understanding; however, these interventions are not meant for all students, only those not meeting the standard.\n\nFor example, in lesson 1-1 students in the intervention activity are actually using counters to make equal groups instead of just being shown a picture in the lesson.\nIn the lesson 1-3 intervention students are using graph paper to make arrays.\nIn the lesson 1-4 intervention students explore the Commutative Property using color-counters.\nOn page 203A in the teacher edition students explore division using color-counters.\nOn page 323A, the intervention for teaching area gets more to the concept than the one problem on page 320 in the student edition that shows that it is the square units in the square or rectangle.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials partially meet the expectations for procedural skill and fluency by giving limited attention throughout the year to individual standards, which set an expectation of procedural skill and fluency. The majority of the lessons are done in a very procedural manner.\nFluency practice activities do not always focus on Grade 3 fluencies. For example, the fluency practice activity on page 49 in Topic 1 addresses addition and subtraction within 20; this is a Grade 2 fluency. The fluency practice activity on page 97 in Topic 2 addresses addition within 100; this is a Grade 2 fluency.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d207f43-b8b4-4234-819b-b90f1c974f2c": {"__data__": {"id_": "6d207f43-b8b4-4234-819b-b90f1c974f2c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "495fe965-033c-4996-8cf2-52ae7aad5080", "node_type": null, "metadata": {}, "hash": "fa01b6e70013b56072fe75bcff0e3068957f5965ceac18a2b71c718b2a142ba6"}, "3": {"node_id": "3060b745-39e5-4b1f-a596-d4d23fa881e6", "node_type": null, "metadata": {}, "hash": "6ce8e5813fca9b37db434e30d7801b713feb263aa2fbde1b4505e6b5137f4ba1"}}, "hash": "69aa2d8755849b208af3fd0d4386cc1968f9e478bdb0934b4c4133e6deb90091", "text": "The fluency practice activity on page 157 in Topic 3 addresses subtraction within 100; this is a Grade 2 fluency.\n3.OA.7 is fluently multiplying and dividing within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, students should know from memory all products of two one-digit numbers.\n\nOnly 1 lesson deals with division, 5-7, and one lesson, 5-4, has both division and multiplication.\nSix lessons are multiplication and align to 3.OA.7.\nFluency Practice Activities aligned to 3.OA.7 are found at the end of Topics 5-8, 11, 13 and 15. These activities are all either \"Point & Tally,\" \u201cFollow the Path,\u201d or \"Find a Match\" activities. These seven pages are found at the end of each topic, not within a lesson, so teachers would have to intentionally incorporate these activities into the lessons. Also, the activities often focus on multiplication and division separately. In Topic 5 on page 285, the activity focuses only on multiplication within 100. In Topic 6 on page 343, the activity focuses only on division. In Topic 7 on page 389, the activity focuses only on multiplication. In Topic 8 on page 459, the activity focuses only on division.\nSix Fluency Practice/Assessment pages in the student book aligned to 3.OA.7 are included in the instructional materials. These pages in the student book can be seen on page 71 of the teacher's edition. These pages in the student book each have 25 problems.\n\n3.NBT.2 is fluently adding and subtracting within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.\n\n3.NBT.2 is addressed in Topics 8 and 9.\nIn Topic 8 students learn concepts and procedures to add and subtract.\nTopic 9 focuses on fluency with addition and subtraction within 1,000. Although two lessons focus on using partial sums to add and subtract, in most of the lessons in this topic students learn and use the standard algorithm for addition and subtraction.\nFluency practice activities aligned to 3.NBT.2 are found at the end of Topics 9, 10, 12, 14 and 16. These activities are all either \"Point & Tally,\" \u201cFollow the Path,\u201d or \"Find a Match\" activities. These five pages are found at the end of each topic, not within a lesson, so teachers would have to intentionally incorporate these activities into the lessons. Also, the activities sometimes focus on addition and subtraction separately. In Topic 9 on page 523, the activity focuses only on addition within 1,000. In Topic 14 on page 793, the activity focuses only on subtraction within 1,000.\n\nPage 235M in the teacher's guide outlines the framework for assessing, providing practice and intervention, and providing summative assessment information at the end of the year to check mastery of fluencies. There are also resources for students to self-monitor and track their own growth for multiplication mastery.\nThe Game Center at PearsonRealize.com provides online mathematics games to help build fluency. There is one game for multiplication and division fluency and one for addition and subtraction fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nMaterials are designed so that teachers and students spend time working with engaging applications of the mathematics, without losing focus on the major work of each grade.\nIn the materials application is limited to word problems. Daily Spiral Review, lesson openers, guided/independent practice questions, and homework include word problems. In addition, a full range of question types is found, especially in the guided practice/problem solving workpages and homework. However, many of the problems do not require the context; the numbers can be pulled out of the problem and solved by using key words, a strategy included in the instructional materials.\nMost topics have at least one lesson designated application. For example, lesson 8-9 page 453A has word problems that require students to add and subtract within 1,000.\n3.OA.3 is using multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. Topics 1, 2, 3, 4, 5 and 7 include lessons aligned to 3.OA.3, and word problems are found throughout these topics. For example, in Topic 1 students begin to build their understanding of multiplication and division of whole numbers. Each lesson includes word problems, and the final lesson of the topic, Lesson 1-7, provides more complex word problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3060b745-39e5-4b1f-a596-d4d23fa881e6": {"__data__": {"id_": "3060b745-39e5-4b1f-a596-d4d23fa881e6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "6d207f43-b8b4-4234-819b-b90f1c974f2c", "node_type": null, "metadata": {}, "hash": "69aa2d8755849b208af3fd0d4386cc1968f9e478bdb0934b4c4133e6deb90091"}, "3": {"node_id": "180806c5-4574-4548-8246-da01c22202d0", "node_type": null, "metadata": {}, "hash": "b5a2dafa83d9fff78959e6da7721ec42695e561c1d7aba6f0f9dedac05d4dbaf"}}, "hash": "6ce8e5813fca9b37db434e30d7801b713feb263aa2fbde1b4505e6b5137f4ba1", "text": "Topic 11 is aligned to 3.OA.8 which requires students to solve 2-step problems using the four operations. There are four lessons in Topic 11; one lesson is devoted to addition and subtraction, one lesson to multiplication and division, and two lessons have a mixture of the four operations.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe Grade 3 enVision Math 2.0 instructional materials partially meet the expectations for balance. Overall, the three aspects of rigor are neither always treated together nor always treated separately within the materials, but a balance of the three aspects of rigor within the grade is lacking.The majority of the lessons are very procedural. However, the fluency of facts is not thoroughly addressed, and division fluency is only given two lessons in the materials, one of which is shared with multiplication. Application is found throughout the materials. Most lessons only focus on one aspect of rigor at a time, and there are many missed opportunities to connect the different aspects of rigor.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe materials partially meet the expectations for identifying the MPs and using them to enrich the mathematics content within the grade. Overall, the MPs are identified and used in connection to the content standards, but the materials do not always use the MPs to enrich the mathematics content. In the materials, the MPs are over-identified, and the connections between the MPs and the content standards are not clear.\nAccording to the teacher overview, the MPs are identified as follows:\n\nMP 1: approximately 75 lessons.\nMP 2: approximately 75 lessons.\nMP 3: approximately 90 lessons.\nMP 4: approximately 70 lessons.\nMP 5: approximately 35 lessons.\nMP 6: approximately 50 lessons.\nMP 7: approximately 50 lessons.\nMP 8: approximately 40 lessons.\n\nThe total number of lessons identified for the 8 MPs is approximately 485, with 110 lessons total in the materials, so this would lead to approximately 4 to 5 MPs per lesson. With this many practices identified in each lesson, there are many times when the entire meaning of the MP is not evident in the lesson, which leads to students not being able to develop a complete understanding of the MP and its connection to the grade-level content.\n\nIn Topic 12, Lesson 8 cites that MP1, \"Make sense and persevere,\" is the focus MP and 3.NF.1 is the content objective. The lesson focuses on students working to figure out which information from a word problem is necessary to solve. It doesn't enhance the understanding of 3.NF.1.\nIn Topic 8, Lesson 1 cites MP8, \"Generalize Listen and look for students who correctly ... regardless of the order of the numbers.\" The meaning of MP8 is not evident in the \"Solve & Share\" item because students ultimately are using the associative and commutative properties of addition to answer a question, and by using the properties, the students are engaging in MP7, \"Look for and make use of structure.\"\nThe directions to help teachers make connections are often vague. For example, lesson 12-6 cites MP1 but does not give teachers any guidance on how to help students make sense of the problem or persevere.\n\nThe Math Practices and Problem Solving Handbook in the front of the teacher's edition is a resource for understanding the MPs and knowing what to look for in student behaviors. For example, page F23A lists six indicators to assess MP3, \"Listen and look for the following behaviors to monitor students' ongoing development of proficiency with MP3.\" A proficiency rubric is also included.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Grade 3 do not meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the materials do not treat each MP in a complete, accurate, and meaningful way.\nThe lessons give teachers very little guidance on how to implement the MPs, and many of the MPs are misidentified in the materials. Also, the materials often do not attend to the full meaning of some of the MPs.\n\nMP1: Lesson 8-3 cites MP1; helping students understand the only possible answer does not get the student to make sense and persevere in problem solving. Lesson 8-5 cites MP1; telling the students two ways to subtract numbers mentally is not having them make sense or persevere in problem solving.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "180806c5-4574-4548-8246-da01c22202d0": {"__data__": {"id_": "180806c5-4574-4548-8246-da01c22202d0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "3060b745-39e5-4b1f-a596-d4d23fa881e6", "node_type": null, "metadata": {}, "hash": "6ce8e5813fca9b37db434e30d7801b713feb263aa2fbde1b4505e6b5137f4ba1"}, "3": {"node_id": "fe554506-480c-4623-9974-284a58721d65", "node_type": null, "metadata": {}, "hash": "07aea0fd7fe171c098cabafc3fdc3de15c6ae3165319f1167b52c171f8d1fa22"}}, "hash": "b5a2dafa83d9fff78959e6da7721ec42695e561c1d7aba6f0f9dedac05d4dbaf", "text": "Lesson 9-2 cites MP1; however, a rich problem is not included for the students to make sense of and persevere in problem solving.\nMP4: Lesson 8-4 cites MP4; however, telling students how to model their problems does not meet the intent of the MP. Lesson 8-9 cites MP4, but the lesson tells students how to model their problems. Lesson 9-4 cites MP4; the problem instructs the students to write an equation as a model. Equations are appropriate mathematical models; however, telling the students which model to use does not meet the intent of the MP.\nMP5: Lesson 9-1 cites MP5; however, giving the students the tool to use does not meet the intent of the MP. Lesson 9-6 cites MP5, and the lesson tells the students which tools to use. Lesson 10-3 cites MP5; however, asking students which of two tools they would use to solve a problem and to explain why is not meeting the intent of students choosing their own tools and solving problems with the tools.\nMP7: Lesson 9-5 cites MP7; telling students to break the problem into two smaller problems is not the students using structure to solve problems. Lesson 9-8 cites MP7; telling the students that since both of the boys set different goals means they need a different amount of minutes to reach their goals is not having the students use structure to solve problems. Lesson 13-1 cites MP7; however, the students are told what to look at and are not seeing and using the structure on their own.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials partially meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Although the materials at times prompt students to construct viable arguments, the materials miss opportunities for students to analyze the arguments of others, and the materials rarely have students do both together. In most lessons, when students explain their thinking, the explanations are directed by the teacher and are not independent student thinking.\nMP3 is identified 90 times in the student edition. In many of the places where MP3 is identified, the students are not attending to the full meaning of the MP. For example, \"What You Write\" in lesson 13-4 on page 692 cites MP3, however students read an already-written argument and are not asked to either create an argument or analyze the argument already given. Additional examples of not attending to the full meaning of the MP can be found in the following lessons: 2-1, 3-3, 4-2, 5-5, 8-4, 9-7, 10-1, 12-5, 13-6, 14-2, 15-3 and 16-4.\nExamples of opportunities to construct viable arguments but not analyze the arguments of others:\n\nIn lesson 9-8, students are asked to create an argument explaining whether addends in a different order would have a sum greater than, less than, or equal to the original sum.\nIn lesson 12-4, students construct an argument for approximately locating 2/3 if they know where the point for 1/3 is located.\nIn lesson 13-8, students must explain if the two fractions they wrote are equivalent.\nIn Topic 9, performance assessment question 5B asks students to explain how they determined the number of green tokens used.\nIn Topic 12, performance assessment question 4 asks students to explain what fraction represents a whole cake.\nIn Topic 13, performance assessment question 6 asks students to construct an argument to justify a given conjecture.\n\nExamples of opportunities to analyze the arguments of others.\n\nTopic 8, item 17 on page 420. Zoe says 247 rounded to the nearest hundred is 300 because 247 rounds to 250 and 250 rounds to 300. Is Zoe correct? Explain.\nTopic 10, \"Solve & Share\" on page 545. Three students found 5 X 30 in different ways. Which student is correct? Explain.\nTopic 13, \"Convince Me!\" on page 692. Julia says 1/8 is greater than 1/4 because 8 is greater than 4. Is she correct? Explain.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Usually questions have one correct answer, and there is not much guidance for teachers on how to lead discussions beyond the provided questions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fe554506-480c-4623-9974-284a58721d65": {"__data__": {"id_": "fe554506-480c-4623-9974-284a58721d65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "180806c5-4574-4548-8246-da01c22202d0", "node_type": null, "metadata": {}, "hash": "b5a2dafa83d9fff78959e6da7721ec42695e561c1d7aba6f0f9dedac05d4dbaf"}, "3": {"node_id": "55eb5ecc-821e-4de2-8fbc-47bdb100091b", "node_type": null, "metadata": {}, "hash": "2eef3bbffa0ef0a4f0aea5302dfd0234c9288644b893e10db8bd2acf935e2e49"}}, "hash": "07aea0fd7fe171c098cabafc3fdc3de15c6ae3165319f1167b52c171f8d1fa22", "text": "There are many missed opportunities to guide students in analyzing the arguments of others.\nTeacher materials sometimes prompt students to have discussions.\n\nIn Lesson 13-2 on page 680 of the TE, the teacher is instructed to ask questions about comparing fractions.\nIn Lesson 14-1 on page 740 of the TE, the teacher is instructed to ask students about the hour hand.\nIn Lesson 15-2 on page 818 of the TE, students must draw a quadrilateral and explain their reasoning about why it doesn\u2019t fit in a group. Teachers are encouraged to have students come to the board, share their drawings, and explain their reasoning.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe Grade 3 instructional materials explicitly attend to the specialized language of mathematics. The vocabulary words are taught and worked with at the beginning of each topic and, again, at the very end of the topic. The assumption is that Grade 3 students will remember all words from the beginning of the topic and will not need them reintroduced before they are used in a lesson.\n\nEach lesson includes a list of important vocabulary in the topic organizer which can be found at the beginning of each topic.\nEach topic opener has a vocabulary review activity, and each topic ends with a vocabulary review activity. However, there isn't any direction on how or when to use the activities.\nThere is an online game for vocabulary, Save the Word.\nStudent edition contains a mathematical vocabulary glossary.\nOnline animated glossary in Spanish and English.\n\u201cMy Word Cards\u201d is a set of mathematical language flash cards available for each Topic in the student edition.\nStudents must use precise language in lesson 8.1 when talking about the addition properties.\nReteach pages in the student book contain a vocabulary section of questions (i.e, 8-3, 12-3 and 14-3)\nVocabulary questions are in the independent practice (SE page 588).\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "55eb5ecc-821e-4de2-8fbc-47bdb100091b": {"__data__": {"id_": "55eb5ecc-821e-4de2-8fbc-47bdb100091b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3375e84-ab93-4d79-8e70-df41e7cd920d", "node_type": null, "metadata": {}, "hash": "9070ea01dd95817c30ab8fa0d308725276276edc9d4c276a0868a4e5aa55b93c"}, "2": {"node_id": "fe554506-480c-4623-9974-284a58721d65", "node_type": null, "metadata": {}, "hash": "07aea0fd7fe171c098cabafc3fdc3de15c6ae3165319f1167b52c171f8d1fa22"}}, "hash": "2eef3bbffa0ef0a4f0aea5302dfd0234c9288644b893e10db8bd2acf935e2e49", "text": "Materials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f4368cd1-0241-435b-93f2-614e5a4f8eec": {"__data__": {"id_": "f4368cd1-0241-435b-93f2-614e5a4f8eec", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "3": {"node_id": "6256c6fd-07a7-4890-96d1-4e338b290ac7", "node_type": null, "metadata": {}, "hash": "d4672602c2b9939b51e42b29026ee67bfb6f9b635fc085cd9c43e68bef8f3be2"}}, "hash": "c99cf0c3a9743039667da1668cc9767d54f2fc0d47f398552928164e6b3243ea", "text": "Investigations in Number, Data, and Space, 3rd Edition\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for alignment to the CCSSM. The materials partially meet the expectations for focus and coherence in Gateway 1, and they partially meet the expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet the expectations for alignment, evidence concerning instructional supports and usability indicators in Gateway 3 was not collected.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for focus on major work and coherence. The instructional materials do not meet the expectations for focus due to not spending a majority of class time on major work. The instructional materials partially meet the expectations for coherence, and they show strengths in having an amount of content that is viable for one school year and fostering coherence through connections within the grade.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for assessing grade-level content. Most of the assessments include material that is appropriate for Grade 3. In the instances where material is above grade-level, the material could easily be omitted or modified by the teacher to assess the grade-level standards being addressed. Probability, statistical distributions, similarity, transformations and congruence do not appear in the assessments.\n\n\n    In the teacher\u2019s edition, assessments for each unit are listed including portfolio opportunities recommending which student work would be appropriate. Assessments are found in the Assessment Sourcebook.\n\n\n    Content from future grades is introduced occasionally on Grade 3 assessments. These items could easily be modified to stay on grade-level.\n\n\nUnit 7 Quiz 2 asks students to add 3 digit numbers that go beyond 1,000 (3.NBT.2 calls for students to fluently add and subtract within 1000). \u201cThree apples have a mass of 880 grams. Two plums have a mass of 375 grams. What is the total mass of these 5 pieces of fruit? A. 1,155 grams B. 1,250 grams C. 1,255 grams D. 1,265 grams\u201d\n    \nUnit 7 in the Solving Addition and Subtraction Problems assessment, found in the Assessment Sourcebook, asks students to add decimal monetary amounts (5.NBT.B). This assessment could be removed.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Grade 3 do not meet the expectations for spending the majority of class time on the major clusters of the grade. Overall, approximately 63 percent of class time is spent on major work of the grade.\n\n\n    The instructional materials are separated into eight units. Each unit is composed of two, three, or four investigations, and each investigation is divided into sessions. The Implementing Investigations guide states in Part 4 (Classroom Routines) within the Overview that each session includes a Classroom Routine activity that is \u201cintroduced as a session activity and are then used outside of math time (e.g., during morning meeting, just before or after lunch or recess, or at the beginning or end of the day) or integrated into the math lesson as the first 10 minutes of a 70-minute math block.\u201d The Ten-Minute Math activity provides practice with current skills or review of previously learned skills. Each session requires sixty minutes. Three perspectives were used when calculating major work of the grade: number of investigations, number of minutes (including Ten-Minute Math), and number of sessions (excluding Ten-Minute Math).\n\n\nApproximately 15 of the 25 investigations focus on major work of the grade. This represents approximately 60 percent of the investigations.\n    \nIf the Ten-Minute Math activity times are added into the Session minutes, approximately 6,060 of the minutes focus on major work of the grade. This represents approximately 60 percent of the minutes.\n    \nApproximately 90 of 144 sessions focus on or support the major work of the grade. This represents approximately 63 percent of the sessions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6256c6fd-07a7-4890-96d1-4e338b290ac7": {"__data__": {"id_": "6256c6fd-07a7-4890-96d1-4e338b290ac7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "f4368cd1-0241-435b-93f2-614e5a4f8eec", "node_type": null, "metadata": {}, "hash": "c99cf0c3a9743039667da1668cc9767d54f2fc0d47f398552928164e6b3243ea"}, "3": {"node_id": "4569e7ab-e118-4a3e-a003-ee9b3e4d5f86", "node_type": null, "metadata": {}, "hash": "cdf82566dd40b69af089afe2d8b146f150c5160bf94df440c0b45b78e4cd368a"}}, "hash": "d4672602c2b9939b51e42b29026ee67bfb6f9b635fc085cd9c43e68bef8f3be2", "text": "The third perspective, number of Sessions, is the most reflective of the instructional materials because it is based on the Sessions which includes the instructional activities, review, and practice but does not include the Ten-Minute Math activity that is done outside of math time. As a result, approximately 63 percent of the materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Grade 3 partially meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards are not always used to support major work of the grade and often appear in lessons with few connections to the major work of the grade.\n\n\n    Although some attempts to connect supporting work to major work are made, students can often complete problems aligned to supporting work without engaging in the major work of the grade.\n\n\nIn Unit 2 Session 1.5 on Student Activity Book page 82, students answer problems about paper airplanes using a scaled pictograph. The questions connect supporting work (3.MD.3) with major work of the grade (3.OA.A and 3.OA.D). However, in Unit 2 Session 5, students make a scaled pictograph to represent data about the favorite sports of students. Student Activity Book page 81 states that students should use their pictographs to answer questions; however, students have the numbers represented in the pictograph listed in table form. As a result, the questions that could require students to engage in the major work of multiplication (3.OA.A) can instead be answered with subtraction (1.OA.1). Also, in Unit 2 Section 1.4 students solve problems with scaled bar graphs, but the problems require students to read the graph, add numbers, or subtract numbers, which are not major work of Grade 3.\n    \nUnit 4 Investigation 3 focuses on standard 3.G.1. Sessions 3.1 and 3.2 require students to build and identify triangles; these Sessions are below grade-level and not connected to major work of Grade 3. Sessions 3.3 and 3.4 focus on 3.G.1, but no connection to major work of the grade is made. In Session 3.5, students continue to work with standard 3.G.1. Session 3.5 includes one assessment problem that has alignment to the major work standard 3.MD.7d. The one assessment problem (page A46 of the Assessment Sourcebook) requires students to find the area of a shape. The Sessions in Unit 4 Investigation 3 do not clearly connect the supporting work standard 3.G.1 to the major work of the grade.\n    \n\n\n    Occasionally supporting standards are used to support the major work of the grade.\n\n\nIn Unit 6, materials aligned with the supporting standard 3.G.2 support students developing understanding of fractions, 3.NF.A. In Session 1.2 students make and label fractions sets and consider whether two differently shaped sixths of the same whole are equal. In Session 1.4 students make one whole with combinations of halves, thirds, and sixths by using pattern blocks. In Sessions 1.7 students share brownies to identify fractional parts and fraction expressions.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for the amount of content being viable for one school year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4569e7ab-e118-4a3e-a003-ee9b3e4d5f86": {"__data__": {"id_": "4569e7ab-e118-4a3e-a003-ee9b3e4d5f86", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "6256c6fd-07a7-4890-96d1-4e338b290ac7", "node_type": null, "metadata": {}, "hash": "d4672602c2b9939b51e42b29026ee67bfb6f9b635fc085cd9c43e68bef8f3be2"}, "3": {"node_id": "6e7c4d6d-76b4-4479-8162-1412c24554c4", "node_type": null, "metadata": {}, "hash": "2b85ef8bdc22ea2718ff541c1ded5549c46d0d93c3ca8566750fe4856c4e715b"}}, "hash": "cdf82566dd40b69af089afe2d8b146f150c5160bf94df440c0b45b78e4cd368a", "text": "The instructional materials are divided into 8 units that have a total of 144 sessions.\n    \nEach session is designed to be completed in 60 minutes. Each session is accompanied by a Ten-Minute Math activity that is designed to be completed in 10 minutes outside of math time.\n    \nEach unit consists of 2-5 investigations. Each investigation ranges from 4-9 class sessions.\n    \nEach unit takes between 2.5 to 5.5 weeks to complete according to the \u201cGrade 3 Curriculum Units and Pacing Chart\u201d on page 9 of the Implementing Investigations in Grade 3 guide. Each unit includes an additional 2.5 days beyond the days required to finish the sessions. These days could be used to complete the Intervention, Practice, and/or Extension activities that are included at the end of each investigation.\n    \nThese instructional materials include approximately 164 days.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe materials reviewed for Grade 3 partially meet the expectations for being consistent with the progressions in the Standards. In general, the materials develop according to the grade-by-grade progressions in the Standards, but content from future grades is not clearly identified. The materials provide extensive work with grade-level problems for most standards, but the materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades.\n\n\n    The materials develop according to the grade-by-grade progressions in the Standards, but content from future grades is not clearly identified. Examples of unclear identification include:\n\n\nIn Unit 2 students work with line plots. Questions guide students to discuss the shape of the data. The materials use terms like range, mode, and outliers, which are more closely aligned to 6.SP.B.\n    \nIn Unit 4 Session 2.5 students are finding the area of irregular shapes (6.G.1).\n    \nIn Unit 7 Session 2.4 students are asked to fluently add beyond 1000. The 3rd grade standard is for students to fluently add within 1000. In Session 3.6 students are asked to add and subtract monetary amounts in dollars and cents such as in the student activity book page 455 when students are asked how much change from various amounts ($0.47 from $1.00, $3.18 from $5.00, etc). The above-grade level content in these sessions is not identified as such and is treated as on-grade level.\n    \n\n\n    The materials often give all students extensive work with grade-level problems.\n\n\nThe materials have different types of practice for students during each lesson. There are Teaching Resources in the Resource Masters and Activities in the Student Activity Book which are both aids during lessons. There are Daily Practice and Homework pages in the Student Activity Book which are indicated to be session follow-ups that review and practice grade-level content.\n    \nRecommendations for differentiation allow students to primarily work with grade-level tasks.\n    \nThe materials give students extensive work with most domains. However, 3.NF is found in Unit 6 in 13 sessions. Of these 13 sessions, eight sessions teach fractions as a part of an object or shape, three sessions demonstrate fractions on a number line, and two sessions ask students to represent fractions by drawing shape models. These sessions may not allow all students to develop understanding of fractions as numbers. 3.MD.A, tell time to the nearest minute and measure time intervals in minutes, is found in 19 Ten-Minute Math activities which may not provide enough explicit instruction or extensive practice with measuring time in intervals for all students.\n    \n\n\n    The materials do not consistently relate grade-level concepts explicitly to prior knowledge from earlier grades. The scope and sequence found in the Implementing Investigations book gives some limited information relating to knowledge from earlier and future grades by listing major topics and which units in prior and future grades address those topics. Each unit has a \u201cConnections: Looking Back\u201d section at the beginning of the unit. Several units specifically refer to work from prior grades without providing explicit connections to specific standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6e7c4d6d-76b4-4479-8162-1412c24554c4": {"__data__": {"id_": "6e7c4d6d-76b4-4479-8162-1412c24554c4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "4569e7ab-e118-4a3e-a003-ee9b3e4d5f86", "node_type": null, "metadata": {}, "hash": "cdf82566dd40b69af089afe2d8b146f150c5160bf94df440c0b45b78e4cd368a"}, "3": {"node_id": "f76feaba-107d-4f0b-b08a-2103ead4a024", "node_type": null, "metadata": {}, "hash": "550de8f108b5ba65083d7cf716a36dff7a2061b1fed1657486e7042125cf0da2"}}, "hash": "2b85ef8bdc22ea2718ff541c1ded5549c46d0d93c3ca8566750fe4856c4e715b", "text": "Unit 1 specifically says the unit builds on the work done in K-2 as students use knowledge of counting groups to work with equal-sized groups and rectangular arrays leading to an understanding of multiplication and division.\n    \nUnit 2 describes how students will use learning from K-2 to represent data on bar and picture graphs with more than one-unit scales and on line graphs.\n    \nUnit 3 states the unit builds on K-2 work with an understanding of place value to 1000, operations of addition and subtraction, and the properties of operations along with fluency in addition facts within 20 and adding and subtracting within 100.\n    \nUnit 4 \u201cbuilds on the work students have done in previous grades\u201d in understanding the importance of standard units of measure and familiarity with measurement tools.\n    \nUnit 6 refers back to work done in Grade 2 with understanding fractions and fraction notation and the idea that fractions represent part of a whole.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.\n\n\n    The materials begin each investigation with a planner that lists objectives for each session, and in the session materials, Math Focus points are listed at the beginning of each session. The instructional materials include objectives and Math Focus points that are visibly shaped by the CCSSM cluster headings for Grade 3.\n\n\nIn Unit 1 Session 1.1 the Math Focus Points are \u201cunderstanding multiplication as combining equal groups\u201d and \u201cwriting, representing, and solving multiplication problems in context.\u201d These are visibly shaped by cluster 3.OA.A, represent and solve problems involving multiplication and division.\n    \nIn Unit 3 Session 4.3 in Math Workshop students work on a set of activities that involve finding the difference between 2-digit and 3-digit numbers under 200. They focus on the strategy of using 100 as a landmark number for finding the difference between these numbers (3.NBT.A).\n    \nIn Unit 6 Session 1.5 students represent halves, fourths, eighths, thirds, and sixths on a number line and discuss fractions equivalent to \u00bd and \u2153. This session is visibly shaped by cluster 3.NF.A, develop understanding of fractions as numbers.\n    \n\n\n    The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.\n\n\nUnit 5 Session 3.3 connects clusters 3.OA.A, 3.OA.B, and 3.OA.D as students solve multi-step contextual problems involving multiplication and addition.\n    \nUnit 5 Session 1.3 connects 3.OA.A and 3.OA.D as students use cube trains to write equations to represent multiples and non-multiples.\n    \nUnit 5 Session 2.1 connects 3.OA.A and 3.MD.C as students work with arrays and multiplication facts.\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for rigor and the mathematical practices. The materials meet the expectations for rigor as they help students develop conceptual understanding, procedural skill and fluency, and applications. However, the materials partially meet the expectations for mathematical practices as they do not attend to the full meaning for each of the MPs and rarely prompt, or have the teachers prompt, students to analyze the arguments of others.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe materials reviewed for Grade 3 meet the expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. In the instructional materials visual representations, verbal explanations, and written equations are used to develop conceptual understanding.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f76feaba-107d-4f0b-b08a-2103ead4a024": {"__data__": {"id_": "f76feaba-107d-4f0b-b08a-2103ead4a024", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "6e7c4d6d-76b4-4479-8162-1412c24554c4", "node_type": null, "metadata": {}, "hash": "2b85ef8bdc22ea2718ff541c1ded5549c46d0d93c3ca8566750fe4856c4e715b"}, "3": {"node_id": "aecfb064-7e6d-48ef-a34b-f4ba5bba13bc", "node_type": null, "metadata": {}, "hash": "a3127c7986f466fa9db5a923b2fc7dde9251a11c45fc06eedc21d736fd343b40"}}, "hash": "550de8f108b5ba65083d7cf716a36dff7a2061b1fed1657486e7042125cf0da2", "text": "In Unit 1 Session 1.3 students interpret products of whole numbers by using given pictures to find the total number of objects when there are set groups with a different number of objects in each group (3.OA.1). Students also complete Student Activity Book pages 9-12 which require them to solve the problem, show their solution, and write an equation to represent what is being described.\n    \nIn Unit 6 Session 1.3 students understand fractional parts are constructed of unit fractions by folding pieces of paper into fourths, sixths, eighths, etc. and representing each section of the folded paper as a unit fraction (3.NF.A). Students also complete Student Activity Book page 353 where they are asked to draw lines to divide shapes into fractional pieces.\n    \nIn Unit 6 Session 2.2 students represent fractions on a number line by using number line resource masters labeled from 0-3 and working with others to visually represent fractions (3.NF.A).\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe materials reviewed for Grade 3 meet the expectations for giving attention throughout the year to individual standards that set an expectation for procedural skill and fluency. The materials include opportunities to practice and review in order to build procedural skill and fluency. Students are provided Daily Practice in every session and Homework in many sessions.\n\n\n    Standard 3.OA.7 requires students to fluently find single-digit products and quotients.\n\n\nIn Units 1 and 5 students identify the division/multiplication facts they need to know by sorting division cards into piles of know and still working on. Students then use facts they already know to help them with the facts that they don\u2019t know.\n    \nIn Unit 8 and 10 sessions focus on division fact fluency.\n    \nAll of the Ten-Minute Math activities indirectly work on fluency but do not provide direct fluency practice for products of two one-digit numbers. In Units 5 and 8, during \u201cClosest Estimate\u201d students view addition/subtraction and multiplication/division problems with three estimates and determine which of the three is the closest to the actual answer. In Units 1, 2, and 7, during \u201cCounting Around the Class\u201d students estimate then count around the class to practice multiples. Variations of this include \"How Many Students are in the Class?\" and \"Counting Around the Class by Fractions.\" In Units 2, 3, and 6, during \u201cToday\u2019s Number\u201d students write several different expressions that equal a given number. In Units 4 and 5 during \u201cQuick Images\u201d students visualize and analyze the structure of an arrangement of dots or 2-D images and write equations.\n    \n\n\n    Standard 3.NBT.2 requires students to fluently add and subtract within 1000.\n\n\nIn Unit 3 Session 1.3 students solve addition word problems within 1000 in the \u201cMore Sticker Station Problems\u201d activity in the Student Activity Book, page 125.\n    \nIn Unit 3 Session 1.4 the Ten-Minute Math activity asks students to create expression that equal 289. They must use multiples of 10 in each equation such as 209 + 50 +30.\n    \nIn Unit 3 Session 5.4 students solve subtraction word problems within 1000 in the \u201cHow Many Are Left?\u201d activity in the Student Activity Book, pages 197-198.\n    \nIn Unit 7 Session 2.5 students solve addition and subtraction problems within 1000 in the \u201cAddition and Subtraction: Related Problems 2\u201d activity in the Student Activity Book, pages 429.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe materials reviewed for Grade 3 meet the expectations for teachers and students spending sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aecfb064-7e6d-48ef-a34b-f4ba5bba13bc": {"__data__": {"id_": "aecfb064-7e6d-48ef-a34b-f4ba5bba13bc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "f76feaba-107d-4f0b-b08a-2103ead4a024", "node_type": null, "metadata": {}, "hash": "550de8f108b5ba65083d7cf716a36dff7a2061b1fed1657486e7042125cf0da2"}, "3": {"node_id": "f0edd3b6-9461-4cd7-9b45-80620d324082", "node_type": null, "metadata": {}, "hash": "56c89f9c7bfd5ee9f81a1bab6707d787096e3ebdfcee15062d0d7d660e141b3a"}}, "hash": "a3127c7986f466fa9db5a923b2fc7dde9251a11c45fc06eedc21d736fd343b40", "text": "Practice for 3.OA.3, use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, is found in three units of instruction. Within Units 1, 5, and 8 materials focus on one-step problems, scaffolded two-step problems, or two-step problems with inverse operations. In Units 5 and 8, there are six lessons that focus on the concept of division. The students solve single-step, division word problems such as \u201cThere are 24 students in Ms Smith\u2019s class. She wants to place them into 4 equal groups. How many students are in each group?\u201d\n\n\n    Practice with application of 3.OA.8 is found throughout five units of instruction. Standard 3.OA.8, solve two-step word problems using the four operations, is found in sessions within Units 2, 4, 5, 7, and 8. In Unit 5 Session 3.3 students are asked to solve multi-step word problems including \u201cArthur orders eight 70-packs of balloons and two 9-packs of marbles to sell at his party store. How many items does he order from The Toy Factory?\u201d\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for balance of the three aspects of rigor within a grade. Although the instructional materials meet expectations for each aspect of rigor, these aspects of rigor are often addressed in separate parts of the Sessions. Materials targeting application are often scaffolded, detracting from the balance of rigor. Overall, the three aspects of rigor are most commonly treated separately.\n\n\n    In general, conceptual understanding, procedural skill and fluency, and application are all adequately addressed in the Sessions; however, for the most part they are addressed in separate sections of the instructional materials. Conceptual understanding is typically addressed in the Discussion and Math Workshop portions of Sessions. Procedural skill and fluency is typically introduced in separate Sessions and then practiced in the Daily Practice portion of sessions. Application consists of routine word problems in the instructional materials. As a result, all aspects of rigor are almost always treated separately within the curriculum including within and during Sessions, Practice, and Homework.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials for Grade 3 meet the expectations for identifying the Standards for Mathematical Practice (MPs) and using them to enrich the mathematical content. The MPs are clearly identified in Implementing Investigations on page 44 and can also be found in each unit. The instructional materials highlight two MPs in every unit. During the sessions, Math Practice Notes dialogue boxes are given to provide tips to the teacher on how to engage students in the MPs. Additionally, Math Practice Notes are provided for the MPs that are not highlighted so students continue to work on the practices all year.\n\n\n    The Introduction and Overview of each unit includes a \u201cMathematical Practices in this Unit\u201d section. This section of each unit highlights the two MPs that are the focus of the unit. The MPs are described and examples from the unit are provided. A chart showing where Mathematical Practice Notes occur and when the MP is assessed is also included in this section.\n\n\nThe Unit 2 \u201cMathematical Practices in this Unit\u201d is found on pages 8-11. This unit focuses on MP4 and MP5. An example of MP4 from Session 2.1 is included.\n    \nThe Unit 7 \u201cMathematical Practices in this Unit\u201d is found on pages 8-11. This unit focuses on MP1 and MP3. An example of MP1 from Session 1.4 is included.\n    \n\n\n    Math Practice Notes are provided in sessions alongside content. Math Practice notes are provided for the MPs highlighted within the unit and MPs that are not the highlighted practices for the unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f0edd3b6-9461-4cd7-9b45-80620d324082": {"__data__": {"id_": "f0edd3b6-9461-4cd7-9b45-80620d324082", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "aecfb064-7e6d-48ef-a34b-f4ba5bba13bc", "node_type": null, "metadata": {}, "hash": "a3127c7986f466fa9db5a923b2fc7dde9251a11c45fc06eedc21d736fd343b40"}, "3": {"node_id": "908bc2f4-2e0e-4a6e-92c5-11860abb38e1", "node_type": null, "metadata": {}, "hash": "6faef7c7265ab5a4d14a385db18d50e8215c0ba8374348f01ce90bb92a9d6077"}}, "hash": "56c89f9c7bfd5ee9f81a1bab6707d787096e3ebdfcee15062d0d7d660e141b3a", "text": "Unit 2 Session 2.3 includes a Math Practice Note for MP6, a practice not highlighted in the unit. Students are using tools accurately and learning the importance of repeated measurement for precision.\n    \nUnit 5 Session 1.5 includes a Math Practice Note for MP3 and MP7. MP7 is a practice highlighted in the unit. The note discusses how students gain a deeper understanding of how the action and result of one operation is related to the other.\n    \nUnit 6 Session 1.7 includes a Math Practice Note for MP8, a practice not highlighted in the unit. As students examine the relationship between the numerators and denominators of fractions that are equivalent to 1, they are able to look for and express regularity in repeated reasoning.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Grade 3 partially meet expectations that materials carefully attend to the full meaning of each practice standard (MP). Although the instructional materials attend to the full meaning of some of the MPs, there are some MPs for which the full meaning is not developed.\n\n\n    At times, the instructional materials only attend superficially to MPs. The following are examples:\n\n\nUnit 1, Session 1.1 in the Math Practice Note it lists MP1 and has students asking multiplication questions. In the Math Practice Note it just reminds teachers to notice how students are entering problems, choosing strategies, and how they are making use of drawings or cubes to solve problems. This session poses questions such as, \u201cWe agree that there are usually five toes on a person\u2019s foot. How many toes would there be on four feet?\u201d These questions do not lend themselves to students having to persevere in solving them.\n    \nUnit 1, Session 3.1 in the Math Practice Note it lists MP5 and has students represent multiplication situations with arrays. The Math Practice Note talks specifically about what a rectangular array is and how it provides images students use to understand key properties. This activity only has students using arrays and does not allow them to choose any other tool.\n    \nUnit 4, Session 2.2 in the Math Practice Note it lists MP4 and has students compare fractions on a number line. This is a literal model not attending to the full meaning of MP4 because it does not solve a real world problem. In the Math Practice Note it states that each time students place a fraction on the number line, they are modeling where that number fits in our system, and its relationship to whole numbers and to other fractions.\n    \nUnit 5, Session 2.2 in the Math Practice Note it lists MP5 and has students using arrays to break up multiplication facts. The Math Practice Note talks specifically about using arrays and the story context to solve problems. This session does not allow them to choose any other tool.\n    \nUnit 5, Session 3.3 in the Math Practice Note it lists MP1 and has students working with multi-step word problems. This is a new kind of problem structure for these students and they are not asked to solve anything. The Math Practice Note just informs teachers to help students focus on making sense of each problem, does not have them persevere through any of this session\u2019s work.\n    \nUnit 6, Session 1.2 in the Math Practice Note it lists MP5 and has students making fraction sets. In the Math Practice Note it comments about students using tools such as brownies and fraction sets to visualize an area model for fractions, however, it then specifically states that in this session they will be given pattern blocks to represent fractions and fraction relationships. This session does not allow students to choose their tool.\n    \nUnit 6, Session 1.3 in the Math Practice Note it lists MP4 and has students create and label fraction pieces. This is a literal model not attending to the full meaning of MP4 because it does not solve a real world problem nor are students modeling to solve a mathematical problem.\n    \nUnit 8, Session 3.4, in the Student Activity Book page 527 students write problems using a letter to represent the unknown, but it is not tied to word problems. The problem reads: \u201cThis equation is about Zupin\u2019s marbles: z = 20 + (18 x 4). What does Z mean? What does the 20 represent? What does the 18 represent?\u201d This does not attend to the full meaning of MP4 because it does not relate the mathematics needed to solving a real world problem.\n    \n\n\n    At times, the instructional materials fully attend to a specific MP. The following is an example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "908bc2f4-2e0e-4a6e-92c5-11860abb38e1": {"__data__": {"id_": "908bc2f4-2e0e-4a6e-92c5-11860abb38e1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "f0edd3b6-9461-4cd7-9b45-80620d324082", "node_type": null, "metadata": {}, "hash": "56c89f9c7bfd5ee9f81a1bab6707d787096e3ebdfcee15062d0d7d660e141b3a"}, "3": {"node_id": "d3c675fb-9f1f-4a13-a14a-6df523e51097", "node_type": null, "metadata": {}, "hash": "9f1d865a884f0826a5dbbce105ebf35e6fdc43850c69af046432a63beec6daad"}}, "hash": "6faef7c7265ab5a4d14a385db18d50e8215c0ba8374348f01ce90bb92a9d6077", "text": "Unit 1, Session 4.6 in the Math Practice Note it lists MP1 and has students making sense of problems, sharing problems, and understanding different solutions. This session has students solving division problems and then discussing questions such as, \u201cHow did you start solving this division problem? Is there a multiplication fact you know that might help you? What part of the problem have you solved? What is left over?\u201d In the Math Practice Note it states that these questions communicate to students that they are not expected to immediately know the answer, but they are expected to think about what knowledge and tools they have to help them get started to figure it out.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\n\n\n    When MP3 is referenced, students are often asked to solve and share solutions. The independent work of the student is most often about finding the solution to a problem without creating a viable argument. Students often listen to peer solutions without being asked to critique the reasoning of the other student. Much of the student engagement in the class discussion is teacher prompted without giving students the opportunity to create their own authentic inquiry in the thinking of others.\n\n\nIn Unit 4 Session 2.3 students are asked to discuss the area of a shape in their Student Activity Book with a partner. \u201cHow do you know that it\u2019s 4 square inches? Who can explain how these triangles and squares go to together. Discuss with a partner.\u201d There is no evidence that students are being guided to construct or critique mathematical reasoning.\n    \nIn Unit 6 Session 2.2 the teacher asks the students about the placement of a fraction on a numberline. \u201cIf I wanted to mark 2/4 on the number line, where would I mark it?\u201d The students are neither constructing arguments nor analyzing the arguments of others.\n    \n\n\n    At times, the materials prompt students to construct viable arguments and analyze the arguments of others.\n\n\nIn Unit 8 Session 2.5 students are asked to explain why their solution to a problem makes sense while other students are encouraged to ask questions in order to help other students state their justifications clearly. By focusing questions that students will ask each other in this way, students are more clearly guided to critique the arguments of others and provide peer feedback.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Grade 3 partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\n\n    Most of the time when MP3 is referenced, teachers are asked to have students share or explain their solutions. Teachers are also directed to have students ask questions but are not supported in focusing those questions toward critiquing the arguments of others.\n\n\nIn Unit 2 Session 1.2 the teacher is prompted to comment on how different organizations of the data allowed students to answer different questions. No question or comments allow for students to construct and/or analyze viable arguments.\n    \nIn Unit 2 Session 2.4 the teacher prompts include: \u201cWhat can we say about our class as a whole? What can you say about our data? Talk to a neighbor about the things you notice.\u201d No question or comments allow for students to construct and/or analyze viable arguments.\n    \nIn Unit 4 Session 3.3 teacher prompts include: \"What is the same about the shapes that are in this row labeled 'Quadrilaterals'? What is true of all quadrilaterals?\" Then the teacher is told to post a chart and record student\u2019s responses. The students are never prompted to argue or analyze with this line of questioning. The Math Practice Note for the teacher states, \u201cyou might want to talk explicitly with students about how using definitions of shapes in mathematics is not about opinion, but is about looking carefully at what properties the shape you\u2019re considering does and does not have.\u201d\n    \nIn Unit 7 Session 3.3 The Math Practice Note states, \u201csome students may be able to use the context to explain what is happening\u2026\u201d and provides no support for students in critiquing the explanations of others.\n    \n\n\n    The materials assist teachers, at times, in engaging students in constructing viable and analyzing the argument of others.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d3c675fb-9f1f-4a13-a14a-6df523e51097": {"__data__": {"id_": "d3c675fb-9f1f-4a13-a14a-6df523e51097", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "908bc2f4-2e0e-4a6e-92c5-11860abb38e1", "node_type": null, "metadata": {}, "hash": "6faef7c7265ab5a4d14a385db18d50e8215c0ba8374348f01ce90bb92a9d6077"}, "3": {"node_id": "55b05857-e281-457e-b6cf-83cb5dfc654a", "node_type": null, "metadata": {}, "hash": "a295c4eac1646cf2258af7189241dfca38baea30c47fc3bbbf56fc00dd827ffa"}}, "hash": "9f1d865a884f0826a5dbbce105ebf35e6fdc43850c69af046432a63beec6daad", "text": "In Unit 4 Session 2.2 teacher prompts include: \"Which shapes worked to completely cover the rectangle? Does everyone agree? Anyone disagree? Can you talk about why you think these two shapes didn't work?\"\n    \nIn Unit 4 Session 2.5 teacher prompts include: \" Ask students how they solved the the problem. Does everyone agree the area of this shape is 55 square centimeters? Then, I noticed that Kim made a 4 x 10 and a 3 x 5 rectangle and Dwayne made a 7 x 5 and 4 x 5 rectangle. Why do these two different ways of finding area of 55 sq. cm both work? Take a minute to talk to a neighbor.\"\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Grade 3 meet the expectations for explicitly attending to the specialized language of mathematics.\n\n\n    The instructional materials provide opportunities for teachers to say mathematical terms to students during the whole group portion of the lessons. The materials use precise and accurate terminology when describing mathematics. New terminology is introduced on the summary page of the TE at the beginning of the session where it will first be used. The mathematical terminology is highlighted in italics throughout the sessions within the TE. There is also an index at the end of each unit manual in which math terms are listed for the unit.\n\n\nIn Unit 1 Session 1.4 students are creating and illustrating a multiplication situation. The materials prompt the teacher to state, \u201cJust like before, write three sentences about your picture that tell the number of groups you drew, the number in each group, and the total number. Be sure to write a multiplication equation.\u201d\n    \nIn Unit 4 Session 1.2 students are discussing how far an ant would walk if it walked around the edge of a piece of paper. The materials prompt the teacher to state, \u201cYour job is to work in pairs to find out how far this ant would have to walk to get all the way around the perimeter of this paper, in other words, to walk all the way around and end up just where she started. How could you figure this out?\u201d The math word that is the focus is \"perimeter.\"\n    \nIn Unit 2 Session 1.1 students are discussing places that they like to eat and recording students\u2019 favorite places to eat. The materials prompt the teacher to state, \u201c Data are pieces of information. We can collect data by counting something, measuring something, or doing experiments.\u201d The math word that is the focus is \"data.\"\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "55b05857-e281-457e-b6cf-83cb5dfc654a": {"__data__": {"id_": "55b05857-e281-457e-b6cf-83cb5dfc654a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cda83f81-c64e-43c2-b2eb-ca6c900b01dd", "node_type": null, "metadata": {}, "hash": "7e0affc7976d733cea982fcf2958c9841c43153efee75032d61d3cde6a0f68cd"}, "2": {"node_id": "d3c675fb-9f1f-4a13-a14a-6df523e51097", "node_type": null, "metadata": {}, "hash": "9f1d865a884f0826a5dbbce105ebf35e6fdc43850c69af046432a63beec6daad"}}, "hash": "a295c4eac1646cf2258af7189241dfca38baea30c47fc3bbbf56fc00dd827ffa", "text": "Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6fe5623-dad4-4655-ba34-8713ecadaa65": {"__data__": {"id_": "c6fe5623-dad4-4655-ba34-8713ecadaa65", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8d0d671d-8e87-4cea-b818-501f928b587c", "node_type": null, "metadata": {}, "hash": "c97bd7365aa0c97d685f27cd832391a90bded0a7008821a74e7db2b17dca4a2e"}, "3": {"node_id": "2d863ac5-e9ca-470e-a930-84c7fa973956", "node_type": null, "metadata": {}, "hash": "dc9a70c25fdd6ca461c85ff016c702bc1155e3576e0868d9855b56e4dadc0132"}}, "hash": "a3694cd351f153042c63f590b8686b9b2126a1309877e39823b5c0418d8b4d09", "text": "Japan Math\n\nThe instructional materials for Japan Math Grade 1 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards and devote approximately 84% of instructional time to the major work of the grade. For coherence, the instructional materials are not coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is partially viable for one school year, and the materials partially engage students in the major work of the grade through supporting content. The materials do not identify content from future grades, do not give students work with extensive grade-level problems, and miss connections between two or more clusters in a domain or two or more domains. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials for Japan Math Grade 1 do not meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, although the amount of time devoted to the major work of the grade is approximately 84%. For coherence, the instructional materials are not coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is partially viable for one school year, and the materials partially engage students in the major work of the grade through supporting content. The materials do not identify content from future grades, do not give students work with extensive grade-level problems, and miss connections between two or more clusters in a domain or two or more domains.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Japan Math Grade 1 do not meet the expectations for assessing grade-level content.The materials include a Readiness Test, 14 Unit Tests, two Midterm Tests, and two Final Tests. The assessments include above-grade level content that would require major modifications and, if removed, would change the underlying structure and intent of the materials. Examples include:In Unit Test 1, Question 1, and Unit Test 3, Questions 1-2, students \u201canswer the following question and answer which animal is there the most of\u201d after viewing a graph. In 1.MD.4, students interpret data with three categories, but these questions include four or five categories.In Unit Test 13, Skill 2, and Final Test, Skill 2, students compute 53-3, 78-5, and 66-6, which aligns to 2.NBT.5.In Final Test 1, Skill 5, students solve word problems with four addends, which does not align to 1.OA.2 (solving problems with three addends).In Unit Test 7, Skill 11, Question 4, students partition hexagons in various ways. This does not align to 1.G.3, partitioning circles and rectangles into two and four equal shares and describing the shares.In Unit Test 9, Skill 2, students find the next shape in the pattern. Creating or extending patterns aligns to 4.OA.5.\u00a0\u00a0Examples of grade-level assessment items include:In Unit Test 1, Questions 3 and 4, students show how many fruits there are using a picture of bananas, apples, and oranges on a graph. In this problem, students organize, represent, and interpret data (1.MD.4).In Unit Test 2, students match analog clocks with times to the hour and half hour (1.MD.3).In Unit Test 3, students add and subtract in math sentences with three numbers (1.OA.2).In Unit Test 4, students calculate addition within 20 using a recommended strategy of decomposing to make 10 (1.OA.6).\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Japan Math Grade 1 meet the expectation for spending the majority of class time on the major clusters of each grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2d863ac5-e9ca-470e-a930-84c7fa973956": {"__data__": {"id_": "2d863ac5-e9ca-470e-a930-84c7fa973956", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8d0d671d-8e87-4cea-b818-501f928b587c", "node_type": null, "metadata": {}, "hash": "c97bd7365aa0c97d685f27cd832391a90bded0a7008821a74e7db2b17dca4a2e"}, "2": {"node_id": "c6fe5623-dad4-4655-ba34-8713ecadaa65", "node_type": null, "metadata": {}, "hash": "a3694cd351f153042c63f590b8686b9b2126a1309877e39823b5c0418d8b4d09"}, "3": {"node_id": "c70434ee-9234-4357-9a4d-c4dbc5c8f4be", "node_type": null, "metadata": {}, "hash": "0610f2bf640ee96f2a2dad2a3f85c669aa4c69fb4e387c98eb0b228c7090a932"}}, "hash": "dc9a70c25fdd6ca461c85ff016c702bc1155e3576e0868d9855b56e4dadc0132", "text": "For Grade 1, this includes all clusters within 1.OA and 1.NBT along with 1.MD.A.The number of units devoted to major work of the grade (including supporting work connected to the major work) is 9 out of 14, which is approximately 64%.The number of lessons devoted to major work of the grade (including supporting work connected to the major work) is 105 out of 140, which is approximately 75%.The number of days devoted to major work (including assessments and supporting work connected to the major work) is 129 out of 154, which is approximately 84%.The number of days devoted to major work is most representative of the instructional materials because that involves assessments. As a result, approximately 84% of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Japan Math Grade 1 partially meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards appear in lessons with no connections to the major work of the grade, with a few exceptions.Examples of supporting work not connected to major work of the grade and/or omitted connections include:In Unit 2, students match time with an analog clock, record the time on an analog clock, and draw the hands on the clock (1.MD.3), but there are no connections in the unit to 1.OA or 1.NBT.Units 10 and 11 address 1.G, but there are no connections to major work of the grade.Examples of supporting work connected to major work of the grade include:In Unit 1, students create graphs and answer questions of \u201chow many?\u201d (1.MD.4), and the materials make connections to 1.OA.1, using addition and subtraction within 20 to answer word problems. For example, in Lesson 3, the Teacher Edition states, \u201cShow how many toys there are in the graph below.\u201dIn Unit 9, Lesson 4, the materials connect 1.G.2 connect with 1.OA.1 as students count and add the number of shapes. For example: \u201cWhat kinds of shapes are there and how many of them are there?\u201d \u201cThere are 4 kinds of shapes. There are 12 triangles. There are 24 pieces altogether.\u201d\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Japan Math Grade 1 partially meet the expectation for having an amount of content that is viable for one school year.\u00a0According to the publisher, the instructional materials can be completed in 154 days as outlined in the teacher manual: one day per lesson and one day for each assessment. However, the content presented is insufficient to the instructional time allotted for each lesson, and teachers would need to make modifications to ensure content is viable for one year.The Teacher\u2019s Edition includes a scope and sequence of the instructional materials, noting there are 14 units with 140 lessons in total, each designed for 50 minutes. The 50 minutes for each lesson includes workbook pages for students to complete with scripted teacher directions and question prompts. Each prompt is accompanied by a suggested amount of time. In the materials, time was not identified or described for assessments, so one day was allotted per unit for assessments.Lessons that include suggested prompt activities that take less than the 50 minutes described in the Scope and Sequence include, but are not limited to:In Unit 1, Lesson 2 is 15 minutes.In Unit 2, Lessons 1 and 2 are 15 minutes.\u00a0In Unit 4, Lesson 2 is 30 minutes.In Unit 5, Lesson 3 is 15 minutes.In Unit 6, Lesson 1 is 30 minutes.In addition, examples of lesson prompts that would not provide 50 minutes of instructional time include, but are not limited to:In Unit 8, Lesson 1, 10 minutes are suggested for teachers to ask students, \u201cWhat kind of situation is this?\u201d (displaying a picture), \u201cHow many children are there?\u201d \u201cHow many girls are there?\u201d and \u201cAre there more girls or boys?\u201dIn Unit 8, Lesson 2, 20 minutes are suggested for students to answer \u201cWhat can we understand about this diagram?\u201d \u201cHow is this picture different, how is it the same?\u201dIn Unit 9, Lesson 2, 35 minutes are suggested for students to lay out the shapes to match the picture (seven shapes in all).\u00a0In Unit 11, Lesson 3, 10 minutes is suggested for students to look at a picture of two faces and think about the shapes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c70434ee-9234-4357-9a4d-c4dbc5c8f4be": {"__data__": {"id_": "c70434ee-9234-4357-9a4d-c4dbc5c8f4be", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8d0d671d-8e87-4cea-b818-501f928b587c", "node_type": null, "metadata": {}, "hash": "c97bd7365aa0c97d685f27cd832391a90bded0a7008821a74e7db2b17dca4a2e"}, "2": {"node_id": "2d863ac5-e9ca-470e-a930-84c7fa973956", "node_type": null, "metadata": {}, "hash": "dc9a70c25fdd6ca461c85ff016c702bc1155e3576e0868d9855b56e4dadc0132"}, "3": {"node_id": "d322e2c2-e137-40e9-b9ec-15b634015387", "node_type": null, "metadata": {}, "hash": "77d4befdff2f09daa94a977d1c036cef820ba2ec77b6d28fa44649196b8e108a"}}, "hash": "0610f2bf640ee96f2a2dad2a3f85c669aa4c69fb4e387c98eb0b228c7090a932", "text": "Teachers would need to find additional content for many lessons to meet the time frame of 50 minutes. Optional expansion workbooks can be purchased separately for more questions, however, these were not reviewed as they are not part of the core program.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Japan Math Grade 1 do not meet expectations for being consistent with the progressions in the Standards. Overall, the materials do not provide all students with extensive work on grade-level problems. The instructional materials do not develop according to the grade-by-grade progressions in the Standards. Content from prior and future grades is not clearly identified nor related to the grade-level work. The instructional materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. At the beginning of each unit, there is \"Explanation of the Unit\" which provides a description of connections to concepts that have been taught earlier and is identified as \u201cWhat Students Have Learned Previously\u201d.The lessons follow a structure of Try, Understand, Apply, and Master. Most lessons do not provide enough opportunity for students to independently demonstrate mastery. The lessons include teacher-directed problems that the class solves together, but the instructional materials do not include supplemental practice or problems that students complete independently. Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson.Examples of content from prior and future grades that is not clearly identified include:In Unit 1, Lessons 2-4, students make graphs with 4 or 5 categories of data, which aligns to 2.MD.10, but is not identified as such.\u00a0In Unit 3, Lesson 4, students start with a total amount in a word problem and subtract 2 subtrahends (some dogs leave, then some more dogs leave). This is a two-step problem, which is above grade level and not identified in the instructional materials.\u00a0In Unit 13, Lesson 2, 4, 6, and 9, students subtract two-digit numbers by one-digit numbers above 20, which aligns to Grade 2 standards and is not indicated by the publisher.\u00a0Examples of the instructional materials not addressing grade-level standards or giving all students extensive work with grade-level problems include:In Unit 9, Lesson 6, students choose the next shape in a pattern of shapes by circling the shape from a choice of three, which does not align to 1.G.2 (composing shapes) because students are not composing shapes.1.OA.7, determine the meaning of the equal sign, is not addressed.\u00a01.NBT.5, add or subtract 10 to a two-digit number mentally, is not addressed.There are no lessons addressing 1.G.1, distinguish between defining and non-defining attributes.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d322e2c2-e137-40e9-b9ec-15b634015387": {"__data__": {"id_": "d322e2c2-e137-40e9-b9ec-15b634015387", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8d0d671d-8e87-4cea-b818-501f928b587c", "node_type": null, "metadata": {}, "hash": "c97bd7365aa0c97d685f27cd832391a90bded0a7008821a74e7db2b17dca4a2e"}, "2": {"node_id": "c70434ee-9234-4357-9a4d-c4dbc5c8f4be", "node_type": null, "metadata": {}, "hash": "0610f2bf640ee96f2a2dad2a3f85c669aa4c69fb4e387c98eb0b228c7090a932"}, "3": {"node_id": "f309e267-3a6a-488d-9b2c-d0b55a56723e", "node_type": null, "metadata": {}, "hash": "dc5d71a2816ad2daa694abbf1d1282f034ae219ff60572757be8d6966fdec14f"}}, "hash": "77d4befdff2f09daa94a977d1c036cef820ba2ec77b6d28fa44649196b8e108a", "text": "The instructional materials for Japan Math Grade 1 partially meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.The materials include learning objectives that are visibly shaped by CCSSM cluster headings, and examples include:In Unit 4, Lesson 3, the objective, \u201cUnderstand how to calculate and addition problem with an augend of 9 by decomposing the addend in 9 + 5,\u201d is shaped by 1.OA.C, Add and subtract within 20.In Unit 6, Lesson 3, the objective, \"Understand how to count two-digit numbers (groups of ten and some more),\" is shaped by 1.NBT.B, Understand place value.In Unit 7, Lessons 2 and 3, the objective, \u201cUnderstand how to compare lengths using arbitrary units,\u201d is shaped by 1.MD.A, Measure lengths indirectly and by iterating length units.The materials do not include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural, and examples include, but are not limited to:In Unit 4, students adding and subtracting within 20 (1.OA.C) is not connected to representing and solving problems involving addition and subtraction (1.OA.A).In Unit 7, students measuring lengths indirectly and by iterating length units (1.MD.A) is not connected to grade-level work with addition and subtraction (1.OA).\n\nRigor & Mathematical Practices\n\nMaterials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f309e267-3a6a-488d-9b2c-d0b55a56723e": {"__data__": {"id_": "f309e267-3a6a-488d-9b2c-d0b55a56723e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8d0d671d-8e87-4cea-b818-501f928b587c", "node_type": null, "metadata": {}, "hash": "c97bd7365aa0c97d685f27cd832391a90bded0a7008821a74e7db2b17dca4a2e"}, "2": {"node_id": "d322e2c2-e137-40e9-b9ec-15b634015387", "node_type": null, "metadata": {}, "hash": "77d4befdff2f09daa94a977d1c036cef820ba2ec77b6d28fa44649196b8e108a"}}, "hash": "dc5d71a2816ad2daa694abbf1d1282f034ae219ff60572757be8d6966fdec14f", "text": "Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "59109b7f-f129-4297-bc43-d668b2530906": {"__data__": {"id_": "59109b7f-f129-4297-bc43-d668b2530906", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "3": {"node_id": "98a3c437-1fcd-42f8-ad84-bab97f99ae47", "node_type": null, "metadata": {}, "hash": "916eea0bc43295c20e958be022370e12b07afa5d3d4b7ea6bdf8aa5cf8e7091b"}}, "hash": "2a1a3bd0e14370da379c3090aaa0d45b4d79883678b6c69acc50d51c8db9c5f3", "text": "Journeys\n\nThe instructional materials for Journeys Grade 6 do not meet expectations for alignment. While the materials partially meet expectations for Gateway 1, they do not meet expectations for Gateway 2.\n\n\n    The Grade 6 materials partially meet the expectations for text quality and complexity and alignment to the standards. While some literary texts included in materials are of quality, informational texts are often short and lack engaging, content-area vocabulary. Though there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Culminating tasks are present, but often are not supported by the unit texts. Grammar and conventions lessons and practice are often not aligned to grade level standards. Texts are organized around a theme. The materials do not support building students' knowledge of topics or themes over the course of a school year. Materials contain few sets of questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do contain some sets of text-dependent questions and tasks; however, the questions and tasks do not require students to analyze the integration of knowledge and ideas across both individual and multiple texts, and said culminating tasks do not promote the building of students\u2019 knowledge of the theme/topic. The year-long vocabulary plan does not ensure that students will interact with and build key academic vocabulary words across texts throughout the year. Materials do not support students' increasing writing skills over the course of the school year nor do they include a progression of focused research projects. The materials for Grade 6 partially do provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe Grade 6 materials partially meet the expectations for text quality and complexity and alignment to the standards. While some texts included in materials are of quality, informational texts are often short and lack engaging, content-area vocabulary. Although anchor texts and paired selection typically fall within the grade band, the scaffolding of the texts and the tasks required of students do not ensure students are supported to access and comprehend grade-level texts independently at the end of the year. there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Culminating tasks are present, but often are not supported by the unit texts. Writing support meets the requirements of the standards, with students practicing multiple modes and genres over the course of the school year. Writing process materials are present throughout the school year. Grammar and conventions lessons and practice are often not aligned to grade level standards.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations of indicator 1a. Although many texts are excerpts, a good number of the literary texts are published texts which provide opportunities for students to engage in especially careful reading. Some texts are on topics of interest to Grade 6 students, and include rich, captivating language. Most of the informational texts were written for the series and are not works published outside the program. Many of them are brief, and lacking in content-area vocabulary and well-crafted language.\n\n\n    The anchor texts for Grade 6 include texts created by award-winning authors and illustrators, including Andrew Clements, Robert Byrd, Lynne Rae Perkins, and Lois Lowry, and cover topics of interest to Grade 6 students in a variety of genres, including poetry, realistic fiction, biography, and historical fiction. Some examples of quality texts include but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "98a3c437-1fcd-42f8-ad84-bab97f99ae47": {"__data__": {"id_": "98a3c437-1fcd-42f8-ad84-bab97f99ae47", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "59109b7f-f129-4297-bc43-d668b2530906", "node_type": null, "metadata": {}, "hash": "2a1a3bd0e14370da379c3090aaa0d45b4d79883678b6c69acc50d51c8db9c5f3"}, "3": {"node_id": "76fa3753-5e72-4d20-b06d-36e8bcd7555b", "node_type": null, "metadata": {}, "hash": "0f6d3df38f3b87193dccf77087e050532cc73c674639b11757257395b4037cfb"}}, "hash": "916eea0bc43295c20e958be022370e12b07afa5d3d4b7ea6bdf8aa5cf8e7091b", "text": "Unit 1, Lesson 1, The School Story by Andrew Clements - This excerpt is relatable for students since the setting is a school. The excerpt contains a lot of engaging and conversational dialogue.\n    \nUnit 2, Lesson 6, The Boy Who Saved Baseball by John H. Ritter - This excerpt is relatable to readers, because it is about playing a sport and being good friends. The text has vibrant verbs such as \u201cgrowled,\u201d \u201clingered,\u201d and \u201cdescended.\"\n    \nUnit 3, Lesson 11, The Great Fire by Jim Murphy - This informational excerpt contains descriptive wording such as \u201cgusting wildly,\u201d \u201cfiercely intense,\u201d and \u201csoggy marshland.\u201d The text is well-crafted and suspenseful.\n    \nUnit 4, Lesson 16,The Real Vikings: Craftsmen, Traders, and Fearsome Raiders by Melvin Berger and Gilda Berger - This excerpt is an engaging topic for Grade 6 students. The text contains illustrations and photographs to show Viking examples to students. The text contains Tier 3 vocabulary such as \u201cHedeby,\u201d \u201cwattle-and-daub huts,\u201d and \u201cmerils.\u201d\n    \nUnit 5, Lesson 23, Number the Stars by Lois Lowry - This excerpt is engaging because readers meet the main character in the middle of disagreement with another character. The author uses well-crafted language such as \u201cexasperated,\u201d \u201cglistened,\u201d and \u201cirritated snorts.\u201d\n    \n\n\n    While there are a variety of topics and a range of student interests addressed throughout the year, many of the texts created for the series lack engaging text for Grade 6 students. Examples include, but are not limited to, the following:\n\n\nUnit 3, Lesson 11, Fire Friend or Enemy? by Gerardo Benavides is a short text about fire. There are large photos and text features on the first and third pages, but the piece does not contain much text for students to read about fire.\n    \nUnit 4, Lesson 17, Ancient China Visual Arts (no author cited) is a short informational text about different Chinese dynasties. The text does not go into enough detail to interest students. For example, the text states that burial sites and buildings are excavated, but few details are given on the excavations.\n    \nUnit 6, Lesson 30, \u201cStorm Chasers\u201d (no author cited) is a short informational text that has an engaging start, but the rest of the text lacks engaging language, description, and photos that connect with the Lesson. For example, on page 68, there is a picture of an opened car door, yet the question from the teacher has nothing to do with a car door.\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials reviewed for Grade 6 meet the expectations for reflecting the distribution of text types and genres required by the standards. There is a mix between literary and informational text. Each lesson has a paired set of texts which often include both a literary text and a paired informational text.\n\n\n    The anchor literary texts represent a variety of text types and genres including, but not limited to, realistic fiction, short stories, poetry, science fiction, reader\u2019s theater, historical fiction, fantasy, plays, and myths.\n\n\n\nThe School Story by Andrew Clements, realistic fiction\n    \n\u201cSporty Poetry,\u201d poetry\n    \n\nAirborn by Kenneth Oppel, fantasy\n    \n\nThe Hero and the Minotaur by Robert Byrd, myth\n    \n\nNumber the Stars by Lois Lowry, historical fiction\n    \n\n\n    The anchor informational texts represent a variety of text types and genres including, but not limited to, technology, science, social studies and biographies. Informational texts include autobiographies, informational texts, biographies, memoirs, literary nonfiction, newspaper articles, and an opinion essay.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "76fa3753-5e72-4d20-b06d-36e8bcd7555b": {"__data__": {"id_": "76fa3753-5e72-4d20-b06d-36e8bcd7555b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "98a3c437-1fcd-42f8-ad84-bab97f99ae47", "node_type": null, "metadata": {}, "hash": "916eea0bc43295c20e958be022370e12b07afa5d3d4b7ea6bdf8aa5cf8e7091b"}, "3": {"node_id": "1fb6dbfb-8340-4eb1-b505-2b51a73a5735", "node_type": null, "metadata": {}, "hash": "4a5942c10149074208957b0363bc6155d703689fabae227a5d73e5ba0f4e4a85"}}, "hash": "0f6d3df38f3b87193dccf77087e050532cc73c674639b11757257395b4037cfb", "text": "Knots in My Yo-Yo String by Jerry Spinelli, autobiography\n    \n\u201cDo Knot Enter\u201d from Math Trek: Adventures in the Math Zone by Ivars Peterson and Nancy Henderson, informational text\n    \n\nThe Pole! By Matthew Henson, memoir\n    \n\nThe Great Fire by Jim Murphy, literary nonfiction\n    \n\nOnward:A Photobiography by Dolores Johnson, biography\n    \n\nRobotics by Helena Domaine, informational text\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nThe materials reviewed for Grade 6 partially meet the expectation that texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\n\n    Most of the texts in the materials are in the low end of the band for text complexity. Examples of texts with appropriate text complexity include:\n\n\nUnit 1, Lesson 2: Knots in My Yo-Yo String by Jerry Spinelli\n        \nQuantitative: 960 Lexile\n            \nQualitative: The theme in the text is a single level. The genre is familiar, but has shifts in chronology. The language is familiar with some sophisticated descriptions. The text requires specialized knowledge, but has familiar speech patterns.\n            \nReader and Task: Suggestions are provided in order to assist students in accessing the text. The teacher is directed to motivate students by asking students who enjoy reading about authors to share with their peers. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can also have students refer to the lesson\u2019s Preview the Topic section. The tasks include: determining author\u2019s purpose and analyzing figurative language and point-of-view.\n            \n\n\nUnit 2, Lesson 10: Children of the Midnight Sun: Young Native Voices of Alaska by Tricia Brown\n        \nQuantitative: 1030 Lexile\n            \nQualitative: The text contains multiple levels of meaning. The text has an unconventional structure for comparing and contrasting two cultures. The text uses unfamiliar language and contains experiences which may be unfamiliar to the reader.\n            \nReader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to motivate students by asking students who enjoy reading about Native American traditions to share with their peers. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can also have students refer to the lesson\u2019s Preview a Topic section. The tasks for students include: compare and contrasting two portraits of Native American children in Alaska, looking for author\u2019s claims and evidence to support the claims, and figuring out author\u2019s purpose.\n            \n\n\n\n\nUnit 5, Lesson 22: First to Fly by Peter Busby\n        \nQuantitative: 980 Lexile\n            \nQualitative: The purpose is implied but easy to identify from context. The text uses a chronological sequence and includes somewhat complex science concepts. The text is written from the third-person point of view. The texts uses an increasing number of unfamiliar and domain-specific words as well as more complex sentence structures. The text requires specialized knowledge and includes few cultural references.\n            \nReader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to motivate students by asking students who enjoy air travel to share with their peers. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can also have students to refer to the lesson\u2019s Preview the Topic section. The tasks include: reading for text evidence and analyzing text structure, personification, and text cohesion.\n            \n\n\n\n\n    Several of the anchor texts have text complexity features that do not fully support Grade 6 students according to the demands of the standards. Examples include, but are not limited to the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1fb6dbfb-8340-4eb1-b505-2b51a73a5735": {"__data__": {"id_": "1fb6dbfb-8340-4eb1-b505-2b51a73a5735", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "76fa3753-5e72-4d20-b06d-36e8bcd7555b", "node_type": null, "metadata": {}, "hash": "0f6d3df38f3b87193dccf77087e050532cc73c674639b11757257395b4037cfb"}, "3": {"node_id": "ca89088b-21ce-4313-80f6-abef0fde7718", "node_type": null, "metadata": {}, "hash": "ee30de22b3c733e9343692adb88c0cc4d01e2f999e3370bec8c2c7d1383f9d8c"}}, "hash": "4a5942c10149074208957b0363bc6155d703689fabae227a5d73e5ba0f4e4a85", "text": "In Unit 1, Lesson 1 is The School Story by Andrew Clements. This text is below the complexity level for Grade 6 students with a low Lexile and only slightly complex text features. The Reader and Task Suggestions do not increase the complexity.\n        \nQuantitative: 750 Lexile\n            \nQualitative: The text has a single theme with a sequential plot. It contains a third-person point-of-view, which provides students with a clear view of all the story characters. The text has familiar settings, characters, and language. The text has familiar speech patterns and cultural references.\n            \nReader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to motivate students by asking students who enjoy realistic fiction stories to share. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can also have students refer to the lesson\u2019s Preview the Topic section. The tasks include analysis of the characters, dialogue, and similes.\n            \n\n\nIn Unit 2, Lesson 8 is Science Fiction by David Lubar. This text is below the complexity level for Grade 6 students with a low Lexile and slightly complex text features. The Reader and Task Suggestions do not increase the complexity.\n        \nQuantitative: 510 Lexile\n            \nQualitative: The text has a single theme with a familiar narrative structure. The text contains first-person narration. The language is familiar and descriptive. Readers will be familiar with story experiences, but the theme is moderately complex.\n            \nReader and Task: Suggestions are provided in order to help students access the text. The teacher is directed to motivate students by asking students to read to learn how the science and critical thinking are illustrated in the story. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can also have students make connections between the events in \u201cScience Fiction\u201d and what they might learn in a science lesson about mold growth. The tasks include: making generalizations about the character, Amanda, analyzing connotation and denotation, and figuring out character motivations.\n            \n\n\nIn Unit 3, Lesson 14 is Any Small Goodness by Tony Johnston. This text is below the complexity level for Grade 6 students with a low Lexile and only slightly complex text features. The Reader and Task Suggestions do not increase the complexity.\n        \nQuantitative: 580 Lexile\n            \nQualitative: The text has a single level of meaning and is mainly chronological with occasional flashbacks. The text contains a first-person point-of-view and uses figurative, symbolic language. The text includes situations familiar to most students, but some cultural knowledge would be useful.\n            \nReader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to have students think about what they know about community helpers. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can remind students of the Preview the Topic section and share experiences they have had with community helpers. The tasks include: figuring out theme or central idea, using text clues to figure out hyperboles, and analyzing author\u2019s word choice.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ca89088b-21ce-4313-80f6-abef0fde7718": {"__data__": {"id_": "ca89088b-21ce-4313-80f6-abef0fde7718", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "1fb6dbfb-8340-4eb1-b505-2b51a73a5735", "node_type": null, "metadata": {}, "hash": "4a5942c10149074208957b0363bc6155d703689fabae227a5d73e5ba0f4e4a85"}, "3": {"node_id": "4814d17d-0bc9-4cb3-8586-d80e65a240be", "node_type": null, "metadata": {}, "hash": "98216a4153054d60f236fc6b7d510ebe263b7893c3e89d2be817b3927359fef5"}}, "hash": "ee30de22b3c733e9343692adb88c0cc4d01e2f999e3370bec8c2c7d1383f9d8c", "text": "In Unit 6, Lesson 27 is Denali Dog Sled Journal by Terry Miller Shannon. This text is below the complexity level for Grade 6 students with a low Lexile and only slightly complex text features. The Reader and Task Suggestions do not increase the complexity.\n        \nQuantitative: 800 Lexile\n            \nQualitative: The text has a single theme with events presented in chronological order, but references both future and past events. Photographs and a map bring the setting of the journal to life. The text is composed of both simple and complex sentences. The text uses a direct presentation in the first person. The setting of the journal may be unfamiliar, but descriptions and images supplement understanding.\n            \nReader and Task: Suggestions are provided in order to help students in accessing the text. The teacher is directed to have students who enjoy reading realistic fiction share. The teacher can use a Language Support Card to provide additional scaffolding for English language learners and students who need additional instruction. The teacher can remind students the topic of the week is extreme climates and then students share with a partner what they know about extreme climates. The tasks include: making conclusions and generalizations and summarizing.\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe instructional materials reviewed for Grade 6 do not meet the expectation of supporting students\u2019 increasing literacy skills over the course of the school year. Although anchor texts and paired selection typically fall within the grade band, the scaffolding of the texts and the tasks required of students do not ensure students are supported to access and comprehend grade-level texts independently at the end of the year. There is minimal guidance for the teacher to support students as they prepare to transition into more rigorous texts at the end of the school year.\n\n\n    Examples of the complexity levels falling outside the grade band and thus not supporting access for students to access grade-level texts independently at the end of the year include, but are not limited to:\n\n\nUnit 2 contains ten texts (five anchor and five paired selections). Half of the texts are below the text complexity requirements of the standards. For example, in Lesson 8, students read Science Fiction, which has a Lexile of 510 and moderately complex qualitative features. The paired selection has a Lexile of 740 and mainly moderately complex qualitative features. With this low text complexity unit, students will not have opportunities to grow their literacy skills to prepare for Grade 7.\n    \n\n\nIn Unit 1, Lesson 2, there are two texts for the lesson, Knots in My Yo-Yo String (960 Lexile) and \u201cSporty Poetry\u201d (NP). The qualitative rubric for Knots In My Yo-Yo String states shifts in chronology are used in the text; however, there are not any questions which leverage this feature. Additionally, the comparing of texts compares two poems which could provide for a rich dialogue; however, those features of the poems are not analyzed. Instead the poems are contrasted by topic (Which poem is about not giving up? and How does each poem tell about a sporting event?).\n    \nAdditionally, in Unit 1, Lesson 1, students read The School Story, which has a Lexile of 750 and slightly to moderately complex qualitative features. On day one, students read the text and think through the text. On day two, students read and analyze the text. On day three, students independently read the text and complete two pages in the Reader\u2019s Notebook. In Unit 3, Lesson 11, students read The Great Fire, which has a Lexile of 1020 and very complex to exceedingly complex qualitative features. This is one of the most complex texts in the materials. On day one, students read the text and think through the text. On day two, students read and analyze the text. On day three, students independently read the text and complete two pages in the Reader\u2019s Notebook. These two texts have very different text complexities, yet the same amount of time is dedicated to reading each text. The reader and task considerations are similar. For The School Story, the teacher is directed to motivate students by asking students who enjoy reading realistic fiction to share what they hope to learn from the selection. For The Great Fire, the teacher is directed to motivate students by having them share what they hope to learn from the selection.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe instructional materials reviewed for Grade 6 meet the expectation that anchor texts and the series of texts connected to them are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4814d17d-0bc9-4cb3-8586-d80e65a240be": {"__data__": {"id_": "4814d17d-0bc9-4cb3-8586-d80e65a240be", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "ca89088b-21ce-4313-80f6-abef0fde7718", "node_type": null, "metadata": {}, "hash": "ee30de22b3c733e9343692adb88c0cc4d01e2f999e3370bec8c2c7d1383f9d8c"}, "3": {"node_id": "7203690d-8276-44d3-a910-855fc91aacb4", "node_type": null, "metadata": {}, "hash": "2085286fff16df996ab2da8adab11790d49b541eabb91f32ab270de0a2cdf2aa"}}, "hash": "98216a4153054d60f236fc6b7d510ebe263b7893c3e89d2be817b3927359fef5", "text": "The Teacher Edition contains Prepare for Complex Text which includes both the text complexity analysis and rationale for educational purpose and placement in the grade level.\n\n\n\nWhy this Text? is provided for each anchor text. This gives the rationale for educational purpose and placement as well as key learning objectives. For example, in Unit 1, Lesson 5, for the text The Myers Family by Leonard S. Marcus the Why this Text? states, \u201cStudents encounter biographies in literature anthologies, textbooks, and in books they choose for independent reading. This text explores the lives of acclaimed author Walter Myers and his son, Christopher Myers, a renowned illustrator. The text includes descriptive biographical information.\u201d The key learning objectives are to distinguish between fact and opinion, identify the author\u2019s purpose for writing, and analyze the significance of biographical events.\n    \nThe Text Complexity Rubric explains the text complexity attributes of each whole class text, the Lexile and Guided Reading Levels of the texts, and the places within the lesson that will help the teacher determine if the text is appropriate in terms of reader and task.\n    \n\n\n    An example of how this is prepared for teachers is found in Unit 4, Lesson 18 students read The Hero and the Minotaur by Robert Byrd and the Text Complexity Rubric gives the quantitative, qualitative, and reader and task measures.\n\n\nQuantitative: 990 Lexile, W Guided Reading Measurement\n    \nQualitative:\n        \nMeaning and Purpose/Density and Complexity: The text has multiple levels of meaning.\n            \nText Structure/Organization: The text follows a familiar narrative structure with a well-developed problem and resolution.\n            \nText Structure/Narration: The text is narrated in the third person and has a credible voice.\n            \nLanguage Features/Sentence Structure: The text contains longer, descriptive sentences.\n            \nLanguage Features/Vocabulary: The text contains literary language that may require use of context clues.\n            \nKnowledge Demands/ Subject Matter Knowledge/Prior Knowledge: Readers may not be familiar with some story concepts.\n            \n\n\nReader/Task Considerations: Determine using the professional judgment of the teacher. This varies by individual reader, type of text, and the purpose and complexity of particular tasks. See Reader and Task Considerations on page T167 for Anchor Text Support.\n    \n\n\n    Reader and Task Considerations on page T167 give additional support for the text The Hero and the Minotaur.\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe instructional materials reviewed for Grade 6 meet the expectations of support materials for the core texts to provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency.\n\n\n    Students explore a range of topics including, but not limited to: sports, books, animals, Ancient China, Ancient Egypt, volcanoes, science, history, nature, World War II, Civil Rights, and robots.\n\n\n    In each lesson, students interact with text during a teacher read-aloud, anchor text first read, anchor text reread with small group or partner, anchor text independent read with Reader\u2019s Guide, a self-selected text reading, a whole group paired-text read, and an optional second read of paired-text. Leveled readers and vocabulary readers are also provided for small group, differentiated instruction.\n\n\n    Leveled reader lessons are provided for small group instruction. Formative assessment suggestions are given in each lesson for the Vocabulary Reader. Each level of student understanding is provided with strategic scaffolding to support students in acquiring general academic and domain specific vocabulary. Teacher support is also given for each Vocabulary Reader, for example in Unit 1, Lesson 21 (page T212), struggling students are directed to read the Vocabulary Reader Lights, Camera, Action!", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7203690d-8276-44d3-a910-855fc91aacb4": {"__data__": {"id_": "7203690d-8276-44d3-a910-855fc91aacb4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "4814d17d-0bc9-4cb3-8586-d80e65a240be", "node_type": null, "metadata": {}, "hash": "98216a4153054d60f236fc6b7d510ebe263b7893c3e89d2be817b3927359fef5"}, "3": {"node_id": "ef7d263d-1fd2-43ee-b844-ac1fa8118116", "node_type": null, "metadata": {}, "hash": "bd5a0cb3d8e02dbfbc04084d703e9c2a41ae40971dd7351149c929cd22ea3fa0"}}, "hash": "2085286fff16df996ab2da8adab11790d49b541eabb91f32ab270de0a2cdf2aa", "text": "At the beginning of each unit in the Teacher Edition, Independent Literacy Center directions provide guidance for the types of activities to use such as independent reading. For example, in Unit 4, Lesson 19, managing independent activities directions can be found on pages T230-T231 in the Teacher Edition. Students are encouraged to use a reading log from the Grab-and-Go! Additional Resources to track progress and thoughts about the book to participate in book talks, book reviews, book sharing, partner reading, and discussion circles.\n\n\n    Extended Reading Trade Books are also listed in the materials in Units 2, 4, and 6. These texts include a weekly planner and lessons for extended reading throughout the unit. Grade 6 extended reading texts include: Freedom Walkers by Russell Freedman, A Wrinkle in Time by Madeleine L\u2019Engle, Esperanza Rising by Pam Munoz Ryan, Brian\u2019s Winter by Gary Paulsen, and Tracking Trash by Loree Griffin Burns.\n\n\n    There is also a Reading Adventure Magazine that provides additional texts across a range of topics.\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations for text dependent questions, tasks, and assignments requiring students to engage directly with the text and to draw on textual evidence to support what is explicit as well as valid inferences. Though there are text dependent questions to accompany each anchor and supporting text, students are seldom asked to draw their own conclusions or inferences. Inferences are often given with students having to find evidence to support the already stated inference. The text dependent questions provided are not adequate to support students mastering of this skill.\n\n\n    Students are asked text-dependent questions throughout the daily lessons. These questions are included in the Teacher Read Aloud, Read the Anchor Text, Guided Retelling, Dig Deeper second read of the anchor text, Your Turn discussion, Independent Reading Reader\u2019s Guide, Connect to the Topic, Compare Texts, and Small Group Instruction. Answering text-dependent questions is modeled throughout instruction.\n\n\n    Examples of text-dependent questions found throughout the units:\n\n\nIn Unit 1, Lesson 4, students are asked, \u201cHow do you think Martin feels about Mrs. DeSalvio? What evidence from the text supports your answer? Martin is a bit afraid of Mrs. DeSalvio. I can tell because he edges away from her on the bench.\u201d\n    \nIn Unit 2, Lesson 10, students are asked, \u201cHow does the information in these two paragraphs contribute to the ideas in the text? It shows the Haidas\u2019 continuing connections to nature and their traditional way of life.\u201d\n    \nIn Unit 5, Lesson 25, students are asked, \u201cHow has Dr. Sneed\u2019s attitude about sharing his top-secret project changed throughout the play? Support your answer with evidence. At first, he says it\u2019s impossible to tell Dr. aWatkins and Dr. Garcia about his project, and then he is embarrassed when Same shoes up. But at the end, he shows he doesn\u2019t care what they think when he shrugs and smiles.\u201d\n    \n\n\n    Examples of text-dependent questions found that illustrate how inferences are often given with students having to find evidence to support the already stated inference include, but are not limited to the following examples:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ef7d263d-1fd2-43ee-b844-ac1fa8118116": {"__data__": {"id_": "ef7d263d-1fd2-43ee-b844-ac1fa8118116", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "7203690d-8276-44d3-a910-855fc91aacb4", "node_type": null, "metadata": {}, "hash": "2085286fff16df996ab2da8adab11790d49b541eabb91f32ab270de0a2cdf2aa"}, "3": {"node_id": "30cbe33d-7da6-4750-be5a-a35c12f4f94f", "node_type": null, "metadata": {}, "hash": "62f22b1915f8f337d224d985ee05f9239714910ae318911a88931210aba51b5d"}}, "hash": "bd5a0cb3d8e02dbfbc04084d703e9c2a41ae40971dd7351149c929cd22ea3fa0", "text": "In Unit 3, Lesson 12, students are asked, \u201cWhy is Matt 'best suited' for the job of attempting the rescue? What text evidences supports this? Matt says that he knows the captain chose him for the job because he weighs less than any other crewman, and weight will be a factor in the rescue. He is also the only crew member who isn't afraid of hanging out the bottom of an airship. He also feels that the captain trusts him to do a good job.\u201d\n    \nIn Unit 4, Lesson 18, students are asked, \u201cWhy is the paragraph that tells about Talus guarding the entrance important to the story? If Theseus has to get past Talus in order to enter the island, he is going to have to get past Talus if he wants to escape the island.\u201d\n    \nIn Unit 6, students are asked, \u201cWhat text clues show what \u201ckeen observational skills\u201d are? Justin says he needs Tia to be his eyes. Tia is saying she is good at studying things to figure them out. Students are also asked How does this phrase help you understand the story? It shows why Justin wants Tia to come to the farm: not just to help her with her science project, but because he thinks she can figure out what\u2019s going on.\u201d\n    \n\n\n    Examples of text-dependent tasks and assignments found throughout the units:\n\n\nIn Unit 1, Lesson 3, students are asked to use a graphic organizer to keep track of the sequence of events of the text \u201cThe Making of a Book.\u201d\n    \nIn Unit 3, Lesson 11, students write a paragraph to describe how the author introduces Sullivan after reading \u201cThe Great Fire\u201d using evidence from the text.\n    \nIn Unit 6, Lesson 26, students design a poster after reading \u201cSpace Trash\u201d to advertise about a conference being held to discuss the issue of space trash.\n    \n\n\n    There are also \u201cText to Self\u201d and \u201cText to World\u201d questions that are not always text-dependent but relate to the theme or topic of the text being read such as in Unit 1, Lesson 5 when students are asked to draw a picture and write a story about a food they do not like after reading \u201cThe Myers Family.\u201d Students also research careers that use artistic talents.\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for Grade 6 do not meet the expectation for materials containing sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. The culminating task for each unit comes in the form of a performance task that is introduced at the beginning of the unit. All performance tasks are grounded in writing tasks. There is a presentation piece at the end of each task in which students may choose a way to share their essay with their classmates. Not all unit texts are required to complete each performance task. The task directions indicate which texts students should use. Some tasks can be completed by students without the use of the unit texts, while other tasks cannot be completed using only information provided in the assigned texts.\n\n\n    An example of a performance task that can be completed without the use of the unit\u2019s texts can be found in Unit 1: Cultural Connections. The performance task is introduced at the beginning of the unit as, \u201cAt the end of this unit, you will think about the texts that you have read. Then you will write a narrative that uses information and ideas from at least two of the texts in the unit.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "30cbe33d-7da6-4750-be5a-a35c12f4f94f": {"__data__": {"id_": "30cbe33d-7da6-4750-be5a-a35c12f4f94f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "ef7d263d-1fd2-43ee-b844-ac1fa8118116", "node_type": null, "metadata": {}, "hash": "bd5a0cb3d8e02dbfbc04084d703e9c2a41ae40971dd7351149c929cd22ea3fa0"}, "3": {"node_id": "1fb00486-1218-4bd2-b3d1-71ed0fd092a2", "node_type": null, "metadata": {}, "hash": "3f73a6c551e6a0a1d95bb1bbbece3cd4ad71c415db09668501c9c5c0b07b3045"}}, "hash": "62f22b1915f8f337d224d985ee05f9239714910ae318911a88931210aba51b5d", "text": "Unit 1\u2019s performance task topic is, \u201cIn \u2018The Making of a Book\u2019 you read about the many tasks involved in the publishing process, from writing through manufacturing. The selection \u201cHistory of the Book\u201d discusses ways that people have recorded written words from ancient times to present. It includes a timeline showing when specific forms of publishing were introduced. Instructions include, \"Reread these two texts and look for important details about how books are created and published. Think about the great influence that writing and books have had on the world\u2019s cultures. Now, write a narrative about someone involved in the book industry, such as an author, artist, printer or bookseller. Your setting can be in the past, present, or future. Use ideas from 'The Making of a Book' and 'History of the Book' in your narrative.\u201d Both texts attached to this performance task are in Lesson 3.\n        \n\u201cThe Making of a Book\u201d is an informational anchor text that describes the jobs found in bookmaking.\n            \nThe selection \u201cHistory of the Book\u201d is an informational supporting text. This short informational piece gives a brief history of how books have evolved through history.\n            \n\n\n\n\n    There are no text-dependent questions or tasks that would build to students' understanding about choosing a character and writing a narrative. Little knowledge is gained from the texts and text-dependent questions that would build to the performance task. Students could write the narrative without the use of the texts.\n\n\n    An example of a performance task that doesn't require use of the unit\u2019s texts can be found in Unit 2, Finding Your Voice. The performance task is introduced at the beginning of the unit as, \u201cAt the end of this unit, you will think about the texts that you have read. Then you will write an opinion essay that expresses and supports an opinion.\u201d\n\n\n    Unit 4\u2019s topic is: \u201cIn this unit you\u2019ve read texts that express a variety of ideas and a variety of voices. In your opinion, which selection was best? Which was least successful? Review all the texts and choose two: the one that you think is best and the one that you think is the worst in the unit. Reread these selections and find text evidence, such as quotes and details, that supports your opinion. Then write an opinion essay that expresses your claim and persuades others to agree with your viewpoint.\u201d Students could not complete the opinion writing using only the text that are provided. Students are asked to give persuasive reasons for their opinion using details and examples from the text. There are no questions or tasks that would help students develop criteria for best and least successful. The texts, text-dependent questions, and tasks provided do not give enough information to complete this task.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nThe instructional materials reviewed for Grade 6 partially meet the criteria for providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax. Opportunities and protocols for discussion are provided but are often not evidence-based and do not encourage the modeling and use of academic vocabulary and syntax. There is not a year-long approach available to developing skills over the course of they year. There is minimal teacher direction given to support teachers in conducting evidence-based discussions that model the use of academic vocabulary and syntax.\n\n\n    There are both evidence-based and non evidence-based discussions and modeling throughout materials. The anchor texts and supporting texts provide text-based questions and sample answers for discussion, but do not give protocols or directions for conducting the discussions.\n\n\n    Examples of evidence-based discussions and modeling include but are not limited to the following. Note the questions do not come with comprehensive support /protocols for the teacher to build students' skills through these discussion activities.\n\n\n    Unit 1, Lesson 3, Your Turn, Classroom Conversation\n\n\nStudents are directed to, \u201cContinue your discussion of \u2018The Making of a Book\u2019 by explaining your answers to these questions: Based on the selection, why do you think people save and collect old books? It takes people, machines, and time to make books. How has the computer affected the book-publishing process? In what ways must people collaborate or work together, to make a book?\u201d\n    \n\n\n    Unit 2, Lesson 10, Compare Texts, Text to Text", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1fb00486-1218-4bd2-b3d1-71ed0fd092a2": {"__data__": {"id_": "1fb00486-1218-4bd2-b3d1-71ed0fd092a2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "30cbe33d-7da6-4750-be5a-a35c12f4f94f", "node_type": null, "metadata": {}, "hash": "62f22b1915f8f337d224d985ee05f9239714910ae318911a88931210aba51b5d"}, "3": {"node_id": "e9c44345-8980-4c0c-995d-76540d35531f", "node_type": null, "metadata": {}, "hash": "c09bc01c4b6907ff5adcc7148687d09e9cc0bfca9467dc8ef233cb672782afb8"}}, "hash": "3f73a6c551e6a0a1d95bb1bbbece3cd4ad71c415db09668501c9c5c0b07b3045", "text": "Unit 2, Lesson 10, Compare Texts, Text to Text\n\n\nTeachers are directed to, \u201cHave students write a list of details for each text that shows how the author tells about Native American traditions and culture. Ask students to note similarities and differences between the texts based on their lists of evidence.\u201d\n    \n\n\n    Unit 4, Lesson 10, Think Aloud\n\n\nThe teacher models discussion by stating, \u201c I want to know more about how a myth is different from other stories. From the illustrations, I know that myths have characters and settings that are not realistic. I\u2019ll read this myth to look for ways the characters differ from realistic fiction.\u201d\n    \n\n\n    Unit 6, Lesson 26, Speaking and Listening\n\n\nTeachers are directed to, \u201c Have each student read aloud his or her folktale to the group. Then have the group hold a discussion in which students make connections between \u2018How the Milky Way Came to Be\u2019 and the different folktales they shared. Tell them to compare and contrast the folktales and the cultures from with they came. Display and discuss the Tips for Listening.\u201d\n    \n\n\n    Examples of discussions and modeling that are not evidence-based and do not encourage the modeling and use of academic vocabulary and syntax include but are not limited to:\n\n\n    Unit 1, Lesson 1, Talk About It\n\n\nStudents are directed to discuss, \u201cWhat do you know about publishing a book? What would you like to know about this form of expression? Share your ideas with your classmates. Listen carefully to what others say and support their ideas with your own. What did you learn from others?\u201d\n    \n\n\n    Unit 3, Lesson 14, Think-Pair-Share\n\n\nStudents are directed to, \u201cThink about a time when you helped someone. Where were you? Whom did you help? How did you help? Share your story with a partner. Then, discuss how your stories are alike and different.\u201d\n    \n\n\n    Unit 5, Lesson 24, Compare Text, Text to Self\n\n\nTeacher are directed to, \u201cAsk students the following questions to help them brainstorm ideas: What are some times when you received help? Who helped you? How did receiving help make you feel better? Take notes on the board during the discussion and then have students choose one memory to write about. Suggest that they use a Word Web to gather specific details about their memory to use in their paragraph.\u201d\n    \n\n\n    Unit 6, Lesson 28, Speaking and Listening\n\n\nStudents participate in a debate about a problem in nature. Students choose a problem, brainstorm solutions, divide into two teams, and debate. The information from the debate comes solely from students' prior knowledge.\n    \n\n\n    Interactive Listening and Speaking Lessons are also provided. These lessons are not consistently connected to texts. Sentence starters are provided for English Language Learners.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe materials reviewed for Grade 6 partially meet expectations for supporting students\u2019 listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.\n\n\n    Protocols and routines for speaking and listening are presented in the Interactive Lessons. These lessons include rules for a good discussion, speaking constructively, listening and responding, giving a presentation, and using media in a presentation. These protocols are not located in the Student Edition.\n\n\n    Students practice listening comprehension during the weekly read aloud. Students are asked follow-up questions during the read aloud. Students read and respond to questions during the reading of the anchor texts and supporting text in whole class discussion and partner talk.\n\n\n    Each lesson includes teacher think alouds and a Speaking and Listening lesson on day five. The Speaking and Listening lessons do not always connect to the text or texts being read, do not always support what students are reading and researching, and do not always include relevant follow-up questions. There is limited instruction to support students in mastering these presentation skills. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e9c44345-8980-4c0c-995d-76540d35531f": {"__data__": {"id_": "e9c44345-8980-4c0c-995d-76540d35531f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "1fb00486-1218-4bd2-b3d1-71ed0fd092a2", "node_type": null, "metadata": {}, "hash": "3f73a6c551e6a0a1d95bb1bbbece3cd4ad71c415db09668501c9c5c0b07b3045"}, "3": {"node_id": "8999f596-0a69-4cad-9362-9d9835a97162", "node_type": null, "metadata": {}, "hash": "b0ce1efb3e6ff9ca8674dbfb070c3aba6e7b0da49fb35d25286ee87f01566e9b"}}, "hash": "c09bc01c4b6907ff5adcc7148687d09e9cc0bfca9467dc8ef233cb672782afb8", "text": "In Unit 3, Lesson 14, Day 5, students are asked to participate in a debate. Students are directed to select a two-sided issue to debate based on the text or its overall themes, such as whether Coach Tree is only coaching for the money. Students are divided into two groups and assigned a side in the debate.\n    \nIn Unit 5, Lesson 18, Day 5, students are told that they will create, write, and tell their own pourquoi tales, describing how and why an everyday object came to be. Students will choose a common object that can be displayed during tehir presentation. Students are told they can use diverse formats. The Teacher Edition states, \" Lead studetns in a discussion about how to present their tale in diverse formats: a written story accompanied by visuals, a concrete objec, and and audio recording of the tale. Allow time for studetns to prepare written copies of their pourqui tale for each audience member, visuals, and an audio recording of the story.\"\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectation of materials including a mix of on-demand and process writing and short, focused projects incorporating digital resources where necessary.\n\n\n    Students write on demand after each anchor text during the Write to Reading. These prompts are short text-based writing prompts with little direction for the students and/or teacher. While the implementation of these writing prompts are systematic, guidance for the teacher to support students as they build skills is limited. There is little explicit instruction for the students and teachers to ensure the interrelated nature of writing assignments with reading.\n\n\nIn Unit 3, Lesson 11, students are asked to respond to the prompt: \u201cAuthor Jim Murphy introduces Daniel Sullivan with an anecdote. An anecdote is a short account of some event. Write a paragraph to describe how the author introduces Sullivan. What do you learn about Sullivan from this anecdote? Include text evidence that supports your response.\u201d There is an additional support box on one page of the Teacher Edition for teachers to use during instruction to help students answer the prompt and an Interactive Lesson link is provided.\n    \n\n\n    Students focus on one mode of writing across each unit. These modes include narratives, informational essays, and arguments. After each lesson, there is a writing lesson which includes a model writing. During the last two weeks of a unit, students follow the steps of the writing process through publishing. There is a limited amount of practice with the writing mode when students are working through the lessons. Within the first lessons, students do not produce written work, but rather read about writing and look at model writings. The first time students are writing independently is during the end of unit performance task. This provides limited practice of process writing.\n\n\nFor example, in Unit 5: Taking Risks, the mode of writing taught is an argument writing. Students read examples of writing an opinion essay, problem-solution essay, and a persuasive letter. After the last lesson of the unit, they then prewrite, draft, revise, edit, and publish an argument essay. The performance task for the unit is to write an argument essay.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe materials reviewed for Grade 6 meet the expectations for providing opportunities for students to address different text types of writing that reflect the distribution required by the standards. Students focus on one type of writing per unit. Students study model writings, write, revise, and edit a writing in the last two weeks of the unit, and then complete a writing performance task.\n\n\n    Process writing text types found within each unit:\n\n\nUnit 1, Fictional narrative\n    \nUnit 2, Argumentative Essay\n    \nUnit 3, Informational Essay\n    \nUnit 4, Research Report\n    \nUnit 5, Argumentative Essay\n    \nUnit 6, Personal Narrative", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8999f596-0a69-4cad-9362-9d9835a97162": {"__data__": {"id_": "8999f596-0a69-4cad-9362-9d9835a97162", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "e9c44345-8980-4c0c-995d-76540d35531f", "node_type": null, "metadata": {}, "hash": "c09bc01c4b6907ff5adcc7148687d09e9cc0bfca9467dc8ef233cb672782afb8"}, "3": {"node_id": "0dfc05eb-cf77-41ad-a3dd-d37469bcb961", "node_type": null, "metadata": {}, "hash": "5adfd19f71521d17719a35f67830773a90652f1d6496a20bccb3445238397785"}}, "hash": "b0ce1efb3e6ff9ca8674dbfb070c3aba6e7b0da49fb35d25286ee87f01566e9b", "text": "On demand prompts and quick writes include opportunities for students to address different types of writing. A Writing Traits Scoring Rubric for each mode of writing guides is available for teachers. Writing Resources are provided such as the Common Core Writing Handbook, graphic organizers, proofreading marks, a proofreading checklist, reproducible writing rubrics, and writing conference forms. Interactive Lessons provide digital practice. There are also Interactive Whiteboard Lessons that could supplement print instruction in opinion, informative, and narrative writing modes.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for Grade 6 partially meet the expectations of materials providing frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Most tasks are independent of the main selection texts, and they do not build over the course of the year. Performance Task writings can often be answered without the use of the texts or can not be answered with the information provided by the texts. There are some experiences that engage students in practicing argument/opinion, informative/explanatory, and narrative writing; however, the writing tasks do not increase in rigor over the course of the year.\n\n\n    Examples of writing that does not require students to use evidence from the text include but are not limited to:\n\n\nIn Unit 5, Lesson 22, \u201cFirst to Fly\u201d, students craft an argumentative essay, which is directly aligned to the grade level standard. However, students respond to the prompt \u201cTraffic congestion is a huge problem in today\u2019s cities. Propose an invention that would take the place of cars. Support your solution with reasons and evidence.\u201d\n    \nIn Unit 5, Lesson 23, \u201cNumber the Stars\u201d, students write a letter persuading a director to film \u201cNumber the Stars.\u201d\n    \n\n\n    Additional instructional supports are needed for teachers to guide students\u2019 understanding of developing ideas, building components of structured writing, and integrating evidence from texts and other sources. Students are asked to use text evidence, but there is little guidance to the teacher on how to teach students to use text evidence. Most questions are preceded by or followed by the prompt \u201cCite Text Evidence,\u201d however, students are not instructed on how to find or cite evidence from the text. Students are provided with a writing tip that is sometimes related to the text evidence, and other times related to grammar or other writing aspects.\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nThe instructional materials reviewed for Grade 6 do not meet expectations for explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of the context. Lessons and assessment items aligned to Grade 6 grammar and conventions standards often address below grade-level standards. From the beginning of the year, students encounter below-level language lessons and assessment items.\n\n\n    Some lessons address below grade-level grammar and conventions standards. Examples include but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0dfc05eb-cf77-41ad-a3dd-d37469bcb961": {"__data__": {"id_": "0dfc05eb-cf77-41ad-a3dd-d37469bcb961", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "8999f596-0a69-4cad-9362-9d9835a97162", "node_type": null, "metadata": {}, "hash": "b0ce1efb3e6ff9ca8674dbfb070c3aba6e7b0da49fb35d25286ee87f01566e9b"}, "3": {"node_id": "d25e6e8b-2523-4805-976f-9108175f9ed6", "node_type": null, "metadata": {}, "hash": "c56816f2caae71363163e8fb2174c739e8c0a57b445412b52322799007630c7a"}}, "hash": "5adfd19f71521d17719a35f67830773a90652f1d6496a20bccb3445238397785", "text": "In Unit 1, Lesson 1, on day one, students identify the subjects and predicates of sentences, on day 2 students review complete subjects and complete predicates, on day 3 students review fragments and run-on sentences, on days 4 and 5 students continue to identify and correct fragments and run-on sentences. Standards-Based Weekly Test, Lesson 1, questions 8 and 9, require students to identify run-on sentences and sentence fragments. (L.2.1f)\n    \nIn Unit 2, Lesson 8, students are provided the definition of coordinating conjunctions and compound sentences. Standards-Based Weekly Test Lesson 8, question 9, requires students to choose sentences that best corrects the compound sentence by replacing the word or with the word but. (L.3.1h)\n    \nIn Unit 3, Lesson 11, students learn the definition of pronoun, subject pronoun, object pronoun, antecedent, and vague pronoun. Students name the correct subject and object pronouns to complete a sentence. Standards-Based Weekly Test Lesson 11, questions 8 and 9, require students to find the sentence with a subject or object pronoun grammar usage error. (L.3.1f)\n    \nIn Unit 5, Lesson 21, students define progressive verb tenses. Students change verbs to past progressive, past perfect progressive, present progressive, and future progressive verb tense. Standards-Based Weekly Test Lesson 21, questions 8 and 9, require students to find the sentence with a verb tense error. (L.4.1b)\n    \nIn Unit 6, Lesson 27, students address writing with direct and indirect quotations. Standards-Based Weekly Test, Lesson 27, questions 8 and 9, require students to identify which sentence is written correctly using quotations in dialogue. (L.3.2c)\n    \n\n\n    Some assessments and lessons address grade-level grammar and conventions standards. Examples include but are not limited to:\n\n\nIn Unit 4, Lesson 19, students review commas, parentheses, and dashes. Standards-Based Weekly Test Lesson 11, questions 8 and 9, require students to find errors in punctuation that include parentheses. (L.6.2a)\n    \nIn Unit 5, Lesson 22, students review personification. Standards-Based Weekly Test Lesson 22, question 2 requires students to match underline phrases with their meaning. Each of the phrases is a personification. (L.6.5a)\n    \n\n\n    Although some attention is given to grade-level grammar and convention standards, materials that are below grade-level and above grade-level are included throughout the year, and as a result, the materials would require significant revision.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nMaterials reviewed for Grade 6 do not meet the expectations of building knowledge with texts, vocabulary, and tasks. Texts are sometimes organized around a theme. Materials contain sets of questions and tasks that sometimes, but not always, require students to analyze the language, key ideas, details, craft, and structure of individual texts. The materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year. Materials include do not support Grade 6 students in building writing nor research skills over the course of the school year. The materials partially meet the expectations for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. To fully meet the demands of building knowledge and growing students' skills, teachers will have to supplement with other materials and planning tools.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nMaterials reviewed for Grade 6 partially meet expectations for texts being organized around a topic/topics to build students\u2019 ability to read and comprehend complex texts independently and proficiently. The instructional materials contain units, which are organized around six separate themes. Within in a theme, each week is about a social studies or science topic or a sub theme related to the unit theme. The theme in each unit is broad, therefore each weekly topic or sub theme or topic does not build consistent vocabulary or knowledge across the weeks. The weekly topics build surface level knowledge, so students will not be able to use that knowledge to comprehend other complex texts especially across the five week long unit. An example of a unit theme and topics/sub themes is:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d25e6e8b-2523-4805-976f-9108175f9ed6": {"__data__": {"id_": "d25e6e8b-2523-4805-976f-9108175f9ed6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "0dfc05eb-cf77-41ad-a3dd-d37469bcb961", "node_type": null, "metadata": {}, "hash": "5adfd19f71521d17719a35f67830773a90652f1d6496a20bccb3445238397785"}, "3": {"node_id": "c715802a-a7bf-4c5e-bf7d-bb799e678e74", "node_type": null, "metadata": {}, "hash": "21ee55817000a5dac5f2049fcba3c5e5cd078a678638d67a576b5f143ad61802"}}, "hash": "c56816f2caae71363163e8fb2174c739e8c0a57b445412b52322799007630c7a", "text": "Unit 4: Tales from the Past\n        \nWeek 1: Fact and Legend\n            \nWeek 2: Ancient China\n            \nWeek 3: Myths\n            \nWeek 4: Ancient Egypt\n            \nWeek 5: Volcanoes\n            \n\n\n\n\n    Each unit has a designated theme, but the lesson topics and texts do not always support the theme. The theme of Unit 5 is \"Taking Risks\". Lesson 22 (Flight), lesson 23 (World War II), and lesson 24 (Civil Rights) include texts which support the theme such as First to Fly: How Wilbur and Orville Wright Invented the Airplane by Peter Busby (lesson 22), Number the Stars by Lois Lowry (lesson 23), and Harriet Tubman: Conductor of the Underground Railroad by Ann Petry (lesson 24). The lesson topics and texts for lesson 21: Working Together and lesson 25: Robots do not consistently support the theme. For example, in lesson 25, the essential question is: How do robots solve problems? This essential question connects to the topic of the week (robots), but is loosely connected to the theme (taking risks). Over the course of the week, students build knowledge about robots and have access to learning 10 vocabulary words. During the Teacher Read Aloud, the teacher reads a passage which contains ten target vocabulary words: uncanny, ultimate, literally, data, inaccessible, interaction, domestic, sensors, artificial, stimulus. On Day 1, students learn those ten vocabulary words in the Vocabulary in Context lesson, which includes students reading and pronouncing each word, followed by learning the word in context and then practicing activities based on the Talk It Over activity on the back of the cards. The vocabulary reader for the week, World of Robots by Jennifer Schultz, uses the same target vocabulary as do the Leveled Readers. During the reading of the anchor text, students see and hear the same target vocabulary words.\n\n\n    Prior to reading the anchor text, Robotics by Helena Domaine, the teacher helps preview the topic for students, which provides students with background knowledge about the topic of robots. During the reading of Robotics, students write a cite evidence and summarize the main idea of the text. After reading the text, students use dates and signal words to figure out sequence of events. During the second reading, students look for clues to figure out domain specific words. As a performance task, students write an opinion paragraph about the following question: Do you think the current widespread use of robots to do work for people is a change for the better? During the independent reading of the anchor text, students complete Reader\u2019s Notebook lesson 25, which requires students to use evidence from the text to document engineering challenges.\n\n\n    Students read a paired text called Dr. Sneed\u2019s Best Friend by Nick James. Some of the target vocabulary is in the text such as artificial and sensors. Students participate in Text to Text, Text to Self, and Text to World activities after reading the paired selection. For example, students can select a robot from Robotics and write a short play scene\n\n\n    The weekly writing is about organization and planning an argument. On Day 2 of writing, the teacher models how Helena Domaine wrote strong, precise words, so students use precise, strong words in their argument like the author did for Robotics. While the teacher models with the topic of robotics for writing an argument, students do not have to use the topic or texts in their own writing.\n\n\n    The previous week is not about robotics. The topic is the civil rights, which has different vocabulary and builds knowledge about a new topic. Since only one week is spent on robotics, students do not build in-depth vocabulary and knowledge.\n\n\n    Overall, the Units are theme based with topics each week. Since the topic changes each week, students do not get a thorough opportunity to build knowledge and vocabulary. Furthermore, the identified weekly topics are not always supported by the texts and target vocabulary.\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nMaterials reviewed for Grade 6 partially meet the criteria for containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Materials contain sets of questions and tasks, but they do not consistently require students to analyze the language, key ideas, details, craft, and structure of individual texts. Over the course of the year, instructional materials stay consistent and do not grow in rigor across the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c715802a-a7bf-4c5e-bf7d-bb799e678e74": {"__data__": {"id_": "c715802a-a7bf-4c5e-bf7d-bb799e678e74", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "d25e6e8b-2523-4805-976f-9108175f9ed6", "node_type": null, "metadata": {}, "hash": "c56816f2caae71363163e8fb2174c739e8c0a57b445412b52322799007630c7a"}, "3": {"node_id": "39ba036d-bc6c-4927-8163-db9bf429392c", "node_type": null, "metadata": {}, "hash": "a504b3a37183ef6173c88a9055af55137d8b1250438c8b7344ae43bb6a4ba367"}}, "hash": "21ee55817000a5dac5f2049fcba3c5e5cd078a678638d67a576b5f143ad61802", "text": "Each unit includes sets of questions and tasks that require students analyze texts.\n\n\nIn Unit 1, students will answer questions and tasks that ask students to analyze items including but not limited to, characters, dialogue, author\u2019s purpose, figurative language, literary text structure, and informational text structure.\n    \nIn Unit 2, students will answer questions and tasks that ask students to analyze items including but not limited to, theme, metaphors, text and graphic features, literary and informational text structure, conclusions and generalizations, connotation and denotations, and arguments and claims.\n    \nIn Unit 3, students will answer questions and tasks that ask students to analyze items including but not limited to, arguments and claims, figurative language, literary and informational text structure, point of view, connotation, theme, author\u2019s word choice, visualization, style and tone, and text features.\n    \nIn Unit 4, students will answer questions and tasks that ask students to analyze items including but not limited to, author\u2019s purpose, main idea and details, setting, author\u2019s word choice, analyze historical characters, style and tone, and key events.\n    \nIn Unit 5, students will answer questions and tasks that ask students to analyze items including but not limited to, character motivation, point of view, conclusions and generalizations, figurative language, author\u2019s purpose, variations of English, main ideas, and key details.\n    \nIn Unit 6, students will answer questions and tasks that ask students to analyze items including but not limited to, main idea, key details,conclusions and generalizations, character analysis, persuasive language, and text and graphic features.\n    \n\n\n    There are questions and tasks that ask students to analyze the language, key details, craft, and structure of texts, but they do not go to the necessary depth nor do they increase in rigor over the course of the instructional year. Although questions are provided, skills are inconsistently scaffolded, so they only sometimes build students\u2019 overall comprehension or understanding of topics. In addition, teachers will often be unable to tell from students\u2019 work whether they mastered concepts of each component. For example:\n\n\nIn Unit 1, lesson 5, the teacher edition states, \u201cAsk: What is the author\u2019s perspective on Walter and Christopher\u2019s relationship? Then ask: What words and phrases in the text let you know the author\u2019s perspective on Walter Dean Myers and his son?\u201d (page T327)\n    \nIn Unit 2, lesson 7, the teacher edition states, \u201cPaying attention to how the author uses each section of the text to introduce and develop ideas helps the reader understand how each section fits into the overall structure of the text.\u201d Students are then directed to, \u201cUse these pages to learn about Text and Graphic Features, Text Structure, and Figurative Language.\u201d\n    \nIn Unit 4, lesson 16, the teacher edition states,\u201cGuide students to identify text evidence that describes the houses of the poorer and wealthier residents of Hedeby and record them in their Venn Diagram.\u201d (page T23)\n    \nIn Unit 5, lesson 24, the teacher edition states,\u201cGuide students in understanding that the author likely included nonstandard English to reflect the dialect used by Harriet Tubman and her brothers.\u201d Also, \u201cGuide students to find examples of nonstandard English. Ask: What words or phrases that don\u2019t follow grammar rules do you see in Harriet\u2019s words and those of her brothers?\u201d (page T247)\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nMaterials reviewed for Grade 6 do not meet the expectations of indicator 2c. The materials do contain some sets of text-dependent questions and tasks; however, the questions and tasks do not require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The majority of the questions and tasks are at the explicit level. Additionally, the materials do not provide consistent clear guidance for teachers in supporting students\u2019 skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "39ba036d-bc6c-4927-8163-db9bf429392c": {"__data__": {"id_": "39ba036d-bc6c-4927-8163-db9bf429392c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "c715802a-a7bf-4c5e-bf7d-bb799e678e74", "node_type": null, "metadata": {}, "hash": "21ee55817000a5dac5f2049fcba3c5e5cd078a678638d67a576b5f143ad61802"}, "3": {"node_id": "2570adab-a82a-415d-8ba4-c5dc4b5ed38d", "node_type": null, "metadata": {}, "hash": "2c406d75e2452740891c32eae5ac4fed24b53419547bf76f2bd060aebac4a6f1"}}, "hash": "a504b3a37183ef6173c88a9055af55137d8b1250438c8b7344ae43bb6a4ba367", "text": "While many pages have a \u201ccite textual evidence\u201d label, the sample answers often do not specifically cite the evidence. For example, in Unit 4, Lesson 16, students are asked, \u201cHow might the Vikings\u2019 raiding of far-away places have led others to have a one-sided view of them?\u201d The sample answer provided is: \u201cEverything the people in places like England knew about the Vikings probably came from being attacked. They never saw how the vikings who didn't raid towns and villages lived back home.\u201d Textual evidence is not cited in this answer.\n\n\n    The materials do not prepare students to demonstrate mastery of integrating knowledge and ideas as an embedded part of their regular work by the end of the year.\n\n\n    Within each lesson, text-specific questions appear in both the \u201cFirst Read\u201d and \u201cSecond Read\u201d sections. There are typically a range of two to four questions with each selection. Most questions and tasks are not accompanied by enough instruction for the students to be successful in answering the questions. For example, in Unit 3, Lesson 12, the prompt is to guide students to analyze the phrase \u201carms sang with pain\u201d. The only instruction provided is to \u201cremind students that personification is a type of figurative language in which a nonhuman thing is described as having human characteristics or qualities.\u201d Another example can be found in Unit 5, Lesson 23. The prompt is to guide students to look for details that show how Annemarie reacts to being stopped by the Germans. The only instruction provided is to remind students that good readers pay attention to how characters respond to story events to better understand the characters. This means looking at what they do and say, how they feel, and what say or feel about them. Additionally, in this example, the limited instruction does not does not align to the standard. Therefore, even though the lessons include text-specific questions, the lack of instruction will not prepare students to demonstrate mastery of integrating knowledge and ideas.\n\n\n    In Unit 6, Lesson 30, the prompt is to guide students to analyze the photos and caption at the top of text. The only instruction provided is to \u201cremind students that subheadings, captions, and text in italics are text features. Graphic features include photos, diagrams, and maps. Point out that thinking about how text and graphic features connect to the information in a text helps readers better understand the text\u2019s topic.\u201d Again the limited amount of instruction will not ensure students have mastery of the standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2570adab-a82a-415d-8ba4-c5dc4b5ed38d": {"__data__": {"id_": "2570adab-a82a-415d-8ba4-c5dc4b5ed38d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "39ba036d-bc6c-4927-8163-db9bf429392c", "node_type": null, "metadata": {}, "hash": "a504b3a37183ef6173c88a9055af55137d8b1250438c8b7344ae43bb6a4ba367"}, "3": {"node_id": "1abfcd50-a1e8-4a03-b2af-eb79fa611476", "node_type": null, "metadata": {}, "hash": "19b3f3cc83842aec4d218ba48c270c88c58e1e4b8ac345c4ad2591c96bf74581"}}, "hash": "2c406d75e2452740891c32eae5ac4fed24b53419547bf76f2bd060aebac4a6f1", "text": "The materials do contain \u201cFormative Assessment: Text to Text Questions.\u201d These questions are meant to provide teachers with questions spanning multiple texts. However, the questions do not increase in rigor over the course of the year, and they rarely ask students to do more than compare and contrast the stories at the surface level. For example, for Unit 1, lesson 1, the question is \u201cThink about \u2018The School Story\u2019 and \u2018Agent for the Stars.\u2019 In both stories, the characters respond to a challenge. Identify a scene in each story that shows how the characters respond to the challenge. What is one way the characters are similar in their response? What is one way they are different? Use text evidence to support your answer.\u201d In Unit 6, lesson 30, the question is, \u201cThink about \u2018Storm Chasers\u2019 and \u2018Whiteout! The Great Blizzard of 1888.\u2019 Each text describes extreme weather. How are the descriptions of extreme weather in each text similar and how are they different? What is one conclusion you can draw about extreme weather based on both texts? Use text evidence to support your answer.\u201d As illustrated, the materials do contain \u201cText to Text Questions,\u201d but they stay at the surface level without asking students to analyze knowledge and ideas across the texts.\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nThe instructional materials for Grade 6 partially meet expectations for providing questions and tasks that support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic or theme through integrated skills. Each unit typically provides a writing performance task as a culminating project that partially contains the necessary skills for reading, writing, speaking and listening. In some instances, the writing performance task requires components of research and the writing process. Speaking and listening skills are also required in some instances. To complete the performance tasks, students draw on their reading and analysis of the anchor selections, and they are also told they can conduct additional research. During each lesson within the unit, students also practice writing that leads to the culminating skill in the last lesson of each unit.\n\n\n    For culminating tasks, the questions and tasks preceding the task sometimes align and support students' understandings and abilities to complete the assignments. In some tasks, the teacher may need to create or obtain other supports to ensure students have the knowledge and tools to complete the tasks. Prior questions that are asked do not give the teacher useable knowledge of whether students are capable of completing tasks. Interactive lessons are available to help students understand the procedures and processes for writing, speaking, and conducting research. There are also specific grammar lessons that go along with each lesson. These lessons provide students with information to help them to understand and complete performance tasks.\n\n\n    Culminating tasks do provide a platform for students to demonstrate some comprehension and knowledge of a topic and/or topics. A representative example in the program partially supporting students in demonstrating knowledge through an integrated culminating writing task is the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1abfcd50-a1e8-4a03-b2af-eb79fa611476": {"__data__": {"id_": "1abfcd50-a1e8-4a03-b2af-eb79fa611476", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "2570adab-a82a-415d-8ba4-c5dc4b5ed38d", "node_type": null, "metadata": {}, "hash": "2c406d75e2452740891c32eae5ac4fed24b53419547bf76f2bd060aebac4a6f1"}, "3": {"node_id": "b17f1b02-eecb-410c-9226-4151471571dc", "node_type": null, "metadata": {}, "hash": "01872fb511d32e4c93b51d52d4b25f3a64fbf682ce45198ba5d66db2644bf885"}}, "hash": "19b3f3cc83842aec4d218ba48c270c88c58e1e4b8ac345c4ad2591c96bf74581", "text": "The Unit 2 Performance Task directly relates to the unit theme of Finding Your Voice. Students write an opinion essay that expresses and supports an opinion. Writing throughout the unit leading up to the event includes writing an opinion paragraph in Lesson 6 and Lesson 9, finding main ideas in Lesson 7, and using a story map that documents the main characters, setting, problem, and solution in Lesson 8. Speaking and listening skills are also present as students are provided options for presenting information such as: (1) read the essay aloud to the class, (2) produce a newspaper with several students\u2019 writings, or (3) present the essay as part of a debate. Speaking and listening options are weak if students are not presenting. Outside research is not required in this piece, but students can use other sources if they choose to do research. Students are to describe which text from the unit is the best and which is the worst and support their opinion with evidence from the text. This performance task may not build students' knowledge of a topic.\n    \nThe Unit 5 Performance task directly relates to the unit theme of Taking Risks. Students compare/contrast three unit anchor texts and then determine which character or person best describes the definition of \u201cbrave\u201d as described in one of the anchor texts. The essay will be writing an argument to support their choice. Writing throughout the unit leading up to the event includes writing an opinion piece in Lesson 21 and Lesson 24, writing text evidence to support an argument in Lesson 23, and writing a response in Lesson 25. Interactive lessons are included such as writing arguments and opinion writing, supporting claims, and writing conclusions. Speaking and listening skills are also present as students are provided options for presenting information such as: (1) read your argument to class, (2) post your writing on the school website, or (3) present your argument in a debate. Outside research is not required. This task may not build students' knowledge of the topic.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials for Grade 6 partially meet the expectations of materials providing guidance for supporting students\u2019 academic vocabulary. The materials include a year-long guide for vocabulary, including target vocabulary, domain-specific vocabulary, spelling words, and reading/language arts Tier III terms. The materials do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary words across texts throughout the year.\n\n\n    Each lesson has a box for \u201cTarget Vocabulary\u201d on the focus wall. There are 10 words in this box. Each weekly pacing guide instructs the teacher to \u201cIntroduce Vocabulary\u201d on Day 1, \u201cApply Vocabulary Knowledge\u201d on Day 3, use \u201cVocabulary Strategies\u201d on Day 4, and use \u201cDomain Specific Vocabulary\u201d on Day 5. The students first hear the words in the teacher read aloud, although no instruction on these words takes place at this point. Vocabulary is introduced with Vocabulary in Context Cards, which introduce the words using sentences, but not within the context of a complete text. While vocabulary words are used across multiple texts within a weekly lesson, there is little use of academic vocabulary across units within a grade level throughout the year.\n\n\n    Examples of resources for vocabulary include:\n\n\nStudents' texts include several references to a glossary of academic vocabulary (G1).\n    \nThe Vocabulary in Context Cards are used in every lesson, and give sentences and various activities for students to complete (\u201cTalk About It\u201d and \u201cThink About It\u201d).\n    \n\n\n    For each text, the teacher is directed to discuss the vocabulary with the students from the \u201cIntroduce Vocabulary\u201d section. Below is a an example of Unit 3, lesson 12 vocabulary instructions:\n\n\n\u201cRead and pronounce the word. Read the word once alone and then together.\u201d\n    \n\u201cExplain the word. Read aloud the explanation under What Does It Mean?\u201d\n    \n\u201cDiscuss vocabulary in context. Together, read aloud the sentence on the front of the card. Helps students explain and use the word in new sentences.\u201d\n    \n\u201cEngage with the word. Ask and discuss the Think About It question with students.\u201d\n    \n\u201cGive partners or small groups one or two Vocabulary in Context Cards. Have students complete the Talk It Over activity on the back of each card. Have students complete the activities for all cards during the week.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b17f1b02-eecb-410c-9226-4151471571dc": {"__data__": {"id_": "b17f1b02-eecb-410c-9226-4151471571dc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "1abfcd50-a1e8-4a03-b2af-eb79fa611476", "node_type": null, "metadata": {}, "hash": "19b3f3cc83842aec4d218ba48c270c88c58e1e4b8ac345c4ad2591c96bf74581"}, "3": {"node_id": "1c922347-d6fb-48bd-9693-ee4143f70e8c", "node_type": null, "metadata": {}, "hash": "91f15692a0e44052e9c5f48a49fce56b7ae79bb1f7998d5454d2713404cd1ca9"}}, "hash": "01872fb511d32e4c93b51d52d4b25f3a64fbf682ce45198ba5d66db2644bf885", "text": "On Day 3, students encounter an \u201cApply Vocabulary Knowledge\u201d section which encourage use of all of the critical vocabulary words with practice outside of the text content. Students are invited to discuss vocabulary as it relates to a given sentence. Support for these conversations and tasks is minimal. For each lesson there are instructions that state:\n\n\n\u201cRead aloud each of the following questions. Have students discuss their answers. Allow several students to respond to each question to provide a variety of possible responses for discussion.\u201d (Unit 3, lesson 12, page T117).\n    \n\n\n    On Day 4 students are instructed on vocabulary strategies through a teach/model, guided practice, and apply sequenced lesson. On Day 5, students are often introduced to Domain-Specific Vocabulary related to the topic of the week\u2019s text, but outside of the context of the texts. For example in Unit 2, Lesson 23 students study the vocabulary strategy of determining the meaning of words based on their Latin roots and affixes and are then introduced to the domain-specific vocabulary: bacteria, elements, organic, pressure, and spore.\n\n\n    As demonstrated, the materials do include a year-long guide for vocabulary, including target vocabulary, domain-specific vocabulary, spelling words, and reading/language arts Tier III terms; however they do not include a cohesive, year-long plan for students to interact with and build key academic vocabulary. There is limited guidance for teachers to ensure Grade 6 students are able to apply new vocabulary.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials for Grade 6 do not meet the expectations for materials supporting students' increasing writing skills over the course of the school year, building writing ability to demonstrate proficiency at grade level at the end of the school year. While the materials offer prompts and performance tasks, and students practice writing with each lesson, the materials/unit writing tasks do not increase students\u2019 skills throughout the year, nor to they provide comprehensive support and scaffolding to help students reach the depth of writing that is required of these standards. As the year progresses, materials do not support raised expectations for student writing practice. Teachers may need to supplement instruction to assure students are prepared for Grade 7 expectations.\n\n\n    The materials consist of six units, each containing five lessons which incorporate varied types of writing experiences, both on-demand and longer process writing. The materials include opportunities for students to write in all modes required by the CCSS-ELA writing standards for Grade 6 (argumentative, narrative, and informative). At the end of each unit is a performance task (with the exception of Unit 6) that incorporates the unit\u2019s weekly writing lessons while asking them to use text evidence from the selections that they have read.\n\n\n    Each of the units contain a writing activity for each of the lessons that lead to a culminating writing project at the end of the unit. Writing spans the entire year, is used frequently, and generally coincides with texts and themes. For example, in Unit 1 students will write a personal narrative paragraph, personal narrative essay, story scene, and fictional narrative in both Lessons 4 & 5. The Unit 2 culminating writing project is an opinion essay, and the daily writing assignments are appropropriate and instruct students in narrative and argumentative writing; Lessons 6, 7, 9, & 10 all directly relate to writing an argument. Each lesson has a five-day plan for writing in which the model and focus are discussed in the first two days, then the plan is discussed on Day 3, generally using a graphic organizer and minimal instruction. On Day 4, students begin their draft, and on Day 5, students revise and edit. Materials for students sometimes include graphic organizers as students make an effort to organize their writing. The last section for revise and edit has minimal instruction such as in (Unit 2, Lesson 8):\n\n\n\u201cRead Student Book p. 246 with the class. Then discuss the revisions made by the student writer, Amy. What evidence does Amy add to support her reason?\u201d\n\n\u201cRevising: Have students revise their book reviews using the Writing Checklist on Student Book p. 246.\u201d\n    \n\n\n    In an additional example, in Unit 5, Lesson 25, argument writing is taught from analyzing the model to publishing in five days. There is minimal instruction for students and minimal guidance for teachers as they teach these skills to students. The teacher may need to support instruction with extra planning in terms of time and lesson structure.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1c922347-d6fb-48bd-9693-ee4143f70e8c": {"__data__": {"id_": "1c922347-d6fb-48bd-9693-ee4143f70e8c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "b17f1b02-eecb-410c-9226-4151471571dc", "node_type": null, "metadata": {}, "hash": "01872fb511d32e4c93b51d52d4b25f3a64fbf682ce45198ba5d66db2644bf885"}, "3": {"node_id": "2f8bedb3-6d10-467a-8307-c77e1722b68a", "node_type": null, "metadata": {}, "hash": "0e1e7d890b529987ae28a569d9b4fe6586c3b328ec32b3b42c1d79fd3948ed70"}}, "hash": "91f15692a0e44052e9c5f48a49fce56b7ae79bb1f7998d5454d2713404cd1ca9", "text": "There is an online platform for students to collect their writings with MyWrite Smart and my Notebook as well as a resource called Writing Handbook. Interactive lessons are also included to help students understand the writing process and the modes in which they are asked to write. While those are available, there are no further explanations for teachers on how to use those lessons effectively to support students. Examples of some interactive lessons are:\n\n\nWriting to Sources\n    \nWriting as a Process: Introduction\n    \nWriting as a Process: Plan and Draft\n    \nWriting as a Process: Revise and Edit\n    \nWriting Narratives: Introduction\n    \nWriting Narratives: Organize Your Ideas\n    \nWriting Informative Texts: Use Facts and Examples\n    \nWriting Opinions: Support Your Argument\n    \nWriting Opinions: Conclude Your Argument\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials for Grade 6 do not meet the expectations of including a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials. Some lessons have a Research and Media Literacy section. The materials do not include a progression of focused research projects providing students with robust instruction, practice, and application of research skills as they employ grade-level reading, writing, speaking and listening, and language skills. Research skills practice and learning do not follow a clear progression; there is not an overview of research skill progressions. Research topics are often broad. Teachers may need to supplement research work to ensure students are prepared for Grade 7 research activities by the end of Grade 6.\n\n\n    Each Research and Literacy Media section includes a \u201cskill focus\u201d which varies by the lesson. For example, in Unit 4, Lesson 17, the skill focus is to analyze sources. However, the only instruction provided is \u201cExplain that when students conduct research and write reports, they will need to use reliable sources to locate relevant information to answer the inquiry question. Then provide the following scenario: A student is writing a report about the construction of the Great Wall of China. The student found several sources; an encyclopedia entry about the Great Wall, a review of a visit to the Great Wall on a travel website, a website about Ancient China, a book about the Great Wall. Which sources would most likely have the most reliable and relevant information for the report? Have student explain their responses.\u201d The instruction provided will not help students assess the credibility of each source as required by the standards.\n\n\n    The Research and Media Literacy sections contain similar components with minimal rigor development. The instruction provided at the beginning of the year does not change significantly over the year. Only the skills focus changes.\n\n\n    For example, in Unit 1, Lesson 3, students select a topic, find sources, sequence ideas, add visuals and present. Instruction includes the directions:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2f8bedb3-6d10-467a-8307-c77e1722b68a": {"__data__": {"id_": "2f8bedb3-6d10-467a-8307-c77e1722b68a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "1c922347-d6fb-48bd-9693-ee4143f70e8c", "node_type": null, "metadata": {}, "hash": "91f15692a0e44052e9c5f48a49fce56b7ae79bb1f7998d5454d2713404cd1ca9"}, "3": {"node_id": "a71e5f12-3c60-41bc-bc89-48cb24952adc", "node_type": null, "metadata": {}, "hash": "aaa4287bad65781fd58ff2b37e1a378de3632ce256e4f1b89f6e0105c0ddbbe9"}}, "hash": "0e1e7d890b529987ae28a569d9b4fe6586c3b328ec32b3b42c1d79fd3948ed70", "text": "\u201cSelect a Topic: Explain that people conduct research to find the answers to\n        questions they are curious about. Have students revisit the publishing process in\n        \u2018The Making of a Book.\u2019 Then have them choose a product they want to know\n        more about and conduct a short research project to explain how it is produced.\u201d\n    \n\u201cFind Sources: Tell students that good researchers use a variety of sources to find\n        answers to their research questions. Pair up students with similar research topics\n        to find sources. Explain that technology, such as e-mail, allows people to work\n        together even when they are far apart. Tell students to use all resources available to\n        them and to share the sources with their partner.\u201d\n    \n\u201cAdd Visuals: Tell students that visuals, such as pictures and diagrams, can help\n        explain and clarify complex ideas. Have students find one or more visual that is\n        related to their process to include in their research presentation.\u201d\n    \n\u201cPresent: Have students present their research projects, with visuals, to the class.\n        Remind them to speak slowly and clearly with good pronunciation, referring to\n        note cards as needed to present their ideas in a logical sequence. Tell listeners to\n        review the key ideas expressed and demonstrate understanding of the report by\n        paraphrasing the information presented.\u201d\n    \n\n\n    In Unit 5, Lesson 24, students select and discuss a topic, develop the topic, gather information, incorporate multimedia and present. Instruction includes the directions:\n\n\n\u201cDiscuss the Topic: As a class, review the selection \u201cHarriet Tubman: Conductor on\n        the Underground Railroad\u201d as it relates to the civil rights movement. Tell students\n        that they will conduct a short research project about the civil rights movement, and\n        they will create a timeline that shows the milestones during this time in American\n        history. Have students formulate focused research questions that will help them as\n        they investigate the milestones that occurred during this period of time.\u201d\n    \n\u201cDevelop the Topic: Explain that before students begin their research, they should\n        brainstorm different aspects of the topic to help structure their investigation. Have\n        students refer to their research questions as they explore ideas for their timeline.\u201d\n    \n\u201cGather Information: Have students gather information from various media sources,\n        including encyclopedias, the Internet, DVDs, and print and digital reference sources.\n        Provide almanacs or other relevant sources so that students can see examples of\n        vertical and horizontal timelines. Remind students of the following key points as they\n        research:\n        \nAssess the credibility of the reference sources.\n            \nQuote and paraphrase resource information.\n            \nProvide bibliographic information.\u201d\n            \n\n\n\u201cIncorporate Multimedia: Tell students to add visual displays and multimedia to\n        their written timelines, such as photographs or short video clips they can show during\n        their presentations. Have small groups collaborate on their timelines, providing\n        constructive feedback. Tell students to use the feedback to refocus their inquiries.\n        Remind students to paraphrase the conclusions made by the sources they used as they\n        revise.\u201d\n    \n\u201cPresent: Have students present their timelines, using the visuals and multimedia to\n        enhance their presentation. Remind students to use both the written information on\n        the timelines and the visuals to help them clarify the milestones during the civil rights\n        movement.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a71e5f12-3c60-41bc-bc89-48cb24952adc": {"__data__": {"id_": "a71e5f12-3c60-41bc-bc89-48cb24952adc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "2f8bedb3-6d10-467a-8307-c77e1722b68a", "node_type": null, "metadata": {}, "hash": "0e1e7d890b529987ae28a569d9b4fe6586c3b328ec32b3b42c1d79fd3948ed70"}, "3": {"node_id": "f351b588-c07b-41db-90a0-d1a2294a9c18", "node_type": null, "metadata": {}, "hash": "8d3302826f19ce900dbbb5e529f7c0bcfdfd8bc37485c7c4e08600c1364cf98f"}}, "hash": "aaa4287bad65781fd58ff2b37e1a378de3632ce256e4f1b89f6e0105c0ddbbe9", "text": "There are few differences across the year in instruction, except for the skill focus. At the end of each unit are mini-lessons on research. While these mini-lessons do provide a little more depth than the ones in the lessons, there is no direction on when teachers should use the mini-lessons. Much of the instruction is left to students to discern; teachers may need to supplement instruction to ensure students are able to complete assignments.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe materials for Grade 6 partially meet the criteria for materials providing a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\n\n    Students complete independent reading on Day 3 of every lesson. Students are to go back and reread portions of the anchor text and complete pages in their Reader\u2019s Notebook. Students then complete self-selected reading and record their progress in their reading log. Teachers are provided limited instruction on how to support reader independence. The following examples demonstrate the guidance provided to teachers:\n\n\n\u201cTell students that they will read \u2018Airborn\u2019 on their own to analyze how Matt Cruise showed bravery to help save another person\u2019s life. Have students use the Reader\u2019s Guide pages in their Reader\u2019s Notebook, pp. 157-158\u201d (Unit 3, Lesson 12, page T116).\n    \n\u201cAfter students have selected a book, have them choose one chapter and analyze how it fits into the overall structure of the story or contributes to the development of the story\u2019s plot. Have students use their Reading Logs to record their progress\u201d (Unit 3, Lesson 12, page T116).\n    \n\u201cHave students select two or three fiction books and read the book jacket or back\n        cover summaries. Tell students to select one book to read based on the summary\u201d (Unit 5, Lesson 23, page T184).\n    \n\u201cTake a Picture Walk. Have students practice comprehension skills using an\n        independent reading book. Tell students that they can take a picture walk through\n        a book to get an idea of what the book is about. Then help them choose a \u2018just\n        right\u2019 fiction book\u201d (Unit 2, Lesson 9, page T258).\n    \n\n\n    Students also complete independent reading tasks during literacy centers. Listed below are examples of activities involving independent reading. The teacher is provided limited instruction for these tasks:\n\n\n\u201cWriting in response to texts prompts students to think more deeply about the\n        text. Vary the kinds of writing you ask students to do in order to keep them engaged and motivated to write about their independent reading\u201d (Unit 4, Lesson 18, page T155).\n    \n\u201cSchool Library. Regular visits to the school library or media center support and enrich the classroom independent reading program\u201d (Unit 5, Lesson 23, page T157).\n    \n\u201cBuild a Classroom Library. A classroom library full of books and other texts and media offers students a rich and accessible reading environment\u201d (Unit 1, Lesson 1, page T7).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f351b588-c07b-41db-90a0-d1a2294a9c18": {"__data__": {"id_": "f351b588-c07b-41db-90a0-d1a2294a9c18", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bd4e4ca-5c52-46c2-92ca-e1b1ab2c71db", "node_type": null, "metadata": {}, "hash": "f4dac1be35ebbbc3cb73dbf2c1916b18b9d406fc6530fc4a89ec28fd2d23e9bd"}, "2": {"node_id": "a71e5f12-3c60-41bc-bc89-48cb24952adc", "node_type": null, "metadata": {}, "hash": "aaa4287bad65781fd58ff2b37e1a378de3632ce256e4f1b89f6e0105c0ddbbe9"}}, "hash": "8d3302826f19ce900dbbb5e529f7c0bcfdfd8bc37485c7c4e08600c1364cf98f", "text": "Independent assignments from the Reader\u2019s Notebook and the Reading Log (found in the \u201cGrab-and-Go) are provided to track independent reading.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMaterials can be easily customized for local use.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aa037fdf-c821-4cc1-b347-e77e537e21a6": {"__data__": {"id_": "aa037fdf-c821-4cc1-b347-e77e537e21a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "3": {"node_id": "a1aa9abe-b34e-48e4-b657-f43c497d7579", "node_type": null, "metadata": {}, "hash": "e080cb7e9a19983d8611bd5d67a177c5b92dba8cc9175144db17518c4f5de314"}}, "hash": "3a1461d54125d4f97dbe7a427cc86eee7c6ff426bc3b545584c16d3e9387c006", "text": "Math Techbook Integrated Math I, II, and III\n\nThe instructional materials reviewed for the Discovery Integrated series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence and attend to the full intent of the mathematical content standards. The materials also attend fully to the modeling process when applied to the modeling standards. The materials also meet the expectations for rigor and the Mathematical Practices as they reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations and meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials attend to the full intent of the mathematical content contained in the high school standards for all students. Overall, the majority of non-plus standards are addressed throughout the series, though some aspects of the non-plus standards were not completely addressed or were omitted from the instructional materials of the series.\n\n\n    The following are some examples of standards that were fully addressed in the materials:\n\n\nF-IF.4: Students are presented with various functions throughout the instructional materials and provided the opportunity to \u201cinterpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.\u201d\n        \nIn Math I Concept 9.1 Practice students analyze a function and determine what price of a sweatshirt would produce the greatest income.\n            \nMath II Concept 5.1 Investigation 2 provides students the opportunity to explore how key features of equations help when graphing functions.\n            \nMath III Concept 6.2 Investigation 2 requires students to identify key features of tables and graphs in context with temperatures.\n            \n\n\nG-CO.10: Throughout the Math II materials, students are developing proofs of triangle theorems.\n        \nIn Math II Concept 4 Investigation 1 students develop the Triangle Sum Theorem and Exterior Angle Theorem proofs. In Investigation 3 students prove base angles of isosceles triangles are congruent and equilateral triangle angles are congruent.\n            \n\n\n\n\n    The following standards were partially addressed in the materials:\n\n\nG-CO.2: Math I Concept 3.1 provides students opportunities to \u201crepresent transformations in the plane\u201d using software and to \u201cdescribe transformations as functions that take points in the plane as inputs and give other points as outputs.\u201d No evidence was found where students were expected to \u201ccompare transformations that preserve distance and angle to those that do not.\u201d\n    \nA-SSE.3b: While students solve equations by completing the square in Math II Concept 4.1 Investigation 4, no instruction was found wherein students complete the square for the purposes of revealing the maximum or minimum value of the function it defines.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that the materials attend to the full intent of the modeling process when applied to the modeling standards. Opportunities to implement the modeling process are integrated throughout all the instructional materials. The materials provide students with intentional development of the modeling process throughout the courses in the series. Overall the modeling process is used to reach the full depth of the modeling standards.\n\n\n    In the beginning of the series, the materials are presented in a way that intentionally develops the modeling process. A few examples include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a1aa9abe-b34e-48e4-b657-f43c497d7579": {"__data__": {"id_": "a1aa9abe-b34e-48e4-b657-f43c497d7579", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "aa037fdf-c821-4cc1-b347-e77e537e21a6", "node_type": null, "metadata": {}, "hash": "3a1461d54125d4f97dbe7a427cc86eee7c6ff426bc3b545584c16d3e9387c006"}, "3": {"node_id": "efb67f26-e0af-4f3f-b096-12bcc6f45122", "node_type": null, "metadata": {}, "hash": "fde9b835dc31148acb149373e26580fc8fec9f97c7223e6e423579143104bb8c"}}, "hash": "e080cb7e9a19983d8611bd5d67a177c5b92dba8cc9175144db17518c4f5de314", "text": "Math I Concept 1.1 Apply 3, Which Cell Phone Plan Should You Choose?, addresses standards N-Q.1 and 2 as well as A-SSE.1a and provides students exposure to the beginning stages of the modeling process, scaffolding by providing initial variables while allowing students to compute and validate their results.\n    \nMath I Concept 1.2 Apply 1, How Long Will The Kayak Trip Take?, addresses standards A-SSE.1a and contains more aspects of the modeling process. In the Teacher\u2019s Notes, students are encouraged to discuss why it is important that the kayakers\u2019 speed in still water be greater than the speed of the current. Teachers are also encouraged to ask students how they might validate whether their answer for the time needed to complete the trip is reasonable.\n    \n\n\n    Students have opportunities to experience the entire modeling process with increasing complexity. Here are some examples:\n\n\nMath I Concept 6.2 Apply 3, How Much Solar Power Should Your Community Purchase?, incorporates the modeling process in its entirety. Students define variables, formulate a system of inequalities to model all constraints, write and compute a function to model greenhouse gas emissions, determine how many megawatts of power to purchase, justify decisions, and report their rationale.\n    \nIn Math I Concept 4.3 Apply 2, How Can You Make The Most of $1,500?, students research and compare different financial institutions and their various types of accounts for investing. Students are expected to compare their investment options, validate accuracy using technology, interpret their analysis to make an informed decision and then report out by presenting their findings to the class.\n    \nIn Math II Concept 7.1 Apply 2, How Can You Design A Trail That Challenges Hikers With Different Skill Levels?, students research the type of information needed to build a hiking trail and design one with minimal prescribed constraints, computing at least two angles of elevation and two angles of depression. Students interpret those angles in terms of the context.\n    \nIn Math III Concept 8.2 Apply 1, Is it Normal?, students \u201c(c)reate an event that is binomial, such as the coin flipping example or rolling a pair of number cubes and getting a 3 or not.\u201d After students choose their event, they define and execute their experiment, including measures of central tendency. Results of the experiment are validated by comparing the actual results with the predicted result. Students interpret whether their data is normal and then report their findings by explaining their experiment and stating their conclusions.\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that the materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs, and careers.\n\n\n    The majority of concepts throughout each course focus on the WAPs. Examples of students engaging with the WAPs include:\n\n\nThe majority of the concepts in Math I focus on the WAPs.\n        \nStandards within Quantities are addressed throughout Unit 1, and Concepts 2.2 and 6.2.\n            \nStandards within Algebra are addressed throughout Units 1 and 6, and Concepts 2.1, 2.2, 5.1, and 8.2.\n            \nStandards within Functions are addressed throughout Units 4, 5, 8, and 9.\n            \nG-CO.1 is addressed in Concept 2.3, and G-CO.9 is addressed is in Concept 3.3.\n            \nS.ID.2 is addressed in Concept 7.1 and S.ID.7 is addressed in Concept 7.2.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "efb67f26-e0af-4f3f-b096-12bcc6f45122": {"__data__": {"id_": "efb67f26-e0af-4f3f-b096-12bcc6f45122", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "a1aa9abe-b34e-48e4-b657-f43c497d7579", "node_type": null, "metadata": {}, "hash": "e080cb7e9a19983d8611bd5d67a177c5b92dba8cc9175144db17518c4f5de314"}, "3": {"node_id": "1baee85c-3676-4c9b-ad45-b6ff5165e0b8", "node_type": null, "metadata": {}, "hash": "7cf704e9b7b125ce48af239dee49f9ffc8945ad8e0de76e8ce57d3f7866da833"}}, "hash": "fde9b835dc31148acb149373e26580fc8fec9f97c7223e6e423579143104bb8c", "text": "The majority of the concepts in Math II focus on the WAPs.\n        \nStandards within The Real Number System are addressed throughout Concepts 3.1, 3.2, and Unit 4.\n            \nStandards within Algebra are addressed throughout Units 3, 4, and 11, and Concept 5.1.\n            \nStandards within Functions are addressed throughout Units 4, 6, and 11, and Concepts 5.1, and 7.3.\n            \nG-CO.1 is addressed in Concepts 1.1 and 1.2. G-CO.9 is addressed in Concepts 1.1 and 1.3. G-CO.10 is addressed in Concepts 2.2 and 9.1.\n            \nG-SRT.B standards are addressed in Concepts 1.4 and 2.3, and G-SRT.C standards are addressed in Concepts 7.1 and 7.2.\n            \n\n\nThe majority of the concepts in Math III focus on the WAPs.\n        \nStandards within The Real Number System are addressed throughout Concept 2.2.\n            \nStandards within Quantities are addressed throughout Concept 7.2.\n            \nStandards within Algebra are addressed throughout Units 1, 3, 5, 9, 10, and 11, and Concept 2.2.\n            \nStandards within Functions are addressed throughout Units 2, 3, 4, 6, and 11, and Concepts 7.1, 9.3, and 12.4.\n            \nS-IC.1 is addressed in Concept 8.2.\n            \n\n\n\n\n    While there are additional and prerequisite topics found throughout the series, they do not distract from the work of the WAPs and other standards.\n\n\nIn Math II Concept 3.1 problem 4 within Coach goes beyond the intent of the standard (N-RN.1) with fractions that have terms with rational exponents in the numerator and in the denominator with nested exponents and the expectation that students will \u201crationalize\u201d the denominator. The unit test requires students to \u201corder the steps\u201d to rationalize a denominator.\n    \nIn Math II Concept 9.1 Investigations 1-4 coherently connect the structure and key features of polynomials with quadratics including factoring powers of four and cases where higher powers factor out as monomials. Investigation 4 then leads students through a visualization for the formulas of differences and sums of cubes which is beyond the stated intent of the standard (A-SSE.2). Investigation 5 contains explorations of Pascal\u2019s triangle and binomial expansion.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe materials, when used as designed, partially meet the expectation that students are provided with opportunities to fully learn each non-plus standard. Overall, the Concepts and Units throughout the series are structured in a way that allows students to fully engage with the majority of the non-plus standards without distracting students with prerequisite or additional topics.\n\n\n    Throughout the series there are tasks that provide students the opportunity to fully engage with all aspects of the standards addressed in the tasks and do not distract students with prerequisite or additional topics.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1baee85c-3676-4c9b-ad45-b6ff5165e0b8": {"__data__": {"id_": "1baee85c-3676-4c9b-ad45-b6ff5165e0b8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "efb67f26-e0af-4f3f-b096-12bcc6f45122", "node_type": null, "metadata": {}, "hash": "fde9b835dc31148acb149373e26580fc8fec9f97c7223e6e423579143104bb8c"}, "3": {"node_id": "64ed2310-2d7b-44be-b2c1-81de6e808ff4", "node_type": null, "metadata": {}, "hash": "349ca315adaf87396e9935f5998569c84e7f7bb75f41241bd58694d0d49571dd"}}, "hash": "7cf704e9b7b125ce48af239dee49f9ffc8945ad8e0de76e8ce57d3f7866da833", "text": "A-SSE.1,2: Students are provided multiple opportunities across the series to develop these standards. Students begin in Math I Concepts 1.1 and 1.2 analyzing and reasoning with basic expressions within context. In Math I Concept 8.2 students begin looking at structure of expression in situations of growth and decay. In Math II Concept 3.2 students extend their thinking when introduced to polynomial relationships and explore factoring polynomials and polynomial operations. In Math 3 Concept 9.1 again revisits polynomial operations, and in Concept 10.1 students move their thinking to develop rational expressions.\n    \nF-IF.4: The materials provide students multiple opportunities across the series to explore the function relationships and interpret key features of graphs and tables. Beginning in Math I Unit 5 students analyze and compare graphs of linear and exponential functions. In Concept 8.1 \u201cStudents expand their understanding of exponential functions to model real\u2010world scenarios.\u201d Students extend their thinking further when presented with a new function family, quadratics, in Concept 9.1. In Math II students are expected to analyze and compare key features of additional function relationships. Concept 5.1 revisits quadratic functions, Concept 6.1 addresses power and inverse functions, and Concept 7.3 provides students the opportunity to investigate and interpret circle equations. In Math III Concept 2.1 the Course Overview states \u201cStudents extend their knowledge of rational and irrational numbers to square and cube root functions.\u201d In Concept 6.2 students explore and represent trigonometric functions. Lastly, Concept 9.3 requires students to analyze polynomial functions.\n    \n\n\n    However, there are a number of places where students have limited opportunities to fully learn all aspects of the standard.\n\n\nA-APR.4: Polynomial identities are provided in the teacher materials in Math III Concept 9.1; however, no evidence was found of students being provided the opportunity to \u201cprove polynomial identities\u201d or to \u201cuse them to describe numerical relationships.\u201d\n    \nA-APR.2: The standard requires students to know and apply the Remainder Theorem. The Remainder Theorem is incorporated into two problems throughout the series. Within Math III Concept 9.2 the Remainder Theorem is applied in problem 4 of the fifteen Play problems as well as the Extension activity.\n    \nA-REI.5: While Investigation 3 in Math I Concept 6.1 provides students with a hands-on activity to justify their work, the activity does not require students to prove that \u201cgiven a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.\u201d\n    \nF-IF.7b: There are many opportunities for students to graph square root, cube root, and piecewise defined functions, including step functions, throughout Math II and Math III. However, no opportunities were found for students to graph absolute value functions. There is one question in the Math III Concept 5.1 practice problems that requires students to solve a system including an absolute value expression; however, the solution can be found without graphing.\n    \nG-SRT.6: In Math I Concept 7.1 the Investigations develop connections between right triangles and trigonometric ratios; however, no connection was found as to similarity being the basis for those ratios.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials require students to engage in mathematics at a level of sophistication appropriate to high school. Investigations and Apply problems provide students with tasks that are age-appropriate and of interest. The sophistication of numbers is lacking in the Investigations and Practice problems but appropriate in the Apply problems.\n\n\n    Throughout Math I, II, and III, students are presented problems with contexts that are age-appropriate with a level of complexity expected for high school.\n\n\nIn Math I Concept 9.1 Investigation 2 students use the quadratic parent function to model the path of a basketball.\n    \nIn Math II Concept 5.1 Introduction presents students with the concept of world population size and growth rate.\n    \nIn Math III Concept 2.2 Investigation 2 students analyze radical functions through the medical context of BSA (Body Surface Area).\n    \n\n\n    Throughout the materials, students are expected to apply key takeaways from middle school.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "64ed2310-2d7b-44be-b2c1-81de6e808ff4": {"__data__": {"id_": "64ed2310-2d7b-44be-b2c1-81de6e808ff4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "1baee85c-3676-4c9b-ad45-b6ff5165e0b8", "node_type": null, "metadata": {}, "hash": "7cf704e9b7b125ce48af239dee49f9ffc8945ad8e0de76e8ce57d3f7866da833"}, "3": {"node_id": "8aed816b-ff29-445a-98a7-a40695825457", "node_type": null, "metadata": {}, "hash": "643445d440f59e4de20a02634d975bf570859957f0b3e8ec6eb7d8c6ba4f45d6"}}, "hash": "349ca315adaf87396e9935f5998569c84e7f7bb75f41241bd58694d0d49571dd", "text": "Math 1 Unit 1 Assessment 1 extends and connects 7th and 8th grade understanding of integer expressions, distribution, and area (7.EE.1, 7.G.6, 8.EE.7.b) by having students associate the product of a binomial and a monomial with the area of a floor mat. Students interpret a part of a term with respect to its physical value. These extensions are strategically built from the Introduction of Math I Concept 1.1 wherein students make a conjecture for an expression, reflect on it, and then describe it in terms of constant, coefficient, variable, factor, and term.\n    \nIn the Math I Concept 2.2 Introduction students recall and extend their understanding of solving equations from 8.EE.7b by exploring numerical relationships in variable contexts. In Investigation 1, students explain the process of solving equations to extend the process to more complicated cases with multiple distributions with fractions.\n    \nMath II Concept 8.3 Play problem 14 extends the middle grades focus on ratios and proportions when asking students to determine how many fish a tank can support given the following: \u201cNo more than 10% of the volume of the tank can be reserved for eels, rays and leopard sharks. The ratios for each of these marine animals are as follows:\n        \n1 eel per 150 gallons\n            \n1 ray per 180 gallons\n            \n1 leopard shark per 400 gallons.\u201d\n            \n\n\n\n\n    Within Apply problems, and some Investigations problems, students work with more complex, age-appropriate numbers while Play problems are typically presented with simple numbers and do not vary the types of real numbers being used.\n\n\nIn Math I Concept 7.1 Investigation 3 students analyze levels of protein in various breakfast cereals. The initial grams of protein consist of all whole numbers ranging from 1 to 6. As students begin to find the mean, deviation from the mean, and square of deviation, the students are now interpreting and analyzing more complex numbers ranging from -1.4 and 12.96.\n    \nIn Math II Concept 11.1 Apply 2 students create and analyze piecewise functions to determine \u201cHow Many T-Shirts Should You Purchase for a Fundraiser?\u201d. Students are provided with a table from two different companies displaying the cost per shirt when purchasing various range of quantities. Best Tees company offers prices that are more simplistic while T-Shirts D-Luxe prices- such as $3.72, $4.08, and $4.64- are more complex.\n    \nIn Math III Concept 3.1 Apply 3 students explore how math can help them learn to play the guitar. Students are first asked, \u201cWhat are the common ratios for the sequences for the string length and frequency?\u201d The string length common ratio ends up being 0.9438, and the frequency common ratio is 1.0594. Students then use this information to predict the string length and frequency of the 13th fret.\n    \nMath I Concept 2.1 provides 15 play problems, and all but two problems result in answers involving integers. One of these two problems results in a fraction, and the other one results in a decimal.\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series partially meet the expectation that materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\n\n    Teacher materials identify where coherence and connections are to be made. In each unit, the Progressions and Standards tab lists \u201cReach Back\u201d standards, \u201cStandards Covered,\u201d and \u201cReach Ahead\u201d standards. Connecting concepts are outlined below:\n\n\nDuring Previous Instruction\n    \nThe Investigations in This Concept\n    \nDuring Subsequent Instruction\n    \n\n\n    Examples of coherence both within and across courses include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8aed816b-ff29-445a-98a7-a40695825457": {"__data__": {"id_": "8aed816b-ff29-445a-98a7-a40695825457", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "64ed2310-2d7b-44be-b2c1-81de6e808ff4", "node_type": null, "metadata": {}, "hash": "349ca315adaf87396e9935f5998569c84e7f7bb75f41241bd58694d0d49571dd"}, "3": {"node_id": "f6963560-361b-4405-9e3f-1b75e3ed8064", "node_type": null, "metadata": {}, "hash": "d2b0b3b1ace5e673d39bbcebc8c30378b21af593e852d9605a4afb9c739295ef"}}, "hash": "643445d440f59e4de20a02634d975bf570859957f0b3e8ec6eb7d8c6ba4f45d6", "text": "Examples of coherence both within and across courses include:\n\n\nThroughout the series, the materials make strong connections between many of the standards in the domains A-SSE, A-CED, F-IF, and F-LE. Math I focuses mainly on Algebra and Functions as students explore, interpret, graph, and analyze linear functions as well as transfer understanding to exponential and quadratic functions. In Math II students continue this work with the Algebra and Function Conceptual Categories with revisiting quadratic functions and then moving on to power, inverse functions and piecewise functions. Math III builds onto the function families by adding trigonometric functions, logarithmic functions, and rational functions.\n    \nIn Math I Concept 1.2 students construct expressions (A-SSE.A) and create equations (A-CED.A). The focus of Reason with Expressions and Equations in Concept 1.2 extends the work of Concept 1.1 where students Analyze Expressions and Equations and dovetails with Concept 1.3 Apply and Evaluate Expressions and Equations. Altogether, these Concept sections keep a focus for the unit on A-SSE and A-CED standards. Later units, for example, Unit 2 Equations and Inequalities and Unit 6 Linear Systems, tie back into this focus. The materials continue to intertwine work around A-SSE and A-CED throughout the series, notably with work around quadratic and polynomial functions (e.g. Math II Units 3-5).\n    \nIn Math I Concept 1.1 as students explore A-SSE.1a, Play problem 15 requires students to square an integer to simplify an expression. In Investigation 2 Concept 1.2 students evaluate expressions with exponents as they explore A-CED.1, A-SSE.1, 1a, and 1b. While the standards in Math I do not explicitly address exponents, the concept is incorporated throughout in preparation for Math II where students extend their knowledge of exponents. In Math II Concept 3.1 is entirely dedicated to rational exponents (N-RN.1-3) with Investigation 3 explicitly connecting rational exponents with roots as students translate their equation containing rational exponents into an equation in radical form in order to obtain the product property of radicals.\n    \n\n\n    Although the materials connect various standards, the Geometry standards do not always make meaningful connections to previous or future content. At times, units are unconnected from the preceding and proceeding units.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f6963560-361b-4405-9e3f-1b75e3ed8064": {"__data__": {"id_": "f6963560-361b-4405-9e3f-1b75e3ed8064", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "8aed816b-ff29-445a-98a7-a40695825457", "node_type": null, "metadata": {}, "hash": "643445d440f59e4de20a02634d975bf570859957f0b3e8ec6eb7d8c6ba4f45d6"}, "3": {"node_id": "114a3c8e-b20f-4fa1-9920-50f682b61f41", "node_type": null, "metadata": {}, "hash": "6728501fde4beab13bab5462dfbc6f7a271613ecf3c181fe198353d06292948b"}}, "hash": "d2b0b3b1ace5e673d39bbcebc8c30378b21af593e852d9605a4afb9c739295ef", "text": "Math I Unit 1 focuses on expressions (A-SSE.1) and equations (A-CED.1, 3, 4, A-REI.1, 3, 11). Math I Unit 2 Concept 2.3 addresses four isolated Geometry standards (G-CO.1, G-GPE.4, 6, 7) yet lacks a coherent connection with the concepts from the previous Unit. Concept 2.3 makes minimal connections to Unit 3 which focuses on geometric Transformations and Constructions. Unit 3 focuses on Geometry but does not connect coherently with previous Units or with subsequent Units.\n    \nThe Math II techbook begins with two Geometry units, Transformations and Congruence and Similarity. The next four units focus on standards from the Numbers and Quantities, Algebra, and Functions Conceptual Categories (N-RN, N-CN, A-SSE, A-APR, A-CED, A-REI, F-IF, F-BF, and F-LE) with some attention to G-C0.5 and G-CO.6 in the last part of Unit 6. Unit 7 Concept 7.1 (G-SRT.6-9(+)) builds off of Similarity from Unit 2. Concept 7.2 focuses on Circles (G-C.1, 2, 4(+)). Concept 7.3 does connect to Concepts 7.1 and 7.2 by requiring students to \u201cuse special right triangles to determine geometrically the values of sine and cosine to develop the unit circle and prove the Pythagorean Theorem.\u201d As such, the geometry standards handled in Units 1, 2, and 7 stand disconnected from the non-geometry standards of the four intermediate units. Furthermore, in Units 8 and 9 students are again focused on the Geometry Conceptual Category as they explore Area, Volume and Polygons. Unit 10 begins a new focus on Probability (S-CP.1-9(+)). Conditional Probability standards are isolated to this one Unit for the entire series. Math II wraps up with a unit of Piecewise Functions where students \u201cwill depend on their previous work with writing linear equations to write and define piecewise functions.\u201d\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the High School Discovery Integrated series meet the expectations that the materials explicitly identify and build on knowledge from Grades 6-8 to the High School Standards. Connections between Grades 6-8 and High School concepts are identified for teachers in the Model Lesson tab as well as the During Previous Instruction section of the Progressions and Standards tab.\n\n\n    In each unit, the Progressions and Standards tab in the teachers materials provides teachers with lists of standards linking previous grade standards as Reach Back, within the current unit, as Standards Covered and future targets as Reach Ahead.\n\n\nIn Math III Concept 1.1 a graphic is used to link Reach Back Standards to the Standards Covered and Reach Ahead Standards. These are listed as \u201c7.EE.B.3, 8.EE.C.7a, 8.EE.C.7b, 7.EE.B.4a, and 7.EE.B.4b\u201d leading to \u201cHSA-REI.B.3 and HSA-CED.A.3\u201d and then to \u201cHSA-REI.D.11 and HSF-IF.C.7b.\u201d\n    \n\n\n    Session Notes to Teachers call out prior knowledge to be used when appropriate.\n\n\nIn Math I Concept 1.1 Session 1 the Introduction notes state \u201cStudents apply prior knowledge and understanding of variables and algebraic equations to model an observed behavior.\u201d\n    \nIn Math I Concept 1.3 Session 2 Investigation notes state \u201cStudents are bringing prior experience with interest from Grade 7, but the video that introduces the investigation and the sequence of activities in the investigation provide solid support for students who may not have understood these concepts in prior grades.\u201d\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe instructional materials reviewed for the High School Discovery Integrated series address 19 of the plus standards. Included plus standards are identified by a (+) symbol within the Course Overview document as well as within the Progressions and Standards tab for each unit in the teacher materials. Session Instructional Notes, however, do not identify content specific to plus standards.\n\n\n    The plus standards that are identified in the Course Overview document and addressed to reach the full intent of the standard are listed below:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "114a3c8e-b20f-4fa1-9920-50f682b61f41": {"__data__": {"id_": "114a3c8e-b20f-4fa1-9920-50f682b61f41", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "f6963560-361b-4405-9e3f-1b75e3ed8064", "node_type": null, "metadata": {}, "hash": "d2b0b3b1ace5e673d39bbcebc8c30378b21af593e852d9605a4afb9c739295ef"}, "3": {"node_id": "e2ce2c64-7476-419a-ae81-78258e100175", "node_type": null, "metadata": {}, "hash": "43efaeea8125ebe22dc143799a084cb9d83a5c73b125f0ef295a668424d4bf17"}}, "hash": "6728501fde4beab13bab5462dfbc6f7a271613ecf3c181fe198353d06292948b", "text": "Math I: F-BF.1c (Concept 5.1)\n    \nMath II: F-BF.1c (Concept 6.2), F-BF.4c (Concept 6.2), F-TF.3 (Concept 7.3), G-SRT.9 (Concept 7.1), G-C.4 (Concept 7.2), G-GMD.2 (Concept 8.3), S-CP.8 (Concept 10.2), S-CP.9 (Concept 10.3), S-MD.6 (Concept 10.2), S-MD.7 (Concept 10.2)\n    \nMath III: N-CN.3 (Concept 9.2), N-CN.4 (Concept 9.1), A-APR.5 (Concept 9.1), A-APR.7 (Concept. 10.1), F-IF.7d (Concept 11.1), F-BF.4c (Concept 4.1), F-BF.5 (Concepts 4.1 and 4.2), F-TF.3 (Concept 6.2), G-SRT.10 (Concept 7.2), G-SRT.11 (Concept 7.2), G-GPE.3 (Concepts, 12.1, 12.2, and 12.4), S-MD.6 (Concept 8.2), S-MD.7 (Concept 8.2)\n    \n\n\n    Included plus standards coherently support the mathematics which all students should study in order to be college- and career-ready. Work with those plus standards does not deter from the work with the non-plus standards.\n\n\nIn Math III Concept 9.1 Investigation 1 students graph complex numbers in a coordinate plane which supports their understanding of the real and imaginary parts of a complex number introduced with complex addition N-CN.2. The plus standard N-CN.4 supports non-plus standards.\n    \nIn Math III Concept 9.1 Session 6 students review properties of exponents and practice binomial multiplication while extending toward A-APR.5.\n    \n\n\n    However, particular standards, plus or non plus, are not mentioned in the \u201cDiscover\u201d tab of the tech book. Materials do not identify standards addressed in the Introduction or in each Investigation.\n\n\nMath III Concept 9.1 Investigation 1 \u201cRepresenting Imaginary Numbers\u201d addresses N-CN.4. Students begin Investigation 1 with properties and operations of complex numbers, adding and subtracting them, and then graphing. No notation was found identifying that a plus standard is being addressed in the Investigation.\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials support the intentional development of students\u2019 conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters. This series is constructed in such a way that each Concept contains Discover, Practice, and Apply tabs. The Introduction, Investigations, Summary, and Extension tabs within the Discover tab are predominantly where students\u2019 conceptual understanding of key mathematical concepts is developed.\n\n\n    Each Concept within each Unit contains a list of Conceptual Understandings to be found in that section. This list is located within the Progressions and Standards tab in the Teacher edition. For example, Math III Concept 2.2 includes the following list of Conceptual Understandings:\n\n\n\"Explain why the inverses of quadratic and cubic functions are square root and cube root functions and may require restricted domains.\"\n    \n\"Recognize how the effects of changing parameters within the radical equation will affect the translation of the function\u2019s graph.\"\n    \n\"Compare and contrast methods for solving radical equations of square roots and cube roots while realizing that some of these equations have extraneous solutions.\"\n    \n\n\n    Included throughout teacher materials within the Session tabs are \u201cQuestions to promote development of conceptual understanding.\u201d Within Math I Concept 5.1 the materials provide questions in the Session 1 and 2 Instructional Notes. \u201cQuestions to promote development of conceptual understanding\u201d include the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e2ce2c64-7476-419a-ae81-78258e100175": {"__data__": {"id_": "e2ce2c64-7476-419a-ae81-78258e100175", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "114a3c8e-b20f-4fa1-9920-50f682b61f41", "node_type": null, "metadata": {}, "hash": "6728501fde4beab13bab5462dfbc6f7a271613ecf3c181fe198353d06292948b"}, "3": {"node_id": "17ac49c0-789c-4a8c-a03a-6252f5f6ac62", "node_type": null, "metadata": {}, "hash": "d29fd856cf139ac342bd4a58438e464505eea7f4ba9e6e7940ab9c8387d67a20"}}, "hash": "43efaeea8125ebe22dc143799a084cb9d83a5c73b125f0ef295a668424d4bf17", "text": "\u201cWhich attributes were more challenging to assign to the figures? What made them more challenging?\"\n    \n\"Which attribute assignments did you and your partner disagree on? How did you resolve the dissenting analysis?\"\n    \n\"How can you use the responses you made for these problems to compare and contrast linear and exponential functions?\u201d\n    \n\n\n    Examples of select cluster(s) or standard(s) that specifically relate to conceptual understanding include, but are not limited to, the following:\n\n\nF-LE.1: In Math I Concept 8.2 Investigation 1 students use equations and graphs to model how the amounts in three different accounts grow over time. Students use technology to analyze and verify how changes in parameters affect the graphs of the equations. Students identify which options involve adding a fixed quantity to the previous year\u2019s amount and which options involve multiplying a fixed quantity by the previous year\u2019s amount.\n    \nG-SRT.6: In Math II Concept 7.1 Investigation 2 students use an online interactive to explore the relationship between the angle measures and the ratios of the sides of a right triangle to develop conceptual understanding of trigonometric ratios. Students look for any relationships that might help the team determine how far they are from the checkpoint. Students are asked to articulate their observations in writing.\n    \nS-ID.7: In Math I Concept 7.2 Investigation 3 students collect measurements of their forearms and right feet to determine if there is a relationship between forearm length and foot length. After students examine results and write an equation of a line of best fit they are asked: \u201cWhat does the slope of the line of best fit represent in this context? What does the y-intercept of the line of best fit represent in this context? Explain why the y-intercept is or is not realistic in this context.\u201d\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials provide intentional opportunities for students to develop procedural skills and fluency, especially where called for in specific content standards or clusters. The instructional materials build fluency practice into multiple sections of concepts.\n\n\n    Each concept contains a Fluency box within the Progressions and Standards tab of the teacher materials where specific skills are identified for focused fluency development. For example, in Math III Concept 6.1 the Fluency box include the following:\n\n\n\u201cIdentify the radian measure for angles within a unit circle.\u201d\n    \n\u201cMeasure angles using radians by finding the measure of an angle as the length of the arc on the unit circle subtended by the angle.\u201d\n    \n\u201cConvert between radians and degrees.\u201d\n    \n\n\n    Students are provided opportunities to develop procedural skills and fluencies in the Intro, Investigations, Play, and Check for Understanding tabs.\n\n\nThe Play tab, which consists of a Coach and Play section, is designed to address procedural skill and fluency. The Play tab includes practice problems placed in a progression of learning that provides students the opportunity to build procedural fluency from conceptual development.\n    \nEvery Investigation contains a Check for Understanding where students determine their \u201ccurrent level of understanding\u201d. Problems within the Check for Understanding are often focused on procedural skills and fluency. For example, Math III Concept 1.1 Check for Understanding includes:\n        \n\"Hurricane strength is classified using the Saffir-Simpson scale. Category 3 hurricanes have wind speed greater than 110 miles per hour but at most 130 miles per hour. Which of these show possible wind speeds, w, in this category? Select all that apply.\"\n            \n\"Which compound inequality is shown by the number line graphed?\"\n            \n\n\n\n\n    Examples of select cluster(s) or standard(s) that specifically relate to procedural skill and fluency include, but are not limited to:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17ac49c0-789c-4a8c-a03a-6252f5f6ac62": {"__data__": {"id_": "17ac49c0-789c-4a8c-a03a-6252f5f6ac62", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "e2ce2c64-7476-419a-ae81-78258e100175", "node_type": null, "metadata": {}, "hash": "43efaeea8125ebe22dc143799a084cb9d83a5c73b125f0ef295a668424d4bf17"}, "3": {"node_id": "c8bd40c4-08dc-4349-ade1-cde95a466b5f", "node_type": null, "metadata": {}, "hash": "804020975f0a1682ffd8b240e509da90d120e431a514585cbc5d27a5cb54fe8f"}}, "hash": "d29fd856cf139ac342bd4a58438e464505eea7f4ba9e6e7940ab9c8387d67a20", "text": "G-GPE.4: In Math I Concept 2.3 students are asked to use the Pythagorean Theorem to find locations of a statue in the Investigations as well as Check your Understanding. In Investigation I of Math II Concept 7.3 students are asked to write an equation that represents all the points on a circle when given the center and a point on the circle.\n    \nA-SSE.1b: In Math I Concept 1.2 Investigation 3 students explore card tricks and write and simplify algebraic expressions to express the number of cards in a pile. In Trick 2 students ultimately write equations, based on expressions they wrote, to describe the results of the card trick. Investigation 3 also offers four questions providing students the opportunity to interpret expressions. In the Play tab students are given multiple scenarios and asked to write an expression/equation that represents the scenario or given options and asked to choose all that apply. In the Play tab of Math II Concept 3.2 students are again asked to simplify or write equivalent expressions and/or polynomials. In the Play tab of Math III Concept 9.1 students are given the opportunity to expand binomials, factor expressions, provide missing factors for expressions, and identify \u201cWhich of the following is the factored form of 16x^4+32x^3y+24x^2y^2+8xy^3+y^4?\u201d and \u201cWhich of the following expressions show the difference of two perfect squares. Select all that apply.\u201d\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials support the intentional development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. The third tab in each Unit is titled Apply. The Apply tab consists of one or more open-ended problems aimed at the development of students\u2019 ability to utilize mathematical concepts and skills in engaging applications.\n\n\n    Each Concept has an Apply section where students are able to apply what they have learned in the investigation.\n\n\nIn Math I Concept 5.1 Apply Problem 1, How Can You Use Functions to Make an Image?, students are expected to draw a recognizable figure using graphs of linear and/or exponential functions, vertical lines, and at least one pair of non-vertical parallel or perpendicular lines. This application task requires students to identify the domains of the functions they use, explain the relationship between the slopes of parallel or perpendicular lines, and identify and describe transformations of linear and exponential functions. The materials explains that architects, fashion designers, and engineers draw using technology. (F.IF.4)\n    \nIn Math II Concept 5.1 Apply Problem 1, How Can Math Help You Create a Successful Business?, students analyze the relationship of a demand function and a revenue function. They interpret the key features of the graphs and determine the price of the item that will maximize revenue. (F-IF.7)\n    \nIn Math III Concept 3.1 Apply Problem 1, How Many Digits Are Needed in a Telephone Number?, students watch a video about the history of telephone numbers and are posed with the question of whether or not \u201c10 digits will be enough to ensure that everyone has a unique phone number.\u201d After some guided questions to get students thinking, they are told \u201cthe world will continue to increase by 25 million every month.\u201d Then they are asked, \u201cHow many digits are needed right now to accommodate all phones? When would more digits be needed for phone numbers so each user has one unique number?\u201d (F-LE.2)\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that the three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed. As described in indicators 2a, 2b, and 2c, there is evidence that all three aspects of rigor are present in the materials. Overall, the series provides a balance of the three aspects of rigor throughout the materials.\n\n\n    Each Concept includes Discover, Practice, and Apply sections:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c8bd40c4-08dc-4349-ade1-cde95a466b5f": {"__data__": {"id_": "c8bd40c4-08dc-4349-ade1-cde95a466b5f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "17ac49c0-789c-4a8c-a03a-6252f5f6ac62", "node_type": null, "metadata": {}, "hash": "d29fd856cf139ac342bd4a58438e464505eea7f4ba9e6e7940ab9c8387d67a20"}, "3": {"node_id": "972de807-2399-4379-ad6d-ee338718e9f1", "node_type": null, "metadata": {}, "hash": "4ac7877497cfa75c36120f1e28cb6babb8635b2ffc3f5d5c03913eac89db40f1"}}, "hash": "804020975f0a1682ffd8b240e509da90d120e431a514585cbc5d27a5cb54fe8f", "text": "Each Concept includes Discover, Practice, and Apply sections:\n\n\nDiscover includes Introduction, Investigation, Summary, and Extension sections that give students the opportunity to build conceptual understanding of the mathematics and practice procedural skills, typically in the context of a real-world example;\n    \nPractice focuses on procedural skills with a Coach section that provides student support to develop fluency- for example, leading students through solving an algorithmic problem and giving immediate feedback- as well as a Play section where students demonstrate procedural fluency without support; and\n    \nApply includes extended tasks based on real-world applications.\n    \n\n\n    In the Model Lesson section of the teacher materials, Progressions and Standards includes a diagram that identifies for teachers the balance of conceptual understandings, procedural fluencies, and applications that should emerge from each Concept in a Unit.\n\n\n    Some examples that demonstrate this balance include:\n\n\nIn Math 1 Concept 4.1 students \"engage with real-world phenomena that involves a dependent relationship, constraints in data, and different mathematical representations of the data.\" The Concept progresses to students using \"function notation to represent, interpret, and evaluate functions.\" (F-LE.5, F-IF.1, 2, and 9)\n    \nIn Math II Concept 5.2 students explain complex numbers and extend the commutative, associative, and distributive properties to operations with complex numbers. They explain the relationship between the discriminant and complex quadratic solutions and show procedural skills by comparing quadratics having both real and complex roots. Students then \"apply the real-world implications of complex quadratics solutions to word problems.\" (N-CN.1, 2, and 7)\n    \nMath III Concept 6.1 balances conceptual understandings, procedural fluencies, and applications as students explore angle measures and define radian measures for angles throughout the unit circle. In the Intro, students utilize Geometry software to discover patterns between central angle measure, radius length, and arc length. Throughout the Investigations, students explore angles within the coordinate plane, derive radian measure, and begin converting between degree and radian measures. The use of interactive software provides students the opportunity to discover relationships and develop conceptual understanding of radian measure. Each Investigation contains a Check for Understanding where students practice more procedural skills such as identifying \u201cWhich of the following angle measures given in radians is greater than 28.5\u00b0?\u201d and completing a table of equivalent radian and degree measures. Students then apply their new understandings of radian measure when posed with two application problems where they are asked \u201cHow Would you Design Your Own Ferris Wheel?\u201d and \u201cHow Can You Create a New Protractor?\u201d. (F-TF.1)\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials support the intentional development of overarching mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the Standards for Mathematical Practice. Within each Unit Concept, the Standards for Mathematical Practice are identified under the Progressions and Standards tab. Additionally, the materials provide information regarding the Standards for Mathematical Practice within the Teacher Model Lesson under the Standards tab as well as within the Teacher Notes.\n\n\n    Examples of MP1 are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "972de807-2399-4379-ad6d-ee338718e9f1": {"__data__": {"id_": "972de807-2399-4379-ad6d-ee338718e9f1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "c8bd40c4-08dc-4349-ade1-cde95a466b5f", "node_type": null, "metadata": {}, "hash": "804020975f0a1682ffd8b240e509da90d120e431a514585cbc5d27a5cb54fe8f"}, "3": {"node_id": "c6693db6-c313-44b7-98f3-f9b6064429d2", "node_type": null, "metadata": {}, "hash": "4acf7bc3501708ce397609d7157175feb5fc5d77472ece3679df5bcdaea90e39"}}, "hash": "4ac7877497cfa75c36120f1e28cb6babb8635b2ffc3f5d5c03913eac89db40f1", "text": "Examples of MP1 are as follows:\n\n\nIn the Math I Concept 8.3 Intro students analyze geometric patterns, making sense of the algebraic relationship between the quantities. In Investigation 2, students are asked to confirm their solutions through graphic analysis. In Investigation 4 MP1 is evident as students analyze relationships between an initial investment and changes to an account. (F-IF.7e, 9, A-REI.11, F-LE.5, F-BF.2)\n    \nIn the Math II Concept 9.1 Intro students analyze givens, constraints, relationships, and goals as they explore and discuss different meanings for the center of a triangle. In Investigation 1 students start each exploration by explaining to themselves the meaning of the problem, analyzing goals, and looking for entry points to its solution. (G-C.3, C-CO.10)\n    \nIn Math III Concept 3.2 Apply 1 students collect data and select an appropriate time period when they would most likely see a wolf when visiting Yellowstone National park and provide strong support from graphical and algebraic analysis. Students then make predictions from their models. (A-CED.1, A-REI.11, F-BF.1b, F-IF.8,8b, F-LE.1c, 2, 5)\n    \nIn Math III Concept 5.1 Apply 2 students use data tables showing the number of transistors in various processors over the years. Students make predictions based on data of when processors will hit 10 billion transistors. Students must research their conclusions to confirm accuracy. (A-REI.7, 11)\n    \nIn Math III Concept 4.1 Investigation 4 MP1 is explicitly noted in the Instructional Notes for teachers to \u201cencourage students to consider different methods of solving, including both algebraic and graphic approaches.\u201d\n    \n\n\n    Examples of MP6 are as follows:\n\n\nIn the Math I Concept 1.1. Intro students are led to discuss precise vocabulary for parts of expressions. The rubric for Apply I requires students to identify all variables, explain what the expression represents, and include units. (N-Q.1, 2, A-SSE.1a)\n    \nIn the Math II Concept 3.2 Intro, the Teacher Notes state that students \u201cwill communicate clear definitions and state the meaning of the symbols they use (MP.6).\u201d Later in the intro exercise, students \u201cDiscuss with a partner: What distinguishes a polynomial from an expression that is not a polynomial?\u201d The Teacher Notes suggest referring students back to the initial class list of definitions for a polynomial. Students are expected to refine the definition based on the examples and nonexamples of polynomials. (A-APR.1, A-SSE.1a, 1b, N-RN.2)\n    \nIn Math III Concept 9.1 Investigation 2 students use MP6 as they attend to precision when describing characteristics of polynomial equations and their relationship to the graphs of the related functions. (A-APR.1, 2, 3, 4, 5(+), A-SSE.1b, 2, N-CN.2, 4(+))\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the Standards for Mathematical Practice. Within each Unit Concept, Standards for Mathematical Practice are identified under the Progressions and Standards tab. Additionally, the materials provide information regarding the Standards for Mathematical Practice within the Teacher Model Lesson under the Standards tab as well as within Teacher Notes.\n\n\n    Examples of MP2 are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6693db6-c313-44b7-98f3-f9b6064429d2": {"__data__": {"id_": "c6693db6-c313-44b7-98f3-f9b6064429d2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "972de807-2399-4379-ad6d-ee338718e9f1", "node_type": null, "metadata": {}, "hash": "4ac7877497cfa75c36120f1e28cb6babb8635b2ffc3f5d5c03913eac89db40f1"}, "3": {"node_id": "2012ef23-4030-4967-bdfc-7047cdf1a381", "node_type": null, "metadata": {}, "hash": "158f672e2fb201dd802783311fa75d1dbb99b9764e3275ad611bcc51dfdc13b8"}}, "hash": "4acf7bc3501708ce397609d7157175feb5fc5d77472ece3679df5bcdaea90e39", "text": "Examples of MP2 are as follows:\n\n\nIn the Math I Concept 5.1 Investigation 1, Teacher Notes state \u201cMP.2 will also be evident as students decontextualize information to create a graph and analyze it to draw conclusions regarding the domain and range. They will use the graph to compare the density of different substances, such as water.\u201d (A-REI.10, G-GPE.5, F-BF.1a, 1b, 1c(+), F-IF.1, 2, 4, 5, 6, 7a, 7e)\n    \nIn Math 1 Concept 8.3 Investigation 2 students formulate a process for solving exponential equations by analysis of quantitative relationships, identifying common structure to the base values. (F-IF.7e, 9, A-REI.11, F-LE.5, F-BF.2)\n    \nIn Math II Concept 10.1 Investigation 1 students contextualize and de-contextualize different scenarios to construct mathematical models and interpret the likelihood of winning. (S-CP.1 - 5)\n    \nIn Math II Concept 8.2 Investigation 1 students analyze and evaluate the distribution of cookie weight data. They analyze the variability in the data and explain what the variability means in the context provided. (S-ID.4, S-MD.6(+), 7(+))\n    \n\n\n    Examples of MP3 are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2012ef23-4030-4967-bdfc-7047cdf1a381": {"__data__": {"id_": "2012ef23-4030-4967-bdfc-7047cdf1a381", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "c6693db6-c313-44b7-98f3-f9b6064429d2", "node_type": null, "metadata": {}, "hash": "4acf7bc3501708ce397609d7157175feb5fc5d77472ece3679df5bcdaea90e39"}, "3": {"node_id": "53778708-d565-4ba2-83e6-e05cb6743282", "node_type": null, "metadata": {}, "hash": "cad91352b59ca1d104c2bc56b6901db88466be9d5945b07724b33c5496c0f18b"}}, "hash": "158f672e2fb201dd802783311fa75d1dbb99b9764e3275ad611bcc51dfdc13b8", "text": "Examples of MP3 are as follows:\n\n\nIn the Math I Concept 2.3 Intro students relate dimensions and units to a coordinate plane. In Investigation I a variety of dimensions are presented that may or may not satisfy given constraints. Students are asked to justify their conclusions. (G-CO.1, G-GPE.4, 6, 7)\n    \nThe Math I Concept 5.1 Introduction to the Investigations states the following: \u201cMP.3 will be evident as students compare characteristics among the figures, justifying their reasoning for similarities and differences. Allow students to discuss with a partner before reconvening the class to share their reflections. Questions to promote discussion: How did you know whether each figure on the image was exponential or linear? Under what conditions could an interval of an exponential function behave like a linear function?\u201d (A-REI.10, G-GPE.5, F-BF.1a, 1b, 1c(+), F-IF.1, 2, 4, 5, 6, 7a, 7e)\n    \nIn the Math I Concept 6.2 Intro students debate options for buying economy versus quality brushes. (A-CED.3, N-Q.3)\n    \nIn Math II Concept 1.3 Investigation 2 students analyze givens and diagrams and develop proofs with classmates and on their own. Students choose and arrange the statements and reasons for the Corresponding Angles Theorem and Alternate Interior and Exterior Angles Theorems (paragraph, two-column, and flowchart proofs). Though the student and teacher view of the Techbook does not specifically invite students to critique the reasoning of others, the Instruction Notes in the Model Lesson tab suggests teachers \u201cinvite pairs of students to share different proof formats\u2026 During critiquing, make sure students can ascertain the validity of each proof.\u201d Investigation 3 Instruction Notes suggest that teachers \u201cinvite students to present their proof of the Converse of the Consecutive Angles Theorem and have students critique selected proofs in pairs or small groups.\u201d (G-CO.9, G-GPE.4, 5)\n    \nIn Math II Concept 8.1 Investigation 2 students use properties of dilation to justify the area of a circle. Within Investigation 3 students explore the concept of sampling variability and the margin of error. Students justify their conclusions and communicate them to others. (G-C.5, G-GMD.1)\n    \nIn Math III Concept 11.2 Apply 1 students extend their ability to analyze dimensions by finding ways of reducing the amount of aluminum used for soup cans, presenting advantages and disadvantages for sizing options. (A-CED.1, 2, A-REI.11, F-BF.4a, F-IF.5)\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the Standards for Mathematical Practice. Within each Unit Concept, Standards for Mathematical Practice are identified under the Progressions and Standards tab. Additionally, the materials provide information regarding the Standards for Mathematical Practice within the Teacher Model Lesson under the Standards tab as well as within Teacher Notes. Students have access to a wide range of tools throughout the series, and although the tools are prescribed in some cases, students are given the opportunity to choose appropriate tools strategically in many of the Apply problems.\n\n\n    Examples of MP4 are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "53778708-d565-4ba2-83e6-e05cb6743282": {"__data__": {"id_": "53778708-d565-4ba2-83e6-e05cb6743282", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "2012ef23-4030-4967-bdfc-7047cdf1a381", "node_type": null, "metadata": {}, "hash": "158f672e2fb201dd802783311fa75d1dbb99b9764e3275ad611bcc51dfdc13b8"}, "3": {"node_id": "f348b1ab-47aa-4db2-82fe-75c5e010998b", "node_type": null, "metadata": {}, "hash": "c4343c51d1ca0204a8dba4984ba6075f2cf240ada9082ad4d86fb636ae75ebdc"}}, "hash": "cad91352b59ca1d104c2bc56b6901db88466be9d5945b07724b33c5496c0f18b", "text": "Examples of MP4 are as follows:\n\n\nIn Math I Concept 2.1 Investigation 4 students model and analyze the use of tickets at an amusement park. In Investigation 5 students extend their understanding of equations and inequalities to model a real-world scenario, analyzing the relationship between two options to determine when the options are equivalent or when one is more reasonable. (A-CED 1, 3, A-REI.1, 3, 11)\n    \nIn Math 1 Concept 7.1 Apply 1 students create a graphical display to represent data. Students justify their choice in data display. (S-ID.1-3)\n    \nIn the Math II Concept 5.1 Intro students model with mathematics by representing the data with different equations and graphs. In Investigation 1 students model a real-world situation by using both the equation and graph of a quadratic function and analyze this function quantitatively. (A-CED.1, F-IF.4, 5, 7a, 7c, 8a, 9, F-BF.1, 3, F-LE.3)\n    \nIn Math III Concept 3.2 Apply 1 students collect data and select an appropriate time period with strong support from graphical and algebraic analysis. Students then make predictions from their models. (A-CED.1, A-REI.11, F-BF.1b, F-IF.8, 8b, F-LE.1c, 2, 5)\n    \n\n\n    When working through Investigations, students are often prescribed the appropriate tool(s) to utilize, providing students with guided practice using each tool. As students reach the Apply problems, the choice of tool becomes the decision of the student. Examples of MP5 are as follows:\n\n\nMath I Concept 3.1 Apply 2 students \u201cdetermine the shortest path the [Mars] rover can take to visit all three rocks and then travel to its ending point. Your job is to determine this shortest path, and then model it by using transformations.\u201d The materials provide students with a Mars map as well as an image of the Mars Rover and a rock on Mars. Students must utilize these provided tools and determine what additional tools they would need to accomplish this task. (G-CO.2, 3, 4, 5)\n    \nIn Math II Concept 2.1 Apply 1 students consider the question \u201cHow Would You Set Up a Projector to Show an Outdoor Movie?\u201d Students experiment with their classroom projector and the concept of aspect ratio to determine the location of an outdoor movie projector for optimal size and clarity of the movie. Selection of appropriate tools for this task is left up to the student. (S-SRT.1, 1a, 1b, 2)\n    \nIn Math III Concept 3.2 Apply 3 students determine how much each person in the country would have to contribute to pay off the national debt within four years. Students conduct their own research and use technology (specific technology is not provided) to make calculations and display their data. The Teacher\u2019s Note in the materials states, \u201cEncourage students to use 21st-century publishing tools to present their responses. You may wish to have students use the Board Builder or a particular software tool or leave the choice of tools open.\u201d (A-CED.1, A-REI.11, F-BF.1b, F-IF.8, 8b, F-LE.1c, 2, 5)\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the Standards for Mathematical Practice. Within each Unit Concept, Standards for Mathematical Practice are identified under the Progressions and Standards tab. Additionally, the series materials provide information regarding the Standards for Mathematical Practice within the Teacher\u2019s Model Lesson under the Standards tab as well as within Teacher Notes.\n\n\n    Examples of MP7 are as follows:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f348b1ab-47aa-4db2-82fe-75c5e010998b": {"__data__": {"id_": "f348b1ab-47aa-4db2-82fe-75c5e010998b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "53778708-d565-4ba2-83e6-e05cb6743282", "node_type": null, "metadata": {}, "hash": "cad91352b59ca1d104c2bc56b6901db88466be9d5945b07724b33c5496c0f18b"}, "3": {"node_id": "8375e1f5-175b-417b-a92c-3671916a4f7d", "node_type": null, "metadata": {}, "hash": "ef4a29898e9abc04db5ff90a4b8c90a4a9f78c9ccdf4de1ac01ecb46c53f0e10"}}, "hash": "c4343c51d1ca0204a8dba4984ba6075f2cf240ada9082ad4d86fb636ae75ebdc", "text": "Examples of MP7 are as follows:\n\n\nIn Math I Concept 2.1 Apply 3 students consider a sales pattern and write a system of linear inequalities that would assist in identifying all possible solutions. (A-CED.1, 3, A-REI.1, 3, 11)\n    \nIn Math 1 Concept 9.2 Investigation 1 students use the structure of functions to determine which function will eventually have the greatest value. In Investigation 2 students make use of the structure of linear, exponential, and quadratic functions in order to compare them. (F-IF.9, F-LE.3)\n    \nIn Math II Concept 8.1 Investigation 1 students look for and make use of structure to determine the trend in the data and develop the understanding that the area of the circle will approach \u03c0 as the grid size decreases. (G-C.5, G-GMD.1)\n    \nIn Math III Concept 12.1 Investigation 1 students look for patterns in determining the radius of the circle, based on repeated applications. In Investigation 3 students look for patterns in determining the foci and major and minor axes of the ellipse. (G-GPE.1, 2, 3(+))\n    \n\n\n    Examples of MP8 are as follows:\n\n\nIn Math I Concept 6.1 Investigation 1 students use repeated reasoning to create single equations by applying the substitution method. (A-CED.2, 3, 4, A-REI.5, 6, 11, 12)\n    \nIn Math II Concept 8.1 Investigation 5 students look for and express regularity in repeated reasoning as they examine the ratio of the arc length to the circumference for arcs of different measures and the ratio of the arc length to the radius for arc with the same measure. (G-C.5, G-GMD.1)\n    \nIn Math III Concept 4.1 Investigation 3 students analyze patterns of inputs and outputs of logarithmic and exponential function compositions and then use these patterns to discern structure relative to the properties and justify the inverse relationship algebraically. (F-BF.3, 4a, 4c(+), 5(+), F-IF.4, 7e)\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that the underlying design of the materials distinguish between lesson problems and student exercises for each lesson.\nAs the online materials organize learning in a particular order, the structure delineates between problems and exercises. This order includes the following:\n\nA Discover Tab which has an Intro problem followed by multiple Investigations and a Summary and Extensions. This is where problems for learning new mathematics are found.\nA Practice Tab consisting of Coach and Play sections which contain exercises.\nAn Apply Tab which has one or more open-ended exercises. Exercises which build mastery and student capacity for a given skill with application are found mainly in the Practice and Apply Tabs.\n\nThis structure is repeated throughout the series.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that the design of assignments is not haphazard and that exercises are given in intentional sequences.\nThe basic structure of each concept includes interactive core mathematical content and concurrent formative assessment. Modeling investigations intentionally build on and extend from the core content concepts, and the Coach and Play sections assess and reinforce procedural skills.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that students are asked to produce a variety of products throughout the Concepts in each Unit to demonstrate their learning of the mathematics.\nThe materials ask students to engage in mathematics in a variety of ways. For example, students are asked to make predictions based on a set of data, estimate measurements and use geometric tools, and compare/contrast information from a diagram.\n\nIn Math II Concept 1.2, students are asked to make conjectures, explain their reasoning orally and through writing, and collect data.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8375e1f5-175b-417b-a92c-3671916a4f7d": {"__data__": {"id_": "8375e1f5-175b-417b-a92c-3671916a4f7d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "f348b1ab-47aa-4db2-82fe-75c5e010998b", "node_type": null, "metadata": {}, "hash": "c4343c51d1ca0204a8dba4984ba6075f2cf240ada9082ad4d86fb636ae75ebdc"}, "3": {"node_id": "bfd4f96e-6edd-4ac3-a268-39318b2be6d8", "node_type": null, "metadata": {}, "hash": "d354dbcce3d1de4515ce080baa865ea253c68e4289d3886676ecbc23c0582116"}}, "hash": "ef4a29898e9abc04db5ff90a4b8c90a4a9f78c9ccdf4de1ac01ecb46c53f0e10", "text": "In Math I Concept 2.3 Apply 2 students design a chairlift by making a graph of the lift and spacing towers to adequately support the lift using ratio reasoning. Students research lifts from existing ski resorts and defend their decisions using citations. They calculate coordinates on their graphs to correspond to the towers they recommend.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that manipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\nThe series makes use of a range of virtual manipulatives including, but not limited to, calculators, a geometry sketchpad, a geometry construction app, a unit converter, a data analysis app, a matrix solver, and a virtual whiteboard. General manipulatives and tools are listed in the Teacher Preparation sections. A few examples of these include, but are not limited to, paper towel tube, meter stick, measuring tape, straws, and pins. Throughout the series, students are exposed to a wide variety of manipulatives and virtual tools and are expected to utilize them as necessary.\n\nIn Math I Concept 3.1 students explore transformations using a flip-book cut from a printable template.\nIn the Math I Concept 3.3 Intro students use a construction app to reconstruct the flower of life.\nIn Math II Concept 2.3 students use straws and pins.\nIn Math II Concept 1.2 Investigation 1 students use the dynamic geometry tool to explore parallel and perpendicular lines and are also asked to verbalize their findings. In Investigation 2 they are asked to use patty paper and paper folding to construct different types of lines.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for the High School Discovery Education Integrated series meet the expectation that the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\nThe layout of the materials is identical for every course, Unit, and Concept. Teachers can easily toggle between the \u201cteacher view\u201d and the \u201cstudent view.\u201d A Glossary tab and Math Tools tab are also easily accessible. Pictures and models used throughout the series support student learning as they are connected directly to an Investigation or problems being solved. The figures and models used are not distracting from the mathematical content.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the High School Discovery Integrated series meet the expectation that the materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students\u2019 mathematical development.\nEach course contains a Course Overview which is divided into Unit Overviews and Concept Overviews explaining what students will be doing in each section. Within the Model Lesson tab of each Concept, there are tabs which contain Objectives (Lesson Objectives, Essential Questions, and Enduring Understandings), Progressions and Standards, Teacher Preparation (materials list, common misconceptions, and key vocabulary), Sessions (introduction and instructional notes), Extensions, and Apply. Throughout each lesson, additional instructional notes and guiding questions are also included in the materials. For example:\n\nMath II Concept 4.2 Sessions 1 and 2 Instructional Notes include the following questions:\n\n\n\"How do you know that it is not possible for the graph of a quadratic function to have three x-intercepts?\"\n\"If the graph of a quadratic function has exactly one x-intercept, what can you conclude about the location of its vertex?\"\n\"If the graph of a quadratic function has no x-intercepts and a minimum point, does its vertex lie above or below the x-axis? How do you know?\u201d\n\n\nIn Math II Concept 4.2 Investigation 3 a Teacher Note states: \u201cHave students share their reasoning for each answer and critique one another\u2019s arguments. Analyze the graph and discuss what all of the parts mean in the context of the problem.\u201d Though questions are provided for teachers to use, no explanation of possible answers is included.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bfd4f96e-6edd-4ac3-a268-39318b2be6d8": {"__data__": {"id_": "bfd4f96e-6edd-4ac3-a268-39318b2be6d8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "8375e1f5-175b-417b-a92c-3671916a4f7d", "node_type": null, "metadata": {}, "hash": "ef4a29898e9abc04db5ff90a4b8c90a4a9f78c9ccdf4de1ac01ecb46c53f0e10"}, "3": {"node_id": "c22be8ca-2244-41e2-a862-385b17160b3d", "node_type": null, "metadata": {}, "hash": "9682e0d900850b0d3d0f089e737a75e11f39e96c08fb9d9653fa11f18a539c2b"}}, "hash": "d354dbcce3d1de4515ce080baa865ea253c68e4289d3886676ecbc23c0582116", "text": "The instructional materials reviewed for the High School Discovery Integrated series meet the expectation that materials contain a teacher\u2019s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\nTeachers are able to easily toggle a \u201cteacher view\u201d on or off. When the toggle is on, teacher notes and answers to all problems are visible. Throughout the teacher materials there are instructional notes for each Investigation in addition to the thorough instructional notes located in the Model Lesson tab of each Session. These notes tie directly to the Investigations found in the Discovery tab.\nA dynamic geometry tool and construction tool which is referenced extensively and is freely available to the students in and out of class time is embedded within the instructional materials. It is employed in all three courses. There are \u201c?\u201d icons next to embedded technology where students can see explanations of how to use the technology. Additional technology support is provided in the Help menu.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that materials contain a teacher\u2019s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\nThe Progressions and Standards tab provides teachers information of the standards as well as a description of mathematics in During Previous Instruction, Through the Investigations in This Concept, and During Subsequent Instruction. The Teacher Preparation tab also provides teachers with common misconceptions. Teacher materials are written in appropriate mathematical language. This provides adult-level information specific to the course and does not provide more advanced mathematical concepts for the teachers.\nThe materials lack explanations for answers. Answers are either provided with no accompanying explanation or are simply listed as \u201canswers may vary\u201d without providing examples of acceptable answers.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for the High School Discovery Integrated series meet the expectation that materials contain a teachers edition that explains the role of the specific mathematics standards in the context of the overall series.\nThe Progressions and Standard tab in the Model Lesson provided in each concept provides teachers with an explanation of the role of specific math standards within that concept. Materials provide teachers an overview of the progression of the content standards by listing Reach Back Standards, Standards Covered, and Reach Ahead Standards. In addition, for each Concept the materials provide a narrative of mathematics learned \u201cDuring Previous Instruction,\u201d \u201cThrough the Investigations in this Concept,\u201d and \u201cDuring Subsequent Instruction.\u201d\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the High School Discovery Integrated series provide a list of lessons in the teacher\u2019s edition, cross-referencing the standards addressed and providing an estimated instructional time for each Unit, Concept, and Session.\nThe Table of Contents page and the Course Overview PDF both provide a list of the Units for each course in the series. The Units are divided into Concepts, and these are also listed on both of these resources. Each Concept is then broken into Investigations. These are not provided as a list. In order to identify the Investigations, the user must navigate to the specific Concept page and view the Investigations individually.\nStandard alignment is available for each Unit in the Unit Overview and in a variety of places for the Concepts. The standards aligned to each Concept can be found in the Progression and Standards Tab of the Model Lesson section, the Course Overview PDF, a drop down menu for each concept on the Table of Contents page, and the Standards section on the homepage of each course. Alignment is not provided at the Investigation level. Therefore, it cannot be determined which standard, specified for the Concept, students are developing in each Investigation without reading or working the Investigation.\nThe instructional materials reviewed did not include a pacing document. The publisher provides suggested pacing for each Investigation in the Model Lesson section of the techbook. To determine how many instructional days should be planned to complete a Concept, teachers must find the timing for each Investigation and determine how these times would align to their instructional time. For example, Math I Concept 1.2 includes four Investigations. To determine the pacing for this Concept, a teacher would take note of the times suggested by clicking five different session tabs within the Model Lesson tab.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c22be8ca-2244-41e2-a862-385b17160b3d": {"__data__": {"id_": "c22be8ca-2244-41e2-a862-385b17160b3d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "bfd4f96e-6edd-4ac3-a268-39318b2be6d8", "node_type": null, "metadata": {}, "hash": "d354dbcce3d1de4515ce080baa865ea253c68e4289d3886676ecbc23c0582116"}, "3": {"node_id": "0a613362-8078-4075-b13a-2ac474b9770f", "node_type": null, "metadata": {}, "hash": "10413c4329d310649b8daa50b605ba3b78ef3131363ef28df0faf10c68a8a1c0"}}, "hash": "9682e0d900850b0d3d0f089e737a75e11f39e96c08fb9d9653fa11f18a539c2b", "text": "The following times are suggested per the session tabs: Session 1 (Introduction) 20 min, Session 2 (Investigation 1) 40 min, Session 3 (Investigation 2) 40 min, Session 4 (Investigation 3) 75 min, Session 5 (Investigation 4) 50 min. A teacher would then need to compile this information in order to determine suggested pacing of their instruction.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for the High School Discovery Integrated series contain strategies for informing students, and parents or caregivers about the mathematics program. Each unit has a parent letter, available in both English and Spanish. These letters have three sections that 1) identify the learning goals for the unit, 2) explain how the teaching may differ from how the parents learned the concepts, and 3) provide specific suggestions for supporting students in the unit. Specific examples of suggested support include discussing the interactive glossary terms together, having the student share how they used a specified interactive in the investigations to discover the mathematics, and having the student explain their understanding or connections they have made from specific examples from the Investigations.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe Discovery Education Teacher portal includes professional development academies, white papers, case studies, and virtual tours to build understanding of the instructional approaches and provide a research-based framework for the design of the program.\nThe teacher edition provides a white paper entitled Meeting the Mathematics Needs of 21st-Century Students with Math Techbook which \u201cRelates the guiding principles of Discovery Education philosophy about learning in math, explains each principle using supporting research and reports on accepted best practices, and demonstrates how Math Techbook is specifically designed to help students meet the expectations of the CCSS and its vision for increased mathematics proficiency.\u201d\nTeachers can also select the picture of the home next to \u201cMy DE Services,\u201d and on the left side of the page is a \u201cTry a Strategy\u201d tab which states \u201cDiscovery Education\u2019s Spotlight on Strategies are creative, research-based instructional strategies, presented by teachers for teachers. These simple instructional strategies incorporate digital media in meaningful, effective, and practical ways.\u201d\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that the materials provide strategies for gathering information about students\u2019 prior knowledge within and across grade levels/courses.\nIn the Progressions and Standards for each concept, the materials provide teachers with Reach Back Standards from prior grade levels/courses to which the standards of the current concept connect. The activities found within the Introduction at the beginning of each Concept are designed to activate prior knowledge that students would have of the Reach Back Standards. Although the identification of the Reach Back Standards and their inclusion in the Introduction activities could provide teachers a way to indirectly assess students\u2019 prior knowledge, the materials do not supply specific or direct strategies for assessing students\u2019 prior knowledge.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that materials provide support for teachers to identify and address common student errors and misconceptions. The instructional materials provide a suggested list of common student misconceptions in the teacher preparation section of each concept within the unit. There is no specific support available to assist teachers in addressing those specific misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the High School Discovery Integrated series meet the expectation that materials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\nIn each concept, the Coach and Play sections provide opportunities for review and practice of both concepts and skills. In the Coach section, the materials offer feedback when an answer is incorrect and allow the student to try again. After a third incorrect answer, the Coach section shows the student how to answer the problem correctly. The Play section allows the student to earn badges for correct answers when completed online. The Play section can also be completed offline, and if the offline version is completed, an answer key is provided. At the end of each Investigation, there is a Check for Understanding. The Check for Understanding contains problems that could be in the format of short answer, short answer with explanations, or multiple-choice questions. The materials offer feedback on review and practice in the form of instant, digital feedback or teacher-provided feedback throughout each concept.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0a613362-8078-4075-b13a-2ac474b9770f": {"__data__": {"id_": "0a613362-8078-4075-b13a-2ac474b9770f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "c22be8ca-2244-41e2-a862-385b17160b3d", "node_type": null, "metadata": {}, "hash": "9682e0d900850b0d3d0f089e737a75e11f39e96c08fb9d9653fa11f18a539c2b"}, "3": {"node_id": "72fbebcb-4585-4970-9beb-6861bf1b5283", "node_type": null, "metadata": {}, "hash": "6b6e62a8760e4489dd2681e568cb29b588dd957db9afb4739c98384abcf7d130"}}, "hash": "10413c4329d310649b8daa50b605ba3b78ef3131363ef28df0faf10c68a8a1c0", "text": "The teacher also has opportunities to provide the students feedback within the Dashboard, and a teacher can create an assignment in the Assignment Builder feature.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that assessments clearly denote which standards are being emphasized.\nThe instructional materials include a pre-made unit assessment. The standards are identified for the unit, and therefore it is clear, as a whole, what standards are being emphasized on the unit assessment. However, there is not a standards alignment item by item, and therefore, it could be challenging to determine which standards are assessed by each question. Check for Understandings and Apply problems also do not denote which standards are being emphasized. The Math Assessment Builder does clearly denote standards by allowing teachers to select questions for their assessment based on specific standards.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\nThe unit assessments include very specific and clear Evaluation Criteria for each constructed response question, based on a 0, 1, or 2 point scale that shows the criteria needed to receive that score. Each Apply question includes a rubric where the scores range from 0 to 4, and there are clear descriptions of what a student must do in order to earn each score. However, there are no suggestions for follow-up based on the students\u2019 scores provided to the teachers.\nThere is also a dashboard that allows teachers to monitor the progress students are making as they navigate through the Discover, Practice, and Apply cycle. The dashboard indicates to a teacher where the student is performing based on a color indication as well as with points. The teacher can track scores and visually determine if a student is being successful, but there is no clear guidance given for interpreting student performance. The Teacher Notes, which are included in the Investigations before the Check for Understanding, provide some suggestions for follow-up, but these suggestions are not consistently placed throughout the materials.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials reviewed for the High School Discovery Integrated series offer opportunities for students to monitor their own progress.\nEach concept has a Summary section that includes examples of mathematical concepts that were examined during the Investigations. Directly connected to the Summary is an Additional Assistance section that includes videos and math explanations related to the current learning, which students are able to review on their own as needed. The Coach section allows students to monitor their own progress by giving direct feedback after a question which a student can use to gather further understanding on a skill they have not yet mastered. Scoring rubrics provided for Apply and constructed response questions can also be given to students to reference as they complete those tasks.\nThe students have a dashboard on their Math Techbook home screen to keep track of their answers to questions and points given to responses throughout the Discover, Practice, and Apply cycle. A student would have to be directed by the teacher to look in the dashboard or self direct. Students get immediate feedback during the Coaching cycle that allows them to determine their progress as they navigate through the concept.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that the materials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\nEach Concept\u2019s Discovery, Practice, and Apply sections are broken up into Sessions in which activities are sequenced for the teacher. Included in all Sessions are Instructional Notes that provide teachers with key math concepts to develop, sample questions to ask, ways to share student answers, and other similar instructional supports. Also, each Investigation includes Teacher Notes that assist a teacher in making the content accessible to all learners with supports similar to those found in the Instructional Notes for the Sessions.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that the materials provide teachers with strategies for meeting the needs of a range of learners.\nDifferent strategies are recommended throughout the instructional materials, but the strategies are typically intended to be used with all students and not necessarily geared toward a range of learners. For students excelling, the materials provide extension problems. For struggling learners, students are provided with online, tutorial websites for instructional assistance when needed in the Summary section. This section provides step-by-step instruction on material taught throughout the Investigations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72fbebcb-4585-4970-9beb-6861bf1b5283": {"__data__": {"id_": "72fbebcb-4585-4970-9beb-6861bf1b5283", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "0a613362-8078-4075-b13a-2ac474b9770f", "node_type": null, "metadata": {}, "hash": "10413c4329d310649b8daa50b605ba3b78ef3131363ef28df0faf10c68a8a1c0"}, "3": {"node_id": "a4159783-042f-41f6-b1eb-b19d2b369cc5", "node_type": null, "metadata": {}, "hash": "1e62fe17a0d6e650790a48c2bc29c10b50c53f366729985370f6c5b8a3fd0c8b"}}, "hash": "6b6e62a8760e4489dd2681e568cb29b588dd957db9afb4739c98384abcf7d130", "text": "This section provides step-by-step instruction on material taught throughout the Investigations.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the High School Discovery Integrated series meet the expectation that materials embed tasks with multiple entry\u00ad-points that can be solved using a variety of solution strategies or representations. Application tasks\u2014particularly Apply tasks\u2014 allow for multiple solution strategies or representations, and applications are available to assign in each Concept. For example, Math I Concept 6.1 introduces students to the lesson using a Car Rental task. This tasks presents students with the question,\u201dHow can you use math to compare rates at two car rental companies?\u201d Students explore the question in their own way and then through the lens of equations. Following the equation exploration, students are posed with the question, \u201cWhat other solution strategies could you use to help you make decisions?\u201d Questions such as these provide students the opportunity to expand their thinking based on their entry point and represent the solution in another way.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for the High School Discovery Integrated series do not meet the expectation that the materials suggest accommodations and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics. Neither the Teacher Notes nor the tasks directly address support for students with a disability, students from different cultural backgrounds, or English Language Learners. A text-to-speech tool, however, is available and could be used for ELL students, and parent letters included with each unit are available in Spanish.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the High School Discovery Integrated series partially meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. Neither the Teacher Notes nor the tasks directly address support for advanced students. Each Concept includes an Extension task that could be used for advanced students, though the materials do not indicate that they are designed for a particular audience.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for the High School Discovery Integrated series provide a balanced portrayal of various demographic and personal characteristics. The activities are diverse, meeting the interests of a demographically diverse student population. Images presented display a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for the High School Discovery Integrated series provide opportunities for teachers to use a variety of grouping strategies.\nInstructional notes in the Session tabs provide teachers with suggestions on grouping for each activity; suggestions are made whether work should be done individually, in pairs, or in small groups. For example, the Math III Concept 6.2 Instructional Notes for Session 1 direct the teacher to \u201cPrompt individual students to consider ways to remember the coordinates of the ordered pairs, and then have them discuss their strategies with their partner. Then, ask pairs to jointly make a list of similarities and differences between the values for the special right triangles they already knew and the values on the unit circle. Reconvene the class and ask pairs to share their lists. Finally, ask pairs to share their strategies for remembering the numbers.\u201d\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for the High School Discovery Integrated series do not consistently encourage teachers to draw upon home language and culture to facilitate learning. Parent letters are evidence of the materials drawing upon home language and culture to facilitate learning. Parent letters are provided as Word documents, so they can edited to meet a teacher\u2019s needs. Letters are provided in English and Spanish. The letter informs a parent of the content their student will be learning and ways in which they may help their student.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for the High School Discovery Integrated series are compatible with multiple internet browsers and devices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a4159783-042f-41f6-b1eb-b19d2b369cc5": {"__data__": {"id_": "a4159783-042f-41f6-b1eb-b19d2b369cc5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e4d3ce71-43f2-4fb2-9a51-c51879315e5e", "node_type": null, "metadata": {}, "hash": "2593147ea21177594fb844db503bb1871be67d69d28b94e7cc55304a1e1a7d73"}, "2": {"node_id": "72fbebcb-4585-4970-9beb-6861bf1b5283", "node_type": null, "metadata": {}, "hash": "6b6e62a8760e4489dd2681e568cb29b588dd957db9afb4739c98384abcf7d130"}}, "hash": "1e62fe17a0d6e650790a48c2bc29c10b50c53f366729985370f6c5b8a3fd0c8b", "text": "The Discovery Integrated Series is compatible with the following most recently updated browsers: Chrome, Safari (version 9.0 and above), Firefox (version 44 and above), Explorer (version 11 and above), and Edge (version 24 and above) as well as tablets and mobile devices with ChromeOS, Android, or iOS operating systems.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for the High School Discovery Integrated series include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\nEach unit contains an online Unit Assessment that can be assigned for students to complete electronically. Materials also provide teachers with technology-enhanced assessment items to build their own Standards Based Assessments. Additionally, materials include electronic Check for Understandings, as do the Coach and Play tabs within each concept.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for the High School Discovery Integrated series include opportunities for teachers to personalize learning for all students. The online platform allows for teachers to create additional assignments and assessments for students under the tab labeled Builder Tools at the top of the Techbook home screen. The Assignment Builder gives teachers the opportunity to upload materials and add media from Discovery Education and then assign the new item to the entire class. The Assessment Builder lets the teacher create additional assessments by standard. These assessments can be assigned to individual students. The assessments are not adaptive but are taken online.\nInnovative tools are embedded throughout the instructional materials. These innovations include Highlight, Speak Text, and Take Notes. Materials also provide a \u201cMy Notebook\u201d tab which enables printing of notes for every Concept in each Unit.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for the High School Discovery Integrated series are not customizable for local use. The digital materials include Builder Tools that provide for some customization. However, the structure of the materials, Discover, Practice, Apply within Concepts, does not provide teachers the opportunity to teach Concepts and/or Investigations out of order without missing important information.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for the High School Discovery Integrated series incorporate technology that provides opportunities for teachers and/or students to collaborate with each other. The teachers are given an opportunity to share files under the My Content tab on the Math Techbook homepage. There are spaces for teachers to share files within their school site or within the district. Students can collaborate in the Bulletin Board. They can post small notes after the teacher creates a Bulletin in the Bulletin Builder under Builder Tools.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for the High School Discovery Integrated series integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the MPs. The math tools and virtual manipulatives/objects are available to students within the Investigations, when appropriate, as well as in the home screen under math tools. In addition to the online and interactive format of the Techbook, Graphing Calculator\u00a0and Dynamic Geometry Tool are incorporated directly into Investigations in order to engage students in the MPs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "744e3a45-3eff-4827-b12d-7fa5d7bf4218": {"__data__": {"id_": "744e3a45-3eff-4827-b12d-7fa5d7bf4218", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "3": {"node_id": "a5732d9d-a3e1-43dd-a951-2b8ad1c2cc83", "node_type": null, "metadata": {}, "hash": "df49feeb113062869049ba24e986116168d0fdc059042acac7e83df13f6ef147"}}, "hash": "2c2bf756c0f05c758c016c6bbe96ee3b20a22c90bae43111b6b7ccac69e0be84", "text": "Math Techbook Traditional Series\n\nThe instructional materials reviewed for the Discovery Traditional series meet expectations for alignment to the CCSSM for high school. The materials meet the expectations for focus and coherence and attend to the full intent of the mathematical content standards. The materials also attend fully to the modeling process when applied to the modeling standards. The materials also meet the expectations for rigor and the Mathematical Practices as they reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations and meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nFocus & Coherence\n\nFocus and Coherence: The instructional materials are coherent and consistent with \"the high school standards that specify the mathematics which all students should study in order to be college and career ready\" (p. 57 of CCSSM).\n\nThe materials focus on the high school standards.*\n\nThe materials attend to the full intent of the mathematical content contained in the high school standards for all students.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for attending to the full intent of the mathematical content in the high school standards for all students. Overall, all of the standards are addressed during the course of this high school series.\n\n\n    All aspects of non-plus standards are addressed by the instructional materials and assessments. The following examples demonstrate the development of the aspects of the standards leading to the full intent:\n\n\nN-RN.1 (concerned with rational exponents and radicals) is developed in Algebra I Concept 7.3 and Algebra II Concept 3.1, moving from guided investigation of rewriting expressions with rational exponents and performing operations with rational exponents to solving equations with radicals and using properties of exponents.\n    \nA-CED.2 (creating equations to solve problems) is a component of numerous lessons, including Algebra I Concepts 1.1, 1.2, 1.3 (simple expressions and equations); 2.1 (linear equations and expressions); and 11.1 (quadratics) and Algebra II Concepts 2.2 (exponential growth and decay); 6.3 (polynomials); 7.2 and 8.2 (rational equations).\n    \nF-IF.2 (using function notation) is directly addressed in two lessons, Algebra I Concepts 3.1 and 4.1 and then built upon throughout the series in lessons that include functions.\n\nThe materials attend to the full intent of the modeling process when applied to the modeling standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that they attend to the full intent of the modeling process when applied to the modeling standards. Overall, all modeling standards are addressed with the full intent of the modeling process in the series.\n\n\n    Modeling tasks are included regularly and frequently throughout the series. Apply tasks are included for every Concept and generally require students to engage in the full modeling process. These tasks typically involve real-world applications and require students gather, integrate, apply data in context, analyze, consider and validate results, and draw conclusions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a5732d9d-a3e1-43dd-a951-2b8ad1c2cc83": {"__data__": {"id_": "a5732d9d-a3e1-43dd-a951-2b8ad1c2cc83", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "744e3a45-3eff-4827-b12d-7fa5d7bf4218", "node_type": null, "metadata": {}, "hash": "2c2bf756c0f05c758c016c6bbe96ee3b20a22c90bae43111b6b7ccac69e0be84"}, "3": {"node_id": "905bd017-a0b7-4c5a-8172-0d2086349d18", "node_type": null, "metadata": {}, "hash": "3a7a99316eab0395b8780486aa2c40ee5746eceb2c4ec4f541f250809c885607"}}, "hash": "df49feeb113062869049ba24e986116168d0fdc059042acac7e83df13f6ef147", "text": "Algebra I Concept 2.1 Apply 2 asks students to use a map and a limited amount of information on the speed and time spent driving each day for two drivers, one starting on the east coast and one starting on the west coast, to find when and where they might meet (A-CED.1, A-REI.3). Students are given information needed to understand the problem context but must develop and formulate the modeling process to complete the task.\n    \nGeometry Concept 10.2 Apply 1 is a task about designing a parade balloon. Students conduct research to determine what information is important to find the amount of helium it would take to fill the balloon they design and the number of handlers it would require to control it. Students choose appropriate units and level of accuracy for calculations and must make sense of their calculations along the way. (G-GMD.7, G-MG.1)\n    \nAlgebra II Concept 2.2 Apply 1 asks students to research the Yellowstone National Park Wolf Project. Students review data about the number of wolves in the park since the beginning of the program in 1995, analyze the data to find a time period that can be modeled by an exponential growth or decay function, and write a paragraph to explain their analysis and give a comparison of the populations for one year before and one year after the time period selected. (F-IF.8b, F-LE.2, F-CED.1, F-LE.1b, F-LE.5)\n    \nAlgebra II Concept 7.2 Apply 3 requires students to use an app and workout information to explain how to change the next workout so that the average burn rate of calories increases eases by 5% over the average burn rate for the previous workout. (A-CED.1, A-CED.2, A-REI.2)\n    \n\n\n    In addition, lessons consistently include application tasks that address modeling but provide students guidance in working through the modeling cycle.\n\n\nAlgebra I Concept 2.1 Investigation 5 includes a task having students use equations to find the best deal for printing posters. Students are given costs by setup fees and the charge per poster printed for two companies and then asked to write equations modeling the cost of each company. They complete a table of costs for given numbers of posters and provide justification for which deal is best. (A-REI.11)\n    \nAlgebra I Concept 1.2 Investigation 4 asks students to make a conjecture about the relationship between the number of vertices in the polygon and the total number of diagonals. They attempt to write a mathematical model and share their ideas before being prompted to analyze data that will help them revise their original conjectures. To make sense of their models, this investigation guides them to organize their information in a table. Students share their results and discuss the validity of their expressions as well as how they might modify them. (A-SSE.1, A-SSE.1a)\n    \nGeometry 1.1 Apply 2 asks students to choose a photograph that includes at least seven given geometric objects. They explain why the objects in the photo are the geometric objects identified, including the use mathematical definitions (G-CO.1, G-MG.1). Students must make decisions, provide evidence, and support the conclusions.\n    \nAlgebra II Lesson 9.3 Apply 2 asks students to research biorhythms; calculate their own physical, emotional, and intellectual biorhythm cycles; write and graph a function to represent each cycle; and interpret the points of intersection in the context. (F-TF.5)\n\nThe materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.\n\nThe materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that students spend the majority of their time on the content from CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, post-secondary programs, and careers.\n\n\n    The following examples show that the standards/clusters specified in the Publisher\u2019s Criteria as WAPs are addressed across the entire series:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "905bd017-a0b7-4c5a-8172-0d2086349d18": {"__data__": {"id_": "905bd017-a0b7-4c5a-8172-0d2086349d18", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "a5732d9d-a3e1-43dd-a951-2b8ad1c2cc83", "node_type": null, "metadata": {}, "hash": "df49feeb113062869049ba24e986116168d0fdc059042acac7e83df13f6ef147"}, "3": {"node_id": "acc14fef-d575-4312-8bf5-3d0689a3d8cf", "node_type": null, "metadata": {}, "hash": "b2d77f6f5bcd8c29f8a15eb3a63c3445959d6afa446a6066658121b127a30bc9"}}, "hash": "3a7a99316eab0395b8780486aa2c40ee5746eceb2c4ec4f541f250809c885607", "text": "N-RN and N-Q: Algebra I Units 7, 9, 10 and Algebra II Unit 3\n    \nA-SSE, A-REI, A-APR, A-CED: Algebra I Units 1, 2, 4, 5, 7-11 and Algebra II Units 2-8\n    \nF-IF, F-BF.1, and F-LE.1: Algebra I Units 3, 4, 7, 8, 10, and 11, Geometry Unit 7, and Algebra II Units 1-4, 6, and 9\n    \nG-CO.1, G-CO.9, G-CO.10, G-SRT.B, and G-SRT.C: Geometry Units 1, 3, 4, 5, 6, and 8\n    \nS-ID.2, S-ID.7, and S-IC.1: Algebra I Units 6, 11\n    \n\n\n    The tasks aligned to WAPs from Grades 6-8 were included as a way to support student learning. For example, Algebra I Unit 5 begins with tasks that map to 8.EE.8 (solving pairs of linear equations) before moving on to the related high school content. This example is repeated across the Algebra 1 and Algebra 2 courses as students work with increasingly complex applications of systems for various parent functions.\n\nThe materials, when used as designed, allow students to fully learn each standard.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation that students are provided with opportunities to fully learn each non-plus standard.\n\n\n    Throughout the series there are tasks that provide students the opportunity to fully engage with all aspects of the standards addressed in the tasks and do not distract students with prerequisite or additional topics. Examples include:\n\n\nF-IF.A: This series allows students to fully develop the use of function notation. Function notation is introduced in Algebra I Concept 3.1, emerging at the beginning of Investigation 4 when students examine a table of information to make sense of function notation. After making sense of the notation, the Algebra I materials continue to embed the notation in subsequent tasks and continue to use the notation in Algebra II.\n    \nS-ID.5: In Algebra I Chapter 6 Unit 3, students make claims and associations about frequency tables; summarize the tables in percents and raw numbers; and apply joint, marginal and conditional frequencies. In addition, students create, interpret, and recommend solutions using conditional relative frequencies.\n    \n\n\n    However, there are a number of places where students have limited opportunities to make connections and fully learn all aspects of the standard.\n\n\nN-Q.1 (using units in problems, formulas, graphs, and data displays) is related to the topics of Algebra I Unit 1, Foundations of Algebra, and Concept 2.1, Solve Equations and Inequalities. These tasks include applications for which understanding the units can help with problem solving, but using units to understand problems and guide solutions is not addressed explicitly.\n    \nN-Q.3: Students are not provided sufficient opportunities to choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Examples of choosing a level of accuracy appropriate to limitations on measurement are limited to linear programming (Algebra I Concept 5.2), Laws of Sines and Cosines (Geometry Concept 6.2), and linear systems (Algebra II Concept 5.1). This issue could be addressed in Apply tasks, though neither the tasks nor the accompanying Teacher Notes mention choosing levels of accuracy.\n        \nIn Algebra I Concept 5.2, N-Q.A did not truly emerge in the investigations, practice, and applications for this task, although it is referenced in the teacher notes: \u201cThey interpret each of these solutions in terms of the real-world situation (HSA.CED.A.3, HSN.Q.A.3).\u201d\n            \nIn Algebra II Concept 2.2 Apply 2, students are asked to research carbon-14 dating. The video included in the task mentions the approximate nature of these results, but the answer key gives a result to the nearest year rather than something more appropriate such as the nearest thousands of years.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "acc14fef-d575-4312-8bf5-3d0689a3d8cf": {"__data__": {"id_": "acc14fef-d575-4312-8bf5-3d0689a3d8cf", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "905bd017-a0b7-4c5a-8172-0d2086349d18", "node_type": null, "metadata": {}, "hash": "3a7a99316eab0395b8780486aa2c40ee5746eceb2c4ec4f541f250809c885607"}, "3": {"node_id": "cec52688-b963-4b40-b85e-8e8103e11246", "node_type": null, "metadata": {}, "hash": "b56aba3e08c5a5758dc292f8ba61b04ea602ebdf8b93112ef2c5155687f6d791"}}, "hash": "b2d77f6f5bcd8c29f8a15eb3a63c3445959d6afa446a6066658121b127a30bc9", "text": "N-RN.3 (explanations about the sum and product of rational and irrational numbers) was not addressed, though the publisher indicates that it is included in Algebra I Concept 10.1, Solve Quadratics, and Concept 10.2, Analyze Quadratic Equations. These tasks include adding and multiplying rational and irrational numbers but do not ask students for explanations (e.g., why the sum of a rational and irrational number is irrational). Students are limited to identifying relationships in relation to the roots and whether they are rational or irrational in Algebra I Concept 10.1 Investigation 5.\n    \nG-GPE.5: In Geometry Concept 3.1, Explore Parallel and Perpendicular Lines, students are presented with many opportunities to investigate properties, discuss the definitions, and use the slope criteria of parallel and perpendicular lines. However, students are not given the opportunity to prove the slope criteria for parallel and perpendicular lines, as stated in the standard. In Session 1 of Concept 3.1, there is a possible extension in the Instructional Notes for Investigation 1, \u201cAsk the class how they might approach a proof that lines are parallel or perpendicular\", but the students are not asked to formally prove the slope criteria for parallel and perpendicular lines in the Concept.\n\nThe materials require students to engage in mathematics at a level of sophistication appropriate to high school.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for requiring students to engage in mathematics at a level of sophistication appropriate to high school.\n\n\n    Tasks are frequently presented in engaging contexts and vary in the types of numbers used.\n\n\nThe tasks in Algebra I Unit 3.1 (addressing F-IF.1, F-IF.2, and F-IF.9) focus on understanding and interpreting functions. In Investigation 1, students use a telescope to determine the relationship between the distance of an object and the diameter of the field of view so that they can see advantages of representing a relationship between two variables algebraically. In Investigation 3, students determine whether or not different relations are functions (e.g., a planetary orbit and the area of a circle). In Investigation 4, students work with partners to view different functions and determine whether or not they are functions they know. Through extensions and applications students research the dietary intake of astronauts to determine the effects of space travel on the human body as well as daily caloric intake to find the basal metabolic rate, the weight of a million dollars, and the basics needed to calculate wind chill.\n    \nIn Geometry Unit 4.2, students research Da Vinci\u2019s \u201cFlower of Life\u201d to find common structures and how to recreate their own versions of similar patterns. They further analyze abstract art to justify their own construction of triangles and angles with respect to midpoints and angle bisectors. As an extension, students construct a Wheel of Theodorus where they broaden their knowledge of angles and bisectors as well as the Pythagorean Theorem. Students also have three application tasks where they learn to copy an image using only a straightedge and a compass, create geometric figures in harmony, and use the geometry tool to explore \u201cbank shots\u201d with respect to the layout of a basketball court.\n    \nIn Algebra II Unit 5.1, students must research gas mileage, retail prices, and gas mileage to find the better deal, thereby allowing students to work with values that are real and appropriate for high school.\n    \n\n\n    In addition, topics from grades 6-8 are included in a way that supports meeting high school expectations. For example, Algebra I Unit 2.1 (equations and inequalities) includes problems aligned with 8.EE.7.b (solving linear equations with rational number coefficients) but spends the bulk of the tasks on high school standards (including A-CED.3, A-CED.1, and A-REI.11).\n\nThe materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for fostering coherence and making meaningful connections in a single course and throughout the series.\n\n\n    All Concepts include a progressions and standards section for teachers. \u201cReach Back Standards\u201d describe the groundwork needed to be prepared for concepts in the Standards Covered while \u201cReach Ahead Standards\u201d identify connections to future mathematics.\n\n\n    The materials feature coherency within a course.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cec52688-b963-4b40-b85e-8e8103e11246": {"__data__": {"id_": "cec52688-b963-4b40-b85e-8e8103e11246", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "acc14fef-d575-4312-8bf5-3d0689a3d8cf", "node_type": null, "metadata": {}, "hash": "b2d77f6f5bcd8c29f8a15eb3a63c3445959d6afa446a6066658121b127a30bc9"}, "3": {"node_id": "80629289-8fda-43fb-a6b5-6eca36be8b5e", "node_type": null, "metadata": {}, "hash": "240bc40feaaf4ea97558e10342af8ed545ea72a7a2dc8cb6edd4116d3aaaa256"}}, "hash": "b56aba3e08c5a5758dc292f8ba61b04ea602ebdf8b93112ef2c5155687f6d791", "text": "The materials feature coherency within a course.\n\n\nIn Geometry, there are connections among similarity, right triangle trigonometry, transformations, and circles. Students begin developing ideas of similarity in Unit 5 of the Geometry course. In Unit 6, students use similarity to develop an understanding that the ratios of sides in similar right triangles allows them to define the trigonometric ratios of angles. In Unit 7, students prove why all circles are similar using similarity transformations. The instructional materials make the connection clear to students by stating, \u201cRecall that any two figures are similar if there is a combined transformation of a dilation and a rigid transformation that maps one to the other.\u201d Students are prompted to use an exploration tool that allows them to determine that all circles are similar using their understanding of similarity transformations.\n    \nIn Algebra II, connections are made between inverse functions and the relationship between exponential and logarithmic functions. The concepts of inverse functions are learned in Concept 1.2, then in Unit 2 Concept 2.3 students connect to their prior learning of inverses to develop understanding of logarithms. The connection is pointed out to the teachers through instructional notes, \u201cBefore students start the activity, have them discuss what they recall about a function and its inverse\u2014numerically, graphically, and algebraically,\u201d and to the students by instructing them to \u201cUse the Hands-On Activity: Exponential to Logarithmic to explore the relationship between an exponential function and its inverse.\u201d\n    \nIn Algebra I Concept 3.2, linear functions and arithmetic sequences receive extensive development, including recursive and explicit aspects of sequences, along with exponential functions and geometric sequences. These concepts reappear in Algebra II when students model situations with either arithmetic or geometric sequences and extend their understanding of sequences to attend to deriving and using the formula for the sum of a finite geometric series.\n    \n\n\n    In addition, the materials feature coherency throughout the series.\n\n\nConnections are made for quadratics among the Algebra I and Algebra II courses. Students learn to solve quadratics in Algebra I, and then Algebra II Concept 3.2 connects that learning to the idea of non-real solutions and imaginary numbers. The student materials make the connection clear to students in Investigation 2, \u201cRemember when you solved the equation x^2+25=0? You realized that there was no real number solution because the square root of \u201325 is not defined in the real number set. Now that you know the complex number set, try solving it again to find all the possible solutions.\u201d\n    \nIn Geometry, in Unit 2 students connect to their use of function notation (F-IF.1, F-IF.2) and utilize the notation to represent transformations as functions.\n    \nIn Algebra II, in Unit 9 connections are made to students\u2019 prior learning about units of measure, circles, similarity, and right triangle trigonometry in the Geometry Course. In Concept 9.1 Investigations 1-3, connections are made for students between the degree measure of the angle, the circumference of the circle, arc length, the radius, and radian measure. Then, in Investigation 4, Converting between Degrees and Radians, the instructional materials specifically connect the idea of converting between degrees and radians as a way of converting between units as students have done before. The investigation begins with the statement, \u201cThink about how you convert between familiar units, such as feet to miles or days to hours. You can convert radians and degrees in a similar manner.\u201d Connections continue to be made to students\u2019 prior learning in Geometry as the unit progresses into further study of the unit circle and trigonometric functions. Students connect special right triangles and the Pythagorean Theorem to make sense of the structure of the unit circle, which leads to connections within the Algebra II course itself when students connect the unit circle to the graphs of the sine and cosine functions in Concept 9.\n\nThe materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for explicitly identifying and building on knowledge from grades 6-8 to the high school standards.\n\n\n    Content from grades 6-8 is clearly identified in each Concept\u2019s instructional notes, called \u201cProgressions and Standards,\u201d in this series. Standards from grades 6-8 are identified for the teacher in the \u201cReach Back Standards\u201d section. This section provides a detailed progression of student learning from their 6-8 experiences.\n\n\n    The grades 6-8 standards are consistently integrated into the tasks in a way that supports learning the high school standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80629289-8fda-43fb-a6b5-6eca36be8b5e": {"__data__": {"id_": "80629289-8fda-43fb-a6b5-6eca36be8b5e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "cec52688-b963-4b40-b85e-8e8103e11246", "node_type": null, "metadata": {}, "hash": "b56aba3e08c5a5758dc292f8ba61b04ea602ebdf8b93112ef2c5155687f6d791"}, "3": {"node_id": "38db732e-5da3-4791-9c75-34420af9d6ce", "node_type": null, "metadata": {}, "hash": "7a54eb7d54ee51588f7b1ad9807161a32976313cedd2b2b82eb212efb25f193b"}}, "hash": "240bc40feaaf4ea97558e10342af8ed545ea72a7a2dc8cb6edd4116d3aaaa256", "text": "In Geometry Unit 2, Geometric Transformations, the instructional materials identify how Concept 1 connects to 7.G.2 (geometric figures) and 8.G.1 (rotations, reflections, and translation), building off these concepts to address G-CO.2, G-CO.3, G-CO.4, and G-CO.5 (transformations in the Euclidean and coordinate planes).\n    \nAlgebra I Concept 3.1, Understand and Interpret Functions, integrates a review of related grade 8 standards (8.F.1-4) about functions and then builds on that work to address high school standards F-IF.1 and 2.\n    \nGeometry Concept 2.2 connects earlier exploration of congruence in terms of rigid motion and use of coordinates to describe the effect of a rigid motion (8.G.2, 8.G.3) to express congruence in terms of rigid motion (G-CO.6) and use rigid motions to show triangles are congruent and establish the SSS, SAS, and ASA triangle congruence criteria (G-CO.7, G-CO.8).\n    \nAlgebra II Unit 10 builds upon students\u2019 previous understanding of using random samples to draw inferences about a population (7.SP.1, 2) and prior experience with determining probabilities (7.SP.5, 6, 7, 8) to develop ways to describe their sample spaces (S-CP.1) and to understand ideas of independence (including two-way frequency tables) and conditional probabilities (S-CP.2-5).\n    \n\n\n    In addition, the materials frequently include brief references to previous grades 6-8 and high school work that help students connect their learning.\n\n\nAlgebra I Concept 6.1 Investigation 1 has a note reminding teachers that \u201cstudents created histograms, dot plots, and box plots and used terms such as cluster, peak, gap, symmetry, and skew to describe displays\u201d in middle school (6.SP.4) and gives a brief task to check students\u2019 understanding of these topics.\n    \nGeometry Concept 4.1 includes a brief reference to earlier work about the sum of the angles in a triangle (8.G.5, though it is not explicitly identified in the materials) before leading students through a formal proof of the triangle sum theorem (G-CO.10).\n\nThe plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.\n\nThe plus standards are clearly identified in the teacher resource materials. For each Concept, the teacher notes include a \u201cProgressions and Standards\u201d section indicating to the teacher which plus standards are included in the current Concepts and describing how they connect to the nonplus standards in that Concept. The teacher notes, however, do not indicate which standards are addressed by a particular Investigation. Instead, teachers are provided only a broader description of the standards that the entire Concept develops.\n\n\n    Work with plus standards is integrated into Concepts.\n\n\nGeometry Concept 7.1, Investigate Circles and Parts of Circles, focuses on G-C.2 (inscribed angles, radii, and chords) but includes one task (Investigation 4) addressing plus standard G-C.4 (constructing tangent lines).\n    \nAlgebra II Concept 4.1, Analyze Graphs and Equations of Circles and Ellipses, has students derive the equation of a circle (A-APR.6). Algebra II Concepts 4.2 and 4.3 have students use a similar process to derive the equations of an ellipse and hyperbola.\n    \n\n\n    Of the 46 plus standards in the CCSSM, 14 are included across the traditional series, all having meaningful connections to the content of the Concept in which they are placed. The plus standards addressed in the series are listed below:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "38db732e-5da3-4791-9c75-34420af9d6ce": {"__data__": {"id_": "38db732e-5da3-4791-9c75-34420af9d6ce", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "80629289-8fda-43fb-a6b5-6eca36be8b5e", "node_type": null, "metadata": {}, "hash": "240bc40feaaf4ea97558e10342af8ed545ea72a7a2dc8cb6edd4116d3aaaa256"}, "3": {"node_id": "cbe42662-b80c-4cec-b75d-4d7737bfa134", "node_type": null, "metadata": {}, "hash": "beab0ac5834789e375a9a7577f6284fd5008ec3db45dc6545d330f664f297a17"}}, "hash": "7a54eb7d54ee51588f7b1ad9807161a32976313cedd2b2b82eb212efb25f193b", "text": "A-APR.5: Algebra II 6.1\n    \nA-APR.7: Algebra II 7.1\n    \nF-IF.7d: Algebra II 8.1\n    \nF-BF.1c: Algebra I 4.1, 11.1; Algebra II 1.1, 1.2\n    \nF-BF.4c: Algebra II 1.2, 1.3\n    \nF-BF.5: Algebra II 2.3, 2.4\n    \nF-TF.3: Algebra II 9.2\n    \nG-SRT.11: Geometry 6.2\n    \nG-C.4: Geometry 7.1\n    \nG-GPE.3: Algebra II 4.1, 4.2, 4.4\n    \nG-GMD.2: Geometry 10.2\n    \nS-CP.8: Algebra II 10.2\n    \nS-CP.6: Algebra II 10.2\n    \nS-CP.7: Algebra II 10.2\n\nRigor & Mathematical Practices\n\nRigor\n\nRigor and Balance: The  instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by giving  appropriate attention to: developing students' conceptual  understanding;  procedural skill and  fluency; and  engaging applications.\n\nAttention to Conceptual Understanding: The materials support the intentional development of students' conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for supporting the intentional development of students\u2019 conceptual understanding of key mathematical concepts, especially where called for in specific content standards or clusters.\n\n\n    Each Concept promotes student thinking with an introduction activity that is relevant and accessible to all students, preparing students for a more in-depth exploration of mathematical concepts in the investigations.\n\n\nAlgebra I Concept 7.2 Intro asks students to estimate the area of a square with a given side length and the side length of a square with a given area, then explore both ideas using a dynamic geometry tool.\n    \n\n\n    Tasks are designed so students develop understanding of the mathematics through an investigation.\n\n\nAlgebra I Unit 3, Functions, has students engage with real-world phenomena involving dependent relationships to understand the \u201cinput/output\u201d nature of mathematical relationships, classify data as representing functions or non-functions, and develop their own definitions of function. (F-IF.1, F-IF.2, F-IF.3, F-LE.1a, F-IF.1b)\n    \nGeometry Concept 2.2 Investigation 2 has students make a conjecture and use a dynamic geometry tool to explore and then follow a scaffolded process to test their conjecture, write a general rule, and summarize their results. (G-CO.6, G-CO.7, G-CO.8)\n    \nAlgebra II Concept 5.2 Investigation 1 has students explore the possibilities for the intersection of some nonlinear equations and a line, then follows up with questions and tasks to formalize student understanding. (A-REI.7, A-REI.11)\n\nAttention to Procedural Skill and Fluency: The materials provide intentional opportunities for students to develop procedural skills and fluencies, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for providing intentional opportunities for students to develop procedural skills and fluencies.\n\n\n    Each Concept includes a Practice tab with:\n\n\nA Coach section that focuses on procedures and leads students through solving a problem. This section provides support and immediate feedback.\n    \nA Play section that focuses on procedures without scaffolded support.\n    \nA Check Your Understanding section focused primarily on procedural tasks.\n    \n\n\n    The following are examples of items found in Practice:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cbe42662-b80c-4cec-b75d-4d7737bfa134": {"__data__": {"id_": "cbe42662-b80c-4cec-b75d-4d7737bfa134", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "38db732e-5da3-4791-9c75-34420af9d6ce", "node_type": null, "metadata": {}, "hash": "7a54eb7d54ee51588f7b1ad9807161a32976313cedd2b2b82eb212efb25f193b"}, "3": {"node_id": "3543a4ea-3f14-46e9-863f-f36bb0bcecac", "node_type": null, "metadata": {}, "hash": "9b516c6337911179591b1bcf95d2b69eb68bd6fdfedaa1e6860fce9833663def"}}, "hash": "beab0ac5834789e375a9a7577f6284fd5008ec3db45dc6545d330f664f297a17", "text": "The following are examples of items found in Practice:\n\n\nIn Algebra II Concept 2.4 Investigation 1, students investigate rewriting logarithmic equations as exponential equations to solve logarithms (F-LE.4, F-LE.5). After exploring the inverse property of inverse exponents and logarithms to rewrite equations, students are given the opportunity to reach procedural fluency with the \u201cCheck Your Understanding. \u201c\n    \nIn Geometry Concept 6.1, students work through right triangle trigonometry by solving problems around mapping out a race course and finding checkpoints along the way. The Coach section has the students practice the procedural skills of solving trigonometric ratios.\n    \n\n\n    Procedural items are also embedded into Concepts and Investigations.\n\n\nIn Algebra II Concept 7.1 students write rational numbers in different forms and connect this to writing rational expressions in different forms (A-APR.6). They apply their understanding of factoring to identify and generate equivalent rational expressions (A-SSE.2).\n    \nThroughout the investigations in Algebra II Concept 6.1, students write polynomials in different forms, perform operations with polynomials, and interpret parts of the expressions helping them reach further procedural fluency with A-SSE.1b, A-SSE.2, and A-APR.1.\n\nAttention to Applications: The materials support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet expectations that they support the intentional development of students' ability to utilize mathematical concepts and skills in engaging applications, especially (but not limited to) where called for in specific content standards or clusters. The curriculum is written with an investigative, context-based approach that allows multiple opportunities for students to apply what they discover in each lesson.\n\n\n    Every Concept includes multiple Apply tasks that provide students meaningful opportunities to apply the mathematics they have learned.\n\n\nAlgebra I Concept 6.2 Apply 1 and 2 provide opportunities for students to apply their abilities to represent and analyze data for population growth and building height. Students\u2019 apply their knowledge of correlation and residuals to the contexts as well as model the data with a regression line and make predictions from it (S-ID.6a-c; S-ID.8). Apply 3 asks students to reason and to justify their understandings of correlation in the context of sports data. (S-ID.8)\n    \nGeometry Concept 10.2 Apply 2 provides students with an opportunity to use volume formulas to solve problems (G-GMD.3) and apply geometric concepts in a modeling situation (G-MG.A).\n    \nAlgebra II Concept 11.2 Apply 3 has students determine a strategy for winning a contest involving cell phone data by making an estimate based on random sampling of the populations\u2019 text message usage during a certain time period. (S-IC.1)\n    \n\n\n    In addition, application tasks are typically included in Investigations.\n\n\nAlgebra I Concept 6.1 Investigation 4 has students compare data about cereals\u2019 nutrition. They apply their knowledge of measures of center and spread by determining which measure, center or spread, is most appropriate to use to make comparisons of the cereals\u2019 nutritional data. Students then write an argument to justify the most healthy cereal based on these comparisons. (S-ID.2)\n    \nGeometry Concept 7.2 Investigation 4 looks at circles inscribed in regular polygons, leading to informal justification of the formula for the circumference of a circle, and then has students apply what they\u2019ve learned to a task about lights on a ferris wheel. (G-GMD.1)\n    \nAlgebra II Unit 8 has students interpret rational functions in a variety of applications. In the Introduction, students determine the function necessary to give a child of specific ages doses of medication. The application of medicine doses continues in Investigation 3 where students look at different medications and what different parts of the function mean in relationship to the medication. (F-IF.B)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3543a4ea-3f14-46e9-863f-f36bb0bcecac": {"__data__": {"id_": "3543a4ea-3f14-46e9-863f-f36bb0bcecac", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "cbe42662-b80c-4cec-b75d-4d7737bfa134", "node_type": null, "metadata": {}, "hash": "beab0ac5834789e375a9a7577f6284fd5008ec3db45dc6545d330f664f297a17"}, "3": {"node_id": "5b3c5201-613f-4f4c-9665-d45ded9cb9fd", "node_type": null, "metadata": {}, "hash": "fb84fec16ef6a7818d81d1a2409d5b6e60ac07834954b974b1f81db1134c58e9"}}, "hash": "9b516c6337911179591b1bcf95d2b69eb68bd6fdfedaa1e6860fce9833663def", "text": "The entire series is designed with application problems embedded within the lessons, as well as an Apply section at the conclusion of the lesson.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. The three aspects are balanced with respect to the standards being addressed.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that the three aspects of rigor are not always treated together and are not always treated separately and that the three aspects of rigor are balanced with respect to the standards being addressed.\n\n\n    Each Concept includes Discover, Practice, and Apply sections:\n\n\nDiscover includes Intro, Investigation, Summary, and Extension sections that give students the opportunity to build conceptual understanding of the mathematics and practice procedural skills, typically in the context of a real-world example;\n    \nPractice focuses on procedural skills with a Coach section that provides student support to develop fluency- for example, leading students through solving an algorithmic problem and giving immediate feedback- as well as a Play section where students demonstrate procedural fluency without support; and\n    \nApply includes extended tasks based on real-world applications.\n    \n\n\n    In the Model Lesson section of the teacher materials, Progressions and Standards includes a diagram that identifies for teachers the balance of conceptual understandings, procedural fluencies, and applications that should emerge from each Concept in a Unit.\n\n\n    The following are examples of balancing the three aspects of rigor in the instructional materials:\n\n\nAlgebra I Concept 8.2 asks student to examine data in a table to see what type of function it matches, to analyze the data in the table to identify key features, to write an equation to model the data, and to evaluate the equation for a given value. (A-SSE.3c, F-IF.7e, F-IF.8b, F-LE.1c, F-LE.2)\n    \nGeometry Concept 6.1 gives students an opportunity to explore right triangle trigonometry first by developing the concepts within the context of racers finding distances on a map to determine shortest distances, as well as finding how to get back on course. Students then practice skills they have learned in the Coach and Play sections within the Practice tab. Finally, students apply what they have learned by designing a wheelchair ramp and hiking trails in the Apply tab. (G-SRT.7, G-SRT.8)\n    \nAlgebra II Concept 6.1 has students explore polynomials in different forms and develop an understanding of the meaning for writing the different forms of polynomials. Throughout the investigations, they use contextual situations, connections to prior knowledge about the different forms of quadratics, and peer interactions to conceptually develop their ability to write equivalent forms of polynomials, perform operations with them, identify zeros, and interpret different parts. Students practice these skills in the Coach and Play sections within the Practice tab. In the Apply tab, there are two application problems available for students to apply what they have learned using polynomial models that represent a lizard population and the design of a roller coaster. (A-SSE.1b, A-SSE.2, A-APR.1, A-APR.2,3 A-APR.4)\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe materials support the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for supporting the intentional development of making sense of problems and persevering in solving them as well as attending to precision (MP1 and MP6).\n\n\n    The course lists the Standards of Mathematical Practice in each section of the model lesson for the teacher. The teacher can see which Mathematical Practices are being addressed and in what way. Examples of the use of MP 1 and 6 to enrich the mathematical content include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b3c5201-613f-4f4c-9665-d45ded9cb9fd": {"__data__": {"id_": "5b3c5201-613f-4f4c-9665-d45ded9cb9fd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "3543a4ea-3f14-46e9-863f-f36bb0bcecac", "node_type": null, "metadata": {}, "hash": "9b516c6337911179591b1bcf95d2b69eb68bd6fdfedaa1e6860fce9833663def"}, "3": {"node_id": "df0b4c69-e448-40b8-9f69-73372a1988b0", "node_type": null, "metadata": {}, "hash": "88b0decfc16c87dc4606c4c2eaaace1fe8cee531d6dc2185d92356ebb05b0459"}}, "hash": "fb84fec16ef6a7818d81d1a2409d5b6e60ac07834954b974b1f81db1134c58e9", "text": "Algebra I Concept 10.1 asks students to use precise language and clear definitions when discussing quadratic functions and their related equations; explain the correspondence among equations, graphs, and verbal descriptions to make sense of the given problems; use repeated reasoning as they persevere in creating the necessary adjustments to the model with algebra tiles representing values that will complete the square; and estimate solutions from graphs when calculating the exact roots of quadratic equations.\n    \nGeometry Concept 1.2 Session 1 directs students to analyze given information and constraints while using a grid system to identify possible strategies for locating a statue.\n    \nAlgebra II Concept 9.2 Investigation 6 has students determine which trigonometric sine function gives the best prediction of temperature, which includes analyzing the preciseness of each model to find the most accurate model for predicting temperature.\n    \n\n\n    In addition, each Concept includes multi-part, extended Apply tasks where students develop perseverance and precision in their work. For example, Geometry Concept 5.1 Apply 1 asks students to set up a projector to provide the best image; to do so, they must meet given constraints, experiment with the projector, and give a mathematical justification for their choice.\n\n\n    The materials clearly identify these mathematical practices, both in unit-level teacher notes and embedded in individual Investigations. For example, Algebra II Concept 3.2 Investigation 1 includes a teacher note to guide application of MP 1 and 6. Teachers are advised to have students discuss moving to the use of imaginary numbers. Key terminology, common mistakes and misconceptions are given as well.\n\nThe materials support the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for supporting the intentional development of reasoning and explaining (MP2 and MP3). MP2 and MP3 are used to enrich the mathematical content and are not treated separately from the mathematical content.\n\n\n    Examples of the use of MP 2 and 3 to enrich the mathematical content include:\n\n\nAlgebra I Concept 2.1 Investigation 5 has students decontextualize a given real-world situation by representing it symbolically with equations and inequalities and then re-contextualize the algebraic solution sets of the inequalities in terms of the original real-world situation.\n    \nGeometry Unit 1 Concept 1.2 Investigation 2 asks students to reason abstractly and quantitatively to derive an expression for the midpoint of a segment and to develop a formula for partitioning a segment in the coordinate plane in a given ratio.\n    \nAlgebra II Concept 9.2 Investigation 6 has students work to determine which trigonometric function gives the best prediction of temperature, justifying the reasonableness of their algebraic results to their original conjectures.\n    \nGeometry Concept 5.1 Investigation 2 has students reason abstractly and quantitatively (MP 2) as they describe dilations as functions. In Investigations 1 and 3, MP3 is embedded as students make conjectures about dilations and then explore and justify their conclusions. They culminate their explorations in Investigation 3 by constructing arguments for the properties of similarity transformations.\n    \nThe Algebra II course demonstrates MP2 in Concept 5.1 Investigation 2 where students analyze how inequalities and graphs can be used to solve a real-world problem. MP3 is evident in Concept 11.2 Investigation 2 when students evaluate their model to determine whether it creates a realistic representation of the game and justify their reasoning to others.\n    \n\n\n    The materials clearly identify these mathematical practices, both in unit-level teacher notes and embedded in notes to teachers for individual Investigations. For example, Algebra I Concept 4.1 Investigation 1 includes a teacher note to guide application of MP 2 and 3. The Investigation gives students tables of data about the density of two candies and asks them to graph, analyze, and discuss the condition under which each floats. The teacher note describes key points to address in the discussion with students to identify key features of the graphs.\n\nThe materials support the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for supporting the intentional development of modeling and using tools (MP4 and MP5). MP4 and MP5 are used to enrich the mathematical content and are not treated separately from the mathematical content.\n\n\n    Examples of the use of MP 4 and 5 to enrich the mathematical content include:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "df0b4c69-e448-40b8-9f69-73372a1988b0": {"__data__": {"id_": "df0b4c69-e448-40b8-9f69-73372a1988b0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "5b3c5201-613f-4f4c-9665-d45ded9cb9fd", "node_type": null, "metadata": {}, "hash": "fb84fec16ef6a7818d81d1a2409d5b6e60ac07834954b974b1f81db1134c58e9"}, "3": {"node_id": "5f5fec6a-3b33-4931-94fc-55cffb5e534b", "node_type": null, "metadata": {}, "hash": "89b2e49e561f943d2ed3461e10af584e829e6c54bc928a936f347858860e2e86"}}, "hash": "88b0decfc16c87dc4606c4c2eaaace1fe8cee531d6dc2185d92356ebb05b0459", "text": "In Algebra I Concept 4.1 Investigation 4 students are asked to use a graphing tool to draw parallel and perpendicular lines by changing slope and y-intercept in the context of locating fences and then analyze how changes in equations\u2019 features affect their graphs using a graphing calculator tool.\n    \nIn Geometry Concept 4.2 Investigation 1 students examine art designs and try to construct their own version. Students choose and use geometric tools in order to recreate the design and write detailed descriptions of how to do it.\n    \nIn Algebra II Concept 4.1 students explore and make sense of the equations for circles and ellipses. Interactive tools such as Conic Section Interactive, Circle Interactive, Ellipse Interactive, Dynamic Geometry Tool, and Graphing Calculator Tool are embedded in the investigations and available for student use. In addition, students build a model of conic sections through these investigations and apply the graphing form of an ellipse to the orbital path of Pluto.\n    \n\n\n    The materials clearly identify these mathematical practices, both in unit-level teacher notes and at the beginning of individual Investigations. For example, Geometry Concept 8.1 Intro includes a teacher note to guide application of MP 4 and 5 by reminding teachers of the possible tools students could use to explore locations within a triangle and different geometric models that could be used to represent a real-world problem. These teacher notes at the Concept level provide general guidance for teachers to emphasize MP 4 and 5, but there is limited support at the Investigation level for these math practices.\n\nThe materials support the intentional development of seeing structure and generalizing (MPs 7 and 8), in connection to the high school content standards, as required by the mathematical practice standards.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for supporting the intentional development of seeing structure and generalizing (MP7 and MP8). MP7 and MP8 are used to enrich the mathematical content and are not treated separately from the mathematical content.\n\n\n    Examples of the use of MP 7 and 8 to enrich the mathematical content include:\n\n\nAlgebra I Concept 10.2 Investigation 1 asks student to use completing the square to develop the quadratic formula and look at how values in the quadratic formula provide information about the roots of the equation.\n    \nIn Geometry Concept 6.2 Investigation 3 students use geometric software to explore the relationship between the Pythagorean Theorem and the law of cosines. They analyze the structure of the triangle and understand the role of an auxiliary line in the development of the formula, determine which calculations are repeated, and look for other methods.\n    \nIn Algebra II Concept 1.1 students explore recursive functions. In Investigation 3, students use a hands-on paper tearing activity to record the outcomes of tearing their paper in half repeatedly. They observe the structure and pattern of the results (a geometric sequence) and use their observations to generalize their results into both recursive and explicit formulas. Repeated reasoning appears throughout other Investigations in Concept 1.1 as students use similar processes to develop understanding of geometric sequences, as they did to develop arithmetic sequences. In addition, students use the regularity in the reasoning associated with the arithmetic and geometric patterns to generalize to formulas, including Sierpinski\u2019s Triangle.\n    \n\n\n    The materials clearly identify these mathematical practices, both in unit-level teacher notes and embedded in individual Investigations. For example, Algebra II Concept 9.1 Investigation 5 (Angle Measure) includes a reminder that MP 8 (generalizing) is met when students see a proportional relationship among arc lengths with the same central angle and gives a recommendation for discussing this relationship and relating it to radians.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that the underlying design of the materials distinguishes between lesson problems and student exercises for each lesson. It is clear when the students are solving problems to learn and when they are applying their skills to build mastery.\n\nThroughout the Investigations of each Concept, students explore and solve problems to learn new mathematics. The design of the instructional materials allow multiple opportunities for students to build mastery.\nEach Investigation has a Check Your Understanding for student and teachers to assess what students understood from the investigation. Each Concept has a Practice tab with a Coach and Play section. These sections include a variety of exercises that allow students to develop procedural skills.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5f5fec6a-3b33-4931-94fc-55cffb5e534b": {"__data__": {"id_": "5f5fec6a-3b33-4931-94fc-55cffb5e534b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "df0b4c69-e448-40b8-9f69-73372a1988b0", "node_type": null, "metadata": {}, "hash": "88b0decfc16c87dc4606c4c2eaaace1fe8cee531d6dc2185d92356ebb05b0459"}, "3": {"node_id": "a8ee709e-5052-4ecc-ac83-472f16967f5e", "node_type": null, "metadata": {}, "hash": "1d6304804e3e00656c0202e71b988e34723d2b383cc331c9ea1e5f140cb54c12"}}, "hash": "89b2e49e561f943d2ed3461e10af584e829e6c54bc928a936f347858860e2e86", "text": "These sections include a variety of exercises that allow students to develop procedural skills.\nEach Concept also has an Apply tab which contains real-world problems with various contexts, embedding aspects of the modeling standards, for students to apply their understanding of the mathematical concepts and demonstrate their mastery of mathematical concepts.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that the materials in this series are designed and presented in intentional sequences. The series uses a consistent lesson structure throughout the courses. Each Concept is built around this lesson structure that engages students in multiple lesson sections where they Discover, Practice, and Apply what they are learning. The consistent lesson structure demonstrates an intentional sequence within a Concept, across a course, and throughout the series.\n\nThere is variety in how students are asked to present the mathematics. For example, students are asked to produce answers and solutions, but also, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that students are asked to produce a variety of products during each Concept in a unit to demonstrate their learning.\nThe series consistently asks students to share their understanding of mathematics in a variety of ways. Students produce models, make conjectures, create arguments, justify their reasoning, and make real-world connections throughout the materials. Opportunities are provided throughout the investigations for students to present their work using digital tools. The Model Lesson notes for teachers describe instructional strategies that ensure students produce this variety of work to demonstrate their learning.\n\nManipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that the manipulatives, both virtual and physical, are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods. The series includes a variety of virtual manipulatives and integrates hands-on activities that allow the use of physical manipulatives.\nVirtual manipulatives and tools are embedded throughout the series. Some are available on every page of the Techbook and include calculators,a dynamic geometry tool, construction tool, unit convertor tool, data analysis tool, whiteboard tool, and a matrix solver tool. In some Investigations, the manipulatives embedded are specific to the lesson. Examples of this include but are not limited to:\n\nIn Investigation 1 of Algebra I Concept 2.1 virtual algebra tiles are embedded to help students build understanding of the properties of equality.\nIn Investigation 1 of Geometry Concept 7.1 the Dynamic Geometry Tool is embedded with two circles that students can manipulate to explore the possible number of intersections.\nIn the Introduction to Concept 4.1 in Algebra II a technology enhanced item, Conic Section Explorer, is embedded in the lesson to allow students to determine how the cut of the plane through the cone affects the related graph of the curve to determine the relationship that results in a point, line, circle, or ellipse.\n\nIn addition to these virtual manipulatives, students use a wide collection of manipulatives when completing the hands-on activities throughout the series. These include, but are not limited to, modeling clay, straws, coffee stirrers, paper towel tubes, tools for measurement, scissors, tape, cardboard, string, a variety of sports balls, and various circular objects. Each of the manipulatives provides a representation that allows students to explore the related mathematics and connects them to procedures and written methods.\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe instructional materials reviewed for the High School Discovery Traditional series have a visual design that is not distracting or chaotic but supports students in engaging thoughtfully with the content. The digital Techbook materials have a consistent layout of Units, Concepts, and Investigations. Pictures, videos, technology enhanced items, and models used throughout the series support student learning as they are connected directly to the mathematics in an Investigation and are not distracting from the mathematical content.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that teachers are provided quality questions to guide students' mathematical development.\nThe materials include a Model Lesson section and Teacher View that can be enabled as teachers navigate through the Investigation pages. Tabs, labeled as Sessions, include instructional notes for each Investigation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a8ee709e-5052-4ecc-ac83-472f16967f5e": {"__data__": {"id_": "a8ee709e-5052-4ecc-ac83-472f16967f5e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "5f5fec6a-3b33-4931-94fc-55cffb5e534b", "node_type": null, "metadata": {}, "hash": "89b2e49e561f943d2ed3461e10af584e829e6c54bc928a936f347858860e2e86"}, "3": {"node_id": "9735de4c-93f1-4ee0-9baf-84b78ab38867", "node_type": null, "metadata": {}, "hash": "e87b106228e591a4204306316c134b244006f619e7c419b5453663f7b528db2e"}}, "hash": "1d6304804e3e00656c0202e71b988e34723d2b383cc331c9ea1e5f140cb54c12", "text": "Tabs, labeled as Sessions, include instructional notes for each Investigation. For example, in Algebra I Concept 7.2 Session 2 the teaching notes include questions that prompt discussion: \u201cWhy is the square root of a negative number not a real number, but the cube root is? What are some examples you can use to justify your reasoning?\u201d\nIn addition, with the teacher view enabled, as teachers progress through the Investigations, blue boxes with quality questions and their connections to the mathematical practice they will enrich are included. The instructional reminders in this view are provided in a timely, and helpful way, just before the part of the Investigation to which it applies. This design supports teachers in both planning and implementing an effective lesson.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that the teacher edition contains ample and useful annotations.\nThe Model Lesson section of the digital curriculum includes in-depth instructional notes and suggestions for both presenting and discussing the mathematical content of each Investigation, as well as use of the technology enhanced items and manipulatives embedded in the materials. For example, in the Introduction of Concept 4.1 in Algebra II a technology enhanced item, titled Conic Section Explorer, is included. In the Model Lesson Session 1 tab, teachers are provided detailed instructional notes on how to launch this technology tool, facilitate and implement it with students in a way that guides the learning, and bring closure to the exploration associated with this tool.\nWith the teacher view enabled, teachers have access to timely instructional notes that include useful suggestions to make sure the essential understandings are captured and the mathematical practices of focus are used to enrich the mathematics content on the Investigation pages.\n\nMaterials contain a teacher's edition that contains full, adult--level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation that the teacher edition contains adult-level discussion of the mathematics.\nInstructional notes in the Model Lesson section of the Techbook provide teachers with in-depth guidance on how to present the information in the Investigations to assist in full understanding of the standards developed in the students\u2019 Investigations. The notes include detailed explanations of the essential and enduring understandings from the standards and any student misconceptions that may emerge.\nExplanations of the responses to questions and tasks in the student Investigations are provided when the teacher view is enabled. At the end of the Concept, there is a summary tab. This tab includes a summary of the essential understandings and a link to additional assistance. The additional assistance provides video explanations and tutorials of the related mathematics. The Summary and Additional Assistance are available to both teachers and students. All explanations, however, focus on the mathematics of the Investigations without specific connections to mathematics outside of the instructional materials.\n\nMaterials contain a teacher's edition that explains the role of the specific mathematics standards in the context of the overall series.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that the materials explain the role of the specific mathematics standards in the context of the overall series.\nThe Model Lesson section of each Concept contains a tab titled Progressions and Standards. This tab provides an overview that explains the progression of the standards including identification and detailed descriptions of Reach Back Standards (content from previous courses), standards covered in the Concept of the current course, and the Reach Ahead standards (links to future lessons and courses). Occasionally the information will include a reference to courses in higher mathematics beyond the scope of the series. For example, in Concept 1.1 of Algebra II, it is noted that, \u201cStudents will further apply their knowledge of sequences and series in calculus, analyzing both ordinary differential equations and partial differential equations, as well as integral calculus, when analyzing area under a curve (F-LE.2, F-BF.1a, F-BF.2).\u201d\n\nMaterials provide a list of lessons in the teacher's edition, cross-- referencing the standards addressed and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the High School Discovery Traditional series provide a list of lessons in the teacher\u2019s edition, cross-referencing the standards addressed and providing an estimated instructional time for each lesson, chapter, and unit.\nThe Table of Contents page and the Course Overview PDF both provide a list of the Units for each course in the series. The Units are divided into lessons, which the publisher identifies as Concepts, and these are also listed on both of these resources.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9735de4c-93f1-4ee0-9baf-84b78ab38867": {"__data__": {"id_": "9735de4c-93f1-4ee0-9baf-84b78ab38867", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "a8ee709e-5052-4ecc-ac83-472f16967f5e", "node_type": null, "metadata": {}, "hash": "1d6304804e3e00656c0202e71b988e34723d2b383cc331c9ea1e5f140cb54c12"}, "3": {"node_id": "7be7dd38-ef53-4573-aba9-8248ad618d63", "node_type": null, "metadata": {}, "hash": "369c77e22e6d38f67c5d538da6683f14632559e4b7b8b4895d7b99781bc48ed9"}}, "hash": "e87b106228e591a4204306316c134b244006f619e7c419b5453663f7b528db2e", "text": "Each Concept is then broken into Investigations. These are not provided as a list. In order to identify the different Investigations, the user must navigate to the specific Concept page and view the Investigations individually.\nStandard alignment is available for the Unit in the Unit Overview and in a variety of places for the Concepts. The standards aligned to each Concept can be found in the Progression and Standards Tab of the Model Lesson section, the Course Overview PDF, a drop down menu for each Concept on the Table of Contents page, and the Standards section on the homepage of each course. Alignment is not provided at the Investigation level. Therefore, it cannot be determined which standard, specified for the Concept, students are developing in each Investigation without reading or working the Investigation.\nThe instructional materials reviewed did not include a pacing document. The publisher provides suggested pacing for each investigation in the Model Lesson section of the techbook. To determine how many instructional days should be planned to complete a Concept, teachers must find the timing for each Investigation and determine how these times would align to their instructional time. For example, Algebra I Concept 1.2 contains four Investigations. To determine the pacing for this Concept, a teacher would take note of the times suggested by clicking five different session tabs. The following times are suggested per the session tabs: Session 1 (Introduction) 20 min, Session 2 (Investigation 1) 40 min, Session 3 (Investigation 2) 40 min, Session 4 (Investigation 3) 75 min, and Session 5 (Investigation 4) 50 min. A teacher must access the five different tabs to collect this information and then determine how to pace this for their instructional time.\n\nMaterials contain strategies for informing students, parents, or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for the High School Discovery Traditional series contain strategies for informing students and parents or caregivers about the mathematics program. Each unit has a parent letter, available in both English and Spanish. These letters have three sections that 1) identify the learning goals for the unit, 2) explain how the teaching may differ from how the parents learned the concepts, and 3) provide specific suggestions for supporting students in the unit. Specific examples of suggested support include discussing the interactive glossary terms together, having students share how they used a specified interactive in the Investigations to discover the mathematics, and having students explain their understanding or connections they have made from specific examples from the Investigations.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research--based strategies.\n\nThe Discovery Education Teacher portal includes professional development academies, white papers, case studies, and virtual tours to build understanding of the instructional approaches and provide a research-based framework for the design of the program.\nThe teacher edition provides a white paper entitled Meeting the Mathematics Needs of 21st-Century Students with Math Techbook which \u201crelates the guiding principles of Discovery Education philosophy about learning in math, explains each principle using supporting research and reports on accepted best practices, and demonstrates how Math Techbook is specifically designed to help students meet the expectations of the CCSS and its vision for increased mathematics proficiency.\u201d\nTeachers can also select the picture of the home next to \u201cMy DE Services,\u201d and on the left side of the page is a \u201cTry a Strategy\u201d tab which states \u201cDiscovery Education\u2019s Spotlight on Strategies are creative, research-based instructional strategies, presented by teachers for teachers. These simple instructional strategies incorporate digital media in meaningful, effective, and practical ways.\u201d\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels/ courses.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation that they provide materials for gathering information about student\u2019s prior knowledge within and across grade levels/courses.\nIn Progressions and Standards for each Concept, the materials provide teachers with Reach Back Standards from prior grade levels/courses to which the standards of the current Concept connect. The activities found within the Intro at the beginning of each Concept are designed to activate prior knowledge that students would have of the Reach Back Standards. Although the identification of the Reach Back Standards and their inclusion in the Intro activities could provide teachers a way to indirectly assess students\u2019 prior knowledge, the materials do not supply specific or direct strategies for assessing students\u2019 prior knowledge.\n\nMaterials provide support for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation of providing support for teachers to identify student errors. The instructional materials provide a suggested list of common student misconceptions in the teacher preparation section of each Concept within the Unit. There is no specific support available to assist teachers in addressing those specific misconceptions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7be7dd38-ef53-4573-aba9-8248ad618d63": {"__data__": {"id_": "7be7dd38-ef53-4573-aba9-8248ad618d63", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "9735de4c-93f1-4ee0-9baf-84b78ab38867", "node_type": null, "metadata": {}, "hash": "e87b106228e591a4204306316c134b244006f619e7c419b5453663f7b528db2e"}, "3": {"node_id": "7e005571-cb34-4205-bdf8-0af07b78acbb", "node_type": null, "metadata": {}, "hash": "41aa6b0aa75439e5ed36434ba4350000e40f4ac80c1163c590f61fb9141bb9b7"}}, "hash": "369c77e22e6d38f67c5d538da6683f14632559e4b7b8b4895d7b99781bc48ed9", "text": "There is no specific support available to assist teachers in addressing those specific misconceptions.\n\nMaterials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that materials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.\nThe materials include a Coach and Play section in each Concept that provide opportunities for review and practice of both concepts and skills. In the Coach section, the materials offer feedback when an answer is incorrect and allow the student to try again. After a third incorrect answer, the Coach section shows the student how to answer the problem correctly. The Play section allows the student to earn badges for correct answers when completed online. The Play section can also be completed offline, and if the offline version is completed, an answer key is provided. At the end of each Investigation, there is a Check for Understanding. The Check for Understanding contains problems that could be in the format of short answer, short answer with explanations, or multiple-choice questions. The materials offer feedback on review and practice in the form of instant, digital feedback or teacher-provided feedback throughout each Concept.\nThe teacher also has opportunities to provide the students feedback within the Dashboard, and a teacher can create an assignment in the Assignment Builder feature.\n\nMaterials offer ongoing assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation of clearly denoting standards on the assessments. The instructional materials include a pre-made unit assessment. The standards are identified for the unit; therefore, it is clear, as a whole, which standards are being emphasized on the unit assessment. However, there is not a standards alignment for these pre-made tests item by item, so it could be challenging to determine which standards are assessed by each question. Check for Understandings and Apply problems also do not denote which standards are being emphasized. There is a Math Assessment Builder tool for teachers that will allow teachers to create their own standards-based assessment.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation that sufficient guidance is given to teachers for interpreting student performance and suggestions for follow-up.\nThe Unit Assessments include very specific and clear Evaluation Criteria for each constructed response question, and the criteria are based on a 0, 1, or 2 point scale that shows the specific criteria needed to receive each score. Also, each Apply question includes a rubric with scores ranging from 0 to 4, and there are clear descriptions of what a student must do in order to earn each score. However, there are no suggestions for follow-up based on the students\u2019 scores provided to the teachers.\nThere is also a dashboard that allows teachers to monitor the progress students are making as they navigate through the Discover, Practice, and Apply cycle. The dashboard indicates to a teacher where the student is performing based on a color indication as well as with points. The teacher can track scores and visually determine if a student is being successful, but there is no clear guidance given for interpreting student performance. The Teacher Notes, which are included in the Investigations before the Check for Understanding, provide some suggestions for follow-up, but these suggestions are not consistently placed throughout the materials.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials reviewed for the High School Discovery Traditional series offer opportunities for students to monitor their own progress.\nEach Concept has a Summary section that includes examples of mathematical concepts that were examined during the Investigations. Directly connected to the Summary is an Additional Assistance section that includes videos and math explanations related to the current learning which students are able to review on their own as needed. The Coach section allows students to monitor their own progress by giving direct feedback after a question which a student can use to gather further understanding on a skill they have not yet mastered. Scoring rubrics provided for Apply and constructed response questions can also be given to students to reference as they complete those tasks.\nThe students also have a dashboard on their Math Techbook home screen that gives them the opportunity to keep track of their answers to questions and points given to responses throughout the Discover, Practice, and Apply cycle. Students get immediate feedback during the Coaching cycle that allows them to determine their progress as they navigate through the Concept.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide teachers with strategies to help sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7e005571-cb34-4205-bdf8-0af07b78acbb": {"__data__": {"id_": "7e005571-cb34-4205-bdf8-0af07b78acbb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "7be7dd38-ef53-4573-aba9-8248ad618d63", "node_type": null, "metadata": {}, "hash": "369c77e22e6d38f67c5d538da6683f14632559e4b7b8b4895d7b99781bc48ed9"}, "3": {"node_id": "919ab8ad-56d4-416e-8ff1-f1ea3209ba50", "node_type": null, "metadata": {}, "hash": "94ad2b7eb38bb85389441600da2dc3a45db8083419bdc4c6305c4b7a4c1db060"}}, "hash": "41aa6b0aa75439e5ed36434ba4350000e40f4ac80c1163c590f61fb9141bb9b7", "text": "Each Concept\u2019s Discovery, Practice, and Apply sections are broken up into Sessions in which activities are sequenced for the teacher. Included in all Sessions are Instructional Notes that provide teachers with key math concepts to develop, sample questions to ask, ways to share student answers, and other similar instructional supports. Also, each Investigation includes Teacher Notes that assist a teacher in making the content accessible to all learners with supports similar to those found in the Instructional Notes for the Sessions.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation that the materials provide teachers with strategies for meeting the needs of a range of learners.\nDifferent strategies are recommended throughout the instructional materials, but the strategies are typically intended to be used with all students and not necessarily geared toward a range of learners. For students excelling, the materials provide extension problems. For struggling learners, in the Summary section students are provided with online tutorial websites for instructional assistance when needed. This section provides step-by-step instruction on material taught throughout the Investigations.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the High School Discovery Traditional series meet the expectation that materials embed tasks with multiple entry\u00ad-points that can be solved using a variety of solution strategies or representations. Application tasks\u2014particularly Apply tasks\u2014 allow for multiple solution strategies or representations, and applications are available to assign in each Concept. For example, Algebra I Concept 1.2 Apply 2 asks students to create a card trick and model the trick algebraically, following an example from an earlier task.\n\nMaterials provide support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for the High School Discovery Traditional series do not meet the expectation that the materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics. Neither the teacher notes nor the tasks directly address support for students with a disability, students from different cultural backgrounds, or English Language Learners. A text-to-speech tool, however, is available and could be used for ELL students, and parent letters included with each unit are available in Spanish.\n\nMaterials provide support for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the High School Discovery Traditional series partially meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. Neither the Teacher Notes nor the tasks directly address support for advanced students. Each Concept includes an Extension task that could be used for advanced students, though the materials do not indicate that they are designed for a particular audience.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for the High School Discovery Traditional series provide a balanced portrayal of various demographic and personal characteristics. The names, situations, videos, and pictures demonstrate diversity.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for the High School Discovery Traditional series provide opportunities and directions for teachers to use a variety of grouping strategies. Group work is frequently embedded in tasks, and teacher notes provide guidance on how to structure and use groups. For example, Algebra II Concept 1.2 Investigation 4 suggests that teachers use think-pair-share to have students consider features of a function\u2019s inverse.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for the High School Discovery Traditional series do not consistently encourage teachers to draw upon home language and culture to facilitate learning. Parent letters are evidence of the materials drawing upon home language and culture to facilitate learning. Parent letters are provided as Word documents, so they can edited to meet a teacher\u2019s needs. Letters are provided in English and Spanish. The letter informs parents of the content their students will be learning and ways in which they may help their students.\n\nTechnology Use\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Mac and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nDiscovery Education works on multiple devices including tablets and mobile devices with ChromeOS, Android, or iOS operating systems and with a wide range of browsers.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "919ab8ad-56d4-416e-8ff1-f1ea3209ba50": {"__data__": {"id_": "919ab8ad-56d4-416e-8ff1-f1ea3209ba50", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9e664679-0337-4606-a524-96ab1aad5993", "node_type": null, "metadata": {}, "hash": "8d9069e82919e8113412c91c613346465826927433bc9ac3e5bdbef661d99b9d"}, "2": {"node_id": "7e005571-cb34-4205-bdf8-0af07b78acbb", "node_type": null, "metadata": {}, "hash": "41aa6b0aa75439e5ed36434ba4350000e40f4ac80c1163c590f61fb9141bb9b7"}}, "hash": "94ad2b7eb38bb85389441600da2dc3a45db8083419bdc4c6305c4b7a4c1db060", "text": "While platform neutral, it is recommended you use the following browsers to ensure the best experience.\n\nGoogle Chrome\nMozilla Firefox 44 and above\nSafari 9.0 and above\nInternet Explorer 11 and above\nMicrosoft Edge 24 and above\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for the High School Discovery Traditional series include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. All assessments and practice questions within the Coach and Play tabs are done via the online platform. The Check Your Understanding tasks that are found within the Unit Concepts are to be printed. The Coach section assesses students and provides feedback to the student instantly as they navigate through the problems. The assessments included for each Unit are designed to be taken online, but there is an option for an offline version that can be printed and scored.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nThe instructional materials reviewed for the High School Discovery Traditional series include opportunities for teachers to personalize learning for all students. The online platform allows for teachers to create additional assignments and assessments for students under the tab labeled Builder Tools at the top of the Techbook home screen. The Assignment Builder gives teachers the opportunity to upload materials and add media from Discovery Education and then assign the new item to the entire class. The Assessment Builder lets the teacher create additional assessments by standard. These assessments can be assigned to individual students. The assessments are not adaptive but are taken online.\n\nMaterials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for the High School Discovery Traditional series are not customizable for local use. The digital materials include Builder Tools that provide for some customization. However, the structure of the materials within Concepts- Discover, Practice, and Apply- does not provide teachers the opportunity to teach Concepts and/or Investigations out of order without missing important information.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for the High School Discovery Traditional series incorporate technology that provides opportunities for teachers and/or students to collaborate. The teachers are given an opportunity to share files under the My Content tab on the Math Techbook homepage. There are spaces for teachers to share files within their school site or within the district. Students can collaborate in the Bulletin Board. They can post small notes after the teacher creates a Bulletin in the Bulletin Builder under Builder Tools.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for the High School Discovery Traditional series integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the MPs. The math tools and virtual manipulatives/objects are available to students within the Investigations, when appropriate, as well as in the home screen under math tools. In addition to the online and interactive format of the Techbook, Graphing Calculator\u00a0and Dynamic Geometry Tool are incorporated directly into Investigations in order to engage students in the MPs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "74df33f0-0b35-411b-ad9a-842a5345ce3c": {"__data__": {"id_": "74df33f0-0b35-411b-ad9a-842a5345ce3c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "3": {"node_id": "4ea95ac5-d790-47ff-8a6d-d0ce8899ec29", "node_type": null, "metadata": {}, "hash": "d08a64494489d865a84178de7450d7357fd1b5e6b76508e46b7e8c04c802d8b3"}}, "hash": "06fc7f9c828631e2bd162bbf777791673e1872dd335da2cae291074857972d53", "text": "Math Techbook\n\nThe instructional materials reviewed for Grade 8 Discovery Education meet the expectations for alignment and usability at each grade. The materials spend the majority of the time on the major work of the grade, and the assessments are focused on grade-level standards. Content is aligned to the standards and progresses coherently across the grades and within each grade. The lessons include conceptual understanding, fluency and procedures, and application. There is a balance of these aspects for rigor. The Standards for Mathematical Practice (MPs) are used to enrich the learning.\n\nFocus & Coherence\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for being focused on and coherent with the Common Core State Standards in Mathematics. The Unit Assessments do not assess above grade-level topics, and the instructional materials devote over 65 percent of class time to major work. Supporting work is connected to the major work of the grade, and the amount of content for one grade level is viable for one school year and will foster coherence between the grades. The materials explicitly relate grade-level concepts to prior knowledge from earlier grades, and the materials foster coherence through connections at a single grade, where appropriate and required by the standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for assessing grade\u2010level content and, if applicable, content from earlier grades. The Unit Assessments that are included in the Teacher View were reviewed for Discovery Education Math Techbook Grade 8 Mathematics. Overall, there were no assessment questions addressing standards from above Grade 8.\n\n\n    Examples of grade-level assessment items include the following:\n\n\nUnit 1 question #11- Students show their knowledge of 8.EE.1 by dragging and dropping tiles into an equation to create equivalent expressions.\n    \nUnit 4 question #7- Students demonstrate their knowledge of 8.G.7 by trying to informally prove the converse of the Pythagorean Theorem by producing supporting evidence.\n    \nUnit 5 question #14- Students demonstrate their knowledge of 8.EE.A by applying their understanding of scientific notation to solve a real-world application problem to determine the approximate number of liters of water that go over the Horseshoe Falls in the Niagara River in 1 year and explain how they found their solution.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 80 percent of the instructional time is spent on major work of 8th grade.\n\n\n    To determine this, three perspectives were evaluated: 1) the number of units devoted to major work, 2) the number of instructional periods/sessions devoted to major work, and 3) the time devoted to major work. Time devoted to major work is the most reflective for this indicator because it specifically addresses the amount of class time spent on concepts.\n\n\n    Evidence was collected from the Content Pages, Scope and Sequence, Table of Contents, and the Course Overview.\n\n\nUnits \u2013 Approximately 9 complete units out of 11 units, which is approximately 82 percent, is spent on major work.\n    \nSessions (Excluding Extensions)\u2013 Approximately 99 sessions out of 117, which is approximately 85 percent, is spent on major work.\n    \nTime (Excluding Extensions)\u2013 Approximately 5,350 minutes out of 6,650 minutes, which is approximately 80 percent, is spent on major work.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. Overall, many Concepts that address supporting work integrate it with major work so that students are given more opportunities to engage with the major work of the grade.\n\n\n    Some examples of how the Concepts that address supporting standards integrate them with major work are:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ea95ac5-d790-47ff-8a6d-d0ce8899ec29": {"__data__": {"id_": "4ea95ac5-d790-47ff-8a6d-d0ce8899ec29", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "74df33f0-0b35-411b-ad9a-842a5345ce3c", "node_type": null, "metadata": {}, "hash": "06fc7f9c828631e2bd162bbf777791673e1872dd335da2cae291074857972d53"}, "3": {"node_id": "fe5da97f-f12c-415d-8396-9bf06f98e032", "node_type": null, "metadata": {}, "hash": "de79221fdba3b8a5e02a8c7cde2d5d4731a1f73479419a87d32a876209b080b5"}}, "hash": "d08a64494489d865a84178de7450d7357fd1b5e6b76508e46b7e8c04c802d8b3", "text": "In Concept 2.3 students have the opportunity to identify irrational numbers and compare their sizes and locations on a number line, supporting standards 8.NS.1,2 by evaluating square roots of small perfect squares and cube roots of small perfect cubes, major standard 8.EE.2.\n    \nIn Concept 10.2 students have the opportunity to model a bivariate relationship with a linear model and use the linear model to answer questions in the context of the bivariate data set, supporting standards 8.SP.2,3. Modeling a bivariate relationship with a linear model and using the model to answer questions in terms of a context enhances students' opportunities to construct a function to model a linear relationship between two variables and interpret the rate of change and initial value of the function in relationship to the situation being modeled, major standard 8.F.4.\n    \nIn Concept 11.1 students have the opportunity to work with and solve problems using the formulas for the volumes of cones, cylinders, and spheres, supporting standard 8.G.9. Since the formulas for the volumes of cones, cylinders, and spheres involve squared and cubed terms, these problems enhance students' opportunities to use and evaluate square and cube roots, major standard 8.EE.2.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades.\n\n\n    The Scope and Sequence document states that one period is equivalent to approximately 50 instructional minutes. According to the times given in each of the Units, there are approximately 133 50-minute class periods without Extension Lessons. Since there are eleven Unit Assessments, the total number of days would increase to approximately 144 days if one day is allotted for each Unit Assessment. The Scope and Sequence document also states that \u201cthe instructional time does not include in-class time for the extensive, independent student work available in the Practice and Apply sections that many teachers may wish to incorporate as part of their daily instruction.\u201d\n\n\n    There are 26 Practice and 26 Apply sections in the materials as each of the 26 Concepts in the materials has a Practice and Apply section. Adding one day to complete the Practice and Apply sections for each Concept brings the total number of instructional days to approximately 170 50-minute class periods. Overall, with 170 50-minute class periods, the instructional materials meet the expectations for this indicator.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for the material being consistent with the progressions in the Standards. The materials develop according to the grade-by-grade progressions in the Standards, and the content from prior or future grades is clearly identified and related to grade-level work.\n\n\n    At the beginning of each Concept, there is a section called Progressions and Standards, and in this section, there are three parts titled During Previous Instruction, Through The Investigations In This Concept, and During Subsequent Instruction.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fe5da97f-f12c-415d-8396-9bf06f98e032": {"__data__": {"id_": "fe5da97f-f12c-415d-8396-9bf06f98e032", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "4ea95ac5-d790-47ff-8a6d-d0ce8899ec29", "node_type": null, "metadata": {}, "hash": "d08a64494489d865a84178de7450d7357fd1b5e6b76508e46b7e8c04c802d8b3"}, "3": {"node_id": "3c33d7fd-ec50-4bfa-8a0e-c7a2ee022bbc", "node_type": null, "metadata": {}, "hash": "19ca87db04a7989d7c4ccc597e548fce82355b98e9940b8642acdaee7dee5aea"}}, "hash": "de79221fdba3b8a5e02a8c7cde2d5d4731a1f73479419a87d32a876209b080b5", "text": "During Previous Instruction identifies content from previous grades and explains how previous content is related to grade-level work. For example, Concept 9.1 includes the following: \"During Previous Instruction, students have learned how to use variables to represent unknown quantities in equations (6.EE.6), and have represented and solved real-world situations using equations (6.EE.5,7). Students also have worked with independent and dependent variables (6.EE.9). In Grade 7, students extended these understandings to proportional relationships and solve equations algebraically and graphically (7.EE.4a, 7.RP.2a\u2013d).\"\n    \nThrough The Investigations In This Concept discusses grade-level content. For example, Concept 9.1 includes the following: \"Through The Investigations In This Concept, students learn how to represent situations with two variables using a system of equations (8.EE.8). Students explore methods for solving a system of equations algebraically (through substitution and elimination), graphically, and by inspection (8.EE.8c). Students develop an understanding that a system of equations can have one solution, infinite solutions, or no solution, and they can understand the meaning of the solution in context (8.EE.8a).\"\n    \nDuring Subsequent Instruction describes how the grade-level content relates to content later in the current grade-level and future grade-levels. For example, Concept 1.2 includes the following: \"During Subsequent Instruction, students will apply the properties of exponents when using scientific notation and solving rational and radical equations (8.EE.4, A-REI.2). Students will extend the properties of integer exponents to ... leading to logarithmic functions (N-RN.1,2). They will recognize and graph exponential and logarithmic functions (A-REI.11) and use the properties of exponents to transform expressions for exponential functions (A-SSE.3c).\"\n    \n\n\n    The instructional materials give all students extensive work with grade-level problems. Each Concept has three sections- Discover, Practice, and Apply- which contain grade-level problems. The following are included in the three sections:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c33d7fd-ec50-4bfa-8a0e-c7a2ee022bbc": {"__data__": {"id_": "3c33d7fd-ec50-4bfa-8a0e-c7a2ee022bbc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "fe5da97f-f12c-415d-8396-9bf06f98e032", "node_type": null, "metadata": {}, "hash": "de79221fdba3b8a5e02a8c7cde2d5d4731a1f73479419a87d32a876209b080b5"}, "3": {"node_id": "f8603e50-da98-41ef-b8c2-4119dd575d4f", "node_type": null, "metadata": {}, "hash": "83e37bcf14eabc74c56f87fdb9b0be73c0220fc3823fd309c4c33c02e325a0fc"}}, "hash": "19ca87db04a7989d7c4ccc597e548fce82355b98e9940b8642acdaee7dee5aea", "text": "In the Discover section, there are at least two Investigations that enable all students to work with grade-level problems. There are Extension Lessons that take grade-level work and enhance it by utilizing new contexts or different tools. For example the Unit 4 Concept 4.2 Extension has students extending their grade-level standards into working with a Dynamic Geometry Tool to create triangles and observe what happens under given restraints. There is Additional Assistance in the Summary, and in the Additional Assistance, there are math explanations, extra videos, and blackline masters that provide more instruction for students who need it. For example, the Unit 8 Concept 8.2 Summary has definitions to assist in solving linear equations, videos to deepen understanding, and View Math Explanations that are on grade-level and offer extra practice.\n    \nIn the Practice section, there are the Coach and Play sections, and each of these include grade-level problems. The Coach section offers grade-level work that gives students guided practice and hints when needed. For example, the Unit 10 Concept 10.3 Practice Coach has ten grade-level questions with supports and feedback available as students work through creating and analyzing two-way tables.\n    \nIn the Apply section, there are two or three grade-level problems that offer real-world contexts in which students apply the content that has been learned in the current Concept. For example, Concept 6.2 has the following two problems in the Apply section: How Are Parallel Lines and Transversals Used in Stage Sets, which has students identify and explain the relationships between angles created when parallel lines are cut by a transversal in a real-world context, and How Do Intersecting Lines Make Such Beautiful Designs, which offers students opportunities to explore lines and angle relationships in art and architecture.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings and problems and activities that serve to connect two or more clusters in a domain or two or more domains in the grade.\n\n\n    Examples of how the learning objectives are visibly shaped by the CCSSM cluster headings include:\n\n\nIn Concept 3.2 one objective is \"describe a sequence of transformation(s) needed to generate a similar image from a given pre-image,\" which is shaped by the cluster heading for 8.G.A, \"Understand congruence and similarity using physical models, transparencies, or geometry software.\"\n    \nIn Concept 7.2 one objective is \"represent and compare functions in multiple ways,\" which is shaped by the cluster heading for 8.F.A, \"Define, evaluate, and compare functions.\"\n    \nIn Concept 9.1, one objective is \"match a system of linear equations with one solution, no solution, and infinite solutions to graphs and to real-world contexts,\" which is shaped by the cluster heading for 8.EE.C, \"Analyze and solve linear equations and pairs of simultaneous linear equations.\"\n    \n\n\n    Examples of problems and activities that serve to connect two or more clusters in a domain or two or more domains in the grade include:\n\n\nUnit 4 Concept 4.1 connects 8.EE.A with 8.G.B as students solve equations of the type x^2 = p while investigating and solving problems with the Pythagorean Theorem.\n    \nUnit 7, Concept 7.1 connects 8.EE.B with 8.F.A as students graph proportional relationships, explain the slope of a graph using similar triangles, and interpret the equation y = mx + b as defining a linear function.\n    \nUnit 7, Concept 7.2 connects 8.F.A with 8.F.B as students explore characteristics of functions, determine when a table of values displays a linear relationship, and construct a function that models a linear relationship between two quantities.\n    \nUnit 8, Concept 8.1 connects 8.EE.C with 8.F.B as students solve linear equations and analyze graphs to describe functional relationships.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f8603e50-da98-41ef-b8c2-4119dd575d4f": {"__data__": {"id_": "f8603e50-da98-41ef-b8c2-4119dd575d4f", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "3c33d7fd-ec50-4bfa-8a0e-c7a2ee022bbc", "node_type": null, "metadata": {}, "hash": "19ca87db04a7989d7c4ccc597e548fce82355b98e9940b8642acdaee7dee5aea"}, "3": {"node_id": "cd39fe17-06c1-49e0-a51c-b666d1b83990", "node_type": null, "metadata": {}, "hash": "fb771d707e6c97e9af15cbe91a013f235d84f1cb5e4e5b325d2d2071cd9aa4a3"}}, "hash": "83e37bcf14eabc74c56f87fdb9b0be73c0220fc3823fd309c4c33c02e325a0fc", "text": "Rigor & Mathematical Practices\n\nThe instructional materials for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for rigor and mathematical practices. The materials meet the expectations for rigor as they balance and help students develop conceptual understanding and procedural skill and fluency. The materials meet the expectations for mathematical practices as they attend to the full meaning of each of the MPs and support the Standards' emphasis on mathematical reasoning.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Multiple opportunities exist for students to work with standards that specifically call for conceptual understanding and include the use of visual representations, interactive examples, and different strategies.\nCluster 8.EE.B explores the connections between proportional relationships, lines, and linear equations to build conceptual understanding.\n\nIn Concept 7.1 students work with proportional relationships that are represented by tables, graphs, equations, and verbal descriptions (8.EE.5). Through these multiple representations, students develop their understanding of the connections between proportional relationships, lines, and linear equations. Concept 7.1 also includes investigations that offer students the opportunity to make connections between similar triangles, constant of proportionality, rate of change, and slope. Students develop their understanding of these connections through discussions with their classmates and by completing multiple hands-on activities (8.EE.6).\nIn Concept 7.3 students continue to develop their understanding of the connections between proportional relationships, lines, and linear equations as they work with non-proportional relationships that include a constant rate of change and are represented by equations, graphs, tables, and verbal descriptions (8.EE.5). Students complete investigations that help them make the connections between the different representations, and they also work with situations that result in graphs of horizontal and vertical lines. As they work with the various representations, students are asked to create new ones both manually and with technology.\n\nStandard 8.F.1 develops understanding that a function is a rule that assigns to each input exactly one output. Opportunities to develop key mathematical concepts of functions are found in the following examples:\n\nIn Concept 7.2 students begin to understand functions by examining situations represented with tables of data to see if they can write a rule that uses one column of data as input and produces the corresponding values in the second column of data as output. At this time, students are also presented with tables of data for which a consistent rule cannot be written. As the Concept progresses, understanding of a function as a rule that assigns exactly one output to each input is further developed as students investigate functions represented by graphs and equations, and this Concept concludes by having students match three different representations of a function (verbal, graphical, and tabular) together (8.F.1).\nIn Concept 7.4 the understanding of a function is expanded as students are presented with non-linear functions represented by tables, graphs, and verbal descriptions (8.F.3).\n\nCluster 8.G.A builds over several Concepts an understanding of congruence and similarity through different representations and tools.\n\nIn Concept 3.1 students have opportunities to verify the properties of rotations, reflections, and translations as they transform real-world figures, such as stop signs, and geometric figures, such as triangles and line segments, with and without coordinates. They perform these transformations with different tools, such as transparencies and a dynamic Geometry tool.\nIn Concept 3.2 students continue to use various tools both on and off a coordinate plane as they develop understanding of congruence by experimenting with different combinations of rigid transformations. Students either create a new figure given an initial figure and a sequence of rigid transformations or create a sequence of rigid transformations that maps a preimage onto its image.\nIn Concept 3.3 the materials include dilations as a possible transformation, and students get the opportunity to develop their understanding of similarity using similar tools and activities used when developing congruence in Concept 3.2.\nIn Concept 6.1 students use transformations, along with manual and virtual tools, to develop an understanding of the relationships between interior and exterior angles within a triangle.\nIn Concept 6.2 students use transformations and different tools to understand relationships between pairs of angles that are formed when parallel lines are intersected by a transversal, and students also examine relationships between pairs of angles that are formed when lines that are not parallel are intersected by a transversal.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cd39fe17-06c1-49e0-a51c-b666d1b83990": {"__data__": {"id_": "cd39fe17-06c1-49e0-a51c-b666d1b83990", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "f8603e50-da98-41ef-b8c2-4119dd575d4f", "node_type": null, "metadata": {}, "hash": "83e37bcf14eabc74c56f87fdb9b0be73c0220fc3823fd309c4c33c02e325a0fc"}, "3": {"node_id": "e5a070f6-95dd-4dae-86bb-761a951665a4", "node_type": null, "metadata": {}, "hash": "40a29554f5027f2bca10f78e2da2b3786c7616d98e44ee77be619d4eabc3fa4a"}}, "hash": "fb771d707e6c97e9af15cbe91a013f235d84f1cb5e4e5b325d2d2071cd9aa4a3", "text": "In Concept 6.2 students develop an understanding of the angle-angle criterion for similarity of triangles using their understanding of angle pairs formed by parallel lines and a transversal along with the relationship of interior and exterior angles within a triangle.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. Overall, the Practice section is designed to give students opportunities to develop procedural skills and fluency in each Concept, and the Practice section has Coach and Play sections that allow the students to choose in which they want to work. The Coach section provides ten guided practice questions, and the Play section is independent practice with at least 15 questions.\nStandard 8.EE.7 addresses solving linear equations in one variable.\n\nIn Concept 8.2 Practice, the Coach and Play sections present students with opportunities to solve linear equations in one variable. The Coach section offers scaffolded feedback to students if they incorrectly answer a question for two incorrect answers, and on the third incorrect answer, the feedback shows students how to solve the equations. The Play section allows students to earn rewards for correctly answering questions that involve solving linear equations in one variable.\n\nStandard 8.G.9 addresses using formulas for the volume of cylinders, cones, and spheres.\n\nIn Concept 11.1 students explore the formulas for the volumes of cylinders, cones, and spheres. Students develop procedural skills with them by completing numerous problems where they are asked to find the volume of objects with given dimensions or find a missing dimension given the volume and other dimensions.\nIn Concept 11.1 Extension students are provided with more opportunities to develop procedural skill with the formulas for volumes of special shapes that are either composed of cylinders, cones and spheres or created by modifying a cone.\nIn Concept 11.1 Apply students continue to use the three formulas as they use them to solve real-world problems involving the volumes of cylinders, cones, and spheres.\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for teachers and students spending sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade. The materials have Extension and Apply questions with each Concept, and many of these allow students the opportunity to apply procedural skills and understandings in non-routine ways or within unique contexts. The Introduction section for most Concepts establishes real-world contexts in which students apply the skills and understandings of the Concept.\nCluster 8.F.B addresses students using functions to model relationships between quantities.\n\nIn Concept 7.3 Apply 1 students choose a country and research the country\u2019s average monthly temperatures over a six-month period. Students create two separate tables of data to help them determine if Celsius is a function of Fahrenheit, Fahrenheit is a function of Celsius, both tables represent functions, or neither table represents a function. Students create graphs for the tables of data and write equations to model the data in each of the graphs.\nIn Concept 7.3 Apply 2 students use functions to determine which package would be the best choice when throwing a party for 8 guests and themselves.\nIn Concept 8.1 Apply 1 students use functions to model the relationship between the length of the humerus bone and either a male\u2019s or female\u2019s height, and they also test the functions created against their own measurements and the measurements of three classmates.\n\nStandard 8.EE.8c addresses students solving real-world and mathematical problems leading to two linear equations in two variables.\n\nIn Concept 9.1 Extension students solve a real-world problem that leads to three equations in three unknowns. Students are presented with a scenario where a person invests three different amounts of money in three different types of accounts, and the students determine how much money was invested by the person in each account.\nIn Concept 9.1 Apply 1 students use a system of two equations with two unknowns to answer various questions about flight plans that include finding the speed of the wind, the length of the flight in miles, and the length of the flight in minutes. In Apply 2 students use a system of two equations with two unknowns to determine which of two pets would be cheaper to own.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for balance. Overall, the three aspects of rigor are not always treated together and are not always treated separately.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e5a070f6-95dd-4dae-86bb-761a951665a4": {"__data__": {"id_": "e5a070f6-95dd-4dae-86bb-761a951665a4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "cd39fe17-06c1-49e0-a51c-b666d1b83990", "node_type": null, "metadata": {}, "hash": "fb771d707e6c97e9af15cbe91a013f235d84f1cb5e4e5b325d2d2071cd9aa4a3"}, "3": {"node_id": "56b79e8d-426a-48c8-a52b-5ae75b2eac77", "node_type": null, "metadata": {}, "hash": "ebdda3e32244b0a7c45d1fb39225b7d74feb04163cacba69e435ed332508bffa"}}, "hash": "40a29554f5027f2bca10f78e2da2b3786c7616d98e44ee77be619d4eabc3fa4a", "text": "Each Concept includes Discover, Practice, and Apply sections.\n\nDiscover includes Introduction, Investigation, Summary, and Extension sections that give students the opportunity to build conceptual understanding of the mathematics and practice procedural skills, typically in the context of a real-world example.\nPractice focuses on procedural skills with a Coach section that provides student support to develop fluency, for example, leading students through solving an algorithmic problem and giving immediate feedback; as well as a Play section where students demonstrate procedural fluency without support.\nApply includes extended tasks based on real-world applications.\n\nIn the Model Lesson section of the teacher materials, Progressions and Standards includes a diagram that identifies for teachers the balance of conceptual understandings, procedural fluencies, and applications that should emerge from each Concept in a Unit. For example, Concept 5.2 includes the following:\n\nConceptual understanding includes \u201cdiscover and understand the rules and methods for adding and subtracting numbers in scientific notation\u201d, \u201cdiscover and understand the rules and methods for multiplying and dividing numbers in scientific notation\u201d, and \u201cdiscover and understand how the properties of exponents can make operations with scientific notation more quick and efficient\u201d;\nFluency includes \u201cadd and subtract numbers in scientific notation with both like and unlike degrees with precision and efficiency\u201d, \u201cmultiply and divide numbers in scientific notation with precision and efficiency\u201d, and \u201crewrite the sum, difference, product, or quotient in scientific notation\u201d; and\nApplication includes \u201capply the rules for performing operations with scientific notation to solve a variety of real-world problems.\u201d\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for identifying and using the Standards for Mathematical Practice (MPs) to enrich the mathematics content within and throughout the grade. Overall, the MPs are identified in different places throughout the materials, and the MPs enrich the content as students make sense of problems, reason about the mathematics, and use different models and tools to complete the problems.\nThe MPs that are a focus for each Unit are identified under each Concept on a tab marked Progressions and Standards, and the MPs that are a focus for each Session appear on the session tab in a part labeled Standards for Mathematical Practice. For example, in Unit 3 MPs 3, 5, and 7 are identified as the focus MPs on the Progressions and Standards tab in Concepts 3.1, 3.2, and 3.3. In Concept 3.3 there are four sessions, and the following MPs are addressed in each of the four sessions respectively: MPs 3, 5, and 8 (Sessions 1 and 2); MPs 3 and 5; and MPs 3, 5, and 7.\nSome examples of how the MPs are used to enrich the mathematics content include:\n\nMPs 1 and 2: In Concept 10.1 Investigation 1 students make sense of a problem to determine if there is any relationship between their height and the length of their hand span. Students determine that they need to create a scatter plot of the data for the students in their class, and they persevere in solving the problem by collecting the data, graphing it, and analyzing it to see if they can identify the existence of a relationship. Students engage in reasoning abstractly and quantitatively as they consider what labels, ranges, and scales to use for each axis in the scatter plot.\nMP4: In Concept 7.4 Apply 4 students research gravity on the moon, cite evidence that explains any data, graph the data, discuss their findings, compare and contrast linear and nonlinear functions, identify rates of change and y-intercepts, and explain if they would rather play baseball on Earth or the moon and justify their answer with the information that has been gathered.\nMP5: In Concept 3.2 Investigation 5 students are presented with pairs of congruent figures to determine a rigid transformation or sequence of rigid transformations that maps one image onto the other. To complete this Investigation, the materials include a dynamic geometry tool, but students still get to engage with using appropriate tools strategically as they have to determine which rigid transformations to use within the dynamic tool in order to map one image onto the other.\nMP7: In Concept 5.1 Investigation 1 students look for and make use of structure as they identify compact ways to write large numbers using scientific notation.\nMP8: In Concept 1.1 Investigations 1 through 4, students look for and express regularity in repeated reasoning as they develop and use rules for simplifying expressions with integer exponents based on completing various hands-on and virtual activities.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "56b79e8d-426a-48c8-a52b-5ae75b2eac77": {"__data__": {"id_": "56b79e8d-426a-48c8-a52b-5ae75b2eac77", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "e5a070f6-95dd-4dae-86bb-761a951665a4", "node_type": null, "metadata": {}, "hash": "40a29554f5027f2bca10f78e2da2b3786c7616d98e44ee77be619d4eabc3fa4a"}, "3": {"node_id": "f7af255d-f7fd-4372-8e6a-585622228609", "node_type": null, "metadata": {}, "hash": "1189ae88997d2c580975707e83c78c975003092b473d489e040722ea52096596"}}, "hash": "ebdda3e32244b0a7c45d1fb39225b7d74feb04163cacba69e435ed332508bffa", "text": "Materials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the materials, as a whole, address the full meaning of each of the Standards for Mathematical Practice (MPs).\nSome examples of where the materials attend to the full meaning of the MPs include:\n\nMP1: In Concept 4.3 Investigation 4 students make sense of a problem as they try to determine if two planes are within one nautical mile of each other on radar, realizing that they can use the Pythagorean theorem to determine the distance between the planes. Students first analyze the paths of the planes two-dimensionally, and they persevere in solving the problem as they have to complete their analysis in three-dimensional space after correctly completing it in two-dimensional space.\nMP2: In Concept 9.1 Investigation 2 students reason abstractly and quantitatively as they answer questions about different race scenarios. The students reason abstractly as they create different mathematical representations of the race scenarios in order to perform various computations, and they reason quantitatively as they re-contextualize what they see in the abstract representations in order to determine the outcomes of the race scenarios and how those outcomes unfolded.\nMPs 4 and 5: In Concept 7.1 Investigation 4 students model with mathematics as they try to put together a triathlon team that can break the world record. Students use data for different athletes swimming, biking, and running times- represented in various ways- and examine many different combinations of athletes to determine which combination is the fastest. As students examine the times of the athletes, they can choose to represent data from the athletes with an equation, table, or graph, and they can choose to create these representations manually or with technology.\nMPs 7 and 8: In Concept 2.2 Investigation 1 students look for and make use of structure while completing Using a Spreadsheet as they examine the prime factorizations of the denominators of fractions to determine whether or not the fraction has a decimal expansion that terminates or repeats. In the same Investigation while completing Converting Fractions to Decimals, students look for and express regularity in repeated reasoning as they create the decimal expansions for two sets of fractions and compare the sets of fractions based on the decimal expansions created using the standard algorithm for division.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials provide multiple opportunities for students to explain their reasoning and to conduct error analysis of work.\nSome examples of students being prompted to construct viable arguments and/or analyze the arguments of others include:\n\nIn Concept 1.1 Investigation 6 students analyze the work of a fictitious student for possible errors because two different expressions simplify to the same value. Students determine which expressions are correct and explain their reasoning.\nIn Concept 4.3 Investigation 1 students construct an argument as they estimate the distance between two locations on a grid. They also assess their own estimate by analyzing the reasoning and estimate of a fictitious student.\nIn Concept 6.1 Introduction students discuss their conjectures about relationships among angles with another student. Through the discussions, students are expected to refine their original conjectures based on the critiques given to them by others.\nUnit 6 Assessment Problem 12 asks students to use their knowledge of rigid transformations to justify their answers in one part of the problem. Then, they explain a relationship among the measures of the three angles of a triangle.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation of assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Overall, teachers are given questions to ask during the Investigations that assist students in constructing viable arguments and analyzing the arguments of others.\nThe following are some examples of the materials assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others:\n\nThe Concept 1.1 Investigation 3 Instructional Notes state, \"Have students work in small groups to make a conjecture for this activity. Students should explain their conjecture using examples to their group members. Group members are asked to challenge any conjectures and/or examples that they believe are incorrect or only partially correct.\"\nIn Concept 3.1 Introduction students determine if the conclusions of two fictitious students are correct or incorrect.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f7af255d-f7fd-4372-8e6a-585622228609": {"__data__": {"id_": "f7af255d-f7fd-4372-8e6a-585622228609", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "56b79e8d-426a-48c8-a52b-5ae75b2eac77", "node_type": null, "metadata": {}, "hash": "ebdda3e32244b0a7c45d1fb39225b7d74feb04163cacba69e435ed332508bffa"}, "3": {"node_id": "1561a653-24a3-4c0a-9b95-61919ed5fe08", "node_type": null, "metadata": {}, "hash": "db34f7a54b848d6a0d1eeb865102ba592462108776dc01f8f21d718de9b07023"}}, "hash": "1189ae88997d2c580975707e83c78c975003092b473d489e040722ea52096596", "text": "The Instructional Notes and the Teacher Note for the Introduction both alert teachers that this activity is a place where teachers can assist students in constructing viable arguments and analyzing the arguments of others.\nIn Concept 6.2 Investigation 1 the Teacher Note guides teachers to \"facilitate a discussion about the relationships between the different pairs of angles in the diagram and help students come to the conclusion that every pair is either congruent or supplementary.\" The Teacher Note includes the following questions to assist teachers in facilitating the discussion: \u201cHow many angles are formed by a transversal intersecting a pair of parallel lines, and how could you describe the angles formed when the transversal is perpendicular to the parallel lines?\u201d\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe materials reviewed for Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for attending to the specialized language of mathematics. Overall, the specialized language of mathematics is appropriately introduced and reinforced throughout the materials.\nSome examples of attending to the specialized language of mathematics include:\n\nIn Concept 1.1 Session 1 Introduction the Instructional Notes state that teachers should \"model precise mathematical language and then ask students to explain their thinking in a similar way.\" In the Concept 1.1 Investigation 4 Instructional Notes, teachers are reminded \"as students engage in these example problems, continue to review the vocabulary associated with the expressions (expansion or expanded form, exponential form, standard form).\"\nThe Concept 2.1 Session 3 Instructional Notes state that \"after students complete Another Number Riddle, have them discuss their results with a partner. Listen to student responses as they justify their answers and provide ideas to help refine their mathematical communication.\"\nThe Concept 3.1 Session 4 Instructional Notes state, \"you may want to have students make a table in their notes, such as the one below, to help them remember the vocabulary introduced in this concept.\" The column headings for the table given in the Instructional Notes are \"Vocabulary Term,\" \"Formal Definition,\" \"Description in Your Own Words,\" and \"Example Image.\"\n\nThe following are some examples of how the specialized language of mathematics is regularly addressed throughout the materials.\n\nThe vocabulary terms for each unit are given in the Teacher Preparation for each Concept, and new vocabulary terms are often italicized or mentioned in a sentence.\nThere is an Interactive Glossary that provides students with the definition of a word, an animation, and a video that uses the word in a real-world context. The glossary can be searched alphabetically or by Concept, and during lessons, students could be asked to refer to the Interactive Glossary for assistance with the vocabulary.\nWhen there is a new vocabulary term, it is regularly used throughout the remainder of the unit to reinforce comprehension.\nIn Common Misconceptions, the materials will state that \"Students may have difficulty with the vocabulary\" when appropriate.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectation that the underlying design of the materials distinguish between lesson problems and student exercises for each lesson. It is clear when the students are solving problems to learn, and when they are applying their skills to build mastery.\n\nThroughout the Investigations of each Concept, students explore and solve problems to learn new mathematics. The design of the instructional materials allow multiple opportunities for students to build mastery.\nEach Investigation has a Check Your Understanding for student and teachers to assess what students understood from the Investigation. Each Concept has a Practice tab with a Coach and a Play section. These sections include a variety of exercises that allow students to develop procedural skills.\nEach Concept also has an Apply tab which contains problems for students to apply their understanding of the mathematical concepts and demonstrate their mastery of mathematical concepts.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for not being haphazard with exercises given in intentional sequences.\nThe sequencing of Units, and Concepts within the Units, develops in a way that helps to build students\u2019 mathematical foundations.\n\nThe Units are comprised of related content. For example, Unit 7, Introduction to Functions, includes Concept 7.1, Represent Proportional Relationships; Concept 7.2, Investigate Properties of Functions; Concept 7.3, Understand Linear Functions; and Concept 7.4, Graph, Describe and Analyze Functions.\nWithin each Concept, Session development is sequential. Each Concept has numbered Sessions that include Investigations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1561a653-24a3-4c0a-9b95-61919ed5fe08": {"__data__": {"id_": "1561a653-24a3-4c0a-9b95-61919ed5fe08", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "f7af255d-f7fd-4372-8e6a-585622228609", "node_type": null, "metadata": {}, "hash": "1189ae88997d2c580975707e83c78c975003092b473d489e040722ea52096596"}, "3": {"node_id": "5558622f-11b0-4078-8efb-0362a03f49a6", "node_type": null, "metadata": {}, "hash": "803650403844601cfedc85cff1b4602104a2c84875807e78b13192e2dff3f635"}}, "hash": "db34f7a54b848d6a0d1eeb865102ba592462108776dc01f8f21d718de9b07023", "text": "Within each Concept, Session development is sequential. Each Concept has numbered Sessions that include Investigations. The Investigations include different activities that build upon each other and help students develop understanding of the mathematical concepts being addressed.\nAfter working through the Investigations, the student has Practice (Coach and Play) and Apply sections that help students continue to sequentially build their understanding of the mathematical topics addressed in the Concept. Each Concept ends with the Apply section allowing students to consolidate and apply their new learning with a real-world problem.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for having variety in what students are asked to produce.\nThroughout the materials, students are asked to produce answers and solutions as well as to justify their answers and solutions, discuss ideas, make conjectures, make sketches and diagrams, and connect mathematical topics to the real world. Students are often asked to show all of their work, which includes drawing visual representations in the form of figures, tables, graphs, writing equations, and explaining steps and reasoning. At times, this work is presented using technologically-enhanced tools. The Model Lesson notes for teachers describe instructional strategies that ensure students produce this variety of work to demonstrate their learning.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods. The series includes a variety of virtual manipulatives and integrates hands-on activities that allow the use of physical manipulatives.\nVirtual manipulatives and tools are embedded throughout the series. Some are available on every page of the techbook and include calculators,a dynamic geometry tool, construction tool, unit convertor tool, data analysis tool, and whiteboard tool. Number tiles and Algebra tiles are the primary physical manipulatives used, and there are blackline masters of these that can be copied and used during the Investigations. Each Concept has a Teacher Preparation section that lists the materials needed for all of the Sessions in the Concept. Manipulatives accurately represent the related mathematics; for example, in Unit 4 Concept 4.1 students use triangles to determine the relationship between the lengths of the sides.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe visual design is not distracting or chaotic in Discovery Education Math Techbook Grade 8 Mathematics and supports students in engaging thoughtfully with the subject. The digital Techbook materials keep a consistent layout for their Units, Concepts, and Investigations.\nThe student materials are written at grade-level and have numerous videos and real-world pictures that are aligned to the mathematics being taught in the Concepts.\nFor the students, the Discover, Practice, and Apply sections are clearly labeled, and each section includes clear links to the pieces that are embedded in them making it easy for students to maneuver through the materials. Concepts and Investigations have a consistent numbering system which helps students to know where they are in the materials and what should come next. At the end of each Concept, there is at least one Apply problem that supports students in engaging thoughtfully with the mathematical content in a real-world setting.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students\u2019 mathematical development.\nEach Concept offers essential questions to guide the teacher and students through the Concept., An example of an essential question is, \"How do you represent functions in mathematics?\" from Concept 7.2. In addition, with the teacher view enabled as teachers progress through the Investigations blue boxes with quality questions, and their connections to the MPs, are included. The blue boxes are provided with the part of the Investigation to which they apply. This design supports teachers in both planning and implementing an effective lesson.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5558622f-11b0-4078-8efb-0362a03f49a6": {"__data__": {"id_": "5558622f-11b0-4078-8efb-0362a03f49a6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "1561a653-24a3-4c0a-9b95-61919ed5fe08", "node_type": null, "metadata": {}, "hash": "db34f7a54b848d6a0d1eeb865102ba592462108776dc01f8f21d718de9b07023"}, "3": {"node_id": "5e7e83c5-a081-4135-97e0-063ebaec11bd", "node_type": null, "metadata": {}, "hash": "5a329a3a041d28a147dbdc2d2a57d20304e35a0a36ec5f2c8d0ca5b0a4ad3ddc"}}, "hash": "803650403844601cfedc85cff1b4602104a2c84875807e78b13192e2dff3f635", "text": "The instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for containing a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Also, where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\nThe Concepts have an Objectives tab with Lesson Objectives, Essential Questions, and Enduring Understandings. Also, there is a Progressions and Standards tab that includes Reach Back Standards, Standards Covered, and Reach Ahead Standards, Standards for Mathematical Practice, During previous instruction, Through the investigations, During subsequent instruction, and a graphic that shows what Conceptual Understanding, Procedural Fluency, and Application will take place in the concept. Finally, there is a Teacher Preparation tab that includes a Materials List, Common Misconceptions, and Key Vocabulary.\nThe Model Lesson section of the materials includes in-depth instructional notes and suggestions for both presenting and discussing the mathematical content of each Investigation, as well as how to use the technology-enhanced items and manipulatives embedded in the materials. For example, in Concept 3.1 Investigation 2 the Instructional Notes remind teachers to, \u201cDirect students to Part I of the section titled Transforming a Line Segment. Have them open the Dynamic Geometry Tool. Because this may be the first time many students have worked with this tool, give them a few minutes to explore how it works. When you are ready for the class to continue, students can click the Reset button within the tool to clear any marks they have made.\u201d\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectation for the teacher\u2019s edition containing full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge.\nInstructional notes in the Model Lesson section of the techbook provide teachers with in-depth guidance on how to present the information in the Investigations to assist students in a full understanding of the standards developed. The notes include detailed explanations of the essential and enduring understandings from the standards and any student misconceptions that may emerge. There is also a Professional Learning section within the materials, but neither the Instructional Notes nor Professional Learning section explain or give examples that a teacher could use to improve their content knowledge of the grade-level standards or of advanced mathematics concepts that are connected to future grades or courses. Solutions to problems are provided for teachers, but these solutions do not always have explanations as to why an answer would be acceptable or alternate ways to solve the problem that would give support to teachers\u2019 own understanding.\nAt the end of each Concept, there is a Summary, and it includes a summary of the essential understandings in the Concept and a link to Additional Assistance. The Additional Assistance provides video explanations and tutorials of the related mathematics. The Summary and Additional Assistance are available to both teachers and students, but these are not designed specifically to assist teachers in further developing their own understanding of the grade-level standards or of advanced mathematics concepts that are connected to in future grades or courses.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectations for explaining the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.\nThe Model Lesson section of each Concept contains a tab titled Progressions and Standards that connects to standards from previous grade-levels and discusses standards that will be connected to in future grades. For example, Unit 10, Concept 10.2 makes connections to standards from 6th grade (6.RP.3a and 6.EE.9) through the 8th grade (8.SP.2,3) and to standards in Grades 9-12(S-ID.3,6a,7). The Progressions and Standards section also includes, in paragraph form, sections that give more information on the listed connections. These sections are During Previous Instruction, which describes how prior standards connect to current standards, and During Subsequent Instruction, which describes how current standards will connect to future standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5e7e83c5-a081-4135-97e0-063ebaec11bd": {"__data__": {"id_": "5e7e83c5-a081-4135-97e0-063ebaec11bd", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "5558622f-11b0-4078-8efb-0362a03f49a6", "node_type": null, "metadata": {}, "hash": "803650403844601cfedc85cff1b4602104a2c84875807e78b13192e2dff3f635"}, "3": {"node_id": "0bc520a8-1314-4d8f-81b0-a98eaac002fc", "node_type": null, "metadata": {}, "hash": "d9faad67e43ead8477f7720f1eeb05a7b002c1d0be365d3907bb4754949e657e"}}, "hash": "5a329a3a041d28a147dbdc2d2a57d20304e35a0a36ec5f2c8d0ca5b0a4ad3ddc", "text": "Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics provide a list of Concepts in the teacher\u2019s edition that cross-references the standards addressed and provides an estimated instructional time for each Unit and Session.\nIn the Table of Contents for each course, there is a drop-down menu for each Concept that shows which standards a Concept addresses, and there is a separate section entitled CC Standards which allows users to select a standard in order to see which Concepts address it. The standards aligned to each Concept can also be found in Progression and Standards of the Model Lesson section and the Course Overview PDF provided with the materials. The alignment to standards for each Unit is available in the Unit Overview, but there is no documentation that aligns individual Investigations to standards.\nThere is a Scope and Sequence document that provides an approximate number of instructional periods for each Unit, and in this document, an instructional period is defined to be approximately 50 minutes. There is no specific documentation provided that states an approximate number of instructional periods for each Concept, but within the Sessions of each Concept, specific times are given in minutes in the Model Lesson section for the Intro, Investigations, and Extension that are parts of the Concept.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement. Each unit has a parent letter, available in both English and Spanish. These letters have three sections that 1) identify the learning goals for the unit, 2) explain how the teaching may differ from how the parents learned the concepts, and 3) provide specific suggestions for supporting students in the unit. Specific examples of suggested support include logging into the Math Techbook together and discussing the interactive glossary terms together, having the student share how they used a specified interactive in the Investigations to discover the mathematics, and having the student explain their understanding or connections they have made from specific examples from the Investigations.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics contain explanations of the program's instructional approaches and identification of the research-based strategies.\nThe teacher edition provides a white paper entitled Meeting the Mathematics Needs of 21st-Century Students with Math Techbook which \u201cRelates the guiding principles of Discovery Education philosophy about learning in math, explains each principle using supporting research and reports on accepted best practices, and demonstrates how Math Techbook is specifically designed to help students meet the expectations of the CCSS and its vision for increased mathematics proficiency.\u201d\nTeachers can also select the picture of the home next to \u201cMy DE Services,\u201d and on the left side of the page is a \u201cTry a Strategy\u201d tab which states \u201cDiscovery Education\u2019s Spotlight on Strategies are creative, research-based instructional strategies, presented by teachers for teachers. These simple instructional strategies incorporate digital media in meaningful, effective, and practical ways.\u201d\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectations for providing strategies for gathering information about students' prior knowledge within and across grade levels.\nIn Progressions and Standards for each Concept, the materials provide teachers with Reach Back Standards from prior grade levels/courses to which the standards of the current Concept connect. The activities found within the Intro at the beginning of each Concept are designed to activate prior knowledge that students would have of the Reach Back Standards. Although the identification of the Reach Back Standards and their inclusion in the Introduction activities could provide teachers a way to indirectly assess students\u2019 prior knowledge, the materials do not supply specific or direct strategies for assessing students\u2019 prior knowledge.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectation for providing strategies for teachers to identify and address common student errors and misconceptions. Within each Concept in the the Teacher Preparation section, there is a bulleted list of common misconceptions about the mathematical material being taught in that Concept. During the lesson itself, there are no specific strategies provided for teachers to identify and address those common student errors and misconceptions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0bc520a8-1314-4d8f-81b0-a98eaac002fc": {"__data__": {"id_": "0bc520a8-1314-4d8f-81b0-a98eaac002fc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "5e7e83c5-a081-4135-97e0-063ebaec11bd", "node_type": null, "metadata": {}, "hash": "5a329a3a041d28a147dbdc2d2a57d20304e35a0a36ec5f2c8d0ca5b0a4ad3ddc"}, "3": {"node_id": "81f3ce79-d28a-4970-9c50-86d404524db1", "node_type": null, "metadata": {}, "hash": "18c9c58640ea63e4610d65883aa9b3be19202a2cc48292a778a951a4875c3978"}}, "hash": "d9faad67e43ead8477f7720f1eeb05a7b002c1d0be365d3907bb4754949e657e", "text": "Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\nThe materials include a Coach and Play section in each Concept that provides opportunities for review and practice of both concepts and skills. In the Coach section, the materials offer feedback when an answer is incorrect and allow the student to try again. After a third incorrect answer, the Coach section shows the student how to answer the problem correctly. The Play section allows the student to earn badges for correct answers when completed online. The Play section can also be completed offline, and if the offline version is completed, an answer key is provided. At the end of each Investigation, there is a Check for Understanding. The Check for Understanding contains problems that could be in the format of short answer, short answer with explanations, or multiple-choice questions. The materials offer feedback on review and practice in the form of instant, digital feedback or teacher-provided feedback throughout each Concept.\nThe teacher also has opportunities to provide the students feedback within the Dashboard, and a teacher can create an assignment in the Assignment Builder feature.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectation for assessments clearly denoting which standards are being emphasized.\nThe materials clearly denote which assessments are intended to be formative and which are intended to be summative. The summative Unit assessments are located on the Unit-level page, and there is a tab for accessing the Unit Assessment. The formative assessments are located at the Concept level and are included in each Investigation as a Check for Understanding. The questions on the summative and formative assessments are not clearly denoted as assessing a particular standard. Each Unit has a set of standards being addressed, and each Concept has a set of standards addressed. However, the assessment questions themselves are not aligned to standards making it difficult to determine which standards are being emphasized by the assessments.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectation for assessments including aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\nThe Unit Assessments include very specific and clear Evaluation Criteria for each constructed response question, and the criteria are based on a 0, 1, or 2 point scale that shows the specific criteria needed to receive that score. Each Apply question includes a rubric where the scores range from 0 to 4, and there are clear descriptions of what a student must do in order to earn each score. However, there are no suggestions for follow-up based on the students\u2019 scores provided to the teachers.\nThere is also a dashboard that allows teachers to monitor the progress students are making as they navigate through the Discover, Practice, and Apply cycle. The dashboard indicates to a teacher where the student is performing based on a color indication as well as with points. The teacher can track scores and visually determine if a student is being successful, but there is no clear guidance given for interpreting student performance. The Teacher Notes, which are included in the Investigations before the Check for Understanding, provide some suggestions for follow-up, but these suggestions are not consistently placed throughout the materials.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics offer opportunities for students to monitor their own progress.\nEach Concept has a Summary section that includes examples of mathematical concepts that were examined during the Investigations. Directly connected to the Summary is an Additional Assistance section that includes videos and math explanations related to the current learning, which students are able to review on their own as needed. The Coach section allows students to monitor their own progress by giving direct feedback after a question which a student can use to gather further understanding on a skill they have not yet mastered. Scoring rubrics provided for Apply and constructed response questions can also be given to students to reference as they complete those tasks.\nThe students also have a dashboard on their Math Techbook home screen that gives them the opportunity to keep track of their answers to questions and points given to responses throughout the Discover, Practice, and Apply cycle. A student would have to be directed by the teacher to look in the dashboard or self direct. Students get immediate feedback during the Coaching cycle that allows them to determine their progress as they navigate through the Concept.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "81f3ce79-d28a-4970-9c50-86d404524db1": {"__data__": {"id_": "81f3ce79-d28a-4970-9c50-86d404524db1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "0bc520a8-1314-4d8f-81b0-a98eaac002fc", "node_type": null, "metadata": {}, "hash": "d9faad67e43ead8477f7720f1eeb05a7b002c1d0be365d3907bb4754949e657e"}, "3": {"node_id": "d42b99c2-1275-44c1-a4d6-0b8cf7a53815", "node_type": null, "metadata": {}, "hash": "eabf1ef735133238b2f406b708dd2bef012a2bc11a73a980330a536620f4c2a3"}}, "hash": "18c9c58640ea63e4610d65883aa9b3be19202a2cc48292a778a951a4875c3978", "text": "Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\nEach Concept\u2019s Discovery, Practice, and Apply sections are broken up into Sessions in which activities are sequenced for the teacher. Included in all Sessions are Instructional Notes that provide teachers with key math concepts to develop, sample questions to ask, ways in which to share student answers, and other similar instructional supports. Also, each Investigation includes Teacher Notes that assist a teacher in making the content accessible to all learners with supports similar to those found in the Instructional Notes for the Sessions.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectation for providing teachers with strategies for meeting the needs of a range of learners.\nDifferent strategies are recommended throughout the instructional materials, but the strategies are typically intended to be used with all students and not necessarily geared toward a range of learners. For students needing enrichment, the materials provide extension problems. For struggling learners, students are provided with online, tutorial websites for instructional assistance when needed in the Summary section. This section provides step-by-step instruction on material taught throughout the Investigations.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectation that materials embed tasks with multiple entry\u00ad-points that can be solved using a variety of solution strategies or representations. Application tasks\u2014particularly Apply tasks\u2014 allow for multiple solution strategies or representations, and applications are available to assign in each Concept.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics do not meet the expectation that the materials suggest accommodations and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics. Neither the teacher notes nor the tasks directly address support for students with a disability, students from different cultural backgrounds, or English Language Learners. A text-to-speech tool, however, is available and could be used for ELL students, and parent letters included with each unit are available in Spanish.\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics partially meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth. Neither the teacher notes nor the tasks directly address support for advanced students. Each Concept includes an Extension task that could be used for advanced students, though the materials do not indicate that they are designed for a particular audience.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics meet the expectation for providing a balanced portrayal of various demographic and personal characteristics. The activities are diverse, meeting the interests of a demographically, diverse student population. The names, situations, videos, and images presented display a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics provide opportunities for teachers to use a variety of grouping strategies. Instructional Notes for the Sessions provide teachers with suggestions regarding groupings for each activity; suggestions are made whether work should be done individually, in pairs, or in small groups. For example, the Concept 2.1 Sessions 1 and 2 Instructional Notes state, \u201cIn the next part of this Session, direct students\u2019 attention to the Cell Phone Calculator image. Have students work in pairs or small groups to answer the on-screen questions.\u201d\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics do not consistently encourage teachers to draw upon home language and culture to facilitate learning. Parent letters are evidence of the materials drawing upon home language and culture to facilitate learning. Parent letters are provided as Word documents, so they can be edited to meet a teacher\u2019s needs. Letters are provided in English and Spanish. The letter informs a parent of the content their child will be learning and ways in which they may help their child.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d42b99c2-1275-44c1-a4d6-0b8cf7a53815": {"__data__": {"id_": "d42b99c2-1275-44c1-a4d6-0b8cf7a53815", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "902d4d28-eebc-4404-84f4-ed6164d8a518", "node_type": null, "metadata": {}, "hash": "fbdaec671d55e0a8530d41d45379282dce7f293d64d9757087f2abc9d3564647"}, "2": {"node_id": "81f3ce79-d28a-4970-9c50-86d404524db1", "node_type": null, "metadata": {}, "hash": "18c9c58640ea63e4610d65883aa9b3be19202a2cc48292a778a951a4875c3978"}}, "hash": "eabf1ef735133238b2f406b708dd2bef012a2bc11a73a980330a536620f4c2a3", "text": "Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics are web-based and compatible with multiple internet browsers. In addition, the materials are \u201cplatform neutral\u201d and allow the use of tablets and mobile devices. The materials are compatible with the following most recently updated browsers: Chrome, Safari (version 9.0 and above), Firefox (version 44 and above), Explorer (version 11 and above), and Edge (version 24 and above) as well as tablets and mobile devices with ChromeOS, Android, or iOS operating systems.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\nEach Unit contains an online Unit Assessment that can be assigned to students to complete electronically. Teachers are provided with technology-enhanced assessment items to build their own standards-based assessments. Each Concept contains Check for Understandings, Coach, and Play tabs are completed within the Techbook.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics include opportunities for teachers to personalize learning for all students. The online platform allows for teachers to create additional assignments and assessments for students under the tab labeled Builder Tools at the top of the Techbook home screen. The Assignment Builder gives teachers the opportunity to upload materials and add media from Discovery Education and then assign the new item to the entire class. The Assessment Builder lets the teacher create additional assessments by standard. These assessments can be assigned to individual students.\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics are not customizable for local use. The digital materials include Builder Tools that provide for some customization. However, the structure of the materials, Discover, Practice, Apply within Concepts, does not provide teachers the opportunity to teach a concept out of order without missing important information.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics incorporate technology that provides opportunities for teachers and/or students to collaborate with each other. The teachers are given an opportunity to share files under the My Content tab on the Math Techbook homepage. There are spaces for teachers to share files within their school site or within the district. Students can collaborate in the Bulletin Board. They can post small notes after the teacher creates a Bulletin in the Board Builder under Builder Tools.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for the Discovery Education Math Techbook Grade 8 Mathematics integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the MPs. The math tools and virtual manipulatives/objects are available to students within the Investigations, when appropriate, as well as in the home screen under math tools. In addition to the online and interactive format of the techbook, Graphing Calculator\u00a0and Dynamic Geometry Tool are incorporated directly into Investigations in order to engage students in the MPs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "761201e0-db37-4190-b05e-efbd8922a7be": {"__data__": {"id_": "761201e0-db37-4190-b05e-efbd8922a7be", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "3": {"node_id": "1fcfef06-374f-41de-b0be-b3e8ac4e47f4", "node_type": null, "metadata": {}, "hash": "441126b37ffb49b97dc43b704eda89d363d21a583287ab5749a874cdbccb4deb"}}, "hash": "005aace86fc9eb1d23673ade7e91315f18a401857abd5be1c05aa26b499fea82", "text": "MyPerspectives\n\nMyPerspectives English Language Arts Grade 6 fully meets the expectations of alignment to EdReports.org's Gateways 1, 2, and 3 criteria. Texts with which students engage are appropriately rigorous and rich and are accompanied by cohesive writing and speaking questions and tasks. The materials provide practice and production opportunities for students to grow their literacy skills in multiple areas as they build knowledge, and support learners who enter Grade 6 in need of extra support to achieve grade level skills. There are multiple opportunities for students to synthesize information by working with varied tasks and in growing research and critical thinking abilities. Materials are organized to support comprehensive vocabulary development, writing instruction in multiple modes, and independent reading of complex texts over the course of the year. The materials also include support for educators to implement, plan, and differentiate the standards-based materials, leveraging digital resources when appropriate.\n\nText Quality & Complexity and Alignment to Standards Components\n\nThe materials for Grade 6 meet the expectations for Gateway 1. The materials include texts that are high quality and engaging, and provide students opportunities to work with texts at the appropriate level of rigor and complexity. Questions and tasks students work with are consistently linked to texts and provide ongoing practice in grade level reading, writing, speaking and listening, and language.\n\nText Complexity and Quality\n\nTexts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.\n\nAnchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.\n\nMy Perspectives: English Language Arts Grade 6 contains anchor texts that are of publishable quality and worthy of reading for a variety of student interests. The publisher includes texts that are relevant for a variety of purposes. Authors of the anchor texts are noted in their various fields as accomplished writers. As illustrated below the selections are content rich and range in topic from childhood to technology and exploration. The texts also cover multiple genres. Each anchor text relates directly to the theme of the unit and following works support students as they seek to answer the unit\u2019s essential question.\n\n\n    Examples of texts that represent how this program meets the requirement of quality text include (but are not limited to) the following:\n\n\nExcerpt from Brown Girl Dreaming (Memoir in Verse - Poetry) by Jacqueline Woodson\n    \nExcerpt from \u201cMy Life with the Chimpanzees\u201d (Memoir) by Jane Goodall\n    \n\u201cTeens and Technology Share a Future\u201d (Blog Post) by Stefan Etienne\n    \n\u201cThe Phantom Tollbooth\u201d Acts 1 and 2 (Drama) by Susan Nanus\n    \nExcerpt from \u201cThe Long Way Home\u201d (Memoir) by Saroo Brierley\n\nMaterials reflect the distribution of text types and genres required by the standards at each grade level.\n\nThe instructional materials for My Perspectives Grade 6 meet the expectations for reflecting the distribution of text types and genres required by the standards. Throughout the five (5) units of study, the texts selected are a balanced mixture of informational and literary reading selections. The variety of genres and text types include memoirs, blog posts, essays, short stories, novel excerpts, news articles, poems, and drama. Adding additional genres to the already diverse selections within the textbook, there are suggested trade books which can be used as supplemental material.\n\n\n    Students in Grade 6 are exposed to this text balance across the units, as noted by the representative examples below:\n\n\n    Unit 1: Childhood\n    \u201cBrown Girl\u201d (memoir)\n    \u201cCalvin and Hobbes\u201d (comic strip)\n    \u201cDeclaration of the Rights of the Child\u201d (public document)\n\n\n    Unit 2: Animal Allies\n    \u201cMy Life with the Chimpanzees\u201d (personal narrative with audio)\n    \u201cA Blessing\u201d (poetry)\n    \u201cBlack Cowboy, Wild Horses\u201d (short story)\n\n\n    Unit 3: Modern Technology\n    \u201cTeens and Technology Share a Future\u201d (nonfiction)\n    \u201cThe Internet of Things\u201d (video from IBM as text)\n    \"The Fun They Had\u201d (short story)\n\n\n    Unit 4: Imagination\n    \u201cThe Phantom Tollbooth\u201d (drama)\n    from Alice\u2019s Adventures in Wonderland (novel excerpt)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1fcfef06-374f-41de-b0be-b3e8ac4e47f4": {"__data__": {"id_": "1fcfef06-374f-41de-b0be-b3e8ac4e47f4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "761201e0-db37-4190-b05e-efbd8922a7be", "node_type": null, "metadata": {}, "hash": "005aace86fc9eb1d23673ade7e91315f18a401857abd5be1c05aa26b499fea82"}, "3": {"node_id": "0a6c73cf-b407-49dc-9abb-4b92d0a64c84", "node_type": null, "metadata": {}, "hash": "f0487d7f546e75370d82071375b9b0e07f68ab9ccb152e54d115729183b2db5a"}}, "hash": "441126b37ffb49b97dc43b704eda89d363d21a583287ab5749a874cdbccb4deb", "text": "Unit 5: Exploration\n    \u201cAnimation All about Exploration\u201d (media - video)\n    \u201cMission Twinpossible\u201d (news article)\n    from Lewis & Clark (graphic novel)\n\nTexts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.\n\nMy Perspectives: English Language Arts Grade 6 has the appropriate level of complexity according to quantitative analysis, qualitative analysis, and relationship to their associated student task. While the quantitative is the Lexile score and length of pages for the readings, the qualitative criteria is based on Knowledge Demands, Structure, Language Conventionality and Clarity, and Levels of Meaning/Purpose. The publisher\u2019s \u201cText Complexity Rubric\u201d assesses each reading on a 5-point scale (with 5 being the highest level) for each criteria.\n\n\n    When looking at quantitative analysis, most texts are within the lexile band for grades 6-8 (730-1410). The provided qualitative analyses of the texts in Grade 6 reveal most texts fall in the 3 and 4 range (\"moderate\" to \"somewhat challenging\"). Below is evidence from the Grade 6 series illustrating various types of texts as annotated in the Teacher\u2019s Edition. Additionally, the relationship between the level of complexity and the relationship to student tasks is appropriate for the grade level.\n\n\n    Unit 1: Childhood\n\n\n    \u201cCalvin and Hobbes\u201d (comic strip) page 27\n    Format and Length: Three comic strips with speech bubble, titles; lower quantitative measure due to fewer words to measure\n    Knowledge Demands - 2\n    Structure - 1 \u201cTraditional and familiar comic format\u2026\u201d\n    Language Conventionality and Clarity - 1 \u201cSpeech bubbles have very simple conversational language\u2026\u201d\n    Levels of Meaning/Purpose - 3 \u201cThe cartoons use ironic humor, subtle meaning, and meaning that must be inferred from knowledge of the characters\u2026\u201d\n\n\n    Unit 3: Modern Technology, includes \u201cFeathered Friend\u201d (first-person narrative) p195\n    Lexile: 1100 Text Length: 1,281 words\n    Knowledge Demands - 3 \u201cThe experiences that are portrayed in story (life in space station) are uncommon to the readers, but are explained.\u201d\n    Structure - 3 \u201cThe story is told chronologically, but the situation is not fully revealed right away\u2026\u201d\n    Language Conventionality and Clarity - 3 \u201cThe language is clear and concrete. Some sentences are very long, with complex structure and multiple clauses\u2026\u201d\n    Levels of Meaning/Purpose - 3 \u201cThe situations and meaning of the story are not revealed until the end, but once they are revealed, they are explicit and easy to understand.\u201d\n\nMaterials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)\n\nThe materials for My Perspectives: English Language Arts for Grade 6 support students\u2019 increasing literacy skills over the course of the school year. The distribution of texts meets both the quantitative and qualitative measures for text complexity for the sixth grade level. Teacher\u2019s editions divide texts for each unit into color-coded levels of Whole Class Learning (green), Small Group Learning (turquoise), and Independent Learning (purple). Not only do the texts build with the challenges of what students are being asked to do to read complex texts, especially with language and meaning, but also the writing builds throughout each unit and throughout the year.\n\n\n    The series of texts in each unit vary in text complexity but build in complexity throughout the year. The publisher adds a rubric for each reading that assesses the quantitative and qualitative value for each reading. The qualitative demands increase throughout the year and are mostly in the moderate and complex range by unit 5 at the end of the year. Each unit contains selected tasks that can be used to assess students\u2019 grasp of concepts such as a performance tasks that includes both a writing and a speaking/listening component. The materials also contain formative assessments with suggestions for reteaching and selection of test items for tracking student mastery of literacy standards across the year.\n\n\n    Readings vary in text complexity over the entire school year to build students literacy skills. The materials support a spectrum of qualitative and knowledge demands to provide students opportunity to engage with texts that are rigorous in a variety of ways. The following text example is but one to illustrate how the placement of texts supports students' increasing challenges over the year:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0a6c73cf-b407-49dc-9abb-4b92d0a64c84": {"__data__": {"id_": "0a6c73cf-b407-49dc-9abb-4b92d0a64c84", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "1fcfef06-374f-41de-b0be-b3e8ac4e47f4", "node_type": null, "metadata": {}, "hash": "441126b37ffb49b97dc43b704eda89d363d21a583287ab5749a874cdbccb4deb"}, "3": {"node_id": "c6b3c2cb-a6bd-420d-bc83-d4b169f9d52c", "node_type": null, "metadata": {}, "hash": "dede55cfb418653081b1bf420f1030d21c86d8a2bf0afb93c69d68388a3d9f62"}}, "hash": "f0487d7f546e75370d82071375b9b0e07f68ab9ccb152e54d115729183b2db5a", "text": "Unit 1: Childhood\n    \u201cI Was a Skinny Tomboy\u201d (poem)\n    Lexile: N/A Text Length: N/A\n    Knowledge Demands - 3\n    Structure - 4\n    Language Conventionality and Clarity - 3\n    Levels of Meaning/Purpose - 3\n\n\n    Unit 4: Imagination\n    From The Shah of Blah (novel)\n    Lexile: 1060L Text Length: 3,356 words\n    Knowledge Demands - 4\n    Structure - 4\n    Language Conventionality and Clarity - 3\n    Levels of Meaning/Purpose - 4\n\n\n    In this example, the Unit 1 text is a poem that students engage with to build skills; the placement of the longer, more quantitatively difficult text later in the suggested scope allows time for students to build stamina and skills.\n\nAnchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.\n\nThe Teacher\u2019s Editions for My Perspectives: English Language Arts Grade 6 includes a text complexity analysis and rationale for purpose and placement of anchor texts and series of texts in Grade 6. The publisher includes a \u201cPlanning\u201d section before the anchor texts and series of texts that lists the Lesson Resources with a \u201cText Complexity Rubric.\u201dThe Planning section gives a summary and insight for the anchor texts, as well as an explanation for connections between the Essential Question, Performance Tasks, and the reading selections. A rationale is included for the scores given on the rubric. The text complexity rubric includes Lexile level, text length, and qualitative measures such as Knowledge Demands, Structure, Language Conventionality and Clarity, and Levels of Meaning/Purpose\n\n\n    The Planning section for each unit include the following sections to support teachers as they work with students to build literacy:\n\n\nSummary of the text\n    \nInsight into the rationale for the text selection\n    \nConnection to the essential question\n    \nConnection to performance tasks\n\nAnchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\nThe materials for My Perspectives: English Language Arts Grade 6 fully meet the requirements for this indicator. The anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.\n\n\n    For each of the five units, there are multiple selections lined to a central theme and essential question. In each unit students are given the opportunity to engage in a large volume of reading following a similar format beginning with whole group learning, then small group learning, and finally independent learning ending in a culminating Performance Based Assessment. There is a variety of genres found in each unit and all units are organized by the gradual release of responsibility model to provide students with supports throughout the unit which includes close reading and multiple-reads.\n\n\n    Text examples used within Grade 6 are as follows:\n\n\n    Unit 1: Childhood\n    Anchor Text: from Brown Girl Dreaming (Memoir in Verse - Poetry) by Jacqueline Woodson p 12\n    Range and Volume: Memoir from larger work - 7 poems to analyze\n    Growth toward Grade Level: Scores of 4 on Qualitative- Language and Purpose", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6b3c2cb-a6bd-420d-bc83-d4b169f9d52c": {"__data__": {"id_": "c6b3c2cb-a6bd-420d-bc83-d4b169f9d52c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "0a6c73cf-b407-49dc-9abb-4b92d0a64c84", "node_type": null, "metadata": {}, "hash": "f0487d7f546e75370d82071375b9b0e07f68ab9ccb152e54d115729183b2db5a"}, "3": {"node_id": "c8ea3ffc-f953-494a-98db-89ae31523e5c", "node_type": null, "metadata": {}, "hash": "a53a104b9676f6b12d1473b70765dc46fcdee858ac8a48e49c32bf39e4369c3f"}}, "hash": "dede55cfb418653081b1bf420f1030d21c86d8a2bf0afb93c69d68388a3d9f62", "text": "Unit 4: Imagination\n    Anchor Text: \u201cThe Phantom Tollbooth\u201d Acts 1 and 2 (Drama) by Susan Nanus p 282 and p 312\n    Range and Volume: Drama - two acts paired with Media - Video\n    Amount of Time Spent: 13 days on Pacing Plan p 272 in TE\n    Growth toward Grade Level: Scores of 4 on Qualitative- Structure and Language\n\nAlignment to the Standards with Tasks and Questions Grounded in Evidence\n\nMaterials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.\n\nMost questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).\n\nThe instructional materials reviewed for My Perspectives: English Language Arts Grade 6 meet expectations that most of the questions, tasks, and assignments are text dependent and require students to engage with the text directly. Students are required to provide evidence from the text to support their responses in almost all questions and the Teacher\u2019s Edition provides formative assessment suggestions that remind students to cite evidence from the text.Combined Evidence:\n\n\n    The materials provide a consistent format for students to engage with text-dependent questions and/or tasks. Each anchor and small group text asks students to answer analyze craft and structure questions. Also, each text selection is followed by a section to analyze the text in which students are asked to interpret, draw conclusions, and speculate using text evidence to support their answers. The last question directs students to the unit\u2019s essential question using text evidence to support their thinking. During small group instruction, students work through a comprehension check which begins with literal text-dependent questions and then moves to more analytical \u201cwhy\u201d questions and a written summary. After reading in their small groups, students discuss answers to these questions and clarify details from the text.\n\n\n    Examples of questions and tasks that require text-based evidence include, but are not limited to, the following:\n\n\n    After reading \u201cTeens and Technology Share a Future\u201d in Unit 3, students are confronted with the task, Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the blog post. Students then use the Evidence Log for Exploration: After summarizing a text and quick writing about what they have read, students formulate their point of view in one succinct sentence and then record textual evidence to support their point of view.\n\n\n    Samples of text-dependent questions which accompany reading selections include questions such as:\n\n\n    After reading Jacqueline Woodson\u2019s memoir Brown Girl Dreaming in Unit 1, students are asked What can you tell about Woodson from these lines? What can you tell about her sister? List three details from the poems that connect to as aspect of Woodson\u2019s personality. What do these details suggest about Woodson as a child? Identify one example of a private thought or feeling Woodson shares in her memoir. Explain how the use of first-person point of view allows her to share this detail.\n\n\n    After reading Leena Khan\u2019s \u201cThe Black Hole of Technology\u201d in Unit 3, students are asked Why does Leena Khan feel the urge to check her cell phone for a signal when she is walking toward a temple in Cambodia? Why does she draw a connection between listening to the guide and accessing data on her cellphone?\n\n\n    After reading Saroo Brierley\u2019s A Long Way Home in Unit 5, Why does Brierley provide so much detail about his thought process? What can you conclude about Brierley and his mission from these details? Why might the author have used a simile to describe what he was viewing on his computer screen? How does Brierley emphasize the importance of his search method and process throughout the excerpt?\n\nSets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).\n\nThe instructional materials reviewed for My Perspectives: English Language Arts Grade 7 meet expectations that the text-dependent questions and tasks build to culminating tasks that integrates skills (writing, speaking or a combination) which provide teachers information about what students know and are able to do.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c8ea3ffc-f953-494a-98db-89ae31523e5c": {"__data__": {"id_": "c8ea3ffc-f953-494a-98db-89ae31523e5c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "c6b3c2cb-a6bd-420d-bc83-d4b169f9d52c", "node_type": null, "metadata": {}, "hash": "dede55cfb418653081b1bf420f1030d21c86d8a2bf0afb93c69d68388a3d9f62"}, "3": {"node_id": "db5f68f0-bc67-41cd-986c-33e5e7b8c497", "node_type": null, "metadata": {}, "hash": "5bb5a6eb0923022607af2ad9076f91cd1482941d89da34e1e87ccee774cc156d"}}, "hash": "a53a104b9676f6b12d1473b70765dc46fcdee858ac8a48e49c32bf39e4369c3f", "text": "Each unit has the same format of teacher led, small group, and independent student learning which culminates in a performance-based writing assessment. Not only do the texts build with the challenges of what students are being asked to do to read the complex texts, but also the writing builds throughout each unit and throughout the year. All units end with a writing task and a speaking and listening performance task focused on the unit essential question and backward mapped from all unit activities. These culminating writing tasks are different genres of writing such as argument and explanatory essays and narratives.\n\n\n    Both text-dependent questions and writing tasks build throughout each unit to support students in the culminating writing task. A few examples that are representative of this include:\n\n\n    Unit 2: Animal Allies. Students complete a culminating task in which they present an explanatory essay for this prompt: What effects do the animals have on the characters from the selections? Use images to illustrate your presentation\u201d (the format is a multimedia slideshow). Working in groups, students plan, rehearse, present, evaluate texts, provide evidence, and select media examples. They organize their ideas and practice delivering the presentation. Students apply presentation techniques and evaluate their work using a checklist. This allows for an integration of writing with speaking.\n\n\n    After whole group learning students are asked to do a performance task with a writing focus. Selections provide an audio summary to help students build additional background knowledge before the first read and have a connection to the unit\u2019s essential question as well as connection to the whole-class learning performance task and the unit performance task (Unit 2 TE p.126A).\n\n\n    The Unit 5 culminating writing task is an argument answering the question, \u201cShould kids today be encouraged to become explorers?\u201d In Unit 5, using their knowledge from reading A Long Way Home and viewing \"Animation All About Exploration,\u201dstudents complete a Performance Task asking them to write an argument in which they state and support their position on the following questions: \u201cIs exploration a courageous act that requires a unique sense of adventure? Or, is exploration so natural to human beings that anyone can be an explorer?\u201d\n\n\n    Students begin the unit by answering this same question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion. While analyzing the anchor text, \u201cA Long Way Home,\u201d students respond to the question, \u201cWhat has this text revealed about what drives people to explore?\u201d The culminating activity for the anchor texts requires students to write an argument stating a claim in response to the question, \u201cIs Saroo Brierly an explorer? Why or why not?\u201d which helps prepare them for the culminating writing task.\n\nMaterials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)\n\nMy Perspectives: English Language Arts Grade 6 meets the expectations for Indicator 1i. For each series the units are divided into Whole-Learning, Small-Group Learning, and Independent Learning. Students are given multiple opportunities to work with partners and groups to learn and model academic vocabulary and syntax. Throughout the series there are sections like \u201cMaking Meaning\u201d and \u201cLanguage Development\u201d that are solely devoted to academic vocabulary and syntax. Throughout the texts in both the teacher\u2019s edition and student\u2019s edition, academic terms are highlighted in each unit. Graphic organizers are used repeatedly throughout the series to give students words that will be useful as they analyze, discuss, and write about the texts.\n\n\n    Examples of how the program meets the expectations of the indicator include, but are not limited to, the following:\n\n\n    Learning strategies and actions are found at the beginning of each of the three sections in each unit: Whole-Class Learning, Small-Group, and Independent Learning. Strategies for Whole-Class Learning include: listen actively, clarify by asking questions, monitor understanding, interact and share ideas. Strategies for Small-Group Learning include: prepare, participate fully, support others, and clarify. Strategies for Independent Learning include: create a schedule, practice what you\u2019ve learned, and take notes. There are also videos teachers could show on learning strategies available online in the Professional Development Center.\n\n\n    Prior to the Small-Group Learning, the teacher edition provides support for instructing students in being effective members of a small group. Students are provided the 5 steps for working as a team:\n    1. Take a Position\n    2. List Your Rules\n    3. Apply the Rules\n    4. Name Your Group\n    5. Create a Communication Plan\n\n\n    The materials also include support for teachers to instruct in Accountable Talk with sentence stems:\n\n\n    Remember to\u2026", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "db5f68f0-bc67-41cd-986c-33e5e7b8c497": {"__data__": {"id_": "db5f68f0-bc67-41cd-986c-33e5e7b8c497", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "c8ea3ffc-f953-494a-98db-89ae31523e5c", "node_type": null, "metadata": {}, "hash": "a53a104b9676f6b12d1473b70765dc46fcdee858ac8a48e49c32bf39e4369c3f"}, "3": {"node_id": "d97ca5d5-ff56-4989-bef0-9bc9f5bbb266", "node_type": null, "metadata": {}, "hash": "de4b4cfb3f84e3867f8ec71ee4d9f8432f83bc60d164b1e465e59b1dc2c858a2"}}, "hash": "5bb5a6eb0923022607af2ad9076f91cd1482941d89da34e1e87ccee774cc156d", "text": "Remember to\u2026\n\n\nAsk clarifying questions.\n    \nWhich sounds like\u2026\n\nCan you please repeat what you said?\n    \nWould you give me an example?\n    \nI think you said ________. Did I understand you?\n    \n\n\n    Remember to\u2026\n\n\n    Explain your thinking.\n\n\n    Which sounds like\u2026\n\n\nI believe __________ is true because ________.\n    \nI feel that ____________ because ___________.\n    \n\n\n    Remember to\u2026\n\n\nBuild on the ideas of others.\n    \nWhich sounds like\u2026.\n\nWhen_____________ said _____________, it made me think of ____________.\n\nMaterials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.\n\nThe instructional materials, My Perspectives Grade 6, support students\u2019 listening and speaking about what they are reading and researching with relevant follow-up questions and supports. There are several opportunities within this series for students to discuss topics with classmates and teachers. In all five units of study, there is a section dedicated to \u201cSpeaking and Listening.\u201d Some examples of how the materials support this indicator include (but are not limited to):\n\n\n    Unit 2\n\n\n    Small-Group Learning: Students present in their small group passages from the text they found especially important, discussing what they noticed, what questions they asked, and what conclusions they reached.\n\n\n    Speaking and Listening: Dr. Goodall describes several chimpanzee behaviors that are similar to human behaviors. Participate in a whole-group discussion in which you analyze these behaviors.\n\n\n    In Unit 4, under small-group learning: Students create and deliver an oral presentation based on the poem \u201cJabberwocky\u201d. It can be either a dramatic poetry reading or a multimedia presentation. A Performance task in this unit: Students write and perform a fictional narrative with their group based on Alice\u2019s Adventures in Wonderland.\n\nMaterials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.\n\nThe instructional materials reviewed for My Perspectives Grade 6 meet the expectations of indicator 1k. The materials include a mix of on-demand and process writing and short, focused projects, incorporating digital resources where appropriate.\n\n\n    Each of the five units begins with a launch text modeling the type of writing students will be completing in their performance assessment at the end of the unit. Immediately following the launch text, students write a summary of the launch text and a quick write responding to a prompt focused on the essential question and preparing them for the culminating unit performance task. Additionally, each unit contains a writing activity at the end of the whole-class learning and at least one of the small-group text includes a writing activity. Each unit ends with a culminating writing performance assessment.\n\n\n    Examples of how the program includes on-demand and process writing include, but are not limited to the following examples:\n\n\n    Unit 1 includes a focused writing task: Students write a brief nonfiction narrative in verse in which they emulate the poetic style of Jacqueline Woodson in her memoir-poem \u201cBrown Girl Dreaming.\u201d\n\n\n    In Unit 3, during whole-class learning, students read the short story, \u201cFeathered Friend\u201d and write a brief argumentative essay in which they take a position on the question: Is it risky to become too dependent on technology? Additionally, Students read two blog posts, \u201cTeens and Technology Share a Future\u201d and \u201cThe Black Hole of Technology.\u201d They write an argumentative essay in which they compare and contrast the two and decide which one is more convincing.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d97ca5d5-ff56-4989-bef0-9bc9f5bbb266": {"__data__": {"id_": "d97ca5d5-ff56-4989-bef0-9bc9f5bbb266", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "db5f68f0-bc67-41cd-986c-33e5e7b8c497", "node_type": null, "metadata": {}, "hash": "5bb5a6eb0923022607af2ad9076f91cd1482941d89da34e1e87ccee774cc156d"}, "3": {"node_id": "4aec75bd-de7a-44a8-bb40-c64e21beccd7", "node_type": null, "metadata": {}, "hash": "5fb4ff9360b39bc1392a74e6839253377c5f87ca797c464bf9a2814a3a685d7a"}}, "hash": "de4b4cfb3f84e3867f8ec71ee4d9f8432f83bc60d164b1e465e59b1dc2c858a2", "text": "In Unit 4, after reading the launch text, students are asked to write a summary of \u201cThe Great Universal Undo.\u201d A QuickWrite is done to the prompt, \u201cHow can imagination lead you somewhere unexpected?\u201d\nStudents write a narrative retelling by rewriting a scene from The Phantom Tollbooth from another character\u2019s point of view.\n\nMaterials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.\n\nThe instructional materials, My Perspectives Grade 6, meet the criteria for Indicator 1l. Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Within each unit, all writing tasks are directly related to the text and/or essential questions for the units. Students engage in writing narrative, informational, and argumentative pieces across all units as demonstrated in the evidence below.\n\n\n    Unit 2\n\n\nNarrative: Students write a short story about a trip in space with any kind of animal. Students are to include information of what the animal did and how its presence in space affected the animal or people.\n    \nInformational: Students write a brief explanatory essay describing the process Jane Goodall used to gain chimpanzee\u2019s friendship.\n    \n\n\n    Unit 4\n\n\nNarrative: Performance Task: Writing Focus - Write a Fictional Narrative\n    \n\n\n    Unit 5\n\n\nArgumentative: Performance Task: Writing Focus - Write a brief argument\n    \n\n\nNarrative/Informational: Students imagine that they are astronauts each with a twin (as in the text \u201cMission Twinpossible\u201d). Students choose if they would rather be on the ground or in the space station for the experimental year. They compose a paragraph in the voice of that astronaut, describing feelings about going into space or being on the ground, why they prefer the choice taken, and what other plans they would have for the year.\n\nMaterials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.\n\nThe instructional materials reviewed for My Perspectives Grade 6 meet the expectations for indicator 1m because they include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information. Frequent opportunities exist across the school year for students to acquire and practice skills that they can use in various assignments and performance-based assessments. Students also write multiple argumentative compositions in which they must clarify and defend claims using evidence from texts and/or sources.\n\n\n    In Unit 2, students engage in a Challenge (Writing): Write a one-page counterclaim in which you argue the opposing point of view from that you took in the assignment (i.e., writing to sources for the selection \u201cFeathered Friend\u201d). Include logic, reasoning, and support that is used, or would likely be used, to back up that claim.\n\n\n    In Unit 3, students write an argument in the form of an editorial stating their position on the question: Do electronic devices and online access really improve our lives? They are given direction on what an editorial is with a listing of elements of effective editorials, pp 228-233.\n\n\nA precise claim or position\n    \nClear reasons and evidence that support the claim\n    \nLogical organization making clear connections among claims, reasons, and evidence\n    \nConcluding statement that logically completes the argument\n    \nFormal and objective language\n    \nUse of transitions to show relationships between ideas\n    \nA model is provided in the form of the Launch Text.\n    \nChart is provided supporting students initial writing of the claim and planning their argument.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4aec75bd-de7a-44a8-bb40-c64e21beccd7": {"__data__": {"id_": "4aec75bd-de7a-44a8-bb40-c64e21beccd7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "d97ca5d5-ff56-4989-bef0-9bc9f5bbb266", "node_type": null, "metadata": {}, "hash": "de4b4cfb3f84e3867f8ec71ee4d9f8432f83bc60d164b1e465e59b1dc2c858a2"}, "3": {"node_id": "277208d4-dcd8-42a2-bc97-300b14581d6b", "node_type": null, "metadata": {}, "hash": "81e3ee144979affb4722a7e9ea05273ff7be534c2ce911508da92f6e49b66088"}}, "hash": "5fb4ff9360b39bc1392a74e6839253377c5f87ca797c464bf9a2814a3a685d7a", "text": "In Unit 5, students work in the Writing to Sources section. Definition of an argument given to students, and the assignment is to write an argument in which you state a claim in response to a question. In the writing to sources section, students write a short explanatory essay in which they draw conclusions about the role of humor in the instructional video. Students also do a How-to Essay...explain the steps in the process- Students will conduct research, organize information, cite sources\n\nMaterials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.\n\nMy Perspectives Grade 6 meets the expectations for indicator 1n. Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Included in each unit are frequent opportunities for students to demonstrate command of the conventions of standard English grammar and usage through writing or speaking. Some grammar, mechanics and conventions are taught explicitly while others are integrated with the reading and writing instruction. Each unit has a Planning section for the teacher. Under the heading \u201cLesson Resources,\u201d the activities for a text are laid out clearly for the teacher. It is divided into 3 sections: Making Meaning, Language Development, and Effective Expression.\n\n\n    Examples of how the program meets the expectation of indicator 1n, include (but are not limited to) the following:\n\n\n    In Unit 2, after reading \u201cThe Phantom Tollbooth, Act II\u201d, students are given a list of conventions with definitions: Simple, Compound, and Complex Sentences. Additional definitions are given for independent clause and dependent clause. Examples are provided for Simple Sentence, Compound Sentence, and Complex Sentence. Then, students are asked to mark the \u201cindependent and dependent clauses\u201d with examples from the text. Then, students are asked to revise a simple sentence into a compound or complex sentence.\n\n\n    In Unit 4, the teacher reviews with students the use of pronouns and antecedents, using the chart provided in the SE. Students then identify pronoun/antecedent pairs in sentences and correct if they do not agree. They are provided two additional sentences and are to correct the pronoun-antecedent agreement.\n\n\n    In Unit 5, students write an argumentative essay (p 439) for a whole class performance task. Instructions include editing for conventions and proofreading for accuracy. Students are reminded to reread and correct errors in grammar and word usage, making sure they have used words that accurately reflect their meaning. They are to look for errors in spelling and punctuation, making sure they have not confused words that sound the same. Teachers are instructed to suggest students edit each other\u2019s essays for conventions and accuracy, explaining that when writers spend a lot of time developing an essay, they can often miss their own errors.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nThe instructional materials integrate reading, writing, speaking, and listening through topically organized sets framed by an Essential Question. Students engage in research supported by text-dependent questions and tasks as they build and demonstrate knowledge and skills in all areas of ELA.\n\nBuilding Knowledge with Texts, Vocabulary, and Tasks\n\nTexts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.\n\nMyPerspectives Grade 6 materials are grouped around topics/themes to grow students' knowledge over the course of the school year. The sequence of texts around these topics/themes and the provided lesson scaffolds ensure that students are able to read and comprehend complex texts independently and proficiently. Texts within units are connected and arranged by topics around an essential question.\n\n\n    As illustrated below, unit titles are themes that connect the reading selections:\n\n\nUnit 1: Childhood\n    \nUnit 2: Animal Allies\n    \nUnit 3: Modern Technology\n    \nUnit 4: Imagination\n    \nUnit 5: Exploration\n    \n\n\n    An example of the way the publisher organizes the unit by theme with appropriate texts and differentiated learning modality is illustrated below with Unit 5: Exploration (theme)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "277208d4-dcd8-42a2-bc97-300b14581d6b": {"__data__": {"id_": "277208d4-dcd8-42a2-bc97-300b14581d6b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "4aec75bd-de7a-44a8-bb40-c64e21beccd7", "node_type": null, "metadata": {}, "hash": "5fb4ff9360b39bc1392a74e6839253377c5f87ca797c464bf9a2814a3a685d7a"}, "3": {"node_id": "9ac27eec-80ef-41aa-b86b-e23bae31e2d6", "node_type": null, "metadata": {}, "hash": "3d7cc23241134d55359977d08872a79be282f415faf2ef59b1ff00256d2ebfd5"}}, "hash": "81e3ee144979affb4722a7e9ea05273ff7be534c2ce911508da92f6e49b66088", "text": "Launch text \u2013 \u201cWhat on Earth is left to Explore?\u201d\n    \nAnchor text \u2013 from A Long Way Home\n    \nMedia: Video \u2013 \u201cAnimation All About Exploration\u201d\n    \nSmall Group Learning\n    \nNews Article \u2013 \u201cMission Twinpossible\u201d\n    \nArgument \u2013 \u201cShould NASA Pay companies to Fly Astronauts to the International Space Station\u201d\n    \nArgument \u2013 \u201cShould Polar Tourism Be Allowed?\u201d\n    \nMedia: Graphic Novel \u2013 from Lewis & Clark\n\nMaterials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.\n\nMy Perspectives Grade 6 materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. This provides students with opportunities to share their learning through written and oral projects.\n\n\n    Below are examples from unit assignments to illustrate how materials contain sets of coherently sequences questions and tasks:\n\n\n    From Unit 1, \"Childhood\" After reading, \u201cI Was a Skinny Tomboy Kid\u201d p 69, students are given several activities one is found in the section, entitled \u201cMaking Meaning\u201d under Analyze Craft, and Structure p 74 where students are asked to read and learn the definition for Theme, Imagery, and Figurative Language. The assignment reads as follows: \u201cWork as a group to fill in the chart, showing how the poet develops the theme of this poem.\u201d The students must cite the \u201cText\u201d and \u201cHow Poet Expresses Theme\u201d in the chart and then share it with the findings with group members.\n\n\n    From Unit 2, \"Animal Allies\"\n\n\n    Media vocabulary. The teacher is given instructions for how to teach media vocabulary, including having students to discuss where (in other texts) they have seens the terms before and whether or not they have used them in speaking and writing. Students work together in groups to find commonalities between the terms. Also, instructions are given on how to teach domain specific vocabulary: student identify a domain specific term in a podcast that will eventually be included in a class dictionary that any student may access as they discuss the podcast.\n\n\n    From Unit 3, \"Modern Technology\"\n\n\n    Students read the blog post, \u201cTeens and Technology Share a Future\u201d by Stefan Etienne.\n\n\n    Students annotate the texts, such as in paragraph 3 where they mark the metaphor.\n    In the Comprehension Check sections, they answer questions such as: \"According to Etienne, why is technology a 'window into a new world'? In what way does Etienne suggest that technology is like a superpower?\"\n    In their notebook, students list three important ideas from the selection to show your understanding. In Analyze the Text, students Paraphrase, Evaluate, Speculate, Interpret, Essential Question. In Analyze Craft and Structure, students Determine Author\u2019s Purpose and Point of View\n\nMaterials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.\n\nMy Perspectives Grade 6 materials contain a coherently sequenced set of text-dependent question and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions for each text are written to give students preparation for the culminating tasks while building answers to the Essential Questions. Students are provided opportunities in each unit to integrate knowledge and ideas through text-dependent questions and writing assignments across both individual and multiple texts.\n\n\n    In Unit 1, students are analyzing one author\u2019s presentation of facts with another using a chart on first-person point of view during class discussion. They then write an explanatory essay comparing the point of view of A Simple Act and the excerpt from An Invisible Thread to analyze the effect of each point of view on the reader.\n\n\n    Later in the Unit, students are provided graphic support in developing ideas in their small group comparing video with text. They are then to use the chart they developed, along with terms, phrases and/or sentences from the text to achieve Maya Angelou\u2019s voice in writing either a journal entry letter, or video script (pp 84-85).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9ac27eec-80ef-41aa-b86b-e23bae31e2d6": {"__data__": {"id_": "9ac27eec-80ef-41aa-b86b-e23bae31e2d6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "277208d4-dcd8-42a2-bc97-300b14581d6b", "node_type": null, "metadata": {}, "hash": "81e3ee144979affb4722a7e9ea05273ff7be534c2ce911508da92f6e49b66088"}, "3": {"node_id": "621ae49f-34ff-438b-a1e7-e1f5d16658e3", "node_type": null, "metadata": {}, "hash": "2cf3a59eb79477730ac2327bec4cbf139d491597130aea06c55268ed05486d66"}}, "hash": "3d7cc23241134d55359977d08872a79be282f415faf2ef59b1ff00256d2ebfd5", "text": "In Unit 5, students read an excerpt from A Long Way Home, a memoir by Saroo Brierley. Students answer, \"What is Brierley looking for, and how is he conducting his search?\" Next, they view the video, \u201cAnimation All About Exploration\u201d and answer: What types of things did people long ago use to help them navigate?\n\n\n    For the \"Write an Argument Performance Task,\" students receive the prompt: You\u2019ve read a memoir excerpt and you\u2019ve watched a video about exploration...use your knowledge...and defend a position on the topic of exploration. In the \"Connect Across Text,\" students use evidence from both texts to support the claims they make about the essential question: What drives people to explore?\n\nThe questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).\n\nMy Perspectives Grade 6 meets the expectations of indicator 2d. The series is organized into five units and the culminating task for each unit is a Performance-Based Assessment. After reading the anchor texts during whole group instruction, which all have a connection to the unit\u2019s Essential Question and the culminating task, the unit begins writing to sources with one of the 3 types of CCSS writing (Performance Task: Writing Focus). Throughout each unit there are questions and tasks that support students\u2019 ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. Imbedded in each unit are both writing and speaking/listening performance tasks preparing students for success on the end-of-unit performance-based assessment.\n\n\n    Unit 1: Childhood\n\n\n    The culminating writing task is a nonfiction narrative answering the question, \u201cWhen did a challenge lead to a triumph?\u201d p 86, which students then present as a recitation for the speaking/listening portion of the assessment. Students begin the unit by answering this question in a quick write after reading the launch text, p 9. While analyzing the anchor text, Brown Girl Dreaming, students respond to the question, \u201cWhat have you learned about the challenges and triumphs of growing up from reading the selection?\u201d p 20. The culminating activity for the anchor texts requires students to write a personal narrative responding to the prompt, \u201cWhen did you have to use your imagination to find another way to do something?\u201d pg. 32. Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating activity.\n\n\n    Unit 3: Modern Technology\n\n\n    Performance-Based Assessment (culminating task for the unit): This task is organized in two parts: (1) write an argumentative essay written to sources about our reliance on technology and (2) present an oral presentation based on the final draft of the argumentative essay in part 1. Students have read, watched, and viewed/listened to selections prior to this culminating task.\n\n\n    In Part 1, students demonstrate their ability to make claims supported by relevant evidence and to draw evidence from texts to support their analyses. In Part 2, students demonstrate their ability to identify claims and reasons in their own writing (introductory, body, and concluding paragraphs) and present them orally to an audience.\n\n\n    Unit 4: Imagination\n\n\n    Students are comparing the drama and video of The Phantom Tollbooth as their whole class learning activity (p. 282, 312, 346) which supports R.L 6.7. Students are given a graphic organizer to record similarities and differences of character, setting, and events after discussing with a partner. Students are then asked to write a compare and contrast essay noting what is similar to and different from what they \u201csee\u201d and \u201chear\u201d when reading and watching the video. They are also asked to use evidence from each medium to support their ideas. This supports students\u2019 need to perform analysis of parts to complete quality cumulative tasks and to integrate knowledge and ideas.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "621ae49f-34ff-438b-a1e7-e1f5d16658e3": {"__data__": {"id_": "621ae49f-34ff-438b-a1e7-e1f5d16658e3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "9ac27eec-80ef-41aa-b86b-e23bae31e2d6", "node_type": null, "metadata": {}, "hash": "3d7cc23241134d55359977d08872a79be282f415faf2ef59b1ff00256d2ebfd5"}, "3": {"node_id": "df0efbdb-e7f4-489b-acf5-60a5b2e9ee19", "node_type": null, "metadata": {}, "hash": "73b9f9cbd8976e0eb22cc9372aab34c5d488cb75a99b28a44d6cab19e254e81f"}}, "hash": "2cf3a59eb79477730ac2327bec4cbf139d491597130aea06c55268ed05486d66", "text": "Students also are integrating Knowledge and Ideas in informational Text. With The Black Hole of Technology (p.222-223) students must compare and contrast one author\u2019s presentation of events with that of another (R.I 6.9) and trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not (R.I 6.8) with The Black Hole of Technology p.222-223 and Should Polar Tourism Be Allowed? P. 464-465.\n\nMaterials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.\n\nThe instructional materials for Grade 6 include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students are provided frequent opportunities to interact with and build key academic vocabulary words in and across texts throughout all five units. In each unit, students have a section labeled \u201cMaking Meaning\u201d for several of the texts, including readings and videos. In that section, students are given subsections called \u201cConcept Vocabulary,\u201d \u201cWord Study\u201d and \u201cAnalyze Craft and Structure.\u201d Additionally, students are given a section called \u201cWord Network\u201d that allows them to choose \u201cinteresting words\u201d from a particular text and add it to their ongoing list of words over the course of the year.\n\n\n    Excerpts from the program that highlight some vocabulary work are listed here:\n\n\n    Unit 1\n\n\nmemoir: The term is first introduced on page 5 through a nonfiction narrative chart and then reviewed more closely on page 32 through a writing focused, performance task for nonfiction narrative. On page 86, students encounter the term once again through a performance-based writing assessment.\n\n\n    Unit 2\n\n\n    Concept Vocabulary p 141 - Three words, ripple, nuzzled, caress, are listed for students. Then, the SE asks, \u201cWhy These Words\u201d The three concept vocabulary words from the text are related. With your group, determine what the words have in common. How do these word choices enhance the impact of the text?\n\n\n    Under Practice, students are asked to write in their Notebook - The concept vocabulary words appear in \u201cA Blessing.\u201d Gain a better understanding of them by working in a group to write a sentence using each word.\n\n\n    Unit 3\n\n\n    After reading The Phantom Tollbooth, Acts I, II, and media, pp. 282-349, students complete the following activities:\n\n\nPrior to reading the first selection, pg. 282, students are provided 6 concept vocabulary words to rank in order from most familiar to least familiar. After their first read of the text, they are to return to the vocabulary and make changes to their original ranking as needed.\n    \nAs students read, concept vocabulary is highlighted in blue and defined in the margin. Additionally, Tier II vocabulary are identified and defined in the margin.\n    \nAt the end of the text, pg. 310, students revisit the concept vocabulary and respond to two questions:\n    \n\n\n    How does the concept vocabulary sharpen the reader\u2019s understanding of some of the ideas being explored in The Phantom Tollbooth, Act I? What other words in the selection connect to this concept?\n\n\n    The online TE provides additional support in the form of a Concept Vocabulary and Word Study document.\n\nMaterials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.\n\nThe instructional materials for Grade 6 support students\u2019 increasing writing skills over the course of the school year, building students\u2019 writing ability to demonstrate proficiency at grade level at the end of school year. The five units are divided into Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Following the backward design model, the writing activities within the units lead to Performance Tasks that prepare students for the Performance-Based Assessment. Throughout the units, students keep an Evidence Log to record information they gather and connections they make.\n\n\n    Some examples of how the program works with writing include (but are not limited to) the following:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "df0efbdb-e7f4-489b-acf5-60a5b2e9ee19": {"__data__": {"id_": "df0efbdb-e7f4-489b-acf5-60a5b2e9ee19", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "621ae49f-34ff-438b-a1e7-e1f5d16658e3", "node_type": null, "metadata": {}, "hash": "2cf3a59eb79477730ac2327bec4cbf139d491597130aea06c55268ed05486d66"}, "3": {"node_id": "bfb9054b-c1bb-4e66-9a55-9d9c4d91e4f2", "node_type": null, "metadata": {}, "hash": "3a2a4538e8ed8a3206376828bb481cd14b6242236135e0d512ac8fe3408f7b21"}}, "hash": "73b9f9cbd8976e0eb22cc9372aab34c5d488cb75a99b28a44d6cab19e254e81f", "text": "Unit 1: Students read and analyze Bad Boy and I Was a Skinny Tomboy Kid. A graphic organizer is given for them to use as a tool to gather information and details needed for writing. For additional writing support, students are assigned to write what they have learned about both selections in their Evidence Log. Using their notes from both the graphic organizer and the Evidence Log, students write a compare-and-contrast essay in which they analyze the different ways the memoir excerpt and the poem address a common theme.\n\n\n    Unit 3: Performance Task: Students are asked to write an argument in the form of an editorial taking a position on \u201cWhich blogger made a better case for his or her argument?\u201d\n\n\n    Performance Based Assessment: Students are asked to write and present an argument defending a claim in response to \u201cDo we rely on technology too much?\u201d\n\n\n    The textbook provides supports for the students throughout the writing process. It lists the elements of an argument and gives bulletpoints of the different elements an argument contains. It also provides a model argument for students to review. Students may use their student books or the online student book to work through the unit. Next is the Prewriting/Planning templates where it prompts students to write a claim and then to consider possible counterclaims.\n\n\n    Unit 5: After reading \u201cMission Twinpossible\u201d based on the lives of astronauts Mark and Scott Kelly, students are assigned a Research: How-To-Essay where they work in their groups to explain the steps in a process. They can choose from two topics:\n\n\nConduct research to learn more about these effects (negative effects of gravity) while they are traveling in space. Write an essay in which you explain \u201chow to minimize the effects of space travel on the human body.\u201d\n    \nConduct research to find out more about the training and preparation required to become an astronaut. Write an essay in which you explain \u201chow to become an astronaut.\u201d\n    \n\n\n    The texts gives students on how to write informative/explanatory texts to examine a topic. They learn to conduct research, organize information, cite sources, and avoid plagiarism. To personalize learning, teachers are given notes under \u201cStrategic Support\u201d that offers steps on how to teach students to find trustworthy online sources.\n\nMaterials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.\n\nThe instructional materials for Grade 6 include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and sources. Each of the 5 units has students engaged in research projects, sequenced throughout the unit and across the year, to developing their knowledge on a given topic centered around the essential question for the unit, and requiring students to analyze different aspects of the topic using multiple texts and source materials.\n\n\n    Some examples of how students engage with research practice and projects are listed here:\n\n\n    Unit 1: Conduct research in preparation for a class discussion about the connections between the comic characters\u2019 names (Calvin and Hobbes) and the historical figures for whom they were named. Research the following questions: Who were Calvin and Hobbes named after? What were some of the personality traits and beliefs of these historical figures? Why might Bill Watterson have decided to name his characters after these figures? Students are guided to consider multiple reliable sources of information, both print and digital, to write down relevant ideas and details, and to note any additional questions that their research raises and that they would like to discuss with the class.\n\n\n    Unit 3: After reading a blog post entitled \u201cThe Black Hole of Technology,\u201d students are asked to \u201cChoose at least one unfamiliar detail from the text\u201d and research it. Then, students are asked to answer the following question, \u201cIn what way does the information you learned shed light on the blog post?\u201d\n\n\n    Unit 4: Research to clarify/research to explore: Choose at least one unfamiliar detail from the text. Briefly research the detail. In what ways does the information you learned shed light on an aspect of the poem? Choose something that interested you from the text and formulate a research question.\n\n\n    Unit 5: After reading \u201cMission Twinpossible,\u201d students work in their group to write a how-to-guide, choosing one of these options:\n\n\n    The article mentions the negative effects that the lack of gravity in space has on the human body. Conduct research to learn more about how astronauts minimize these negative effects while they are traveling in space. Write a how-to-guide for keeping fit in space.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bfb9054b-c1bb-4e66-9a55-9d9c4d91e4f2": {"__data__": {"id_": "bfb9054b-c1bb-4e66-9a55-9d9c4d91e4f2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "df0efbdb-e7f4-489b-acf5-60a5b2e9ee19", "node_type": null, "metadata": {}, "hash": "73b9f9cbd8976e0eb22cc9372aab34c5d488cb75a99b28a44d6cab19e254e81f"}, "3": {"node_id": "17e603a5-b164-4cf5-810f-75286710916e", "node_type": null, "metadata": {}, "hash": "09f13db4ce2d39004d3fceb34cffd3cd6595662215dc628c8159350f181d7022"}}, "hash": "3a2a4538e8ed8a3206376828bb481cd14b6242236135e0d512ac8fe3408f7b21", "text": "Astronauts must go through years of training and preparation before traveling to space. Conduct research to find out more about the training and preparation required to become an astronaut. Write a how-to-guide for people who want to become astronauts.\n\n\n    Steps for conducting research are included in the SE along with tips for organizing the information and reminders to cite sources and to use correct citation style.\n\nMaterials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.\n\nThe instructional materials for Grade 6 provide a design for how students will regularly engage in a volume of independent reading. Each unit follows the same format of whole group, small group, and then independent reading. Students connect the Essential Question to the Independent Reading selections and continue adding to their Evidence Log.\n\n\n    This series has an \u201cIndependent Learning\u201d section within each unit. The section is color-coded purple so that it is easily recognized by teachers and students. During the scheduled days for Independent Learning, students choose one online selection to read independently centered around the unit essential question. When introducing the Independent Learning, teachers encourage students to think about what they have already learned about the unit topic. They review independent learning strategies by watching the video on Independent Learning Strategies.\n\n\n    Graphic organizers are used to record the student\u2019s response to the selected reading for this section. Students are held accountable by completing two graphic organizers - First-Read Guide and Close-Read Guide and a series of questions under Share Your Independent Learning.\n\n\n    Trade books are integrated throughout the school year, per unit of study. For example, in Unit 1 students choose among The Secret Life of Bees by Frances Hodgson Burnett, The Young Landlords by Christopher Paul Curtis, and But, Not Buddy Walter Dean Myers. In Unit 3, the independent reading choices include A Wrinkle in Time by Madeleine L\u2019Engle, Anything But Typical by Nora Raleigh Baskin, and My Side of the Mountain by Jean Craighead George.\n\n\n    Students are regularly provided charts to record strategies and action plans as they read ahead and develop their own patterns and protocols for independent reading. The chart already includes some strategies and students are encouraged to add their own. The SE contains a First-Read Guide to record ideas during a first read, and a Close-Read Guide to record close read ideas. Text questions are available in the online TE that can be assigned after students read.\n\n\n    Students then prepare to share with classmates by reflecting on the text they read and making notes about its connection to the unit, answering the questions, \u201cWhy does this text belong with the unit?\u201d When they share with their peers, they jot down a few ideas they learn from them. Finally, they mark the most important insight gained from the writing and discussion and explain how this idea adds to their understanding of the relationship between people and animals.\n\n\n    In some units, students are given a list of online selections to choose one to read independently. For example, in Unit 3 the genres are news articles and poetry. In the SE a section on Independent Learning Strategies is given to assist students as they learn to \u201crely on yourself to learn and work on your own.\u201d Students are asked to review the strategies and put them into practice as they focus on Independent Learning.\n\n\n    For the \u201cFirst-Read Guide\u201d graphic organizer, students are asked to \u201cUse this page to record your first-read ideas.\u201d The boxes on the organizer are divided into the follow sections:\n\n\nNOTICE new information or ideas you learn about the unit topic.\n    \nANNOTATE by marking vocabulary and key passages you want to revisit.\n    \nCONNECT ideas within the selection to other knowledge and the selections you have read.\n    \nRESPOND by writing a brief summary of the selection.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17e603a5-b164-4cf5-810f-75286710916e": {"__data__": {"id_": "17e603a5-b164-4cf5-810f-75286710916e", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "bfb9054b-c1bb-4e66-9a55-9d9c4d91e4f2", "node_type": null, "metadata": {}, "hash": "3a2a4538e8ed8a3206376828bb481cd14b6242236135e0d512ac8fe3408f7b21"}, "3": {"node_id": "03985403-96ae-4b52-8698-7d24b407cdd7", "node_type": null, "metadata": {}, "hash": "f51d2c5a26056597ae4b5abe51a9bc585c975fae12378bdd61fd3ed3aafd5db9"}}, "hash": "09f13db4ce2d39004d3fceb34cffd3cd6595662215dc628c8159350f181d7022", "text": "The next graphic organizer \u201cClose-Read Guide\u201d asks students to \u201crecord your close-read ideas\u201d about the selection of their choice.\n\nUsability\n\nThe instructional materials are easy to use and the design is simple and facilitates student learning. Planning, instruction, and assessment is well-supported with quality resources (print and digital), standards-aligned assessments, support for differentiated instruction, and the effective use of technology.\n\nUse & Design\n\nMaterials are well-designed and take into account effective lesson structure and pacing.\n\nThe materials for Grade 6 are well-designed and take into account effective lesson structure and pacing. Each unit is organized into the following sections: unit introduction, whole-class learning, small-group learning, independent learning, performance-based assessment, and unit reflection. Teachers and students are also directed to additional materials such as digital resources including media selections, modeling videos, and audio recordings.\n\n\n    The curriculum is composed of five, seven week units. Each unit follows the same sequence of instruction focused on the unit essential question. A sample of how lessons and units are organized and what components are included with each unit is listed below:\n\n\n    Unit Introduction \u2013 2 days\n    Whole-Class Learning \u2013 13 days followed by 3 days for performance task\n    Small-Group Learning \u2013 12 days followed by 2 days for performance task\n    Independent Learning \u2013 2 days followed by 2 days for performance based assessment\n\n\n    Each section begins with an overview followed by the lesson plan for the text. Each lesson plan includes:\n    Summary of text\n    Insight into the text itself\n    Connection to the essential question\n    Connection to the performance task\n    Lesson Resources including:\n    Instructional Standards for the lessonStudent and Teacher Resources are found online in Interactive Teacher\u2019s Edition\n\n\n    Also included:\n    Reteach/Practice resources\n    Assessment component\n    Text Complexity Rubric\n    \u00b7 Support for ELLs, struggling learners, and gifted\n    \u00b7 Teaching and Learning Cycle: Decide and Plan \u2192 Teach \u2192 Analyze and Revise Identify Needs \u2192 Decide and Plan\n\nThe teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding.\n\nFor Grade 6, the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. The pacing is such that students can master the content by the end of the course. The pacing guide appears in the TE on the first page of each unit, on the Whole-Class Learning overview page, on the Small-Group Learning overview page, and on the Independent Learning overview page of each unit.\n\n\n    The total number of lessons available for Grade 6 is 180. Each unit provides 7 weeks of instruction. With 5 units, the curriculum could be covered in a 36 week academic year. Teachers may choose to deliver whole-class learning, assign students to groups for small-group learning, or assign the independent learning lessons to individual students.\n\n\n    Support for block scheduling of the course content for individual lessons in each unit is available. For example, each day in the pacing plan represents a 40-50 minute class period. Teachers are advised to combine days to reflect their class schedule and they are given guidance on revising the pacing for differentiation (integrating lesson components and resources as necessary for students).\n\nThe student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).\n\nThe student resources for Grade 6 include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids. Materials include but are not limited to: evidence log; word network; learning strategies for whole-class, small-group and independent learning; genre specific first and close read guides; text dependent questions; App for scanning multi-media; model text for writing; support charts; concept vocabulary; essay rubrics; organization chart for small group work; choice in many assignments; selection audio; presentation rubrics; and sentence stems.\n\n\n    Student directions are clearly written and units and assignments follow the same predictable sequence making it easy for students to complete activities. By beginning the Unit with a launch text written in the type of writing students will be practicing throughout the unit, and by having students address the essential question in response to the launch text, throughout the unit, and again in the culminating performance assessment, students continue to interact with the theme through reading, writing, and speaking.\n\n\n    The First-Read Guide is divided into quadrants titled: Notice, Annotate, Connect, and Respond.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "03985403-96ae-4b52-8698-7d24b407cdd7": {"__data__": {"id_": "03985403-96ae-4b52-8698-7d24b407cdd7", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "17e603a5-b164-4cf5-810f-75286710916e", "node_type": null, "metadata": {}, "hash": "09f13db4ce2d39004d3fceb34cffd3cd6595662215dc628c8159350f181d7022"}, "3": {"node_id": "05d6e1f2-5626-4638-8a1e-2b0697bca1a3", "node_type": null, "metadata": {}, "hash": "ade2666d3a9a96e4161950a83c9ea0cba7534b006905e730200174c0c10ea59f"}}, "hash": "f51d2c5a26056597ae4b5abe51a9bc585c975fae12378bdd61fd3ed3aafd5db9", "text": "Notice new information or ideas you learn about the topic as you first read this text.\n    \nAnnotate by marking vocabulary and key passages you want to revisit.\n    \nConnect ideas within the selection to other knowledge and the selections you have read.\n    \nRespond by writing a brief summary of the selection.\n    \n\n\n    The Close-Read Guide is divided into three sections:\n\n\nClose read the text \u2013 Revisit sections of the text you marked during your first read. Read these sections closely and annotate what you notice. Ask yourself questions about the text. What can you conclude? Write down your ideas.\n    \nAnalyze the text \u2013 Think about the author\u2019s choices of patterns, structure, techniques, and ideas included in the text. Select one and record your thoughts about what this choice conveys.\n    \nQuick Write \u2013 Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.\n    \n\n\n    Ample review and practice resources are available:\n\n\nEvaluating Your Draft checklist:\n        \nPurpose and Organization\n                \nProvides an introduction that establishes a clear context and introduces the characters.\n                    \nPresents a clear chronological sequence of events that are linked by a variety of transitions.\n                    \nProvides a conclusion that follows from the events and experiences in the narrative.\n                    \n\n\nEvidence and Elaboration\n                \nEffectively uses narrative techniques such as dialogue, pacing , and description.\n                    \nUses descriptive details, sensory language, and precise words and phrases.\n                    \nEstablishes the writer\u2019s voice through word choice, sentence structure, and tone.\n                    \n\n\nConventions\n                \nAttends to the norms and conventions of the discipline.\n                    \n\n\n\n\n\n\n    Directions and explanations are clear and reference materials are correctly labeled:\n\n\nPeer Review\n        \nExchange papers with a classmate. Use the checklist to evaluate your classmate\u2019s nonfiction narrative and provide supportive feedback\n\nMaterials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.\n\nMaterials for Grade 6 include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. Alignment to the standards is found repeatedly throughout the series.\n\n\n    On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart broken down by Reading, Language, Writing, and Speaking and Listening.\n\n\n    In the SE, Standards are found on pp. xx-xxix and noted in the margins throughout each text selection, with the activities and questions following the text, with the performance tasks, and with the culminating Performance-Based Assessment.\n\n\n    There is alignment between questions, tasks and assessment items. Examples like the one below, can be found throughout the textbook:\n\n\nQuestion\n        \nWhat was the author\u2019s dream at age 12?\n            \n\n\nTask\n        \nUsing this chart, cite three of the author\u2019s influences and explain how each influence affected the central idea of the text. Share your responses with your group.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "05d6e1f2-5626-4638-8a1e-2b0697bca1a3": {"__data__": {"id_": "05d6e1f2-5626-4638-8a1e-2b0697bca1a3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "03985403-96ae-4b52-8698-7d24b407cdd7", "node_type": null, "metadata": {}, "hash": "f51d2c5a26056597ae4b5abe51a9bc585c975fae12378bdd61fd3ed3aafd5db9"}, "3": {"node_id": "d5c891da-2ea7-48ee-9c07-ac2df3af27c2", "node_type": null, "metadata": {}, "hash": "6db5a384a0761c2e0c5c1e95e6fb0356685fcccae87379d46c5b1e528301105d"}}, "hash": "ade2666d3a9a96e4161950a83c9ea0cba7534b006905e730200174c0c10ea59f", "text": "Assessment Item\n        \nYou have read about imaginary characters and settings. Work with your group to develop, plan, and perform a fictional narrative for your class in which you address this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?\n\nThe visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe visual design for Grade 6 (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\n\n    The visual design is engaging. The colors chosen are not distracting. Also color coding is used appropriately to allow teachers and students to locate sections of the textbook.\n\n\n    The layout of the text is consistent throughout, with each unit following the same format. Color-coded sections within each unit make them easy to quickly locate. For example, in the teacher\u2019s edition, all lesson sections labeled \u201cTeaching\u201d appear with a green background color while sections labeled for \u201cTeaching\u201d performance tasks appear with an orange background color.\n\n\n    Charts and graphics are easily recognizable from one unit to the next and are free from distraction. Texts are flanked by wide margins to allow for first and close reading notes. The font, size, margins, and spacing are consistent and readable.\n\n\n    Selections and their accompanying questions and tasks appear consistently throughout the text making it easy for students recognize and follow the order in which the materials are presented.\n\nTeacher Planning\n\nMaterials support teacher learning and understanding of the Standards.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMy Perspectives: English Language Arts - Grade 6 includes a teacher\u2019s edition with ample and useful annotation suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\n\n    The series includes an overview for each of the five units that include a pacing plan with suggested days for unit introduction, whole-class learning, small-group learning, and independent learning. After each type of learning there are performance tasks that lead to the performance-based assessment at the end of each unit. To further assist teachers, there is a connection to standards, other lessons, trade books, skills, and vocabulary. The units include notes for cross-curricular perspectives and differentiation of instruction.\n\n\n    Throughout the unit, teacher guidance is provided in the margins on every page. For example, during Close Read the narrative guides teachers through this process by reminding students of what to look for, Annotate gives modeling language,Question models questioning and has the teacher talk through what they are wondering following the narrative, and finally, Conclude where the teacher makes a conclusion based on the modeled think aloud.\n\n\n    Pearson Realize has online resources supplementing the TE and SE. Digital Perspectives in the TE shows what digital resources are available for each lesson. For example, audio, video, document, annotation highlights, EL highlights, and online assessments. Students have an online Evidence Log that is used to record evidence from all selections in a unit to aid in writing the culminating task of the Performance Based Assessment.\n\nMaterials contain a teacher's edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe teacher's edition materials for My Perspectives: English Language Arts - Grade 6 contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.\n\n\n    Each unit in this series includes labels (Introduction with Unit Goals, Overview, Planning, and Teaching) that give teachers an explanation of how to teach the texts and skills. The Personalize for Learning offers English Language Support, as well as Challenges for advanced students. This and other resources are available at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.\n\n\n    Throughout the unit, teacher guidance is provided in the margins on every page. Pages are also color coded, Whole Group Learning is green and says Teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d5c891da-2ea7-48ee-9c07-ac2df3af27c2": {"__data__": {"id_": "d5c891da-2ea7-48ee-9c07-ac2df3af27c2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "05d6e1f2-5626-4638-8a1e-2b0697bca1a3", "node_type": null, "metadata": {}, "hash": "ade2666d3a9a96e4161950a83c9ea0cba7534b006905e730200174c0c10ea59f"}, "3": {"node_id": "925fed12-1988-493d-8710-007027640811", "node_type": null, "metadata": {}, "hash": "dbea5ad5daeb103da3865ac6b508a9383a6dacdc4a152c4c57e7206f42356795"}}, "hash": "6db5a384a0761c2e0c5c1e95e6fb0356685fcccae87379d46c5b1e528301105d", "text": "Author\u2019s Perspective notes are integrated throughout each unit and assist teachers by offering an expert opinion on topics such as the Importance of Background Knowledge, Why Goal Setting Matters, Using Sentence Starters, Strategic Use of Media,etc. My Perspectives has a team of four experts in the educational field who are known for their best practices.\n\nMaterials contain a teacher's edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\nThe teacher's edition for My Perspectives: English Language Arts - Grade 6 clearly explains the role of the specific ELA/literacy standards in the context of the overall curriculum.\n\n\n    Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.\n\n\n    The teacher\u2019s edition shows the connections between the standards and myPerspectives: ELA series. The Personalize for Learning notes include opportunities for teachers to address standards with additional resources in the online resource http://eladashboard.com/myperspectives.\n\n\nMy Perspectives: English Language Arts has an online explanation for the correlation between standards and the texs at http://www.pearsonschool.com/index.cfm?locator=PS2rBh&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28138&PMDbSubjectAreaId=&PMDbProgramId=144499&elementType=correlations\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials for Grade 6 meet the expectations of indicator 3i. The materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The program outline includes foundational background:\n\n\n    \u201cThe program is backward designed from standards-based learning outcomes. All activities, instruction, and assessments contribute to students demonstrating their learning in response to an achievable performance-based assessment. Students integrate the knowledge they acquired, apply critical thinking skills, cite evidence, and use effective expression to respond to a complex multi-step writing and/or speaking and listening task.\u201d\n\n\n    Teachers are provided with a Pacing Plan for each unit that includes the Unit Introduction, Whole Group Learning, Small Group Learning, and Independent Learning. Within each section, there is a recommended number of days allocated for each reading selection and activities, including Performance Tasks. This gives a great overview of the unit and what to expect for ease of planning.\n\n\n    Pages are also color coded, Whole Group Learning is green and says teaching at the top of the page, Performance Tasks are color coded in orange, Small Group Learning is blue with Facilitating at the top of the page, and Independent Learning is dark blue with Advising at the top of the page. The teacher should be very clear what his/her role will be at every point in the unit.\n\n\n    There is also a Planning section before each text selection showing the Lesson Resources, both student and teacher resources organized by Making Meaning, Language Development, and Effective Expression. Next, is a Personalize For Learning: Reading Support that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for English Language Support, Strategic Support, and Challenge support as well as a Read and Respond teaching scaffold. Decide and Plan also includes CCSS Instructional Standards for the selection with a Catching up suggestion and a looking forward selection for the various standards covered in Reading, Writing, Speaking and Listening, and Language.\n\nMaterials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\nMy Perspectives: English Language Arts Grade 6 contains strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement.\n\n\n    There a section in the margins called \u201cHome Connection\u201d that instructs teachers to send home a letter explaining to parents what students will be learning and how they will be assessed. This and other resources can be found at http://eladashboard.com/myperspectives - the online support for the Teacher Edition.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "925fed12-1988-493d-8710-007027640811": {"__data__": {"id_": "925fed12-1988-493d-8710-007027640811", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "d5c891da-2ea7-48ee-9c07-ac2df3af27c2", "node_type": null, "metadata": {}, "hash": "6db5a384a0761c2e0c5c1e95e6fb0356685fcccae87379d46c5b1e528301105d"}, "3": {"node_id": "4e200a62-15d0-4e08-97cc-9955d2815d3b", "node_type": null, "metadata": {}, "hash": "b350e4bf3ce04a0bce2285622962464dbcc636cbf4855c7ac0de67fc15141622"}}, "hash": "dbea5ad5daeb103da3865ac6b508a9383a6dacdc4a152c4c57e7206f42356795", "text": "Prior to each unit, students are given an outline page that lists the Essential Question with all the readings from in the Whole-Class Learning, Small-Group Learning, and Independent Learning. Additionally, the Performance Tasks that the follows the three types of learning is listed for students to view. Finally, the Performance-Based Assessment is listed with the prompt so students are made aware of what will be expected of them before they start the unit of study.\n\n\n    At the beginning of each unit, there are \u201cUnit Goals\u201d in the Student Edition. The goals are as follows: Reading Goals, Writing and Research Goals, Language Goals, and Speaking and Listening Goals. Students are asked to \u201cRate how well you meet these goals right now.\u201d Introductory directions say, \u201cThese goals will help you succeed on the Unit Performance-Based Assessment.\u201d Later in the unit, students are given the opportunity to revisit their rankings as they reflect on individual growth.\n\nAssessment\n\nMaterials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials regularly and systematically offer assessment opportunities that genuinely measure student progress.\n\nMaterials for Grade 6 regularly and systematically offer assessment opportunities that genuinely measure student progress. The series provides for year-long assessments in the form of a Beginning-of-Year Test on all standards taught in the academic year for planning standard focus, a Mid-Year Test for mastery of standards taught the first half of year, providing opportunities to remediate, and End-of-Year Test to determine mastery of standards, future class placement, and to capture final assessment data.\nExamples of what Unit-level Assessments include are shown below:\n\nSelection activities formatively used to assess students\u2019 grasp of critical concepts such as analyzing text, analyzing craft and structure, concept vocabulary, word study, and author\u2019s style. (Notes in the TE offer suggestions for re-teaching, if needed.)\n    \nSelection tests tracking student progress toward mastering standards taught with the selection\n    \nPerformance tasks including both a writing and a speaking and listening performance task preparing students for success on the end-of-unit Performance-Based Assessment\n    \nUnit tests requiring students to apply standards taught in the unit with new text, providing an opportunity for teachers to remediate\n    \nPerformance-Based Assessments where students use their notes, knowledge, and skills learned to complete a project on their own.\n\nThe purpose/use of each assessment is clear:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe materials meet the expectations of indicator 3l.i. Included assessments for Grade 6 clearly denote which standards are being emphasized. On pages T48-T59 of the TE, there is the Standards Correlation noting, by standard, the name of the text or assignment and page number on which it appears. In Lesson Resources prior to each text in the TE, the standards appear in the chart by activity and assessment, broken down by Reading, Language, Writing, and Speaking and Listening.\n\n\n    In the SE, Standards are noted in the margin next to each text, activity, assessment and performance task. Standards identified align with the appropriate tasks and questions students complete.\n\nAssessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nAssessments for Grade 6 provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\n\n    When assessing taught standards, Mid-Year Tests and Unit Tests can be administered online and remediation is assigned automatically. If not administered online, an interpretation guide can be used to assign remediation resources.\n\n\n    The writing portion of each Performance-Based Assessment includes a genre specific rubric in both the TE and SE. The second part of the Performance-Based Assessment, speaking and listening, includes a rubric specific to the type of presentation. The wording in these rubrics is taken directly from the standards.\n\n\n    For example, the rubric for the Nonfiction Narrative that is part of the Performance-Based Assessment at the end of Unit 1, includes the following indicators for a student to receive the highest score relating to Standard W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4e200a62-15d0-4e08-97cc-9955d2815d3b": {"__data__": {"id_": "4e200a62-15d0-4e08-97cc-9955d2815d3b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "925fed12-1988-493d-8710-007027640811", "node_type": null, "metadata": {}, "hash": "dbea5ad5daeb103da3865ac6b508a9383a6dacdc4a152c4c57e7206f42356795"}, "3": {"node_id": "e282b226-0cf3-4541-8003-1d4739315e9c", "node_type": null, "metadata": {}, "hash": "dff9101346dbf4642019d9d40699dd5d933dec209d6846cf99f398ff1bec84e3"}}, "hash": "b350e4bf3ce04a0bce2285622962464dbcc636cbf4855c7ac0de67fc15141622", "text": "o The introduction is engaging and introduces the characters and situation in a way that appeals to readers.\n    o Events in the narrative progress in logical order and are linked by clear transitions.\n    o The conclusion effectively follows from the narrated experiences or events.\n    o The narrative effectively includes techniques such as dialogue and descriptions to add interest and to develop the characters and events.\n    o The narrative effectively includes precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.\n    o The narrative effectively establishes voice through word choice, sentence structure, and tone.\n\n\n    Formative assessment tips and suggestions are included with each activity. A section entitled, Personalize for Learning, located in the bottom margin of the TE throughout each unit, provides support for ELLs, Strategic Support, and Challenge.\n\nMaterials should include routines and guidance that point out opportunities to monitor student progress.\n\nMaterials for Grade 6 include routines and guidance that point out opportunities to monitor student progress.\n\n\n    Prior to the introductory launch text, students complete a self-assessment, rating themselves on how they meet the unit goals.\n\n\n    The first activity students complete at the end of each text during Whole-Group and Small-Group Learning is a Comprehension Check, in which students respond to several open-ended questions following the first read of the text and write a summary of the text. During Small-Group Learning, students respond individually, then review and clarify details with group members.\n\n\n    Formative assessment tips and suggestions are included in the TE in the margins with each of the activities student are to complete following a text. For example, in Unit 2, pg. 122, students are to respond to questions analyzing the text and citing text evidence. If students fail to cite evidence, teachers are instructed to remind them to support their ideas with specific information. If students struggle to identify why \u201cHachiko symbolizes loyalty\u201d, teachers are to discuss the term \u201csymbolize\u201d and illustrate with examples.\n\n\n    In the lesson plan for each text, teachers are provided the list of resources to go with that text found in the Interactive TE or Unit Resources. The list includes Reteach/Practice documents and Assessment for the text if available.\n\nMaterials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.\n\nMaterials for Grade 6 indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation. All texts are read independently for the first and close reads. Students are provided graphic organizers to record notes for both. Students keep an evidence guide throughout the unit to collect evidence supporting their understanding of the unit essential question.\n\n\n    An Independent Learning Strategies video is included in the TE that can be viewed with students prior to the two days of Independent Learning.\n    The materials include an \"Independent Learning Strategy\" chart with the strategy and action plan they will follow. Strategies include: Create a schedule, Practice what you\u2019ve learned, and Take Notes. The materials include detailed instructions and supports for these strategies.\n\n\n    A trade book alignment is included with each unit for suggestions for integrating longer works within the unit and lesson plans for each title are available.\n\nDifferentiation\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so that they demonstrate independent ability with grade-level standards.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\nMaterials for Grade 6 provide teachers with strategies for meeting the needs of a range of learners, so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.\n\n\n    Each unit begins with a Launch Text that is a lower Lexile, so that students can read independently and complete the assigned homework. There is also an audio summary for students to build additional background for students before reading.\n\n\n    There is a Personalize For Learning: Reading Support section that gives the Text Complexity rubric for that reading selection and a Decide and Plan section which gives teachers additional information for:\n\n\nEnglish Language Support with suggestions for Knowledge Demands and Language\n    \nStrategic Support with suggestions for Knowledge Demands and Language/Clarity\n    \nChallenge support with suggestions for Text Analysis and Written Response\n    \n\n\n    As part of supporting the standards throughout the unit\u2019s teaching and learning cycle, under Decide and Plan is the standard being taught.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e282b226-0cf3-4541-8003-1d4739315e9c": {"__data__": {"id_": "e282b226-0cf3-4541-8003-1d4739315e9c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "4e200a62-15d0-4e08-97cc-9955d2815d3b", "node_type": null, "metadata": {}, "hash": "b350e4bf3ce04a0bce2285622962464dbcc636cbf4855c7ac0de67fc15141622"}, "3": {"node_id": "3c1b4d91-0a1c-4175-88da-30f1e766d93a", "node_type": null, "metadata": {}, "hash": "3ee21ea6d658af949c1f3d4f7e4408cacfa403d546cfe5e76b3f7fdfa1c65620"}}, "hash": "dff9101346dbf4642019d9d40699dd5d933dec209d6846cf99f398ff1bec84e3", "text": "Next to the standard under Catching Up, selection scaffolds are provided before the lesson is assigned in the SE to scaffold learning for students who are below grade level or students who need English Language support.\n    \nThe Looking Forward section provides activities to practice mastered skills in depth\n    \n\n\n    There are also notes in the TE under the heading Personalize For Learning to provide extra support. There is a Vocabulary Development section that focuses on multiple meaning words and gives examples for several meanings of selected word.\n\n\n    Under Lesson Resources in the TE there are Reteach/Practice materials available online for students who may need extra teaching and practice with author\u2019s craft, word study, conventions and writing/discussion. Each selection has the option to listen to the audio online as well as the Word Network graphic organizer and the Evidence Log.\n\n\n    Author\u2019s Perspective gives teachers pertinent information to assist with providing differentiated instruction.\n\nMaterials regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\nMaterials for Grade 6 regularly provide all students, including those who read, write, speak, or listen below grade level, or in a language other than English, with extensive opportunities to work with grade level text and meet or exceed grade-level standards.\n\n\n    All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning. The students do have a choice of 4-6 selections during Independent Learning. These selections vary in genre and Lexile but are all tied to the unit\u2019s Essential Question and have a similar lesson plan and expectations.\n\n\n    There are supports built into the series to help make students who are not at grade level and students who speak a language other than English successful with the grade level text and grade level standards. For example, when introducing a unit, there is an introduction video and a Launch Text that is always a model of the type of writing students will be expected to write at the end of the unit. Audio Summaries are also available in both English and Spanish to help build background knowledge before reading.\n\nMaterials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\nMaterials for Grade 6 regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.\n\n\n    All students have extensive opportunities to read, write, speak, and listen to grade level text and meet or exceed grade level standards. The students read the same grade level texts throughout each unit, with the teacher modeling and scaffolding instruction during whole group learning and facilitating during small group learning.\n\n\n    Under Personalize For Learning: Reading Support the Decide and Plan section gives teachers additional information for Challenge support with suggestions for Text Analysis and Written Response.\n\n\n    Under Standards Support Through Teaching and Learning Cycle, the Looking Forward section provides activities to practice mastered skills in depth for those students exceeding grade level standards. Within the Teacher\u2019s Edition (TE), there is a chart that has the CCSS grade level standard listed that includes a column called \u201cLooking Forward.\u201d This gives advanced opportunities for students who have mastered the standard to go deeper into the standard.\n\n\nIn Reading CCSS RI.6 students determine an author\u2019s point of view or purpose and explain how it is conveyed in a text. To go deeper, those students are asked to \u201cfind three details from the text that help them identify the point of view and three details that help them identify the author\u2019s purpose.\u201d (TE grade 6 p. 100D)\n    \n\n\n    The Teacher\u2019s Edition has tips for the teacher throughout the unit under the heading of Personalize For Learning and one category is Challenge. Here are suggestions to extend the learning for students who are exceeding grade level standards.\n\n\nIn this example students are asked to create a brief video where they are a news crew interviewing Dr. Goodall and will write scripts for their interviews (TE grade 6 p. 106). The format is similar for each unit and each grade level.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials for Grade 6 provide opportunities for teachers to use a variety of grouping strategies. Lessons provide whole class, small group, and independent learning opportunities throughout the school year. Some examples include, but are not limited to, the following:\n\n\n    Unit 1", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c1b4d91-0a1c-4175-88da-30f1e766d93a": {"__data__": {"id_": "3c1b4d91-0a1c-4175-88da-30f1e766d93a", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "e282b226-0cf3-4541-8003-1d4739315e9c", "node_type": null, "metadata": {}, "hash": "dff9101346dbf4642019d9d40699dd5d933dec209d6846cf99f398ff1bec84e3"}, "3": {"node_id": "6d630947-0169-4d67-8750-227bccabecc3", "node_type": null, "metadata": {}, "hash": "784e208e96cd42d0e30812840e184b799b8304989c98113354009f467e82d4fb"}}, "hash": "3ee21ea6d658af949c1f3d4f7e4408cacfa403d546cfe5e76b3f7fdfa1c65620", "text": "Unit 1\n\n\n    Whole-Class Learning: After reading an excerpt from Jacqueline Woodson\u2019s Brown Girl Dreaming, students are asked to think about the authors claim, \u201cMaybe the truth is somewhere in between/all that I\u2019m told/and memory.\u201d They are asked, \u201cAt what point does the use of imagination become lying?\u201d Students are asked to take a position and participate in a debate with classmates.\n\n\n    Take a stand: Form two groups. One group will take the position that Woodson is lying, and the other group will take the position that she is just using her imagination\n\n\n    Small-Group Learning Performance Task: What childhood challenge from either your own experience or observation is addressed or illustrated in a selection you have read?\n\n\n    Independent Learning: After choosing a text from the selections offered as independent readings for this unit, students are asked to share what they have learned with classmates (pairing or small groups). The task is as follows: \u201cReflect on the text you explored independently and write notes about its connection to the unit. In your notes, consider why this text belongs in the this unit.\u201d Under \u201cLearn From Your Classmates,\u201d students are asked to \u201cShare your ideas about the text you explored on your own. As you talk with others in your class, jot down a few ideas that you learned from them.\u201d\n\n\n    Unit 4\n\n\n    Whole-Class Learning: After reading \u201cThe Phantom Tollbooth,\u201d students are asked to compare the text with its animated movie adaptation by analyzing the two. They are asked to have a \u201cdiscussion with a partner\u201d in which they \u201canalyze the ways in which the experience of reading the play was similar to and different from the experience of watching the video.\u201d\n\n\n    Small-Group Learning: After reading \u201cJabberwocky\u201d from Lewis Carroll\u2019s Through the Looking-Glass, students are asked to work within their groups to choose one stanza from the reading. Then, using their knowledge of English grammar and syntax, work together to define every invented word in the stanza.\n\n\n    Personalize for Learning: English Language Development. Students are asked to work in pairs to look for a passage in the selection where the author tells about her mother\u2019s impact on her vocation.\n\nTechnology Use\n\nMaterials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.\n\nDigital materials for Grade 6 are web-based, compatible with multiple Internet browsers, \u201cplatform neutral\u201d follow universal programming style, and allow the use of tablets and mobile devices.\n\n\n    Students can use the BouncePage app whenever you see \u201cScan for Multimedia\u201d to access. Additionally, they can access multimedia resources directly from print by using their mobile or tablet device.\n\n\n    Additional digital resources can be found in Interactive Student Edition and myPerspectives website. Digital resources, including editable worksheets, can be found in myPerspectives website.\n\n\n    Assessments can be administered in print and/or online. Pearson Realize provides data reporting.\n\nMaterials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\nMaterials for Grade 6 support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.\n\n\n    The Student Edition gives instructions for downloading Pearson\u2019s BouncePages App from the Apple App or Google Play Store. When a student aims their camera at the Student Edition, they can tap the screen to scan the page. When they press \u201cPlay,\u201d a video or audio can be listened to of that particular text. Also, students can access digital novels, interactive lessons, and games using this app.\n\n\n    Audio Summaries: Audio summaries of \u201cFeathered Friend\u201d are available online in both English and Spanish in the interactive Teacher\u2019s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6d630947-0169-4d67-8750-227bccabecc3": {"__data__": {"id_": "6d630947-0169-4d67-8750-227bccabecc3", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cec6daa1-87ac-4962-b5dc-95c68716f727", "node_type": null, "metadata": {}, "hash": "6b6786022d13b1253fb2548943592d2a3bad268f9cef476bcd262393c6376ff8"}, "2": {"node_id": "3c1b4d91-0a1c-4175-88da-30f1e766d93a", "node_type": null, "metadata": {}, "hash": "3ee21ea6d658af949c1f3d4f7e4408cacfa403d546cfe5e76b3f7fdfa1c65620"}}, "hash": "784e208e96cd42d0e30812840e184b799b8304989c98113354009f467e82d4fb", "text": "Audio Summaries: Audio summaries of \u201cfrom Alice\u2019s Adventures in Wonderland\u201d are available online in both English and Spanish in the interactive Teacher\u2019s Edition or Unit Resources. Assigning these summaries prior to reading the selection may help students build additional background knowledge and set a context for their first read.\n\nMaterials can be easily customized for individual learners.\n\nDigital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n\nMy Perspectives: English Language Arts - Grade 6 includes digital materials that give opportunities for teachers to personalize learning for all students, using adaptive technological innovations.\n\n\n    There are multiple opportunities for teachers to differentiate instructional materials for multiple student needs, including supports for before during, and after each selection. Digital Perspectives offers suggestions for using digital resources to strengthen concepts being taught. Pearson Realize gives teachers access to manage and customize units by rearranging content, uploading their own content, adding links to online media, and edit resources and assessments.\n\nMaterials can be easily customized for local use.\n\nThe instructional materials, My Perspectives: English Language Arts - Grades 6-8, can be easily customized for local use. Differentiation and extension opportunities available throughout the instructional materials allow many opportunities to personalize learning as appropriate for students. Teachers are also able to add notes to the materials.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nDigital Perspectives identifies online resources for each lesson. The Student Edition is Interactive with access to online annotations tools for reading selections. Students also have access to embedded, interactive graphic organizers and activities that allow for interaction when students are working with a particular text. Additionally, the Integrated Student Notebook gives students opportunities to share their work.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bb8cada9-ced2-41b5-be9d-97f471a50ab0": {"__data__": {"id_": "bb8cada9-ced2-41b5-be9d-97f471a50ab0", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "3": {"node_id": "45ed0a90-cd2b-4571-b6ff-b833373cc1eb", "node_type": null, "metadata": {}, "hash": "be6e2807a9ba349e01c5c6b8670bb9e36510eba19705da5d9ddcb15352180bed"}}, "hash": "897b24d9dab7d7c2eef1ece2325268df8a4ba6e416a65405ac90c3fe296fc2f0", "text": "Open Up Resources 6-8 Math\n\nThe instructional materials for\u00a0Open Up Resources 6-8 Math, Grade 8 (authored by Illustrative Mathematics) meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards\u2019 rigorous expectations, and they connect the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nFocus & Coherence\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet the expectations for Gateway 1. These materials do not assess above-grade-level content and spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are consistent with the mathematical progression in the standards, and students are offered extensive work with grade-level problems. Connections are made between clusters and domains where appropriate. Overall, the materials meet the expectations for focusing on the major work of the grade, and the materials also meet the expectations for coherence.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that they assess grade-level content. The assessments are aligned to grade-level standards.\n\n\n    For example:\n\n\nUnit 5 Mid-Unit Assessment Problem 5 provides a scenario in which bacteria is doubling over time. Students determine if the given population of bacteria is a function of the number of days. Students also determine if the function is linear and explain their reasoning (8.F.1). The problem reads, \u201cLin counts five bacteria under a microscope. She counts them again each day for four days, and finds that the number of bacteria doubled each day\u2014from 5 to 10, then from 10 to 20, and so on. Is the population of bacteria a function of the number of days? If so, is it linear? Explain your reasoning.\u201d\n    \n\n\nIn Unit 7 End-Unit Assessment Problem 2, students select all expressions that equal 6 to the -10th power. The five choices are all variations of using the properties of exponents, providing students opportunities to think flexibly and build fluency (8.EE.1).\n    \n\n\n    Assessments are located in the teacher materials in each of the first eight units. Unit 9 Putting It All Together is an optional culminating unit and has no assessments. Assessments are limited to seven problems but are often broken into multiple prompts and assess numerous standards. Units 1, 3, and 5 also contain a Mid-Unit Assessment for a total of 11 assessments.\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations for spending a majority of instructional time on major work of the grade.\n\n\nThe number of units devoted to major work of the grade, including assessments and supporting work, is seven out of eight, which is approximately 87.5%.\n    \nThe number of lessons devoted to major work of the grade, including assessments and supporting work, is 102 out of 122 total non-optional lessons, which is approximately 83.6%.\n    \nThe number of days devoted to major work, including assessments and supporting work, is 117 out of 140 days, which is approximately 83.6%.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45ed0a90-cd2b-4571-b6ff-b833373cc1eb": {"__data__": {"id_": "45ed0a90-cd2b-4571-b6ff-b833373cc1eb", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "bb8cada9-ced2-41b5-be9d-97f471a50ab0", "node_type": null, "metadata": {}, "hash": "897b24d9dab7d7c2eef1ece2325268df8a4ba6e416a65405ac90c3fe296fc2f0"}, "3": {"node_id": "a2212082-512e-44c3-aec2-4ecbdfac9479", "node_type": null, "metadata": {}, "hash": "d673f921a3bebed775e2384f4934ad1bde2899612f31c6170605244be7c7f160"}}, "hash": "be6e2807a9ba349e01c5c6b8670bb9e36510eba19705da5d9ddcb15352180bed", "text": "A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 83.6% of the instructional materials focus on major work of the grade.. An analysis of days devoted to major work includes 18 days for review and assessment, but the materials do not dedicate items to be used for the review.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\n\n    Supporting standards/clusters are connected to the major standards/clusters of the grade. The lessons are designed in a way that supporting standards are interwoven into the lessons and activities that maintain a focus on the major work of the grade. The Grade 8 curriculum includes multiple examples of supporting work being used to support the focus and coherence of the major work of the grade.\n\n\nIn Unit 5 Lesson 17, students use volume formulas for three-dimensional figures to explore aspects of functions. Students compare functions presented as equations, graphs, and/or tables when exploring linear and nonlinear relationships. In the lesson Warm-Up, students determine if two quantities are functions by examining the distance a truck traveled in relation to the amount of gas used (8.F.1). Activities 3 and 4 address 8.F.1, 8.F.B, and 8.G.9 as: \u201cStudents continue working with functions to investigate what happens to the volume of a cylinder when you halve the height.\u201d The lesson Cool-Down connects 8.G.C and 8.F.1 as students explore the height and volume of cylinders. In Lesson 18, students explore the effect on the volume of cylinders in functions where two variables are scaled. Students use volume formulas for cylinders and graphs of the functions in this exploration.\n    \n\n\nIn Unit 6, standard 8.SP.2 supports major work standard 8.EE.6. The first three lessons introduce students to associations in two variables and how to display and analyse those associations using scatter plots. In the Lesson 4 Warm-Up, students estimate the slope of a given line that lies close to, but not directly on, two points. During lesson activities, students state the meaning of the slope in the given contexts and also whether outliers have an effect on the slope of the line of best fit. Lessons 5 through 8 continue to build students' understanding of lines and slope (8.EE.5) to build an understanding of scatter plots and bivariate data.\n    \n\n\nIn Unit 8, standard 8.NS.2 supports major work standard 8.EE.2. In Lesson 3 Activities, students assess whether different rational numbers are solutions for square roots. In Lesson 4, students find solutions to functions that include square roots, and they estimate solutions to square roots in order to develop a deeper understanding of square roots as numbers and not just as solutions to the side length of a square when the area is known.\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nInstructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations that the amount of content designated for one grade level is viable for one year.\n\n\n    The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 153 days.\n\n\nFrom the provided scope and sequence found in the Course Guide, Grade 8 includes materials for 140 instructional days. There are 122 non-optional lessons, ten summative assessments, and eight review days.\n    \n\n\n119 of these non-optional lessons are designed to address grade-level standards. Three non-optional lessons do not explicitly address grade-level standards but provide problem contexts and activities that prepare students for the unit or connect work from prior grades.\n    \n\n\nTwo optional lessons are also present in the first eight units. Unit 9 Putting it All Together includes an additional two optional lessons that require up to 10 days depending on the number of lessons completed. There are 153 instructional days if all optional materials are used.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a2212082-512e-44c3-aec2-4ecbdfac9479": {"__data__": {"id_": "a2212082-512e-44c3-aec2-4ecbdfac9479", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "45ed0a90-cd2b-4571-b6ff-b833373cc1eb", "node_type": null, "metadata": {}, "hash": "be6e2807a9ba349e01c5c6b8670bb9e36510eba19705da5d9ddcb15352180bed"}, "3": {"node_id": "14d3b157-c146-45f7-b7cf-742814f6f1f1", "node_type": null, "metadata": {}, "hash": "f759f8961ed6907bb7dfacb3a273fdc371e29d0df7dacffa7cb1760b542a9e6f"}}, "hash": "d673f921a3bebed775e2384f4934ad1bde2899612f31c6170605244be7c7f160", "text": "Each unit is comprised of 11 to 22 lessons. Within each unit, lessons contain a Warm-Up, two or three Activities, Lesson Synthesis, and a Cool-Down. Guidance regarding the number of minutes needed to complete each component of the lesson is provided in the teacher materials.\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations for the materials being consistent with the progressions in the standards.\n\n\n    The instructional materials clearly identify content from prior and future grade levels and use it to support the progressions of the grade-level standards. The instructional materials also relate grade-level concepts explicitly to prior knowledge from earlier grades.\n\n\n    The materials are intentionally designed to address the standards the way they are laid out in the progressions, and the Unit Overview clearly explains how the standards and progressions are connected for educators. Units begin with lessons connected to the standards from prior grades that are relevant to the current topic. Standards from the grade level and prior grades, and standards that will be addressed later in the year are identified in the sections as \u201caddressing,\u201d \u201cbuilding on,\u201d and \u201cbuilding towards,\u201d respectively. For example:\n\n\nUnit 3 Linear Relationships Lesson 1 Overview states, \u201cThis lesson is the first of four where students work with proportional relationships from a Grade 8 perspective.\u201d In the lesson, 7.RP.2 is identified as the standard that the lesson is \u201cbuilding on,\u201d the standard the lesson is \u201caddressing\u201d is 8.EE.B, and the standard the lesson is \u201cbuilding toward\u201d is 8.EE.5. According to the CCSSM progressions, the study of proportional relationships is a foundation for the study of functions. After Lesson 4, students move to linear relationships. The Lesson 5 Overview states, \u201cAfter revisiting examples of proportional relationships in the previous lessons, this lesson is the first of four lessons that moves from proportional relationships to linear relationships with positive rates of change.\u201d\n    \n\n\n    The Warm-Ups in lessons frequently work with prior-grade standards in ways that support learning of grade-level problems and make connections to progressions from previous grades. For example:\n\n\nUnit 3 Lessons 1 and 2 begin with looking at graphs and comparing proportional relationships (7.RP.2). The Lesson 1 Warm-Up has students compare graphs of proportional relationships with the same scale. The Lesson 2 Warm-Up includes different scales. Lessons 3 and 4 continue work with graphing proportional relationships with attention to graph features such as scale. Students pay attention to graph features in preparation for grade-level work with linear equations and graphs of linear equations.\n    \n\n\nThe Unit 8 Lesson 3 (6.EE.4, 5.NF.4) Warm-Up includes practice with multiplying fractions (5.NF.4) which is essential in the lesson for estimating square roots. This connection is explicit in the teacher materials that state, \u201cThe purpose of this warm-up is for students to review multiplication of fractions in preparation for the main problem of this lesson: estimating solutions to the equation $$x^2 = 2$$. For example, 3\u20442 \u00b7 3\u20442 = 9\u20444, which is a value close to 2 so 3\u20442 is a value close to the $$\\sqrt{\\smash[b]{2}}$$.\u201d\n    \n\n\n    The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems.\n\n\n    In the Course Guide under Course Information and Scope and Sequence, there is a chart which reflects the mathematics in the materials. All grade-level standards are represented across the 9 units. Additionally, the materials provide practice for the standards while at the same time refrain from giving extraneous practice.\n\n\n    Overall, there is evidence that materials develop according the progression in the standards. Tasks are aligned to grade-level work and are connected to prior-grade knowledge. For example:", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "14d3b157-c146-45f7-b7cf-742814f6f1f1": {"__data__": {"id_": "14d3b157-c146-45f7-b7cf-742814f6f1f1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "a2212082-512e-44c3-aec2-4ecbdfac9479", "node_type": null, "metadata": {}, "hash": "d673f921a3bebed775e2384f4934ad1bde2899612f31c6170605244be7c7f160"}, "3": {"node_id": "57030a15-9720-4cdd-a666-8ee0e1ad943d", "node_type": null, "metadata": {}, "hash": "d9d6733a98227e704cbc228e43bc0674b0cec1bb20dea33f917bfcf4914fa338"}}, "hash": "f759f8961ed6907bb7dfacb3a273fdc371e29d0df7dacffa7cb1760b542a9e6f", "text": "The Unit 5 Overview outlines multiple ways that function understanding is developed by building upon prior-grade work, including input/output patterns in Grades 4 and 5, independent and dependent variables in Grade 6, work with ratios and proportions in Grades 6 through 8, and work with geometric measurement as early as Kindergarten. Students explore linear relationships built from work early in Units 1 and 2 with similarity of triangles. The unit develops from exploring input/output patterns in order to develop a formal understanding of the definition of a function in Lessons 1 and 2, to exploring different representations of functions in Lessons 3 through 7. This work includes verbal descriptions, equations, tables, and graphs. Multiple representations are used in each lesson. The lessons near the end of the unit work with volume formulas. Lesson 22, the final lesson in the unit, explicitly connects work with functions to volume and includes exposure to non-linear functions.\n    \n\n\nThe Unit 4 Lesson 13 Solving Systems of Equations Warm-Up consists of four problems where students reason about the solutions to equations through true/false questions about a graph with two equations of lines solutions. The first activity has students match the graph with the system of equations, then students work on a digital graph to find solutions to a system of equations. In the second activity, the students look at six different graphic representations of systems of equations and discuss the meaning of having no solution, one solution, or infinite solutions. In the Cool-Down, students look at the graphic representation of a system of equations and give possible solutions based on what the graph looks like. There are also five practice problems that are connected to the lesson.\n    \n\n\n    A typical lesson has a Warm-Up, one or more Activities and a Cool-Down. Additionally, every lesson provides practice problems that can be used as independent or group work. Some lessons also provide an \u201cAre you ready for more?\u201d problem. These problems are an opportunity for students to explore grade-level mathematics in more depth and often make connections between the topic in the lesson and other concepts at grade level. They are intended to be used on an opt-in basis by students if they finish the main class activity early or want to do more mathematics on their own.\n\n\n    Overall, the materials give students extensive work with rigorous, grade-level problems.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.\n\n\n    Materials include learning objectives that are visibly shaped by CCSSM cluster headings, including:\n\n\n    8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.\n\n\nThe Unit 4 Overview describes how work in solving linear equations builds on work from Grades 6 and 7 with equations and expressions in one variable, then further builds to algebraic methods for solving equations.The Lesson 10 learning targets state: \u201cMake connections between ordered pairs in tables and graphs,\u201d and \u201cGiven descriptions of two linear relationships, interpret ordered pairs in contexts, focusing on when or where the same ordered pair makes each relationship true.\u201d Lesson 13 learning targets are also connected to the cluster heading, including: \u201cUnderstand that a system of equations can have no solutions, one solution, or infinitely many solutions.\u201d \u201cConnect features of the graphs to the number of solutions the system has.\u201d and \u201cStart solving systems algebraically.\u201d\n    \n\n\n    8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "57030a15-9720-4cdd-a666-8ee0e1ad943d": {"__data__": {"id_": "57030a15-9720-4cdd-a666-8ee0e1ad943d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "14d3b157-c146-45f7-b7cf-742814f6f1f1", "node_type": null, "metadata": {}, "hash": "f759f8961ed6907bb7dfacb3a273fdc371e29d0df7dacffa7cb1760b542a9e6f"}, "3": {"node_id": "a438b1e3-89fa-4ef0-ae27-4697b3050bc6", "node_type": null, "metadata": {}, "hash": "a4aad2213fa515a94ca38dc4d4a37a708a70ab6df4798af3b62d72a793df5151"}}, "hash": "d9d6733a98227e704cbc228e43bc0674b0cec1bb20dea33f917bfcf4914fa338", "text": "The Unit 5 Overview details the progression of geometric measurement from Kindergarten and lays out how the unit will extend concepts of volume to deepen students' understanding of the geometric features of three-dimensional shapes such as radii, bases, and heights. In addition, the unit integrates student work with functions as they develop a conceptual understanding of formulas for volume. All Unit 5 lessons include real-world or mathematical problems. Sample learning goals aligned to the cluster heading include: \u201cFind volumes of cones in mathematical and real-world problems\u201d in Lesson 15 and \u201cSolve a variety of mathematical and real-world problems about the volume of a cylinder, cone, or sphere\u201d in Lesson 21.\n    \n\n\n    Materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. Multiple examples of tasks connecting standards within and across clusters and domains are present. These connections build deeper understanding of grade-level concepts and the natural connections which exist in mathematics.\n\n\nIn Unit 5 Lesson 8 Activities 2 and 3, students model real-world problems with functions by interpreting the start value and the slope (8.F.B.4). This includes understanding linear equations as describing linear functions (8.F.A.3) and involves comparing different representations of a function, with an emphasis on equations and graphs, but also includes verbal/written descriptions of the real-world scenario (8.F.A.2).\n    \n\n\nIn Unit 5 Lesson 11, standards 8.F.B and 8.G.C are addressed simultaneously as, \u201cStudents investigate how the height of water in a graduated cylinder is a function of the volume of water in the graduated cylinder.\u201d\n    \n\n\nIn Unit 8 Lesson 2, standards 8.EE.A.2 and 8.F.B are both addressed as students take measurements of area and side lengths, collect data, and determine $$y=x^2$$ as a function that models the relationship between area of a square and a side length. Students make estimates of side lengths given the area of a square and begin to use square root symbols and terms.\n    \n\n\nIn Unit 8 Lesson 3, standards 8.G.A.1 and 8.EE.B are addressed. The Warm-Up task reviews 8.G.A.1 where students must identify lines that have been translated from a given line. The rest of the lesson focuses on the 8.EE.B cluster with an emphasis on students using their understanding of translations to derive y = mx + b from a graph of y = mx. The series of tasks use contexts to help students make connections to the equation of a line and how translations can be helpful in interpretation in context.\n\nRigor & Mathematical Practices\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet the expectation for aligning with the CCSS expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, identify the Mathematical Practices (MPs), and attend to the full meaning of each practice standard.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.\nMaterials include problems and questions that develop conceptual understanding throughout the grade level. Multiple opportunities exist for students to work with standards that specifically call for conceptual understanding. Students access concepts from a number of perspectives and independently demonstrate conceptual understanding throughout the grade.\nThe conceptual understanding required in 8.F.A is addressed in Unit 5 as students define, evaluate, and compare functions. For example:\n\nLesson 1 begins to develop the \u201cidea of a function as a rule that assigns to each allowable input exactly one output.\u201d This understanding is cultivated in the first Activity of Lesson 1 as student play \"Guess My Rule\" in an applet. Students enter any input value into Column A of the spreadsheet found in the applet, and the resulting output appears in Column B. Student pairs generate a rule after completing as many iterations as needed. Functions' rules include additive, multiplicative, and exponential patterns.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a438b1e3-89fa-4ef0-ae27-4697b3050bc6": {"__data__": {"id_": "a438b1e3-89fa-4ef0-ae27-4697b3050bc6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "57030a15-9720-4cdd-a666-8ee0e1ad943d", "node_type": null, "metadata": {}, "hash": "d9d6733a98227e704cbc228e43bc0674b0cec1bb20dea33f917bfcf4914fa338"}, "3": {"node_id": "2b651cdb-5aec-466f-a071-8bd554b5998c", "node_type": null, "metadata": {}, "hash": "9fba63a552a3202c29ed9d261343822e18f9cb9b3a2966cf6199cf83c2f5b871"}}, "hash": "a4aad2213fa515a94ca38dc4d4a37a708a70ab6df4798af3b62d72a793df5151", "text": "In Lesson 2, function language is introduced after students identify examples and nonexamples of functions in order to extend the idea that the output is dependent on the input. In the first Activity, students are prompted: \u201cA number is 5. Do you know its square?\u201d and the anticipated response is given as, \u201cYes, the square of 5 is 25.\u201d Another prompt asks, \u201cThe square of a number is 16. Do you know the number?\u201d resulting in the anticipated response, \u201cNo, there are two different numbers whose square is 16, namely 4 and -4.\u201d The term \u201cfunction\u201d is not introduced until the second Activity in which students use function language to express whether the given scenarios from the previous Activity are functions. The corresponding exemplar statements from the given examples are, \u201cYes, the square of a number depends on the number,\u201d and \u201cNo, knowing the square of a number does not determine the number.\u201d\n\n\nIn Lessons 3 through 7, students use and compare verbal descriptions, tabular and graphic representations of functions, as well as equations. In the second Activity in Lesson 4, students are given three unlabeled continuous graphs in order to make connections between representations. They choose the matching equation and context (8.F.3), use the context to identify the dependent and independent variables, and finally, use the graph to identify the output when the input is 1 and interpret what that tells you about each situation in prompt 3 (8.F.1). The graphs include a non-linear representation and two linear functions, one with a positive slope and one with a negative slope.\n\nCluster 8.G.A addresses congruence and similarity using physical models, transparencies, or geometry software and is found in both Units 1 and 2. Unit 1 begins with transformations.\n\nIn Lessons 1 through 6, students spend most of the instructional time either physically moving shapes or imitating that movement on a GeoGebra program. In Lesson 1, students first look at transformations as a way of moving objects in a plane. They define these movements in their own words in Lesson 2 and establish the actual definition of the movements in later lessons.\n\n\nLessons 11 through 13 explore congruence. In the Lesson 12 Warm-Up, students are given a variety of congruent triangles in different orientations and the following prompt: \u201cAll of these triangles are congruent. Sometimes we can take one figure to another with a translation. Shade the triangles that are images of triangle ABC under a translation.\u201d Students develop the concept that a two-dimensional figure is congruent to another two-dimensional figure if the second can be obtained from the first by a sequence of transformations. The idea of \u201crotations and reflections usually (but not always) change the orientation of a figure\u201d is discussed here and further explored when students name a sequence of transformations to prove some of the non-shaded triangles congruent to triangle ABC.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2b651cdb-5aec-466f-a071-8bd554b5998c": {"__data__": {"id_": "2b651cdb-5aec-466f-a071-8bd554b5998c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "a438b1e3-89fa-4ef0-ae27-4697b3050bc6", "node_type": null, "metadata": {}, "hash": "a4aad2213fa515a94ca38dc4d4a37a708a70ab6df4798af3b62d72a793df5151"}, "3": {"node_id": "1f76938e-7784-4fa6-ab4e-f2330409c7cc", "node_type": null, "metadata": {}, "hash": "d01db023d4baf6b7ba732bf20e5f1afd9f85b1f7ff6d1b91eedb1cab9d48165d"}}, "hash": "9fba63a552a3202c29ed9d261343822e18f9cb9b3a2966cf6199cf83c2f5b871", "text": "In Lessons 14 through 16, students establish informal arguments about angles. The second Activity in Lesson 14 states, \"Lines \u2113 and k are parallel, and t is a transversal. Point M is the midpoint of segment PQ.\u201d Students use tracing paper to \u201cFind a rigid transformation showing that angles MPA and MQB are congruent.\u201d\n\nCluster 8.G.6 builds understanding of the Pythagorean Theorem and is found in Unit 8.\n\nLesson 6 Activity 1 prompts students to find the length of the sides of several triangles using a grid, some of which are right triangles and some are not. Through the investigation, students arrive at an understanding of the Pythagorean Theorem and that it only applies to right triangles. After the investigation the Pythagorean Theorem is officially introduced to the students.\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations that they attend to those standards that set an expectation of procedural skill. Materials attend to the Grade 8 expected procedural skills, particularly those related to solving linear equations and systems of equations.\nProcedural skills and fluencies are intentionally built on conceptual understanding and the work students have accomplished with operations and equations from prior grades. Opportunities to formally practice developed procedures are found throughout practice problem sets that follow the units, including opportunities to use and practice emerging fluencies in the context of solving problems. Units 1-3 include embedded review of rational number operations, and Units 5-9 include continued practice of content that is developed in Unit 4. According to the Design Principles within the Grade 8 Course Guide within each unit, \u201cStudents are systematically introduced to representations, contexts, language, and notation. As their learning progresses, they see and understand more efficient methods of solving problems, supporting the shift towards procedural fluency.\u201d Number Talks included in many Warm-Ups often revisit fluencies developed in earlier grades and specifically relate to the Activities found in the lessons. Additionally, students demonstrate procedural skill and fluency throughout the year in a variety of practice problems. Examples of lesson practice problems follow:\n\n8.EE.7 is found in Unit 5.\n\n\nIn Lesson 3, students solve and check the solutions to multi-step equations such as 4z+5=-3z\u22128.\nIn Lesson 7, students solve and check the solution to the multi-step equation -(-2x+1)=9\u221214x.\nIn Lesson 9 Problem 3, students solve and explain the reasoning leading to the solutions of multi-step equations such as 4(2a+2)=8(2\u22123a).\n\n\n8.EE.8b is found in Unit 5.\n\n\nIn Lesson 1, students solve a system of two equations, both in slope-intercept form, using substitution.\nIn Lesson 3, students graph a system of equations with no solution and then write the equation of each graphed line.\nIn Lesson 4, students solve a system of two equations, both in slope-intercept form.\nIn Lesson 12, students solve a system of two equations, both in slope-intercept form.\nIn Lesson 20, students write and solve a system of equations representing the context given about a bicycle shop inventory in order to find the number of bicycles in the store.\n\n\n\n8.EE.7 is found in Unit 4 where students use computational skills to solve linear equations in one variable.\n\nLesson 1 through 4 connect to past grades with lessons and activities that incorporate the idea of balancing equations.\n\n\nIn the Lesson 3 Warm-Up, students match hanger diagrams to equations and variables to their respective shapes within the diagram. Next, students begin to match the first \u201cmoves\u201d in solving equations in the first Activity. In the additional activities in Lesson 3, students \u201c[think] about strategically solving equations by paying attention to their structure\u201d when they are presented two student work samples to evaluate and provide recommendations for solving.\n\n\nIn Lesson 4, there is a mix of tasks that focuses on practicing solving equations such as matching, choosing solution steps, evaluating the work of sample student solution paths, as well as assessing similarities and looking for mistakes.\n\n\nIn Lesson 5, students move toward a general method for solving linear equations using mental math to solve one-step equations for a variable on one side and then work with a partner to justify their steps with one another between each step.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1f76938e-7784-4fa6-ab4e-f2330409c7cc": {"__data__": {"id_": "1f76938e-7784-4fa6-ab4e-f2330409c7cc", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "2b651cdb-5aec-466f-a071-8bd554b5998c", "node_type": null, "metadata": {}, "hash": "9fba63a552a3202c29ed9d261343822e18f9cb9b3a2966cf6199cf83c2f5b871"}, "3": {"node_id": "e5b59682-ec58-4b31-9210-593d0da57637", "node_type": null, "metadata": {}, "hash": "19ba0fba5ba6b00cdef91809d09a527b1360693c9c53c0c0e0d0e620e766138e"}}, "hash": "d01db023d4baf6b7ba732bf20e5f1afd9f85b1f7ff6d1b91eedb1cab9d48165d", "text": "In Lesson 6 Strategic Solving, \u201cIn this lesson, students learn to stop and think ahead strategically before plunging into a solution method. After a Warm-Up in which they construct their own equation to solve a problem, they look at equations with different structures and decide whether the solution will be positive, negative, or zero, without solving the equation. They judge which equations are likely to be easy to solve and which are likely to be difficult.\u201d In the following lessons students look at situations when an equation has many or no solutions. Once students are introduced to a general procedure for solving equations continuous practice is provided.\n\nSystems of equations (8.EE.8b) are formally introduced in the latter part of Unit 4 after students solve linear equations in one variable (8.EE.7), including writing, solving, and graphing equations as well as deciding what it means for an equation to be true. Students learn to interpret and solve systems of equations in Lessons 12 through 15 in preparation for applying their procedural knowledge in Lesson 16.\n\nIn the Lesson 12 Warm-Up, students take a situation and features of the graphs without actually graphing, to develop fluency with the vocabulary and begin to visualize where systems of equations may have solutions. All tasks involve graphing equations and discussing solutions in context of graphs. The term \u201csystem of equations\u201d is introduced.\n\n\nIn the Lesson 14 Warm-Up, students use substitution strategies to mentally solve systems of equations. In Activity 1, students analyze the structure of a system of equations before deciding on an efficient solution path. The equations lend themselves to suggesting substitution as the first step toward finding a solution and develop the procedure for substituting an expression in place of a variable.\n\n\nIn Lesson 15, students write and interpret systems of equations from contexts with rational coefficients and continue to practice solving using various methods, including: \u201c[Solving] the systems to find the number of solutions.; [Using] the slope and y-intercept to determine the number of solutions.; [Manipulating] the equations into another form, then compare the equations. [Noticing] that the left side of the second equation in system C is double the left side of the first equation, but the right side is not.\u201d\n\nAttention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, both routine and non-routine, presented in a context in which the mathematics is applied.\nWork with applications of mathematics occurs throughout the materials in ways that enhance the focus on major work and when standards call for application in real-world or mathematical contexts. The Grade 8 Course Guide states: \u201cStudents have opportunities to make connections to real-world contexts throughout the materials. Carefully-chosen anchor contexts are used to motivate new mathematical concepts, and students have many opportunities to make connections between contexts and the concepts they are learning. Additionally, most units include a real-world application lesson at the end.\u201d Connections between clusters and application extensions are also found in the multiple-day lessons found in optional Unit 9.\nCluster 8.F.B addresses students using functions to model relationships between quantities and is found in Unit 5. Lessons 5 through 11 are specifically identified as addressing 8.F.B and use a variety of applications as students model relationships using functions. Students identify and create tables, graphs, and equations modeling relationships.\n\nThe Lesson 6 Warm-Up states: \u201cThe purpose of this Warm-Up is for students to realize there are different dependent variables that can be used when making a model of a context, and the choice of which we use affects how a graph of a function looks.\u201d Students view five photographs of a dog taken at equal intervals of time and two graphs representing the scenario. Both graphs have the same independent variable but look dramatically different. Students determine how the dependent variable represents the perspective of the graph.\n\n\nIn the Lesson 10 Warm-Up, students are asked to share what they notice on a graph of temperature data during different parts of the day. In Activity 1, they use piecewise linear graphs to find information about the real-life situation they represent. In Activity 2, students analyze a situation to calculate the rate of change.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e5b59682-ec58-4b31-9210-593d0da57637": {"__data__": {"id_": "e5b59682-ec58-4b31-9210-593d0da57637", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "1f76938e-7784-4fa6-ab4e-f2330409c7cc", "node_type": null, "metadata": {}, "hash": "d01db023d4baf6b7ba732bf20e5f1afd9f85b1f7ff6d1b91eedb1cab9d48165d"}, "3": {"node_id": "ab25cccb-5f47-4ae0-a8a2-54adcdaf4756", "node_type": null, "metadata": {}, "hash": "2d59a8b82ba3c3e00dc48cce9ce080f1f92dacb964a798ccd38d328866f8f7bf"}}, "hash": "19ba0fba5ba6b00cdef91809d09a527b1360693c9c53c0c0e0d0e620e766138e", "text": "In Lesson 11 Activity 1, students investigate how the height of water in a graduated cylinder is a function of the volume of water in the graduated cylinder. Students make predictions about how the graph will look and then test their prediction by filling the graduated cylinder with different amounts of water, gathering and graphing the data. Students use an applet to reason about the height of the water in a given cylinder. They graph the relationship and then explain the meaning of specific points in their recorded data. Students need to apply the context of the given cylinder to the graph to determine, \u201cWhat would the endpoint of the graph be?\u201d In the next phase of the Activity, students compare this relationship to ones in which the radius of the cylinder has been modified and explain how the slope is less steep in the given graphic representation.\n\nStandard 8.EE.8c addresses students solving real-world and mathematical problems leading to two linear equations in two variables and is found in Unit 4. Lesson 16 includes opportunities for students to investigate applications of systems of equations.\n\nIn Activity 1, students solve problems involving real-world contexts. For the first problem, students find the time at which two friends will meet if they are cycling toward one another. In the second problem, they determine how many grapefruits are sold if students are selling both grapefruits and nuts. The price of both items is given as well as the total number of items sold and the total money made in the fundraiser. In the third problem, students find the number of hours Andre and Jada must work to make the same amount of money when working different jobs and getting paid different rates. In each problem, students \u201cexplain or show [their] reasoning.\u201d After engaging in these problems, students create their own situation and solve. These scenarios are then exchanged for other pairs of students to solve.\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.\nThere is evidence that the curriculum addresses standards, when called for, with specific and separate aspects of rigor and evidence of opportunities where multiple aspects of rigor are used to support student learning and mastery of the standards. There are multiple lessons where one aspect of rigor is emphasized.\nExamples of conceptual understanding include:\n\nA conceptual understanding of transformations is developed in Unit 1. Students begin this unit by simply describing how one figure moves to another. Students use tracing paper or GeoGebra to make \u201cthe moves\u201d and answer the questions with these visual, hands-on tools. In Lesson 3 Activity 1, students are given four figures on a grid and told: \u201cIn Figure 1, translate triangle ABC so that A goes to A\u2032. In Figure 2, translate triangle ABC so that C goes to C\u2032. In Figure 3, rotate triangle ABC 90o counterclockwise using center O. In Figure 4, reflect triangle ABC using line l.\u201d Activities similar to this are done repeatedly throughout the beginning lessons of Unit 1. Eventually, students use this information to draw conclusions about congruent figures, angles, and similar figures (8.G.A).\n\n\nIn Unit 5 Lesson 6, students demonstrate conceptual understanding of graphs as they relate to context and determine the scale to represent the independent and dependent variables. Students create graphs for a given story/context determining the scale. Discussion questions include: \u201cWhich quantity is a function of which? Explain your reasoning;\" \"Based on your graph, is his friend\u2019s house or the park closer to Noah's home? Explain how you know;\" and, \"Read the story and all your responses again. Does everything make sense? If not, make changes to your work.\u201d\n\nExamples of procedural skill include:\n\nIn Unit 5 Lesson 5, students develop procedural skill solving equations with one variable. During the Warm-Up, students solve the following equations mentally: 5\u2212x=8, -1=x\u22122, -3x=9, and -10=-5x. In the first Activity, students are given a card with a more complex equation on it and told to work with a partner, taking turns after each step to solve the equation. They solve four cards in all.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ab25cccb-5f47-4ae0-a8a2-54adcdaf4756": {"__data__": {"id_": "ab25cccb-5f47-4ae0-a8a2-54adcdaf4756", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "e5b59682-ec58-4b31-9210-593d0da57637", "node_type": null, "metadata": {}, "hash": "19ba0fba5ba6b00cdef91809d09a527b1360693c9c53c0c0e0d0e620e766138e"}, "3": {"node_id": "d507242d-69e0-4fdf-8ece-cc54e22f190d", "node_type": null, "metadata": {}, "hash": "acbd91f3c75483e560635f5f289267e6244bc137d3adf163c220ae7453accf30"}}, "hash": "2d59a8b82ba3c3e00dc48cce9ce080f1f92dacb964a798ccd38d328866f8f7bf", "text": "In the Unit 5 Lesson 16 Warm-Up, students apply computational skills using the formula for volume to solve: \u201c27=(1\u20443)h, 27=(1\u20443)r2, 12\u03c0=(1\u20443)\u03c0a, 12\u03c0=(1\u20443)\u03c0b2.\u201d In the first Activity, students practice finding relevant information and completing tables to apply the volume formula to find the value of unknown dimensions.\n\nExamples of application include:\n\nIn Unit 5 Lesson 21, students practice 8.G.9 as they solve a variety of mathematical problems involving finding the volume cones, cylinders, rectangular prisms, and spheres in the given figures.\n\n\nIn Unit 2 Lesson 13 Activity 3, students apply their understanding of both proportional relationships (7.RP.2) from the previous grade and arguments establishing facts about similar triangles and angle relationships (8.G.5) to estimate the height of a tall object that cannot be measured directly. Students use their learning from the unit and the previous activities to devise a method to estimate, justify, and test.\n\nAll three aspects of rigor are balanced throughout the course, including the unit assessments. There are multiple lessons where two or all three of the aspects are connected. For example:\n\nIn Unit 5 Lessons 3 through 7, students develop their understanding of functions by comparing multiple representations. The majority of Activities use real-world contexts with frequent opportunities for students to interpret functions and their representations in specific contexts.\n\n\nThe Practice Problems available for each lesson are strategically arranged so that procedural practice problems lead to opportunities for students to practice and develop proficiency and skills for a concept and engage with more complex application-level problems. On average there are six problems included in the practice problems. Procedural practice, visual representations, contexts, and/or standard methods of solving said problems are present.\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.\nAll eight MPs are clearly identified throughout the materials, with few or no exceptions. The Math Practices are initially identified in the Teacher Guide under the narrative descriptions of each unit within the Course Information. For example:\n\nUnit 2 Dilations, Similarity and Introducing Slope excerpts include: \u201cThrough activities designed and sequenced to allow students to make sense of problems and persevere in solving them (MP1), students use and extend their knowledge of geometry and geometric measurement.\u201d Further, in the narrative it states, \u201cThey use the definition of \u201csimilar\u201d and properties of similar figures to justify claims of similarity or non-similarity and to reason about similar figures (MP3).\n\n\nIn Unit 6 Associations in Data, the narrative states: \u201c[Students] return to the data on height and arm span gathered at the beginning of the unit, describe the association between the two, and fit a line to the data (MP4). The third section focuses on using two-way tables to analyze categorical data (MP4). Students use a two-way frequency table to create a relative frequency table to examine the percentages represented in each intersection of categories to look for any associations between the categories. Students also examine and create bar and segmented bar graphs to visualize any associations.\u201d\n\nWithin a lesson, the MPs are identified within the teacher narratives accompanying the lesson in general or before each of the activities. Lesson narratives often highlight when a Math Practice is particularly important for a concept or when a task may exemplify the identified Practice. For example:\n\nMP8: The Unit 1 Lesson 14 Lesson introduction states, \u201cOne Mathematical Practice that is particularly relevant for this lesson is MP8. Students will notice as they calculate angles that they are repeatedly using vertical and adjacent angles and that often they have a choice which method to apply. They will also notice that the angles made by parallel lines cut by a transversal are the same and this observation is the key structure in this lesson.\u201d\n\n\nMP5: The Unit 2 Lesson 2 introduction discusses developing the idea of dilations by providing tools for students: \u201cAs with previous geometry lessons, students should have access to geometry toolkits so they can make strategic choices about which tools to use (MP5).\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d507242d-69e0-4fdf-8ece-cc54e22f190d": {"__data__": {"id_": "d507242d-69e0-4fdf-8ece-cc54e22f190d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "ab25cccb-5f47-4ae0-a8a2-54adcdaf4756", "node_type": null, "metadata": {}, "hash": "2d59a8b82ba3c3e00dc48cce9ce080f1f92dacb964a798ccd38d328866f8f7bf"}, "3": {"node_id": "b220859c-5f0e-45e2-a703-905147f234b4", "node_type": null, "metadata": {}, "hash": "ad4ff1c45360441cb6c13eed515d05c54d44f4b0f53323e2dab5b8ea6fd75ddd"}}, "hash": "acbd91f3c75483e560635f5f289267e6244bc137d3adf163c220ae7453accf30", "text": "MP3: The Unit 4 Lesson 5 narrative accompanying Activity 1 states, \u201cThe goal of this Activity is for students to build fluency solving equations with variables on each side. Students describe each step in their solution process to a partner and justify how each of their changes maintains the equality of the two expressions (MP3).\u201d\n\n\nMP8: The Unit 5 Lesson 3 Warm-Up narrative states: \u201cThe purpose of this Warm-Up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8).\u201d\n\nThe MPs are used to enrich the mathematical content and are not treated separately from the content in stand-alone lessons. MPs are used to enrich the mathematical content and are discussed within narratives as pertaining to the learning target or specific task at hand. The narratives are used to support deepening a teacher\u2019s understanding of the standard itself as the teacher is provided direction regarding how the content is connected to the MP. For example:\n\nMP6: In the Unit 1 Lesson 13 Overview, the connection of MP6 to 8.G.2 is explained: \u201cOne of the mathematical practices that takes center stage in this lesson is MP6. For congruent figures built out of several different parts (for example, a collection of circles), the distances between all pairs of points must be the same. It is not enough that the constituent parts (circles for example) be congruent: they must also be in the same configuration, the same distance apart. This follows from the definition of congruence: rigid motions do not change distances between points, so if Figure 1 is congruent to Figure 2 then the distance between any pair of points in Figure 1 is equal to the distance between the corresponding pair of points in Figure 2.\u201d\n\n\nMP7: In Unit 9 Lesson 2, students extend their knowledge of transformations into the creation of a tessellation. The introduction to the second Activity states, \u201cStudents look for and make use of structure (MP7), both when they try to put copies of the shape together to build a tessellation and when they examine whether or not it is possible to construct a different tessellation.\u201d\n\nThe MPs are not identified in the student materials; however, they are highlighted in the Teacher Guide in the narrative provided with each Activity. For example, in the student task accompanying Unit 9 Lesson 2 Activity 2, the student facing directions state (see previous bullet for teacher facing information): \u201cWith your partner, choose one of the six shapes in the toolbar that you will both use. 1) Select the shape tool by clicking on it. Create copies of your shape by clicking in the work space. 2) When you have enough to work with, click on the Move tool (the arrow) to drag or turn them. 3) If you have trouble aligning the shapes, right click to turn on the grid.\u201d After they have finished, the discussion prompts lead students to find structure in the patterns, \u201cCompare your tessellation to your partner\u2019s. How are they similar? How are they different?\u201d\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that the instructional materials carefully attend to the full meaning of each practice standard.\nMaterials attend to the full meaning of each of the 8 MPs. The MPs are discussed in both the unit and lesson narratives, as appropriate, when they relate to the overall work. They are also explained within individual activities, when necessary. Each practice is addressed multiple times throughout the year. Over the course of the year, students have ample opportunity to engage with the full meaning of every MP. Examples include:\nMP1 Make sense of problems and persevere in solving them.\n\nIn the Unit 1 Lesson 6 first Activity, students \u201cmake sense of problems by determining what information is necessary, and then to ask for information they need to solve it. This may take several rounds of discussion if their first requests do not yield the information they need.\u201d The following instructions are provided for the teacher: \u201cTell students they will continue to describe transformations using coordinates. Explain the Info Gap structure, and consider demonstrating the protocol if students are unfamiliar with it. Arrange students in groups of two. Provide access to graph paper. In each group, distribute a problem card to one student and a data card to the other student. They need to know which transformations were applied (i.e., translation, rotation, or reflection). They need to determine the order in which the transformations were applied. They need to remember what information is needed to describe a translation, rotation, or reflection.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b220859c-5f0e-45e2-a703-905147f234b4": {"__data__": {"id_": "b220859c-5f0e-45e2-a703-905147f234b4", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "d507242d-69e0-4fdf-8ece-cc54e22f190d", "node_type": null, "metadata": {}, "hash": "acbd91f3c75483e560635f5f289267e6244bc137d3adf163c220ae7453accf30"}, "3": {"node_id": "262bd87e-0b7c-4d07-bc0c-39fcf5a903f8", "node_type": null, "metadata": {}, "hash": "c0405f9ba8ee215fa6c9da7bc9e7df24d52c5fbfb321cc417bc6b0b8a7e16d03"}}, "hash": "ad4ff1c45360441cb6c13eed515d05c54d44f4b0f53323e2dab5b8ea6fd75ddd", "text": "In Unit 5 Lesson 21 Activity 3, students engage in another Info Gap activity. One student is given a card that has a question related to volume equations of cylinders, cones, and spheres. The other student is given a card with all the information needed to answer the question. The student with the question asks the student with the data a series of questions that will give them the necessary information to solve the problem. It may take several rounds of discussion if their first requests do not yield the information they need, creating a situation in which students have to persevere to solve a problem.\n\nMP2 Reason abstractly and quantitatively.\n\nIn Unit 5 Lesson 7 Activity 4, students compare properties of functions represented in different ways. Students are given a verbal description and a table to compare and decide whose family traveled farther over the same time intervals. The purpose of this activity is for students to continue building their skill interpreting and comparing functions.\n\n\nIn Unit 7, students reason abstractly and quantitatively to solve problems involving operations with exponents. For example, in the first Activity of Lesson 2, students are given three base ten blocks: a hundred block, a ten block, and a one block. They must answer several questions: \u201cIf each small square represents 102, then what does the medium rectangle represent? The large square?\u201d Additional questions change the chosen square and power of 10. The visual element provides both an abstract and quantitative entry point to the problem as students are introduced to the Laws of Exponents.\n\nMP4 Model with mathematics.\n\nIn Unit 2 Lesson 13, students model a real-world context with similar triangles to find the height of an unknown object. Students examine the length of shadows of different objects to find that a proportional relationship exists between the height of the object and the length of its shadow. Students use their knowledge of similar triangles and the hypothesis that the rays of sunlight making the shadows are parallel to justify the proportional relationship between the object and its shadow. Students then go outside and make their own measurements of different objects and the lengths of their shadows and use this technique to estimate the height of these objects.\n\n\nIn Unit 6 Lesson 8 Activity 2, students model and analyze data related to arm span and height measurements that were gathered in a previous lesson. The students create a scatter plot, identify and explain outliers, and explain whether the equation y = x is a good fit for the data. This activity is an opportunity for students to explore data and practice several strategies for comparing bivariate data.\n\nMP5 Use appropriate tools strategically.\n\nThroughout Unit 1 lesson plans suggest that each student have access to a geometry toolkit. These contain tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and an index card to use as a straightedge or to mark right angles, giving students opportunities to select appropriate tools and use them strategically to solve problems. Lessons in this unit ensure the full depth of this MP by emphasizing choice. For example, the Lesson 1 Overview states: \u201cTo make strategic choices about when to use which tools (MP5), students need to have opportunities to make those choices. Apps and simulations should supplement rather than replace physical tools.\u201d In the Lesson 14 Warm-Up, the narrative includes the following guidance for teachers: \u201cSome students may wish to use protractors, either to double check work or to investigate the different angle measures. This is an appropriate use of technology (MP5), but ask these students what other methods they could use instead.\u201d\n\n\nIn Unit 7 Lesson 10, students have opportunities to use digital tools and number lines, using them to think about how to rewrite expressions with exponents. In the second Activity, students are given a table showing how fast light waves or electricity can travel through different materials and a number line applet labeled 0, 1 x 108, 2 x 108, ...9 x 108, 1 x 109 with a magnifier that will expand the space between any two consecutive numbers. The students must convert the given speeds to a usable format and plot them on the given number line(s) as precisely as possible.\n\nMP7 Look for and make use of structure.\n\nIn Unit 7 Lesson 3, students look for patterns when powers of 10 are raised to a power. The students write powers of 10 in expanded form and simplify expressions. The structure of the activity allows students to develop an understanding of powers raised to powers. In Lesson 6, students analyze the structure of exponents to make sense of expressions with multiple bases.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "262bd87e-0b7c-4d07-bc0c-39fcf5a903f8": {"__data__": {"id_": "262bd87e-0b7c-4d07-bc0c-39fcf5a903f8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "b220859c-5f0e-45e2-a703-905147f234b4", "node_type": null, "metadata": {}, "hash": "ad4ff1c45360441cb6c13eed515d05c54d44f4b0f53323e2dab5b8ea6fd75ddd"}, "3": {"node_id": "c2d82bad-460a-4b90-aea6-f3459a64f8ab", "node_type": null, "metadata": {}, "hash": "da8e691798f22733c00f0a152210b8f7539836c3fc23959a440956f42524f086"}}, "hash": "c0405f9ba8ee215fa6c9da7bc9e7df24d52c5fbfb321cc417bc6b0b8a7e16d03", "text": "Prior to Unit 2 Lesson 11 second Activity, students have already generated a rule to determine whether or not a point with coordinates (x,y) lies on a certain line when the line represents a proportional relationship. In this activity, students find a rule to determine if a point (x,y) lies on a line that does not pass through (0,0). Students use the structure of a line and properties of similar triangles to investigate rules relating pairs of coordinates on a line.\n\nMP8 Look for and express regularity in repeated reasoning.\n\nIn Unit 3 Lesson 8, students write equations of lines using y = mx + b. In this lesson and the ones that lead up to this, students develop their understanding based on repeated reasoning about equations of lines. In a previous lesson, students wrote an equation of a line by making generalizations from repeated calculations using their understanding of similar triangles and slope. Additionally, they have written an equation of a linear relationship by reasoning about initial values and rates of change and have graphed the equation as a line in the plane. In this lesson, they develop the idea that any line in the plane can be considered a vertical translation of a line through the origin.\n\n\nIn the Unit 7 Lesson 1 second Activity, students explore the idea that repeated division by two is equivalent to repeated multiplication by \u00bd. This allows students to make sense of negative exponents later in Lesson 3, where students look for patterns when bases of 10 are raised to a power in the given chart. Finally, in Lesson 5, students use repeated reasoning to recognize that negative powers of 10 represent repeated multiplication of 1/10.\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that the instructional materials prompt students to construct viable arguments and/or analyze the arguments of others concerning key grade-level mathematics.\nStudent materials consistently prompt students to both construct viable arguments and analyze the arguments of others. Students are consistently asked to explain their reasoning and compare their strategies for solving in small group and whole class settings.\n\nIn the Unit 2 Lesson 6 Cool-Down, students analyze and correct a series of transformations and a dilation intended to provide a similar figure. In the Unit 2 Lesson 7 first Activity, students analyze two figures that are claimed to be similar. Students justify or deny the claim; they are building reasoning as to what characteristics are found in polygons that are not similar.\n\n\nIn the Unit 5 Lesson 4 first Activity, students are asked, \u201cFor each function: What is the output when the input is 1? What does this tell you about the situation? Label the corresponding point on the graph. Find two more input-output pairs. What do they tell you about the situation? Label the corresponding points on the graph.\u201d Questions such as these are present throughout the lessons, providing students the opportunity to construct viable arguments in both verbal and written form.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.\nTeacher materials assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others throughout the program. Many of the activities are designed for students to work with partners or small groups where they collaborate, explaining their reasoning to each other.\n\nThe Unit 3 Lesson 5 Warm-Up provides guiding questions in the Activity Synthesis to help students practice MP3. This strategy is used repeatedly throughout the teacher materials. \u201cTo involve more students in the conversation, consider asking: Who can restate ____\u2019s reasoning in a different way? Did anyone solve the problem the same way but would explain it differently? Did anyone solve the problem in a different way? Does anyone want to add on to _____\u2019s strategy? Do you agree or disagree? Why?\u201d\n\n\nThe Unit 6 Lesson 10 second Activity provides guidance to the teacher during the observation of small groups using data displays to find a bivariate association. \u201cAs students work, identify groups that use the different segmented bar graphs to explain why there is an association between the color of the eraser and flaws\u2026Select previously identified groups to share their explanation for noticing an association.\u201d\n\n\nIn Unit 3 Lesson 11 Activity 2, students explore vertical and horizontal lines in the coordinate plane. Teachers are prompted to: \u201c...pause their work after question 2 and discuss which equation makes sense and why.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c2d82bad-460a-4b90-aea6-f3459a64f8ab": {"__data__": {"id_": "c2d82bad-460a-4b90-aea6-f3459a64f8ab", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "262bd87e-0b7c-4d07-bc0c-39fcf5a903f8", "node_type": null, "metadata": {}, "hash": "c0405f9ba8ee215fa6c9da7bc9e7df24d52c5fbfb321cc417bc6b0b8a7e16d03"}, "3": {"node_id": "fd35e8bb-5e06-4a10-ac28-063866af0723", "node_type": null, "metadata": {}, "hash": "157496511572990564598466eb4b4b8ca1423d4e08dacc8903d6d854b398c954"}}, "hash": "da8e691798f22733c00f0a152210b8f7539836c3fc23959a440956f42524f086", "text": "In the Unit 1 Lesson 11 Overview of the first Activity, teachers are supported to facilitate a discussion to promote student debate so teachers can identify reasons and construct arguments as well as how they critique/analyze responses from others. The teacher guidance also provides ways to help students analyze/critique other\u2019s arguments if it doesn\u2019t occur naturally by providing the teacher examples of what to say/suggest to promote more discourse: \u201cFor each pair of shapes, poll the class. Count how many students decided each pair was the same or not the same. Then for each pair of shapes, select at least one student to defend their reasoning.\u201d Sample responses are provided for the teacher.\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations that the materials attend to the specialized language of mathematics.\nThe materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them.\n\nIn the teacher materials, the Grade 8 Glossary is located in the Teacher Guide within the Course Information section. Lesson-specific vocabulary can be found in bold when used within the lesson and at the bottom of each lesson page with a drop-down accessible definition with examples. In the student materials, the Grade 8 Glossary is accessible by a tab within each unit or in the bottom margin of each lesson page. Lesson-specific vocabulary can be found in bold when used within the lesson and at the bottom of each lesson page with a drop-down accessible definition with examples.\n\n\nBoth the unit and the lesson narratives contain specific guidance for the teacher as to best methods to support students to communicate mathematically. Within the lesson narratives, new terms are in bold print and explained as related to the context of the material.\n\n\nUnit 1 develops the concept of Rigid Transformations. In the initial lessons, students use their own words to describe moving one figure to another. As the unit progresses, the students build their understanding of transformations and start naming these movements with the proper terminology (translations, reflections, rotations).\n\n\nUnit 6 Lessons 1 through 6 develop the concept of scatter plots and the related language. In Lessons 1 through 3, students are introduced to the definition of scatter plot, and then explore data represented by a scatter plot and the meaning of a specific point on a graph. In Lesson 4, the terms outlier and line of best fit are introduced, and in Lesson 5, students learn to explain trends in scatter plots followed by the slope of the line of best fit in Lesson 6. Each lesson builds on the initial definition of scatter plot until students work with all aspects of them, understand the concept, and use the related language effectively.\n\nNo examples of incorrect use of vocabulary, symbols, or numbers were found within the materials.\n\nUsability\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation that the underlying design of the materials distinguish between lesson problems and student exercises for each lesson. It is clear when the students are solving problems to learn and when they are applying their skills to build mastery.\nLessons include Warm-Up, Activities, and an Activity Synthesis. Practice Problems are in a separate section of the instructional materials, distinguishing between problems students complete and exercises in the lessons. Warm-Ups serve to either connect prior learning or prime students for learning new material in the lesson. Students learn and practice new mathematics in lesson Activities. In the Activity Synthesis, students have opportunities to build on their understanding of the new concept. Each activity lesson ends with a \"Cool-Down\" in which students have opportunities to apply what they have learned from the activities in the lesson and either provide preliminary practice or an introduction to skills they may need in the next lesson.\nPractice problems are consistently found in the \u201cPractice Problem\u201d sets that accompany each lesson. These sets of problems include problems that support students in developing mastery of the current lesson and unit concepts, in addition to review of material from previous units. When Practice Problems contain content from previous lessons, students apply their skills and understandings in different ways that deepen understanding or application (e.g., increased expectations for fluency, more abstract application, or a non-routine problem).\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fd35e8bb-5e06-4a10-ac28-063866af0723": {"__data__": {"id_": "fd35e8bb-5e06-4a10-ac28-063866af0723", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "c2d82bad-460a-4b90-aea6-f3459a64f8ab", "node_type": null, "metadata": {}, "hash": "da8e691798f22733c00f0a152210b8f7539836c3fc23959a440956f42524f086"}, "3": {"node_id": "6f21f388-85c1-40bb-b32a-b56a74979835", "node_type": null, "metadata": {}, "hash": "ad6156fb18374e9b2183764868ac8af11c6139a98cfe245336f52249c7bab090"}}, "hash": "157496511572990564598466eb4b4b8ca1423d4e08dacc8903d6d854b398c954", "text": "Design of assignments is not haphazard: exercises are given in intentional sequences.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for not being haphazard; exercises are given in intentional sequences.\nOverall, clusters of lessons within units and activities within lessons are intentionally sequenced so students develop understanding leading to content mastery. The structure of a lesson provides students with the opportunity to activate prior learning, build procedural skill and fluency, and engage with multiple activities that are sequenced from concrete to abstract or increase in complexity. Lessons close with a \u201cCool-Down\u201d which is typically 1-2 activities aligned to the daily lesson objective. Unit sequences consistently follow the progressions outlined in the CCSSM Standards to support students' conceptual and skill development.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for having variety in what students are asked to produce.\nThe instructional materials prompt students to produce products in a plethora of ways. Students not only produce answers and solutions within Activities and Practice Problems, but also in class, group and partner discussions. Students have opportunities to construct viable arguments and critique the reasoning of their peers in the instructional materials. Students use a digital platform (applets) and paper-pencil to conduct and present their work. Materials consistently call for student solutions that represent the language and intent of the standards. Students use representations such as tables, number lines, double-number lines, tape diagrams, and graphs (MP4), as well as strategically choose tools to complete their work (MP5). Lesson activities and tasks are varied within and across lessons.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.\nThe series includes a variety of virtual manipulatives and integrates hands-on activities that allow the use of physical manipulatives. For example:\n\nManipulatives and other mathematical representations are consistently aligned to the expectations and concepts in the standards. The majority of manipulatives used are commonly accessible measurement and geometry tools.\nThe curriculum also provides digital applets for manipulating geometric shapes, such as GeoGebra applets, tailored to the lesson content and tasks. When physical, pictorial, or virtual manipulatives are used, they are aligned to the mathematical concepts they represent. In Unit 4 Lesson 2, hanger diagrams are used to represent and support the conceptual development of balance as it relates to equality in the virtual applet practice.\nExamples of manipulatives for Grade 8 include:\n\n\nTangram kits (or digital Tangram applet)\nGeometry toolkits containing tracing paper, graph paper, colored pencils, scissors, and an index card to use as a straightedge or to mark right angles.\nGeoGebra applets are used for both investigating the characteristics of shapes and area/perimeter as well as exploring coordinate and isometric grids.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nThe visual design is not distracting or chaotic in Open Up Resources 6-8 Math, Grade 8 and supports students in engaging thoughtfully with the subject.\n\nThe digital lesson materials for teachers follow a consistent format for each lesson. Lessons include sidebar links that help a teacher find specific parts of the lesson. Text boxes with Supports for English Language Learners and Supports for Students with Disabilities are placed within the activity they support and are specific to the activity. Unit overviews follow a consistent format. The format of course overviews, units, and individual lessons are also consistent across the Grade 8 materials.\n\n\nStudent facing printable materials also follow a consistent format. Tasks within a lesson are numbered to match the teacher facing guidance. The print and visuals on the materials are clear without any distracting visuals or overabundance of text features. Lesson materials for students have additional features like the \u201cAre you ready for more?\u201d sections and Lesson Summary sections. Student facing materials that are digitally enhanced include QR codes in a common location (right-hand corner of material) for students to access digital manipulatives or applets.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6f21f388-85c1-40bb-b32a-b56a74979835": {"__data__": {"id_": "6f21f388-85c1-40bb-b32a-b56a74979835", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "fd35e8bb-5e06-4a10-ac28-063866af0723", "node_type": null, "metadata": {}, "hash": "157496511572990564598466eb4b4b8ca1423d4e08dacc8903d6d854b398c954"}, "3": {"node_id": "09351d40-c200-4b2e-b6b0-1b5e94692f60", "node_type": null, "metadata": {}, "hash": "13399ae5597f1621b97c937447eca83a4dd31dc5adf971a742a3b3752c02ee38"}}, "hash": "ad6156fb18374e9b2183764868ac8af11c6139a98cfe245336f52249c7bab090", "text": "Student practice problem pages frequently include enough space for students to write their answers and demonstrate their thinking. However, there are times when tasks do not fit completely on one page. This does not cut off any visuals in the problem sets, but often the beginning of a question or set of questions starts at the bottom of one page and continues to the next, which might be distracting for some students.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectations for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students\u2019 mathematical development.\nEach section of each lesson contains an opening and closing narrative for the teacher. Included in these narratives are the objectives of the lesson, as well as suggested questions for discussion and guiding questions designed to increase classroom discourse and ensure understanding of the concepts. For example, in Unit 1 Lesson 5, the following question is included, \u201cWhat are some advantages to knowing the coordinates of points when you are doing transformations?\u201d The narratives, as well as the questions for discussion, support the teachers in planning and implementing lessons effectively.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectations for containing a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Also, where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nEach lesson opens with a table including Learning Goals written in both teacher and student language, learning targets written in student language, a list of Print-Formatted Word/PDF documents that can be downloaded, CCSSM Standards that are either being \u201cbuilt upon\u201d or \u201caddressed\u201d for the lesson, and any instructional routines to be implemented. Within the technology, there are expandable links to standards and instructional routines.\n\n\nLessons include detailed guidance for teachers for the Warm-Up, Activities and the Lesson Synthesis.\n\n\nEach lesson activity contains an overview and launch narrative, guidance for teachers and student facing materials, anticipated misconceptions, \u201cAre you Ready for More?\u201d and an activity synthesis. Included within these narratives are guiding questions and additional supports for students.\n\n\nThe teacher materials that correspond to the student lessons provide annotations and suggestions on how to present the content. A \u201cLaunch\u201d section follows which explains how to set up the activity and what to tell students. After the activity is complete there is often an \u201cAnticipated Misconceptions\u201d section, which describes how students may incorrectly interpret or misunderstand concepts and includes suggestions for addressing those misunderstandings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "09351d40-c200-4b2e-b6b0-1b5e94692f60": {"__data__": {"id_": "09351d40-c200-4b2e-b6b0-1b5e94692f60", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "6f21f388-85c1-40bb-b32a-b56a74979835", "node_type": null, "metadata": {}, "hash": "ad6156fb18374e9b2183764868ac8af11c6139a98cfe245336f52249c7bab090"}, "3": {"node_id": "7de46443-ae91-412f-ad2c-613f439ff40d", "node_type": null, "metadata": {}, "hash": "defd136f7ea32db1a4a1d01ac3d8cbb6d5f8e785beec5436a9f019c96d7bd3fc"}}, "hash": "13399ae5597f1621b97c937447eca83a4dd31dc5adf971a742a3b3752c02ee38", "text": "The materials are available in both print and digital forms. The digital format has an embed GeoGebra applet. Guidance is provided to both the teacher and the student on how to use the Geometry Toolkit and applet. For example, in Unit 1 Lesson 3, teachers and students are provided with these directions on how to perform a translation: \u201cTranslate triangle ABC so that A goes to A\u2032. a.) Select the Vector tool. b.) Click on the original point A and then the new point A\u2032. You should see a vector. c.) Select the Translate by Vector tool. d.) Click on the figure to translate, and then click on the vector.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nThe instructional materials reviewed for the Open Up Resources 6-8 Math, Grade 8 meet expectations for the teacher edition containing full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge.\nThe narratives provided for each unit provide information about the mathematical connections of the concepts being taught. Previous and future grade levels are also referenced to show the progression of the mathematics over time. Important vocabulary is included when it relates to the \u201cbig picture\u201d of the unit.\nLesson narratives provide specific information about the mathematical content within the lesson and are presented in adult language. These narratives contextualize the mathematics of the lesson to build teacher understanding, as well as guidance on what to expect from students and important vocabulary.\nThe Course Information and Scope and Sequence, Unit 3: Linear Relationships states, \u201cA proportional relationship between two quantities represented by a and b is associated with two constants of proportionality: a/b and b/a. Throughout the unit, the convention is if a and b are represented by columns in a table and the column for a is to the left of the column for b, then b/a.is the constant of proportionality for the relationship represented by the table.\u201d\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet expectations for explaining the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.\nThe Teacher Guide fully explains how mathematical concepts are built from previous grade-level and lesson material. For example, the Unit 4 Overview states the following regarding linear equations and linear systems: \u201cIn this unit, students build on their Grades 6 and 7 work with equivalent expressions and equations with one occurrence of one variable, learning algebraic methods to solve linear equations with multiple occurrences of one variable.\u201d\nThere are limited explanations given for how the grade-level concepts fit into future grade-level work. For example, the Unit 3 narrative for linear relationships states: \u201cA proportional relationship is a collection of equivalent ratios. In high school\u2014after their study of ratios, rates, and proportional relationships\u2014students discard the term \u2018unit rate\u2019, referring to a to b, a:b, and a/b as \u2018ratios\u2019.\u201d\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 provide a list of concepts in the teacher edition that cross-references the standards addressed and provides an estimated instructional time for each unit and lesson.\n\nThe Teacher Guide provides pacing information. A table covering the 36 weeks of instruction shows the unit that is taught each week, as well as the total number of days the unit should take to complete. In each lesson, the time an activity will take is included in the lesson's narrative. The Course Guide states, \u201cEach lesson plan is designed to fit within a 45\u201350 minute period.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7de46443-ae91-412f-ad2c-613f439ff40d": {"__data__": {"id_": "7de46443-ae91-412f-ad2c-613f439ff40d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "09351d40-c200-4b2e-b6b0-1b5e94692f60", "node_type": null, "metadata": {}, "hash": "13399ae5597f1621b97c937447eca83a4dd31dc5adf971a742a3b3752c02ee38"}, "3": {"node_id": "2550d338-18ac-402f-9335-aef1d0ac6ce8", "node_type": null, "metadata": {}, "hash": "49ad8a0f09b86e5f72a7b1ab3bcf189fae5568c882a7766b390f6e6989dd88d0"}}, "hash": "defd136f7ea32db1a4a1d01ac3d8cbb6d5f8e785beec5436a9f019c96d7bd3fc", "text": "The Teacher Guide includes a table that shows which standard each lesson covers, and another table to show where a standard is found in the materials.\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nThe instructional materials reviewed for the Open Up Resources 6-8 Math, Grade 8 contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\nFamily Materials for each Unit include an explanation to family and caregivers on what their student will be learning over the course of the week. The Family Materials provide an overview of what the student will be learning in accessible language. For example, in Unit 8, the second week begins with: \u201cThis week your student will work with the Pythagorean Theorem, which describes the relationship between the sides of any right triangle. A right triangle is any triangle with a right angle.\u201d In addition to the explanation of the current concepts and big ideas from the unit, there are diagrams and problems/tasks for families to discuss and solve.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nThe instructional materials reviewed for the Open Up Resources 6-8 Math, Grade 8 contain explanations of the program's instructional approaches and identification of the research-based strategies.\nThe materials draw on research to explain and contextualize instructional routines and lesson activities. The Course Guide includes specific links to research, for example:\n\n\u201cSelected activities are structured using Five Practices for Orchestrating Productive Mathematical Discussions (Smith & Stein, 2011), also described in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014), and Intentional Talk: How to Structure and Lead Productive Mathematical Discussions (Kazemi & Hintz, 2014).\u201d\n\n\nThe Design Principles: \u201cSome of the instructional routines, known as Mathematical Language Routines (MLR), were developed by the Stanford University UL/SCALE team.\u201d\n\nIn the Teacher Guide, all of the \u201cInstructional Routines\u201d are fully explained.\n\nAlgebra Talks found in the Warm-Ups set a routine for collecting different strategies. \u201cAlgebra Talks build algebraic thinking by encouraging students to think about the numbers and variables in an expression and rely on what they know about structure, patterns, and properties of operations to mentally solve a problem. Algebra Talks promote seeing structure in expressions and thinking about how changing one number affects others in an equation. While participating in these activities, students need to be precise in their word choice and use of language (MP6).\u201d\n\n\nThink-Pair-Share routines found in the Lesson Activities provide structure for engaging students in collaboration. \u201cThis is a teaching routine useful in many contexts whose purpose is to give all students enough time to think about a prompt and form a response before they are expected to try to verbalize their thinking. First they have an opportunity to share their thinking in a low-stakes way with one partner, so that when they share with the class they can feel calm and confident, as well as say something meaningful that might advance everyone\u2019s understanding. Additionally, the teacher has an opportunity to eavesdrop on the partner conversations so that she can purposefully select students to share with the class.\u201d\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.\n\nMaterials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectations for providing strategies for gathering information about students' prior knowledge within and across grade levels.\n\nPrior grade-level standards are indicated in the instructional materials. The lesson Warm-Up is designed to engage students' thinking about the upcoming lesson and/or to revisit previous grades' concepts or skills.\n\n\nPrior knowledge is gathered about students through the pre-unit assessments. In these assessments, prerequisite skills necessary for understanding the topics in the unit are assessed. Commentary for each question as to why the question is relevant to the topics in the unit and exactly which standards are assessed is provided for the teacher. For example, the Unit 4 Pre-Unit Assessment Problem 1 states: \u201cThe distributive property will prove to be an important tool in solving linear equations. 6.EE.A.3\u201d\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for providing strategies for teachers to identify and address common student errors and misconceptions.\n\nLesson Activities include \u201cAnticipated Misconceptions\u201d that identify where students may make a mistake or struggle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2550d338-18ac-402f-9335-aef1d0ac6ce8": {"__data__": {"id_": "2550d338-18ac-402f-9335-aef1d0ac6ce8", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "7de46443-ae91-412f-ad2c-613f439ff40d", "node_type": null, "metadata": {}, "hash": "defd136f7ea32db1a4a1d01ac3d8cbb6d5f8e785beec5436a9f019c96d7bd3fc"}, "3": {"node_id": "e2da313e-eac7-4fc1-a33c-64d34a3dbf62", "node_type": null, "metadata": {}, "hash": "c35c098fa2ac3ca84ee01e3d077facf372268b33fdaff408f8a927dc4b2f3f94"}}, "hash": "49ad8a0f09b86e5f72a7b1ab3bcf189fae5568c882a7766b390f6e6989dd88d0", "text": "There is a rationale that explains why the mistake could have been made, suggestions for teachers to make instructional adjustments for students, as well as steps teachers can take to help clear up the misconceptions. For example, in Unit 1 Lesson 10, the Anticipated Misconception section gives the following guidance: \u201cStudents may struggle to see the 180\u2218 rotation using center M. This may be because they do not understand that M is the center of rotation or because they struggle with visualizing a 180\u2218 rotation.\u201d\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\nThe lesson structure consisting of a Warm-Up, Activities, Lesson Synthesis, and Cool-Down provide students with opportunities to connect prior knowledge to new learning, engage with content, and synthesize their learning. Throughout the lesson, students have opportunities to work independently, with partners and in groups where review, practice, and feedback are embedded into the instructional routine. In addition, Practice problems for each lesson activity reinforce learning concepts and skills and enable them to engage with the content and receive timely feedback. In addition, discussion prompts in the Teacher Guide provide opportunities for students to engage in timely discussion on the mathematics of the lesson.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for assessments clearly denoting which standards are being emphasized.\nAssessments are located on a separate tab at the top of the grade-level page and can be accessed at any time. For each unit there is a Pre-Unit Assessment and an End-Unit Assessment. Assessments begin with guidance for teachers on each problem followed by the student facing problem, solution(s), and the standard targeted. Units 1, 3, and 5 also include a Mid-Unit Assessment.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 partially meet the expectation for assessments including aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\nAssessments include an answer key, and when applicable, a rubric consisting of three to four tiers, ranging from Tier 1 (work is complete, acceptable errors) to Tiers 3 and 4 (significant errors, conceptual mistakes).\nAssessments include multiple choice, multiple response, short answer, restricted constructed response and extended response. Restricted constructed response and extended response items have rubrics that can be used to evaluate the level of student responses. The restricted constructed response includes a 3-tiered rubric, and the extended constructed response includes a 4-tier rubric. For these types of questions the teacher materials provide guidance as to what is needed for each tier as well as some example responses.\nAlthough detailed rubrics are present on the answer key of the assessments, there are no specific suggestions for follow-up, if needed, on assessments.\n\nMaterials encourage students to monitor their own progress.\n\nThe instructional materials for Open Up Resources 6-8 Math, Grade 8 include opportunities for students to monitor their own progress.\nFor every unit there is a My Reflections section in the unit downloads for students to complete, lesson by lesson. My Reflections provide students an opportunity to express their own thinking and understanding on the lesson content and include ample space for students to record their thinking. For example: The Unit 8 Lesson 7 Reflection prompt: \"I can explain why the Pythagorean Theorem is true.\"\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nEach lesson is designed with a Warm-Up that reviews prior knowledge and/or prepares all students for the following activities. The Cool-Down following lesson activities solidifies the concepts of the lesson.\n\n\nWithin a lesson, narratives provide explicit instructional supports for the teacher, including the Activity Launch, Anticipated Misconceptions, and Lesson Synthesis sections. This information assists a teacher in making the content accessible to all learners.\n\n\nLesson narratives often include guidance on where to focus questions in Activities or in the Lesson Synthesis portions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e2da313e-eac7-4fc1-a33c-64d34a3dbf62": {"__data__": {"id_": "e2da313e-eac7-4fc1-a33c-64d34a3dbf62", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "2550d338-18ac-402f-9335-aef1d0ac6ce8", "node_type": null, "metadata": {}, "hash": "49ad8a0f09b86e5f72a7b1ab3bcf189fae5568c882a7766b390f6e6989dd88d0"}, "3": {"node_id": "64f78305-7ffc-445a-83b1-7a838f885be2", "node_type": null, "metadata": {}, "hash": "6efa2b4ae42c5a5eb99906fdf8a099a538dceb34a20788f84aee5069448d6290"}}, "hash": "c35c098fa2ac3ca84ee01e3d077facf372268b33fdaff408f8a927dc4b2f3f94", "text": "Optional activities are often included that can be used for additional practice or support before moving on to the next activity or lesson.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for providing teachers with strategies for meeting the needs of a range of learners.\n\nLessons are designed to introduce concepts from concrete to abstract, thus building understanding for all students. Progression of the lessons also builds off existing knowledge, making the transition to new material more effective. Time is also provided for students to think through problems and situations independently before engaging in conversation with a partner or small group.\n\n\nMathematical Language Routines to support a range of learners to be successful are provided for the teacher throughout lessons to maximize output and cultivate conversation. For example:\n\n\nMLR1: Stronger and Clearer Each Time, in which \u201cstudents think or write individually about a response, use a structured pairing strategy to have multiple opportunities to refine and clarify the response through conversation, and then finally revise their original written response.\u201d\nMLR4, Information Gap, which \u201callows teachers to facilitate meaningful interactions by giving partners or team members different pieces of necessary information that must be used together to solve a problem or play a game...[S]tudents need to orally (and/or visually) share their ideas and information in order to bridge the gap.\u201d\nMLR6, Three Reads, in order to ensure that students know what they are being asked to do, and to create an opportunity for students to reflect on the ways mathematical questions are presented,\u2026 and [support] negotiating information in a text with a partner in mathematical conversation.\u201d\n\n\nSidebar text features appear frequently in lessons to provide additional guidance for teachers on how to adapt lessons for all learners. These text-boxes call out specific needs addressed in a recommended strategy that are relevant to the given task and include supports for Conceptual Processing, Expressive & Receptive Language, Visual-Spatial Processing, Executive Functioning, Memory, Social-Emotional Functioning, and Fine-motor Skills. For each support there are multiple strategies teachers can employ; for example, Conceptual Processing includes strategies to Eliminate Barriers, Processing Time, Peer Tutors, Assistive Technology, Visual Aids, Graphic Organizers, and Brain Breaks.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation that materials embed tasks with multiple entry\u00ad points that can be solved using a variety of solution strategies or representations.\nThe problem-based curriculum design engages students with rigorous tasks multiple times each lesson. The Warm-Up, Activities, and Cool-Down all provide opportunity for students to apply mathematics from multiple entry points.\nSpecific examples of strategies found in the materials include \u201cNotice and Wonder\u201d sections as well as \u201cWhich One Doesn\u2019t Belong.\u201d The lesson and task narratives provided for teachers offer possible solution paths and presentation strategies from various levels. For example:\n\nIn Unit 3 Lesson 1 Activity 2, students are asked to write equations representing the speed of various insects on a number line. Teachers are encouraged to monitor for students using various strategies to write the equations, i.e. using unit rates or proportions, and choose some of these students to share during discussion.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "64f78305-7ffc-445a-83b1-7a838f885be2": {"__data__": {"id_": "64f78305-7ffc-445a-83b1-7a838f885be2", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "e2da313e-eac7-4fc1-a33c-64d34a3dbf62", "node_type": null, "metadata": {}, "hash": "c35c098fa2ac3ca84ee01e3d077facf372268b33fdaff408f8a927dc4b2f3f94"}, "3": {"node_id": "bd5c5675-d3ea-4d97-9cb2-a60515eb3013", "node_type": null, "metadata": {}, "hash": "2ad2da6bb7fce3794ce798fb319f1a5cc98f45a8097fb6084eccb2296312ee9a"}}, "hash": "6efa2b4ae42c5a5eb99906fdf8a099a538dceb34a20788f84aee5069448d6290", "text": "In Unit 3 Lesson 3 Activity 1 students have the task of creating data tables and graphs for various situations. Teachers are given sample responses, as well as guidance in helping students scale the axes on the graphs. Teachers are also encouraged to \u201cIdentify students using different scales for their graphs that show clearly the requested information to share during the discussion.\u201d\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation that the materials include support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.\nThe ELL Design is highlighted in the Teacher Guide and embodies the Understanding Language/SCALE Framework from the Stanford University Graduate School of Education and consists of four principles: Support Sense-Making, Optimize Outputs, Cultivate Conversation, and Maximize Meta-Awareness. In addition, there are eight Mathematical Language Routines (MLR) that were included \u201cbecause they are the most effective and practical for simultaneously learning mathematical practices, content, and language.\u201d \"A Mathematical Language Routine refers to a structured but adaptable format for amplifying, accessing, and developing students\u2019 language.\u201d\nIn addition, \u201cELL Enhanced Lessons\u201d are identified in the Unit Overview. These lessons highlight specific strategies for students who have a language barrier which affects their ability to participate in a given task. Throughout lessons, the use of one of a variety of instructional routines designed to assist students in developing full understanding of math concepts and terminology. These Mathematical Language Routines include:\n\nMLR2, Collect and Display, in which \u201cthe teacher listens for, and scribes, the student output using written words, diagrams and pictures; this collected output can be organized, revoiced, or explicitly connected to other language in a display for all students to use.\u201d\nMLR5, Co-Craft Questions and Problems, which \u201c[allows] students to get inside of a context before feeling pressure to produce answers, and to create space for students to produce the language of mathematical questions themselves.\u201d\nMLR7, Compare and Connect, which \u201c[fosters] students\u2019 meta-awareness as they identify, compare, and contrast different mathematical approaches, representations, and language.\u201d\n\nIn addition, lesson narratives include strategies designed to assist other special populations of students in completing specific tasks. Examples of these supports for students with disabilities include:\n\nSocial-Emotional Functioning: Peer Tutors. Pair students with their previously identified peer tutors.\nConceptual Processing: Eliminate Barriers. Assist students in seeing the connections between new problems and prior work. Students may benefit from a review of different representations to activate prior knowledge.\nConceptual Processing: Processing Time. Check in with individual students as needed to assess for comprehension during each step of the activity.\nExecutive Functioning: Graphic Organizers. Provide a t-chart for students to record what they notice and wonder prior to being expected to share these ideas with others.\nMemory: Processing Time. Provide students with a number line that includes rational numbers.\nVisual-Spatial Processing: Visual Aids. Provide handouts of the representations for students to draw on or highlight.\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation that the materials provide opportunities for advanced students to investigate mathematics content at greater depth.\nAll students complete the same lessons and activities; however, there are some optional lessons and activities that a teacher may choose to implement with students. In addition, Unit 9 \u201cPutting It All Together\u201d is an optional unit. Lessons in this unit tend to be multi-day, complex applications of the mathematics covered over the year.\n\u201cAre you ready for more?\u201d is included in some lessons to provide students additional interactions with the key concepts of the lesson. Some of these tasks would be considered investigations at greater depth, while others are additional practice.\nIt should be noted that there is no clear guidance for the teacher on how to specifically engage advanced students in going deeper.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.\n\nThe lessons contain a variety of tasks that interest students of various demographic and personal characteristics. All names and wording are chosen with diversity in mind, and the materials do not contain gender biases.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd5c5675-d3ea-4d97-9cb2-a60515eb3013": {"__data__": {"id_": "bd5c5675-d3ea-4d97-9cb2-a60515eb3013", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "64f78305-7ffc-445a-83b1-7a838f885be2", "node_type": null, "metadata": {}, "hash": "6efa2b4ae42c5a5eb99906fdf8a099a538dceb34a20788f84aee5069448d6290"}, "3": {"node_id": "745cff57-2d3d-4e0e-979c-8cc75386eb91", "node_type": null, "metadata": {}, "hash": "46b6aa1713e6678aeec08f7317b80a3d728f40df40dec0ae5da775a6d9ddfbae"}}, "hash": "2ad2da6bb7fce3794ce798fb319f1a5cc98f45a8097fb6084eccb2296312ee9a", "text": "The Grade 8 materials include a set number of names used throughout the problems and samples (e.g., Elena, Tyler, Lin, Noah, Diego, Kiran, Mia, Priya, Han, Jada, Andre, Clare). These names are presented repeatedly and in a way that does not appear to stereotype characters by gender, race, or ethnicity.\n\n\nCharacters are often presented in pairs with different solution strategies. There does not appear to be a pattern in one character using more/less sophisticated strategies.\n\n\nWhen multiple characters are involved in a scenario they are often doing similar tasks or jobs in ways that do not express gender, race, or ethnic bias. For example, in Unit 3 Lesson 4 Activity 1, students analyze a variety of situations in which Elena babysits, Clare and Han have summer jobs, and Tyler starts a lemonade stand. The students\u2019 tasks are not gendered stereotypes.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 provide opportunities for teachers to use a variety of grouping strategies.\nThe materials offer multiple opportunities to implement grouping strategies to complete the tasks of a daily lesson. Explicit instructions are found in the activity narratives. Grouping strategies range from partner to small group. For example, the narrative in Unit 8 Lesson 4 states, \u201cArrange students in groups of 2. Display the graph for all to see. Ask students to consider what the graph might represent.\u201d\nIn addition, the Instructional Routines implemented into many lessons offer opportunities for students to interact with the mathematics with a partner or in a small group. These routines include: Take Turns Matching or Sorting, in which students engage in sorting and categories given sets of cards; Think-Pair-Share, where students think about and test ideas as well as exchange feedback before sharing their ideas with the class; and Gallery Walk and Group Presentations, in which students generate visual displays of a mathematical problem, and students from different groups interpret the work and find connections to their own work.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 encourage teachers to draw upon home language and culture to facilitate learning.\nThe Teacher Guide includes a section on Supporting English Language Learners from the Understanding Language/SCALE (UL/SCALE) at Stanford University\u2019s Graduate School of Education. The first section, Promoting Language and Content Development, explains the purpose of the document, the goal, and introduces the framework. The Teacher Guide states: \u201cThe goal is to provide guidance to mathematics teachers for recognizing and supporting students\u2019 language development processes in the context of mathematical sense making. UL/SCALE provides a framework for organizing strategies and special considerations to support students in learning mathematics practice, content, and language.\u201d The section concludes acknowledging the importance of the framework: \u201cTherefore, while the framework can and should be used to support all students learning mathematics, it is particularly well-suited to meet the needs of linguistically and culturally diverse students who are simultaneously learning mathematics while acquiring English.\u201d\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 are web-based and compatible with multiple internet browsers.\n\nThe materials are platform-neutral and compatible with Chrome, ChromeOS, Safari, and Mozilla Firefox.\n\n\nMaterials are compatible with various devices including iPads, laptops, Chromebooks, and other devices that connect to the internet with an applicable browser.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "745cff57-2d3d-4e0e-979c-8cc75386eb91": {"__data__": {"id_": "745cff57-2d3d-4e0e-979c-8cc75386eb91", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4cce29af-29a6-4c5b-8c46-92bc3450b176", "node_type": null, "metadata": {}, "hash": "38fb888632dd650837ec40e39fa99f4639183631a1150eea8ec9d311115f2c40"}, "2": {"node_id": "bd5c5675-d3ea-4d97-9cb2-a60515eb3013", "node_type": null, "metadata": {}, "hash": "2ad2da6bb7fce3794ce798fb319f1a5cc98f45a8097fb6084eccb2296312ee9a"}}, "hash": "46b6aa1713e6678aeec08f7317b80a3d728f40df40dec0ae5da775a6d9ddfbae", "text": "Teachers and students can also access the curriculum and assessments via Microsoft OneNote and Forms apps.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\nOpen Up Resources partnered with Microsoft Education for teachers to assess students using Microsoft Forms app. Teachers can assign and score material, as well as view assessment data through analytic dashboards.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 include opportunities for teachers to personalize learning for all students.\n\nOpen Up Resources partnered with Microsoft Education for teachers and students to access the curriculum and its assessments via the free Microsoft OneNote and Forms apps. \u201cStudents can write, draw, collaborate, and save their work automatically in a personal digital notebook. Real-time collaboration can occur around the materials: teacher-to-class, teacher-to-student, and student-to-student.\u201d Teachers can score assessments and view assessment analytics. This is available for download by request on the website.\n\n\nOpen Up Resources can also be accessed through a Learning Management System via Common Cartridge files.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 can be adapted for local use.\nA \u201cbank\u201d of questions/lessons is not available. Materials are intended to be used in the provided sequence. Pieces of a lesson can be assigned directly to students using Microsoft OneNote. They are also available in PDF and editable Word documents.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 incorporate technology that provides opportunities for teachers and/or students to collaborate with each other.\n\nStudents and teachers have the opportunity to collaborate using the applets that are integrated into the lessons during activities.\n\n\nOnce materials are downloaded in OneNote and distributed to students, teachers have the capability to interact with students. Students are also allowed opportunities to collaborate with peers on activities and tasks.\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.\n\nThe instructional materials reviewed for Open Up Resources 6-8 Math, Grade 8 integrate technology including interactive tools, virtual manipulatives/objects, and dynamic mathematics software in ways that engage students in the MPs.\nTeachers and students have access to math tools and virtual manipulatives within a given activity or task, when appropriate. These applets are designed using GeoGebra, Desmos, and other independent designs. For example:\n\nIn Unit 6 Lesson 4, students use a Desmos applet to investigate lines of best fit within a scatterplot. (MP1)\n\n\nIn Unit 3 Lesson 7, students have opportunities to use the GeoGebra applet (in the event they are unable to conduct the experiment) to model and graph the results of water displacement to calculate volume. (MP4)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8f725b95-0415-4704-9645-071aef4a831c": {"__data__": {"id_": "8f725b95-0415-4704-9645-071aef4a831c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "3": {"node_id": "f61cef7e-af81-43cc-a9da-faa6b13f726b", "node_type": null, "metadata": {}, "hash": "b077c757e692f04c6c28bb8877dd4fa0bfbf045d41a53e9b3f27c70ee1dbc5f7"}}, "hash": "db6e10d04c36cf25a52ec45e31b5b5c235af1765094852d0db3a301847f22caa", "text": "ORIGO Stepping Stones 2.0\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations for alignment to the CCSSM. The instructional materials meet expectations for focus and coherence within Gateway 1, and they partially meet expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet expectations for Gateway 2, they are not reviewed for usability in Gateway 3.\n\nFocus & Coherence\n\nThe instructional materials for ORIGO Stepping Stones 2.0 Grade 3 meet the expectations for Gateway 1. These materials meet the expectations for focus by not assessing above grade-level content and by spending the majority of the time on the major clusters of each grade-level. The materials partially meet the expectations for being coherent and consistent with the standards. The materials include an amount of content that is viable for one school year, and the materials foster coherence through connections at a single grade, where appropriate and required by the standards.\n\nFocus\n\nMaterials do not assess topics before the grade level in which the topic should be introduced.\n\nThe instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 meet expectations that they assess grade-level content. Above grade-level assessment items are present, but could be modified or omitted without a significant impact on the underlying structure of the instructional materials.Each grade-level consists of 12 modules. Each module contains three types of summative assessments. Check-ups assess concepts taught in the module, and students select answers or provide a written response. Performance Tasks assess concepts taught in the module with deeper understanding. In Interviews, teachers ask questions in a one-on-one setting, and students demonstrate understanding of a module concept or fluency for the grade. In addition, Quarterly Tests are administered at the end of Modules 3, 6, 9, and 12.The following questions assess grade-level standards:In Quarterly Test, Modules 4-6, Question 1, students choose the multiplication problem represented by the array (3.OA.1).In Module 9, Performance Task, Question 1, students label 4/6 and 11/8 on a number line (3.NF.3a).The following questions assess above grade-level standards and would need to be omitted or modified to meet grade-level standards:Module 3, Interview, students double numbers by finding the product of 2 x 30, 43 x 2, 2 x 35, 2 x 45, and 17 x 2 (4.NBT.5).Module 3, Check-Up, the problems use numbers over 1,000 for rounding to the nearest ten or hundred. In item 1.a., students round the following numbers to the nearest hundred: 391; 4,386; 7,019; 1,089. In item 1.b., students round the following number to the nearest ten: 674; 899; 3,562; 1,499.Module 3, Performance Task, students write the nearest ten, nearest hundred, and nearest thousand depending on where the arrow points on a number line with values between 7,500 to 7,600. Module 3 uses numbers over 1,000 for rounding to the nearest ten or hundred. Module 3, Quarterly Test, Test A, Item 19, students round 5,346 to the nearest ten. Test B, Item 19, students round 1,452 to the nearest ten. Module 3 uses numbers over 1,000 for rounding to the nearest ten or hundred.Module 10, Interview, students find the area of a room that is 13 x 7. Students would need to be provided graph paper so they could draw out the room and count squares (4.NBT.5).Module 11, Check-Up 2, Problem 2, students figure change and identify coins and values of money. This does not relate to the standard of fluently adding and subtracting within 1,000 because decimals are required (5.NBT.7).\n\nCoherence\n\nStudents and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.\n\nInstructional material spends the majority of class time on the major cluster of each grade.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 meet expectations for spending a majority of instructional time on major work of the grade.To determine the amount of time spent on major work, the number of topics, the number of lessons, and the number of days were examined.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f61cef7e-af81-43cc-a9da-faa6b13f726b": {"__data__": {"id_": "f61cef7e-af81-43cc-a9da-faa6b13f726b", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "8f725b95-0415-4704-9645-071aef4a831c", "node_type": null, "metadata": {}, "hash": "db6e10d04c36cf25a52ec45e31b5b5c235af1765094852d0db3a301847f22caa"}, "3": {"node_id": "63a5f124-91d8-49c5-8af5-5e46fe143013", "node_type": null, "metadata": {}, "hash": "dd7157e1d3a12658ef8126d990b1cdec5a9287c135f7fedd8d89929aabf0a3fd"}}, "hash": "b077c757e692f04c6c28bb8877dd4fa0bfbf045d41a53e9b3f27c70ee1dbc5f7", "text": "Review and assessment days are included:The approximate number of modules devoted to major work of the grade (including supporting work connected to the major work) is 10 out of 12, which is approximately 83%.The approximate number of days devoted to major work of the grade (including supporting work connected to the major work, but More Math) is 105 out of 156, which is approximately 67%.The approximate number of lessons devoted to major work (including supporting work connected to the major work) is 94 out of 144, which is approximately 65%.A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 65% of the instructional materials focus on major work of the grade.\n\nCoherence\n\nCoherence: Each grade's instructional materials are coherent and consistent with the Standards.\n\nSupporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 partially meet the expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Connections to major work standards are not called out in the program. Connections between supporting and major work:Module 2, Lesson 4, connects supporting work (3.NBT.A), use place value understanding and properties of operations to perform multi-digit arithmetic to (3.OA.D), solve problems with the four operations. Students add place values of addends through ones, tens, hundreds, and add those three partial sums to find an answer. Module 2, Lesson 9, connects supporting work (3.MD.B), representing and interpreting data to major work (3.MD.A), solving problems with intervals of time. Students use a number line to represent elapsed time.Module 6, Lesson 9, connects supporting work (3.MD.B), representing and interpreting data to major work (3.OA), representing and solving problems involving multiplication and division. Students use graphs and tables to represent data such as explaining how a picture graph shows the number of cans that were recycled by different grade levels. Students answer questions like: \"What does one can mean? What does half a can mean? What does one and a half cans mean?\".Missed connections between supporting and major work:Module 10, Lesson 1, students calculate the area of two different shapes by counting the squares (3.MD.6) and compare to see which is larger. Connections to using multiplication strategies are not addressed  (3.OA.3).Standard 3.MD.3 is not addressed. Students miss the opportunity to draw scaled picture graphs and scaled bar graphs, interpret the data and use operations to answer problems (3.NBT.2 and 3.NBT.3).\n\nThe amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 meet expectations that the amount of content designated for one grade-level is viable for one year.There are a total of 180 instructional days within the materials.There are 12 modules and each module contains 12 lessons for a total of 144 lessons. There are 36 days dedicated to assessments and More Math. According to the publisher, \u201cThe Stepping Stones program is set up to teach 1 lesson per day and to complete a module in approximately 2 1/2 weeks. Each lesson has been written around a 60 minute time frame but may be anywhere from 30-75 minutes depending upon teacher choice and classroom interaction.\u201d\n\nMaterials are consistent with the progressions in the Standards\n                        i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work\n                        ii. Materials give all students extensive work with grade-level problems\n                        iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations for being consistent with the progressions in the standards.The instructional materials identify content from prior grades and use it to support the progressions of the grade-level standards. Future grade levels are not identified in the instructional materials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "63a5f124-91d8-49c5-8af5-5e46fe143013": {"__data__": {"id_": "63a5f124-91d8-49c5-8af5-5e46fe143013", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "f61cef7e-af81-43cc-a9da-faa6b13f726b", "node_type": null, "metadata": {}, "hash": "b077c757e692f04c6c28bb8877dd4fa0bfbf045d41a53e9b3f27c70ee1dbc5f7"}, "3": {"node_id": "7801942e-e061-467f-8ed4-c2d31eabec9d", "node_type": null, "metadata": {}, "hash": "a6bda0a30f9b632c9e01586760bb98815bbea271b2a5bda08b467067f790a0fb"}}, "hash": "dd7157e1d3a12658ef8126d990b1cdec5a9287c135f7fedd8d89929aabf0a3fd", "text": "Future grade levels are not identified in the instructional materials. For example:In each module, under the mathematics tab, Focus, prior content needed for the module is identified in the section, \u201cCoherence: Prerequisite Skills from Prior Grades\u201d. For example, in Module 4, division is formalized. Students must have mastered lessons in Grade 2, Module 12 to be successful (Representing division by sharing and grouping, identifying fractions less than 1, partitioning shapes, and estimating and measuring capacity in liters).The mathematics tab includes a newsletter for parents, providing parents with information on how the content their child is learning connects to prior grades. In Module 7, the Newsletter states, \u201cExperience with composing and decomposing numbers has prepared students to learn the standard algorithm, the paper-and-pencil procedure most adults learned to add multi-digit numbers. What was once called carrying is now regrouping.\u201dThe \u201cFocus\u201d document for Module 9 explains the beginning of the development of knowledge of the standard algorithm for multi-digit subtraction, but states that fluency with use of this algorithm is not expected in Grade 3.The instructional materials provide students with extensive grade level work. However, there is no evidence of Standards 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.MD.2, and 3.MD.3 being addressed in the materials. The lesson structure presents opportunities for students to explore grade-level mathematics more in-depth: During the Step In Discussion, students engage with grade-level content through guided practice, and complete independent journal tasks during the Step Up and Step Ahead parts of the lesson.Each lesson includes Starting the Lesson, Teaching the Lesson, and Reflecting on the Work, which present opportunities for students to engage with content. Ongoing Practice provides additional grade-level activities.Maintaining Concepts and Skills provides practice with prior and current grade-level mathematics.The Preparing for the next module activities include: fluency practice, spiral review, and vocabulary activities.In addition, the lesson structure presents opportunities for students to explore grade-level mathematics in more depth. These include sections on Starting the Lesson, Teaching the Lesson, and Reflecting on the Work section. Every lesson includes Maintaining Concepts and Skills, and Ongoing Practice that can be used as independent work. Lessons also include differentiation activities. These activities are intended to be used when needed.Materials relate grade-level concepts explicitly to prior knowledge from earlier grades. Focus, specifically identifies where in the module and in the lesson, a prerequisite skill is located. Module 4, identifies 2.G.3 as a prerequisite for this module as students \u201cidentify fractions less than 1\".In Maintaining Concepts and Skills, there is a \u201cpreparing for the next module\u201d problem that is a skill from the previous grade preparing the student for the upcoming module. These problems clearly indicate coherence between grade levels. On each lesson page, there is a link that states the previous grade-level lesson and subsequent lessons related to that lesson.\n\nMaterials foster coherence through connections at a single grade, where appropriate and required by the Standards\n                        i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.\n                        ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.Overall, the instructional materials identify standards. A comprehensive list of the CCSSM and correlating lessons is found under the drop down menu on the home page. Cluster headings are clearly identified by hovering over the Lesson title. The materials include learning objectives that are visibly shaped by cluster headings.\u00a0In Module 1, Lesson 7, students represent and solve problems involving multiplication and division (3.OA.A).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7801942e-e061-467f-8ed4-c2d31eabec9d": {"__data__": {"id_": "7801942e-e061-467f-8ed4-c2d31eabec9d", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "63a5f124-91d8-49c5-8af5-5e46fe143013", "node_type": null, "metadata": {}, "hash": "dd7157e1d3a12658ef8126d990b1cdec5a9287c135f7fedd8d89929aabf0a3fd"}, "3": {"node_id": "c6e00bc6-d31d-48f0-93f8-a68d4241e6d9", "node_type": null, "metadata": {}, "hash": "d169e7f8216f654fa14e6eab1dd20bddd1d154d0ca7bb7fbbfaacb04c5d37cb7"}}, "hash": "a6bda0a30f9b632c9e01586760bb98815bbea271b2a5bda08b467067f790a0fb", "text": "In Module 3, Lesson 2, students multiply and divide within 100 (3.OA.C).In Module 4, Lesson 9, students develop understanding of fractions as numbers (3.NF.A).In Module 8, Lesson 10, students solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects (3.MD.A).In Module 10, Lesson 10, students understand concepts of area and relate area to multiplication and to addition (3.MD.C).The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.In Module 1, Lesson 8, students interpret products of whole numbers (3.OA.1) and apply properties of operations as strategies to multiply and divide (3.OA.B) by using arrays to show the properties of operations. In Module 4, student represent and solve problems involving multiplication and division (3.OA) and develop understanding of fractions as numbers (3.NF.A). In Module 6, student represent and solve problems involving multiplication and division (3.OA) and solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects (3.MD.A) by using graphs to solve word problems involving multiplication and division.\n\nRigor & Mathematical Practices\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations for Gateway 2. The instructional materials partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards\u2019 rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application, and they partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.\n\nRigor\n\nRigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.\n\nAttention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.\n\nThe instructional materials for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.The materials include some problems and questions that develop conceptual understanding throughout the grade-level. Students have limited opportunities to engage with concepts from a number of perspectives, or to independently demonstrate conceptual understanding throughout the grade.Cluster 3.OA.A includes representing and solving problems involving multiplication and division. In Modules 6, 7, and 8, there are some opportunities for students to work with multiplication and division through the use of visual representations and different strategies. For example:In Module 6, Lesson 6, students count in steps of 3 while the teacher writes the numbers out in two lines 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, and 33, 36, 39, 42, 45, 48, 51, 54, 57, and 60. Students respond to, \u201cWhat to you notice?\u201d and \u201cWhat do you think the last number in the next row will be?\u201d. Students make predictions and discuss patterns they see. Students fill in a hundreds chart with multiples of nine and examine jumps of nine on a number line. In the Step Up portion of the lesson, students relate subtraction facts with nines multiplication facts such as 10 - 1 = 1 x 9; 20 - 2 = 2 x 9; 30 - 3 = 3 x 9, etc. (3.OA.1).In Module 7, Lesson 2, students discuss the relationship between multiplication and division. The teacher uses \u201cgrouping and sharing\u201d mats to provide visual representations of sharing a large group of objects into smaller equal groups. The teacher writes the multiplication equation that represents the total number of objects (3 x 4 = 12). The teacher moves all of the counters back to the larger group and explains how students can see the number of groups to be made based on the mat, count the total number of counters, and recognize the unknown is how many counters are in each group. The teacher writes the related division equation 123 = 4. During Step In, the teacher guides students through writing multiplication and division facts that are related to a given array.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6e00bc6-d31d-48f0-93f8-a68d4241e6d9": {"__data__": {"id_": "c6e00bc6-d31d-48f0-93f8-a68d4241e6d9", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "7801942e-e061-467f-8ed4-c2d31eabec9d", "node_type": null, "metadata": {}, "hash": "a6bda0a30f9b632c9e01586760bb98815bbea271b2a5bda08b467067f790a0fb"}, "3": {"node_id": "e9bd3c38-42ab-406a-953c-6b61322ba183", "node_type": null, "metadata": {}, "hash": "6770813b764eeda33e8eff9bb550e0cb62c30d5fe1fd26b308ce31463036f451"}}, "hash": "d169e7f8216f654fa14e6eab1dd20bddd1d154d0ca7bb7fbbfaacb04c5d37cb7", "text": "When students begin to practice independently in the Step Up portion of the lesson, they are provided the opportunity to use arrays to write related multiplication and division facts (3.OA.2).In Module 6, Lesson 5, students examine a picture with bags and a total number of marbles, and the students answer questions like, \u201cWhat do you need to find out?, What equation could we write?\u201d (3.OA.2).In Module 7, Lesson 1, students describe arrays of familiar facts (fives) then add one more row. For example, 5 x 8 = 40, and one more row of 8 is 48, which introduces the distributive property (3.OA.1).In Module 8, Lessons 1-4, address conceptual understanding by focusing on division facts using arrays. Students are given an array with some of the array covered but the total amount of dots given, total rows of dots. Students then represent the array as a division equation and write multiplication problems related to the division problem (3.OA.2).The instructional materials present few opportunities for students to independently demonstrate conceptual understanding throughout the grade-level. In most independent activities students are directed how to solve problems. For example:In Student Journal, Module 1, Lesson 11, Multiplication, Introducing the 5\u2019s Facts, arrays are provided for students and students record the associated multiplication fact (3.OA.1).In Module 1, Lesson 8, Activity 1, students determine the mystery number, 2,564, through a series of questions that do not require students to demonstrate conceptual understanding (3.OA.1).In Module 6, Lesson 5, students use counters and a total of 32 marbles and four empty bags. Students use the counters to determine the total number of marbles in each of the four bags and record the associated division fact. Students are told how to calculate the problem and are not given the opportunity to demonstrate their understanding (3.OA.2).\n\nAttention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.\n\nThe instructional materials for ORIGO Stepping Stones 2.0 Grade 3 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. Materials attend to the Grade 3 expected fluencies, single-digit products and quotients (products from memory by end of Grade 3) and add/subtract within 1000.The instructional materials develop procedural skills and fluencies throughout the grade-level. Opportunities to formally practice procedural skills are found throughout practice problem sets that follow the units. Practice problem sets also include opportunities to use and practice emerging fluencies in the context of solving problems. Ongoing practice is also found in Assessment Interviews, Games, and Maintaining Concepts and Skills.The materials attend to the Grade 3 expected fluencies, fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations (3.OA.7). By the end of Grade 3, know from memory all products of two one-digit numbers. For example, In Module 3, Lesson 1, students build fluency through completing Maintaining Concepts and Skills. In Maintaining Concepts and Skills, students identify addition, subtraction and multiplication facts primarily of fives and tens.In addition, the instructional materials embed opportunities for students to independently practice procedural skills and fluency:Maintaining Concepts and Skills lessons incorporate practice of previously learned skills from the prior grade level. For example, Maintaining Concepts and Skills in Module 1, Lesson 2, provides practice for adding and subtracting within 20 (2.NBT.2).Each module contains a summative assessment called Interviews. \u00a0According to the program, \u201cThere are certain concepts and skills , such as the ability to route count fluently, that are best assessed by interviewing students.\u201d \u00a0For example, Module 4\u2019s Interview 1 has students demonstrate fluency of 2\u2019s multiplication facts and Interview 2 has students demonstrate fluency of 4\u2019s multiplication facts.Fundamentals Games contain a variety of computer/online games that students can play to develop grade level fluency skills. For example Double Bucket, students demonstrate fluency of 2\u2019s multiplication facts and on Interview 2 students demonstrate fluency of 4\u2019s multiplication facts (3.OA.7).Some lessons provides opportunities for students to practice the procedural fluency of the concept being taught in the Step Up section of the student journal.Activities provide practice for skills learned earlier in the grade such as, Module 9, Lesson 6 where students practice multiplication facts (3.OA.7).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e9bd3c38-42ab-406a-953c-6b61322ba183": {"__data__": {"id_": "e9bd3c38-42ab-406a-953c-6b61322ba183", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "c6e00bc6-d31d-48f0-93f8-a68d4241e6d9", "node_type": null, "metadata": {}, "hash": "d169e7f8216f654fa14e6eab1dd20bddd1d154d0ca7bb7fbbfaacb04c5d37cb7"}, "3": {"node_id": "fb33a9d5-3d91-472e-b489-632b2eff74d5", "node_type": null, "metadata": {}, "hash": "36169ef50e1f17ad359b7203b6fc2cf3cc6b4370422d9cc9cac3f6dc73340df7"}}, "hash": "6770813b764eeda33e8eff9bb550e0cb62c30d5fe1fd26b308ce31463036f451", "text": "Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade\n\nThe instructional materials for ORIGO Stepping Stones 2.0 Grade 3 meet expectations that the materials are designed so teachers and students spend time working with engaging applications of the mathematics.Engaging applications include single and multi-step word problems presented in contexts in which the mathematics is applied. There are routine problems, and students also have opportunities to engage with non-routine application problems. Thinking Tasks found at the end of Modules 3, 6, 9, and 12, provide students with problem-solving opportunities that are complex and non-routine with multiple entry points.Examples of routine application problems include, but are not limited to:In Module 1, Lesson 7, addresses standard 3.OA.3, \u201cHenry cut 5 lengths of rope. Each piece was 4 meters long. What was the total length of rope?\".In Module 4, Lesson 6, addresses standard 3.OA.3, \u201c32 chicken nuggets are shared equally among 8 friends. How many nuggets are in each share?\u201d.Maintaining Concepts and Skills includes some application problems and addresses standard 3.OA.8, for example Module 3, Lesson 8, \u201cSamuel\u2019s mom bought 3 tickets for the roller coaster. Tickets are $4 each. What was the total cost?\u201d.In Module 4, Lesson 4, addresses standard 3.OA.8, \u201cMichelle\u2019s grandmother gave her $40 to spend at the county fair. Michelle had 6 rides on the Mega Drop and 4 rides on the Rollercoaster. Rides on the Mega Drop cost $5 each and rides on the Rollercoaster cost $8 each. She also bought lunch for $12 at the end of the day, she has $2 left. How much of her own money did she take to the fair?\u201d.In Module 1, Problem Solving Activity 3, addresses standard 3.OA.3, \u201cStella has been collecting baseball cards. Every week she doubles the number of baseball cards she has. Stella has 120 cards. How many cards did she have three weeks ago? How many cards will Stella have next week?\u201d.In Module 8, Problem Solving Activity 4 has eight story problems and addresses standard 3.OA.3, \u201cA farmer planted fruit trees in rows of 9. He planted 81 trees in total. How many rows did he plant?\u201d.Examples of non-routine application problems with connections to real-world contexts include, but are not limited to:In Module 2, Investigation 2, students brainstorm a list of real-life situations where it would be necessary to read and write time to the nearest minute. In the extension, students brainstorm situations where it would be necessary to write time to the nearest second (3.MD.1).In Module 3, Thinking Task, Question 2 states, \u201cA class of Grade 3 students is raising money for a field trip. They decide to run a car wash as a fundraiser. Customers can decide between three different types of car washes (A chart with car wash prices is provided). At the end of the carwash, the Premium Wash option raised $90. The Quick Wash option raised the same amount. How many cars were washed with the Quick Wash option?\u201dIn Module 6, Thinking Task, Question 1 states, \u201cThis year, the PTA raised $300 to plant a school garden. The PTA president announces that this year they raised $124 more dollars than last year. How much money did they raise last year.\u201dIn Module 9, Thinking Task, Question 1 provides a diagram of where students and families will sit during a choir performance in the gym. Questions include, \u201cHow many students will fit in each full row of the risers? What is the greatest number of students who can stand on all the risers to perform all at once?\u201dIn Module 12, the Thinking Task states, \u201cMrs Chopra\u2019s Grade 3 class has been asked to hang their drawings on a folding display board, the board has four rectangular panels, each panel is 3 feet x 6 feet, drawings can be posted on the front and the back of each panel, all the drawings were made on rectangular paper in three different sizes.\u201d A table of drawing sizes is provided with the following information: 32 small 1 x 1, 16 medium 1 x 2, 8 large 2 x 2. Question 1: \u201cWhat is the area of each panel?\u201d Students must use the information from the table to answer the question.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fb33a9d5-3d91-472e-b489-632b2eff74d5": {"__data__": {"id_": "fb33a9d5-3d91-472e-b489-632b2eff74d5", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "e9bd3c38-42ab-406a-953c-6b61322ba183", "node_type": null, "metadata": {}, "hash": "6770813b764eeda33e8eff9bb550e0cb62c30d5fe1fd26b308ce31463036f451"}, "3": {"node_id": "8782de2b-4aed-41c5-afbf-efec34e52ea1", "node_type": null, "metadata": {}, "hash": "f98d4ab6080a6b90b0aa7ad0201b3a74ff6e98e67110b536fe48d28bfc82062d"}}, "hash": "36169ef50e1f17ad359b7203b6fc2cf3cc6b4370422d9cc9cac3f6dc73340df7", "text": "Question 2 states, \u201cWrite an expression that shows how to find the total area for the front and the back panels of the display board.\"\n\nBalance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.\n\nThe instructional materials for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the materials, but there is an over-emphasis on procedural skills and fluency.There is some evidence that the curriculum addresses conceptual understanding, procedural skill and fluency, and application standards, when called for, and evidence of opportunities where multiple aspects of rigor are used to support student learning and mastery of the standards. There are multiple lessons where one aspect of rigor is emphasized. The materials have a an emphasis on fluency, procedures, and algorithms. Examples of conceptual understanding, procedural skill and fluency, and application presented separately in the materials include:In Module 2, Lesson 4 (3.NBT.2), students use the traditional algorithm to solve addition problems. Scaffolding is given by providing the place value chart and the addends placed in the the chart for the students to only find the sum. In Module 10, Lesson 12 (3.OA.8), students match equations to two step word problems provided. In Module 8, Lesson 9 (3.MD.7), students use the area model to multiply whole numbers.  Examples of students having opportunities to engage in problems that use two or more aspects of rigor, include:In Module 3, Activity 7 (3.OA.D), students solve problems involving the four operations, and identify and explain patterns in arithmetic.In Module 10, Lesson 11 (3.OA.8), students write a single equation that could be used to solve a word problem, and come up with two step equations that solve the problem.In Module 3, Thinking Task, students are provided a chart with car wash prices. Question 4 states, \u201cA Premium Wash takes 30 minutes to complete. A Deluxe Wash takes 15 minutes, and a Quick Wash takes only 10 minutes. Which of these options would the class of Grade 3 students want their customers to choose? Remember, the class wants to raise as much money as possible. Explain which option you think is best.\u201d\n\nMath Practices\n\nPractice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice\n\nThe Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.All eight MPs are clearly identified throughout the materials. For example:The Math Practices are initially identified in the Steps portion of each module course information. Videos for each module can be found under the Resources tab which explains the Math Practices and Habits of Mind.A table is provided to show which mathematical practices are in each lessons.Resources states that each practice standard is, \u201cexperienced, practiced, and enhances as a result of working on meaningful problems\u201d.Module Lessons tabs have a Lesson Contents overview that lists each lesson and the standards and mathematical practices in the lesson.The MPs are used to enhance the mathematical content and are not treated separately from \u00a0content in lessons. However, there is limited guidance for teachers on the connections between the MPs and the content standards.\n\nMaterials carefully attend to the full meaning of each practice standard\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. The instructional materials do not attend to the full intent of MP4 and MP5.For MP4, students are given models to use and have few opportunities to develop their own mathematical models. In addition, students have few opportunities to compare different models in problem contexts. Examples include:In Module 2, Lesson 3, students use place value strategies to calculate sums using a number line. For example, a support page of the number line is given to the students, next the students are placed in pairs, then invited to share their strategies with the class.In Module 4, Lesson 2, students use grouping and sharing mats to relate the operations of multiplication and division. In the Students Journal, students write fact families for multiplication and division.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8782de2b-4aed-41c5-afbf-efec34e52ea1": {"__data__": {"id_": "8782de2b-4aed-41c5-afbf-efec34e52ea1", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "fb33a9d5-3d91-472e-b489-632b2eff74d5", "node_type": null, "metadata": {}, "hash": "36169ef50e1f17ad359b7203b6fc2cf3cc6b4370422d9cc9cac3f6dc73340df7"}, "3": {"node_id": "7d5d02d7-97d1-44f4-81f5-7a667914c9f6", "node_type": null, "metadata": {}, "hash": "ea48b987bd7bbca7a8c82186f19b50bc5af08f7a7f9db5b3890812f10cc1c3d9"}}, "hash": "f98d4ab6080a6b90b0aa7ad0201b3a74ff6e98e67110b536fe48d28bfc82062d", "text": "In the Students Journal, students write fact families for multiplication and division. Arrays are provided for students.In Module 9, Lesson 5, students use base ten blocks to demonstrate subtraction methods and are encouraged to describe similarities between their methods and the standard algorithm.For MP5, students are given few opportunities to use tools strategically, as they are most often given the tools to use for a problem. Examples include:In Module 2, Lesson 2, students are given base ten blocks or number lines to solve. The teacher directions state, \u201cEncourage them to to show their thinking with base 10 blocks or number lines from the support page. Some students may prefer to write an equation.\u201dIn Module 6, Lesson 2, students are given a hundreds chart to visualize and analyze patterns made by 9s.In Module 7, Lesson 5, students select and use one of four tools to solve multi-step word problems. The materials state, \u201cPencils come in packs of 10 or 6. If I have 3 packs of 10, and 4 packs of 6, how many pencils do I have?\u201d\n\nEmphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:\n\nMaterials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 do not meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. There are no opportunities in the Student Journal or assessments for students to construct viable arguments or analyze the arguments or the work of others. MP3 is identified in the Steps portion of the lesson. Teachers are given sentence stems to provide students to promote construction of arguments and justification of student thinking. Examples where the materials do not prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:In Module 1, Lesson 2, students place three 3-digit numbers on a blank number line. The teacher asks, \u201cHow could you locate the position of each of these numbers? Do you have to mark 0 on the number line? How did you decide which numbers to mark at the start and end of the number line?\u201d.In Module 2, Lesson 6, students predict the number of minutes past the hour based on the position of the hour hand. In the Student Journal, Question 3 is noted as an opportunity for students to justify their answers. However, the question shows three analog clocks, and the student directions state, \u201cDraw hands on the clock to match the times given for 23 minutes past 9, 45 minutes past 3, and 4 minutes past 7.\u201d In Module 9, Lesson 1, students explain their solutions for estimating the difference between two and three digit numbers. The teacher projects four sets of numbers and asks, \u201cWhat do you think is a reasonable estimate for the difference between these pairs of numbers? How can you use what you know about estimating with two-digit numbers to help you?\u201d The materials do not contain prompts for students to construct viable arguments or analyze the arguments of other students.\n\nMaterials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.Teacher guidance, questions, and sentence stems for MP3 are found in the Steps portion of the lessons. In some lessons, teachers are given questions that prompt mathematical discussions and engage students to construct viable arguments, and in other lessons, teachers are provided questions and sentence stems to facilitate students in analyzing the arguments of others, and to justify their answers.Examples where teachers are provided guidance to engage students in constructing viable arguments and/or analyzing the think of others include, but are not limited to:In Module 3, Lesson 9, students reflect on the question, \u201cWhen comparing 2 three-digit numbers, can one number be greater than the other even though there are fewer hundreds in the number? Students are invited to share their thinking with the class. Teachers encourage respectful critique using sentence stems such as: I agree/disagree with your answer because, So what you\u2019re saying is, and Why do you think that?\u201d.In Module 5, Lesson 6, students explain the pattern in their own words to a partner and the partner responds.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7d5d02d7-97d1-44f4-81f5-7a667914c9f6": {"__data__": {"id_": "7d5d02d7-97d1-44f4-81f5-7a667914c9f6", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "8782de2b-4aed-41c5-afbf-efec34e52ea1", "node_type": null, "metadata": {}, "hash": "f98d4ab6080a6b90b0aa7ad0201b3a74ff6e98e67110b536fe48d28bfc82062d"}, "3": {"node_id": "294396d7-25dc-4646-b47b-05d8cab4675c", "node_type": null, "metadata": {}, "hash": "ca14255effddf985810a7800b213375b3234f89492fd0503ba7c0fbb8955f746"}}, "hash": "ea48b987bd7bbca7a8c82186f19b50bc5af08f7a7f9db5b3890812f10cc1c3d9", "text": "Teachers prompt students to listen without interrupting and to use the sentence stems, \u201cI noticed the same pattern and I also noticed, I don\u2019t think that shows a pattern because, and I looked at the equations in a different way.\u201d.In Module 8, Lesson 9, students place fractions on a number line and name other fractions located at the same point. Teachers encourage students to justify their thoughts and critique the reasoning of others by prompting the discussion with sentence stems, \"I know these fractions are equivalent because, I think the fractions ___ and ___ are equivalent because, and I agree/disagree with your answer because...\u201d.In Module 10, Lesson 6, students share their labeled sketches for Question 1. Teachers are prompted to remind students to listen carefully and critique the problems using the sentence stems, \u201cI can identify the numbers from the equation in Problem, I don\u2019t think that problem matches because, We could change the problem by, and The area is not correct because.\u201d\n\nMaterials explicitly attend to the specialized language of mathematics.\n\nThe instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 3 partially meet expectations for explicitly attending to the specialized language of mathematics.Accurate mathematics vocabulary is present in the materials, but there are no instructions on how to use the language of mathematics. While vocabulary is identified throughout the materials, there is no explicit directions for instruction of the vocabulary for the teacher in the Steps portion of the lesson.Examples include but are not limited to:Vocabulary instruction for each module is found under Mathematics, Vocabulary Development. Vocabulary identified in bold print is developed throughout the module. The targeted module vocabulary words can be printed onto cards under Resources. For example, in Module 1, vocabulary includes words such as addition, multiplication, and product.Materials use the term \u201cTurn around facts,\u201d which is not accurate terminology. Each module contains a parent newsletter. The newsletter highlights key vocabulary and provides the definition for parents in the Glossary section of the newsletter.In Module 1, Lesson 7, equation is present in the Student Journal, but the definition is not introduced in any lesson in Module 1.\n\nUsability\n\nThis material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two\n\nUse & Design\n\nUse and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.\n\nThe underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.\n\nDesign of assignments is not haphazard: exercises are given in intentional sequences.\n\nThere is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.\n\nManipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.\n\nThe visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.\n\nTeacher Planning\n\nTeacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.\n\nMaterials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.\n\nMaterials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.\n\nMaterials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.\n\nMaterials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).\n\nMaterials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.\n\nMaterials contain explanations of the instructional approaches of the program and identification of the research-based strategies.\n\nAssessment\n\nAssessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "294396d7-25dc-4646-b47b-05d8cab4675c": {"__data__": {"id_": "294396d7-25dc-4646-b47b-05d8cab4675c", "embedding": null, "metadata": {}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e8f6ef-a263-4022-97d7-0b332b4da124", "node_type": null, "metadata": {}, "hash": "178e7a40198e2565fa9debe09515613a5d7fcad1d9a0642cb38a3158289bcd0f"}, "2": {"node_id": "7d5d02d7-97d1-44f4-81f5-7a667914c9f6", "node_type": null, "metadata": {}, "hash": "ea48b987bd7bbca7a8c82186f19b50bc5af08f7a7f9db5b3890812f10cc1c3d9"}}, "hash": "ca14255effddf985810a7800b213375b3234f89492fd0503ba7c0fbb8955f746", "text": "Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.\n\nMaterials provide strategies for teachers to identify and address common student errors and misconceptions.\n\nMaterials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.\n\nMaterials offer ongoing formative and summative assessments:\n\nAssessments clearly denote which standards are being emphasized.\n\nAssessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.\n\nMaterials encourage students to monitor their own progress.\n\nDifferentiation\n\nDifferentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.\n\nMaterials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.\n\nMaterials provide teachers with strategies for meeting the needs of a range of learners.\n\nMaterials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.\n\nMaterials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).\n\nMaterials provide opportunities for advanced students to investigate mathematics content at greater depth.\n\nMaterials provide a balanced portrayal of various demographic and personal characteristics.\n\nMaterials provide opportunities for teachers to use a variety of grouping strategies.\n\nMaterials encourage teachers to draw upon home language and culture to facilitate learning.\n\nTechnology\n\nEffective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.\n\nDigital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are \"platform neutral\" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.\n\nMaterials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.\n\nMaterials can be easily customized for individual learners.\n                        i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.\n                        ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.\n\nMaterials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).\n\nMaterials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bf9818ef-dcf0-40e1-8056-fea0d28cd0f2": {"__data__": {"id_": "bf9818ef-dcf0-40e1-8056-fea0d28cd0f2", "embedding": null, "metadata": {"page_label": "1", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "830d6d9f-bf58-4f5a-82b5-227091fbf28e", "node_type": null, "metadata": {"page_label": "1", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "a0fc6a6f2beb7edf35c49e77c8b041107605a19f16adb5346973afa057ee5f18"}}, "hash": "a0fc6a6f2beb7edf35c49e77c8b041107605a19f16adb5346973afa057ee5f18", "text": "Common Core  \nState StandardS for\nenglish Language arts \n&  Literacy in History/Social Studies,  Science, and technical Subjects", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b77c6676-b37a-4148-8ee7-0622073edd4a": {"__data__": {"id_": "b77c6676-b37a-4148-8ee7-0622073edd4a", "embedding": null, "metadata": {"page_label": "2", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e8cec2ae-db11-4297-91b6-a6b7b6384725", "node_type": null, "metadata": {"page_label": "2", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "01476010e06bb2fdb967ce88e477b361c00b293b1e3692c33034f31dcdcc7b07"}}, "hash": "01476010e06bb2fdb967ce88e477b361c00b293b1e3692c33034f31dcdcc7b07", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS2    |   TABLE OF CONTENTStable of Contents\nIntroduction  3\nStandards for english Language arts & Literacy in History/ \nSocial Studies, Science, and technical Subjects K\u20135  9\nCollege and Career Readiness Anchor Standards for Reading 10\nReading Standards for Literature K\u20135 11\nReading Standards for Informational Text K\u20135 13\nReading Standards: Foundational Skills K\u20135 15\nCollege and Career Readiness Anchor Standards for Writing 18\nWriting Standards K\u20135 19\nCollege and Career Readiness Anchor Standards for Speaking and Listening 22\nSpeaking and Listening Standards K\u20135 23\nCollege and Career Readiness Anchor Standards for Language 25\nLanguage Standards K\u20135 26\nLanguage Progressive Skills, by Grade 30\nStandard 10: Range, Quality, and Complexity of Student Reading K\u20135 31\nStaying on Topic Within a Grade and Across Grades 33Standards for english Language arts 6\u201312  34\nCollege and Career Readiness Anchor Standards for Reading 35\nReading Standards for Literature 6\u201312 36\nReading Standards for Informational Text 6\u201312 39\nCollege and Career Readiness Anchor Standards for Writing 41\nWriting Standards 6\u201312 42\nCollege and Career Readiness Anchor Standards for Speaking and Listening 48\nSpeaking and Listening Standards 6\u201312 49\nCollege and Career Readiness Anchor Standards for Language 51\nLanguage Standards 6\u201312 52\nLanguage Progressive Skills, by Grade 56\nStandard 10: Range, Quality, and Complexity of Student Reading 6\u201312 57\nStandards for Literacy in History/Social Studies,  \nScience, and technical Subjects  59\nCollege and Career Readiness Anchor Standards for Reading 60\nReading Standards for Literacy in History/Social Studies 6\u201312 61\nReading Standards for Literacy in Science and Technical Subjects 6\u201312 62\nCollege and Career Readiness Anchor Standards for Writing 63\nWriting Standards for Literacy in History/Social Studies, Science, \nand Technical Subjects 6\u201312 64", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f51e30bf-0b8a-4b72-b998-954bc1167e93": {"__data__": {"id_": "f51e30bf-0b8a-4b72-b998-954bc1167e93", "embedding": null, "metadata": {"page_label": "3", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "69a6502a-bb37-44d6-b04f-cf0b7a48a259", "node_type": null, "metadata": {"page_label": "3", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e7820ac97177c3329ee9264cc6140a7563d53351c5b4b860f081851a668f76c8"}}, "hash": "e7820ac97177c3329ee9264cc6140a7563d53351c5b4b860f081851a668f76c8", "text": "3    |   iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nIntroduction\nThe Common Core State Standards for English Language Arts & Literacy in \nHistory/Social Studies, Science, and Technical Subjects (\u201cthe Standards\u201d) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K\u201312 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.\nThe present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education standards. The Standards also draw on the most important international models as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numerous rounds of feedback, the Standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work.\nAs specified by CCSSO and NGA, the Standards are (1) research and evidence \nbased, (2) aligned with college and work expectations, (3)\u00a0rigorous, and \n(4) internationally benchmarked. A particular standard was included in the \ndocument only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.\nThe Standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language as well as in mathematics. The CCR Reading, Writing, and Speaking and Listening Standards, released in draft form in September 2009, serve, in revised form, as the backbone for the present document. Grade-specific K\u201312 standards in reading, writing, speaking, listening, and language translate the broad (and, for the earliest grades, seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms.The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6\u201312 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards.\nAs a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. \nJune 2, 2010", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "33547bc9-5f38-45bd-9ce7-9d17ae3abd06": {"__data__": {"id_": "33547bc9-5f38-45bd-9ce7-9d17ae3abd06", "embedding": null, "metadata": {"page_label": "4", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "50f40e5a-fd10-4ab8-acb4-e89b2164f070", "node_type": null, "metadata": {"page_label": "4", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "8849079b56239fc159465a6de340fb8b4eeebc8a0b3584d81df4103dd8bdd3c3"}}, "hash": "8849079b56239fc159465a6de340fb8b4eeebc8a0b3584d81df4103dd8bdd3c3", "text": "4    |   iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nKey design Considerations\nCCr and grade-specific standards\nThe CCR standards anchor the document and define general, cross-disciplinary \nliteracy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K\u201312 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9\u201312) standards work in tandem to define the college and career readiness line\u2014the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments.\nStudents advancing through the grades are expected to meet each year\u2019s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR standards.\nGrade levels for K\u20138; grade bands for 9\u201310 and 11\u201312\nThe Standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the Standards use two-year bands in grades 9\u201312 to allow schools, districts, and states flexibility in high school course design.\na focus on results rather than means\nBy emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.\nan integrated model of literacy\nAlthough the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research.research and media skills blended into the Standards as a whole\nTo be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today\u2019s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.\nShared responsibility for students\u2019 literacy development\nThe Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K\u20135 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6\u201312 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students\u2019 literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.\nPart of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K\u201312 schools and comparatively little scaffolding.\nThe Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "58198dcc-73aa-49f5-af99-31886b52c4d1": {"__data__": {"id_": "58198dcc-73aa-49f5-af99-31886b52c4d1", "embedding": null, "metadata": {"page_label": "5", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a68ce7bc-e126-4ff0-a68d-52fc328e8ac2", "node_type": null, "metadata": {"page_label": "5", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "93d9707b34575f13d15dd296b22c0c458e8bc100c0e01638c3e3c697d095abca"}}, "hash": "93d9707b34575f13d15dd296b22c0c458e8bc100c0e01638c3e3c697d095abca", "text": "5    |   iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\ndistribution of Literary and Informational Passages by Grade in \nthe 2009 naeP reading framework\nGrade Literary  Informational\n4 50% 50%\n8 45% 55%\n12 30% 70%\nSource: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assess-\nment of Educational Progress. Washington, DC: U.S. Government Printing Office.\nThe Standards aim to align instruction with this framework so that many more \nstudents than at present can meet the requirements of college and career readiness. In K\u20135, the Standards follow NAEP\u2019s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects. In accord with NAEP\u2019s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6\u201312 ELA requires much greater attention to a specific category of informational text\u2014literary nonfiction\u2014than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6\u201312 must take place in other classes if the NAEP assessment framework is to be matched instructionally.\n1 To measure \nstudents\u2019 growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework.\nNAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP\u2019s shifting emphases: standards for grades 9\u201312 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.\n2\n1The percentages on the table reflect the sum of student reading, not just reading in ELA \nsettings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational.\n2As with reading, the percentages in the table reflect the sum of student writing, not just \nwriting in ELA settings.distribution of Communicative Purposes by Grade \nin the 2011 naeP Writing framework\nGrade To Persuade To Explain To Convey Experience\n4 30% 35% 35%\n8 35% 35% 30%\n12 40% 40% 20%\nSource: National Assessment Governing Board. (2007). Writing framework for the 2011 National \nAssessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.\nIt follows that writing assessments aligned with the Standards should adhere to \nthe distribution of writing purposes across grades outlined by NAEP.\nfocus and coherence in instruction and assessment\nWhile the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.\u00a0Often, several standards can be addressed by a single rich task.\u00a0For example, when editing writing, students address Writing standard 5 (\u201cDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach\u201d) as well as Language standards 1\u20133 (which deal with conventions of standard English and knowledge of language). When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading.\u00a0 When discussing something they have read or written, students are also demonstrating their speaking and listening skills.\u00a0The CCR anchor standards themselves provide another source of focus and coherence. \nThe same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects.\u00a0The ten CCR anchor standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "17851dad-86f3-4839-b2ef-fe0d4bd2618f": {"__data__": {"id_": "17851dad-86f3-4839-b2ef-fe0d4bd2618f", "embedding": null, "metadata": {"page_label": "6", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a0a8d7a0-ad00-4b80-9a8e-bd29d335e4f3", "node_type": null, "metadata": {"page_label": "6", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "c95ba029380b5fd55fb0b6025d93ee29e26de56cb6cf0c83e5190a45087c13c6"}}, "hash": "c95ba029380b5fd55fb0b6025d93ee29e26de56cb6cf0c83e5190a45087c13c6", "text": "6    |   iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWhat is not Covered by the Standards\nThe Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:\n1. The Standards define what all students are expected to know and be \nable to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document. Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not\u2014indeed, cannot\u2014enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.\n2. While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.\n3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.\n4. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students. \n    5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post\u2013high school lives.  \n \nEach grade will include students who are still acquiring English. For those students, it is\u00a0possible\u00a0to meet the\u00a0standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary. \n \nThe Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.\n6. While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness. Students require a wide-ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning. Similarly, the Standards define literacy expectations in history/social studies, science, and technical subjects, but literacy standards in other areas, such as mathematics and health education, modeled on those in this document are strongly encouraged to facilitate a comprehensive, schoolwide literacy program.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "86b1223e-954a-4b87-8a94-927e54d4dda3": {"__data__": {"id_": "86b1223e-954a-4b87-8a94-927e54d4dda3", "embedding": null, "metadata": {"page_label": "7", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e6dd3ea5-930c-48ba-987d-d85b8a3d42e4", "node_type": null, "metadata": {"page_label": "7", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "1a1433290215b736bb645d359abad94f31e044d552f800f745875ac7736f3675"}}, "hash": "1a1433290215b736bb645d359abad94f31e044d552f800f745875ac7736f3675", "text": "7    |   iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nStudents Who are College and Career ready \nin reading, Writing, Speaking, Listening, and Language\nThe descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students \nadvance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.\nthey demonstrate independence.\nStudents can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker\u2019s key points, request clarification, and ask relevant questions. They build on others\u2019 ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.\nthey build strong content knowledge.\nStudents establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.\nthey respond to the varying demands of audience, task, purpose, \nand discipline.\nStudents adapt their communication in relation to audience, task, purpose, and \ndiscipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). \n they comprehend as well as critique.\nStudents are engaged and open-minded\u2014but discerning\u2014readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author\u2019s or speaker\u2019s assumptions and premises and assess the veracity of claims and the soundness of reasoning.\nthey value evidence.\nStudents cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others\u2019 use of evidence.\nthey use technology and digital media strategically and capably.\nStudents employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.\nthey come to understand other perspectives and cultures.\nStudents appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cdf71417-b015-4f7f-a18d-7f6ff373500d": {"__data__": {"id_": "cdf71417-b015-4f7f-a18d-7f6ff373500d", "embedding": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c5789552-0b35-4524-8568-9b3ec018f013", "node_type": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "568d0c3e1364259a8ac920e7645634e3d9394d9b6c3ab3ca5b62ce40ce737935"}, "3": {"node_id": "946428e1-4f2c-4cb4-9ad3-f324c0a5e5c0", "node_type": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "199db2355761606bc227bb2cba81d90ed3c01df3b20e77d5bb0bd4f899b01068"}}, "hash": "46a35d6cabcd37de79a8a2b128811b939eb317c72933a96eb9ab0e3527bce336", "text": "8    |   iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nHow to read this document\noverall document organization\nThe Standards comprise three main sections: a comprehensive K\u20135 section \nand two content area\u2013specific sections for grades 6\u201312, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document.\nEach section is divided into strands. K\u20135 and 6\u201312 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6\u201312 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.\nStandards for each grade within K\u20138 and for grades 9\u201310 and 11\u201312 follow the CCR anchor standards in each strand. Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.\nIndividual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets alongside the full strand title.\nWho is responsible for which portion of the Standards\nA single K\u20135 section lists standards for reading, writing, speaking, listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher. Grades 6\u201312 are covered in two content area\u2013specific sections, the first for the Englishlanguage arts teacher and the second for teachers of history/social studies, science, and technical subjects. Each section uses the same CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular discipline(s).\n \nKey features of the Standards\nreading: text complexity and the growth of comprehension\nThe Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade \u201cstaircase\u201d of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.\nWriting: text types, responding to reading, and research\nThe Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.\nSpeaking and Listening: flexible communication and collaboration\nIncluding but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.\nLanguage: Conventions, effective use, and vocabulary\nThe Language standards include the essential \u201crules\u201d of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "946428e1-4f2c-4cb4-9ad3-f324c0a5e5c0": {"__data__": {"id_": "946428e1-4f2c-4cb4-9ad3-f324c0a5e5c0", "embedding": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c5789552-0b35-4524-8568-9b3ec018f013", "node_type": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "568d0c3e1364259a8ac920e7645634e3d9394d9b6c3ab3ca5b62ce40ce737935"}, "2": {"node_id": "cdf71417-b015-4f7f-a18d-7f6ff373500d", "node_type": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "46a35d6cabcd37de79a8a2b128811b939eb317c72933a96eb9ab0e3527bce336"}}, "hash": "199db2355761606bc227bb2cba81d90ed3c01df3b20e77d5bb0bd4f899b01068", "text": "appendices a, B, and C\nAppendix A contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. Appendix B consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. Appendix C includes annotated samples demonstrating at least adequate performance in student writing at various grade levels.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "699ee19f-72dd-4680-9d87-33ef2535e5b2": {"__data__": {"id_": "699ee19f-72dd-4680-9d87-33ef2535e5b2", "embedding": null, "metadata": {"page_label": "9", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "43e0c316-bb07-43bc-8549-0987ab843314", "node_type": null, "metadata": {"page_label": "9", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "43ab8f516f4a3eb9687191e5c822409641932d92f6507fc447e4646b41b8ce9c"}}, "hash": "43ab8f516f4a3eb9687191e5c822409641932d92f6507fc447e4646b41b8ce9c", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nStandardS for  \nenglish Language arts  \n&  Literacy in History/Social Studies,  Science, and technical Subjects\nK\u20135", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "559086a6-21b4-4d0f-bbf4-a0038a167daf": {"__data__": {"id_": "559086a6-21b4-4d0f-bbf4-a0038a167daf", "embedding": null, "metadata": {"page_label": "10", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3d9c0bc8-b705-4a98-b905-f3a3ec6d1d9c", "node_type": null, "metadata": {"page_label": "10", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "6de30c05a232adfd8a9f8b3fa87a3062210298472bb03d54152f796e13a18d56"}}, "hash": "6de30c05a232adfd8a9f8b3fa87a3062210298472bb03d54152f796e13a18d56", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS10 | K-5 | rEAdiNgCollege and Career readiness anchor Standards for reading\nThe K\u20135 standards on the following pages define what students should understand and be able to do by \nthe end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\nKey Ideas and details\n1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.\n2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.\n3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.\nCraft and Structure\n4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.\n5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.\n6. Assess how point of view or purpose shapes the content and style of a text.\nIntegration of Knowledge and Ideas\n7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, aswell as in words.*\n8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.\n9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.\n*Please see \u201cResearch to Build and Present Knowledge\u201d in Writing and \u201cComprehension and Collaboration\u201d in Speaking and Listening for \nadditional standards relevant to gathering, assessing, and applying information from print and digital sources.range of reading and Level of text Complexity\n10. Read and comprehend complex literary and informational texts independently and proficiently.Note on range and content \nof student reading\nTo build a foundation for college \nand career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.\u00a0Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd9a29c1-4745-48e8-b240-3fc4ed9c5d61": {"__data__": {"id_": "bd9a29c1-4745-48e8-b240-3fc4ed9c5d61", "embedding": null, "metadata": {"page_label": "11", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bb24757c-9c21-4ab5-9a28-9f916b588d7c", "node_type": null, "metadata": {"page_label": "11", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "0135465075b5384f4bda31c28bd4c0ff49040e4d63fa362728ca049a99faab97"}}, "hash": "0135465075b5384f4bda31c28bd4c0ff49040e4d63fa362728ca049a99faab97", "text": "11    |   K-5 | rEAdiNg: LiTErATurECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\n Reading Standards for Literature K\u20135 RL\nThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also \ninfused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year\u2019s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.\nKindergartners: Grade 1 students: Grade 2 students:\nKey Ideas and details\n1. With prompting and support, ask and answer\nquestions about key details in a text.1. Ask and answer questions about key details in a\ntext.1. Ask and answer such questions as who, what, \nwhere, when, why, and how to demonstrate\nunderstanding of key details in a text. \n2. With prompting and support, retell familiar\nstories, including key details.2. Retell stories, including key details, and\ndemonstrate understanding of their central\nmessage or lesson.2. Recount stories, including fables and folktales\nfrom diverse cultures, and determine their central\nmessage, lesson, or moral.\n3. With prompting and support, identify characters,\nsettings, and major events in a story.3. Describe characters, settings, and major events in\na story, using key details.3. Describe how characters in a story respond to\nmajor events and challenges.\nCraft and Structure\n4. Ask and answer questions about unknown words\nin a text.4. Identify words and phrases in stories or poems\nthat suggest feelings or appeal to the senses.4. Describe how words and phrases (e.g., regular\nbeats, alliteration, rhymes, repeated lines) supply\nrhythm and meaning in a story, poem, or song.\n5. Recognize common types of texts (e.g.,\nstorybooks, poems).5. Explain major differences between books that tell\nstories and books that give information, drawing\non a wide reading of a range of text types.5. Describe the overall structure of a story, including\ndescribing how the beginning introduces thestory and the ending concludes the action.\n6. With prompting and support, name the author \nand illustrator of a story and define the role of\neach in telling the story.6. Identify who is telling the story at various points\nin a text.6. Acknowledge differences in the points of view of\ncharacters, including by speaking in a different\nvoice for each character when reading dialogue\naloud.\nIntegration of Knowledge and Ideas\n7. With prompting and support, describe the\nrelationship between illustrations and the story in\nwhich they appear (e.g., what moment in a story\nan illustration depicts).7. Use illustrations and details in a story to describe\nits characters, setting, or events.7. Use information gained from the illustrations and\nwords in a print or digital text to demonstrate\nunderstanding of its characters, setting, or plot.\n8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)\n9. With prompting and support, compare and\ncontrast the adventures and experiences of\ncharacters in familiar stories.9. Compare and contrast the adventures and\nexperiences of characters in stories.9. Compare and contrast two or more versions\nof the same story (e.g., Cinderella stories) by\ndifferent authors or from different cultures.\nrange of reading and Level of text Complexity\n10. Actively engage in group reading activities with\npurpose and understanding.10. With prompting and support, read prose and\npoetry of appropriate complexity for grade 1.10. By the end of the year, read and comprehend\nliterature, including stories and poetry, in the\ngrades 2\u20133 text complexity band proficiently,\nwith scaffolding as needed at the high end of the\nrange.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f905a2d3-8ace-4971-ba3b-e741bfced80f": {"__data__": {"id_": "f905a2d3-8ace-4971-ba3b-e741bfced80f", "embedding": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f80f6513-006a-41cd-a4fc-d0a682981936", "node_type": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "af02a760546d4d7b6f60e2516edf096333ad2acba25ab707b0d6102dadc983cd"}, "3": {"node_id": "5548d03f-22bd-4c29-b75e-ddeb165c60ea", "node_type": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "f412b95e9f61bf6b7e00ae1484302f779079a7b42f28758dacdb16bfe6220c0c"}}, "hash": "b0bb355c8ecc2870e92be72abaa2af7ee3a50dd08ae6990ea40954387964f174", "text": "RL12    |   K-5 | rEAdiNg: LiTErATurECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Literature K\u20135  \nGrade 3 students: Grade 4 students: Grade 5 students:\nKey Ideas and details\n1. Ask and answer questions to demonstrate  \nunderstanding of a text, referring explicitly to the  \ntext as the basis for the answers.1. Refer to details and examples in a text when  \nexplaining what the text says explicitly and when  \ndrawing inferences from the text.1. Quote accurately from a text when explaining   \nwhat the text says explicitly and when drawing  \ninferences from the text.\n2. Recount stories, including fables, folktales, and  \nmyths from diverse cultures; determine the  \ncentral message, lesson, or moral and explain  \nhow it is conveyed through key details in the text.2. Determine a theme of a story, drama, or poem  \nfrom details in the text; summarize the text.2. Determine a theme of a story, drama, or poem  \nfrom details in the text, including how characters  \nin a story or drama respond to challenges or  \nhow the speaker in a poem reflects upon a topic;  \nsummarize the text.\n3. Describe characters in a story (e.g., their traits,  \nmotivations, or feelings) and explain how their  \nactions contribute to the sequence of events.3. Describe in depth a character, setting, or event  \nin a story or drama, drawing on specific details  \nin the text (e.g., a character\u2019s thoughts, words, or  \nactions).3. Compare and contrast two or more characters,  \nsettings, or events in a story or drama, drawing  \non specific details in the text (e.g., how  \ncharacters interact).\nCraft and Structure\n4. Determine the meaning of words and phrases as  \nthey are used in a text, distinguishing literal from  \nnonliteral language.4. Determine the meaning of words and phrases \nas they are used in a text, including those  \nthat allude to significant characters found in  \nmythology (e.g., Herculean).4. Determine the meaning of words and phrases  \nas they are used in a text, including figurative  \nlanguage such as metaphors and similes.\n5. Refer to parts of stories, dramas, and poems  \nwhen writing or speaking about a text, using  \nterms such as chapter, scene, and stanza;  \ndescribe how each successive part builds on  \nearlier sections.5. Explain major differences between poems,  \ndrama, and prose, and refer to the structural  \nelements of poems (e.g., verse, rhythm, meter)  \nand drama (e.g., casts of characters, settings,  \ndescriptions, dialogue, stage directions) when  \nwriting or speaking about a text.5. Explain how a series of chapters, scenes, or  \nstanzas fits together to provide the overall  \nstructure of a particular story, drama, or poem.\n6. Distinguish their own point of view from that of  \nthe narrator or those of the characters.6. Compare and contrast the point of view from which  \ndifferent stories are narrated, including the \ndifference between first- and third-person narrations.6. Describe how a narrator\u2019s or speaker\u2019s point o \nf view influences how events are described.\nIntegration of Knowledge and Ideas\n7. Explain how specific aspects of a text\u2019s  \nillustrations contribute to what is conveyed  \nby the words in a story (e.g., create mood,  \nemphasize aspects of a character or setting).7. Make connections between the text of a story  \nor drama and a visual or oral presentation of  \nthe text, identifying where each version reflects  \nspecific descriptions and directions in the text.7.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5548d03f-22bd-4c29-b75e-ddeb165c60ea": {"__data__": {"id_": "5548d03f-22bd-4c29-b75e-ddeb165c60ea", "embedding": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f80f6513-006a-41cd-a4fc-d0a682981936", "node_type": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "af02a760546d4d7b6f60e2516edf096333ad2acba25ab707b0d6102dadc983cd"}, "2": {"node_id": "f905a2d3-8ace-4971-ba3b-e741bfced80f", "node_type": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b0bb355c8ecc2870e92be72abaa2af7ee3a50dd08ae6990ea40954387964f174"}}, "hash": "f412b95e9f61bf6b7e00ae1484302f779079a7b42f28758dacdb16bfe6220c0c", "text": "Analyze how visual and multimedia elements  \ncontribute to the meaning, tone, or beauty of a   \ntext (e.g., graphic novel, multimedia presentation \nof fiction, folktale, myth, poem).\n8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)\n9. Compare and contrast the themes, settings, and  \nplots of stories written by the same author about  \nthe same or similar characters (e.g., in books  \nfrom a series).9. Compare and contrast the treatment of similar  \nthemes and topics (e.g., opposition of good and  \nevil) and patterns of events (e.g., the quest) in  \nstories, myths, and traditional literature from \ndifferent cultures.9. Compare and contrast stories in the same genre  \n(e.g., mysteries and adventure stories) on their  \napproaches to similar themes and topics.\nrange of reading and Level of text Complexity\n10. By the end of the year, read and comprehend  \nliterature, including stories, dramas, and poetry,  \nat the high end of the grades 2\u20133 text complexity  \nband independently and proficiently.10. By the end of the year, read and comprehend  \nliterature, including stories, dramas, and poetry, \nin  the grades 4\u20135 text complexity band  \nproficiently, with scaffolding as needed at the  \nhigh end of the range.10. By the end of the year, read and comprehend  \nliterature, including stories, dramas, and poetry,  \nat the high end of the grades 4\u20135 text complexity  \nband independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2949d9ba-2a7b-49cb-bbd4-c2f81b923846": {"__data__": {"id_": "2949d9ba-2a7b-49cb-bbd4-c2f81b923846", "embedding": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "62211898-934f-44bf-b8d3-580e92363a5f", "node_type": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "25520c77dc9179845a31a02c6ab9aefcdf949b599d54cdd1e0a9e2765f84869b"}, "3": {"node_id": "a970f916-aca0-46ad-9121-d0e087c61dc0", "node_type": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "1e8be5ad646e7bf17fdd6705af8addad721a163f2feefcabbe91a20e6647b236"}}, "hash": "bc02c09bff232ef775bf9e9f5ca98587bd2abd01f612cc9a4b169771952f0791", "text": "13    |   K-5 | rEAdiNg: iNFOrmATiONAL  TExTCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Informational Text K\u20135 RIRI\nKindergartners:\nKey Ideas and detailsGrade 1 students: Grade 2 students:\n1. With prompting and support, ask and answer \nquestions about key details in a text. 1. Ask and answer questions about key details in a  \ntext.1. Ask and answer such questions as who, what, \nwhere, when, why, and how to demonstrate  \nunderstanding of key details in a text.\n2. With prompting and support, identify the main  \ntopic and retell key details of a text.2. Identify the main topic and retell key details of a  \ntext.2. Identify the main topic of a multiparagraph text   \nas well as the focus of specific paragraphs within  \nthe text.\n3. With prompting and support, describe the  \nconnection between two individuals, events,  \nideas, or pieces of information in a text.3. Describe the connection between two  \nindividuals, events, ideas, or pieces of information  \nin a text.3. Describe the connection between a series of  \nhistorical events, scientific ideas or concepts, or  \nsteps in technical procedures in a text.\nCraft and Structure\n4. With prompting and support, ask and answer  \nquestions about unknown words in a text.4. Ask and answer questions to help determine or  \nclarify the meaning of words and phrases in a  \ntext.4. Determine the meaning of words and phrases in a  \ntext relevant to a grade 2 topic or subject area.\n5. Identify the front cover, back cover, and \ntitle  page of a book.5. Know and use various text features (e.g.,  \nheadings, tables of contents, glossaries,  \nelectronic menus, icons) to locate key facts or  \ninformation in a text.5. Know and use various text features (e.g.,  \ncaptions, bold print, subheadings, glossaries,  \nindexes, electronic menus, icons) to locate \nkey  facts or information in a text efficiently.\n6. Name the author and illustrator of a text and  \ndefine the role of each in presenting the ideas or  \ninformation in a text.6. Distinguish between information provided by  \npictures or other illustrations and information  \nprovided by the words in a text.6. Identify the main purpose of a text, including  \nwhat the author wants to answer, explain, or  \ndescribe.\nIntegration of Knowledge and Ideas\n7. With prompting and support, describe the  \nrelationship between illustrations and the text  \nin which they appear (e.g., what person, place,  \nthing, or idea in the text an illustration depicts).7. Use the illustrations and details in a text to  \ndescribe its key ideas.7. Explain how specific images (e.g., a diagram  \nshowing how a machine works) contribute to and  \nclarify a text.\n8. With prompting and support, identify the  \nreasons an author gives to support points in a  \ntext.8. Identify the reasons an author gives to support  \npoints in a text.8. Describe how reasons support specific points the  \nauthor makes in a text.\n9. With prompting and support, identify basic  \nsimilarities in and differences between two  \ntexts on the same topic (e.g., in illustrations,  \ndescriptions, or procedures).9. Identify basic similarities in and differences  \nbetween two texts on the same topic (e.g., in  \nillustrations, descriptions, or procedures).9. Compare and contrast the most important points  \npresented by two texts on the same topic.\nrange of reading and Level of text Complexity\n10.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a970f916-aca0-46ad-9121-d0e087c61dc0": {"__data__": {"id_": "a970f916-aca0-46ad-9121-d0e087c61dc0", "embedding": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "62211898-934f-44bf-b8d3-580e92363a5f", "node_type": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "25520c77dc9179845a31a02c6ab9aefcdf949b599d54cdd1e0a9e2765f84869b"}, "2": {"node_id": "2949d9ba-2a7b-49cb-bbd4-c2f81b923846", "node_type": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "bc02c09bff232ef775bf9e9f5ca98587bd2abd01f612cc9a4b169771952f0791"}}, "hash": "1e8be5ad646e7bf17fdd6705af8addad721a163f2feefcabbe91a20e6647b236", "text": "range of reading and Level of text Complexity\n10. Actively engage in group reading activities with  \npurpose and understanding.10. With prompting and support, read informational  \ntexts appropriately complex for grade 1.10. By the end of year, read and comprehend  \ninformational texts, including history/social  \nstudies, science, and technical texts, in the  \ngrades 2\u20133 text complexity band proficiently,  \nwith scaffolding as needed at the high end of the  \nrange.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "88d79746-ded6-4d77-8445-e08d36fc8e27": {"__data__": {"id_": "88d79746-ded6-4d77-8445-e08d36fc8e27", "embedding": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d820d1aa-2345-47b8-ba35-c296d82c458f", "node_type": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "36cb17ab28ec454147e87d1a9e16b4b1a3b0e525cca1f18b860420d22815ffb6"}, "3": {"node_id": "7ce7f2ea-e489-4e99-ad31-1b176bc055a9", "node_type": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "ab1512506c47450c7f6474de52472fdfbb69d04c09f4de82f67f31d47f1ffd40"}}, "hash": "8662ecfec37ba02a22bd3a550230c643dfb89d0c54701de7e9ac53051c7ec4b9", "text": "14    |   K-5 | rEAdiNg: iNFOrmATiONAL  TExTCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Informational Text K\u20135  \nGrade 3 students: Grade 4 students: Grade 5 students:\nKey Ideas and details\n1. Ask and answer questions to demonstrate\nunderstanding of a text, referring explicitly to thetext as the basis for the answers.1. Refer to details and examples in a text whenexplaining what the text says explicitly and whendrawing inferences from the text.1. Quote accurately from a text when explainingwhat the text says explicitly and when drawinginferences from the text.\n2. Determine the main idea of a text; recount thekey details and explain how they support themain idea.2. Determine the main idea of a text and explainhow it is supported by key details; summarize thetext.2. Determine two or more main ideas of a text andexplain how they are supported by key details;summarize the text.\n3. Describe the relationship between a series ofhistorical events, scientific ideas or concepts,or steps in technical procedures in a text, usinglanguage that pertains to time, sequence, andcause/effect.3. Explain events, procedures, ideas, or concepts ina historical, scientific, or technical text, includingwhat happened and why, based on specificinformation in the text.3. Explain the relationships or interactions betweentwo or more individuals, events, ideas, orconcepts in a historical, scientific, or technicaltext based on specific information in the text.\nCraft and Structure\n4. Determine the meaning of general academicand domain-specific words and phrases in a textrelevant to a grade 3 topic or subject area.4. Determine the meaning of general academicand domain-specific words or phrases in a textrelevant to a grade 4 topic or subject area.4. Determine the meaning of general academicand domain-specific words and phrases in a textrelevant to a grade 5 topic or subject area.\n5. Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locate informationrelevant to a given topic efficiently.5. Describe the overall structure (e.g., chronology,comparison, cause/effect, problem/solution) ofevents, ideas, concepts, or information in a textor part of a text.5. Compare and contrast the overall structure(e.g., chronology, comparison, cause/effect,problem/solution) of events, ideas, concepts, orinformation in two or more texts.\n6. Distinguish their own point of view from that ofthe author of a text. 6. Compare and contrast a firsthand andsecondhand account of the same event ortopic; describe the differences in focus and theinformation provided.6. Analyze multiple accounts of the same eventor topic, noting important similarities anddifferences in the point of view they represent.\nIntegration of Knowledge and Ideas\n7. Use information gained from illustrations (e.g.,maps, photographs) and the words in a text todemonstrate understanding of the text (e.g.,where, when, why, and how key events occur).7. Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams,time lines, animations, or interactive elementson Web pages) and explain how the informationcontributes to an understanding of the text inwhich it appears.7. Draw on information from multiple print or digitalsources, demonstrating the ability to locatean answer to a question quickly or to solve aproblem efficiently.\n8. Describe the logical connection betweenparticular sentences and paragraphs in a text(e.g., comparison, cause/effect, first/second/thirdin a sequence).8. Explain how an author uses reasons and evidenceto support particular points in a text. 8. Explain how an author uses reasons and evidenceto support particular points in a text, identifyingwhich reasons and evidence support whichpoint(s).\n9. Compare and contrast the most important pointsand key details presented in two texts on thesame topic.9. Integrate information from two texts on the sametopic in order to write or speak about the subjectknowledgeably.9.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7ce7f2ea-e489-4e99-ad31-1b176bc055a9": {"__data__": {"id_": "7ce7f2ea-e489-4e99-ad31-1b176bc055a9", "embedding": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d820d1aa-2345-47b8-ba35-c296d82c458f", "node_type": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "36cb17ab28ec454147e87d1a9e16b4b1a3b0e525cca1f18b860420d22815ffb6"}, "2": {"node_id": "88d79746-ded6-4d77-8445-e08d36fc8e27", "node_type": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "8662ecfec37ba02a22bd3a550230c643dfb89d0c54701de7e9ac53051c7ec4b9"}}, "hash": "ab1512506c47450c7f6474de52472fdfbb69d04c09f4de82f67f31d47f1ffd40", "text": "Integrate information from several texts on thesame topic in order to write or speak about thesubject knowledgeably.\nrange of reading and Level of text Complexity\n10. By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2\u20133 text complexity bandindependently and proficiently.10. By the end of year, read and comprehendinformational texts, including history/social studies,science, and technical texts, in the grades 4\u20135 textcomplexity band proficiently, with scaffolding as needed at the high end of the range.10. By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 4\u20135 text complexity bandindependently and proficiently.RI", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de49d556-f428-4555-a43e-49a343e6b5fa": {"__data__": {"id_": "de49d556-f428-4555-a43e-49a343e6b5fa", "embedding": null, "metadata": {"page_label": "15", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "982b2ced-01d6-4558-81bb-5d7b6350e4b3", "node_type": null, "metadata": {"page_label": "15", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "faf62c65708158d0f3e431659c46ba687b25c758643e056808776739b2683e57"}}, "hash": "faf62c65708158d0f3e431659c46ba687b25c758643e056808776739b2683e57", "text": "15    |   K-5 | rEAdiNg: FOuNdATiONAL  SKiLLSCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards: Foundational Skills (K\u20135) RF\nThese standards are directed toward fostering students\u2019 understanding and working knowledge of concepts of print, the alphabetic principle, and other basic \nconventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components \nof an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know\u2014to discern when particular children or activities warrant more or less attention.\nNote: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.\nKindergartners: Grade 1 students:\nPrint Concepts\n1. Demonstrate understanding of the organization and basic features of print.\na. Follow words from left to right, top to bottom, and page by page.\nb. Recognize that spoken words are represented in written language by \nspecific sequenc\nes of letters.\nc. Understand that words are separated by spaces in print.\nd. Recognize and name all upper- and lowercase letters of the alphabet.1. Demonstrate understanding of the organization and basic features of print.\na. Recognize the distinguishing features of a sentence (e.g., first word, \ncapitaliza\ntion, ending punctuation).\nPhonological awareness\n2. Demonstrate understanding of spoken words, syllables, and sounds \n(phonemes\n).\na. Recognize and produce rhyming words.\nb. Count, pronounce, blend, and segment syllables in spoken words.\nc. Blend and segment onsets and rimes of single-syllable spoken words.\nd. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) \nin thr\nee-phoneme (consonant-vowel-consonant, or CVC) words.* (This does \nnot include CVCs ending with /l/, /r/, or /x/.)\ne. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.2. Demonstrate understanding of spoken words, syllables, and sounds \n(phonemes\n).\na. Distinguish long from short vowel sounds in spoken single-syllable words.\nb. Orally produce single-syllable words by blending sounds (phonemes), \nincluding c\nonsonant blends.\nc. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.\nd. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes\n).\n*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology.  \nThus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "683f94e1-4942-479d-8b3e-7faeb3dbfa54": {"__data__": {"id_": "683f94e1-4942-479d-8b3e-7faeb3dbfa54", "embedding": null, "metadata": {"page_label": "16", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2a930f50-f18d-4ef8-ab0e-b21c033a7f85", "node_type": null, "metadata": {"page_label": "16", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "72cccae46d8ebfb3e77cf43a2c0c3b2985a69c470ff7dffc628c61b50f4254e9"}}, "hash": "72cccae46d8ebfb3e77cf43a2c0c3b2985a69c470ff7dffc628c61b50f4254e9", "text": "16    |   K-5 | Reading: foundational sKillsRF Reading Standards: Foundational Skills (K\u20135) \nNote: In kindergarten children are expected to demonstrate increasing awareness and competence in the areas that follow.Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nKindergartners: Grade 1 students: Grade 2 students:\nPhonics and Word Recognition\n3. Know and apply grade-level phonics and word\nanalysis skills in decoding words.\na.Demonstrate basic knowledge of one-to-oneletter-sound correspondences by producingthe primary sound or many of the mostfrequent sounds for each consonant.\nb.Associate the long and short sounds with \ncommon spellings (graphemes) for the fivemajor vowels.\nc.Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).\nd.Distinguish between similarly spelled words byidentifying the sounds of the letters that differ.3. Know and apply grade-level phonics and word\nanalysis skills in decoding words.\na.Know the spelling-sound correspondences for common consonant digraphs.\nb.Decode regularly spelled one-syllable words.\nc.Know final -e and common vowel team \nconventions for representing long vowel sounds.\nd. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.\ne. Decode two-syllable words following basic patterns by breaking the words into syllables.\nf. Read words with inflectional endings.\ng.Recognize and read grade-appropriateirregularly spelled words.3. Know and apply grade-level phonics and word\nanalysis skills in decoding words.\na.Distinguish long and short vowels when reading regularly spelled one-syllable words.\nb.Know spelling-sound correspondences for additional common vowel teams.\nc.Decode regularly spelled two-syllable words with long vowels.\nd.Decode words with common prefixes and suffixes.\ne.Identify words with inconsistent but common spelling-sound correspondences.\nf. Recognize and read grade-appropriate irregularly spelled words.\nFluency\n4. Read emergent-reader texts with purpose andunderstanding. 4. Read with sufficient accuracy and fluency tosupport comprehension.\na.Read grade-level text with purpose andunderstanding.\nb.Read grade-level text orally with accuracy,\nappropriate rate, and expression on successive\nreadings.\nc.Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.4. Read with sufficient accuracy and fluency tosupport comprehension.\na.Read grade-level text with purpose andunderstanding.\nb.Read grade-level text orally with accuracy,appropriate rate, and expression on successivereadings.\nc.Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6e53f079-9537-4c07-9ef0-7b998fc69ec9": {"__data__": {"id_": "6e53f079-9537-4c07-9ef0-7b998fc69ec9", "embedding": null, "metadata": {"page_label": "17", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4a6749c2-4d6b-4b97-8900-e77d89d4a69c", "node_type": null, "metadata": {"page_label": "17", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "de581004cf457b53819599156fea3cf5bc77b2cf7bff9489a675accf62e77683"}}, "hash": "de581004cf457b53819599156fea3cf5bc77b2cf7bff9489a675accf62e77683", "text": "17    |   K-5 | Reading: foundational s KillsReading Standards: Foundational Skills (K\u20135) Reading Standards: Foundational Skills (K\u20135) RF  RF\nGrade 3 students: Grade 4 students: Grade 5 students:\nPhonics and Word Recognition\n3. Know and apply grade-level phonics and word \nanalysis skills in decoding words.\na. Identify and know the meaning of the most common prefixes and derivational suffixes.\nb.Decode words with common Latin suffixes. \nc.Decode multisyllable words. \nd. Read grade-appropriate irregularly spelled words.3. Know and apply grade-level phonics and word \nanalysis skills in decoding words.\na. Use combined knowledge of all letter-sound \ncorrespondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 3. Know and apply grade-level phonics and word analysis skills in decoding words.\na. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. \nFluency\n4. Read with sufficient accuracy and fluency to support comprehension.\na. Read grade-level text with purpose and understanding.\nb. Read grade-level prose and poetry orally with \naccuracy, appropriate rate, and expression on successive readings \nc. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.4. Read with sufficient accuracy and fluency to \nsupport comprehension.\na. Read grade-level text with purpose and \nunderstanding.\nb. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.\nc. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.4. Read with sufficient accuracy and fluency to \nsupport comprehension.\na. Read grade-level text with purpose and \nunderstanding.\nb. Read grade-level prose and poetry orally with \naccuracy, appropriate rate, and expression on successive readings.\nc. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a6809d7-1db5-4635-b047-bd75a941fc3b": {"__data__": {"id_": "7a6809d7-1db5-4635-b047-bd75a941fc3b", "embedding": null, "metadata": {"page_label": "18", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "51db37a9-3af5-47ee-8290-5659a4c32358", "node_type": null, "metadata": {"page_label": "18", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "96528caace0ced673b32b05496d89f036f5d43577fe547e48379590104304e7d"}}, "hash": "96528caace0ced673b32b05496d89f036f5d43577fe547e48379590104304e7d", "text": "18    |   K-5 | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards for Writing\nThe K\u20135 standards on the following pages define what students should understand and be able to do by the end of \neach grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\ntext types and Purposes*\n*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.\n2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.\n3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.\nProduction and distribution of Writing\n4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.\n5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.\n6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.\nresearch to Build and Present Knowledge\n7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.\n8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.\n9. Draw evidence from literary or informational texts to support analysis, reflection, and research.\nrange of Writing\n10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Note on range and content \nof student writing\nTo build a foundation for college \nand career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0ea7b896-4112-44ef-a4a7-2ba30766dc27": {"__data__": {"id_": "0ea7b896-4112-44ef-a4a7-2ba30766dc27", "embedding": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a5826447-d393-4563-a9da-c9a1718eae30", "node_type": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "8896c6b5545465bb77a01d6aed241c68ed161897055884d99a9c1ab59b6e6eb8"}, "3": {"node_id": "7a8b3743-190d-4a5c-82eb-7eee11ec1251", "node_type": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e8c6ba96835f66cde2138f7fcba7a553a8ee2f50a63f224ec34f160442f8a8d2"}}, "hash": "c88b8032f2b32ef227f855a3dbfb22e63b94e5a3be8542dc7ef7aa5ab81e20ef", "text": "19    |   K-5 | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards K\u20135 W\nThe following standards for K\u20135 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. \nEach year in their writing, students should demonstrate increasing sophistication in all aspects of language use, fr om vocabulary and syntax to the development \nand organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year\u2019s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.\nKindergartners: Grade 1 students: Grade 2 students:\ntext types and Purposes\n1. Use a combination of drawing, dictating, andwriting to compose opinion pieces in which theytell a reader the topic or the name of the book they are writing about and state an opinion orpreference about the topic or book (e.g., Myfavorite book is . . .).1. Write opinion pieces in which they introduce thetopic or name the book they are writing about,state an opinion, supply a reason for the opinion,and provide some sense of closure.1. Write opinion pieces in which they introduce thetopic or book they are writing about, state anopinion, supply reasons that support the opinion,use linking words (e.g., because, and, also) toconnect opinion and reasons, and provide aconcluding statement or section.\n2. Use a combination of drawing, dictating, andwriting to compose informative/explanatorytexts in which they name what they are writingabout and supply some information about thetopic.2. Write informative/explanatory texts in which theyname a topic, supply some facts about the topic,and provide some sense of closure.2. Write informative/explanatory texts in whichthey introduce a topic, use facts and definitionsto develop points, and provide a concludingstatement or section.\n3. Use a combination of drawing, dictating, andwriting to narrate a single event or severalloosely linked events, tell about the events inthe order in which they occurred, and provide areaction to what happened.3. Write narratives in which they recount two ormore appropriately sequenced events, includesome details regarding what happened, usetemporal words to signal event order, andprovide some sense of closure.3. Write narratives in which they recount a well-elaborated event or short sequence of events,include details to describe actions, thoughts,and feelings, use temporal words to signal eventorder, and provide a sense of closure.\nProduction and distribution of Writing\n4. (Begins in grade 3) 4. (Begins in grade 3) 4. (Begins in grade 3)\n5. With guidance and support from adults, respondto questions and suggestions from peers andadd details to strengthen writing as needed.5. With guidance and support from adults, focus ona topic, respond to questions and suggestionsfrom peers, and add details to strengthen writingas needed.5. With guidance and support from adults andpeers, focus on a topic and strengthen writing asneeded by revising and editing.\n6. With guidance and support from adults, explorea variety of digital tools to produce and publish writing, including in collaboration with peers.6. With guidance and support from adults, use avariety of digital tools to produce and publishwriting, including in collaboration with peers.6. With guidance and support from adults, use avariety of digital tools to produce and publishwriting, including in collaboration with peers.\nresearch to Build and Present Knowledge\n7. Participate in shared research and writingprojects (e.g., explore a number of books bya favorite author and express opinions aboutthem).7. Participate in shared research and writingprojects (e.g., explore a number of \u201chow-to\u201dbooks on a given topic and use them to write asequence of instructions).7. Participate in shared r esearch and writing \nprojects (e.g., read a number of books on a single topic to produce a report; record science observations).\n8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a8b3743-190d-4a5c-82eb-7eee11ec1251": {"__data__": {"id_": "7a8b3743-190d-4a5c-82eb-7eee11ec1251", "embedding": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a5826447-d393-4563-a9da-c9a1718eae30", "node_type": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "8896c6b5545465bb77a01d6aed241c68ed161897055884d99a9c1ab59b6e6eb8"}, "2": {"node_id": "0ea7b896-4112-44ef-a4a7-2ba30766dc27", "node_type": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "c88b8032f2b32ef227f855a3dbfb22e63b94e5a3be8542dc7ef7aa5ab81e20ef"}}, "hash": "e8c6ba96835f66cde2138f7fcba7a553a8ee2f50a63f224ec34f160442f8a8d2", "text": "8. With guidance and support from adults,recall inf ormation from experiences or gather\ninformation from provided sources to answer aquestion.8. With guidance and support from adults,recall information from experiences or gatherinformation from provided sources to answer aquestion.8. Recall information from experiences or gatherinformation from provided sources to answer aquestion.\n9. (Begins in grade 4) 9. (Begins in grade 4) 9. (Begins in grade 4)\nrange of Writing\n10. (Begins in grade 3) 10. (Begins in grade 3) 10. (Begins in grade 3)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "45ad7fbf-e4d7-4a5a-b575-3d3baf40c2e4": {"__data__": {"id_": "45ad7fbf-e4d7-4a5a-b575-3d3baf40c2e4", "embedding": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3c6c203d-9669-4e1a-ae39-9d53802aef7e", "node_type": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "901b4784f0b88dcb65bc5736b408dc7171f4e1f7686f7621a05b9be1968b7027"}, "3": {"node_id": "94e3371e-4550-436f-b459-867de17e7277", "node_type": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e4a0d59fe9c495bc811f84f8e7642b13cd4856f03f57740be562c9460d104172"}}, "hash": "5151818c1b848d4ad758c9efc5f714a514faa8fc0c040c5f45151a0b11145f1f", "text": "20    |   K-5 | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards K\u20135  \nGrade 3 students: Grade 4 students: Grade 5 students:\ntext types and Purposes\n1. Write opinion pieces on topics or texts, supporting \na point of view with reasons.\na.Introduce the topic or text they are writingabout, state an opinion, and create an organizational structure that lists reasons.\nb.Provide reasons that support the opinion.\nc.Use linking words and phrases (e.g., because,\ntherefore, since, for example) to connect\nopinion and reasons.\nd.Provide a concluding statement or section.1. Write opinion pieces on topics or texts, supporting a \npoint of view with reasons and information.\na.Introduce a topic or text clearly, state an\nopinion, and create an organizational structurein which related ideas are grouped to supportthe writer\u2019s purpose.\nb.Provide reasons that are supported by factsand details.\nc.Link opinion and reasons using words andphrases (e.g., for instance, in order to, inaddition).\nd.Provide a concluding statement or sectionrelated to the opinion presented.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.\na.Introduce a topic or text clearly, state anopinion, and create an organizational structurein which ideas are logically grouped to supportthe writer\u2019s purpose.\nb.Provide logically ordered reasons that aresupported by facts and details.\nc.Link opinion and reasons using words, phrases,and clauses (e.g., consequently, specifically).\nd.Provide a concluding statement or section\nrelated to the opinion presented.\n2. Write informative/explanatory texts to examine a \ntopic and convey ideas and information clearly.\na.Introduce a topic and group relatedinformation together; include illustrations when useful to aiding comprehension.\nb.Develop the topic with facts, definitions, anddetails.\nc.Use linking words and phrases (e.g., also,another, and, more, but) to connect ideas within categories of information.\nd.Provide a concluding statement or section.2. Write informative/explanatory texts to examine a\ntopic and convey ideas and information clearly.\na.Introduce a topic clearly and group relatedinformation in paragraphs and sections;include formatting (e.g., headings),illustrations, and multimedia when useful toaiding comprehension.\nb.Develop the topic with facts, definitions,concrete details, quotations, or otherinformation and examples related to the topic.\nc.Link ideas within categories of informationusing words and phrases (e.g., another, for\nexample, also, because).\nd.Use precise language and domain-specificvocabulary to inform about or explain thetopic.\ne.Provide a\u00a0concluding statement or sectionrelated to the information or explanation\npresented.2. Write informative/explanatory texts to examine a\ntopic and convey ideas and information clearly.\na.Introduce a topic clearly, provide a generalobservation and focus, and group relatedinformation logically; include formatting (e.g.,headings), illustrations, and multimedia whenuseful to aiding comprehension.\nb.Develop the topic with facts, definitions,concrete details, quotations, or other\ninformation and examples related to the topic.\nc.Link ideas within and across categories ofinformation using words, phrases, and clauses\n(e.g., in contrast, especially).\nd.Use precise language and domain-specificvocabulary to inform about or explain thetopic.\ne.Provide a\u00a0concluding statement or section\nrelated to the information or explanationpresented.\n3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.\na.Establish a situation and introduce a narratorand/or characters; organize an event sequence \nthat unfolds naturally.\nb.Use dialogue and descriptions of actions,thoughts, and feelings to develop experiences and events or show the response of characters \nto situations.\nc.Use temporal words and phrases to signalevent order.\nd.Provide a sense of closure.3. Write narratives to develop real or imagined\nexperiences or events using effective technique,descriptive details, and clear event sequences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "94e3371e-4550-436f-b459-867de17e7277": {"__data__": {"id_": "94e3371e-4550-436f-b459-867de17e7277", "embedding": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3c6c203d-9669-4e1a-ae39-9d53802aef7e", "node_type": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "901b4784f0b88dcb65bc5736b408dc7171f4e1f7686f7621a05b9be1968b7027"}, "2": {"node_id": "45ad7fbf-e4d7-4a5a-b575-3d3baf40c2e4", "node_type": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "5151818c1b848d4ad758c9efc5f714a514faa8fc0c040c5f45151a0b11145f1f"}}, "hash": "e4a0d59fe9c495bc811f84f8e7642b13cd4856f03f57740be562c9460d104172", "text": "a.Orient the reader by establishing asituationand introducing a narrator and/or\ncharacters; organize an event sequence thatunfolds naturally.\nb.Use dialogue and description to developexperiences and events or show the responses\nof characters to situations.\nc.Use a variety of transitional words and phrasesto manage the sequence of events.\nd.Use concrete words and phrases and sensorydetails to convey experiences and eventsprecisely.\ne.Provide a conclusion that follows from thenarrated experiences or events.3. Write narratives to develop real or imagined \nexperiences or events using effective technique,descriptive details, and clear event sequences.\na.Orient the reader by establishing a situationand introducing a narrator and/or characters;\norganize an event sequence that unfoldsnaturally.\nb.Use narrative techniques, such as dialogue,description, and pacing, to develop\nexperiences and events or show the responsesof characters to situations.\nc.Use a variety of transitional words, phrases,and clauses to manage the sequence of events.\nd.Use concrete words and phrases and sensorydetails to convey experiences and eventsprecisely.\ne.Provide a conclusion that follows from the\nnarrated experiences or events.W", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9d2069b7-dd32-4396-8ab6-cb37d33a071a": {"__data__": {"id_": "9d2069b7-dd32-4396-8ab6-cb37d33a071a", "embedding": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "137631cc-0c3c-403f-8d89-858a1df0bec8", "node_type": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b76f9b68d32e845975234c16d38f3a3943df62cda41a4834c89fcb9058f58eed"}, "3": {"node_id": "71d7622e-34f6-48f0-95c3-0a1ccf6e93d1", "node_type": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "4eacb4e18af7245821e77a8698861e520f574e2a8344464785f6c02cd7e3898a"}}, "hash": "146581b5a30b3a801026603d6363e1f16d4ef61e5d138a17951112ed45aed970", "text": "21    |   K-5 | writingWCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards K\u20135\nGrade 3 students: Grade 4 students: Grade 5 students:\nProduction and Distribution of Writing\n4. With guidance and support from adults,\nproduce writing in which the developmentand organization are appropriate to task and\npurpose. (Grade-specific expectations for writingtypes are defined in standards 1\u20133 above.)4. Produce clear and coherent writing in which thedevelopment and organization are appropriate\nto task, purpose, and audience. (Grade-specificexpectations for writing types are defined instandards 1\u20133 above.)4. Produce clear and coherent writing in which thedevelopment and organization are appropriateto task, purpose, and audience. (Grade-specificexpectations for writing types are defined instandards 1\u20133 above.)\n5. With guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, and editing. (Editing for\nconventions should demonstrate command ofLanguage standards 1\u20133 up to and includinggrade 3 on page 29.)5. With guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, and editing. (Editing for\nconventions should demonstrate command ofLanguage standards 1\u20133 up to and includinggrade 4 on page 29.)5. With guidance and support from peers and adults, develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying a new approach. (Editing for conventions shoulddemonstrate command of Language standards1\u20133 up to and including grade 5 on page 29.)\n6. With guidance and support from adults, usetechnology to produce and publish writing (usingkeyboarding skills) as well as to interact and\ncollaborate with others.6. With some guidance and support from adults,use technology, including the Internet, toproduce and publish writing as well as to interact\nand collaborate with others; demonstratesufficient command of keyboarding skills to typea minimum of one page in a single sitting.6. With some guidance and support from adults,use technology, including the Internet, toproduce and publish writing as well as to interactand collaborate with others; demonstratesufficient command of keyboarding skills to typea minimum of two pages in a single sitting.\nResearch to Build and Present Knowledge\n7. Conduct short research projects that buildknowledge about a topic. 7. Conduct short research projects that buildknowledge through investigation of differentaspects of a topic.7. Conduct short research projects that use severalsources to build knowledge through investigationof different aspects of a topic.\n8. Recall information from experiences or gatherinformation from print and digital sources; take\nbrief notes on sources and sort evidence intoprovided categories.8. Recall relevant information from experiences orgather relevant information from print and digital\nsources; take notes and categorize information,and provide a list of sources.8. Recall relevant information from experiences orgather relevant information from print and digitalsources; summarize or paraphrase informationin notes and finished work, and provide a list ofsources.\n9. (Begins in grade 4) 9. Draw evidence from literary or informationaltexts to support analysis, reflection, and research.\na.Apply grade 4 Reading standards to literature(e.g., \u201cDescribe in depth a character, setting,\nor event in a story or drama, drawing onspecific details in the text [e.g., a character\u2019sthoughts, words, or actions].\u201d).\nb.Apply grade 4 Reading standards toinformational texts (e.g., \u201cExplain how an\nauthor uses reasons and evidence to supportparticular points in a text\u201d).9. Draw evidence from literary or informational texts\nto support analysis, reflection, and research.\na.Apply grade 5 Reading standards to literature(e.g., \u201cCompare and contrast two or morecharacters, settings, or events in a story or adrama, drawing on specific details in the text[e.g., how characters interact]\u201d).\nb.Apply grade 5 Reading standards toinformational texts (e.g., \u201cExplain how\nan author uses reasons and evidence tosupport particular points in a text, identifyingwhich reasons and evidence support whichpoint[s]\u201d).\nRange of Writing\n10.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "71d7622e-34f6-48f0-95c3-0a1ccf6e93d1": {"__data__": {"id_": "71d7622e-34f6-48f0-95c3-0a1ccf6e93d1", "embedding": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "137631cc-0c3c-403f-8d89-858a1df0bec8", "node_type": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b76f9b68d32e845975234c16d38f3a3943df62cda41a4834c89fcb9058f58eed"}, "2": {"node_id": "9d2069b7-dd32-4396-8ab6-cb37d33a071a", "node_type": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "146581b5a30b3a801026603d6363e1f16d4ef61e5d138a17951112ed45aed970"}}, "hash": "4eacb4e18af7245821e77a8698861e520f574e2a8344464785f6c02cd7e3898a", "text": "Range of Writing\n10. Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.10. Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.10. Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "29e20dfd-20eb-44d1-8ec5-aa43a5bf4232": {"__data__": {"id_": "29e20dfd-20eb-44d1-8ec5-aa43a5bf4232", "embedding": null, "metadata": {"page_label": "22", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b3b701a3-6d66-412b-81ea-6f959ac0ddbe", "node_type": null, "metadata": {"page_label": "22", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "4f946349a790a8534882dea15d93c5c664884b2bfb3e1c9baf8de0c7bde40c1d"}}, "hash": "4f946349a790a8534882dea15d93c5c664884b2bfb3e1c9baf8de0c7bde40c1d", "text": "22    |   K-5 | SpEAKiNg ANd LiSTEN iNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards  \nfor Speaking and Listening \nThe K\u20135 standards on the following pages define what students should understand and be able to do by the end of \neach grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate. \nComprehension and Collaboration\n1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,building on others\u2019 ideas and expressing their own clearly and persuasively.\n2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, andorally.\n3. Evaluate a speaker\u2019s point of view, reasoning, and use of evidence and rhetoric.\nPresentation of Knowledge and Ideas\n4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and theorganization, development, and style are appropriate to task, purpose, and audience.\n5. Make strategic use of digital media and visual displays of data to express information and enhance understandingof presentations.\n6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English whenindicated or appropriate.Note on range and content \nof student speaking and  listening\nTo build a foundation for college \nand career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations\u2014as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize\u00a0a multitude of ideas in various domains.\nNew technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fd16dc96-6803-4b01-81a8-6fda4c069117": {"__data__": {"id_": "fd16dc96-6803-4b01-81a8-6fda4c069117", "embedding": null, "metadata": {"page_label": "23", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b05d18c2-d9ec-48ae-a4dd-553c9a108b9f", "node_type": null, "metadata": {"page_label": "23", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "a2233879e9beaa22745255e0746be28d8aa064e2e592b4fe266d98d3fd8c78ee"}}, "hash": "a2233879e9beaa22745255e0746be28d8aa064e2e592b4fe266d98d3fd8c78ee", "text": "23    |   K-5 | spea King and listeningCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nSpeaking and Listening Standards K\u20135 sl\nThe following standards for K\u20135 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. \nStudents advancing through the grades are expect ed to meet each year\u2019s grade-specific standards and retain or further develop skills and understandings mastered \nin preceding grades.\nKindergartners: Grade 1 students: Grade 2 students:\nComprehension and Collaboration\n1. Participate in collaborative conversations withdiverse partners about kindergarten topics andtexts with peers and adults in small and largergroups.\na.Follow agreed-upon rules for discussions (e.g.,\nlistening to others and taking turns speakingabout the topics and texts under discussion).\nb.Continue a conversation through multipleexchanges.1. Participate in collaborative conversations withdiverse partners about grade 1 topics and textswith peers and adults in small and larger groups.\na.Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking oneat a time about the topics and texts under\ndiscussion).\nb.Build on others\u2019 talk in conversations byresponding to the comments of others through\nmultiple exchanges.\nc.Ask questions to clear up any confusion aboutthe topics and texts under discussion.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts \nwith peers and adults in small and larger groups.\na.Follow agreed-upon rules for discussions (e.g.,\ngaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).\nb.Build on others\u2019 talk in conversations by linkingtheir comments to the remarks of others.\nc.Ask for clarification and further explanationas needed about the topics and texts under discussion.\n2. Confirm understanding of a text read aloud or\ninformation presented orally or through othermedia by asking and answering questionsabout key details and requesting clarification ifsomething is not understood.2. Ask and answer questions about key details in atext read aloud or information presented orally or\nthrough other media.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.\n3. Ask and answer questions in order to seek help,get information, or clarify something that is notunderstood.3. Ask and answer questions about what a speaker\nsays in order to gather additional information or\nclarify something that is not understood.3. Ask and answer questions about what a speakersays in order to clarify comprehension, gatheradditional information, or deepen understandingof a topic or issue.\nPresentation of Knowledge and Ideas\n4. Describe familiar people, places, things, andevents and, with prompting and support, provideadditional detail.4. Describe people, places, things, and events with\nrelevant details, expressing ideas and feelings\nclearly.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.\n5. Add drawings or other visual displays todescriptions as desired to provide additionaldetail.5. Add drawings or other visual displays to\ndescriptions when appropriate to clarify ideas,thoughts, and feelings.5. Create audio recordings of stories or poems; \nadd drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. \n6. Speak audibly and express thoughts, feelings, andideas clearly. 6. Produce complete sentences when appropriateto task and situation. (See grade 1 Languagestandards 1 and 3 on page 26 for specificexpectations.)6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ee7e23e3-96a6-4d09-aade-6c1ab05c6a47": {"__data__": {"id_": "ee7e23e3-96a6-4d09-aade-6c1ab05c6a47", "embedding": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cb158140-9e53-4ff1-8a17-780ed0bccc37", "node_type": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "ecb94eb1bf60824e3de814fd2444275b7d43e8aed5874383837ee8c03916424d"}, "3": {"node_id": "a61bcb94-65ae-4c5c-bb13-da12b2f44178", "node_type": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "78515596a6e44a6dcde5c1258de83957fa4cb7afcde268d34b8d2098ef035c2f"}}, "hash": "32d770cdfa3ae664c1ba2c73e654aaa991eeadd5b8d6af8765f8cd57e2e46025", "text": "24    |   K-5 | spea King and listeningCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nSpeaking and Listening Standards K\u20135  \nGrade 3 students: Grade 4 students: Grade 5 students:\nComprehension and Collaboration\n1. Engage effectively in a range of collaborative\ndiscussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and\ntexts, building on others\u2019 ideas and expressingtheir own clearly.\na.Come to discussions prepared, having read\nor studied required material; explicitly draw\non that preparation and other informationknown about the topic to explore ideas underdiscussion.\nb.Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening to\nothers with care, speaking one at a time aboutthe topics and texts under discussion).\nc.Ask questions to check understanding ofinformation presented, stay on topic, and link\ntheir comments to the remarks of others.\nd.Explain their own ideas and understanding inlight of the discussion.1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-\nled) with diverse partners on grade 4 topics andtexts, building on others\u2019 ideas and expressingtheir own clearly.\na.Come to discussions prepared, having read\nor studied required material; explicitly drawon that preparation and other informationknown about the topic to explore ideas underdiscussion.\nb.Follow agreed-upon rules for discussions andcarry out assigned roles.\nc.Pose and respond to specific questions toclarify or follow up on information, and makecomments that contribute to the discussion\nand link to the remarks of others.\nd.Review the key ideas expressed and explaintheir own ideas and understanding in light ofthe discussion.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and \ntexts, building on others\u2019 ideas and expressing their own clearly.\na.Come to discussions prepared, having read\nor studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.\nb.Follow agreed-upon rules for discussions andcarry out assigned roles.\nc.Pose and respond to specific questions bymaking comments that contribute to the \ndiscussion and elaborate on the remarks of others.\nd.Review the key ideas expressed and drawconclusions in light of information and knowledge gained from the discussions.\n2. Determine the main ideas and supporting details of a text read aloud or information presented indiverse media and formats, including visually,quantitatively, and orally.2. Paraphrase portions of a text read aloud or\ninformation presented in diverse media andformats, including visually, quantitatively, andorally.2. Summarize a written text read aloud or \ninformation presented in diverse media and \nformats, including visually, quantitatively, and orally.\n3. Ask and answer questions about information froma speaker, offering appropriate elaboration and\ndetail.3. Identify the reasons and evidence a speakerprovides to support particular points. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.\nPresentation of Knowledge and Ideas\n4. Report on a topic or text, tell a story, or recountan experience with appropriate facts and relevant,\ndescriptive details, speaking clearly at anunderstandable pace.4. Report on a topic or text, tell a story, or recount\nan experience in an organized manner, usingappropriate facts and relevant, descriptive detailsto support main ideas or themes; speak clearly atan understandable pace.4. Report on a topic or text or present an opinion, \nsequencing ideas logically and using appropriate facts and relevant, descriptive details to support \nmain ideas or themes; speak clearly at an understandable pace.\n5. Create engaging audio recordings of storiesor poems that demonstrate fluid reading at anunderstandable pace; add visual displays when\nappropriate to emphasize or enhance certain factsor details.5. Add audio recordings and visual displays to\npresentations when appropriate to enhance thedevelopment of main ideas or themes.5. Include multimedia components (e.g., graphics, \nsound) and visual displays in presentations when \nappropriate to enhance the development of main ideas or themes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a61bcb94-65ae-4c5c-bb13-da12b2f44178": {"__data__": {"id_": "a61bcb94-65ae-4c5c-bb13-da12b2f44178", "embedding": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cb158140-9e53-4ff1-8a17-780ed0bccc37", "node_type": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "ecb94eb1bf60824e3de814fd2444275b7d43e8aed5874383837ee8c03916424d"}, "2": {"node_id": "ee7e23e3-96a6-4d09-aade-6c1ab05c6a47", "node_type": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "32d770cdfa3ae664c1ba2c73e654aaa991eeadd5b8d6af8765f8cd57e2e46025"}}, "hash": "78515596a6e44a6dcde5c1258de83957fa4cb7afcde268d34b8d2098ef035c2f", "text": "6. Speak in complete sentences when appropriate to task and situation in order to provide requested\ndetail or clarification. (See grade 3 Languagestandards 1 and 3 on page 28 for specificexpectations.)6. Differentiate between contexts that call for formal\nEnglish (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on page 28 for specific expectations.)Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nsl\n6. Adapt speech to a variety of contexts and tasks,using formal English when appropriate to task andsituation. (See grade 5 Language standards 1 and\n3 on page 28 for specific expectations.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "03ddc21f-dc5e-45e8-a35d-093d108860e5": {"__data__": {"id_": "03ddc21f-dc5e-45e8-a35d-093d108860e5", "embedding": null, "metadata": {"page_label": "25", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ed9b5ed5-16bd-4455-8bed-93d1be40fba7", "node_type": null, "metadata": {"page_label": "25", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "0ac9fba219dc11eea9dbecf356dab911de1bd63c26b4e5b9af32d9aff5355e57"}}, "hash": "0ac9fba219dc11eea9dbecf356dab911de1bd63c26b4e5b9af32d9aff5355e57", "text": "25    |   K-5 | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards for Language \nThe K\u20135 standards on the following pages define what students should understand and be able to do by the end of \neach grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\nConventions of Standard english\n1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.\n2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling whenwriting.\nKnowledge of Language\n3. Apply knowledge of language to understand how language functions in different contexts, to make effectivechoices for meaning or style, and to comprehend more fully when reading or listening.\nVocabulary acquisition and Use\n4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.\n5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.\n6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient forreading, writing, speaking, and listening at the college and career readiness level; demonstrate independence ingathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Note on range and content \nof student language use\nTo build a foundation for college \nand career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4321c96a-de2f-4000-b928-e54ef2af5737": {"__data__": {"id_": "4321c96a-de2f-4000-b928-e54ef2af5737", "embedding": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7c14b223-d874-4f48-b925-bc619c43386b", "node_type": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "cbe5d0a363522549700cc3e89d14be27a59804ab0dff9b471538206ec3eda0db"}, "3": {"node_id": "bc1fcb29-3e62-412e-b444-cf19b6ccea1e", "node_type": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "1c9c6e5cb1f0d9bfe6456aaaea50a3ad37c13d9353f46a18554b23b422f2d1b5"}}, "hash": "217bc0c29e5bbc0ad0d9f092af30c95c967e21c6f5d74f33b212ccd1e3196094", "text": "26    |   K-5 | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards K\u20135 l\nThe following standards for grades K\u20135 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and \napplications. Students advancing through the grades are expect ed to meet each year\u2019s grade-specific standards and retain or further develop skills and \nunderstandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 30 for a complete list and Appendix A for an example of how these skills develop in sophistication.\nKindergartners: Grade 1 students: Grade 2 students:\nConventions of Standard english\n1. Demonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.\na.Print many upper- and lowercase letters.\nb.Use frequently occurring nouns and verbs.\nc.Form regular plural nouns orally by adding /s/or /es/ (e.g., dog, dogs; wish, wishes).\nd.Understand and use question words(interrogatives) (e.g., who, what, where, when,why, how).\ne.Use the most frequently occurringprepositions (e.g., to, from, in, out, on, off, for,of, by, with).\nf. Produce and expand complete sentences inshared language activities.1. Demonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.\na.Print all upper- and lowercase letters.\nb.Use common, proper, and possessive nouns.\nc.Use singular and plural nouns with matchingverbs in basic sentences (e.g., He hops; Wehop).\nd.Use personal, possessive, and indefinitepronouns (e.g., I, me, my; they, them, their;anyone, everything).\ne.Use verbs to convey a sense of past, present,and future (e.g., Yesterday I walked home;Today I walk home; Tomorrow I will walkhome).\nf. Use frequently occurring adjectives.\ng.Use frequently occurring conjunctions (e.g.,and, but, or, so, because).\nh.Use determiners (e.g., articles,demonstratives).\ni.Use frequently occurring prepositions (e.g.,during, beyond, toward).\nj.Produce and expand complete simpleand compound declarative, interrogative,imperative, and exclamatory sentences inresponse to prompts.1. Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.\na.Use collective nouns (e.g., group).\nb.Form and use frequently occurring irregularplural nouns (e.g., feet, children, teeth, mice,fish).\nc.Use reflexive pronouns (e.g., myself, ourselves).\nd.Form and use the past tense of frequentlyoccurring irregular verbs (e.g., sat, hid, told).\ne.Use adjectives and adverbs, and choosebetween them depending on what is to bemodified.\nf. Produce, expand, and rearrange completesimple and compound sentences (e.g., The boywatched the movie; The little boy watched themovie; The action movie was watched by thelittle boy).\n2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.\na.Capitalize the first word in a sentence and thepronoun I.\nb.Recognize and name end punctuation.\nc.Write a letter or letters for most consonantand short-vowel sounds (phonemes).\nd.Spell simple words phonetically, drawing onknowledge of sound-letter relationships.2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.\na.Capitalize dates and names of people.\nb.Use end punctuation for sentences.\nc.Use commas in dates and to separate singlewords in a series.\nd.Use conventional spelling for words withcommon spelling patterns and for frequentlyoccurring irregular words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bc1fcb29-3e62-412e-b444-cf19b6ccea1e": {"__data__": {"id_": "bc1fcb29-3e62-412e-b444-cf19b6ccea1e", "embedding": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7c14b223-d874-4f48-b925-bc619c43386b", "node_type": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "cbe5d0a363522549700cc3e89d14be27a59804ab0dff9b471538206ec3eda0db"}, "2": {"node_id": "4321c96a-de2f-4000-b928-e54ef2af5737", "node_type": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "217bc0c29e5bbc0ad0d9f092af30c95c967e21c6f5d74f33b212ccd1e3196094"}}, "hash": "1c9c6e5cb1f0d9bfe6456aaaea50a3ad37c13d9353f46a18554b23b422f2d1b5", "text": "d.Use conventional spelling for words withcommon spelling patterns and for frequentlyoccurring irregular words.\ne.Spell untaught words phonetically, drawing onphonemic awareness and spelling conventions.2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.\na.Capitalize holidays, product names, andgeographic names.\nb.Use commas in greetings and closings ofletters.\nc.Use an apostrophe to form contractions andfrequently occurring possessives.\nd.Generalize learned spelling patterns whenwriting words (e.g., cage \u2192 badge; boy \u2192 boil).\ne.Consult reference materials, includingbeginning dictionaries, as needed to check andcorrect spellings.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "838ea9c7-fa7f-471e-af18-e0812c2008f3": {"__data__": {"id_": "838ea9c7-fa7f-471e-af18-e0812c2008f3", "embedding": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3aa3af38-e307-43cb-a27d-9287bf8b858c", "node_type": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "7e7ec06fe2f13152398ad838d0c6b1c6406fb2a52900e68a831ddb9b6b83ae0b"}, "3": {"node_id": "de960f10-4411-411b-832a-ffef1204ba32", "node_type": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "972bc4259c4a0221d4ba4a836dfa43989037072146c47f63a743d6c1da348d20"}}, "hash": "e6f5d9ca8b4cfae4c5a54fd2911ea5c334e41f9dd22096fabee006c524361336", "text": "27    |   K-5 | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards K\u20135\nKindergartners: Grade 1 students: Grade 2 students:\nKnowledge of Language\n3. (Begins in grade 2) 3. (Begins in grade 2) 3. Use knowledge of language and its conventions\nwhen writing, speaking, reading, or listening.\na.Compare formal and informal uses of English.\nVocabulary acquisition and Use\n4. Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based onkindergarten reading and content.\na.Identify new meanings for familiar words andapply them accurately (e.g., knowing duck is abird and learning the verb to duck).\nb.Use the most frequently occurring inflectionsand affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of an unknownword.4. Determine or clarify the meaning of unknownand multiple-meaning words and phrases basedon grade 1 reading and content, choosing flexiblyfrom an array of strategies.\na.Use sentence-level context as a clue to themeaning of a word or phrase.\nb.Use frequently occurring affixes as a clue tothe meaning of a word.\nc.Identify frequently occurring root words (e.g.,look) and their inflectional forms (e.g., looks,looked, looking).4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.\na.Use sentence-level context as a clue to themeaning of a word or phrase.\nb.Determine the meaning of the new wordformed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).\nc.Use a known root word as a clue to themeaning of an unknown word with the same root (e.g., addition, additional).\nd.Use knowledge of the meaning of individualwords to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).\ne.Use glossaries and beginning dictionaries, bothprint and digital, to determine or clarify the meaning of words and phrases.\n5. With guidance and support from adults, exploreword relationships and nuances in word meanings.\na.Sort common objects into categories (e.g.,shapes, foods) to gain a sense of the conceptsthe categories represent.\nb.Demonstrate understanding of frequentlyoccurring verbs and adjectives by relatingthem to their opposites (antonyms).\nc.Identify real-life connections between wordsand their use (e.g., note places at school thatare colorful).\nd.Distinguish shades of meaning among verbsdescribing the same general action (e.g.,walk, march, strut, prance) by acting out themeanings.5. With guidance and support from adults,demonstrate understanding of word relationshipsand nuances in word meanings.\na.Sort words into categories (e.g., colors,clothing) to gain a sense of the concepts thecategories represent.\nb.Define words by category and by one or morekey attributes (e.g., a duck is a bird that swims;a tiger is a large cat with stripes).\nc.Identify real-life connections between wordsand their use (e.g., note places at home thatare cozy).\nd.Distinguish shades of meaning among verbsdiffering in manner (e.g., look, peek, glance,stare, glare, scowl) and adjectives differing inintensity (e.g., large, gigantic) by defining orchoosing them or by acting out the meanings.5. Demonstrate understanding of word relationshipsand nuances in word meanings.\na.Identify real-life connections between wordsand their use (e.g., describe foods that arespicy or juicy).\nb.Distinguish shades of meaning among closelyrelated verbs (e.g., toss, throw, hurl) and closelyrelated adjectives (e.g., thin, slender, skinny,scrawny).\n6. Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts.6.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de960f10-4411-411b-832a-ffef1204ba32": {"__data__": {"id_": "de960f10-4411-411b-832a-ffef1204ba32", "embedding": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3aa3af38-e307-43cb-a27d-9287bf8b858c", "node_type": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "7e7ec06fe2f13152398ad838d0c6b1c6406fb2a52900e68a831ddb9b6b83ae0b"}, "2": {"node_id": "838ea9c7-fa7f-471e-af18-e0812c2008f3", "node_type": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e6f5d9ca8b4cfae4c5a54fd2911ea5c334e41f9dd22096fabee006c524361336"}}, "hash": "972bc4259c4a0221d4ba4a836dfa43989037072146c47f63a743d6c1da348d20", "text": "Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simplerelationships (e.g., because).6. Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using adjectivesand adverbs to describe (e.g., When other kids arehappy that makes me happy).l", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1595bc35-e5ed-4a23-9b71-07213b53dc77": {"__data__": {"id_": "1595bc35-e5ed-4a23-9b71-07213b53dc77", "embedding": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "184c53b9-989b-4bf0-a0b1-bb27fa8364c6", "node_type": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "7ac117b7f85e70d500d1f85cf0a88dd170e4b2485571f57a696efd644537e76b"}, "3": {"node_id": "12b1e543-8e2d-4b27-b4e6-922ccd5129fc", "node_type": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "7a6530c2b2c7f11a68aeec10cc9e14f124109e34e6394b0ecc3edc691b6fcf29"}}, "hash": "59ad1b884c0054ec9366a567cf3daa9399e0587f5947eb76a9c7aff34345925f", "text": "28    |   K-5 | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards K\u20135  \nGrade 3 students: Grade 4 students: Grade 5 students:\nConventions of Standard english\n1. Demonstrate command of the conventions of\nstandard English grammar and usage whenwriting or speaking.\na.Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their\nfunctions in particular sentences.\nb.Form and use regular and irregular pluralnouns.\nc.Use abstract nouns (e.g., childhood).\nd.Form and use regular and irregular verbs.\ne.Form and use the simple (e.g., I walked; I walk;I will walk) verb tenses.\nf. Ensure subject-verb and pronoun-antecedentagreement.*\ng.Form and use comparative and superlativeadjectives and adverbs, and choose betweenthem depending on what is to be modified.\nh.Use coordinating and subordinatingconjunctions.\ni.Produce simple, compound, and complexsentences.1. Demonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.\na.Use relative pronouns (who, whose, whom,which, that) and relative adverbs (where,\nwhen, why).\nb.Form and use the progressive (e.g., I waswalking; I am walking; I will be walking) verbtenses.\nc.Use modal auxiliaries (e.g., can, may, must) toconvey various conditions.\nd.Order adjectives within sentences accordingto conventional patterns (e.g., a small red bagrather than a red small bag).\ne.Form and use prepositional phrases.\nf. Produce complete sentences, recognizing\nand correcting inappropriate fragments andrun-ons.*\ng.Correctly use frequently confused words (e.g.,to, too, two; there, their).*1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.\na.Explain the function of conjunctions,prepositions, and interjections in general and their function in particular sentences.\nb.Form and use the perfect (e.g., I had walked; Ihave walked; I will have walked) verb tenses.\nc.Use verb tense to convey various times,sequences, states, and conditions.\nd.Recognize and correct inappropriate shifts in\nverb tense.*\ne.Use correlative conjunctions (e.g., either/or,neither/nor).\n2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.\na.Capitalize appropriate words in titles.\nb.Use commas in addresses.\nc.Use commas and quotation marks in dialogue.\nd.Form and use possessives.\ne.Use conventional spelling for high-frequencyand other studied words and for addingsuffixes to base words (e.g., sitting, smiled,cries, happiness).\nf. Use spelling patterns and generalizations(e.g., word families, position-based spellings,syllable patterns, ending rules, meaningfulword parts) in writing words.\ng.Consult reference materials, includingbeginning dictionaries, as needed to checkand correct spellings.l\n2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.\na.Use correct capitalization.\nb.Use commas and quotation marks to markdirect speech and quotations from a text.\nc.Use a comma before a coordinatingconjunction in a compound sentence.\nd.Spell grade-appropriate words correctly,\nconsulting references as needed.2. Demonstrate command of the conventions of\nstandard English capitalization, punctuation, andspelling when writing.\na.Use punctuation to separate items in a series.*\nb.Use a comma to separate an introductoryelement from the rest of the sentence.\nc.Use a comma to set off the words yes and no(e.g., Yes, thank you), to set off a tag question\nfrom the rest of the sentence (e.g., It\u2019s true, isn\u2019tit?), and to indicate direct address (e.g., Is thatyou, Steve?).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "12b1e543-8e2d-4b27-b4e6-922ccd5129fc": {"__data__": {"id_": "12b1e543-8e2d-4b27-b4e6-922ccd5129fc", "embedding": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "184c53b9-989b-4bf0-a0b1-bb27fa8364c6", "node_type": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "7ac117b7f85e70d500d1f85cf0a88dd170e4b2485571f57a696efd644537e76b"}, "2": {"node_id": "1595bc35-e5ed-4a23-9b71-07213b53dc77", "node_type": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "59ad1b884c0054ec9366a567cf3daa9399e0587f5947eb76a9c7aff34345925f"}}, "hash": "7a6530c2b2c7f11a68aeec10cc9e14f124109e34e6394b0ecc3edc691b6fcf29", "text": "), and to indicate direct address (e.g., Is thatyou, Steve?).\nd.Use underlining, quotation marks, or italics toindicate titles of works.\ne.Spell grade-appropriate words correctly,consulting references as needed.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "58c5a8ca-c3c8-43b6-9c63-9d5febf63873": {"__data__": {"id_": "58c5a8ca-c3c8-43b6-9c63-9d5febf63873", "embedding": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f39fe8e2-afdb-4187-927b-88a6cb37342b", "node_type": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b7c34f200f721ea61b2f55a4dba3d11a15a71aca8ef255ff85969bf05faccbbc"}, "3": {"node_id": "6cfea23e-9e16-44e2-af55-89b4de394e3d", "node_type": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "2795d8d7c4e0a09025261749b84520613d02cd5062631404cf4fd7210f529320"}}, "hash": "7026eee60d53580759b1cb361b1c2967c1dc1667920d76a0b343701a8451b5c1", "text": "29    |   K-5 | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards K\u20135\nGrade 3 students: Grade 4 students: Grade 5 students:\nKnowledge of Language\n3. Use knowledge of language and its conventions\nwhen writing, speaking, reading, or listening.\na.Choose words and phrases for effect.*\nb.Recognize and observe differences betweenthe conventions of spoken and written\nstandard English.3. Use knowledge of language and its conventionswhen writing, speaking, reading, or listening.\na.Choose words and phrases to convey ideasprecisely.*\nb.Choose punctuation for effect.*\nc.Differentiate between contexts that callfor formal English (e.g., presenting ideas)and situations where informal discourse isappropriate (e.g., small-group discussion).3. Use knowledge of language and its conventionswhen writing, speaking, reading, or listening.\na.Expand, combine, and reduce sentences for\nmeaning, reader/listener interest, and style.\nb.Compare and contrast the varieties of English(e.g., dialects, registers) used in stories, dramas,\nor poems.\nVocabulary acquisition and Use\n4. Determine or clarify the meaning of unknownand multiple-meaning word and phrases basedon grade 3 reading and content, choosing flexiblyfrom a range of strategies.\na.Use sentence-level context as a clue to the\nmeaning of a word or phrase.\nb.Determine the meaning of the new wordformed when a known affix is added to aknown word (e.g., agreeable/disagreeable,comfortable/uncomfortable, care/careless,heat/preheat).\nc.Use a known root word as a clue to themeaning of an unknown word with the sameroot (e.g., company, companion).\nd.Use glossaries or beginning dictionaries, bothprint and digital, to determine or clarify theprecise meaning of key words and phrases.4. Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based ongrade 4 reading and content, choosing flexiblyfrom a range of strategies.\na.Use context (e.g., definitions, examples, orrestatements in text) as a clue to the meaning\nof a word or phrase.\nb.Use common, grade-appropriate Greek andLatin affixes and roots as clues to the meaning\nof a word (e.g., telegraph, photograph,autograph).\nc.Consult reference materials (e.g., dictionaries,\nglossaries, thesauruses), both print and digital,to find the pronunciation and determine orclarify the precise meaning of key words andphrases.4. Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based ongrade 5 reading and content, choosing flexibly\nfrom a range of strategies.\na.Use context (e.g., cause/effect relationships\nand comparisons in text) as a clue to themeaning of a word or phrase.\nb.Use common, grade-appropriate Greek andLatin affixes and roots as clues to the meaning\nof a word (e.g., photograph, photosynthesis).\nc.Consult reference materials (e.g., dictionaries,glossaries, thesauruses), both print and digital,to find the pronunciation and determine orclarify the precise meaning of key words andphrases.\n5. Demonstrate understanding of word relationshipsand nuances in word meanings.\na.Distinguish the literal and nonliteral meaningsof words and phrases in context (e.g., take\nsteps).\nb.Identify real-life connections between wordsand their use (e.g., describe people who arefriendly or helpful).\nc.Distinguish shades of meaning among related\nwords that describe states of mind or degrees\nof certainty (e.g., knew, believed, suspected,heard, wondered).5. Demonstrate understanding of figurative\nlanguage, word relationships, and nuances in wordmeanings.\na.Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in\ncontext.\nb.Recognize and explain the meaning ofcommon idioms, adages, and proverbs.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6cfea23e-9e16-44e2-af55-89b4de394e3d": {"__data__": {"id_": "6cfea23e-9e16-44e2-af55-89b4de394e3d", "embedding": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f39fe8e2-afdb-4187-927b-88a6cb37342b", "node_type": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b7c34f200f721ea61b2f55a4dba3d11a15a71aca8ef255ff85969bf05faccbbc"}, "2": {"node_id": "58c5a8ca-c3c8-43b6-9c63-9d5febf63873", "node_type": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "7026eee60d53580759b1cb361b1c2967c1dc1667920d76a0b343701a8451b5c1"}}, "hash": "2795d8d7c4e0a09025261749b84520613d02cd5062631404cf4fd7210f529320", "text": "c.Demonstrate understanding of words by\nrelating them to their opposites (antonyms)and to words with similar but not identicalmeanings (synonyms).5. Demonstrate understanding of figurative language,word relationships, and nuances in word meanings.\na.Interpret figurative language, including similesand metaphors, in context.\nb.Recognize and explain the meaning of commonidioms, adages, and proverbs.\nc.Use the relationship between particular words(e.g., synonyms, antonyms, homographs) tobetter understand each of the words.\n6. Acquire and use accurately grade-appropriateconversational, general academic, and domain-specific words and phrases, including those thatsignal spatial and temporal relationships (e.g.,After dinner that night we went looking for them).6. Acquire and use accurately grade-appropriate\ngeneral academic and domain-specific wordsand phrases, including those that signal preciseactions, emotions, or states of being (e.g., quizzed,whined, stammered) and that are basic to aparticular topic (e.g., wildlife, conservation, andendangered when discussing animal preservation).l\n6. Acquire and use accurately grade-appropriategeneral academic and domain-specific wordsand phrases, including those that signal contrast,addition, and other logical relationships (e.g.,\nhowever, although, nevertheless, similarly,moreover, in addition).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fdb6b0c2-bcc2-487f-adca-fc4df7428b70": {"__data__": {"id_": "fdb6b0c2-bcc2-487f-adca-fc4df7428b70", "embedding": null, "metadata": {"page_label": "30", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fc5657d8-4a3c-4423-84a2-61a3b949ed01", "node_type": null, "metadata": {"page_label": "30", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "789ddff56663cad533c92ff4b3afdff5f67b19f8bbe509fabcb3a75900116786"}}, "hash": "789ddff56663cad533c92ff4b3afdff5f67b19f8bbe509fabcb3a75900116786", "text": "30    |   K-5 | LANGUAGE\nCOMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTSLanguage Progressive Skills, by Grade\nThe following skills, marked with an asterisk (*) in Language standards 1\u20133, are particularly likely to require continued attention in higher grades as they are \napplied to increasingly sophisticated writing and speaking.\nStandardGrade(s)\n3 4 5 6 7 8 9\u201310 11\u201312\nL.3.1f. Ensure subject-verb and pronoun-antecedent agreement. * * * * * * * *\nL.3.3a. Choose words and phrases for effect. * * * * * * * *\nL.4.1f. Produce complet\ne sentences, recognizing and correcting inappropriate fragments and run-ons. * * * * * * *\nL.4.1g. Correctly use frequen\ntly confused words (e.g., to/too/two; there/their). * * * * * * *\nL.4.3a. Choose words and phrases to con\nvey ideas precisely.** * *\nL.4.3b. Choose punctuation for effect.* * * * * * *\nL.5.1d. R\necognize and correct inappropriate shifts in verb tense. * * * * * *\nL.5.2a. Use punc\ntuation to separate items in a series.\u2020* * * *\nL.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. * * * * *\nL.6.1d. R\necognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). * * * * *\nL.6.1e. R\necognize variations from standard English in their own and others\u2019 writing and speaking, and identify and \nuse strategies to improve expression in conventional language.* * * * *\nL.6.2a. Use punc\ntuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* * * * *\nL.6.3a. V\nary sentence patterns for meaning, reader/listener interest, and style.\u2021* * * *\nL.6.3b. Maintain consistency in style and tone.* * * * *\nL.7.1c. P\nlace phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. * * * *\nL.7.3a. Choose language that e\nxpresses ideas precisely and concisely, recognizing and eliminating wordiness and \nredundancy.* * * *\nL.8.1d. R\necognize and correct inappropriate shifts in verb voice and mood. * * *\nL.9\u201310.1a. Use parallel structure.* *\n*Subsumed by L.7.3a  \n\u2020Subsumed by L.9\u201310.1a  \n\u2021Subsumed by L.11\u201312.3a", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bbbeab89-5013-44e7-a1c4-c293b3f4f8c3": {"__data__": {"id_": "bbbeab89-5013-44e7-a1c4-c293b3f4f8c3", "embedding": null, "metadata": {"page_label": "31", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "af1ad458-b4dd-42ec-8a05-4c4002bbb16a", "node_type": null, "metadata": {"page_label": "31", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "4608893814d0d57acd5c64988a4287e2ea9c2fb903a278cc10e429fb351e111f"}}, "hash": "4608893814d0d57acd5c64988a4287e2ea9c2fb903a278cc10e429fb351e111f", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS31    |   K\u20135 | rEAdiNg STAN dArd 10Standard 10: Range, Quality, and Complexity of Student Reading K\u20135\nMeasuring Text Complexity: Three Factors\nQualitative evaluation of the text: Levels of meaning, structure, language conventionality \nand clarity, and knowledge demands\nQuantitative evaluation of the text: Readability measures and other scores of text complexity\nMatching reader to text and task:  Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the ques-tions posed)\nNote: More detailed information on text complexity and how it is measured is contained in \nAppendix A.\nRange of Text Types for K\u20135\nStudents in K\u20135 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.\nLiterature Informational Text\nStories dramas Poetry Literary nonfiction and Historical, Scientific, and technical texts\nIncludes children\u2019s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and mythIncludes staged dialogue and brief familiar scenesIncludes nursery rhymes and the subgenres of the narrativ\ne \npoem, limerick, and free verse\n \npoemIncludes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions,\n \nforms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1ff7afac-0671-49ee-b9a3-b32c319874b8": {"__data__": {"id_": "1ff7afac-0671-49ee-b9a3-b32c319874b8", "embedding": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8786348c-b69d-4ab9-bc06-612707a00513", "node_type": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "a9ae4cde31ca2b1e5ec7c352148c7f35ca6e376cdd4560fdcfc658a119acda53"}, "3": {"node_id": "76985a14-3c85-40c8-aa90-74a9a125e5bb", "node_type": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "80d11dc8273a101c11caee0e07cedc52fb24c4e919dcd7a16c69e678da15074c"}}, "hash": "80347894fbb98c11eb4a03d2e9a83c296377fc106f27f8070d30538e8e9949a0", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS32    |   K\u20135 | rEAdiNg STAN dArd 10Texts Illustrating the Complexity, Quality, and Range of Student Reading K\u20135*Read-aloud\n**Read-along\nLiterature: Stories, drama, Poetry Informational texts: Lit erary nonfiction and Historical, Scientific, and technical texts\nK*\uf0a7\t\n\t\t\t\tOver in the Meadow by John Langstaff (traditional) (c1800)*\n\uf0a7A Boy, a Dog, and a Frog by Mercer Mayer (1967)\n\uf0a7Pancakes for Breakfast by Tomie DePaola (1978) \n\uf0a7A Story, A Story by Gail E. Haley (1970)*\n\uf0a7Kitten\u2019s First Full Moon by Kevin Henkes (2004)*\uf0a7\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\n\t\n\t\n\t\n\t\n\tMy Five Senses by Aliki (1962)**\n\uf0a7Truck by Donald Crews (1980)\n\uf0a7I Read Signs by Tana Hoban (1987)\n\uf0a7What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003)*\n\uf0a7Amazing Whales! by Sarah L. Thomson (2005)*\n1*\uf0a7\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\u201cMix a Pancake\u201d by Christina G. Rossetti (1893)**\n\uf0a7Mr. Popper\u2019s Penguins by Richard Atwater (1938)*\n\uf0a7Little Bear by Else Holmelund Minarik, illustrated by Maurice Sendak (1957)**\n\uf0a7Frog and Toad Together by Arnold Lobel (1971)**\n\uf0a7Hi! Fly Guy by Tedd Arnold (2006)\uf0a7A Tree Is a Plant by Clyde Robert Bulla, illustrated by Stacey Schuett (1960)**\n\uf0a7Starfish by Edith Thacher Hurd (1962)\n\uf0a7Follow the Water from Brook to Ocean by Arthur Dorros (1991)**\n\uf0a7From Seed to Pumpkin by Wendy Pfeffer, illustrated by James Graham Hale (2004)*\n\uf0a7How People Learned to Fly by Fran Hodgkins and True Kelley (2007)*\n2\u20133\uf0a7\u201cWho Has Seen the Wind?\u201d by Christina G. Rossetti (1893)\n\uf0a7Charlotte\u2019s Web by E. B. White (1952)*\n\uf0a7Sarah, Plain and Tall by Patricia MacLachlan (1985)\n\uf0a7Tops and Bottoms by Janet Stevens (1995)\n\uf0a7Poppleton in Winter by Cynthia Rylant, illustrated by Mark Teague (2001)\uf0a7A Medieval Feast by Aliki (1983)\n\uf0a7From Seed to Plant by Gail Gibbons (1991)\n\uf0a7The Story of Ruby Bridges by Robert Coles (1995)*\n\uf0a7A Drop of Water: A Book of Science and Wonder by Walter Wick (1997)\n\uf0a7Moonshot: The Flight of Apollo 11 by Brian Floca (2009)\n4\u20135\uf0a7Alice\u2019s Adventures in Wonderland by Lewis Carroll (1865)\n\uf0a7\u201cCasey at the Bat\u201d by Ernest Lawrence Thayer (1888)\n\uf0a7The Black Stallion by Walter Farley (1941) \n\uf0a7\u201cZlateh the Goat\u201d by Isaac Bashevis Singer (1984)\n\uf0a7Where the Mountain Meets the Moon by Grace Lin (2009)\uf0a7Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)\n\uf0a7Hurricanes: Earth\u2019s Mightiest Storms by Patricia Lauber (1996)\n\uf0a7A History of US by Joy Hakim (2005)\n\uf0a7Horses by Seymour Simon (2006)\n\uf0a7Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by \nSy Montgomery (2006)\nNote:  Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a wide range of topics and genres.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "76985a14-3c85-40c8-aa90-74a9a125e5bb": {"__data__": {"id_": "76985a14-3c85-40c8-aa90-74a9a125e5bb", "embedding": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8786348c-b69d-4ab9-bc06-612707a00513", "node_type": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "a9ae4cde31ca2b1e5ec7c352148c7f35ca6e376cdd4560fdcfc658a119acda53"}, "2": {"node_id": "1ff7afac-0671-49ee-b9a3-b32c319874b8", "node_type": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "80347894fbb98c11eb4a03d2e9a83c296377fc106f27f8070d30538e8e9949a0"}}, "hash": "80d11dc8273a101c11caee0e07cedc52fb24c4e919dcd7a16c69e678da15074c", "text": "(See Appendix B for excerpts of these and other texts illustrative of K\u20135 text complexity, quality, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth. On the next page is an example of progressions of texts building knowledge across grade levels.\n*Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowl-\nedge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d554561c-b55a-42f3-b07e-9cb9246603b9": {"__data__": {"id_": "d554561c-b55a-42f3-b07e-9cb9246603b9", "embedding": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6bd9cf39-f8ff-473a-b572-ba8919bd1008", "node_type": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "4244799dad40521a33f218538f58b044e6ad3f6c0572d9f87968f2ca225476d5"}, "3": {"node_id": "64938d27-83e9-4748-81ed-a51cd9fb8b1d", "node_type": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "718fabf80e488fcad3ebc633d5b8f7c4e43a299d3967f6ce26bf305dc034d72e"}}, "hash": "94315f6549e532d586444f2aa9cbac61e2fa4acb83ec1f3a0ec45fd84c8b1ea5", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS33    |   K\u20135 | STAY iNg ON TO piCStaying on Topic Within a Grade and Across Grades:\nHow to Build Knowledge Systematically in English Language Arts K\u20135\nBuilding knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. \nAt a curricular or instructional level, texts\u2014within and across grade levels\u2014need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K\u20132) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.\nPreparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to illustrate how\u00a0curriculum designers and classroom teachers can infuse the English language arts block with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students\u2019 reading and understanding of increasingly complex texts on their own in subsequent grades.\u00a0\nExemplar Texts on a Topic \nAcross GradesK 1 2\u20133 4\u20135\nthe Human Body the five senses and associated body parts Introduction to the sy stems of the \nhuman body and associated body partsdigestive and excretory systems Circulatory system\nStudents can begin learning about the human body starting in kindergarten and then review and extend their learning during each subsequent grade.\u2022\tMy Five Senses by Aliki (1989)\n\u2022\tHearing by Maria Rius (1985)\n\u2022\tSight by Maria Rius (1985)\n\u2022\tSmell by Maria Rius (1985)\n\u2022\tTaste by Maria Rius (1985)\n\u2022\tTouch by Maria Rius (1985)\ntaking care of your body: overview (hygiene, diet, exercise, rest)\n\u2022\tMy Amazing Body: A First Look at Health & Fitness by Pat Thomas (2001)\n\u2022\tGet Up and Go!", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "64938d27-83e9-4748-81ed-a51cd9fb8b1d": {"__data__": {"id_": "64938d27-83e9-4748-81ed-a51cd9fb8b1d", "embedding": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6bd9cf39-f8ff-473a-b572-ba8919bd1008", "node_type": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "4244799dad40521a33f218538f58b044e6ad3f6c0572d9f87968f2ca225476d5"}, "2": {"node_id": "d554561c-b55a-42f3-b07e-9cb9246603b9", "node_type": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "94315f6549e532d586444f2aa9cbac61e2fa4acb83ec1f3a0ec45fd84c8b1ea5"}}, "hash": "718fabf80e488fcad3ebc633d5b8f7c4e43a299d3967f6ce26bf305dc034d72e", "text": "by Nancy \nCarlson (2008)\n\u2022\tGo Wash Up by Doering Tourville (2008)\n\u2022\tSleep by Paul Showers (1997)\n\u2022\tFuel the Body by Doering \nTourville (2008)\u2022\tUnder Your Skin: Your Amazing Body by Mick Manning (2007)\n\u2022\tMe and My Amazing Body by Joan Sweeney (1999)\n\u2022\tThe Human Body by Gallimard Jeunesse (2007)\n\u2022\tThe Busy Body Book by Lizzy Rockwell (2008)\n\u2022\tFirst Encyclopedia of the Human Body by Fiona Chandler (2004)\ntaking care of your body: Germs, diseases, and preventing illness\n\u2022\tGerms Make Me Sick by Marilyn Berger (1995)\n\u2022\tTiny Life on Your Body by Christine Taylor-Butler (2005)\n\u2022\tGerm Stories by Arthur Kornberg (2007)\n\u2022\tAll About Scabs by GenichiroYagu (1998)\u2022\tWhat Happens to a Hamburger by Paul Showers (1985)\n\u2022\tThe Digestive System by \nChristine Taylor-Butler (2008)\n\u2022\tThe Digestive System by Rebecca L. Johnson (2006)\n\u2022\tThe Digestive System by Kristin Petrie (2007)\ntaking care of your body:  Healthy eating and nutrition\n\u2022\tGood Enough to Eat by Lizzy \nRockwell (1999)\n\u2022\tShowdown at the Food Pyramid by Rex Barron (2004) \nmuscular, skeletal, and nervous systems\n\u2022\tThe Mighty Muscular and Skeletal Systems Crabtree Publishing (2009)\n\u2022\tMuscles by Seymour Simon (1998)\n\u2022\tBones by Seymour Simon (1998)\n\u2022\tThe Astounding Nervous System Crabtree Publishing (2009)\n\u2022\tThe Nervous System by Joelle Riley (2004)\u2022\tThe Heart by Seymour Simon (2006)\n\u2022\tThe Heart and Circulation by Carol Ballard (2005)\n\u2022\tThe Circulatory System by Kristin Petrie (2007)\n\u2022\tThe Amazing Circulatory System by John Burstein (2009)\nrespiratory system\n\u2022\tThe Lungs by Seymour Simon (2007)\n\u2022\tThe Respiratory System by Susan Glass (2004)\n\u2022\tThe Respiratory System by Kristin Petrie (2007)\n\u2022\tThe Remarkable Respiratory System by John Burstein (2009)\nendocrine system\n\u2022\tThe Endocrine System by Rebecca Olien (2006)\n\u2022\tThe Exciting Endocrine System by John Burstein (2009)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bd87ef5f-1cd6-474d-bac2-cee3ac26d858": {"__data__": {"id_": "bd87ef5f-1cd6-474d-bac2-cee3ac26d858", "embedding": null, "metadata": {"page_label": "34", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f4d9f9a3-71dc-4977-b249-ddb957fbe81e", "node_type": null, "metadata": {"page_label": "34", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "ae6b8e9830fed18ae96651860aa3dff6eeb36c8677635b573af259adc15d3721"}}, "hash": "ae6b8e9830fed18ae96651860aa3dff6eeb36c8677635b573af259adc15d3721", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nStandardS for  \nenglish Language arts  \n6\u201312", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "20d212ef-6add-4757-9ede-0b957df4ac56": {"__data__": {"id_": "20d212ef-6add-4757-9ede-0b957df4ac56", "embedding": null, "metadata": {"page_label": "35", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f727c7a2-9451-43b9-b178-58e3345010fa", "node_type": null, "metadata": {"page_label": "35", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "26d7aadf7641d7e090f43dfe645912f18913e26c5f7eec280083111a603690b1"}}, "hash": "26d7aadf7641d7e090f43dfe645912f18913e26c5f7eec280083111a603690b1", "text": "35    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards for reading\nThe grades 6\u201312 standards on the following pages define what students should understand and be able to do by the \nend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\nKey Ideas and details \n1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.\n2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.\n3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.\nCraft and Structure\n4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.\n5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text  (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.\n6. Assess how point of view or purpose shapes the content and style of a text.\nIntegration of Knowledge and Ideas\n7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*\n8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. \n9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. \n*Please see \u201cResearch to Build Knowledge\u201d in Writing and \u201cComprehension and Collaboration\u201d in Speaking and Listening for \nadditional standards relevant to gathering, assessing, and applying information from print and digital sources.range of reading and Level of text Complexity \n10. Read and comprehend complex literary and informational texts independently and proficiently.Note on range and content \nof student reading\nTo become college and career ready, \nstudents must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students\u2019 own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "10592346-bab0-42d8-b5cf-a473df226c7a": {"__data__": {"id_": "10592346-bab0-42d8-b5cf-a473df226c7a", "embedding": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8370ba48-b8de-4638-8500-77006b65315c", "node_type": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "57f7f16e6ce4312ca50a72825d2d2e1625e9712c0ac99890f10ff2a3238ecebf"}}, "hash": "57f7f16e6ce4312ca50a72825d2d2e1625e9712c0ac99890f10ff2a3238ecebf", "text": "36    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNg: LiTErATurECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nRL Reading Standards for Literature 6\u201312 RL\nThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also \ninfused through the requirement that students read incr easingly complex texts through the grades. Students advancing through the grades are expected to meet \neach year\u2019s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.\nGrade 6 students: Grade 7 students: Grade 8 students:\nKey Ideas and details\n1. Cite textual evidence to support analysis of what\nthe text says explicitly as well as inferences drawn\nfrom the text.1. Cite several pieces of textual evidence to support \nanalysis of what the text says explicitly as well asinferences drawn from the text.1. Cite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well as inferences drawn from the text.\n2. Determine a theme or central idea of a text andhow it is conveyed through particular details;\nprovide a summary of the text distinct frompersonal opinions or judgments.2. Determine a theme or central idea of a text and\nanalyze its development over the course of thetext; provide an objective summary of the text.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.\n3. Describe how a particular story\u2019s or drama\u2019s plotunfolds in a series of episodes as well as how the\ncharacters respond or change as the plot movestoward a resolution.3. Analyze how particular elements of a story or\ndrama interact (e.g., how setting shapes thecharacters or plot).3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.\nCraft and Structure\n4. Determine the meaning of words and phrases asthey are used in a text, including figurative and\nconnotative meanings; analyze the impact of aspecific word choice on meaning and tone.4. Determine the meaning of words and phrases\nas they are used in a text, including figurativeand connotative meanings; analyze the impactof rhymes and other repetitions of sounds (e.g.,alliteration) on a specific verse or stanza of apoem or section of a story or drama.4. Determine the meaning of words and phrasesas they are used in a text, including figurativeand connotative meanings; analyze the impactof specific word choices on meaning and tone,including analogies or allusions to other texts.\n5. Analyze how a particular sentence, chapter,scene, or stanza fits into the overall structure of\na text and contributes to the development of thetheme, setting, or plot.5. Analyze how a drama\u2019s or poem\u2019s form or\nstructure (e.g., soliloquy, sonnet) contributes toits meaning.5. Compare and contrast the structure of two or moretexts and analyze how the differing structure ofeach text contributes to its meaning and style.\n6. Explain how an author develops the point of view of the narrator or speaker in a text. 6. Analyze how an author develops and contrasts\nthe points of view of different characters or narrators in a text.6. Analyze how differences in the points of view of thecharacters and the audience or reader (e.g., createdthrough the use of dramatic irony) create sucheffects as suspense or humor.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b7f967ad-87fe-4510-bb55-285c554a3268": {"__data__": {"id_": "b7f967ad-87fe-4510-bb55-285c554a3268", "embedding": null, "metadata": {"page_label": "37", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "96723740-60be-4d92-9892-eb331475bbd6", "node_type": null, "metadata": {"page_label": "37", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "aed895c4f0f675cca4fd060842164325096f57f874c28332579b13cf53bb7f2b"}}, "hash": "aed895c4f0f675cca4fd060842164325096f57f874c28332579b13cf53bb7f2b", "text": "37    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNg: LiTErATurECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Literature 6\u201312  \nGrade 6 students: Grade 7 students: Grade 8 students:\nIntegration of Knowledge and Ideas\n7. Compare and contrast the experience of reading\na story, drama, or poem to listening to or viewingan audio, video, or live version of the text,including contrasting what they \u201csee\u201d and \u201chear\u201dwhen reading the text to what they perceivewhen they listen or watch.7. Compare and contrast a written story, drama, orpoem to its audio, filmed, staged, or multimediaversion, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, orcamera focus and angles in a film).7. Analyze the extent to which a filmed or liveproduction of a story or drama stays faithful toor departs from the text or script, evaluating thechoices made by the director or actors.\n8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)\n9. Compare and contrast texts in different forms orgenres (e.g., stories and poems; historical novelsand fantasy stories) in terms of their approachesto similar themes and topics.9. Compare and contrast a fictional portrayal of atime, place, or character and a historical accountof the same period as a means of understandinghow authors of fiction use or alter history.9. Analyze how a modern work of fiction draws onthemes, patterns of events, or character types frommyths, traditional stories, or religious works such asthe Bible, including describing how the material isrendered new.\nrange of reading and Level of text Complexity\n10. By the end of the year, read and comprehend\nliterature, including stories, dramas, and poems, inthe grades 6\u20138 text complexity band proficiently,with scaffolding as needed at the high end of therange.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poems, inthe grades 6\u20138 text complexity band proficiently,with scaffolding as needed at the high end of therange.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poems, atthe high end of grades 6\u20138 text complexity bandindependently and proficiently.RLRL", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "24f014fa-e243-4db6-8a8a-3288831f6119": {"__data__": {"id_": "24f014fa-e243-4db6-8a8a-3288831f6119", "embedding": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "07bc9354-8fb8-4130-b70f-449857aaee75", "node_type": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "a4d85d50e609b516137eefe66449750bc38e4edc87cef0331fc5f35d20f1add9"}, "3": {"node_id": "3c41aa50-0163-422d-ba77-69752c7bcd67", "node_type": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "81ebe1c634e5469236633d51fedb01e42ccb6bfd92e098de62fac8f1ca580854"}}, "hash": "68cb636ac43cf6d676edb64eab82cde4ea99f740897de5e31e21778e8f483bec", "text": "38    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNg: LiTErATurECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Literature 6\u201312 RLRL\nThe CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations\u2014the former providing \nbroad standards, the latt er providing additional specificity.\nGrades 9\u201310 students: Grades 11\u201312 students:\nKey Ideas and details\n1. Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text. 1. Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text, including determiningwhere the text leaves matters uncertain.\n2. Determine a theme or central idea of a text and analyze in detail itsdevelopment over the course of the text, including how it emerges and isshaped and refined by specific details; provide an objective summary of thetext.2. Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.\n3. Analyze how complex characters (e.g., those with multiple or conflictingmotivations) develop over the course of a text, interact with other characters,and advance the plot or develop the theme.3. Analyze the impact of the author\u2019s choices regarding how to develop andrelate elements of a story or drama (e.g., where a story is set, how the action isordered, how the characters are introduced and developed).\nCraft and Structure\n4. Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the cumulative impactof specific word choices on meaning and tone (e.g., how the language evokesa sense of time and place; how it sets a formal or informal tone).4. Determine the meaning of wor ds and phrases as they are used in the text,\nincluding figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful. (Include Shakespeareas well as other authors.)\n5. Analyze ho w an author\u2019s choices concerning how to structure a text, order\nevents within it (e.g., parallel plots), and manipulate time (e.g., pacing,flashbacks) create such effects as mystery, tension, or surprise.5. Analyze how an author\u2019s choices concerning how to structure specific parts ofa text (e.g., the choice of where to begin or end a story, the choice to provide acomedic or tragic resolution) contribute to its overall structure and meaning aswell as its aesthetic impact.\n6. Analyze a particular point of view or cultural experience reflected in a work ofliterature from outside the United States, drawing on a wide reading of worldliterature.6. Analyze a case in which grasping point of view requires distinguishing what isdirectly stated in a text from what is really meant (e.g., satire, sarcasm, irony, orunderstatement).\nIntegration of Knowledge and Ideas\n7. Analyze the representation of a subject or a key scene in two different artisticmediums, including what is emphasized or absent in each treatment (e.g.,Auden\u2019s \u201cMus\u00e9e des Beaux Arts\u201d and Breughel\u2019s Landscape with the Fall ofIcarus).7. Analyz e multiple interpretations of a story, drama, or poem (e.g., recorded or live\nproduction of a play or recorded novel or poetry), evaluating how each versioninterprets the source text. (Include at least one play by Shakespeare and oneplay by an American dramatist.)\n8. (Not applicable to liter ature) 8. (Not applicable to literature)\n9. Analyze how an author draws on and transforms source material in a specificwork (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible orhow a later author draws on a play by Shakespeare).9.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c41aa50-0163-422d-ba77-69752c7bcd67": {"__data__": {"id_": "3c41aa50-0163-422d-ba77-69752c7bcd67", "embedding": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "07bc9354-8fb8-4130-b70f-449857aaee75", "node_type": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "a4d85d50e609b516137eefe66449750bc38e4edc87cef0331fc5f35d20f1add9"}, "2": {"node_id": "24f014fa-e243-4db6-8a8a-3288831f6119", "node_type": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "68cb636ac43cf6d676edb64eab82cde4ea99f740897de5e31e21778e8f483bec"}}, "hash": "81ebe1c634e5469236633d51fedb01e42ccb6bfd92e098de62fac8f1ca580854", "text": "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-centuryfoundational works of American literature, including how two or more texts fromthe same period treat similar themes or topics.\nrange of reading and Level of text Complexity\n10. By the end of grade 9, read and comprehend literature, including stories,dramas, and poems, in the grades 9\u201310 text complexity band proficiently, withscaffolding as needed at the high end of the range.\nBy the end of grade 10, read and comprehend literature, including stories,dramas, and poems, at the high end of the grades 9\u201310 text complexity bandindependently and proficiently.10. By the end of grade 11, read and comprehend literature, including stories,dramas, and poems, in the grades 11\u2013CCR text complexity band proficiently, withscaffolding as needed at the high end of the range.\nBy the end of grade 12, read and comprehend literature, including stories,dramas, and poems, at the high end of the grades 11\u2013CCR text complexity bandindependently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bdfa6229-770e-41e1-9c89-96f753b3041c": {"__data__": {"id_": "bdfa6229-770e-41e1-9c89-96f753b3041c", "embedding": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "19643b71-41d2-4eb4-86c4-39d51ae73bcb", "node_type": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e03d1bb24f0ad5fb78073d4350559f7e52cd61856a79283a240826dfa71d3e81"}, "3": {"node_id": "4097a249-cb78-4442-988e-26d1fd5335dd", "node_type": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "aa99e6275e0076fdc13e6aa56e5c54d6e05260c94f7ce794e243b8048e93c1cb"}}, "hash": "ea30411f44159809356655abe3236836769d1ba8d693707dec9b9be92f42787e", "text": "39    |   6-12 | English languag E arts | rEading: informational t ExtCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Informational Text 6\u201312 RI\nGrade 6 students: Grade 7 students: Grade 8 students:\nKey Ideas and Details\n1. Cite textual evidence to support analysis of\nwhat the text says explicitly as well as inferencesdrawn from the text.1. Cite\u00a0several pieces of textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.1. Cite the textual evidence that most strongly supportsan analysis of what the text says explicitly as well asinferences drawn from the text.\n2. Determine a central idea of a text and how itis conveyed through particular details; providea summary of the text distinct from personalopinions or judgments.2. Determine two or more central ideas in a textand analyze their development over the courseof the text; provide an objective summary of thetext.2. Determine a central idea of a text and analyze itsdevelopment over the course of the text, including itsrelationship to supporting ideas; provide an objectivesummary of the text.\n3. Analyze in detail how a key individual, event, oridea is introduced, illustrated, and elaborated in atext (e.g., through examples or anecdotes).3. Analyze the interactions between individuals,events, and ideas in a text (e.g., how ideasinfluence individuals or events, or how individualsinfluence ideas or events).3. Analyze how a text makes connections among anddistinctions between individuals, ideas, or events(e.g., through comparisons, analogies, or categories).\nCraft and Structure\n4. Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings.4. Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning andtone.4. Determine the meaning of words and phrases as theyare used in a text, including figurative, connotative,and technical meanings; analyze the impact ofspecific word choices on meaning and tone,including analogies or allusions to other texts.\n5. Analyze how a particular sentence, paragraph,chapter, or section fits into the overall structureof a text and contributes to the development ofthe ideas.5. Analyze the structure an author uses to organizea text, including how the major sectionscontribute to the whole and to the developmentof the ideas.5. Analyze in detail the structure of a specificparagraph in a text, including the role of particularsentences in developing and refining a key concept.\n6. Determine an author\u2019s point of view or purposein a text and explain how it is conveyed in thetext.6. Determine an author\u2019s point of view orpurpose in a text and analyze how the authordistinguishes his or her position from that ofothers.6. Determine an author\u2019s point of view or purpose in atext and analyze how the author acknowledges andresponds to conflicting evidence or viewpoints.\nIntegration of Knowledge and Ideas\n7. Integrate information presented in differentmedia or formats (e.g., visually, quantitatively)as well as in words to develop a coherentunderstanding of a topic or issue.7. Compare and contrast a text to an audio, video,or multimedia version of the text, analyzing eachmedium\u2019s portrayal of the subject (e.g., how thedelivery of a speech affects the impact of thewords).7. Evaluate the advantages and disadvantages of usingdifferent mediums (e.g., print or digital t ext, video,\nmultimedia) to present a particular topic or idea.\n8. Trace and evaluate the ar gument and specific\nclaims in a text, distinguishing claims that aresupported by reasons and evidence from claimsthat are not.8. Trace and evaluate the argument and specificclaims in a text, assessing whether the reasoningis sound and the evidence is relevant andsufficient to support the claims.8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4097a249-cb78-4442-988e-26d1fd5335dd": {"__data__": {"id_": "4097a249-cb78-4442-988e-26d1fd5335dd", "embedding": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "19643b71-41d2-4eb4-86c4-39d51ae73bcb", "node_type": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e03d1bb24f0ad5fb78073d4350559f7e52cd61856a79283a240826dfa71d3e81"}, "2": {"node_id": "bdfa6229-770e-41e1-9c89-96f753b3041c", "node_type": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "ea30411f44159809356655abe3236836769d1ba8d693707dec9b9be92f42787e"}}, "hash": "aa99e6275e0076fdc13e6aa56e5c54d6e05260c94f7ce794e243b8048e93c1cb", "text": "Delineate and evaluate the ar gument and specific\nclaims in a text, assessing whether the reasoning issound and the evidence is relevant and sufficient;recognize when irrelevant evidence is introduced.\n9. Compare and contrast one author\u2019s pr esentation\nof events with that of another (e.g., a memoirwritten by and a biography on the same person).9. Analyze how two or more authors writing aboutthe same topic shape their presentations of keyinformation by emphasizing different evidence oradvancing different interpretations of facts.9. Analyze a case in which two or more texts provideconflicting information on the same topic andidentify where the texts disagree on matters of factor interpretation.\nRange of Reading and Level of Text Complexity\n10. By the end of the year, read and comprehendliterary nonfiction in the grades 6\u20138 textcomplexity band proficiently, with scaffolding asneeded at the high end of the range.10. By the end of the year, read and comprehendliterary nonfiction in the grades 6\u20138 textcomplexity band proficiently, with scaffolding asneeded at the high end of the range.10. By the end of the year, read and comprehend literarynonfiction at the high end of the grades 6\u20138 textcomplexity band independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "799a4a04-a60d-4456-8b18-866e2685d1b4": {"__data__": {"id_": "799a4a04-a60d-4456-8b18-866e2685d1b4", "embedding": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2946c4bb-f3fc-4ce0-a40e-958043deebb4", "node_type": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b7dd792fdc39c4befcfcb358ff6088bcef62eac8348298b2758b0d77e9e20478"}, "3": {"node_id": "0b3af759-7f32-49eb-b1fb-ccc7a01a2a78", "node_type": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "148898b9e5b74aaaf1c2e6187f2c79b92b475c7efb11ca3af8f07b1e97d1bea3"}}, "hash": "c74f894625d5c2238416bb0be31ce42726028b7af0f775b66dacbc337bcfd1ca", "text": "40    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNg: iNFOrmATiONAL  TExTCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Informational Text 6\u201312 RI\nThe CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations\u2014the former providing \nbroad standards, the latt er providing additional specificity.\nGrades 9\u201310 students: Grades 11\u201312 students:\nKey Ideas and details\n1. Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text. 1. Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text, including determiningwhere the text leaves matters uncertain.\n2. Determine a central idea of a text and analyze its development over the courseof the text, including how it emerges and is shaped and refined by specificdetails; provide an objective summary of the text.2. Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.\n3. Analyze how the author unfolds an analysis or series of ideas or events,including the order in which the points are made, how they are introduced anddeveloped, and the connections that are drawn between them.3. Analyze a complex set of ideas or sequence of events and explain how specificindividuals, ideas, or events interact and develop over the course of the text.\nCraft and Structure\n4. Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze thecumulative impact of specific word choices on meaning and tone (e.g., how thelanguage of a court opinion differs from that of a newspaper).4. Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an authoruses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines faction in Federalist No. 10).\n5. Analyze in detail how an author\u2019s ideas or claims are developed and refined byparticular sentences, paragraphs, or larger portions of a text (e.g., a section orchapter).5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear,convincing, and engaging.\n6. Determine an author\u2019s point of view or purpose in a text and analyze how anauthor uses rhetoric to advance that point of view or purpose. 6. Determine an author\u2019s point of view or purpose in a text in which the rhetoric isparticularly effective, analyzing how style and content contribute to the power,persuasiveness, or beauty of the text.\nIntegration of Knowledge and Ideas\n7. Analyze various accounts of a subject told in different mediums (e.g., aperson\u2019s life story in both print and multimedia), determining which details areemphasized in each account.7. Integrate and evaluate multiple sources of information presented in differentmedia or formats (e.g., visually, quantitatively) as well as in words in order toaddress a question or solve a problem.\n8. Delineate and evaluate the argument and specific claims in a text, assessingwhether the reasoning is valid and the evidence is relevant and sufficient;identify false statements and fallacious reasoning.8. Delineate and evaluate the reasoning in seminal U.S. texts, including theapplication of constitutional principles and use of legal reasoning (e.g., in U.S.Supreme Court majority opinions and dissents) and the premises, purposes,and arguments in works of public advocacy (e.g., The Federalist, presidentialaddresses).\n9. Analyze seminal U.S. documents of historical and literary significance (e.g.,Washington\u2019s Farewell Address, the Gettysburg Address, Roosevelt\u2019s FourFreedoms speech, King\u2019s \u201cLetter from Birmingham Jail\u201d), including how theyaddress related themes and concepts.9.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0b3af759-7f32-49eb-b1fb-ccc7a01a2a78": {"__data__": {"id_": "0b3af759-7f32-49eb-b1fb-ccc7a01a2a78", "embedding": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2946c4bb-f3fc-4ce0-a40e-958043deebb4", "node_type": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b7dd792fdc39c4befcfcb358ff6088bcef62eac8348298b2758b0d77e9e20478"}, "2": {"node_id": "799a4a04-a60d-4456-8b18-866e2685d1b4", "node_type": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "c74f894625d5c2238416bb0be31ce42726028b7af0f775b66dacbc337bcfd1ca"}}, "hash": "148898b9e5b74aaaf1c2e6187f2c79b92b475c7efb11ca3af8f07b1e97d1bea3", "text": "Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.documents of historical and literary significance (including The Declaration ofIndependence, the Preamble to the Constitution, the Bill of Rights, and Lincoln\u2019sSecond Inaugural Address) for their themes, purposes, and rhetorical features.\nrange of reading and Level of text Complexity\n10. By the end of grade 9, read and comprehend literary nonfiction in the grades9\u201310 text complexity band proficiently, with scaffolding as needed at the high\nend of the range.\nBy the end of grade 10, read and comprehend literary nonfiction at the high\nend of the grades 9\u201310 text complexity band independently and proficiently.10. By the end of grade 11, read and comprehend literary nonfiction in the grades11\u2013CCR text complexity band proficiently, with scaffolding as needed at the highend of the range.\nBy the end of grade 12, read and comprehend literary nonfiction at the high endof the grades 11\u2013CCR text complexity band independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8d92ed77-f65c-47c2-9e2c-d30bcef9e5c9": {"__data__": {"id_": "8d92ed77-f65c-47c2-9e2c-d30bcef9e5c9", "embedding": null, "metadata": {"page_label": "41", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d6cfe40c-8311-4508-be3a-fc53cf9976f4", "node_type": null, "metadata": {"page_label": "41", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "5d4cda1caaa549c50407ddb54468e5562e9d6b77d845f959040a8840dbcb1d67"}}, "hash": "fde64edcdce4e0fed8b296e9caac7a6ea9b32261f6a48f10074afcf981ae8831", "text": "41    |   6-12 | E NgLiSh LANguAgE ArTS | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards for Writing\nThe grades 6\u201312 standards on the following pages define what students should understand and be able to do by the \nend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\ntext types and Purposes*\n*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.\n2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.\n3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.\nProduction and distribution of Writing\n4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.\n5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.\n6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.\nresearch to Build and Present Knowledge\n7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.\n8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.\n9. Draw evidence from literary or informational texts to support analysis, reflection, and research.\nrange of Writing\n10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Note on range and content \nof student writing\nFor students, writing is a key means \nof asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing\u2014for example, to use narrative strategies within argument and explanation within narrative\u2014to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f203b549-2374-474e-a843-420f88121a06": {"__data__": {"id_": "f203b549-2374-474e-a843-420f88121a06", "embedding": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e741ab-b8ba-4117-bc41-9cdb751ab021", "node_type": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "d25a5257b9af5b903774e30fbde2395f194410526fa2854d5c47ec8c599ef374"}, "3": {"node_id": "4607cca7-a0c9-4c42-8dd3-895924522a09", "node_type": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "8f3b6d5aebd6ae5a97853872a14edb2474d26974c6437ac6a0a6ae05d24eed16"}}, "hash": "88732cf145ee099ecb08116cb3135eba02722c378c539ab582f533f380ed1cd8", "text": "42    |   6-12 | E NgLiSh LANguAgE ArTS | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards 6\u201312 W\nThe following standards for grades 6\u201312 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and \napplications. Each year in their writing, students should demonstr ate increasing sophistication in all aspects of language use, from vocabulary and syntax to \nthe development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year\u2019s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.\nGrade 6 students: Grade 7 students: Grade 8 students:\ntext types and Purposes\n1. Write arguments to support claims with clearreasons and relevant evidence.\na.Introduce claim(s) and organize the reasonsand evidence clearly.\nb.Support claim(s) with clear reasons andrelevant evidence, using credible sources anddemonstrating an understanding of the topicor text.\nc.Use words, phrases, and clauses to clarify therelationships among claim(s) and reasons.\nd.Establish and maintain a formal style.\ne.Provide a concluding statement or sectionthat follows from the argument presented.1. Write arguments to support claims with clearreasons and relevant evidence.\na.Introduce claim(s), acknowledge alternate oropposing claims, and organize the reasons andevidence logically.\nb.Support claim(s) with logical reasoning andrelevant evidence, using accurate, crediblesources and demonstrating an understandingof the topic or text.\nc.Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), reasons, and evidence.\nd.Establish and maintain a formal style.\ne.Provide a concluding statement or sectionthat follows from and supports the argumentpresented.1. Write arguments to support claims with clearreasons and relevant evidence.\na.Introduce claim(s), acknowledge anddistinguish the claim(s) from alternate oropposing claims, and organize the reasons andevidence logically.\nb.Support claim(s) with logical reasoning andrelevant evidence, using accurate, crediblesources and demonstrating an understandingof the topic or text.\nc.Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), counterclaims, reasons, and evidence.\nd.Establish and maintain a formal style.\ne.Provide a concluding statement or sectionthat follows from and supports the argumentpresented.\n2. Write informative/explanatory texts to examine atopic and convey ideas, concepts, and informationthrough the selection, organization, and analysisof relevant content.\na.Introduce a topic; organize ideas, concepts,and information, using strategies such asdefinition, classification, comparison/contrast,and cause/effect; include formatting (e.g.,headings), graphics (e.g., charts, tables),and multimedia when useful to aidingcomprehension.\nb.Develop the topic with relevant facts,definitions, concrete details, quotations, orother information and examples.\nc.Use appropriate transitions to clarify therelationships among ideas and concepts.\nd.Use precise language and domain-specificvocabulary to inform about or explain thetopic.\ne.Establish and maintain a formal style.\nf. Provide a concluding statement or section thatfollows from the information or explanationpresented.2. Write informative/explanatory texts to examine atopic and convey ideas, concepts, and informationthrough the selection, organization, and analysisof relevant content.\na.Introduce a topic clearly, previewing whatis to follow; organize ideas, concepts, andinformation, using strategies such as definition,classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),graphics (e.g., charts, tables), and multimediawhen useful to aiding comprehension.\nb.Develop the topic with relevant facts,definitions, concrete details, quotations, orother information and examples.\nc.Use appropriate transitions to create cohesionand clarify the relationships among ideas andconcepts.\nd.Use precise language and domain-specificvocabulary to inform about or explain thetopic.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4607cca7-a0c9-4c42-8dd3-895924522a09": {"__data__": {"id_": "4607cca7-a0c9-4c42-8dd3-895924522a09", "embedding": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c9e741ab-b8ba-4117-bc41-9cdb751ab021", "node_type": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "d25a5257b9af5b903774e30fbde2395f194410526fa2854d5c47ec8c599ef374"}, "2": {"node_id": "f203b549-2374-474e-a843-420f88121a06", "node_type": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "88732cf145ee099ecb08116cb3135eba02722c378c539ab582f533f380ed1cd8"}}, "hash": "8f3b6d5aebd6ae5a97853872a14edb2474d26974c6437ac6a0a6ae05d24eed16", "text": "d.Use precise language and domain-specificvocabulary to inform about or explain thetopic.\ne.Establish and maintain a formal style.\nf. Provide a concluding statement or sectionthat follows from and supports the informationor explanation presented.2. Write informative/explanatory texts to examine atopic and convey ideas, concepts, and informationthrough the selection, organization, and analysis ofrelevant content.\na.Introduce a topic clearly, previewing whatis to follow; organize ideas, concepts, andinformation into broader categories; includeformatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful toaiding comprehension.\nb.Develop the topic with relevant, well-chosenfacts, definitions, concrete details, quotations,or other information and examples.\nc.Use appropriate and varied transitions to createcohesion and clarify the relationships amongideas and concepts.\nd.Use precise language and domain-specificvocabulary to inform about or explain the topic.\ne.Establish and maintain a formal style.\nf. Provide a concluding statement or section thatfollows from and supports the information orexplanation presented.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4aa19e0a-36f8-4243-a019-5c5059890062": {"__data__": {"id_": "4aa19e0a-36f8-4243-a019-5c5059890062", "embedding": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "528fdfac-7555-47cc-82fd-c668cf43bcf1", "node_type": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "5d6cc40cf5402cec475b3dddcbe69f971448e589fc3ef8354c7247b0a3c62bff"}, "3": {"node_id": "a1062efe-85fb-46ec-9e70-d664c010d7cb", "node_type": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "dbe0336e80655b633236cac4e70a2df8d240e6cb76054051ba2ca604e392662e"}}, "hash": "b99d6737bd15230d33b09abfcb61c54751574e53034e6c677b342b27adff0778", "text": "43    |   6-12 | English languag E arts | writingWCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards 6\u201312\nGrade 6 students: Grade 7 students: Grade 8 students:\nText Types and Purposes (continued)\n3. Write narratives to develop real or imagined\nexperiences or events using effective technique,relevant descriptive details, and well-structuredevent sequences.\na.Engage and orient the reader by establishinga context and introducing a narrator and/orcharacters; organize an event sequence thatunfolds naturally and logically.\nb.Use narrative techniques, such as dialogue,pacing, and description, to developexperiences, events, and/or characters.\nc. Use a variety of transition words, phrases, andclauses to convey sequence and signal shiftsfrom one time frame or setting to another.\nd.Use precise words and phrases, relevantdescriptive details, and sensory language toconvey experiences and events.\ne.Provide a conclusion that follows from thenarrated experiences or events.3. Write narratives to develop real or imaginedexperiences or events using effective technique,relevant descriptive details, and well-structuredevent sequences.\na.Engage and orient the reader by establishinga context and point of view and introducing anarrator and/or characters; organize an eventsequence that unfolds naturally and logically.\nb.Use narrative techniques, such as dialogue,pacing, and description, to developexperiences, events, and/or characters.\nc. Use a variety of transition words, phrases, and clauses to convey sequence and signal shiftsfrom one time frame or setting to another.\nd.Use precise words and phrases, relevantdescriptive details, and sensory language tocapture the action and convey experiencesand events.\ne.Provide a conclusion that follows from andreflects on the narrated experiences or events.3. Write narratives to develop real or imaginedexperiences or events using effective technique,relevant descriptive details, and well-structuredevent sequences.\na.Engage and orient the reader by establishinga context and point of view and introducing anarrator and/or characters; organize an eventsequence that unfolds naturally and logically.\nb.Use narrative techniques, such as dialogue,pacing, description, and reflection, to developexperiences, events, and/or characters.\nc.Use a variety of transition words, phrases,and clauses to convey sequence, signal shiftsfrom one time frame or setting to another, andshow the relationships among experiences andevents.\nd.Use precise words and phrases, relevantdescriptive details, and sensory language tocapture the action and convey experiences andevents.\ne.Provide a conclusion that follows from andreflects on the narrated experiences or events.\nProduction and Distribution of Writing\n4. Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types aredefined in standards 1\u20133 above.)\n5. With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or tryinga new approach. (Editing for conventions shoulddemonstrate command of Language standards1\u20133 up to and including grade 6 on page 53.)\n6. Use technology, including the Internet, to produceand publish writing as well as to interact andcollaborate with others; demonstrate sufficientcommand of keyboarding skills to type a minimumof three pages in a single sitting.4. Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types aredefined in standards 1\u20133 above.)\n5. With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or tryinga new approach, focusing on how well purposeand audience have been addressed. (Editing forconventions should demonstrate command ofLanguage standards 1\u20133 up to and including grade7 on page 53.)\n6. Use technology, including the Internet, to produceand publish writing and link to and cite sourcesas well as to interact and collaborate with others,including linking to and citing sources.4. Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types aredefined in standards 1\u20133 above.)\n5.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a1062efe-85fb-46ec-9e70-d664c010d7cb": {"__data__": {"id_": "a1062efe-85fb-46ec-9e70-d664c010d7cb", "embedding": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "528fdfac-7555-47cc-82fd-c668cf43bcf1", "node_type": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "5d6cc40cf5402cec475b3dddcbe69f971448e589fc3ef8354c7247b0a3c62bff"}, "2": {"node_id": "4aa19e0a-36f8-4243-a019-5c5059890062", "node_type": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b99d6737bd15230d33b09abfcb61c54751574e53034e6c677b342b27adff0778"}}, "hash": "dbe0336e80655b633236cac4e70a2df8d240e6cb76054051ba2ca604e392662e", "text": "5. With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or tryinga new approach, focusing on how well purposeand audience have been addressed. (Editing forconventions should demonstrate command ofLanguage standards 1\u20133 up to and including grade8 on page 53.)\n6. Use technology, including the Internet, to produceand publish writing and present the relationshipsbetween information and ideas efficiently as wellas to interact and collaborate with others.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fd17372d-57cb-48a1-9699-d60953b90207": {"__data__": {"id_": "fd17372d-57cb-48a1-9699-d60953b90207", "embedding": null, "metadata": {"page_label": "44", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cf47b886-7ab6-4610-b5ef-3fd7ee00a6e0", "node_type": null, "metadata": {"page_label": "44", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "4b677f0bc21f647d984221f9f0903b05f3033b34f1a97540716fbb4ec1f9c6d3"}}, "hash": "4b677f0bc21f647d984221f9f0903b05f3033b34f1a97540716fbb4ec1f9c6d3", "text": "44    |   6-12 | E NgLiSh LANguAgE ArTS | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards 6\u201312 \nGrade 6 students: Grade 7 students: Grade 8 students:\nresearch to Build and Present Knowledge\n7. Conduct short research projects to answer\na question, drawing on several sources andrefocusing the inquiry when appropriate.7. Conduct short research projects to answera question, drawing on several sources andgenerating additional related, focused questionsfor further research and investigation.7. Conduct short research projects to answer aquestion (including a self-generated question),drawing on several sources and generatingadditional related, focused questions that allow formultiple avenues of exploration.\n8. Gather relevant information from multiple printand digital sources; assess the credibility of eachsource; and quote or paraphrase the data andconclusions of others while avoiding plagiarismand providing basic bibliographic information forsources.8. Gather relevant information from multiple printand digital sources, using search terms effectively;assess the credibility and accuracy of each source;and quote or paraphrase the data and conclusionsof others while avoiding plagiarism and followinga standard format for citation.8. Gather relevant information from multiple printand digital sources, using search terms effectively;assess the credibility and accuracy of each source;and quote or paraphrase the data and conclusionsof others while avoiding plagiarism and following astandard format for citation.\n9. Draw evidence from literary or informational textsto support analysis, reflection, and research.\na.Apply grade 6 Reading standards to literature(e.g., \u201cCompare and contrast texts in differentforms or genres [e.g., stories and poems;historical novels and fantasy stories] in termsof their approaches to similar themes andtopics\u201d).\nb.Apply grade 6 Reading standards to\u00a0literarynonfiction (e.g., \u201cTrace and evaluate theargument and specific claims in a text,distinguishing claims that are supported byreasons and evidence from claims that arenot\u201d).9. Draw evidence from literary or informational textsto support analysis, reflection, and research.\na.Apply grade 7 Reading standards to literature(e.g.,\u00a0\u201cCompare and contrast a fictionalportrayal of a time, place, or character anda historical account of the same period as a means of understanding how authors of fictionuse or alter history\u201d).\nb.Apply grade 7 Reading standards to\u00a0literarynonfiction (e.g. \u201cTrace and evaluate theargument and specific claims in a text,assessing whether the reasoning is soundand the evidence is relevant and sufficient tosupport the claims\u201d).9. Draw evidence from literary or informational textsto support analysis, reflection, and research.\na.Apply grade 8 Reading standards to literature(e.g., \u201cAnalyze how a modern work of fictiondraws on themes, patterns of events, orcharacter types from myths, traditional stories,or religious works such as the Bible, includingdescribing how the material is rendered new\u201d).\nb.Apply grade 8 Reading standards to literarynonfiction (e.g.,\u00a0\u201cDelineate and evaluatethe argument and specific claims in a text,assessing whether the reasoning is soundand the evidence is relevant and sufficient;recognize when irrelevant evidence isintroduced\u201d).\nrange of Writing \n10. Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.10. Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.W\n10. Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b4be4165-8b03-42a4-944a-cf1a76ff4811": {"__data__": {"id_": "b4be4165-8b03-42a4-944a-cf1a76ff4811", "embedding": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "701738ab-06d3-4c50-8d37-efd7bd6cd3f2", "node_type": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "966cf3567ccadd1775c2fe553a5f832876a4c22b7ff15565206fcd5d98e96aa0"}, "3": {"node_id": "3b1fa8cb-e7fb-4a9d-9cc3-e2aa5261c08e", "node_type": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "cd887116aa810f2c76d80fc84a9bf25c92aac80da870c906a6766571a72a12ce"}}, "hash": "2e48799d2151ac01aa4b1bdd8cab6218b6f6427d4b7d7849621e30764adbc176", "text": "45    |   6-12 | E NgLiSh LANguAgE ArTS | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards 6\u201312 W\nThe CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations\u2014the former providing \nbroad standards, the latt er providing additional specificity.\nGrades 9\u201310 students: Grades 11\u201312 students:\ntext types and Purposes\n1. Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.\na.Introduce precise claim(s), distinguish the claim(s) from alternate oropposing claims, and create an organization that establishes clearrelationships among claim(s), counterclaims, reasons, and evidence.\nb.Develop claim(s) and counterclaims fairly, supplying evidence for eachwhile pointing out the strengths and limitations of both in a manner thatanticipates the audience\u2019s knowledge level and concerns.\nc.Use words, phrases, and clauses to link the major sections of the text,create cohesion, and clarify the relationships between claim(s) and reasons,between reasons and evidence, and between claim(s) and counterclaims.\nd.Establish and maintain a formal style and objective tone while attending tothe norms and conventions of the discipline in which they are writing.\ne.Provide a concluding statement or section that follows from and supportsthe argument presented.1. Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.\na.Introduce precise, knowledgeable claim(s), establish the significance of theclaim(s), distinguish the claim(s) from alternate or opposing claims, andcreate an organization that logically sequences claim(s), counterclaims,reasons, and evidence.\nb.Develop claim(s) and counterclaims fairly and thoroughly, supplying themost relevant evidence for each while pointing out the strengths andlimitations of both in a manner that anticipates the audience\u2019s knowledgelevel, concerns, values, and possible biases.\nc.Use words, phrases, and clauses as well as varied syntax to link the majorsections of the text, create cohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons and evidence, and between claim(s)and counterclaims.\nd.Establish and maintain a formal style and objective tone while attending tothe norms and conventions of the discipline in which they are writing.\ne.Provide a concluding statement or section that follows from and supportsthe argument presented.\n2. Write informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effectiveselection, organization, and analysis of content.\na.Introduce a topic; organize complex ideas, concepts, and information tomake important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful toaiding comprehension.\nb.Develop the topic with well-chosen, relevant, and sufficient facts, extendeddefinitions, concrete details, quotations, or other information and examplesappropriate to the audience\u2019s knowledge of the topic.\nc.Use appropriate and varied transitions to link the major sections of the text,create cohesion, and clarify the relationships among complex ideas andconcepts.\nd.Use precise language and domain-specific vocabulary to manage thecomplexity of the topic.\ne.Establish and maintain a formal style and objective tone while attending tothe norms and conventions of the discipline in which they are writing.\nf. Provide a concluding statement or section that follows from and supportsthe information or explanation presented (e.g., articulating implications orthe significance of the topic).2. Write informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effective selection,organization, and analysis of content.\na.Introduce a topic; organize complex ideas, concepts, and information sothat each new element builds on that which precedes it to create a unifiedwhole; include formatting (e.g., headings), graphics (e.g., figures, tables), andmultimedia when useful to aiding comprehension.\nb.Develop the topic thoroughly by selecting the most significant and relevantfacts, extended definitions, concrete details, quotations, or other informationand examples appropriate to the audience\u2019s knowledge of the topic.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b1fa8cb-e7fb-4a9d-9cc3-e2aa5261c08e": {"__data__": {"id_": "3b1fa8cb-e7fb-4a9d-9cc3-e2aa5261c08e", "embedding": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "701738ab-06d3-4c50-8d37-efd7bd6cd3f2", "node_type": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "966cf3567ccadd1775c2fe553a5f832876a4c22b7ff15565206fcd5d98e96aa0"}, "2": {"node_id": "b4be4165-8b03-42a4-944a-cf1a76ff4811", "node_type": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "2e48799d2151ac01aa4b1bdd8cab6218b6f6427d4b7d7849621e30764adbc176"}}, "hash": "cd887116aa810f2c76d80fc84a9bf25c92aac80da870c906a6766571a72a12ce", "text": "c.Use appropriate and varied transitions and syntax to link the major sectionsof the text, create cohesion, and clarify the relationships among complexideas and concepts.\nd.Use precise language, domain-specific vocabulary, and techniques such asmetaphor, simile, and analogy to manage the complexity of the topic.\ne.Establish and maintain a formal style and objective tone while attending tothe norms and conventions of the discipline in which they are writing.\nf. Provide a concluding statement or section that follows from and supportsthe information or explanation presented (e.g., articulating implications orthe significance of the topic).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e495adce-8ef9-42da-9f99-bab4f2ee1b1f": {"__data__": {"id_": "e495adce-8ef9-42da-9f99-bab4f2ee1b1f", "embedding": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2f19cdf-dc92-4794-aa11-f75516dbd6a9", "node_type": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e107f96d72f62366c92637f5874cdc0989ed49ea3c6dc0028c810a543e535010"}, "3": {"node_id": "5f6b5b48-4e8b-44f0-8ebe-de6e9f0aca0c", "node_type": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "446039c063016d148bd61b2db3c826f4397324bba20f6152a5ab77aa836dddec"}}, "hash": "fdbec89e65e897284084d8ec4849cd6b78595faa549cb89d758bda21beccbcbf", "text": "46    |   6-12 | English languag E arts | writingWCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards 6\u201312  \nGrades 9\u201310 students: Grades 11\u201312 students:\nText Types and Purposes (continued)\n3. Write narratives to develop real or imagined experiences or events using \neffective technique, well-chosen details, and well-structured event sequences.\na. \n Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.\nb. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.\nc. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.\nd. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.\ne.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.\na. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.\nb. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.\nc. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).\nd. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.\ne. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.\nProduction and Distribution of Writing\n4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1\u20133 above.)4. Produce clear and coher ent writing in which the development, organization, \nand style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1\u20133 above.)\n5. Develop and str engthen writing as needed by planning, revising, editing, \nrewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1\u20133 up to and including grades 9\u201310 on page 55.)5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1\u20133 up to and including grades 11\u201312 on page 55.)\n6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology\u2019s capacity to link to other information and to display information flexibly and dynamically.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. \nResearch to Build and Present Knowledge\n7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\n8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5f6b5b48-4e8b-44f0-8ebe-de6e9f0aca0c": {"__data__": {"id_": "5f6b5b48-4e8b-44f0-8ebe-de6e9f0aca0c", "embedding": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e2f19cdf-dc92-4794-aa11-f75516dbd6a9", "node_type": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e107f96d72f62366c92637f5874cdc0989ed49ea3c6dc0028c810a543e535010"}, "2": {"node_id": "e495adce-8ef9-42da-9f99-bab4f2ee1b1f", "node_type": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "fdbec89e65e897284084d8ec4849cd6b78595faa549cb89d758bda21beccbcbf"}}, "hash": "446039c063016d148bd61b2db3c826f4397324bba20f6152a5ab77aa836dddec", "text": "8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fe005e75-43a6-4905-8127-2ccb8c9267ed": {"__data__": {"id_": "fe005e75-43a6-4905-8127-2ccb8c9267ed", "embedding": null, "metadata": {"page_label": "47", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "54a3a031-9fcd-41e8-b0c0-760781b51537", "node_type": null, "metadata": {"page_label": "47", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b34c6f55ab1bed386044540b1c79a938da5c02a055cfdb53175ffd215085da6d"}}, "hash": "b34c6f55ab1bed386044540b1c79a938da5c02a055cfdb53175ffd215085da6d", "text": "47    |   6-12 | E NgLiSh LANguAgE ArTS | wri TiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards 6\u201312 \nGrades 9\u201310 students: Grades 11\u201312 students:\nresearch to Build and Present Knowledge (continued)\n9. Draw evidence from literary or informational texts to support analysis,\nreflection, and research.\na.Apply grades 9\u201310 Reading standards to literature (e.g., \u201cAnalyze how anauthor draws on and transforms source material in a specific work [e.g., howShakespeare treats a theme or topic from Ovid or the Bible or how a laterauthor draws on a play by Shakespeare]\u201d).\nb.Apply grades 9\u201310 Reading standards to literary nonfiction (e.g., \u201cDelineateand evaluate the argument and specific claims in a text, assessing whetherthe reasoning is valid and the evidence is relevant and sufficient; identifyfalse statements and fallacious reasoning\u201d).9. Draw evidence from literary or informational texts to support analysis,reflection, and research.\na.Apply grades 11\u201312 Reading standards to literature (e.g., \u201cDemonstrateknowledge of eighteenth-, nineteenth- and early-twentieth-centuryfoundational works of American literature, including how two or more textsfrom the same period treat similar themes or topics\u201d).\nb.Apply grades 11\u201312 Reading standards to literary nonfiction (e.g., \u201cDelineateand evaluate the reasoning in seminal U.S. texts, including the applicationof constitutional principles and use of legal reasoning [e.g., in U.S. SupremeCourt Case majority opinions and dissents] and the premises, purposes, andarguments in works of public advocacy [e.g., The Federalist, presidentialaddresses]\u201d).\nrange of Writing\n10. Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range oftasks, purposes, and audiences.10. Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range oftasks, purposes, and audiences.W", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fc1b716d-6848-4375-80dc-177f04a98bfb": {"__data__": {"id_": "fc1b716d-6848-4375-80dc-177f04a98bfb", "embedding": null, "metadata": {"page_label": "48", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1ab86c94-9310-4368-a468-ab13d1093b29", "node_type": null, "metadata": {"page_label": "48", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b40391f32fb053545f7d61e8a810c4e3e8450476f95a559ba1126b17fe495c52"}}, "hash": "b40391f32fb053545f7d61e8a810c4e3e8450476f95a559ba1126b17fe495c52", "text": "48    |   6-12 | E NgLiSh LANguAgE ArTS | SpEAKiNg ANd LiSTEN iNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards \nfor Speaking and Listening \nThe grades 6\u201312 standards on the following pages define what students should understand and be able to do by the \nend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\nComprehension and Collaboration\n1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others\u2019 ideas and expressing their own clearly and persuasively.\n2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. \n3. Evaluate a speaker\u2019s point of view, reasoning, and use of evidence and rhetoric.\nPresentation of Knowledge and Ideas\n4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.\n5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.\n6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Note on range and content of  \nstudent speaking and listening\nTo become college and career \nready, students must have ample opportunities to take part in a variety of rich, structured conversations\u2014as part of a whole class, in small groups, and with a partner\u2014built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize\u00a0a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others\u2019 meritorious ideas while expressing their own clearly and persuasively.\nNew technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba1c5a0f-0b90-46fa-bc0a-a3af21752310": {"__data__": {"id_": "ba1c5a0f-0b90-46fa-bc0a-a3af21752310", "embedding": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dd51a9e7-9155-41ca-8311-d9bd26bbf7f5", "node_type": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "372a681a6e85026453ed8490e923b265ed28759bc234a924d49cf8f1b3b2bada"}, "3": {"node_id": "9bfe45f2-0d22-4442-b0c8-380354cdb8ce", "node_type": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "62f5e9c44b8b1d604161ecadc237622e79106bb7bfe577c1132e1c27535aa98c"}}, "hash": "0b6545c79ddd796965df77198ace53395fc494e9c70edd3f8fef58be967af8e6", "text": "49    |   6-12 | English languag E arts | sp Eaking and list EningCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nSpeaking and Listening Standards 6\u201312 SL\nThe following standards for grades 6\u201312 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills \nand applications. Students advancing through the grades are expected to meet each year\u2019s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.\nGrade 6 students: Grade 7 students: Grade 8 students:\nComprehension and Collaboration\n1. Engage effectively in a range of collaborative\ndiscussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics,texts, and issues, building on others\u2019 ideas andexpressing their own clearly.\na.Come to discussions prepared, having read orstudied required material; explicitly draw onthat preparation by referring to evidence onthe topic, text, or issue to probe and reflect onideas under discussion.\nb.Follow rules for collegial discussions, setspecific goals and deadlines, and defineindividual roles as needed.\nc.Pose and respond to specific questions withelaboration and detail by making commentsthat contribute to the topic, text, or issueunder discussion.\nd.Review the key ideas expressed anddemonstrate understanding of multipleperspectives through reflection andparaphrasing.1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics,texts, and issues, building on others\u2019 ideas andexpressing their own clearly.\na.Come to discussions prepared, having reador researched material under study; explicitlydraw on that preparation by referring toevidence on the topic, text, or issue to probeand reflect on ideas under discussion.\nb.Follow rules for collegial discussions, trackprogress toward specific goals and deadlines,and define individual roles as needed.\nc.Pose questions that elicit elaboration andrespond to others\u2019 questions and commentswith relevant observations and ideas that bringthe discussion back on topic as needed.\nd.Acknowledge new information expressed byothers and, when warranted, modify their ownviews.1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,texts, and issues, building on others\u2019 ideas andexpressing their own clearly.\na.Come to discussions prepared, having reador researched material under study; explicitlydraw on that preparation by referring toevidence on the topic, text, or issue to probeand reflect on ideas under discussion.\nb.Follow rules for collegial discussions anddecision-making, track progress towardspecific goals and deadlines, and defineindividual roles as needed.\nc.Pose questions that connect the ideas ofseveral speakers and respond to others\u2019questions and comments with relevantevidence, observations, and ideas.\nd.Acknowledge new information expressedby others, and, when warranted, qualify orjustify their own views in light of the evidencepresented.\n2. Interpret information presented in diverse mediaand formats (e.g., visually, quantitatively, orally)and explain how it contributes to a topic, text, orissue under study.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how theideas clarify a topic, text, or issue under study.2. Analyze the purpose of information presentedin diverse media and formats (e.g., visually,quantitatively, orally) and evaluate the motives(e.g., social, commercial, political) behind itspresentation.\n3. Delineate a speaker\u2019s argument and specificclaims, distinguishing claims that are supported byreasons and evidence from claims that are not.3. Delineate a speaker\u2019s argument and specificclaims, evaluating the soundness of the reasoningand the relevance and sufficiency of the evidence.3. Delineate a speaker\u2019s argument and specificclaims, evaluating the soundness of the reasoningand relevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.\nPresentation of Knowledge and Ideas\n4.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9bfe45f2-0d22-4442-b0c8-380354cdb8ce": {"__data__": {"id_": "9bfe45f2-0d22-4442-b0c8-380354cdb8ce", "embedding": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dd51a9e7-9155-41ca-8311-d9bd26bbf7f5", "node_type": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "372a681a6e85026453ed8490e923b265ed28759bc234a924d49cf8f1b3b2bada"}, "2": {"node_id": "ba1c5a0f-0b90-46fa-bc0a-a3af21752310", "node_type": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "0b6545c79ddd796965df77198ace53395fc494e9c70edd3f8fef58be967af8e6"}}, "hash": "62f5e9c44b8b1d604161ecadc237622e79106bb7bfe577c1132e1c27535aa98c", "text": "Presentation of Knowledge and Ideas\n4. Present claims and findings, sequencing ideaslogically and using pertinent descriptions, facts,and details to accentuate main ideas or themes;use appropriate eye contact, adequate volume,and clear pronunciation.4. Present claims and findings, emphasizingsalient points in a focused, coherent mannerwith pertinent descriptions, facts, details, andexamples; use appropriate eye contact, adequatevolume, and clear pronunciation.4. Present claims and findings, emphasizing salientpoints in a focused, coherent manner with relevantevidence, sound valid reasoning, and well-chosendetails; use appropriate eye contact, adequatevolume, and clear pronunciation.\n5. Include multimedia components (e.g., graphics,images, music, sound) and visual displays inpresentations to clarify information.5. Include multimedia components and visualdisplays in presentations to clarify claims andfindings and emphasize salient points.5. Integrate multimedia and visual displays intopresentations to clarify information, strengthenclaims and evidence, and add interest.\n6. Adapt speech to a variety of contexts and tasks,demonstrating command of formal English whenindicated or appropriate. (See grade 6 Languagestandards 1 and 3 on page 53 for specificexpectations.)6. Adapt speech to a variety of contexts and tasks,demonstrating command of formal English whenindicated or appropriate. (See grade 7 Languagestandards 1 and 3 on page 53 for specificexpectations.)6. Adapt speech to a variety of contexts and tasks,demonstrating command of formal English whenindicated or appropriate. (See grade 8 Languagestandards 1 and 3 on page 53 for specificexpectations.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "21374ae5-7ca9-4c2f-9725-19711bed46fd": {"__data__": {"id_": "21374ae5-7ca9-4c2f-9725-19711bed46fd", "embedding": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "01e326bf-f3b6-44d9-ba05-7045a37f49cc", "node_type": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "06a028c31139d682c99ba8e0b2fc48361453e83e4231e33187eb1a62c0d83ed3"}, "3": {"node_id": "d00d9dad-893c-452d-bc30-a825c0666d69", "node_type": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "5de5c8a4af76ebe6af3c4afd379578a6caf4cca179823a72370794003890cb88"}}, "hash": "3df8be8c16ae8726c1a161d025dbbf14078f3b24e92ca925e8f2c304b938aa3e", "text": "50    |   6-12 | English languag E arts | sp Eaking and list EningCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nSpeaking and Listening Standards 6\u201312 SL\nThe CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations\u2014the former providing \nbroad standar ds, the latter providing additional specificity.\nGrades 9\u201310 students: Grades 11\u201312 students:\nComprehension and Collaboration\n1. Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9\u201310topics, texts, and issues, building on others\u2019 ideas and expressing their ownclearly and persuasively.\na.Come to discussions prepared, having read and researched material understudy; explicitly draw on that preparation by referring to evidence fromtexts and other research on the topic or issue to stimulate a thoughtful,well-reasoned exchange of ideas.\nb.Work with peers to set rules for collegial discussions and decision-making(e.g., informal consensus, taking votes on key issues, presentation ofalternate views), clear goals and deadlines, and individual roles as needed.\nc.Propel conversations by posing and responding to questions that relate thecurrent discussion to broader themes or larger ideas; actively incorporateothers into the discussion; and clarify, verify, or challenge ideas andconclusions.\nd.Respond thoughtfully to diverse perspectives, summarize points ofagreement and disagreement, and, when warranted, qualify or justify theirown views and understanding and make new connections in light of theevidence and reasoning presented.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11\u201312 topics,texts, and issues, building on others\u2019 ideas and expressing their own clearly andpersuasively.\na.Come to discussions prepared, having read and researched material understudy; explicitly draw on that preparation by referring to evidence from textsand other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.\nb.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles asneeded.\nc.Propel conversations by posing and responding to questions that probereasoning and evidence; ensure a hearing for a full range of positions on atopic or issue; clarify, verify, or challenge ideas and conclusions; and promotedivergent and creative perspectives.\nd.Respond thoughtfully to diverse perspectives; synthesize comments, claims,and evidence made on all sides of an issue; resolve contradictions whenpossible; and determine what additional information or research is requiredto deepen the investigation or complete the task.\n2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy ofeach source.2. Integrate multiple sources of information presented in diverse formats andmedia (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.\n3. Evaluate a speaker\u2019s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 3. Evaluate a speaker\u2019s point of view, reasoning, and use of evidence and rhetoric,assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.\nPresentation of Knowledge and Ideas\n4. Present information, findings, and supporting evidence clearly, concisely,and logically such that listeners can follow the line of reasoning and theorganization, development, substance, and style are appropriate to purpose,audience, and task.4. Present information, findings, and supporting evidence, conveying a clearand distinct perspective, such that listeners can follow the line of reasoning,alternative or opposing perspectives are addressed, and the organization,development, substance, and style are appropriate to purpose, audience, and arange of formal and informal tasks.\n5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, andinteractive elements) in presentations to enhance understanding of findings,reasoning, and evidence and to add interest.5.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d00d9dad-893c-452d-bc30-a825c0666d69": {"__data__": {"id_": "d00d9dad-893c-452d-bc30-a825c0666d69", "embedding": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "01e326bf-f3b6-44d9-ba05-7045a37f49cc", "node_type": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "06a028c31139d682c99ba8e0b2fc48361453e83e4231e33187eb1a62c0d83ed3"}, "2": {"node_id": "21374ae5-7ca9-4c2f-9725-19711bed46fd", "node_type": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "3df8be8c16ae8726c1a161d025dbbf14078f3b24e92ca925e8f2c304b938aa3e"}}, "hash": "5de5c8a4af76ebe6af3c4afd379578a6caf4cca179823a72370794003890cb88", "text": "Make strategic use of digital media (e.g., textual, graphical, audio, visual, andinteractive elements) in presentations to enhance understanding of findings,reasoning, and evidence and to add interest.\n6. Adapt speech to a variety of contexts and tasks, demonstrating commandof formal English when indicated or appropriate. (See grades 9\u201310 Languagestandards 1 and 3 on page 54 for specific expectations.)6. Adapt speech to a variety of contexts and tasks, demonstrating a commandof formal English when indicated or appropriate. (See grades 11\u201312 Languagestandards 1 and 3 on page 54 for specific expectations.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e84dbee0-bae6-425f-8204-59be9180dbfe": {"__data__": {"id_": "e84dbee0-bae6-425f-8204-59be9180dbfe", "embedding": null, "metadata": {"page_label": "51", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c8ac6487-759b-4778-a78f-323d55fd08e4", "node_type": null, "metadata": {"page_label": "51", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "5bd538b1607b32f26a1529393d997c7babe90d31c2bbed19d30e48db920f96a9"}}, "hash": "5bd538b1607b32f26a1529393d997c7babe90d31c2bbed19d30e48db920f96a9", "text": "51    |   6-12 | E NgLiSh LANguAgE ArTS | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nCollege and Career readiness anchor Standards for Language\nThe grades 6\u201312 standards on the following pages define what students should understand and be able to do by the \nend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\nConventions of Standard english\n1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.\n2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling whenwriting.\nKnowledge of Language\n3. Apply knowledge of language to understand how language functions in different contexts, to make effectivechoic\nes for meaning or style, and to comprehend more fully when reading or listening.\nVocabulary acquisition and Use\n4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,analy\nzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.\n5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.\n6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient forr\neading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in\ngathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Note on range and content \nof student language use\nTo be college and career ready in \nlanguage, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words\u2014words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "809a5c9c-9d4b-4720-a62b-c31327968422": {"__data__": {"id_": "809a5c9c-9d4b-4720-a62b-c31327968422", "embedding": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8a77e15e-caac-4749-947a-2b1d713c454d", "node_type": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "3034a24d0caace170416ea34345846a556fa9d19b84cbbe9acd488ad46fb3382"}, "3": {"node_id": "44446e22-c97f-4e8d-ba4b-48d402228f3e", "node_type": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "11d58a0ad0018d92e4a1f7377e0163c76f6beb3a16259f2c952948cf758672b3"}}, "hash": "660d56837b422ca7c9feb8d2e18570632dc1cbc3fcf2028f656321670ac01dce", "text": "52    |   6-12 | E NgLiSh LANguAgE ArTS | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards 6\u201312 L\nThe following standards for grades 6\u201312 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and \napplications. Students advancing through the grades are expected to meet each year\u2019s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 56 for a complete listing and Appendix A for an example of how these skills develop in sophistication.\nGrade 6 students: Grade 7 students: Grade 8 students:\nConventions of Standard english\n1. Demonstrate command of the conventions ofs\ntandard English grammar and usage when\nwriting or speaking.\na.Ensure that pronouns are in the proper case\n(\nsubjective, objective, possessive).\nb.Use intensive pronouns (e.g., myself,\nourselv\nes).\nc.Recognize and correct inappropriate shifts in\npr\nonoun number and person.*\nd.Recognize and correct vague pronouns\n(i.\ne., ones with unclear or ambiguous\nantecedents).*\ne.Recognize variations from standard Englishin their o\nwn and others\u2019 writing and\nspeaking,\u00a0and identify and use strategies toimprove expression in conventional language.*1. Demonstrate command of the conventions of\ns\ntandard English grammar and usage when\nwriting or speaking.\na.Explain the function of phrases and clauses\nin gener\nal and their function in specific\nsentences.\nb.Choose among simple, compound, complex,and c\nompound-complex sentences to signal\ndiffering relationships among ideas.\nc.Place phrases and clauses within a sentence,\nr\necognizing and correcting misplaced and\ndangling modifiers.*1. Demonstrate command of the conventions ofs\ntandard English grammar and usage when writing\nor speaking.\na.Explain the function of verbals (gerunds,\nparticiples, infinitiv\nes) in general and their\nfunction in particular sentences.\nb.Form and use verbs in the active and passive\nv\noice.\nc.Form and use verbs in the indicative, imperative,\nint\nerrogative, conditional, and subjunctive\nmood.\nd.Recognize and correct inappropriate shifts in\nv\nerb voice and mood.*\n2. Demonstrate command of the conventions of\ns\ntandard English capitalization, punctuation, and\nspelling when writing.\na.Use punctuation (commas, parentheses,\ndashes\n) to set off nonrestrictive/parenthetical\nelements.*\nb.Spell correctly.2. Demonstrate command of the conventions of\ns\ntandard English capitalization, punctuation, and\nspelling when writing.\na.Use a comma to separate coordinate\nadjectiv\nes (e.g., It was a fascinating, enjoyable\nmovie but not He wore an old[,] green shirt).\nb.Spell correctly.2. Demonstrate command of the conventions ofs\ntandard English capitalization, punctuation, and\nspelling when writing.\na.Use punctuation (comma, ellipsis, dash) to\nindica\nte a pause or break.\nb.Use an ellipsis to indicate an omission.\nc.Spell correctly.\nKnowledge of Language\n3. Use knowledge of language and its conventionswhen writing, speaking, r\neading, or listening.\na.Vary sentence patterns for meaning, reader/lis\ntener interest, and style.*\nb.Maintain consistency in style and tone.*3. Use knowledge of language and its conventions\nwhen writing, speaking, r\neading, or listening.\na.Choose language that expresses ideaspr\necisely and concisely, recognizing and\neliminating wordiness and redundancy.*3. Use knowledge of language and its conventionswhen writing, speaking, r\neading, or listening.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "44446e22-c97f-4e8d-ba4b-48d402228f3e": {"__data__": {"id_": "44446e22-c97f-4e8d-ba4b-48d402228f3e", "embedding": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8a77e15e-caac-4749-947a-2b1d713c454d", "node_type": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "3034a24d0caace170416ea34345846a556fa9d19b84cbbe9acd488ad46fb3382"}, "2": {"node_id": "809a5c9c-9d4b-4720-a62b-c31327968422", "node_type": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "660d56837b422ca7c9feb8d2e18570632dc1cbc3fcf2028f656321670ac01dce"}}, "hash": "11d58a0ad0018d92e4a1f7377e0163c76f6beb3a16259f2c952948cf758672b3", "text": "a.Use verbs in the active and passive voice and\nin the c\nonditional and subjunctive mood to\nachieve particular effects (e.g., emphasizing theactor or the action; expressing uncertainty ordescribing a state contrary to fact).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3f8fbf24-8713-4948-af77-11a974dd13fb": {"__data__": {"id_": "3f8fbf24-8713-4948-af77-11a974dd13fb", "embedding": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b8887355-777e-439b-9924-bbc536c0fdf5", "node_type": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "9d17cd4f05a02bee68bd20fd7cb2522c604a1fb209e97900bea23a0387bbaebd"}, "3": {"node_id": "9191b80a-4c6e-44de-9950-f0637b17dac5", "node_type": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "997ccbd15ea27f4e60b2af41cf3a8cb5769edeb6347dd4a04cf4670819a9a243"}}, "hash": "80077c626a62fc9141a37d9b30e1caa47e39a4124dc5322a1cd9b6d96129e544", "text": "53    |   6-12 | E NgLiSh LANguAgE ArTS | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards 6\u201312  \nGrade 6 students: Grade 7 students: Grade 8 students:\nVocabulary acquisition and Use\n4. Determine or clarify the meaning of unknown and\nmultiple-meaning wor\nds and phrases based on\ngrade 6 reading and content, choosing flexiblyfrom a range of strategies.\na.Use context (e.g., the overall meaning of a\nsentenc\ne or paragraph; a word\u2019s position\nor function in a sentence) as a clue to themeaning of a word or phrase.\nb.Use common, grade-appropriate Greek orLatin affix\nes and roots as clues to the meaning\nof a word (e.g., audience, auditory, audible).\nc.Consult reference materials (e.g., dictionaries,glossaries, thesauruses\n), both print and\ndigital, to find the pronunciation of a word ordetermine or clarify its precise meaning or itspart of speech.\nd.Verify the preliminary determination ofthe meaning of a wor\nd or phrase (e.g., by\nchecking the inferred meaning in context or ina dictionary).4. Determine or clarify the meaning of unknown andmultiple-meaning wor\nds and phrases based on\ngrade 7 reading and content, choosing flexiblyfrom a range of strategies.\na.Use context (e.g., the overall meaning of a\nsentenc\ne or paragraph; a word\u2019s position\nor function in a sentence) as a clue to themeaning of a word or phrase.\nb.Use common, grade-appropriate Greek orLatin affix\nes and roots as clues to the meaning\nof a word (e.g., belligerent, bellicose, rebel).\nc.Consult general and specialized referencemat\nerials (e.g., dictionaries, glossaries,\nthesauruses), both print and digital, to findthe pronunciation of a word or determineor clarify its precise meaning or its part ofspeech.\nd.Verify the preliminary determination ofthe meaning of a wor\nd or phrase (e.g., by\nchecking the inferred meaning in context or ina dictionary).4. Determine or clarify the meaning of unknown andmultiple-meaning wor\nds or phrases based on grade\n8 reading and content, choosing flexibly from arange of strategies.\na.Use context (e.g., the overall meaning of a\nsentenc\ne or paragraph; a word\u2019s position or\nfunction in a sentence) as a clue to the meaningof a word or phrase.\nb.Use common, grade-appropriate Greek or Latinaffixes and r\noots as clues to the meaning of a\nword (e.g., precede, recede, secede).\nc.Consult general and specialized referencemat\nerials (e.g., dictionaries, glossaries,\nthesauruses), both print and digital, to find thepronunciation of a word or determine or clarifyits precise meaning or its part of speech.\nd.Verify the preliminary determination of themeaning of a wor\nd or phrase (e.g., by checking\nthe inferred meaning in context or in adictionary).\n5. Demonstrate understanding of figurativelanguage, w\nord relationships, and nuances in word\nmeanings.\na.Interpret figures of speech (e.g.,\npersonification) in c\nontext.\nb.Use the relationship between particular words(e\n.g., cause/effect, part/whole, item/category)\nto better understand each of the words.\nc.Distinguish among the connotations(associa\ntions) of words with similar\ndenotations (definitions) (e.g., stingy,scrimping, economical, unwasteful, thrifty).5. Demonstrate understanding of figurativelanguage, w\nord relationships, and nuances in word\nmeanings.\na.Interpret figures of speech (e.g., literary,\nbiblical, and mythological allusions\n) in context.\nb.Use the relationship between particular words(e\n.g., synonym/antonym, analogy) to better\nunderstand each of the words.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9191b80a-4c6e-44de-9950-f0637b17dac5": {"__data__": {"id_": "9191b80a-4c6e-44de-9950-f0637b17dac5", "embedding": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b8887355-777e-439b-9924-bbc536c0fdf5", "node_type": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "9d17cd4f05a02bee68bd20fd7cb2522c604a1fb209e97900bea23a0387bbaebd"}, "2": {"node_id": "3f8fbf24-8713-4948-af77-11a974dd13fb", "node_type": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "80077c626a62fc9141a37d9b30e1caa47e39a4124dc5322a1cd9b6d96129e544"}}, "hash": "997ccbd15ea27f4e60b2af41cf3a8cb5769edeb6347dd4a04cf4670819a9a243", "text": "c.Distinguish among the connotations(associa\ntions) of words with similar\ndenotations (definitions) (e.g., refined,respectful, polite, diplomatic, condescending).5. Demonstrate understanding of figurative language,wor\nd relationships, and nuances in word meanings.\na.Interpret figures of speech (e.g. verbal irony,puns) in c\nontext.\nb.Use the relationship between particular wordsto bett\ner understand each of the words.\nc.Distinguish among the connotations(associa\ntions) of words with similar denotations\n(definitions) (e.g., bullheaded, willful, firm,persistent, resolute).\n6. Acquire and use accurately grade-appropriategeneral academic and domain-specific w\nords\nand phrases; gather vocabulary knowledgewhen considering a word or phrase important tocomprehension or expression.6. Acquire and use accurately grade-appropriategeneral academic and domain-specific w\nords\nand phrases; gather vocabulary knowledgewhen considering a word or phrase important tocomprehension or expression.6. Acquire and use accurately grade-appropriategeneral academic and domain-specific w\nords\nand phrases; gather vocabulary knowledgewhen considering a word or phrase important tocomprehension or expression.L", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ec9a62a3-3083-4f82-98c5-b3f044d708d6": {"__data__": {"id_": "ec9a62a3-3083-4f82-98c5-b3f044d708d6", "embedding": null, "metadata": {"page_label": "54", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "512c17dc-4af5-40d2-84a2-3212ccbd2743", "node_type": null, "metadata": {"page_label": "54", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "497a7376af6d8e69a7f3c2935c2d8916af6a430007095cae100a433198557fcb"}}, "hash": "497a7376af6d8e69a7f3c2935c2d8916af6a430007095cae100a433198557fcb", "text": "54    |   6-12 | E NgLiSh LANguAgE ArTS | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards 6\u201312 L\nThe CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations\u2014the former providing \nbroad s\ntandards, the latter providing additional specificity.\nGrades 9\u201310 students: Grades 11\u201312 students:\nConventions of Standard english\n1. Demonstrate command of the conventions of standard English grammar andusage when writing or speaking.\na.Use parallel structure.*\nb.Use various types of phrases (noun, verb, adjectival, adverbial, participial,\nprepositional, absolut\ne) and clauses (independent, dependent; noun,\nrelative, adverbial) to convey specific meanings and add variety and interestto writing or presentations.1. Demonstrate command of the conventions of standard English grammar andusage when writing or speaking.\na.Apply the understanding that usage is a matter of convention, can change\nov\ner time, and is sometimes contested.\nb.Resolve issues of complex or contested usage, consulting references (e.g.,Merriam-W\nebster\u2019s Dictionary of English Usage, Garner\u2019s Modern American\nUsage) as needed.\n2. Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.\na.Use a semic\nolon (and perhaps a conjunctive adverb) to link two or more\nclosely rela\nted independent clauses.\nb.Use a colon to introduce a list or quotation.\nc.Spell correctly.2. Demonstrate command of the conventions of standard English capitalization,\npunctuation, and spelling when writing.\na.Observ\ne hyphenation conventions.\nb.Spell correctly.\nKnowledge of Language\n3. Apply knowledge of language to understand how language functions indiffer\nent contexts, to make effective choices for meaning or style, and to\ncomprehend more fully when reading or listening.\na.Write and edit work so that it conforms to the guidelines in a style manual\n(e\n.g., MLA Handbook, Turabian\u2019s Manual for Writers) appropriate for the\ndiscipline and writing type.3. Apply knowledge of language to understand how language functions indiffer\nent contexts, to make effective choices for meaning or style, and to\ncomprehend more fully when reading or listening.\na.Vary syntax for effect, consulting references (e.g., Tufte\u2019s Artful Sentences)\nfor guidanc\ne as needed; apply an understanding of syntax to the study of\ncomplex texts when reading.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "dd220318-5eae-4d1e-b6f6-12de3ab51cca": {"__data__": {"id_": "dd220318-5eae-4d1e-b6f6-12de3ab51cca", "embedding": null, "metadata": {"page_label": "55", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2ef91d4a-12d8-46b0-9e2b-b1e663a05e6d", "node_type": null, "metadata": {"page_label": "55", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "91dc43781d44a7a7153808ebc91385ae39ef82f6fadb8f45f7d5ce977c9096db"}}, "hash": "91dc43781d44a7a7153808ebc91385ae39ef82f6fadb8f45f7d5ce977c9096db", "text": "55    |   6-12 | E NgLiSh LANguAgE ArTS | LANguAgECommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nLanguage Standards 6\u201312 \nGrades 9\u201310 students: Grades 11\u201312 students:\nVocabulary acquisition and Use\n4. Determine or clarify the meaning of unknown and multiple-meaning words and\nphr\nases based on grades 9\u201310 reading and content, choosing flexibly from a\nrange of strategies.\na.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a\nw\nord\u2019s position or function in a sentence) as a clue to the meaning of a word\nor phrase.\nb.Identify and correctly use patterns of word changes that indicate differentmeanings or parts of speech (\ne.g., analyze, analysis, analytical; advocate,\nadvocacy).\nc.Consult general and specialized reference materials (e.g., dictionaries,glos\nsaries, thesauruses), both print and digital, to find the pronunciation of\na word or determine or clarify its precise meaning, its part of speech, or its etymology.\nd.Verify the preliminary determination of the meaning of a word or phrase(\ne.g., by checking the inferred meaning in context or in a dictionary).4. Determine or clarify the meaning of unknown and multiple-meaning words andphr\nases based on grades 11\u201312 reading and content, choosing flexibly from a\nrange of strategies.\na.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a\nw\nord\u2019s position or function in a sentence) as a clue to the meaning of a word\nor phrase.\nb.Identify and correctly use patterns of word changes that indicate differentmeanings or parts of speech (\ne.g., conceive, conception, conceivable).\nc.Consult general and specialized reference materials (e.g., dictionaries,glos\nsaries, thesauruses), both print and digital, to find the pronunciation\nof a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.\nd.Verify the preliminary determination of the meaning of a word or phrase(\ne.g., by checking the inferred meaning in context or in a dictionary).\n5. Demonstrate understanding of figurative language, word relationships, andnuanc\nes in word meanings.\na.Interpret figures of speech (e.g., euphemism, oxymoron) in context andanaly\nze their role in the text.\nb.Analyze nuances in the meaning of words with similar denotations.5. Demonstrate understanding of figurative language, word relationships, and\nnuanc\nes in word meanings.\na.Interpret figures of speech (e.g., hyperbole, paradox) in context and analyzetheir r\nole in the text.\nb.Analyze nuances in the meaning of words with similar denotations.\n6. Acquire and use accurately general academic and domain-specific words andphr\nases, sufficient for reading, writing, speaking, and listening at the college\nand career readiness level; demonstrate independence in gathering vocabularyknowledge when considering a word or phrase important to comprehension orexpression.6. Acquire and use accurately general academic and domain-specific words andphr\nases, sufficient for reading, writing, speaking, and listening at the college\nand career readiness level; demonstrate independence in gathering vocabularyknowledge when considering a word or phrase important to comprehension orexpression.L", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1c7721c1-bf83-4def-a03e-c76d0684e585": {"__data__": {"id_": "1c7721c1-bf83-4def-a03e-c76d0684e585", "embedding": null, "metadata": {"page_label": "56", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "696de731-d06e-4e12-9c02-a3e58fc82da2", "node_type": null, "metadata": {"page_label": "56", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "91be8601770cb13fda765f0a8b6a4f42007247d020f2e8d18d192714b88cbb72"}}, "hash": "91be8601770cb13fda765f0a8b6a4f42007247d020f2e8d18d192714b88cbb72", "text": "56    |   6-12 | ENGLISH LANGUAGE ARTS | LANGUAGE\nCOMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTSLanguage Progressive Skills, by Grade\nThe following skills, marked with an asterisk (*) in Language standards 1\u20133, are particularly likely to require continued attention in higher grades as they are applied \nto increasingly sophisticated writing and speaking.\nStandardGrade(s)\n3 4 5 6 7 8 9\u201310 11\u201312\nL.3.1f. Ensure subject-verb and pronoun-antecedent agreement. * * * * * * * *\nL.3.3a. Choose words and phr\nases for effect. * * * * * * * *\nL.4.1f. Pr\noduce complete sentences, recognizing and correcting inappropriate fragments and run-ons. * * * * * * *\nL.4.1g. Corr\nectly use frequently confused words (e.g., to/too/two; there/their). * * * * * * *\nL.4.3a. Choose words and phr\nases to convey ideas precisely.** * *\nL.4.3b. Choose punctuation for effect.* * * * * * *\nL.5.1d. R\necognize and correct inappropriate shifts in verb tense.* * * * * *\nL.5.2a. Use punc\ntuation to separate items in a series.\u2020* * * *\nL.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. * * * * *\nL.6.1d. R\necognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* * * * *\nL.6.1e. R\necognize variations from standard English in their own and others\u2019 writing and speaking, and identify and \nuse strategies to improve expression in conventional language.* * * * *\nL.6.2a. Use punc\ntuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* * * * *\nL.6.3a. V\nary sentence patterns for meaning, reader/listener interest, and style.\u2021* * * *\nL.6.3b. Maintain consistency in style and tone.* * * * *\nL.7.1c. P\nlace phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* * * *\nL.7.3a. Choose language that e\nxpresses ideas precisely and concisely, recognizing and eliminating wordiness and \nredundancy.* * * *\nL.8.1d. R\necognize and correct inappropriate shifts in verb voice and mood. * * *\nL.9\u201310.1a. Use parallel structure. * *\n* Subsumed by L.7.3a  \n\u2020 Subsumed by L.9\u201310.1a \n\u2021 Subsumed by L.11\u201312.3a", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6a8d123c-5197-4ba2-ba84-907d93492c4b": {"__data__": {"id_": "6a8d123c-5197-4ba2-ba84-907d93492c4b", "embedding": null, "metadata": {"page_label": "57", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "46876fea-d838-42e5-87de-ed75f615509f", "node_type": null, "metadata": {"page_label": "57", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "e4d68a5f7eeffd3ba27d5c29ef8a29ece28b4310d4ac1794798be39d95094610"}}, "hash": "7ae99d9344c2812b6b35db4aa36b3a6d434f2116827695a651a1a0b02683b89a", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS57    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNg STAN dArd 10Standard 10: Range, Quality, and Complexity of Student Reading 6\u201312\nMeasuring Text Complexity: Three Factors\nQualitative evaluation of the text:  Levels of meaning, structure, language conventionality \nand clarity, and knowledge demands\nQuantitative evaluation of the text: Readability measures and other scores of text com-plexity\nMatching reader to text and task:\n  Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)\nnote: More detailed information on text complexity and how it is measured is contained in \nAppendix A.\nRange of Text Types for 6\u201312\nStudents in grades 6\u201312 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.\nLiterature Informational Text\nStories drama Poetry Literary nonfiction \nIncludes the subgenres of \nadventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novelsIncludes one-act and multi-act plays, both in written form and on filmIncludes the subgenres of\n  \nnarrative poems, lyrical poems, free verse poems, sonnets,\n \nodes, ballads, and epicsIncludes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essa\nys about \nart or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "38bcd370-7d7e-4300-9fd1-29ccbde77a8e": {"__data__": {"id_": "38bcd370-7d7e-4300-9fd1-29ccbde77a8e", "embedding": null, "metadata": {"page_label": "58", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d069a31d-8328-4614-83fb-a6eaf8e307e1", "node_type": null, "metadata": {"page_label": "58", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "56d5db41586746a031184d2502365613861ab639d07830626d14942d1e0ed4f1"}}, "hash": "56d5db41586746a031184d2502365613861ab639d07830626d14942d1e0ed4f1", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS58    |   6-12 | E NgLiSh LANguAgE ArTS | rEAdiNg STAN dArd 10Texts Illustrating the Complexity, Quality, and Range of Student Reading 6\u201312\nLiterature: Stories, dramas, Poetry Informational texts: Literary nonfiction\n6\u20138\uf0a7Little Women by Louisa May Alcott (1869)\n\uf0a7The Adventures of Tom Sawyer by Mark Twain (1876)\n\uf0a7 \u201cThe Road Not Taken\u201d by Robert Frost (1915)\n\uf0a7The Dark Is Rising by Susan Cooper (1973)\n\uf0a7Dragonwings by Laurence Yep (1975)\n\uf0a7Roll of Thunder, Hear My Cry by Mildred Taylor (1976)\uf0a7 \u201cLetter on Thomas Jefferson\u201d by John Adams (1776)\n\uf0a7Narrative of the Life of Frederick Douglass, an American Slave by\nFrederick Douglass (1845)\n\uf0a7 \u201cBlood, Toil, Tears and Sweat: Address to Parliament on May 13th,1940\u201d by Winston Churchill (1940)\n\uf0a7Harriet Tubman: Conductor on the Underground Railroad by AnnPetry (1955)\n\uf0a7Travels with Charley: In Search of America by John Steinbeck (1962)\n9\u201310\uf0a7The Tragedy of Macbeth by William Shakespeare (1592)\n\uf0a7 \u201cOzymandias\u201d by Percy Bysshe Shelley (1817)\n\uf0a7 \u201cThe Raven\u201d by Edgar Allan Poe (1845)\n\uf0a7 \u201cThe Gift of the Magi\u201d by O. Henry (1906)\n\uf0a7The Grapes of Wrath by John Steinbeck (1939)\n\uf0a7Fahrenheit 451 by Ray Bradbury (1953)\n\uf0a7The Killer Angels by Michael Shaara (1975)\uf0a7 \u201cSpeech to the Second Virginia Convention\u201d by Patrick Henry (1775)\n\uf0a7 \u201cFarewell Address\u201d by George Washington (1796)\n\uf0a7 \u201cGettysburg Address\u201d by Abraham Lincoln (1863)\n\uf0a7 \u201cState of the Union Address\u201d by Franklin Delano Roosevelt (1941)\n\uf0a7 \u201cLetter from Birmingham Jail\u201d by Martin Luther King, Jr. (1964)\n\uf0a7 \u201cHope, Despair and Memory\u201d by Elie Wiesel (1997)\n11\u2013\nCCR\uf0a7 \u201cOde on a Grecian Urn\u201d by John Keats (1820)\n\uf0a7Jane Eyre by Charlotte Bront\u00eb (1848)\n\uf0a7 \u201cBecause I Could Not Stop for Death\u201d by Emily Dickinson (1890)\n\uf0a7The Great Gatsby by F. Scott Fitzgerald (1925)\n\uf0a7Their Ey es Were Watching God by Zora Neale Hurston (1937)\n\uf0a7A Raisin in the Sun by Lorraine Hansberry (1959)\n\uf0a7The Namesake by Jhumpa Lahiri (2003)\uf0a7Common Sense by T homas Paine (1776)\n\uf0a7Walden by Henry David Thoreau (1854)\n\uf0a7 \u201cSociety and Solitude\u201d by Ralph Waldo Emerson (1857)\n\uf0a7 \u201cThe Fallacy of Suc cess\u201d by G. K. Chesterton (1909)\n\uf0a7Black Boy by Richard Wright (1945)\n\uf0a7 \u201cPolitics and the English Language\u201d by George Orwell (1946)\n\uf0a7 \u201cTake the Tortillas Out of Your Poetry\u201d by Rudolfo Anaya (1995)\nNote: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of grades 6\u201312 text complexity, quality, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5da23530-cb79-4a9b-843c-a4198a3a440f": {"__data__": {"id_": "5da23530-cb79-4a9b-843c-a4198a3a440f", "embedding": null, "metadata": {"page_label": "59", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "533355bf-a45c-45f8-9da1-a375c5bf9dd4", "node_type": null, "metadata": {"page_label": "59", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "c7cefc5365aa6aa39667988fe71a96afd173bb2e41fce49cde1ffa5c738bc106"}}, "hash": "c7cefc5365aa6aa39667988fe71a96afd173bb2e41fce49cde1ffa5c738bc106", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nStandardS for \nLiteracy in  \nHistory/Social Studies,  Science, and technical Subjects\n6\u201312", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1afde402-bede-4b2b-920a-f8f980d96319": {"__data__": {"id_": "1afde402-bede-4b2b-920a-f8f980d96319", "embedding": null, "metadata": {"page_label": "60", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ff6c0ba8-5d12-4bcd-8665-7888eb749dbd", "node_type": null, "metadata": {"page_label": "60", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "85b4df8136f073d0193e5ba569a60f8488c7e7d197fbb0cfb5970c9b8c516dae"}}, "hash": "85b4df8136f073d0193e5ba569a60f8488c7e7d197fbb0cfb5970c9b8c516dae", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS60 | 6-12 | hiSTOrY/SOCiAL STudiES, SCiENCE , ANd TEChNiCAL SuBjECTS  | rEAdiNgCollege and Career readiness anchor Standards for reading \nThe grades 6\u201312 standards on the following pages define what students should understand and be able to do by the end \nof each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\nKey Ideas and details \n1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the text.\n2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting detailsand ideas.\n3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.\nCraft and Structure\n4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone.\n5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., asection, chapter, scene, or stanza) relate to each other and the whole.\n6. Assess how point of view or purpose shapes the content and style of a text.\nIntegration of Knowledge and Ideas\n7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, aswell as in words.*\n8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well asthe relevance and sufficiency of the evidence.\n9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.\nrange of reading and Level of text Complexity \n10. Read and comprehend complex literary and informational texts independently and proficiently.\n*Please see \u201cResearch to Build and Present Knowledge\u201d in Writing for additional standards relevant to gath-\nering, assessing, and applying information from print and digital sources.Note on range and content \nof student reading\nReading is critical to building \nknowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources.\u00a0When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0bb7119c-ca7e-4499-9600-26bae34387a2": {"__data__": {"id_": "0bb7119c-ca7e-4499-9600-26bae34387a2", "embedding": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89bba0d7-4bb1-4f78-9d1e-874ea63a57ef", "node_type": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "d2b2f88c87c17ef750b932116067316e30883299798a98d9ded3acc3dc6e18f3"}, "3": {"node_id": "2338dbbd-0485-4bbf-a4f5-71112a8d3fef", "node_type": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "6b7291455eaf503d72719a3c1111b1ddd5d81a9f2484ccbf9e850031cf431a7a"}}, "hash": "9b99e572c4730943a287ed01f002e584ec56231b62cb884120e9eeb65f925fcf", "text": "61    |   6-12 | hiSTOrY/SOCiAL STudiES | rEAdiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nReading Standards for Literacy in History/Social Studies 6\u201312 RH\nThe standards below begin at grade 6; standards for K\u20135 reading in history/social studies, science, and technical subjects are integrated into the K\u20135 Reading \nstandards. The C CR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations\u2014the former \nproviding broad standards, the latter providing additional specificity.\nGrades 6\u20138 students: Grades 9\u201310 students: Grades 11\u201312 students:\nKey Ideas and details\n1. Cite specific textual evidence to support analysis\nof primary and secondary sources.1. Cite specific textual evidence to support analysisof primary and secondary sources, attendingto such features as the date and origin of theinformation.1. Cite specific textual evidence to support analysisof primary and secondary sources, connectinginsights gained from specific details to anunderstanding of the text as a whole.\n2. Determine the central ideas or information of aprimary or secondary source; provide an accurate\nsummary of the source distinct from priorknowledge or opinions.2. Determine the central ideas or information of a\nprimary or secondary source; provide an accuratesummary of how key events or ideas develop overthe course of the text.2. Determine the central ideas or information of aprimary or secondary source; provide an accuratesummary that makes clear the relationships amongthe key details and ideas.\n3. Identify key steps in a text\u2019s description of aprocess related to history/social studies (e.g., howa bill becomes law, how interest rates are raisedor lowered).3. Analyze in detail a series of events described ina text; determine whether earlier events causedlater ones or simply preceded them.3. Evaluate various explanations for actions or eventsand determine which explanation best accordswith textual evidence, acknowledging where thetext leaves matters uncertain.\nCraft and Structure\n4. Determine the meaning of words and phrasesas they are used in a text, including vocabulary\nspecific to domains related to history/socialstudies.4. Determine the meaning of words and phrasesas they are used in a text, including vocabulary\ndescribing political, social, or economic aspects ofhistory/social studies.4. Determine the meaning of words and phr ases as\nthey are used in a text, including analyzing how anauthor uses and refines the meaning of a key termover the course of a text (e.g., how Madison definesfaction in Federalist No. 10).\n5. Describe how a text presents information (e.g.,sequentially, compara tively, causally). 5. Analyze how a text uses structure to emphasize\nkey points or advance an explanation or analysis.5. Analyze in detail how a complex primary sourceis structured, including how key sentences,paragraphs, and larger portions of the textcontribute to the whole.\n6. Identify aspects of a text that reveal an author\u2019spoint of view or purpose (e.g., loaded language,\ninclusion or avoidance of particular facts).6. Compare the point of view of two or more\nauthors for how they treat the same or similartopics, including which details they include andemphasize in their respective accounts.6. Evaluate authors\u2019 differing points of view on thesame historical event or issue by assessing theauthors\u2019 claims, reasoning, and evidence.\nIntegration of Knowledge and Ideas\n7. Integrate visual information (e.g., in charts,graphs, photographs, videos, or maps) with otherinformation in print and digital texts.7. Integrate quantitative or technical analysis (e.g.,charts, research data) with qualitative analysis inprint or digital text.7. Integrate and evaluate multiple sources ofinformation presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) inorder to address a question or solve a problem.\n8. Distinguish among fact, opinion, and reasonedjudgment in a text. 8. Assess the extent to which the reasoning andevidence in a text support the author\u2019s claims. 8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2338dbbd-0485-4bbf-a4f5-71112a8d3fef": {"__data__": {"id_": "2338dbbd-0485-4bbf-a4f5-71112a8d3fef", "embedding": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "89bba0d7-4bb1-4f78-9d1e-874ea63a57ef", "node_type": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "d2b2f88c87c17ef750b932116067316e30883299798a98d9ded3acc3dc6e18f3"}, "2": {"node_id": "0bb7119c-ca7e-4499-9600-26bae34387a2", "node_type": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "9b99e572c4730943a287ed01f002e584ec56231b62cb884120e9eeb65f925fcf"}}, "hash": "6b7291455eaf503d72719a3c1111b1ddd5d81a9f2484ccbf9e850031cf431a7a", "text": "8. Evaluate an author\u2019s premises, claims, and evidenceby corroborating or challenging them with otherinformation.\n9. Analyze the relationship between a primary andsecondary source on the same topic. 9. Compare and contrast treatments of the sametopic in several primary and secondary sources. 9. Integrate information from diverse sources,both primary and secondary, into a coherentunderstanding of an idea or event, notingdiscrepancies among sources.\nrange of reading and Level of text Complexity\n10. By the end of grade 8, read and comprehendhistory/social studies texts in the grades 6\u20138 text\ncomplexity band independently and proficiently.10. By the end of grade 10, read and comprehendhistory/social studies texts in the grades 9\u201310 text\ncomplexity band independently and proficiently.10. By the end of grade 12, read and comprehendhistory/social studies texts in the grades 11\u2013CCR textcomplexity band independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0142dd2b-2a1c-4283-9a5d-4076ffce36fd": {"__data__": {"id_": "0142dd2b-2a1c-4283-9a5d-4076ffce36fd", "embedding": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "be39b2f6-0f46-49f3-8437-a36104e19f8b", "node_type": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "baaf37836a2318b822cf77e3ea13088850ab36fa69e86becaf083316bee6977b"}, "3": {"node_id": "91cdb43f-6cd6-4c25-b73f-d02b4bf847d8", "node_type": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "995295b40ba2396858af8f47df890f2e9f2188c8c9de730a002e38b9843d4e56"}}, "hash": "f0dc8af9031ff5469fb6550e1fd9a566afd1250f92378952e79ec6b96cfd46b4", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS62    |   6-12 | SCiENCE  ANd TEChNiCAL SuBjECTS : rEAdiNgReading Standards for Literacy in Science and Technical Subjects 6\u201312  R RST ST\nGrades 6\u20138 students: Grades 9\u201310 students: Grades 11\u201312 students:\nKey Ideas and details\n1. Cite specific textual evidence to support analysis \nof science and technical texts.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the \nprecise details of explanations or descriptions.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.\n2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text \ndistinct from prior knowledge or opinions.2. Determine the central ideas or conclusions of a \ntext; trace the text\u2019s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.\n3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, \nor performing technical tasks.3. Follow precisely a complex multistep procedure \nwhen carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.\nCraft and Structure\n4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as \nthey are used in a specific scientific or technical context relevant to grades 6\u20138 texts and topics.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as \nthey are used in a specific scientific or technical context relevant to grades 9\u201310 texts and topics.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11\u201312 texts and topics.\n5. Analyze the structure an author uses to organize a text, including how the major sections contribute \nto the whole and to an understanding of the topic.5. Analyze the structure of the relationships among concepts in a text, including relationships among \nkey terms (e.g., force, friction, reaction force, energy). 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.\n6. Analyze the author\u2019s purpose in providing an explanation, describing a procedure, or discussing \nan experiment in a text.6. Analyze the author\u2019s purpose in providing an \nexplanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.6. Analyze the author\u2019s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.\nIntegration of Knowledge and Ideas\n7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.\n8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a \ntext.8. Assess the extent to which the reasoning and \nevidence in a text support the author\u2019s claim or a recommendation for solving a scientific or technical problem.8.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "91cdb43f-6cd6-4c25-b73f-d02b4bf847d8": {"__data__": {"id_": "91cdb43f-6cd6-4c25-b73f-d02b4bf847d8", "embedding": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "be39b2f6-0f46-49f3-8437-a36104e19f8b", "node_type": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "baaf37836a2318b822cf77e3ea13088850ab36fa69e86becaf083316bee6977b"}, "2": {"node_id": "0142dd2b-2a1c-4283-9a5d-4076ffce36fd", "node_type": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "f0dc8af9031ff5469fb6550e1fd9a566afd1250f92378952e79ec6b96cfd46b4"}}, "hash": "995295b40ba2396858af8f47df890f2e9f2188c8c9de730a002e38b9843d4e56", "text": "Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.\n9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when \npossible.\nrange of reading and Level of text Complexity\n10. By the end of grade 8, read and comprehend science/technical texts in the grades 6\u20138 text \ncomplexity band independently and proficiently.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9\u201310 text \ncomplexity band independently and proficiently.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11\u2013CCR text complexity band independently and proficiently.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "80e73029-bcca-42ae-a1e2-4a9a144083d3": {"__data__": {"id_": "80e73029-bcca-42ae-a1e2-4a9a144083d3", "embedding": null, "metadata": {"page_label": "63", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "66828d21-4ace-4fe6-904c-cf415242a5d6", "node_type": null, "metadata": {"page_label": "63", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "d5943cde7e7dfbf9ba6a0e905f03f05e08e0722bb4e1d8c60399907028c0cf26"}}, "hash": "d5943cde7e7dfbf9ba6a0e905f03f05e08e0722bb4e1d8c60399907028c0cf26", "text": "Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS63 | 6-12 | hiSTOrY/SOCiAL STudiES, SCiENCE , ANd TEChNiCAL SuBjECTS  | wriTiNgCollege and Career readiness anchor Standards for Writing \nThe grades 6\u201312 standards on the following pages define what students should understand and be able to do by the end \nof each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements\u2014the former providing broad\u00a0standards, the latter providing\u00a0additional\u00a0specificity\u2014that together define the skills and understandings that all students must demonstrate.\ntext types and Purposes*\n*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. \n2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.\n3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.\nProduction and distribution of Writing\n4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.\n5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.\n6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.\nresearch to Build and Present Knowledge\n7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.\n8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.\n9. Draw evidence from literary or informational texts to support analysis, reflection, and research.\nrange of Writing\n10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Note on range and content \nof student writing\nFor students, writing is a key means \nof asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "502fe57f-bbda-4765-88ce-816f84521806": {"__data__": {"id_": "502fe57f-bbda-4765-88ce-816f84521806", "embedding": null, "metadata": {"page_label": "64", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "973a5959-e70c-4fb7-a58d-d3f98041026a", "node_type": null, "metadata": {"page_label": "64", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "b935792e97e17504d2ecf3d0cab6fad6ceba1f3a640209c1fbc42b39c9c18191"}}, "hash": "b935792e97e17504d2ecf3d0cab6fad6ceba1f3a640209c1fbc42b39c9c18191", "text": "64    |   6-12 | hiSTOrY/SOCiAL STudiES, SCiENCE , ANd TEChNiCAL SuBjECTS  | wriTiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6\u201312 whST\nThe standards below begin at grade 6; standards for K\u20135 writing in history/social studies, science, and technical subjects are integrated into the K\u20135 Writing \nstandards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations\u2014the former providing broad standards, the latter providing additional specificity.\nGrades 6\u20138 students: Grades 9\u201310 students: Grades 11\u201312 students:\ntext types and Purposes\n1. Write arguments focused on discipline-specific\ncontent.\na.Introduce claim(s) about a topic or issue,\nacknowledge and distinguish the claim(s) from\nalternate or opposing claims, and organize thereasons and evidence logically.\nb.Support claim(s) with logical reasoning and\nrelevant, accurate data and evidence that\ndemonstrate an understanding of the topic ortext, using credible sources.\nc.Use words, phrases, and clauses to create\ncohesion and clarify the relationships among\nclaim(s), counterclaims, reasons, and evidence.\nd.Establish and maintain a formal style.\ne.Provide a concluding statement or sectionthat follows from and supports the argumentpresented.1. Write arguments focused on  discipline-specific\ncontent.\na.Introduce precise claim(s), distinguish theclaim(s) from alternate or opposing claims,\nand create an organization that establishesclear relationships among the claim(s),\ncounterclaims, reasons, and evidence.\nb.Develop claim(s) and counterclaims fairly,supplying data and evidence for each while\npointing out the strengths and limitations\nof both claim(s) and counterclaims in a\ndiscipline-appropriate form and in a manner\nthat anticipates the audience\u2019s knowledge\nlevel and concerns.\nc.Use words, phrases, and clauses to link themajor sections of the text, create cohesion,\nand clarify the relationships between claim(s)and reasons, between reasons and evidence,and between claim(s) and counterclaims.\nd.Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in which theyare writing.\ne.Provide a concluding statement or sectionthat follows from or supports the argument\npresented.1. Write arguments focused on  discipline-specific\ncontent.\na.Introduce precise, knowledgeable claim(s),establish the significance of the claim(s),\ndistinguish the claim(s) from alternate oropposing claims, and create an organization\nthat logically sequences the claim(s),\ncounterclaims, reasons, and evidence.\nb.Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data\nand evidence for each while pointing out the\nstrengths and limitations of both claim(s) and\ncounterclaims in a discipline-appropriate form\nthat anticipates the audience\u2019s knowledgelevel, concerns, values, and possible biases.\nc.Use words, phrases, and clauses as well asvaried syntax to link the major sections ofthe text, create cohesion, and clarify the\nrelationships between claim(s) and reasons,between reasons and evidence, and betweenclaim(s) and counterclaims.\nd.Establish and maintain a formal style andobjective tone while attending to the norms\nand conventions of the discipline in which they are writing.\ne.Provide a concluding statement or sectionthat follows from or supports the argumentpresented.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5eca72ab-e14e-4230-a587-d7bd140264ee": {"__data__": {"id_": "5eca72ab-e14e-4230-a587-d7bd140264ee", "embedding": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "05303ad2-13d1-4edb-a5b7-dc59d99a07da", "node_type": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "37c3258505c5b372db10c33bc41d78ae57e0eb641191aaef47336568810584f7"}, "3": {"node_id": "1d3093e7-8c3a-4680-a979-232802c2dd28", "node_type": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "bc041716dde36a2dcd4ccbc9dedf526dbdf711efaf51f5451167635e97b38eb7"}}, "hash": "8b909aa538aa441f8980fe20af8feb456f6c745d0548cfaf053b5258bb6e5929", "text": "65    |   6-12 | hiSTOrY/SOCiAL STudiES, SCiENCE , ANd TEChNiCAL SuBjECTS  | wriTiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6\u201312\nGrades 6\u20138 students: Grades 9\u201310 students: Grades 11\u201312 students:\ntext types and Purposes (continued)\n2. Write informative/explanatory texts, including\nthe narration of historical events, scientific\nprocedures/ experiments, or technical processes.\na.Introduce a topic clearly, previewing whatis to follow; organize ideas, concepts, andinformation into broader categories asappropriate to achieving purpose; includeformatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful toaiding comprehension.\nb.Develop the topic with relevant, well-chosenfacts, definitions, concrete details, quotations,\nor other information and examples.\nc.Use appropriate and varied transitions tocreate cohesion and clarify the relationships\namong ideas and concepts.\nd.Use precise language and domain-specificvocabulary to inform about or explain thetopic.\ne.Establish and maintain a formal style andobjective tone.\nf. Provide a concluding statement or section thatfollows from and supports the information orexplanation presented.2. Write informative/explanatory texts, including\nthe narration of historical events, scientificprocedures/ experiments, or technical processes.\na.Introduce a topic and organize ideas,concepts, and information to make importantconnections and distinctions; includeformatting (e.g., headings), graphics (e.g.,figures, tables), and multimedia when useful toaiding comprehension.\nb.Develop the topic with well-chosen, relevant,and sufficient facts, extended definitions,\nconcrete details, quotations, or otherinformation and examples appropriate to theaudience\u2019s knowledge of the topic.\nc.Use varied transitions and sentence structuresto link the major sections of the text, create\ncohesion, and clarify the relationships amongideas and concepts.\nd.Use precise language and domain-specificvocabulary to manage the complexity ofthe topic and convey a style appropriate tothe discipline and context as well as to theexpertise of likely readers.\ne.Establish and maintain a formal style andobjective tone while attending to the norms\nand conventions of the discipline in which theyare writing.\nf. Provide a concluding statement or sectionthat follows from and supports the informationor explanation presented (e.g., articulatingimplications or the significance of the topic).2. Write informative/explanatory texts, includingthe narration of historical events, scientificprocedures/ experiments, or technical processes.\na.Introduce a topic and organize complex ideas,concepts, and information so that each new\nelement builds on that which precedes it tocreate a unified whole; include formatting(e.g., headings), graphics (e.g., figures,tables), and multimedia when useful to aidingcomprehension.\nb.Develop the topic thoroughly by selecting themost significant and relevant facts, extended\ndefinitions, concrete details, quotations, orother information and examples appropriate tothe audience\u2019s knowledge of the topic.\nc.Use varied transitions and sentence structuresto link the major sections of the text, create\ncohesion, and clarify the relationships amongcomplex ideas and concepts.\nd.Use precise language, domain-specificvocabulary and techniques such as metaphor,simile, and analogy to manage the complexityof the topic; convey a knowledgeable stancein a style that responds to the discipline andcontext as well as to the expertise of likelyreaders.\ne.Provide a concluding statement or sectionthat follows from and supports the information\nor explanation provided (e.g., articulatingimplications or the significance of the topic).\n3. (See note; not applicable as a separaterequirement) 3. (See note; not applicable as a separaterequirement) 3. (See note; not applicable as a separaterequirement)\nNote:   Students\u2019 narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1d3093e7-8c3a-4680-a979-232802c2dd28": {"__data__": {"id_": "1d3093e7-8c3a-4680-a979-232802c2dd28", "embedding": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "05303ad2-13d1-4edb-a5b7-dc59d99a07da", "node_type": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "37c3258505c5b372db10c33bc41d78ae57e0eb641191aaef47336568810584f7"}, "2": {"node_id": "5eca72ab-e14e-4230-a587-d7bd140264ee", "node_type": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "8b909aa538aa441f8980fe20af8feb456f6c745d0548cfaf053b5258bb6e5929"}}, "hash": "bc041716dde36a2dcd4ccbc9dedf526dbdf711efaf51f5451167635e97b38eb7", "text": "In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.whST", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aa02c3dc-93ad-4fbb-9d66-0c5aa4726d92": {"__data__": {"id_": "aa02c3dc-93ad-4fbb-9d66-0c5aa4726d92", "embedding": null, "metadata": {"page_label": "66", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f10903e2-d48d-47fb-8ed6-e3bba98e723e", "node_type": null, "metadata": {"page_label": "66", "file_name": "ADA-Compliant-ELA-Standards.pdf"}, "hash": "c4f563d57cf29d6254f9f5847cbcb24911e3d7ad56da0d1372f8ae83c61cb39a"}}, "hash": "c4f563d57cf29d6254f9f5847cbcb24911e3d7ad56da0d1372f8ae83c61cb39a", "text": "66    |   6-12 | hiSTOrY/SOCiAL STudiES, SCiENCE , ANd TEChNiCAL SuBjECTS  | wriTiNgCommon Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS\nWriting Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6\u201312 whST\nGrades 6\u20138 students: Grades 9\u201310 students: Grades 11\u201312 students:\nProduction and distribution of Writing\n4. Produce clear and coherent writing in which\nthe development, organization, and style are\nappropriate to task, purpose, and audience.4. Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.4. Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.\n5. With some guidance and support from peers andadults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose andaudience have been addressed.5. Develop and strengthen writing as needed byplanning, revising, editing, rewriting, or tryinga new approach, focusing on addressing whatis most significant for a specific purpose andaudience.5. Develop and strengthen writing as needed byplanning, revising, editing, rewriting, or tryinga new approach, focusing on addressing whatis most significant for a specific purpose andaudience.\n6. Use technology, including the Internet, to produceand publish writing and present the relationshipsbetween information and ideas clearly andefficiently.6. Use technology, including the Internet, to produce,publish, and update individual or shared writingproducts, taking advantage of technology\u2019scapacity to link to other information and to displayinformation flexibly and dynamically.6. Use technology, including the Internet, to produce,publish, and update individual or shared writingproducts in response to ongoing feedback,including new arguments or information.\nresearch to Build and Present Knowledge\n7. Conduct short research projects to answer aquestion (including a self-generated question),drawing on several sources and generatingadditional related, focused questions that allow formultiple avenues of exploration.7. Conduct short as well as more sustained researchprojects to answer a question (including a self-generated question) or solve a problem; narrow orbroaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstratingunderstanding of the subject under investigation.7. Conduct short as well as more sustained researchprojects to answer a question (including a self-generated question) or solve a problem; narrow orbroaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstratingunderstanding of the subject under investigation.\n8. Gather relevant information from multiple printand digital sources, using search terms effectively;assess the credibility and accuracy of each source;and quote or paraphrase the data and conclusionsof others while avoiding plagiarism and followinga standard format for citation.8. Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess theusefulness of each source in answering theresearch question; integrate information into thetext selectively to maintain the flow of ideas,avoiding plagiarism and following a standardformat for citation.8. Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess thestrengths and limitations of each source in termsof the specific task, purpose, and audience;integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarism andoverreliance on any one source and following astandard format for citation.\n9. Draw evidence from informational texts to supportanalysis reflection, and research. 9. Draw evidence from informational texts to supportanalysis, reflection, and research. 9. Draw evidence from informational texts to supportanalysis, reflection, and research.\nrange of Writing \n10. Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.10. Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.10. Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ba85bd94-f735-4d83-ac88-1757f782dc4e": {"__data__": {"id_": "ba85bd94-f735-4d83-ac88-1757f782dc4e", "embedding": null, "metadata": {"page_label": "1", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1ccd5791-8b88-4b88-a815-1e986d72010a", "node_type": null, "metadata": {"page_label": "1", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "eff1eb799b6f4545f993000c12420793f48770cc48cb100f633fd08843ab461e"}}, "hash": "ac69081c8098e22cb06d8ef8280494775925cb414cde8356899b0cf582c4c4a8", "text": "COMMON CORE  \nST\nATE STANDARDS   FOR\nMathematics", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "415fcf52-8b31-49ef-a8d6-387399b83b83": {"__data__": {"id_": "415fcf52-8b31-49ef-a8d6-387399b83b83", "embedding": null, "metadata": {"page_label": "2", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e1480325-3267-431a-a84b-f355a6a5e548", "node_type": null, "metadata": {"page_label": "2", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "b159f41c34d0bb8f489c754d1c6a6c024bd6454c03f863775e4eb2115aa8d2d4"}}, "hash": "b159f41c34d0bb8f489c754d1c6a6c024bd6454c03f863775e4eb2115aa8d2d4", "text": "Table of Contents\nIntroduction  3\nStandards for Mathematical Practice  6\nStandards for Mathematical Content\nKindergarten 9\nGrade 1 13\nGrade 2 17\nGrade 3 21\nGrade 4  27\nGrade 5 33\nGrade 6 39\nGrade 7 46\nGrade 8 52\nHigh School \u2014 Introduction\nHigh School \u2014 Number and Quantity 58\nHigh School \u2014 Algebra 62\nHigh School \u2014 Functions 67\nHigh School \u2014 Modeling 72\nHigh School \u2014 Geometry 74\nHigh School \u2014 Statistics and Probability 79\nGlossary  85\nSample of Works Consulted  91COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7bb7af36-45e1-41c9-a225-2e1e1624ce90": {"__data__": {"id_": "7bb7af36-45e1-41c9-a225-2e1e1624ce90", "embedding": null, "metadata": {"page_label": "3", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "26ff517f-9e17-41e1-9749-522e4feb1ce1", "node_type": null, "metadata": {"page_label": "3", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "9e6d3f6c6ff3a48bcb817c3a6bc7243ea889c952270db77046b2b5e661016c7d"}}, "hash": "9e6d3f6c6ff3a48bcb817c3a6bc7243ea889c952270db77046b2b5e661016c7d", "text": "INTRODUCTION   |   3Introduction\nToward greater focus and coherence\nMathematics experiences in early childhood settings should concentrate on \n(1)number (which includes whole number, operations, and relations) and (2)\ngeometry, spatial relations, and measurement, with more mathematics learningtime devoted to number than to other topics. Mathematical process goalsshould be integrated in these content areas.\n \u2014 Mathematics Learning in Early Childhood, National Research Council, 2009\nThe composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K\u20136 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1\u20133 devote approximately half the targeted time to numbers and almost all the time \nremaining to geometry and measurement.  \n\u2014 Ginsburg, Leinwand and Decker, 2009\nBecause the mathematics concepts in [U.S.] textbooks are often weak, the presentation becomes more mechanical than is ideal. We looked at both traditional and non-traditional textbooks used in the US and found this conceptual weakness in both.\n\u2014 Ginsburg et al., 2005\nThere are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students.\n\u2014 Steen, 2007\nFor over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is \u201ca mile wide and an inch deep.\u201d These Standards are a substantial answer to that challenge.\nIt is important to recognize that \u201cfewer standards\u201d are no substitute for focused \nstandards. Achieving \u201cfewer standards\u201d would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity. \nAssessing the coherence of a set of standards is more difficult than assessing \ntheir focus. William Schmidt and Richard Houang (2002) have said that content standards and curricula are coherent if they are:\narticulated over time as a sequence of topics and performances that are logical and reflect, where appropriate, the sequential or hierarchical nature of the disciplinary content from which the subject matter derives. That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3ff533ef-afd3-4a96-8ae5-d6407bfd7bbc": {"__data__": {"id_": "3ff533ef-afd3-4a96-8ae5-d6407bfd7bbc", "embedding": null, "metadata": {"page_label": "4", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fef787e9-685c-4c2c-8fd3-7fa0495a4d67", "node_type": null, "metadata": {"page_label": "4", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "d5b86d5a7540923f24b0e911acbedeedfbbca9ee4ffda963da7befa92bf023f9"}}, "hash": "d5b86d5a7540923f24b0e911acbedeedfbbca9ee4ffda963da7befa92bf023f9", "text": "INTRODUCTION   |   4that to be coherent, a set of content standards must evolve from particulars \n(e.g., the meaning and operations of whole numbers, including simple math facts and routine computational procedures associated with whole numbers and fractions) to deeper structures inherent in the discipline. These deeper structures then serve as a means for connecting the particulars (such as an understanding of the rational number system and its properties). (emphasis \nadded)\nThese Standards endeavor to follow such a design, not only by stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value or the properties of operations to structure those ideas.\nIn addition, the \u201csequence of topics and performances\u201d that is outlined in a body of \nmathematics standards must also respect what is known about how students learn. As Confrey (2007) points out, developing \u201csequenced obstacles and challenges for students\u2026absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise.\u201d In recognition of this, the development of these Standards began with research-based learning progressions detailing what is known today about how students\u2019 mathematical knowledge, skill, and understanding develop over time.\nUnderstanding mathematics\nThese Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student\u2019s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule \ncomes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a\u00a0+\u00a0b)(x\u00a0+\u00a0y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a\u00a0+\u00a0b\u00a0+\u00a0c)(x\u00a0+\u00a0y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.\nThe Standards set grade-specific standards but do not define the intervention \nmethods or materials necessary to support students who are well below or well above grade-level expectations. It is also beyond the scope of the Standards to  define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participaton of students with special education needs. For example, for students with disabilities reading should allow for use of Braille, screen reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.\nThe Standards begin on page 6 with eight Standards for Mathematical Practice. COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6cf94c44-7dcc-456d-82cd-b4d13222c06a": {"__data__": {"id_": "6cf94c44-7dcc-456d-82cd-b4d13222c06a", "embedding": null, "metadata": {"page_label": "5", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "49a67737-9a59-47df-b491-6d98de45815d", "node_type": null, "metadata": {"page_label": "5", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "c00659901e247cc6d2bc1bbf06af82deb7dd68cd75f0193fc449f67d5c861098"}}, "hash": "c00659901e247cc6d2bc1bbf06af82deb7dd68cd75f0193fc449f67d5c861098", "text": "INTRODUCTION   |   5How to read the grade level standards\nStandards  define what students should understand and be able to do. \nClusters are groups of related standards. Note that standards from different \nclusters may sometimes be closely related, because mathematics  \nis a connected subject. \nDomains are larger groups of related standards. Standards from different domains \nmay sometimes be closely relat ed. \nNumber and Operations in Base Ten  3.NBT\nUse place value understanding and properties of operations to \nperform multi-digit arithmetic.\n1.Use place value understanding to round whole numbers to the nearest10 or 100.\n2.Fluently add and subtract within 1000 using strategies and algorithmsbased on place value, properties of operations, and/or the relationshipbetween addition and subtraction.\n3.Multiply one-digit whole numbers by multiples of 10 in the range10-90 (e.g., 9 \u00d7 80, 5 \u00d7 60) using strategies based on place value andproperties of operations.Domain\nStandardCluster\nThese Standards do not dictate curriculum or teaching methods. For example, just \nbecause topic A appears before topic B in the standards for a given grade, it does not necessarily mean that topic A must be taught before topic B. A teacher might prefer to teach topic B before topic A, or might choose to highlight connections by teaching topic A and topic B at the same time. Or, a teacher might prefer to teach a topic of his or her own choosing that leads, as a byproduct, to students reaching the standards for topics A and B.\nWhat students can learn at any particular grade level depends upon what they \nhave learned before. Ideally then, each standard in this document might have been phrased in the form, \u201cStudents who already know ... should next come to learn ....\u201d But at present this approach is unrealistic\u2014not least because existing education research cannot specify all such learning pathways.\u00a0 Of necessity therefore, grade placements for specific topics have been made on the basis of state and international comparisons and the collective experience and collective professional judgment of educators, researchers and mathematicians. One promise of common state standards is that over time they will allow research on learning progressions to inform and improve the design of standards to a much greater extent than is possible today. Learning opportunities will continue to vary across schools and school systems, and educators should make every effort to meet the needs of individual students based on their current understanding.\nThese Standards are not intended to be new names for old ways of doing business. \nThey are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cfa0794e-0b82-43ec-b2ee-f0daaa3fd596": {"__data__": {"id_": "cfa0794e-0b82-43ec-b2ee-f0daaa3fd596", "embedding": null, "metadata": {"page_label": "6", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1dcc7553-e8db-420f-92bc-ce48bf965938", "node_type": null, "metadata": {"page_label": "6", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "ab493f6be5168399be0a61c1900442755c272773b9110e7c48bc76b1fa68a551"}}, "hash": "f7c3568837c68bc6ece6be3dda32925fc340dcc0f2da706b364e33e56566b0e1", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSSTANDARDS FOR MATHEMATICAL PRACTICE   |   6Mathematics | Standards  \nfor Mathematical Practice\nThe Standards for Mathematical Practice describe varieties of expertise that \nmathematics educators at all levels should seek to develop in their students. These practices rest on important \u201cprocesses and proficiencies\u201d with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council\u2019s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one\u2019s own efficacy). \n1   Make sense of problems and persevere in solving them.\nMathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \u201cDoes this make sense?\u201d They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. \n2   Reason abstractly and quantitatively.\nMathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize\u2014to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents\u2014and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.\n3   Construct viable arguments and critique the reasoning of others.\nMathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions,", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ccd9178a-85e7-437a-8b1d-55527a646e74": {"__data__": {"id_": "ccd9178a-85e7-437a-8b1d-55527a646e74", "embedding": null, "metadata": {"page_label": "7", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6c784a6b-3d80-43ca-a59f-8e86cd0cfa49", "node_type": null, "metadata": {"page_label": "7", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "34168d9c8d1c313f97202ddfd2bef7082842e626d0e61d7ed145cbf1d661a5df"}}, "hash": "34168d9c8d1c313f97202ddfd2bef7082842e626d0e61d7ed145cbf1d661a5df", "text": "STANDARDS FOR MATHEMATICAL PRACTICE   |   7communicate them to others, and respond to the arguments of others. They reason \ninductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and\u2014if there is a flaw in an argument\u2014explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.\n4   Model with mathematics.\nMathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. \n5   Use appropriate tools strategically.\nMathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. \n6   Attend to precision.\nMathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a0540f5f-f1bc-4632-a1ed-8c51cae7ae70": {"__data__": {"id_": "a0540f5f-f1bc-4632-a1ed-8c51cae7ae70", "embedding": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "48a04108-c3b5-4f8e-b4fe-6609947e8da5", "node_type": null, "metadata": {"page_label": "8", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "28feab91628bb396dd9359a85c4bd2a06d689602724fbcc003fca50e1887f137"}}, "hash": "28feab91628bb396dd9359a85c4bd2a06d689602724fbcc003fca50e1887f137", "text": "STANDARDS FOR MATHEMATICAL PRACTICE   |   87   Look for and make use of structure.\nMathematically proficient students look closely to discern a pattern or structure. \nYoung students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 \u00d7 8 equals the well remembered 7 \u00d7 5 + 7 \u00d7 3, in preparation for learning about the distributive property. In the expression x\n2 + 9x + 14, older students can see the 14 as 2 \u00d7 7 and \nthe 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 \u2013 3(x \u2013 y)\n2 as 5 \nminus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. \n8   Look for and express regularity in repeated reasoning.\nMathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y\u00a0\u2013\u00a02)/(x\u00a0\u2013\u00a01)\u00a0=\u00a03. Noticing the regularity in the way terms cancel when expanding (x \u2013 1)(x + 1), (x \u2013 1)(x\n2 + x + 1), and (x \u2013 1)(x3 + x2 + x + 1) might lead them to the \ngeneral formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.\nConnecting the Standards for Mathematical Practice to the Standards for \nMathematical Content\nThe Standards for Mathematical Practice describe ways in which developing student \npractitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.\nThe Standards for Mathematical Content are a balanced combination of procedure \nand understanding. Expectations that begin with the word \u201cunderstand\u201d are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices. \nIn this respect, those content standards which set an expectation of understanding \nare potential \u201cpoints of intersection\u201d between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "53b8ee9f-f277-4a35-af9d-3668fa484466": {"__data__": {"id_": "53b8ee9f-f277-4a35-af9d-3668fa484466", "embedding": null, "metadata": {"page_label": "9", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "210d66e0-43d0-43f1-8687-d63536113867", "node_type": null, "metadata": {"page_label": "9", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "c15b8ac2f89143ed8a7b68259f9916ec4d5525ed671edac63e225d1ed233f92d"}}, "hash": "c15b8ac2f89143ed8a7b68259f9916ec4d5525ed671edac63e225d1ed233f92d", "text": "KINDERGARTEN   |   COMMON CORE STATE STANDARDS for MATHEMATICS9Mathematics | Kindergarten\nIn Kindergarten, instructional time should focus on two critical areas: (1) \nrepresenting, relating, and operating on whole numbers, initially with \nsets of objects; (2) describing shapes and space. More learning time in \nKindergarten should be devoted to number than to other topics. \n(1)Students use numbers, including written numerals, to represent\nquantities and to solve quantitative problems, such as counting objects in\na set; counting out a given number of objects; comparing sets or numerals;and modeling simple joining and separating situations with sets of objects,or eventually with equations such as 5 + 2 = 7 and 7 \u2013 2 = 5. (Kindergartenstudents should see addition and subtraction equations, and studentwriting of equations in kindergarten is encouraged, but it is not required.)Students choose, combine, and apply effective strategies for answeringquantitative questions, including quickly recognizing the cardinalities ofsmall sets of objects, counting and producing sets of given sizes, countingthe number of objects in combined sets, or counting the number of objectsthat remain in a set after some are taken away.\n(2)Students describe their physical world using geometric ideas (e.g.,\nshape, orientation, spatial relations) and vocabulary. They identify, name,\nand describe basic two-dimensional shapes, such as squares, triangles,circles, rectangles, and hexagons, presented in a variety of ways (e.g., withdifferent sizes and orientations), as well as three-dimensional shapes suchas cubes, cones, cylinders, and spheres. They use basic shapes and spatialreasoning to model objects in their environment and to construct morecomplex shapes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6cbaf7ac-dadf-4db1-a4b2-83feee6c8221": {"__data__": {"id_": "6cbaf7ac-dadf-4db1-a4b2-83feee6c8221", "embedding": null, "metadata": {"page_label": "10", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9c28a30d-cc58-4f25-bfdd-71960e7703b8", "node_type": null, "metadata": {"page_label": "10", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "f992ff1ba7e2d2ed302319a438bc59b052df4a2ed046c0b7e89f96bc8affd328"}}, "hash": "f992ff1ba7e2d2ed302319a438bc59b052df4a2ed046c0b7e89f96bc8affd328", "text": "KINDERGARTEN   |   10Grade K Overview\nCounting and Cardinality\n\u2022Know number names and the count sequence.\n\u2022Count to tell the number of objects.\n\u2022Compare numbers.\nOperations and Algebraic Thinking\n\u2022Understand addition as putting together and\nadding to, and understand subtraction astaking apart and taking from.\nNumber and Operations in Base Ten\n\u2022Work with numbers 11\u201319 to gain foundationsfor place value.\nMeasurement and Data\n\u2022Describe and compare measurable attributes.\n\u2022Classify objects and count the number ofobjects in categories.\nGeometry\n\u2022Identify and describe shapes.\n\u2022Analyze, compare, create, and composeshapes.Mathematical Practices \n1.Make sense of problems and persevere insolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "468d34b9-329a-4bd7-aeff-ec0a91ea31a4": {"__data__": {"id_": "468d34b9-329a-4bd7-aeff-ec0a91ea31a4", "embedding": null, "metadata": {"page_label": "11", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "014927e7-784a-4684-8f0f-21a6287f615d", "node_type": null, "metadata": {"page_label": "11", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "b2e4d7e61600c6514fc5d75914a7df5a4c828e03abfca39a0088c73bdd9ab4dc"}}, "hash": "b2e4d7e61600c6514fc5d75914a7df5a4c828e03abfca39a0088c73bdd9ab4dc", "text": "KINDERGARTEN   |   11Counting and Cardinality  K.CC\nA.Know number names and the count sequence.\n1. K.CC.A.1  \nCount to 100 by ones and by tens.\n2. K.CC.A.2  \nCount forward beginning from a given number within the known sequence\n(instead of having to begin at 1).\n3. K.CC.A.3  \nWrite numbers from 0 to 20. Represent a number of objects with a writtennumeral 0-20 (with 0 representing a count of no objects).\nB.Count to tell the number of objects.\n4. K.CC.B.4  \nUnderstand the relationship between numbers and quantities; connect countingto cardinality.\na.When counting objects, say the number names in the standard order, pairingeach object with one and only one number name and each number namewith one and only one object.\nb.Understand that the last number name said tells the number of objectscounted. The number of objects is the same regardless of their arrangementor the order in which they were counted.\nc.Understand that each successive number name refers to a quantity that isone larger.\n5. K.CC.B.5  \nCount to answer \u201chow many?\u201d questions about as many as 20 things arrangedin a line, a rectangular array, or a circle, or as many as 10 things in a scatteredconfiguration; given a number from 1\u201320, count out that many objects.\nC.Compare numbers.\n6. K.CC.C.6  \nIdentify whether the number of objects in one group is greater than, less than,or equal to the number of objects in another group, e.g., by using matching andcounting strategies.\n1\n1Include groups with up to ten objects.7. K.CC.C.7  \nCompare two numbers between 1 and 10 presented as written numerals.\nOperations and Algebraic Thinking  K.OA\nA.Understand addition as putting together and adding to, and understand\nsubtraction as taking apart and taking from.\n1. K.OA.A.1 \nRepresent addition and subtraction with objects, fingers, mental images,drawings\n2, sounds (e.g., claps), acting out situations, verbal explanations,\nexpressions, or equations.\n2. K.OA.A.2 \nSolve addition and subtraction word problems, and add and subtract within 10,e.g., by using objects or drawings to represent the problem.\n3. K.OA.A.3 \nDecompose numbers less than or equal to 10 into pairs in more than one way,e.g., by using objects or drawings, and record each decomposition by a drawingor equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).\n4. K.OA.A.4 \nFor any number from 1 to 9, find the number that makes 10 when added to thegiven number, e.g., by using objects or drawings, and record the answer with adrawing or equation.\n5. K.OA.A.5 \nFluently add and subtract within 5.COMMON CORE STATE STANDARDS for MATHEMATICS\n2Drawings need not show details, but should show the mathematics in the problem. (This ap-\nplies wherever drawings are mentioned in the Standards.)", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "af290e2c-a942-48eb-80b0-b57648edbecf": {"__data__": {"id_": "af290e2c-a942-48eb-80b0-b57648edbecf", "embedding": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "bd7e3647-b9fd-4350-93b7-9a20bed81f62", "node_type": null, "metadata": {"page_label": "12", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "fc6792160ed21262d9bc8ededcc296f60df34c438aa63c72903902436bf7dc88"}}, "hash": "fc6792160ed21262d9bc8ededcc296f60df34c438aa63c72903902436bf7dc88", "text": "KINDERGARTEN   |   12Number and Operations in Base Ten  K.NBT\nA.Work with numbers 11\u201319 to gain foundations for place value.\n1. K.NBT.A.1  \nCompose and decompose numbers from 11 to 19 into ten ones and some\nfurther ones, e.g., by using objects or drawings, and record each composition ordecomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that thesenumbers are composed of ten ones and one, two, three, four, five, six, seven,eight, or nine ones.\nMeasurement and Data  K.MD\nA.Describe and compare measurable attributes.\n1. K.MD.A.1  \nDescribe measurable attributes of objects, such as length or weight. Describeseveral measurable attributes of a single object.\n2. K.MD.A.2  \nDirectly compare two objects with a measurable attribute in common, to seewhich object has \u201cmore of\u201d/\u201cless of\u201d the attribute, and describe the difference.For example, directly compare the heights of two children and describe one childas taller/shorter.\nB.Classify objects and count the number of objects in each category.\n3. K.MD.B.3  \nClassify objects into given categories; count the numbers of objects in eachcategory and sort the categories by count.\n3\n3Limit category counts to be less than or equal to 10.Geometry K.G\nA.Identify and describe shapes (squares, circles, triangles, rectangles, hexa -\ngons, cubes, cones, cylinders, and spheres).\n1. K.G.A.1  \nDescribe objects in the environment using names of shapes, and describe therelative positions of these objects using terms such as above, below, beside, in\nfront of, behind, and next to.\n2. K.G.A.2  \nCorrectly name shapes regardless of their orientations or overall size.\n3. K.G.A.3  \nIdentify shapes as two-dimensional (lying in a plane, \u201cflat\u201d) or three-dimensional(\u201csolid\u201d).\nB.Analyze, compare, create, and compose shapes.\n4. K.G.B.4  \nAnalyze and compare two- and three-dimensional shapes, in different sizes andorientations, using informal language to describe their similarities, differences,parts (e.g., number of sides and vertices/\u201ccorners\u201d) and other attributes (e.g.,having sides of equal length).\n5. K.G.B.5  \nModel shapes in the world by building shapes from components (e.g., sticks andclay balls) and drawing shapes.\n6. K.G.B.6  \nCompose simple shapes to form larger shapes. For example, \u201cCan you join these\ntwo triangles with full sides touching to make a rectangle?\u201dCOMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "de93e544-1077-4e0f-8bbd-3d3232e44c60": {"__data__": {"id_": "de93e544-1077-4e0f-8bbd-3d3232e44c60", "embedding": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "545cbe2c-be45-443f-b4ef-fd64d0cba631", "node_type": null, "metadata": {"page_label": "13", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "68e7c58ed72beecf1df685a32d9144fb58d1b4f73169ca8d97bb9267e272d881"}}, "hash": "4f29d4f47c868ea99ac624f4962ab57ed89f1035d25b7364b36f9dc6043ca0f0", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 1   |   13Mathematics | Grade 1\nIn Grade 1, instructional time should focus on four critical areas:\u00a0(1) \ndeveloping understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.\n(1)Students develop strategies for adding and subtracting whole numbers\nbased on their prior work with small numbers. They use a variety of models,\nincluding discrete objects and length-based models (e.g., cubes connectedto form lengths), to model add-to, take-from, put-together, take-apart, andcompare situations to develop meaning for the operations of addition andsubtraction, and to develop strategies to solve arithmetic problems withthese operations. Students understand connections between countingand addition and subtraction (e.g., adding two is the same as counting ontwo). They use properties of addition to add whole numbers and to createand use increasingly sophisticated strategies based on these properties(e.g., \u201cmaking tens\u201d) to solve addition and subtraction problems within20. By comparing a variety of solution strategies, children build theirunderstanding of the relationship between addition and subtraction.\n(2)Students develop, discuss, and use efficient, accurate, and generalizable\nmethods to add within 100 and subtract multiples of 10. They comparewhole numbers (at least to 100) to develop understanding of and solveproblems involving their relative sizes. They think of whole numbersbetween 10 and 100 in terms of tens and ones (especially recognizing thenumbers 11 to 19 as composed of a ten and some ones). Through activitiesthat build number sense, they understand the order of the countingnumbers and their relative magnitudes.\n(3)Students develop an understanding of the meaning and processes of\nmeasurement, including underlying concepts such as iterating (the mental\nactivity of building up the length of an object with equal-sized units) andthe transitivity principle for indirect measurement.\n1\n(4)Students compose and decompose plane or solid figures (e.g., put\ntwo triangles together to make a quadrilateral) and build understandingof part-whole relationships as well as the properties of the original andcomposite shapes. As they combine shapes, they recognize them fromdifferent perspectives and orientations, describe their geometric attributes,and determine how they are alike and different, to develop the backgroundfor measurement and for initial understandings of properties such ascongruence and symmetry.\n1Students should apply the principle of transitivity of measurement to make indirect \ncomparisons, but they need not use this technical term.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "590c9ec4-3cf3-42f0-9ede-74d0f5186b67": {"__data__": {"id_": "590c9ec4-3cf3-42f0-9ede-74d0f5186b67", "embedding": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8bb92e29-57f9-4a1c-bd4f-5eb264b8ea85", "node_type": null, "metadata": {"page_label": "14", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "afda4c923a7f6b50269f5380e80432cb99fe222cb7f51f42f40689be0a6fd49b"}}, "hash": "afda4c923a7f6b50269f5380e80432cb99fe222cb7f51f42f40689be0a6fd49b", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 1   |   14Grade 1 Overview\nOperations and Algebraic Thinking\n\u2022Represent and solve problems involving\naddition and subtraction.\n\u2022Understand and apply properties of operationsand the relationship between addition andsubtraction.\n\u2022Add and subtract within 20.\n\u2022Work with addition and subtraction equations.\nNumber and Operations in Base Ten\n\u2022Extend the counting sequence.\n\u2022Understand place value.\n\u2022Use place value understanding and propertiesof operations to add and subtract.\nMeasurement and Data\n\u2022Measure lengths indirectly and by iteratinglength units.\n\u2022Tell and write time.\n\u2022Represent and interpret data.\nGeometry\n\u2022Reason with shapes and their attributes.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critique\nthe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "088260f5-2b89-4bc1-a193-698535560211": {"__data__": {"id_": "088260f5-2b89-4bc1-a193-698535560211", "embedding": null, "metadata": {"page_label": "15", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f4e5eb6b-4224-456b-8981-ab1e8da79c92", "node_type": null, "metadata": {"page_label": "15", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "b65cce086d7bd05fb9bf54749024141c8acc38cae63a9c42aa64c3ef83d2f472"}}, "hash": "b65cce086d7bd05fb9bf54749024141c8acc38cae63a9c42aa64c3ef83d2f472", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 1   |   15Operations and Algebraic Thinking  1.OA\nA.Represent and solve problems involving addition and subtraction.\n1. 1.OA.A.1  \nUse addition and subtraction within 20 to solve word problems involving situations\nof adding to, taking from, putting together, taking apart, and comparing, withunknowns in all positions, e.g., by using objects, drawings, and equations with asymbol for the unknown number to represent the problem.\n2\n2. 1.OA.A.2\nSolve word problems that call for addition of three whole numbers whose sumis less than or equal to 20\n, e.g., by using objects, drawings, and equations with a\nsymbol for the unknown number to represent the problem.\nB.Understand and apply properties of operations and the relationship be -\ntween addition and subtraction.\n3. 1.0A.B.3  \nApply properties of operations as strategies to add and subtract. 3 Examples: If 8 + 3\n= 11 is known, then 3 + 8 = 11 is also known. (Commutative property o\nf addition.)  To\nadd 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 +10 = 12. (Associative property of addition.)\n4. 1.OA.B.4  \nUnderstand subtraction as an unknown-addend problem. For example, subtract 10\n\u2013 8 by finding the number that makes 10 when added to 8.\nC.Add and subtract within 20.\n5. 1.OA.C.5  \nRelate counting to addition and subtraction (e.g., by counting on 2 to add 2).\n6. 1.OA.C.6  \nAdd and subtract within 20, demonstrating fluency for addition and subtractionwithin 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 =10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 \u2013 4 = 13 \u2013 3 \u2013 1 = 10 \u2013 1= 9); using the relationship between addition and subtraction (e.g., knowing that 8+ 4 = 12, one knows 12 \u2013 8 = 4); and creating equivalent but easier or known sums(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).\nD.Work with addition and subtraction equations.\n7. 1.OA.D.7  \nUnderstand the meaning of the equal sign, and determine if equations involvingaddition and subtraction are true or false. For example, which of the followingequations are true and which are false? 6 = 6, 7 = 8\u00a0\u2013\u00a01, 5\u00a0+\u00a02 = 2\u00a0+\u00a05, 4\u00a0+\u00a01 = 5\u00a0+\u00a02.\n8. 1.OA.D.8  \nDetermine the unknown whole number in an addition or subtraction equation relatingthree whole numbers. For example, determine the unknown number that makes the\nequation true in each of the equations 8 + ? = 11, 5 = \n\ufffd \u2013 3, 6 + 6 = \ufffd.\n2See Glossary, Table 1.Number and Operations in Base Ten 1.NBT\nA.Extend the counting sequence.\n1. 1.NBT.A.1  \nCount to 120, starting at any number less than 120. In this range, read and write\nnumerals and represent a number of objects with a written numeral.\nB.Understand place value.\n2. 1.NBT.B.2  \nUnderstand that the two digits of a two-digit number represent amounts of tens\nand ones. Understand the following as special cases:\na.10 can be thought of as a bundle of ten ones \u2014 called a \u201cten.\u201d\nb.The numbers from 11 to 19 are composed of a ten and one, two, three, four,five, six, seven, eight, or nine ones.\nc.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four,\nfive, six, seven, eight, or nine tens (and 0 ones).\n3Students need not use formal terms for these properties.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "58cb7d04-0433-40c1-b591-bbb112c9b81d": {"__data__": {"id_": "58cb7d04-0433-40c1-b591-bbb112c9b81d", "embedding": null, "metadata": {"page_label": "16", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1f70d467-2f0b-4fe6-b862-214a130bd8f4", "node_type": null, "metadata": {"page_label": "16", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "c35ed2b29366dd1ec7d6ab3e3c919a756cd08653eb4952f67300c05cffb2d935"}}, "hash": "c35ed2b29366dd1ec7d6ab3e3c919a756cd08653eb4952f67300c05cffb2d935", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 1   |   16\n3. 1.NBT.B.3  \nCompare two two-digit numbers based on meanings of the tens and ones digits,\nrecording the results of comparisons with the symbols >, =, and <.\nC.Use place value understanding and properties of operations to add and\nsubtract.\n4. 1.NBT.C.4  \nAdd within 100, including adding a two-digit number and a one-digit number, andadding a two-digit number and a multiple of 10, using concrete models or drawingsand strategies based on place value, properties of operations, and/or the relationshipbetween addition and subtraction; relate the strategy to a written method and explainthe reasoning used. Understand that in adding two-digit numbers, one adds tens andtens, ones and ones; and sometimes it is necessary to compose a ten.\n5. 1.NBT.C.5  \nGiven a two-digit number, mentally find 10 more or 10 less than the number,without having to count; explain the reasoning used.\n6. 1.NBT.C.6  \nSubtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90(positive or zero differences), using concrete models or drawings and strategiesbased on place value, properties of operations, and/or the relationship betweenaddition and subtraction; relate the strategy to a written method and explain the\nreasoning used.\nMeasurement and Data  1.MD\nA.Measure lengths indirectly and by iterating length units.\n1. 1.MD.A.1  \nOrder three objects by length; compare the lengths of two objects indirectly by\nusing a third object.\n2. 1.MD.A.2  \nExpress the length of an object as a whole number of length units, by layingmultiple copies of a shorter object (the length unit) end to end; understand thatthe length measurement of an object is the number of same-size length units thatspan it with no gaps or overlaps. \nLimit to contexts where the object being measured is\nspanned by a whole number of length units with no gaps or overlaps.\nB.Tell and write time.\n3. 1.MD.B.3  \nTell and write time in hours and half-hours using analog and digital clocks.\nC.Represent and interpret data.\n4. 1.MD.C.4  \nOrganize, represent, and interpret data with up to three categories; ask andanswer questions about the total number of data points, how many in eachcategory, and how many more or less are in one category than in another.\nGeometry 1.G\nA.Reason with shapes and their attributes.\n1. 1.G.A.1  \nDistinguish between defining attributes (e.g., triangles are closed and three-sided)versus non-defining attributes (e.g., color, orientation, overall size); build and drawshapes to possess defining attributes.\n2. 1.G.A.2  \nCompose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangularprisms, right circular cones, and right circular cylinders) to create a compositeshape, and compose new shapes from the composite shape.\n4\n3. 1.G.A.3  \nPartition circles and rectangles into two and four equal shares, describe the sharesusing the words halves, fourths, and quarters, and use the phrases half of, fourthof, and quarter of. Describe the whole as two of, or four of the shares. Understand\nfor these examples that decomposing into more equal shares creates smallershares.\n4Students do not need to learn formal names such as \u201cright rectangular prism.\u201d", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3b5ff24a-d193-4266-850f-b68a1a74480f": {"__data__": {"id_": "3b5ff24a-d193-4266-850f-b68a1a74480f", "embedding": null, "metadata": {"page_label": "17", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8974a53f-d3ed-47bd-8c58-155e1c1b183a", "node_type": null, "metadata": {"page_label": "17", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "d649cf0fc24d158fd1a57f5d4b5b7d226f281dccdd804192a5577990c24fb7c0"}}, "hash": "d649cf0fc24d158fd1a57f5d4b5b7d226f281dccdd804192a5577990c24fb7c0", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 2   |   17Mathematics | Grade 2\nIn Grade 2, instructional time should focus on four critical areas: (1) \nextending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) \n(1)Students extend their understanding of the base-ten system. Thisdescribing and analyzing shapes.\nincludes ideas of counting in fiv\nes, tens, and multiples of hundreds, tens,\nand ones, as well as number relationships involving these units, including\ncomparing. Students understand multi-digit numbers (up to 1000) writtenin base-ten notation, recognizing that the digits in each place representamounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5tens + 3 ones).\n(2)Students use their understanding of addition to develop fluency with\naddition and subtraction within 100 . They solve problems within 1000\nby applying their understanding of models for addition and subtraction,\nand they develop, discuss, and use efficient, accurate, and generalizablemethods to compute sums and differences of whole numbers in base-tennotation, using their understanding of place value and the properties ofoperations. They select and accurately apply methods that are appropriatefor the context and the numbers involved to mentally calculate sums anddifferences for numbers with only tens or only hundreds.\n(3)Students recognize the need for standard units of measure (centimeter\nand inch) and they use rulers and other measurement tools with the\nunderstanding that linear measure involves an iteration of units. Theyrecognize that the smaller the unit, the more iterations they need to cover agiven length.\n(4)Students describe and analyze shapes by examining their sides and\nangles. Students investigate, describe, and reason about decomposing\nand combining shapes to make other shapes. Through building, drawing,and analyzing two- and three-dimensional shapes, students develop afoundation for understanding area, volume, congruence, similarity, andsymmetry in later grades.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "2fc5d2ac-a67c-45a1-bf7b-ece55a7dc414": {"__data__": {"id_": "2fc5d2ac-a67c-45a1-bf7b-ece55a7dc414", "embedding": null, "metadata": {"page_label": "18", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "dd83eadc-79e9-4cca-861c-1a31e3081e5f", "node_type": null, "metadata": {"page_label": "18", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "8e49594f4fdb3d0246ca2d0a50430f5cdaff16eb8d414d6c49792d173d2d45d1"}}, "hash": "8e49594f4fdb3d0246ca2d0a50430f5cdaff16eb8d414d6c49792d173d2d45d1", "text": "GRADE 2   |   18Grade 2 Overview\nOperations and Algebraic Thinking\n\u2022Represent and solve problems involving\naddition and subtraction.\n\u2022Add and subtract within 20.\n\u2022Work with equal groups of objects to gainfoundations for multiplication.\nNumber and Operations in Base Ten\n\u2022Understand place value.\n\u2022Use place value understanding andproperties of operations to add and subtract.\nMeasurement and Data\n\u2022Measure and estimate lengths in standardunits.\n\u2022Relate addition and subtraction to length.\n\u2022Work with time and money.\n\u2022Represent and interpret data.\nGeometry\n\u2022Reason with shapes and their attributes.Mathematical Practices \n1.Make sense of problems and persevere insolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4762a39a-f922-4321-a169-22136811a1cf": {"__data__": {"id_": "4762a39a-f922-4321-a169-22136811a1cf", "embedding": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c5d94ab9-8bb7-4ac8-964d-30d158cfc16b", "node_type": null, "metadata": {"page_label": "19", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "7f5b441cd58d9447c005628c3f6f29adf3615bf1faa2ff5c4f1e4dbed98e7a72"}}, "hash": "7f5b441cd58d9447c005628c3f6f29adf3615bf1faa2ff5c4f1e4dbed98e7a72", "text": "GRADE 2   |   19\nOperations and Algebraic Thinking 2.OA\nA.Represent and solve problems involving addition and subtraction.\n1. 2.OA.A.1  \nUse addition and subtraction within 100 to solve one- and two-step word\nproblems involving situations of adding to, taking from, putting together, taking\napart, and comparing, with unknowns in all positions , e.g., by using drawings and\nequations with a symbol for the unknown number to represent the problem .1\nB.Add and subtract within 20.\n2. 2.OA.B.2  \nFluently add and subtract within 20 using mental strategies.2 By end of Grade 2,\nknow from memory all sums of two one-digit numbers.\nC.Work with equal groups of objects to gain foundations for multiplication.\n3. 2.OA.C.3  \nDetermine whether a group of objects (up to 20) has an odd or even number of\nmembers, e.g., by pairing objects or counting them by 2s; write an equation toexpress an even number as a sum of two equal addends.\n4. 2.OA.C.4  \nUse addition to find the total number of objects arranged in rectangular arrayswith up to 5 rows and up to 5 columns; write an equation to express the total as asum of equal addends.\n1See Glossary, Table 1.Number and Operations in Base Ten 2.NBT\nA.Understand place value.\n1. 2.NBT.A.1  \nUnderstand that the three digits of a three-digit number represent amountsof hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.Understand the following as special cases:\na.100 can be thought of as a bundle of ten tens \u2014 called a \u201chundred.\u201d\nb.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,\nthree, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).\n2. 2.NBT.A.2  \nCount within 1000; skip-count by 5s, 10s, and 100s.\n3. 2.NBT.A.3  \nRead and write numbers to 1000 using base-ten numerals, number names, and\nexpanded form.\n4. 2.NBT.A.4  \nCompare two three-digit numbers based on meanings of the hundreds, tens, andones digits, using >, =, and < symbols to record the results of comparisons.\nB.Use place value understanding and properties of operations to add and\nsubtract.\n5. 2.NBT.B.5  \nFluently add and subtract within 100 using strategies based on place value,properties of operations, and/or the relationship between addition andsubtraction.\n6. 2.NBT.B.6  \nAdd up to four two-digit numbers using strategies based on place value andproperties of operations.\n7. 2.NBT.B.7  \nAdd and subtract within 1000, using concrete models or drawings and strategiesbased on place value, properties of operations, and/or the relationship betweenaddition and subtraction; relate the strategy to a written method. Understandthat in adding or subtracting three-digit numbers, one adds or subtractshundreds and hundreds, tens and tens, ones and ones; and sometimes it isnecessary to compose or decompose tens or hundreds.\n8. 2.NBT.B.8  \nMentally add 10 or 100 to a given number 100\u2013900, and mentally subtract 10 or100 from a given number 100\u2013900.\n9. 2.NBT.B.9  \nExplain why addition and subtraction strategies work, using place value and theproperties of operations.\n3\n2See standard 1.OA.6 for a list of mental strategies.\n3Explanations may be supported by drawings or objects.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "086c7e62-3bd9-43a7-ab56-77bfa0a417e3": {"__data__": {"id_": "086c7e62-3bd9-43a7-ab56-77bfa0a417e3", "embedding": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7efad337-48b6-4d33-a95d-b59f53b4ecfc", "node_type": null, "metadata": {"page_label": "20", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "43b306d4037a936ffb73f56e3c1293f06cd91572b9d47f2bf9c93bc3edd42188"}}, "hash": "43b306d4037a936ffb73f56e3c1293f06cd91572b9d47f2bf9c93bc3edd42188", "text": "GRADE 2   |   20\nMeasurement and Data 2.MD\nA.Measure and estimate lengths in standard units.\n1. 2.MD.A.1  \nMeasure the length of an object by selecting and using appropriate tools such as\nrulers, yardsticks, meter sticks, and measuring tapes.\n2. 2.MD.A.2  \nMeasure the length of an object twice, using length units of different lengths forthe two measurements; describe how the two measurements relate to the size ofthe unit chosen.\n3. 2.MD.A.3  \nEstimate lengths using units of inches, feet, centimeters, and meters.\n4. 2.MD.A.4  \nMeasure to determine how much longer one object is than another, expressingthe length difference in terms of a standard length unit.\nB.Relate addition and subtraction to length.\n5. 2.MD.B.5  \nUse addition and subtraction within 100 to solve word problems involving lengthsthat are given in the same units, e.g., by using drawings (such as drawings ofrulers) and equations with a symbol for the unknown number to represent theproblem.\n6. 2.MD.B.6  \nRepresent whole numbers as lengths from 0 on a number line diagram withequally spaced points corresponding to the numbers 0, 1, 2, ..., and representwhole-number sums and differences within 100 on a number line diagram.\nC.Work with time and money.\n7. 2.MD.C.7  \nTell and write time from analog and digital clocks to the nearest five minutes,using a.m. and p.m.\n8. 2.MD.C.8  \nSolve word problems involving dollar bills, quarters, dimes, nickels, and pennies,using $ and \u00a2 symbols appropriately. Example: If you have 2 dimes and 3 pennies,how many cents do you have?\nD.Represent and interpret data.\n9. 2.MD.D.9  \nGenerate measurement data by measuring lengths of several objects to thenearest whole unit, or by making repeated measurements of the same object.Show the measurements by making a line plot, where the horizontal scale ismarked off in whole-number units.\n10. 2.MD.D.10  \nDraw a picture graph and a bar graph (with single-unit scale) to represent adata set with up to four categories. Solve simple put-together, take-apart, and\ncompare problems\n4 using information presented in a bar graph.\nGeometry 2.G\nG.Reason with shapes and their attributes.\n1. 2.G.A.1  \nRecognize and draw shapes having specified attributes, such as a given number\nof angles or a given number of equal faces.5 Identify triangles, quadrilaterals,\npentagons, hexagons, and cubes.\n2. 2.G.A.2  \nPartition a rectangle into rows and columns of same-size squares and count tofind the total number of them.\n3. 2.G.A.3  \nPartition circles and rectangles into two, three, or four equal shares, describe theshares using the words halves, thirds, half of, a third of, etc., and describe thewhole as two halves, three thirds, four fourths. Recognize that equal shares ofidentical wholes need not have the same shape.\n4See Glossary, Table 1.\n5Sizes are compared directly or visually, not compared by measuring.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c6d8cb4a-d46a-4d70-9bfd-3df9fd06bd9c": {"__data__": {"id_": "c6d8cb4a-d46a-4d70-9bfd-3df9fd06bd9c", "embedding": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "054a3c05-6691-4987-a7b1-891db0f1d9bd", "node_type": null, "metadata": {"page_label": "21", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "ad5e6cb84fe46ef11cbbd90c07b13563c25b7df7cc78ecbe5499f296ba873afb"}}, "hash": "ad5e6cb84fe46ef11cbbd90c07b13563c25b7df7cc78ecbe5499f296ba873afb", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 3   |   21Mathematics | Grade 3\nIn Grade 3, instructional time should focus on four critical areas:\u00a0 (1) \ndev\neloping understanding of multiplication and division and strategies \nfor multiplication and division within 100; (2) developing understanding of fractions, especially unit fr \nactions (fractions with numerator 1); (3) \ndev\neloping understanding of the structure of rectangular arrays and of \narea; and (4) describing and analyzing two-dimensional shapes. \n(1)Students develop an understanding of the meanings of multiplication\nand division of whole numbers through activities and problems involving\nequal-sized gr\noups, arrays, and area models; multiplication is finding\nan unknown product, and division is finding an unknown factor in thesesituations. For equal-sized group situations, division can require findingthe unknown number of groups or the unknown group size. Students useproperties of operations to calculate products of whole numbers, usingincreasingly sophisticated strategies based on these properties to solvemultiplication and division problems involving single-digit factors. Bycomparing a variety of solution strategies, students learn the relationshipbetween multiplication and division.\n(2)Students develop an understanding of fractions, beginning with\nunit fractions. Students view fractions in general as being built out of\nunit fractions, and the\ny use fractions along with visual fraction models\nto represent parts of a whole. Students understand that the size of afractional part is relative to the size of the whole. For example, 1/2 of thepaint in a small bucket could be less paint than 1/3 of the paint in a largerbucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon becausewhen the ribbon is divided into 3 equal parts, the parts are longer thanwhen the ribbon is divided into 5 equal parts. Students are able to usefractions to represent numbers equal to, less than, and greater than one.They solve problems that involve comparing fractions by using visualfraction models and strategies based on noticing equal numerators ordenominators.\n(3)Students recognize area as an attribute of two-dimensional regions.\nThey measure the area of a shape by finding the total number of same-\nsize units of ar\nea required to cover the shape without gaps or overlaps,\na square with sides of unit length being the standard unit for measuringarea. Students understand that rectangular arrays can be decomposed intoidentical rows or into identical columns. By decomposing rectangles intorectangular arrays of squares, students connect area to multiplication, andjustify using multiplication to determine the area of a rectangle.\n(4)Students describe, analyze, and compare properties of two-\ndimensional shapes. They compare and classify shapes by their sides and\nangles, and connect these with definitions of shapes. S\ntudents also relate\ntheir fraction work to geometry by expressing the area of part of a shapeas a unit fraction of the whole.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b4935490-74c1-496b-9654-d5e227aecd92": {"__data__": {"id_": "b4935490-74c1-496b-9654-d5e227aecd92", "embedding": null, "metadata": {"page_label": "22", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c3ec08ba-cc70-432d-bd6e-ef2164ff6db4", "node_type": null, "metadata": {"page_label": "22", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "0c34f59d0ec4e5d104618779a68a4eb4157008187deabacbf36b3bb4c6764248"}}, "hash": "0c34f59d0ec4e5d104618779a68a4eb4157008187deabacbf36b3bb4c6764248", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 3   |   22Grade 3 Overview\nOperations and Algebraic Thinking\n\u2022Represent and solve problems involving\nmultiplication and division.\n\u2022Understand properties of multiplication andthe relationship between multiplication anddivision.\n\u2022Multiply and divide within 100.\n\u2022Solve problems involving the four operations,and identify and explain patterns in arithmetic.\nNumber and Operations in Base Ten\n\u2022Use place value understanding and propertiesof operations to perform multi-digit arithmetic.\nNumber and Operations\u2014Fractions\n\u2022Develop understanding of fractions as numbers.\nMeasurement and Data\n\u2022Solve problems involving measurement andestimation of intervals of time, liquid volumes,and masses of objects.\n\u2022Represent and interpret data.\n\u2022Geometric measurement: understand conceptsof area and relate area to multiplication and toaddition.\n\u2022Geometric measurement: recognize perimeteras an attribute of plane figures and distinguishbetween linear and area measures.\nGeometry\n\u2022Reason with shapes and their attributes.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.\nModel with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7. Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5ad990c7-8efc-4ef8-9f8f-9b274564beca": {"__data__": {"id_": "5ad990c7-8efc-4ef8-9f8f-9b274564beca", "embedding": null, "metadata": {"page_label": "23", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "76f7398b-447c-4086-908d-809e46eaea59", "node_type": null, "metadata": {"page_label": "23", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "b96dcecaf8fb4db16c8b9d513dbbd106e6418b998edb78fd24dba5103e6728ee"}}, "hash": "b96dcecaf8fb4db16c8b9d513dbbd106e6418b998edb78fd24dba5103e6728ee", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 3   |   23Operations and Algebraic Thinking 3.OA\nA.Represent and solve problems involving multiplication and division.\n1. 3.OA.A.1 \nInterpret products of whole numbers, e.g., interpret 5 \u00d7 7 as the total number of\nobjects in 5 groups of 7 objects each. For example, describe a context in which a\ntotal number of objects can be expressed as 5 \u00d7 7.\n2. 3.OA.A.2 \nInterpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 8 as the\nnumber of objects in each share when 56 objects are partitioned equally into\n8 shares, or as a number of shares when 56 objects are partitioned into equalshares of 8 objects each. \nFor example, describe a context in which a number of\nshares or a number of groups can be expressed as 56 \u00f7 8.\n3. 3.OA.A.3  \nUse multiplication and division within 100 to solve word problems in situationsinvolving equal groups, arrays, and measurement quantities, e.g., by usingdrawings and equations with a symbol for the unknown number to represent theproblem.\n1\n4. 3.OA.A.4  \nDetermine the unknown whole number in a multiplication or division equationrelating three whole numbers. \nFor example, determine the unknown number that\nmak\nes the equation true in each of the equations  8 \n\u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.\nB.Understand properties of multiplication and the relationship between\nmultiplication and division.\n5. 3.OA.B.5 \nApply properties of operations as strategies to multiply and divide.2 Examples:\nIf 6 \u00d7 4 = 24 is known, then 4 \u00d7 6 = 24 is also known. (Commutative property ofmultiplication.) 3 \u00d7 5 \u00d7 2 can be found by 3 \u00d7 5 = 15, then 15 \u00d7 2 = 30, or by 5 \u00d7 2 =10, then 3 \u00d7 10 = 30. (Associative property of multiplication.) Knowing that 8 \u00d7 5 =40 and 8 \u00d7 2 = 16, one can find 8 \u00d7 7 as 8 \u00d7 (5 + 2) = (8 \u00d7 5) + (8 \u00d7 2) = 40 + 16 = 56.(Distributive property.)\n6. 3.OA.B.6 \nUnderstand division as an unknown-factor problem. For example, find 32 \u00f7 8 by\nfinding the number that makes 32 when multiplied by 8.\nC.Multiply and divide within 100.\n7. 3.OA.C.7 \nFluently multiply and divide within 100, using strategies such as the relationshipbetween multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40\n\u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memoryall products of two one-digit numbers.\nD.Solve problems involving the four operations, and identify and explain\npatterns in arithmetic.\n8. 3.OA.D.8 \nSolve two-step word problems using the four operations. Represent theseproblems using equations with a letter standing for the unknown quantity.Assess the reasonableness of answers using mental computation and estimationstrategies including rounding.\n3\n9. 3.OA.D.9 \nIdentify arithmetic patterns (including patterns in the addition table ormultiplication table), and explain them using properties of operations. \nFor\nexample, observe that 4 times a number is always even, and explain why 4 times anumber can be decomposed into two equal addends.\n1See Glossary, Table 2.\n2Students need not use formal terms for these properties.\n3This standard is limited to problems posed with whole numbers and having whole-number an-\nswers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a14f7265-464c-4007-aefa-56a882aca079": {"__data__": {"id_": "a14f7265-464c-4007-aefa-56a882aca079", "embedding": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b90578ba-de26-4ae3-8052-acd98ce6ff95", "node_type": null, "metadata": {"page_label": "24", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "cd983578b6949917d7cd3b7ce32958f08db4d2a8f4ea35c40eb5fb91549b8473"}}, "hash": "cd983578b6949917d7cd3b7ce32958f08db4d2a8f4ea35c40eb5fb91549b8473", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 3   |   24Number and Operations in Base Ten 3.NBT\nA.Use place value understanding and properties of operations to perform\nmulti-digit arithmetic.4\n1. 3.NBT.A.1 \nUse place value understanding to round whole numbers to the nearest 10 or 100.\n2. 3.NBT.A.2 \nFluently add and subtract within 1000 using strategies and algorithms based on\nplace value, properties of operations, and/or the relationship between additionand subtraction.\n3. 3.NBT.A.3 \nMultiply one-digit whole numbers by multiples of 10 in the range 10\u201390 (e.g., 9 \u00d7\n80, 5 \u00d7 60) using strategies based on place value and properties of operations.\nNumber and Operations\u2014Fractions5 3.NF\nA.Develop understanding of fractions as numbers.\n1. 3.NF.A.1 \nUnderstand a fraction 1/b as the quantity formed by 1 part when a whole ispartitioned into b equal parts; understand a fraction a/b as the quantity formedby a parts of size 1/b.\n2. 3.NF.A.2 \nUnderstand a fraction as a number on the number line; represent fractions on anumber line diagram.\na.Represent a fraction 1/b on a number line diagram by defining the intervalfrom 0 to 1 as the whole and partitioning it into b equal parts. Recognize that\neach part has size 1/\nb and that the endpoint of the part based at 0 locates\nthe number 1/b on the number line.\nb.Represent a fraction a/b on a number line diagram by marking off a lengths\n1/b from 0. Recognize that the resulting interval has size a/b and that its\nendpoint locates the number \na/b on the number line.\n3. 3.NF.A.3 \nExplain equivalence of fractions in special cases, and compare fractions byreasoning about their size.\na.Understand two fractions as equivalent (equal) if they are the same size, orthe same point on a number line.\nb.Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =2/3). Explain why the fractions are equivalent, e.g., by using a visual fractionmodel.\nc.Express whole numbers as fractions, and recognize fractions that areequivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1;recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number linediagram.\nd.Compare two fractions with the same numerator or the same denominatorby reasoning about their size. Recognize that comparisons are valid onlywhen the two fractions refer to the same whole. Record the results ofcomparisons with the symbols >, =, or <, and justify the conclusions, e.g., byusing a visual fraction model.\nMeasurement and Data 3.MD\nA.Solve problems involving measurement and estimation of intervals of time,\nliquid volumes, and masses of objects.\n1. 3.MD.A.1 \nTell and write time to the nearest minute and measure time intervals in minutes.Solve word problems involving addition and subtraction of time intervals inminutes, e.g., by representing the problem on a number line diagram.\n2. 3.MD.A.2 \nMeasure and estimate liquid volumes and masses of objects using standard unitsof grams (g), kilograms (kg), and liters (l).\n6 Add, subtract, multiply, or divide to\nsolve one-step word problems involving masses or volumes that are given in thesame units, e.g., by using drawings (such as a beaker with a measurement scale)to represent the problem.\n7\n4A range of algorithms may be used.\n5Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.\n6Excludes compound units such as cm3 and finding the geometric volume of a container.\n7Excludes multiplicative comparison problems (problems involving notions of \u201ctimes as much\u201d; \nsee Glossary, Table 2).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "895bacf5-cf02-4ce2-846b-1527feade135": {"__data__": {"id_": "895bacf5-cf02-4ce2-846b-1527feade135", "embedding": null, "metadata": {"page_label": "25", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fee90185-dcdb-4368-8245-5da2e9df93f9", "node_type": null, "metadata": {"page_label": "25", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "dff5fd1fe3e0719330374bba229769c755b0a077de1c8c9e7879b415f366c91e"}}, "hash": "dff5fd1fe3e0719330374bba229769c755b0a077de1c8c9e7879b415f366c91e", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 3   |   25B.Represent and interpret data.\n3. 3.MD.B.3  \nDraw a scaled picture graph and a scaled bar graph to represent a data set with\nseveral categories. Solve one- and two-step \u201chow many more\u201d and \u201chow manyless\u201d problems using information presented in scaled bar graphs. \nFor example,\ndraw a bar graph in which each square in the bar graph might represent 5 pets.\n4. 3.MD.B.4  \nGenerate measurement data by measuring lengths using rulers marked withhalves and fourths of an inch. Show the data by making a line plot, where thehorizontal scale is marked off in appropriate units\u2014whole numbers, halves, orquarters.\nC.Geometric measurement: understand concepts of area and relate area to\nmultiplication and to addition.\n5. 3.MD.C.5  \nRecognize area as an attribute of plane figures and understand concepts of areameasurement.\na.A square with side length 1 unit, called \u201ca unit square,\u201d is said to have \u201conesquare unit\u201d of area, and can be used to measure area.\nb.A plane figure which can be covered without gaps or overlaps by n unit\nsquares is said to have an area of n square units.\n6. 3.MD.C.6  \nMeasure areas by counting unit squares (square cm, square m, square in, squareft, and improvised units).\n7. 3.MD.C.7  \nRelate area to the operations of multiplication and addition.\na.Find the area of a rectangle with whole-number side lengths by tiling it, andshow that the area is the same as would be found by multiplying the sidelengths.\nb.Multiply side lengths to find areas of rectangles with whole-number sidelengths in the context of solving real world and mathematical problems,and represent whole-number products as rectangular areas in mathematicalreasoning.\nc.Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b\u00a0+\u00a0c is the sum of a\u00a0\u00d7\n\u00a0b\n\u00a0and\u00a0a \u00a0\u00d7\n\u00a0c. Use area\nmodels to represent the distributive property in mathematical reasoning.\nd.Recognize area as additive. Find areas of rectilinear figures by decomposingthem into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solv\ne real world problems.\nD.Geometric measurement: recognize perimeter as an attribute of plane\nfigures and distinguish between linear and area measures.\n8. 3.MD.D.8  \nSolve real world and mathematical problems involving perimeters of polygons,including finding the perimeter given the side lengths, finding an unknown sidelength, and exhibiting rectangles with the same perimeter and different areas orwith the same area and different perimeters.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "798ad837-0808-449c-b886-06c82dc87b93": {"__data__": {"id_": "798ad837-0808-449c-b886-06c82dc87b93", "embedding": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "36dfcc80-270a-4acd-be1d-f25cdf437341", "node_type": null, "metadata": {"page_label": "26", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "ea3180bf21929cd5c46d7b49c655f6da3a8a2ffbeefaa67a28440d88533c4a05"}}, "hash": "ea3180bf21929cd5c46d7b49c655f6da3a8a2ffbeefaa67a28440d88533c4a05", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 3   |   26Geometry 3.G\nA.Reason with shapes and their attributes.\n1. 3.G.A.1  \nUnderstand that shapes in different categories (e.g., rhombuses, rectangles,\nand others) may share attributes (e.g., having four sides), and that the sharedattributes can define a larger category (e.g., quadrilaterals). Recognizerhombuses, rectangles, and squares as examples of quadrilaterals, and drawexamples of quadrilaterals that do not belong to any of these subcategories.\n2. 3.G.A.2  \nPartition shapes into parts with equal areas. Express the area of each part as aunit fraction of the whole. \nFor example, partition a shape into 4 parts with equal\narea, and describe the area of each part as 1/4 of the area of the shape.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d3c7748f-467b-498b-ba45-33006e4cde4c": {"__data__": {"id_": "d3c7748f-467b-498b-ba45-33006e4cde4c", "embedding": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b7d30db2-4da7-4b20-ad5c-68d0ee26de34", "node_type": null, "metadata": {"page_label": "27", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "5d301268153f3f753bbb833917f0f4c5c7a44b0c03892de72d507a13e3b38398"}}, "hash": "5d301268153f3f753bbb833917f0f4c5c7a44b0c03892de72d507a13e3b38398", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 4   |   27Mathematics | Grade 4\nIn Grade 4, instructional time should focus on three critical areas: (1) \ndeveloping understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.\n(1)Students generalize their understanding of place value to 1,000,000,\nunderstanding the relative sizes of numbers in each place. They apply their\nunderstanding of models for multiplication (equal-sized groups, arrays,area models), place value, and properties of operations, in particular thedistributive property, as they develop, discuss, and use efficient, accurate,and generalizable methods to compute products of multi-digit wholenumbers. Depending on the numbers and the context, they select andaccurately apply appropriate methods to estimate or mentally calculateproducts. They develop fluency with efficient procedures for multiplyingwhole numbers; understand and explain why the procedures work based onplace value and properties of operations; and use them to solve problems.Students apply their understanding of models for division, place value,properties of operations, and the relationship of division to multiplicationas they develop, discuss, and use efficient, accurate, and generalizableprocedures to find quotients involving multi-digit dividends. They selectand accurately apply appropriate methods to estimate and mentallycalculate quotients, and interpret remainders based upon the context.\n(2)Students develop understanding of fraction equivalence and\noperations with fractions. They recognize that two different fractions can\nbe equal (e.g., 15/9 = 5/3), and they develop methods for generating andrecognizing equivalent fractions. Students extend previous understandingsabout how fractions are built from unit fractions, composing fractionsfrom unit fractions, decomposing fractions into unit fractions, and usingthe meaning of fractions and the meaning of multiplication to multiply afraction by a whole number.\n(3)Students describe, analyze, compare, and classify two-dimensional\nshapes. Through building, drawing, and analyzing two-dimensional shapes,\nstudents deepen their understanding of properties of two-dimensionalobjects and the use of them to solve problems involving symmetry.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5de47be0-323c-477a-a4c0-cb461f2b8dfc": {"__data__": {"id_": "5de47be0-323c-477a-a4c0-cb461f2b8dfc", "embedding": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "39558dbc-9569-4361-b00f-fc0aeb98dfc4", "node_type": null, "metadata": {"page_label": "28", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "e9251a199ecabad6b60deeca2c49d2ecd287f22ba0c34ef160069e198b0387ce"}}, "hash": "e9251a199ecabad6b60deeca2c49d2ecd287f22ba0c34ef160069e198b0387ce", "text": "GRADE 4   |   28Grade 4 Overview\nOperations and Algebraic Thinking\n\u2022Use the four operations with whole numbers to\nsolve problems.\n\u2022Gain familiarity with factors and multiples.\n\u2022Generate and analyze patterns.\nNumber and Operations in Base Ten\n\u2022Generalize place value understanding for multi-digit whole numbers.\n\u2022Use place value understanding and properties ofoperations to perform multi-digit arithmetic.\nNumber and Operations\u2014Fractions\n\u2022Extend understanding of fraction equivalenceand ordering.\n\u2022Build fractions from unit fractions by applyingand extending previous understandings ofoperations on whole numbers.\n\u2022Understand decimal notation for fractions, andcompare decimal fractions.\nMeasurement and Data\n\u2022Solve problems involving measurement andconversion of measurements from a larger unit toa smaller unit.\n\u2022Represent and interpret data.\n\u2022Geometric measurement: understand concepts ofangle and measure angles.\nGeometry\n\u2022Draw and identify lines and angles, and classifyshapes by properties of their lines and angles.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f86843b7-31f0-4de5-b4c4-aa0c0326cbbe": {"__data__": {"id_": "f86843b7-31f0-4de5-b4c4-aa0c0326cbbe", "embedding": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c767d7e3-8d6b-451b-a28b-4c5634ad3b54", "node_type": null, "metadata": {"page_label": "29", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "eaeee9619360f082107a7da534a53b6e8864017f95c9305ec63912e8552d8904"}}, "hash": "eaeee9619360f082107a7da534a53b6e8864017f95c9305ec63912e8552d8904", "text": "GRADE 4   |   29\nOperations and Algebraic Thinking 4.OA\nA.Use the four operations with whole numbers to solve problems.\n1. 4.OA.A.1  \nInterpret a multiplication equation as a comparison, e.g., interpret 35 = 5 \u00d7 7 as\na statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent\nverbal statements of multiplicative comparisons as multiplication equations.\n2. 4.OA.A.2  \nMultiply or divide to solve word problems involving multiplicative comparison,e.g., by using drawings and equations with a symbol for the unknown number torepresent the problem, distinguishing multiplicative comparison from additivecomparison.\n1\n3. 4.OA.A.3  \nSolve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in whichremainders must be interpreted. Represent these problems using equations witha letter standing for the unknown quantity. Assess the reasonableness of answersusing mental computation and estimation strategies including rounding.\n1See Glossary, Table 2.B.Gain familiarity with factors and multiples.\n4. 4.OA.B.4 \nFind all factor pairs for a whole number in the range 1\u2013100. Recognize that awhole number is a multiple of each of its factors. Determine whether a givenwhole number in the range 1\u2013100 is a multiple of a given one-digit number.Determine whether a given whole number in the range 1\u2013100 is prime orcomposite.\nC.Generate and analyze patterns.\n5. 4.OA.C.5 \nGenerate a number or shape pattern that follows a given rule. Identify apparentfeatures of the pattern that were not explicit in the rule itself. \nFor example, given\nthe rule \u201cAdd 3\u201d and the starting number 1, generate terms in the resulting sequenceand observe that the terms appear to alternate between odd and even numbers.Explain informally why the numbers will continue to alternate in this way.\nNumber and Operations in Base Ten2 4.NBT\nA.Generalize place value understanding for multi-digit whole numbers.\n1. 4.NBT.A.1  \nRecognize that in a multi-digit whole number, a digit in one place represents tentimes what it represents in the place to its right. \nFor example, recognize that 700 \u00f7\n70 = 10 by applying concepts of place value and division.\n2. 4.NBT.A.2  \nRead and write multi-digit whole numbers using base-ten numerals, numbernames, and expanded form. Compare two multi-digit numbers based onmeanings of the digits in each place, using >, =, and < symbols to record theresults of comparisons.\n3. 4.NBT.A.3  \nUse place value understanding to round multi-digit whole numbers to any place.\nB.Use place value understanding and properties of operations to perform\nmulti-digit arithmetic.\n4. 4.NBT.B.4  \nFluently add and subtract multi-digit whole numbers using the standardalgorithm.\n5. 4.NBT.B.5  \nMultiply a whole number of up to four digits by a one-digit whole number, andmultiply two two-digit numbers, using strategies based on place value and theproperties of operations. Illustrate and explain the calculation by using equations,rectangular arrays, and/or area models.\n2Grade 4 expectations in this domain are limited to whole numbers less than or equal to \n1,000,000.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a88269b6-bf50-41fe-bb37-9b56373107d0": {"__data__": {"id_": "a88269b6-bf50-41fe-bb37-9b56373107d0", "embedding": null, "metadata": {"page_label": "30", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b30041fb-e1b7-48d8-a2b7-b1fe9483f054", "node_type": null, "metadata": {"page_label": "30", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "113ec83fec2498dfa8594a5ebe7a1b4c07036f6e6efe1693c496f9c9a51e5cfe"}}, "hash": "113ec83fec2498dfa8594a5ebe7a1b4c07036f6e6efe1693c496f9c9a51e5cfe", "text": "GRADE 4   |   306. 4.NBT.B.6  \nFind whole-number quotients and remainders with up to four-digit dividends\nand one-digit divisors, using strategies based on place value, the properties ofoperations, and/or the relationship between multiplication and division. Illustrateand explain the calculation by using equations, rectangular arrays, and/or areamodels.\nNumber and Operations\u2014Fractions3 4.NF\nA.Extend understanding of fraction equivalence and ordering.\n1. 4.NF.A.1  \nExplain why a fraction a/b is equivalent to a fraction (n \u00a0\u00d7\u00a0a)/(n \u00a0\u00d7\u00a0b) by using\nvisual fraction models, with a\nttention to how the number and size of the parts\ndiffer even though the two fractions themselves are the same size. Use thisprinciple to recognize and generate equivalent fractions.\n2. 4.NF.A.2  \nCompare two fractions with different numerators and different denominators,e.g., by creating common denominators or numerators, or by comparing to abenchmark fraction such as 1/2. Recognize that comparisons are valid only whenthe two fractions refer to the same whole. Record the results of comparisonswith symbols >, =, or <, and justify the conclusions, e.g., by using a visual fractionmodel.\nB.Build fractions from unit fractions by applying and extending previous\nunderstandings of operations on whole numbers.\n3. 4.NF.B.3  \nUnderstand a fraction a/b with a > 1 as a sum of fractions 1/b .\na.Understand addition and subtraction of fractions as joining and separatingparts referring to the same whole.\nb.Decompose a fraction into a sum of fractions with the same denominatorin more than one way, recording each decomposition by an equation.Justify decompositions, e.g., by using a visual fraction model. \nExamples:\n3/8\u00a0=\u00a01/8\u00a0+\u00a01/8\u00a0+\u00a01/8 ; 3/8\u00a0=\u00a01/8\u00a0+\u00a02/8 ; 2 1/8\u00a0=\u00a01 + 1\u00a0+\u00a01/8\u00a0=\u00a08/8\u00a0+\u00a08/8 +\u00a01/8.\nc.Add and subtract mixed numbers with like denominators, e.g., by replacingeach mixed number with an equivalent fraction, and/or by using propertiesof operations and the relationship between addition and subtraction.\nd.Solve word problems involving addition and subtraction of fractionsreferring to the same whole and having like denominators, e.g., by usingvisual fraction models and equations to represent the problem.\n4. 4.NF.B.4  \nApply and extend previous understandings of multiplication to multiply a fractionby a whole number.\na.Understand a fraction a/b as a multiple of 1/b. For example, use a visual\nfraction model to represent 5/4 as the product 5\u00a0\u00d7\u00a0(1/4), recording the conclusionby the equation 5/4 = 5\u00a0\u00d7\u00a0(1/4).\nb.Understand a multiple of a/b as a multiple of 1/b, and use this understandingto multiply a fraction by a whole number. \nFor example, use a visual fraction\nmodel to express 3\u00a0\u00d7\u00a0(2/5) as 6\u00a0\u00d7\u00a0(1/5), recognizing this product as 6/5. (Ingeneral, n\u00a0\u00d7\u00a0(a/b)\u00a0=\u00a0(n\u00a0\u00d7\u00a0a)/b.)\nc.Solve word problems involving multiplication of a fraction by a wholenumber, e.g., by using visual fraction models and equations to represent theproblem. \nFor example, if each person at a party will eat 3/8 of a pound of roast\nbeef, and there will be 5 people at the party, how many pounds of roast beef willbe needed? Between what two whole numbers does your answer lie?\n3Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, \n10, 12, and 100.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4761f9e8-fe11-4383-9dfc-5b38f72547f4": {"__data__": {"id_": "4761f9e8-fe11-4383-9dfc-5b38f72547f4", "embedding": null, "metadata": {"page_label": "31", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "45caa436-fb9f-4832-a2c9-cb2021fbd2dc", "node_type": null, "metadata": {"page_label": "31", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "31869b1dfbe7f3847256754dbd4d02e696944cf7a5207846e3af14b244e0ce3b"}}, "hash": "31869b1dfbe7f3847256754dbd4d02e696944cf7a5207846e3af14b244e0ce3b", "text": "GRADE 4   |   31\nC.Understand decimal notation for fractions, and compare decimal fractions.\n5. 4.NF.C.5  \nExpress a fraction with denominator 10 as an equivalent fraction with\ndenominator 100, and use this technique to add two fractions with respectivedenominators 10 and 100.\n4 For example, express 3/10 as 30/100, and add\n3/10\u00a0+\u00a04/100 = 34/100.\n6. 4.NF.C.6  \nUse decimal notation for fractions with denominators 10 or 100. For example,\nrewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number linediagram.\n7. 4.NF.C.7  \nCompare two decimals to hundredths by reasoning about their size. Recognizethat comparisons are valid only when the two decimals refer to the same whole.Record the results of comparisons with the symbols >, =, or <, and justify theconclusions, e.g., by using a visual model.\n4Students who can generate equivalent fractions can develop strategies for adding fractions \nwith unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.Measurement and Data 4.MD\nA.Solve problems involving measurement and conversion of measurements\nfrom a larger unit to a smaller unit.\n1. 4.MD.A.1  \nKnow relative sizes of measurement units within one system of units includingkm, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement,express measurements in a larger unit in terms of a smaller unit. Recordmeasurement equivalents in a two-column table. \nFor example, know that 1 ft is 12\ntimes as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversiontable for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...\n2. 4.MD.A.2  \nUse the four operations to solve word problems involving distances, intervalsof time, liquid volumes, masses of objects, and money, including problemsinvolving simple fractions or decimals, and problems that require expressingmeasurements given in a larger unit in terms of a smaller unit. Representmeasurement quantities using diagrams such as number line diagrams thatfeature a measurement scale.\n3. 4.MD.A.3  \nApply the area and perimeter formulas for rectangles in real world andmathematical problems. \nFor example, find the width of a rectangular room given the\narea of the flooring and the length, by viewing the area formula as a multiplicationequation with an unknown factor.\nB.Represent and interpret data.\n4. 4.MD.B.4  \nMake a line plot to display a data set of measurements in fractions of a unit (1/2,1/4, 1/8). Solve problems involving addition and subtraction of fractions by usinginformation presented in line plots. \nFor example, from a line plot find and interpret\nthe difference in length between the longest and shortest specimens in an insectcollection.\nC.Geometric measurement: understand concepts of angle and measure\nangles.\n5. 4.MD.C.5  \nRecognize angles as geometric shapes that are formed wherever two rays sharea common endpoint, and understand concepts of angle measurement:\na.An angle is measured with reference to a circle with its center at thecommon endpoint of the rays, by considering the fraction of the circular arcbetween the points where the two rays intersect the circle. An angle thatturns through 1/360 of a circle is called a \u201cone-degree angle,\u201d and can beused to measure angles.\nb.An angle that turns through n one-degree angles is said to have an anglemeasure of n degrees.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5ca923e2-7ef2-42a4-b8fa-d88684881677": {"__data__": {"id_": "5ca923e2-7ef2-42a4-b8fa-d88684881677", "embedding": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ecf24556-a7a9-4cdd-b536-0a7012c8c2e1", "node_type": null, "metadata": {"page_label": "32", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "e3cdfdb67b0998c94db7df49a5b6e12b5b646efaf6b74fe2e66f73dab862e9e9"}}, "hash": "e3cdfdb67b0998c94db7df49a5b6e12b5b646efaf6b74fe2e66f73dab862e9e9", "text": "GRADE 4   |   32\n6. 4.MD.C.6  \nMeasure angles in whole-number degrees using a protractor. Sketch angles of\nspecified measure.\n7. 4.MD.C.7  \nRecognize angle measure as additive. When an angle is decomposed intonon-overlapping parts, the angle measure of the whole is the sum of the anglemeasures of the parts. Solve addition and subtraction problems to find unknownangles on a diagram in real world and mathematical problems, e.g., by using anequation with a symbol for the unknown angle measure.\nGeometry  4.G\nA.Draw and identify lines and angles, and classify shapes by properties of\ntheir lines and angles.\n1. 4.G.A.1  \nDraw points, lines, line segments, rays, angles (right, acute, obtuse), andperpendicular and parallel lines. Identify these in two-dimensional figures.\n2. 4.G.A.2  \nClassify two-dimensional figures based on the presence or absence of parallelor perpendicular lines, or the presence or absence of angles of a specified size.Recognize right triangles as a category, and identify right triangles.\n3. 4.G.A.3  \nRecognize a line of symmetry for a two-dimensional figure as a line across thefigure such that the figure can be folded along the line into matching parts.Identify line-symmetric figures and draw lines of symmetry.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "27bc3365-b29d-466c-9c57-fc372e8a7c10": {"__data__": {"id_": "27bc3365-b29d-466c-9c57-fc372e8a7c10", "embedding": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7ed0d4d7-b1cc-442b-849c-a39426a163b2", "node_type": null, "metadata": {"page_label": "33", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "f1277a761574e9d30c6e77a67802cc11e7695f2471dda75f51fca9b3b9793754"}}, "hash": "f1277a761574e9d30c6e77a67802cc11e7695f2471dda75f51fca9b3b9793754", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 5   |   33Mathematics | Grade 5\nIn Grade 5, instructional time should focus on three critical areas:\u00a0 (1) \ndeveloping fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.\n(1)Students apply their understanding of fractions and fraction models to\nrepresent the addition and subtraction of fractions with unlike denominators\nas equivalent calculations with like denominators. They develop fluencyin calculating sums and differences of fractions, and make reasonableestimates of them. Students also use the meaning of fractions, ofmultiplication and division, and the relationship between multiplication anddivision to understand and explain why the procedures for multiplying anddividing fractions make sense. (Note: this is limited to the case of dividingunit fractions by whole numbers and whole numbers by unit fractions.)\n(2)Students develop understanding of why division procedures work\nbased on the meaning of base-ten numerals and properties of operations.\nThey finalize fluency with multi-digit addition, subtraction, multiplication,and division.  They apply their understandings of models for decimals,decimal notation, and properties of operations to add and subtractdecimals to hundredths. They develop fluency in these computations, andmake reasonable estimates of their results. Students use the relationshipbetween decimals and fractions, as well as the relationship betweenfinite decimals and whole numbers (i.e., a finite decimal multiplied by anappropriate power of 10 is a whole number), to understand and explainwhy the procedures for multiplying and dividing finite decimals makesense. They compute products and quotients of decimals to hundredthsefficiently and accurately.\n(3)Students recognize volume as an attribute of three-dimensional\nspace. They understand that volume can be measured by finding the total\nnumber of same-size units of volume required to fill the space withoutgaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cubeis the standard unit for measuring volume. They select appropriate units,strategies, and tools for solving problems that involve estimating andmeasuring volume. They decompose three-dimensional shapes and findvolumes of right rectangular prisms by viewing them as decomposed intolayers of arrays of cubes. They measure necessary attributes of shapes inorder to determine volumes to solve real world and mathematical problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "57c1d5a8-33fa-4a79-87d7-4aedd1a4fdaf": {"__data__": {"id_": "57c1d5a8-33fa-4a79-87d7-4aedd1a4fdaf", "embedding": null, "metadata": {"page_label": "34", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "964e8e9c-8945-44c7-912e-d1a0125e0eaf", "node_type": null, "metadata": {"page_label": "34", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "8800ea5ff163ce0047f9f1cf4ecac37c3c60332d3e8ea2d4e17ec38d01e3996c"}}, "hash": "8800ea5ff163ce0047f9f1cf4ecac37c3c60332d3e8ea2d4e17ec38d01e3996c", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 5   |   34Grade 5 Overview\nOperations and Algebraic Thinking\n\u2022Write and interpret numerical expressions.\n\u2022Analyze patterns and relationships.\nNumber and Operations in Base Ten\n\u2022Understand the place value system.\n\u2022Perform operations with multi-digit whole\nnumbers and with decimals to hundredths.\nNumber and Operations\u2014Fractions\n\u2022Use equivalent fractions as a strategy to addand subtract fractions.\n\u2022Apply and extend previous understandingsof multiplication and division to multiply anddivide fractions.\nMeasurement and Data\n\u2022Convert like measurement units within a givenmeasurement system.\n\u2022Represent and interpret data.\n\u2022Geometric measurement: understand conceptsof volume and relate volume to multiplicationand to addition.\nGeometry\n\u2022Graph points on the coordinate plane to solvereal-world and mathematical problems.\n\u2022Classify two-dimensional figures into categoriesbased on their properties.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b44117b3-537d-4642-90ca-dc513ace810d": {"__data__": {"id_": "b44117b3-537d-4642-90ca-dc513ace810d", "embedding": null, "metadata": {"page_label": "35", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2e2d156d-44d8-4296-b889-0b389844640c", "node_type": null, "metadata": {"page_label": "35", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "e23039e311e77992e0be0fd413a5991c18162e870784be75de1e250ad5f00e33"}}, "hash": "e23039e311e77992e0be0fd413a5991c18162e870784be75de1e250ad5f00e33", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 5   |   35Operations and Algebraic Thinking 5.OA\nA.Write and interpret numerical expressions.\n1. 5.OA.A.1  \nUse parentheses, brackets, or braces in numerical expressions, and evaluate\nexpressions with these symbols.\n2. 5.OA.A.2  \nWrite simple expressions that record calculations with numbers, and interpretnumerical expressions without evaluating them. \nFor example, express the\ncalculation \u201cadd 8 and 7, then multiply by 2\u201d as 2\u00a0\u00d7\u00a0(8\u00a0+\u00a07). Recognize that3\u00a0\u00d7\u00a0(18932\u00a0+\u00a0921) is three times as large as 18932\u00a0+\u00a0921, without having to calculate theindicated sum or product.\nB.Analyze patterns and relationships.\n3. 5.OA.B.3  \nGenerate two numerical patterns using two given rules. Identify apparentrelationships between corresponding terms. Form ordered pairs consisting ofcorresponding terms from the two patterns, and graph the ordered pairs on acoordinate plane. \nFor example, given the rule \u201cAdd 3\u201d and the starting number 0,\nand given the rule \u201cAdd 6\u201d and the starting number 0, generate terms in the resultingsequences, and observe that the terms in one sequence are twice the correspondingterms in the other sequence. Explain informally why this is so.\nNumber and Operations in Base Ten 5.NBT\nA.Understand the place value system.\n1. 5.NBT.A.1  \nRecognize that in a multi-digit number, a digit in one place represents 10 times asmuch as it represents in the place to its right and 1/10 of what it represents in theplace to its left.\n2. 5.NBT.A.2  \nExplain patterns in the number of zeros of the product when multiplying anumber by powers of 10, and explain patterns in the placement of the decimalpoint when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.\n3. 5.NBT.A.3  \nRead, write, and compare decimals to thousandths.\na.Read and write decimals to thousandths using base-ten numerals, numbernames, and expanded form, e.g., 347.392 = 3 \u00d7 100 + 4 \u00d7 10 + 7 \u00d7 1 + 3 \u00d7\n(1/10) + 9 \u00d7 (1/100) + 2 \u00d7 (1/1000).\nb.Compare two decimals to thousandths based on meanings of the digits ineach place, using >, =, and < symbols to record the results of comparisons.\n4. 5.NBT.A.4  \nUse place value understanding to round decimals to any place.\nB.Perform operations with multi-digit whole numbers and with decimals to\nhundredths.\n5. 5.NBT.B.5  \nFluently multiply multi-digit whole numbers using the standard algorithm.\n6. 5.NBT.B.6  \nFind whole-number quotients of whole numbers with up to four-digit dividendsand two-digit divisors, using strategies based on place value, the properties ofoperations, and/or the relationship between multiplication and division. Illustrateand explain the calculation by using equations, rectangular arrays, and/or areamodels.\n7. 5.NBT.B.7  \nAdd, subtract, multiply, and divide decimals to hundredths, using concretemodels or drawings and strategies based on place value, properties ofoperations, and/or the relationship between addition and subtraction; relate thestrategy to a written method and explain the reasoning used.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4194729b-5e7e-42f2-bbc3-f07f5bbdffe9": {"__data__": {"id_": "4194729b-5e7e-42f2-bbc3-f07f5bbdffe9", "embedding": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "715c364e-26ac-4573-b0fd-ecd426104db2", "node_type": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "2e8e32a5aa58768888c19db11ea0f8b27d52033dc20f958bbd4fb1b46e4f31fa"}, "3": {"node_id": "f3254fb5-5c31-4bc5-acb4-e06f4a58882e", "node_type": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "51a14156fee512754ae5af1079296e6888e19cc9c3a1453fb5b57d8fc7b5db48"}}, "hash": "fc36342e442ccb73ba82b5f555055d5cf977823ab9c9204f0ce4c2aeb775c378", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 5   |   36\nNumber and Operations\u2014Fractions 5.NF\nA.Use equivalent fractions as a strategy to add and subtract fractions.\n1. 5.NF.A.1 \nAdd and subtract fractions with unlike denominators (including mixed numbers)\nby replacing given fractions with equivalent fractions in such a way as to producean equivalent sum or difference of fractions with like denominators. \nFor example,\n2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)\n2. 5.NF.A.2 \nSolve word problems involving addition and subtraction of fractions referringto the same whole, including cases of unlike denominators, e.g., by usingvisual fraction models or equations to represent the problem. Use benchmarkfractions and number sense of fractions to estimate mentally and assess thereasonableness of answers. \nFor example, recognize an incorrect result 2/5 + 1/2 =\n3/7, by observing that 3/7 < 1/2.\nB.Apply and extend previous understandings of multiplication and division to\nmultiply and divide fractions.\n3. 5.NF.B.3 \nInterpret a fraction as division of the numerator by the denominator ( a/b = a \u00f7\nb). Solve word problems involving division of whole numbers leading to answersin the form of fractions or mixed numbers, e.g., by using visual fraction modelsor equations to represent the problem. \nFor example, interpret 3/4 as the result of\ndividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes areshared equally among 4 people each person has a share of size 3/4. If 9 people wantto share a 50-pound sack of rice equally by weight, how many pounds of rice shouldeach person get? Between what two whole numbers does your answer lie?\n4. 5.NF.B.4  \nApply and extend previous understandings of multiplication to multiply a fractionor whole number by a fraction.\na.Interpret the product (a/b) \u00d7 q as a parts of a partition of q into b  equal\nparts; equivalently, as the result of a sequence of operations a \u00d7 q \u00f7 b . For\nexample, use a visual fraction model to show (2/3)\u00a0\u00d7\u00a04\u00a0=\u00a08/3, and create a storycontext for this equation. Do the same with (2/3) \u00d7 (4/5) = 8/15. (In general,(a/b) \u00d7 (c/d) = ac/bd.)\nb.Find the area of a rectangle with fractional side lengths by tiling it with unitsquares of the appropriate unit fraction side lengths, and show that thearea is the same as would be found by multiplying the side lengths. Multiplyfractional side lengths to find areas of rectangles, and represent fractionproducts as rectangular areas.\n5. 5.NF.B.5  \nInterpret multiplication as scaling (resizing), by:\na.Comparing the size of a product to the size of one factor on the basis of thesize of the other factor, without performing the indicated multiplication.\nb.Explaining why multiplying a given number by a fraction greater than1 results in a product greater than the given number (recognizingmultiplication by whole numbers greater than 1 as a familiar case); explainingwhy multiplying a given number by a fraction less than 1 results in a productsmaller than the given number; and relating the principle of fractionequivalence a/b = (n\u00d7a)/(n\u00d7b) to the effect of multiplying a/b by 1.\n6. 5.NF.B.6  \nSolve real world problems involving multiplication of fractions and mixednumbers, e.g., by using visual fraction models or equations to represent theproblem.\n7. 5.NF.B.7  \nApply and extend previous understandings of division to divide unit fractions bywhole numbers and whole numbers by unit fractions.\n1\na.Interpret division of a unit fraction by a non-zero whole number, andcompute such quotients. \nFor example, create a story context for (1/3) \u00f7 4, and\nuse a visual fraction model to show the quotient.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f3254fb5-5c31-4bc5-acb4-e06f4a58882e": {"__data__": {"id_": "f3254fb5-5c31-4bc5-acb4-e06f4a58882e", "embedding": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "715c364e-26ac-4573-b0fd-ecd426104db2", "node_type": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "2e8e32a5aa58768888c19db11ea0f8b27d52033dc20f958bbd4fb1b46e4f31fa"}, "2": {"node_id": "4194729b-5e7e-42f2-bbc3-f07f5bbdffe9", "node_type": null, "metadata": {"page_label": "36", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "fc36342e442ccb73ba82b5f555055d5cf977823ab9c9204f0ce4c2aeb775c378"}}, "hash": "51a14156fee512754ae5af1079296e6888e19cc9c3a1453fb5b57d8fc7b5db48", "text": "Use the relationship betweenmultiplication and division to explain that (1/3) \u00f7 4 = 1/12 because (1/12) \u00d7 4 = 1/3.\n1Students able to multiply fractions in general can develop strategies to divide fractions in gen-\neral, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7f0c026f-95d6-405d-a1c6-768271625ac4": {"__data__": {"id_": "7f0c026f-95d6-405d-a1c6-768271625ac4", "embedding": null, "metadata": {"page_label": "37", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "4fa957e5-375c-4658-b9b2-fe079ebf19fa", "node_type": null, "metadata": {"page_label": "37", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "38160e27e27d477fcb14942b2cf535e8b251f0277bd4d72ecd11862432f2e993"}}, "hash": "38160e27e27d477fcb14942b2cf535e8b251f0277bd4d72ecd11862432f2e993", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 5   |   37\nb.Interpret division of a whole number by a unit fraction, and compute such\nquotients. For example, create a story context for 4\u00a0\u00f7\u00a0(1/5), and use a visual\nfraction model to show the quotient. Use the relationship between multiplicationand division to explain that 4\u00a0\u00f7\u00a0(1/5) = 20 because 20 \u00d7 (1/5) = 4.\nc.Solve real world problems involving division of unit fractions by non-zerowhole numbers and division of whole numbers by unit fractions, e.g., byusing visual fraction models and equations to represent the problem. \nFor\nexample, how much chocolate will each person get if 3 people share 1/2 lb ofchocolate equally? How many 1/3-cup servings are in 2 cups of raisins?\nMeasurement and Data 5.MD\nA.Convert like measurement units within a given measurement system.\n1. 5.MD.A.1  \nConvert among different-sized standard measurement units within a givenmeasurement system (e.g., convert 5 cm to 0.05 m), and use these conversions insolving multi-step, real world problems.\nB.Represent and interpret data.\n2. 5.MD.B.2  \nMake a line plot to display a data set of measurements in fractions of a unit (1/2,1/4, 1/8). Use operations on fractions for this grade to solve problems involvinginformation presented in line plots. \nFor example, given different measurements of\nliquid in identical beakers, find the amount of liquid each beaker would contain if thetotal amount in all the beakers were redistributed equally.\nC.Geometric measurement: understand concepts of volume and relate volume\nto multiplication and to addition.\n3. 5.MD.C.3  \nRecognize volume as an attribute of solid figures and understand concepts ofvolume measurement.\na.A cube with side length 1 unit, called a \u201cunit cube,\u201d is said to have \u201cone cubicunit\u201d of volume, and can be used to measure volume.\nb.A solid figure which can be packed without gaps or overlaps using n unit\ncubes is said to have a volume of n cubic units.\n4. 5.MD.C.4  \nMeasure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, andimprovised units.\n5. 5.MD.C.5  \nRelate volume to the operations of multiplication and addition and solve realworld and mathematical problems involving volume.\na.Find the volume of a right rectangular prism with whole-number sidelengths by packing it with unit cubes, and show that the volume is thesame as would be found by multiplying the edge lengths, equivalently bymultiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to repr\nesent the associative property of\nmultiplication.\nb.Apply the formulas V = l \u00d7  w \u00d7 h and V = b  \u00d7 h for rectangular prisms to find\nvolumes of right r\nectangular prisms with whole-number edge lengths in the\ncontext of solving real world and mathematical problems.\nc.Recognize volume as additive. Find volumes of solid figures composed oftwo non-overlapping right rectangular prisms by adding the volumes of thenon-overlapping parts, applying this technique to solve real world problems.\nGeometry 5.G\nA.Graph points on the coordinate plane to solve real-world and mathematical\nproblems.\n1. 5.G.A.1  \nUse a pair of perpendicular number lines, called axes, to define a coordinatesystem, with the intersection of the lines (the origin) arranged to coincide with", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e47e29aa-f0a2-4cc6-a950-e3aed0a75499": {"__data__": {"id_": "e47e29aa-f0a2-4cc6-a950-e3aed0a75499", "embedding": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "455748e0-b265-4f50-9a4f-c50f72a2c239", "node_type": null, "metadata": {"page_label": "38", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "bda91e09ffed6e6a6232629eb2a6fe2556f0b196a1a39d212924b64c632d8284"}}, "hash": "bda91e09ffed6e6a6232629eb2a6fe2556f0b196a1a39d212924b64c632d8284", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 5   |   38\nthe 0 on each line and a given point in the plane located by using an ordered pair \nof numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).\n2. 5.G.A.2  \nRepresent real world and mathematical problems by graphing points in the firstquadrant of the coordinate plane, and interpret coordinate values of points in thecontext of the situation.\nB.Classify two-dimensional figures into categories based on their properties.\n3. 5.G.B.3  \nUnderstand that attributes belonging to a category of two-dimensional figuresalso belong to all subcategories of that category. \nFor example, all rectangles have\nfour right angles and squares are rectangles, so all squares have four right angles.\n4. 5.G.B.4  \nClassify two-dimensional figures in a hierarchy based on properties.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1d5d7f54-5942-44c1-bcd5-9d2fc9815a12": {"__data__": {"id_": "1d5d7f54-5942-44c1-bcd5-9d2fc9815a12", "embedding": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "04cfa104-498f-4479-8007-7a67cef6401c", "node_type": null, "metadata": {"page_label": "39", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "197b79290889351f0bae9c7cbf6fa4e02488db09ded60a03e65c5ae8ff4ac52b"}}, "hash": "197b79290889351f0bae9c7cbf6fa4e02488db09ded60a03e65c5ae8ff4ac52b", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 6   |   39Mathematics | Grade 6\nIn Grade 6, instructional time should focus on four critical areas: (1) \nconnecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3)writing, interpreting, and using expressions and equations; and (4)\ndeveloping understanding of statistical thinking.\n(1)Students use reasoning about multiplication and division to solve\nratio and rate problems about quantities. By viewing equivalent ratios\nand rates as deriving from, and extending, pairs of rows (or columns) inthe multiplication table, and by analyzing simple drawings that indicatethe relative size of quantities, students connect their understanding ofmultiplication and division with ratios and rates. Thus students expand thescope of problems for which they can use multiplication and division tosolve problems, and they connect ratios and fractions. Students solve awide variety of problems involving ratios and rates.\n(2)Students use the meaning of fractions, the meanings of multiplication\nand division, and the relationship between multiplication and division to\nunderstand and explain why the procedures for dividing fractions makesense. Students use these operations to solve problems. Students extendtheir previous understandings of number and the ordering of numbersto the full system of rational numbers, which includes negative rationalnumbers, and in particular negative integers. They reason about the orderand absolute value of rational numbers and about the location of points inall four quadrants of the coordinate plane.\n(3)Students understand the use of variables in mathematical expressions.\nThey write expressions and equations that correspond to given situations,\nevaluate expressions, and use expressions and formulas to solve problems.Students understand that expressions in different forms can be equivalent,and they use the properties of operations to rewrite expressions inequivalent forms. Students know that the solutions of an equation are thevalues of the variables that make the equation true. Students use propertiesof operations and the idea of maintaining the equality of both sides ofan equation to solve simple one-step equations. Students construct andanalyze tables, such as tables of quantities that are in equivalent ratios,and they use equations (such as 3x  = y) to describe relationships between\nquantities.\n(4)Building on and reinforcing their understanding of number, students\nbegin to develop their ability to think statistically. Students recognize that a\ndata distribution may not have a definite center and that different ways tomeasure center yield different values. The median measures center in thesense that it is roughly the middle value. The mean measures center in thesense that it is the value that each data point would take on if the total ofthe data values were redistributed equally, and also in the sense that it is abalance point. Students recognize that a measure of variability (interquartilerange or mean absolute deviation) can also be useful for summarizingdata because two very different sets of data can have the same mean and", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3be792f6-a751-45e9-901c-25adc7054baf": {"__data__": {"id_": "3be792f6-a751-45e9-901c-25adc7054baf", "embedding": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3bf57198-3bb6-43d3-8091-a35924dcd709", "node_type": null, "metadata": {"page_label": "40", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "a41447e1d11f8eaaab9146e4c10fe5a14929cef81766a529b6a3e9532e55e20d"}}, "hash": "a41447e1d11f8eaaab9146e4c10fe5a14929cef81766a529b6a3e9532e55e20d", "text": "GRADE 6   |   40median yet be distinguished by their variability. Students learn to describe \nand summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected.\nStudents in Grade 6 also build on their work with area in elementary \nschool by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "4ef95ee4-3532-417a-8e14-a1066c235b71": {"__data__": {"id_": "4ef95ee4-3532-417a-8e14-a1066c235b71", "embedding": null, "metadata": {"page_label": "41", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f100667e-0e1c-4f5e-a165-6dcf614dad5d", "node_type": null, "metadata": {"page_label": "41", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "708e817d821aaf4919635ca7cbaac65742727bc31c9033ac241e682f1e9e4b98"}}, "hash": "708e817d821aaf4919635ca7cbaac65742727bc31c9033ac241e682f1e9e4b98", "text": "GRADE 6   |   41Grade 6 Overview\nRatios and Proportional Relationships\n\u2022Understand ratio concepts and use ratio\nreasoning to solve problems.\nThe Number System\n\u2022Apply and extend previous understandings ofmultiplication and division to divide fractionsby fractions.\n\u2022Compute fluently with multi-digit numbers andfind common factors and multiples.\n\u2022Apply and extend previous understandings ofnumbers to the system of rational numbers.\nExpressions and Equations\n\u2022Apply and extend previous understandings ofarithmetic to algebraic expressions.\n\u2022Reason about and solve one-variable equationsand inequalities.\n\u2022Represent and analyze quantitativerelationships between dependent andindependent variables.\nGeometry\n\u2022Solve real-world and mathematical problemsinvolving area, surface area, and volume.\nStatistics and Probability\n\u2022Develop understanding of statistical variability.\n\u2022Summarize and describe distributions.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "70786378-1227-4bef-bfd9-d4d0190dd029": {"__data__": {"id_": "70786378-1227-4bef-bfd9-d4d0190dd029", "embedding": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "22fa1a2d-6370-47fa-a05e-b027d1130c17", "node_type": null, "metadata": {"page_label": "42", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "8c04189430b4c4be9f9277ea8e1d95534cc3056029bfacbaf3538d4f54cd99d0"}}, "hash": "8c04189430b4c4be9f9277ea8e1d95534cc3056029bfacbaf3538d4f54cd99d0", "text": "GRADE 6   |   42\nRatios and Proportional Relationships 6.RP\nA.Understand ratio concepts and use ratio reasoning to solve problems.\n1. 6.RP .A.1 \nUnderstand the concept of a ratio and use ratio language to describe a ratio\nrelationship between two quantities. For example, \u201cThe ratio of wings to beaksin the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.\u201d\u201cFor every vote candidate A received, candidate C received nearly three votes.\u201d\n2. 6.RP .A.2 \nUnderstand the concept of a unit rate a/b associated with a ratio a:b with b \u2260 0,\nand use rate language in the context of a ratio relationship. For example, \u201cThis\nrecipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flourfor each cup of sugar.\u201d \u201cWe paid $75 for 15 hamburgers, which is a rate of $5 perhamburger.\u201d\n1\n3. 6.RP .A.3 \nUse ratio and rate reasoning to solve real-world and mathematical problems, e.g.,by reasoning about tables of equivalent ratios, tape diagrams, double numberline diagrams, or equations.\na.Make tables of equivalent ratios relating quantities with whole-numbermeasurements, find missing values in the tables, and plot the pairs of valueson the coordinate plane. Use tables to compare ratios.\nb.Solve unit rate problems including those involving unit pricing and constantspeed. \nFor example, if it took 7 hours to mow 4 lawns, then at that rate, how\nmany lawns could be mowed in 35 hours? At what rate were lawns being mowed?\nc.Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means30/100 times the quantity); solve problems involving finding the whole,given a part and the percent.\nd.Use ratio reasoning to convert measurement units; manipulate and transformunits appropriately when multiplying or dividing quantities.\n1Expectations for unit rates in this grade are limited to non-complex fractions.The Number System 6.NS\nA.Apply and extend previous understandings of multiplication and division to\ndivide fractions by fractions.\n1. 6.NS.A.1 \nInterpret and compute quotients of fractions, and solve word problems involvingdivision of fractions by fractions, e.g., by using visual fraction models andequations to represent the problem. \nFor example, create a story context for (2/3)\n\u00f7 (3/4) and use a visual fraction model to show the quotient; use the relationshipbetween multiplication and division to explain that (2/3) \u00f7 (3/4) = 8/9 because 3/4 of8/9 is 2/3. (In general, (a/b) \u00f7 (c/d) = ad/bc.) How much chocolate will each personget if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi andarea 1/2 square mi?\nB.Compute fluently with multi-digit numbers and find common factors and\nmultiples.\n2. 6.NS.B.2 \nFluently divide multi-digit numbers using the standard algorithm.\n3. 6.NS.B.3 \nFluently add, subtract, multiply, and divide multi-digit decimals using thestandard algorithm for each operation.\n4. 6.NS.B.4 \nFind the greatest common factor of two whole numbers less than or equal to 100and the least common multiple of two whole numbers less than or equal to 12.Use the distributive property to express a sum of two whole numbers 1\u2013100 witha common factor as a multiple of a sum of two whole numbers with no commonfactor. \nFor example, express 36 + 8 as 4\u00a0(9\u00a0+\u00a02).COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "241833ad-273d-4a0a-a965-0c834b79869f": {"__data__": {"id_": "241833ad-273d-4a0a-a965-0c834b79869f", "embedding": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "eea93511-9c7f-47fe-b3c8-637f8a6a3676", "node_type": null, "metadata": {"page_label": "43", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "08a0e0a7d246cb354adb67b2e0a9b3b600a0167b5a7fb28b586cc19e54ad60bc"}}, "hash": "08a0e0a7d246cb354adb67b2e0a9b3b600a0167b5a7fb28b586cc19e54ad60bc", "text": "GRADE 6   |   43\nC.Apply and extend previous understandings of numbers to the system of\nrational numbers.\n5. 6.NS.C.5  \nUnderstand that positive and negative numbers are used together to describe\nquantities having opposite directions or values (e.g., temperature above/belowzero, elevation above/below sea level, credits/debits, positive/negative electriccharge); use positive and negative numbers to represent quantities in real-worldcontexts, explaining the meaning of 0 in each situation.\n6. 6.NS.C.6  \nUnderstand a rational number as a point on the number line. Extend number linediagrams and coordinate axes familiar from previous grades to represent pointson the line and in the plane with negative number coordinates.\na.Recognize opposite signs of numbers as indicating locations on oppositesides of 0 on the number line; recognize that the opposite of the opposite ofa number is the number itself, e.g.,\n\u2013(\u20133) = 3, and that 0 is its own opposite.\nb.Understand signs of numbers in ordered pairs as indicating locations inquadrants of the coordinate plane; recognize that when two ordered pairsdiffer only by signs, the locations of the points are related by reflectionsacross one or both axes.\nc.Find and position integers and other rational numbers on a horizontal orvertical number line diagram; find and position pairs of integers and otherrational numbers on a coordinate plane.\n7. 6.NS.C.7  \nUnderstand ordering and absolute value of rational numbers.\na.Interpret statements of inequality as statements about the relative positionof two numbers on a number line diagram. \nFor example, interpret \u20133 > \u20137 as a\nstatement that \u20133 is located to the right of \u20137 on a number line oriented from leftto right.\nb.Write, interpret, and explain statements of order for rational numbers in real-world contexts. \nFor example, write \u20133\u00a0oC\u00a0>\u00a0\u20137\u00a0oC to express the fact that \u20133\u00a0oC is\nwarmer than \u20137\u00a0oC.\nc.Understand the absolute value of a rational number as its distance from 0on the number line; interpret absolute value as magnitude for a positive ornegative quantity in a real-world situation. \nFor example, for an account balance\nof \u201330 dollars, write |\u201330| = 30 to describe the size of the debt in dollars.\nd.Distinguish comparisons of absolute value from statements about order. For\nexample, recognize that an account balance less than \u201330 dollars represents adebt greater than 30 dollars.\n8. 6.NS.C.8  \nSolve real-world and mathematical problems by graphing points in all fourquadrants of the coordinate plane. Include use of coordinates and absolute valueto find distances between points with the same first coordinate or the samesecond coordinate.\nExpressions and Equations 6.EE\nA.Apply and extend previous understandings of arithmetic to algebraic\nexpressions.\n1. 6.EE.A.1  \nWrite and evaluate numerical expressions involving whole-number exponents.\n2. 6.EE.A.2  \nWrite, read, and evaluate expressions in which letters stand for numbers.\na.Write expressions that record operations with numbers and with lettersstanding for numbers. \nFor example, express the calculation \u201cSubtract y from 5\u201d\nas 5 \u2013 y.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7db0613f-6ebc-4183-ae5c-26db1537a88e": {"__data__": {"id_": "7db0613f-6ebc-4183-ae5c-26db1537a88e", "embedding": null, "metadata": {"page_label": "44", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "24da62b5-dc70-4087-b936-1fd0934b7d56", "node_type": null, "metadata": {"page_label": "44", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "9eb11b9345069148e8c242b531751c5736d67fff5c374923a28eafe16c1f7fc3"}}, "hash": "9eb11b9345069148e8c242b531751c5736d67fff5c374923a28eafe16c1f7fc3", "text": "GRADE 6   |   44\nb.Identify parts of an expression using mathematical terms (sum, term,\nproduct, factor, quotient, coefficient); view one or more parts of anexpression as a single entity. \nFor example, describe the expression 2\u00a0(8\u00a0+\u00a07) as\na product of two factors; view (8\u00a0+\u00a07) as both a single entity and a sum of twoterms.\nc.Evaluate expressions at specific values of their variables. Include expressionsthat arise from formulas used in real-world problems. Perform arithmeticoperations, including those involving whole-number exponents, in theconventional order when there are no parentheses to specify a particularorder (Order of Operations). \nFor example, use the formulas V\u00a0=\u00a0s3 and A\u00a0=\u00a06 s2\nto find the volume and surface area of a cube with sides of length s\u00a0=\u00a01/2.\n3. 6.EE.A.3  \nApply the properties of operations to generate equivalent expressions.  For\nexample, apply the distributive property to the expression 3 (2 + x) to produce theequivalent expression 6 + 3x; apply the distributive property to the expression 24x +18y to produce the equivalent expression\n6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalentexpression 3y.\n4. 6.EE.A.4  \nIdentify when two expressions are equivalent (i.e., when the two expressionsname the same number regardless of which value is substituted into them). \nFor\nexample, the expressions y + y + y and 3y are equivalent because they name the samenumber regardless of which number y stands for.\nB.Reason about and solve one-variable equations and inequalities.\n5. 6.EE.B.5  \nUnderstand solving an equation or inequality as a process of answering aquestion: which values from a specified set, if any, make the equation orinequality true? Use substitution to determine whether a given number in aspecified set makes an equation or inequality true.\n6. 6.EE.B.6  \nUse variables to represent numbers and write expressions when solving areal-world or mathematical problem; understand that a variable can representan unknown number, or, depending on the purpose at hand, any number in aspecified set.\n7. 6.EE.B.7  \nSolve real-world and mathematical problems by writing and solving equationsof the form x + p = q and px  = q for cases in which p, q and x\n  are all nonnegative\nrational numbers.\n8. 6.EE.B.8  \nWrite an inequality of the form x > c or x < c to represent a constraint orcondition in a real-world or mathematical problem. Recognize that inequalities ofthe form x > c or x < c have infinitely many solutions; represent solutions of suchinequalities on number line diagrams.\nC.Represent and analyze quantitative relationships between dependent and\nindependent variables.\n9. 6.EE.C.9  \nUse variables to represent two quantities in a real-world problem that change inrelationship to one another; write an equation to express one quantity, thoughtof as the dependent variable, in terms of the other quantity, thought of as theindependent variable. Analyze the relationship between the dependent andindependent variables using graphs and tables, and relate these to the equation.\nFor example, in a problem involving motion at constant speed, list and graphordered pairs of distances and times, and write the equation d = 65t to represent therelationship between distance and time.\nGeometry  6.G\nA.Solve real-world and mathematical problems involving area, surface area,\nand volume.\n1. 6.G.A.1  \nFind the area of right triangles, other triangles, special quadrilaterals, andpolygons by composing into rectangles or decomposing into triangles andother shapes; apply these techniques in the context of solving real-world andmathematical problems.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c95eb6e6-996f-426b-b821-69a4d995edc8": {"__data__": {"id_": "c95eb6e6-996f-426b-b821-69a4d995edc8", "embedding": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f7fa9afc-cd3e-4c6f-a277-997f9c6d7382", "node_type": null, "metadata": {"page_label": "45", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "73782c3f048013e30a71b96f2454cdd859abd1299048c187eef2fa7f10434fb5"}}, "hash": "73782c3f048013e30a71b96f2454cdd859abd1299048c187eef2fa7f10434fb5", "text": "GRADE 6   |   452. 6.G.A.2  \nFind the volume of a right rectangular prism with fractional edge lengths by\npacking it with unit cubes of the appropriate unit fraction edge lengths, andshow that the volume is the same as would be found by multiplying the edgelengths of the prism. Apply the formulas \nV = l w h and V = b h  to find volumes of\nright rectangular prisms with fractional edge lengths in the context of solvingreal-world and mathematical problems.\n3. 6.G.A.3  \nDraw polygons in the coordinate plane given coordinates for the vertices;use coordinates to find the length of a side joining points with the same firstcoordinate or the same second coordinate. Apply these techniques in the contextof solving real-world and mathematical problems.\n4. 6.G.A.4  \nRepresent three-dimensional figures using nets made up of rectangles andtriangles, and use the nets to find the surface area of these figures. Apply thesetechniques in the context of solving real-world and mathematical problems.\nStatistics and Probability 6.SP\nA.Develop understanding of statistical variability.\n1. 6.SP .A.1  \nRecognize a statistical question as one that anticipates variability in the datarelated to the question and accounts for it in the answers. \nFor example, \u201cHow old\nam I?\u201d is not a statistical question, but \u201cHow old are the students in my school?\u201d is astatistical question because one anticipates variability in students\u2019 ages.\n2. 6.SP .A.2  \nUnderstand that a set of data collected to answer a statistical question has adistribution which can be described by its center, spread, and overall shape.\n3. 6.SP .A.3  \nRecognize that a measure of center for a numerical data set summarizes all of itsvalues with a single number, while a measure of variation describes how its valuesvary with a single number.\nB.Summarize and describe distributions.\n4. 6.SP .B.4  \nDisplay numerical data in plots on a number line, including dot plots, histograms,and box plots.\n5. 6.SP .B.5  \nSummarize numerical data sets in relation to their context, such as by:\na.Reporting the number of observations.\nb.Describing the nature of the attribute under investigation, including how itwas measured and its units of measurement.\nc.Giving quantitative measures of center (median and/or mean) and variability(interquartile range and/or mean absolute deviation), as well as describingany overall pattern and any striking deviations from the overall pattern withreference to the context in which the data were gathered.\nd.Relating the choice of measures of center and variability to the shape of thedata distribution and the context in which the data were gathered.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f9fd2410-6e9b-4177-bd9f-1efee5f08a70": {"__data__": {"id_": "f9fd2410-6e9b-4177-bd9f-1efee5f08a70", "embedding": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "91bab1c2-49de-4160-b7ae-70edc1df8875", "node_type": null, "metadata": {"page_label": "46", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "7402c3a5d88d57ab41104a10377d92cfcb845e970fd92e27086794073bd3d6e6"}}, "hash": "7402c3a5d88d57ab41104a10377d92cfcb845e970fd92e27086794073bd3d6e6", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 7   |   46Mathematics | Grade 7\nIn Grade 7, instructional time should focus on four critical areas: (1) \ndeveloping understanding of and applying proportional relationships; (2)developing understanding of operations with rational numbers and\nworking with expressions and linear equations; (3) solving problemsinvolving scale drawings and informal geometric constructions, andworking with two- and three-dimensional shapes to solve problemsinvolving area, surface area, and volume; and (4) drawing inferences aboutpopulations based on samples.\n(1)Students extend their understanding of ratios and develop\nunderstanding of proportionality to solve single- and multi-step problems.\nStudents use their understanding of ratios and proportionality to solvea wide variety of percent problems, including those involving discounts,interest, taxes, tips, and percent increase or decrease. Students solveproblems about scale drawings by relating corresponding lengths betweenthe objects or by using the fact that relationships of lengths within anobject are preserved in similar objects. Students graph proportionalrelationships and understand the unit rate informally as a measure of thesteepness of the related line, called the slope. They distinguish proportionalrelationships from other relationships.\n(2)Students develop a unified understanding of number, recognizing\nfractions, decimals (that have a finite or a repeating decimal\nrepresentation), and percents as different representations of rationalnumbers. Students extend addition, subtraction, multiplication, and divisionto all rational numbers, maintaining the properties of operations and therelationships between addition and subtraction, and multiplication anddivision. By applying these properties, and by viewing negative numbersin terms of everyday contexts (e.g., amounts owed or temperatures belowzero), students explain and interpret the rules for adding, subtracting,multiplying, and dividing with negative numbers. They use the arithmeticof rational numbers as they formulate expressions and equations in onevariable and use these equations to solve problems.\n(3)Students continue their work with area from Grade 6, solving problems\ninvolving the area and circumference of a circle and surface area of three-\ndimensional objects. In preparation for work on congruence and similarityin Grade 8 they reason about relationships among two-dimensional figuresusing scale drawings and informal geometric constructions, and they gainfamiliarity with the relationships between angles formed by intersectinglines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real-worldand mathematical problems involving area, surface area, and volume oftwo- and three-dimensional objects composed of triangles, quadrilaterals,polygons, cubes and right prisms.\n(4)Students build on their previous work with single data distributions to\ncompare two data distributions and address questions about differencesbetween populations. They begin informal work with random samplingto generate data sets and learn about the importance of representativesamples for drawing inferences.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cbc38949-abff-42c4-b80c-ea81e0515c36": {"__data__": {"id_": "cbc38949-abff-42c4-b80c-ea81e0515c36", "embedding": null, "metadata": {"page_label": "47", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "48860023-4317-469b-aac6-6f3fc8ccfd09", "node_type": null, "metadata": {"page_label": "47", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "dd72fb6243ea8718c074a79ddba826366dc14b1398f4be008a8a4318bca04001"}}, "hash": "dd72fb6243ea8718c074a79ddba826366dc14b1398f4be008a8a4318bca04001", "text": "GRADE 7   |   47Grade 7 Overview\nRatios and Proportional Relationships\n\u2022Analyze proportional relationships and use\nthem to solve real-world and mathematicalproblems.\nThe Number System\n\u2022Apply and extend previous understandingsof operations with fractions to add, subtract,multiply, and divide rational numbers.\nExpressions and Equations\n\u2022Use properties of operations to generateequivalent expressions.\n\u2022Solve real-life and mathematical problemsusing numerical and algebraic expressions andequations.\nGeometry\n\u2022Draw, construct and describe geometricalfigures and describe the relationships betweenthem.\n\u2022Solve real-life and mathematical problemsinvolving angle measure, area, surface area,and volume.\nStatistics and Probability\n\u2022Use random sampling to draw inferences abouta population.\n\u2022Draw informal comparative inferences abouttwo populations.\n\u2022Investigate chance processes and develop, use,and evaluate probability models.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "bf9ad2ed-2808-4bfd-86a6-83ec1465f243": {"__data__": {"id_": "bf9ad2ed-2808-4bfd-86a6-83ec1465f243", "embedding": null, "metadata": {"page_label": "48", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "26d09f7f-d932-4544-85f5-c87da77fe596", "node_type": null, "metadata": {"page_label": "48", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "554a5723c71a7985d054fc429d2832353f62f48aa8538373c2a37fe6c37203f9"}}, "hash": "554a5723c71a7985d054fc429d2832353f62f48aa8538373c2a37fe6c37203f9", "text": "GRADE 7   |   48\nRatios and Proportional Relationships 7.RP\nA.Analyze proportional relationships and use them to solve real-world and\nmathematical problems.\n1. 7.RP .A.1  \nCompute unit rates associated with ratios of fractions, including ratios of lengths,\nareas and other quantities measured in like or different units. For example, if\na person walks 1/2 mile in each 1/4 hour, c\nompute the unit rate as the complex\nfraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.\n2. 7.RP .A.2  \nRecognize and represent proportional relationships between quantities.\na.Decide whether two quantities are in a proportional relationship, e.g., bytesting for equivalent ratios in a table or graphing on a coordinate plane andobserving whether the graph is a straight line through the origin.\nb.Identify the constant of proportionality (unit rate) in tables, graphs,equations, diagrams, and verbal descriptions of proportional relationships.\nc.Represent proportional relationships by equations. For example, if total cost\nt is proportional to the number n of items purchased at a constant pricep, the relationship between the total cost and the number of items can beexpressed as \nt = pn .\nd.Explain what a point  (x, y) on the graph of a proportional relationship means\nin terms of the situation, with special attention to the points (0, 0) and (1,  r)\nwhere  r is the unit rate.\n3. 7.RP .A.3  \nUse proportional relationships to solve multistep ratio and percent problems.Examples: simple interest, tax, markups and markdowns, gratuities and commissions,fees, percent increase and decrease, percent error.\nThe Number System 7.NS\nA.Apply and extend previous understandings of operations with fractions to\nadd, subtract, multiply, and divide rational numbers.\n1. 7.NS.A.1  \nApply and extend previous understandings of addition and subtraction to addand subtract rational numbers; represent addition and subtraction on a horizontalor vertical number line diagram.\na.Describe situations in which opposite quantities combine to make 0. For\nexample, a hydrogen atom has 0 charge because its two constituents areoppositely charged.\nb.Understand p + q as the number located a distance | q| from p, in the positive\nor negative direction depending on whether q is positive or negative. Show\nthat a number and its opposite have a sum of 0 (are additive inverses).Interpret sums of rational numbers by describing real-world contexts.\nc.Understand subtraction of rational numbers as adding the additive inverse, p\n\u2013q = p + (\u2013 q). Show that the distance between two rational numbers on the\nnumber line is the absolute value of their difference, and apply this principlein real-world contexts.\nd.Apply properties of operations as strategies to add and subtract rationalnumbers.\n2. 7.NS.A.2  \nApply and extend previous understandings of multiplication and division and offractions to multiply and divide rational numbers.\na.Understand that multiplication is extended from fractions to rationalnumbers by requiring that operations continue to satisfy the properties ofoperations, particularly the distributive property, leading to products such as(\u20131)(\u20131) = 1 and the rules for multiplying signed numbers. Interpret productsof rational numbers by describing real-world contexts.\nb.Understand that integers can be divided, provided that the divisor is notzero, and every quotient of integers (with non-zero divisor) is a rationalnumber. If \np and q are integers, then \u2013( p/q) = (\u2013 p)/q = p/(\u2013q). Interpret\nquotients of rational numbers by describing real-world contexts.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "87665795-04f0-4cf0-8e46-c4754c0f7788": {"__data__": {"id_": "87665795-04f0-4cf0-8e46-c4754c0f7788", "embedding": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "44c29a41-19a5-4b69-8a74-e5d0a17d9059", "node_type": null, "metadata": {"page_label": "49", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "957cf31aa074d510cb55549c37555fde5216936c6c747d177c8c3510c9de9a75"}}, "hash": "957cf31aa074d510cb55549c37555fde5216936c6c747d177c8c3510c9de9a75", "text": "GRADE 7   |   49\nc.Apply properties of operations as strategies to multiply and divide rational\nnumbers.\nd.Convert a rational number to a decimal using long division; know that thedecimal form of a rational number terminates in 0s or eventually repeats.\n3. 7.NS.A.3  \nSolve real-world and mathematical problems involving the four operations withrational numbers.\n1\n1Computations with rational numbers extend the rules for manipulating fractions to complex \nfractions.Expressions and Equations 7.EE\nA.Use properties of operations to generate equivalent expressions.\n1. 7.EE.A.1  \nApply properties of operations as strategies to add, subtract, factor, and expandlinear expressions with rational coefficients.\n2. 7.EE.A.2  \nUnderstand that rewriting an expression in different forms in a problem contextcan shed light on the problem and how the quantities in it are related. \nFor\nexample, a + 0.05a = 1.05a means that \u201cincrease by 5%\u201d is the same as \u201cmultiply by1.05.\u201d\nB.Solve real-life and mathematical problems using numerical and algebraic\nexpressions and equations.\n3. 7.EE.B.3  \nSolve multi-step real-life and mathematical problems posed with positive andnegative rational numbers in any form (whole numbers, fractions, and decimals),using tools strategically. Apply properties of operations to calculate withnumbers in any form; convert between forms as appropriate; and assess thereasonableness of answers using mental computation and estimation strategies.\nFor example: If a woman making $25 an hour gets a 10% raise, she will make anadditional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you wantto place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 incheswide, you will need to place the bar about 9 inches from each edge; this estimate canbe used as a check on the exact computation.\n4. 7.EE.B.4  \nUse variables to represent quantities in a real-world or mathematical problem,and construct simple equations and inequalities to solve problems by reasoningabout the quantities.\na.Solve word problems leading to equations of the form px\u00a0+\u00a0q\u00a0=\u00a0r and\np(x\u00a0+\u00a0q)\u00a0=\u00a0r, where p, q, and r are specific rational numbers. Solve equations\nof these forms fluently. Compare an algebraic solution to an arithmeticsolution, identifying the sequence of the operations used in each approach.\nFor example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is itswidth?\nb.Solve word problems leading to inequalities of the form px\u00a0+\u00a0q\u00a0>\u00a0r or px\u00a0+\u00a0q\n< r, where p, q, and r are specific rational numbers. Graph the solution set of\nthe inequality and interpret it in the context of the problem. For example: As\na salesperson, you are paid $50 per week plus $3 per sale. This week you wantyour pay to be at least $100. Write an inequality for the number of sales you needto make, and describe the solutions.\nGeometry   7.G\nA.Draw, construct, and describe geometrical figures and describe the\nrelationships between them.\n1. 7.G.A.1  \nSolve problems involving scale drawings of geometric figures, includingcomputing actual lengths and areas from a scale drawing and reproducing ascale drawing at a different scale.\n2. 7.G.A.2  \nDraw (freehand, with ruler and protractor, and with technology) geometricshapes with given conditions. Focus on constructing triangles from threemeasures of angles or sides, noticing when the conditions determine a uniquetriangle, more than one triangle, or no triangle.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06a2a4a8-b66e-498f-a11d-939e1f339f22": {"__data__": {"id_": "06a2a4a8-b66e-498f-a11d-939e1f339f22", "embedding": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f243e0fd-732a-4343-86c4-e3f085beb779", "node_type": null, "metadata": {"page_label": "50", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "d7d3adfa53c82193676a971b3baa892912c91b5de562142797934acefa0fc038"}}, "hash": "d7d3adfa53c82193676a971b3baa892912c91b5de562142797934acefa0fc038", "text": "GRADE 7   |   50\n3. 7.G.A.3  \nDescribe the two-dimensional figures that result from slicing three-dimensional\nfigures, as in plane sections of right rectangular prisms and right rectangularpyramids.\nB.Solve real-life and mathematical problems involving angle measure, area,\nsurface area, and volume.\n4. 7.G.B.4  \nKnow the formulas for the area and circumference of a circle and use them tosolve problems; give an informal derivation of the relationship between thecircumference and area of a circle.\n5. 7.G.B.5  \nUse facts about supplementary, complementary, vertical, and adjacent angles in amulti-step problem to write and solve simple equations for an unknown angle ina figure.\n6. 7.G.B.6  \nSolve real-world and mathematical problems involving area, volume and surfacearea of two- and three-dimensional objects composed of triangles, quadrilaterals,polygons, cubes, and right prisms.\nStatistics and Probability 7.SP\nA.Use random sampling to draw inferences about a population.\n1. 7.SP .A.1  \nUnderstand that statistics can be used to gain information about a populationby examining a sample of the population; generalizations about a populationfrom a sample are valid only if the sample is representative of that population.Understand that random sampling tends to produce representative samples andsupport valid inferences.\n2. 7.SP .A.2  \nUse data from a random sample to draw inferences about a population withan unknown characteristic of interest. Generate multiple samples (or simulatedsamples) of the same size to gauge the variation in estimates or predictions. \nFor\nexample, estimate the mean word length in a book by randomly sampling words fromthe book; predict the winner of a school election based on randomly sampled surveydata. Gauge how far off the estimate or prediction might be.\nB.Draw informal comparative inferences about two populations.\n3. 7.SP .B.3  \nInformally assess the degree of visual overlap of two numerical data distributionswith similar variabilities, measuring the difference between the centers byexpressing it as a multiple of a measure of variability. \nFor example, the mean height\nof players on the basketball team is 10 cm greater than the mean height of players onthe soccer team, about twice the variability (mean absolute deviation) on either team;on a dot plot, the separation between the two distributions of heights is noticeable.\n4. 7.SP .B.4  \nUse measures of center and measures of variability for numerical data fromrandom samples to draw informal comparative inferences about two populations.\nFor example, decide whether the words in a chapter of a seventh-grade science bookare generally longer than the words in a chapter of a fourth-grade science book.\nC.Investigate chance processes and develop, use, and evaluate probability\nmodels.\n5. 7.SP .C.5  \nUnderstand that the probability of a chance event is a number between 0 and1 that expresses the likelihood of the event occurring. Larger numbers indicategreater likelihood. A probability near 0 indicates an unlikely event, a probabilityaround 1/2 indicates an event that is neither unlikely nor likely, and a probabilitynear 1 indicates a likely event.\n6. 7.SP .C.6  \nApproximate the probability of a chance event by collecting data on the chanceprocess that produces it and observing its long-run relative frequency, andpredict the approximate relative frequency given the probability. \nFor example,\nwhen rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly200 times, but probably not exactly 200 times.COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d41d1542-e9d1-425d-9f0c-4a95c6b89fbb": {"__data__": {"id_": "d41d1542-e9d1-425d-9f0c-4a95c6b89fbb", "embedding": null, "metadata": {"page_label": "51", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e1aae585-d775-434d-99f7-7f68b41f91cf", "node_type": null, "metadata": {"page_label": "51", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "afd42999a79931d2e6e0b0356558a4f7f0c6f6c964c1b1af0cf1f2cd53649341"}}, "hash": "afd42999a79931d2e6e0b0356558a4f7f0c6f6c964c1b1af0cf1f2cd53649341", "text": "GRADE 7   |   51\n7. 7.SP .C.7  \nDevelop a probability model and use it to find probabilities of events. Compare\nprobabilities from a model to observed frequencies; if the agreement is not good,explain possible sources of the discrepancy.\na.Develop a uniform probability model by assigning equal probability to alloutcomes, and use the model to determine probabilities of events. \nFor\nexample, if a student is selected at random from a class, find the probability thatJane will be selected and the probability that a girl will be selected.\nb.Develop a probability model (which may not be uniform) by observingfrequencies in data generated from a chance process. \nFor example, find the\napproximate probability that a spinning penny will land heads up or that a tossedpaper cup will land open-end down. Do the outcomes for the spinning pennyappear to be equally likely based on the observed frequencies?\n8. 7.SP .C.8  \nFind probabilities of compound events using organized lists, tables, treediagrams, and simulation.\na.Understand that, just as with simple events, the probability of a compoundevent is the fraction of outcomes in the sample space for which thecompound event occurs.\nb.Represent sample spaces for compound events using methods such asorganized lists, tables and tree diagrams. For an event described in everydaylanguage (e.g., \u201crolling double sixes\u201d), identify the outcomes in the samplespace which compose the event.\nc.Design and use a simulation to generate frequencies for compound events.\nFor example, use random digits as a simulation tool to approximate the answerto the question: If 40% of donors have type A blood, what is the probability thatit will take at least 4 donors to find one with type A blood?COMMON CORE STATE STANDARDS for MATHEMATICS", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "ae4136f1-fa17-455f-b8de-a29c37524809": {"__data__": {"id_": "ae4136f1-fa17-455f-b8de-a29c37524809", "embedding": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "d4162d7e-4118-4e26-bb81-010e9d075078", "node_type": null, "metadata": {"page_label": "52", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "c5e187188a9335ea0c2a04c49568b0916799065e938577a1e742f113db647056"}}, "hash": "c5e187188a9335ea0c2a04c49568b0916799065e938577a1e742f113db647056", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 8   |   52Mathematics | Grade 8\nIn Grade 8, instructional time should focus on three critical areas: (1) formulating \nand reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. \n(1)Students use linear equations and systems of linear equations to represent,\nanalyze, and solve a variety of problems. Students recognize equations for\nproportions (y/x = m or y = mx) as special linear equations (y = mx + b),understanding that the constant of proportionality (m) is the slope, and the graphsare lines through the origin. They understand that the slope (m) of a line is aconstant rate of change, so that if the input or x-coordinate changes by an amountA, the output or y-coordinate changes by the amount m\u00b7A. Students also use a linearequation to describe the association between two quantities in bivariate data (suchas arm span vs. height for students in a classroom). At this grade, fitting the model,and assessing its fit to the data are done informally. Interpreting the model in thecontext of the data requires students to express a relationship between the twoquantities in question and to interpret components of the relationship (such as slopeand y-intercept) in terms of the situation.\nStudents strategically choose and efficiently implement procedures to solve linear \nequations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.\n(2)Students grasp the concept of a function as a rule that assigns to each input\nexactly one output. They understand that functions describe situations where one\nquantity determines another. They can translate among representations and partialrepresentations of functions (noting that tabular and graphical representationsmay be partial representations), and they describe how aspects of the function arereflected in the different representations.\n(3)Students use ideas about distance and angles, how they behave under\ntranslations, rotations, reflections, and dilations, and ideas about congruence and\nsimilarity to describe and analyze two-dimensional figures and to solve problems.Students show that the sum of the angles in a triangle is the angle formed by astraight line, and that various configurations of lines give rise to similar trianglesbecause of the angles created when a transversal cuts parallel lines. Studentsunderstand the statement of the Pythagorean Theorem and its converse, and canexplain why the Pythagorean Theorem holds, for example, by decomposing asquare in two different ways. They apply the Pythagorean Theorem to find distancesbetween points on the coordinate plane, to find lengths, and to analyze polygons.Students complete their work on volume by solving problems involving cones,cylinders, and spheres.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7d46487d-1bbe-4351-8967-0f0d962d03de": {"__data__": {"id_": "7d46487d-1bbe-4351-8967-0f0d962d03de", "embedding": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a25bc9e5-9d6b-4ccb-a706-d59afd341445", "node_type": null, "metadata": {"page_label": "53", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "831ed7d233845e304c84a70895b2d105c0530099b5bd5f3732b029eeadab0332"}}, "hash": "831ed7d233845e304c84a70895b2d105c0530099b5bd5f3732b029eeadab0332", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 8   |   53Grade 8 Overview\nThe Number System\n\u2022Know that there are numbers that are not\nrational, and approximate them by rationalnumbers.\nExpressions and Equations\n\u2022Work with radicals and integer exponents.\n\u2022Understand the connections betweenproportional relationships, lines, and linearequations.\n\u2022Analyze and solve linear equations and pairs ofsimultaneous linear equations.\nFunctions\n\u2022Define, evaluate, and compare functions.\n\u2022Use functions to model relationships betweenquantities.\nGeometry\n\u2022Understand congruence and similarity usingphysical models, transparencies, or geometrysoftware.\n\u2022Understand and apply the PythagoreanTheorem.\n\u2022Solve real-world and mathematical problemsinvolving volume of cylinders, cones andspheres.\nStatistics and Probability\n\u2022Investigate patterns of association in bivariatedata.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critiquethe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools strategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeatedreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "640155b5-7b66-4466-ad9f-3c370744980e": {"__data__": {"id_": "640155b5-7b66-4466-ad9f-3c370744980e", "embedding": null, "metadata": {"page_label": "54", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "68789cdb-a26a-41ed-a485-db15176cf021", "node_type": null, "metadata": {"page_label": "54", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "d91a674a8d1a2b9d5ab09e831109f780f8f9d998345d09e01fc70ad86eac4b65"}}, "hash": "d91a674a8d1a2b9d5ab09e831109f780f8f9d998345d09e01fc70ad86eac4b65", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 8   |   54\nThe Number System 8.NS\nA.Know that there are numbers that are not rational, and approximate them\nby rational numbers.\n1. 8.NS.A.1  \nKnow that numbers that are not rational are called irrational. Understand\ninformally that every number has a decimal expansion; for rational numbers showthat the decimal expansion repeats eventually, and convert a decimal expansionwhich repeats eventually into a rational number.\n2. 8.NS.A.2  \nUse rational approximations of irrational numbers to compare the size ofirrational numbers, locate them approximately on a number line diagram, andestimate the value of expressions (e.g., \u03c0\n2). For example, by truncating the decimal\nexpansion of \u221a2, show that \u221a2 is between 1 and 2, then between 1.4 and 1.5, andexplain how to continue on to get better approximations.\nExpressions and Equations 8.EE\nA.Work with radicals and integer exponents.\n1. 8.EE.A.1  \nKnow and apply the properties of integer exponents to generate equivalentnumerical expressions. \nFor example, 32\u00a0\u00d7\u00a03\u20135 = 3\u20133 = 1/33 = 1/27.\n2. 8.EE.A.2  \nUse square root and cube root symbols to represent solutions to equations ofthe form \nx2 = p and x3 = p, where p is a positive rational number. Evaluate square\nroots of small perfect squares and cube roots of small perfect cubes. Know that\u221a2 is irrational.\n3. 8.EE.A.3  \nUse numbers expressed in the form of a single digit times an integer power of 10to estimate very large or very small quantities, and to express how many timesas much one is than the other. \nFor example, estimate the population of the United\nStates as 3\u00a0\u00d7\u00a0108 and the population of the world as 7\u00a0\u00d7\u00a0109, and determine that the\nworld population is more than 20 times larger.\n4. 8.EE.A.4  \nPerform operations with numbers expressed in scientific notation, includingproblems where both decimal and scientific notation are used. Use scientificnotation and choose units of appropriate size for measurements of very largeor very small quantities (e.g., use millimeters per year for seafloor spreading).Interpret scientific notation that has been generated by technology.\nB.Understand the connections between proportional relationships, lines, and\nlinear equations.\n5. 8.EE.B.5  \nGraph proportional relationships, interpreting the unit rate as the slope of thegraph. Compare two different proportional relationships represented in differentways. \nFor example, compare a distance-time graph to a distance-time equation to\ndetermine which of two moving objects has greater speed.\n6. 8.EE.B.6  \nUse similar triangles to explain why the slope m is the same between any two\ndistinct points on a non-vertical line in the coordinate plane; derive the equation\ny = mx for a line through the origin and the equation y = mx + b for a line\nintercepting the vertical axis at b.\nC.Analyze and solve linear equations and pairs of simultaneous linear equa -\ntions.\n7. 8.EE.C.7  \nSolve linear equations in one variable.\na.Give examples of linear equations in one variable with one solution, infinitelymany solutions, or no solutions. Show which of these possibilities is the caseby successively transforming the given equation into simpler forms, until anequivalent equation of the form \nx = a, a = a, or a = b results (where a and b\nare different numbers).\nb.Solve linear equations with rational number coefficients, including equationswhose solutions require expanding expressions using the distributiveproperty and collecting like terms.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3c9db4f2-56c6-49e1-9512-1f513f2aed1f": {"__data__": {"id_": "3c9db4f2-56c6-49e1-9512-1f513f2aed1f", "embedding": null, "metadata": {"page_label": "55", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "98502b79-425d-492c-8539-ecd03210ff36", "node_type": null, "metadata": {"page_label": "55", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "0d87e4e023550393592d52ffafb75d44742a74d693b7057d633cbade578ccf1a"}}, "hash": "0d87e4e023550393592d52ffafb75d44742a74d693b7057d633cbade578ccf1a", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 8   |   55\n8. 8.EE.C.8  \nAnalyze and solve pairs of simultaneous linear equations.\na.Understand that solutions to a system of two linear equations in two\nvariables correspond to points of intersection of their graphs, because pointsof intersection satisfy both equations simultaneously.\nb.Solve systems of two linear equations in two variables algebraically, andestimate solutions by graphing the equations. Solve simple cases byinspection. \nFor example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x\n+ 2y cannot simultaneously be 5 and 6.\nc.Solve real-world and mathematical problems leading to two linear equationsin two variables. \nFor example, given coordinates for two pairs of points,\ndetermine whether the line through the first pair of points intersects the linethrough the second pair.\nFunctions 8.F\nA.Define, evaluate, and compare functions.\n1. 8.F.A.1  \nUnderstand that a function is a rule that assigns to each input exactly one output.The graph of a function is the set of ordered pairs consisting of an input and thecorresponding output.\n1\n2. 8.F.A.2  \nCompare properties of two functions each represented in a different way(algebraically, graphically, numerically in tables, or by verbal descriptions). \nFor\nexample, given a linear function represented by a table of values and a linear functionrepresented by an algebraic expression, determine which function has the greater rateof change.\n3. 8.F.A.3  \nInterpret the equation y = mx + b as defining a linear function, whose graph is\na straight line; give examples of functions that are not linear. For example, the\nfunction A = s2 giving the area of a square as a function of its side length is not linear\nbecause its graph contains the points (1,1), (2,4) and (3,9), which are not on a straightline.\nB.Use functions to model relationships between quantities.\n4. 8.F.B.4  \nConstruct a function to model a linear relationship between two quantities.Determine the rate of change and initial value of the function from a descriptionof a relationship or from two (\nx, y) values, including reading these from a table or\nfrom a graph. Interpret the rate of change and initial value of a linear function interms of the situation it models, and in terms of its graph or a table of values.\n5. 8.F.B.5  \nDescribe qualitatively the functional relationship between two quantities byanalyzing a graph (e.g., where the function is increasing or decreasing, linear ornonlinear). Sketch a graph that exhibits the qualitative features of a function thathas been described verbally.\n1Function notation is not required in Grade 8.Geometry  8.G\nA.Understand congruence and similarity using physical models, transparen -\ncies, or geometry software.\n1. 8.G.A.1  \nVerify experimentally the properties of rotations, reflections, and translations:\na.Lines are taken to lines, and line segments to line segments of the samelength.\nb.Angles are taken to angles of the same measure.\nc.Parallel lines are taken to parallel lines.\n2. 8.G.A.2  \nUnderstand that a two-dimensional figure is congruent to another if the secondcan be obtained from the first by a sequence of rotations, reflections, andtranslations; given two congruent figures, describe a sequence that exhibits thecongruence between them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "9e0095a6-7f03-4a29-83d1-f23ebd539f56": {"__data__": {"id_": "9e0095a6-7f03-4a29-83d1-f23ebd539f56", "embedding": null, "metadata": {"page_label": "56", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "fcff2cb6-5178-4329-81db-f5e4ec9ac85d", "node_type": null, "metadata": {"page_label": "56", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "29a36adb365a5d8f4bd5c3718264cd9fbc0de1101f408fb9b9a8786b21b4f61b"}}, "hash": "29a36adb365a5d8f4bd5c3718264cd9fbc0de1101f408fb9b9a8786b21b4f61b", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGRADE 8   |   56\n3. 8.G.A.3  \nDescribe the effect of dilations, translations, rotations, and reflections on two-\ndimensional figures using coordinates.\n4. 8.G.A.4  \nUnderstand that a two-dimensional figure is similar to another if the second canbe obtained from the first by a sequence of rotations, reflections, translations,and dilations; given two similar two-dimensional figures, describe a sequencethat exhibits the similarity between them.\n5. 8.G.A.5  \nUse informal arguments to establish facts about the angle sum and exterior angleof triangles, about the angles created when parallel lines are cut by a transversal,and the angle-angle criterion for similarity of triangles. \nFor example, arrange three\ncopies of the same triangle so that the sum of the three angles appears to form a line,and give an argument in terms of transversals why this is so.\nB.Understand and apply the Pythagorean Theorem.\n6. 8.G.B.6  \nExplain a proof of the Pythagorean Theorem and its converse.\n7. 8.G.B.7  \nApply the Pythagorean Theorem to determine unknown side lengths in righttriangles in real-world and mathematical problems in two and three dimensions.\n8. 8.G.B.8  \nApply the Pythagorean Theorem to find the distance between two points in acoordinate system.\nC.Solve real-world and mathematical problems involving volume of cylinders,\ncones, and spheres.\n9. 8.G.C.9  \nKnow the formulas for the volumes of cones, cylinders, and spheres and use themto solve real-world and mathematical problems.\nStatistics and Probability  8.SP\nA.Investigate patterns of association in bivariate data.\n1. 8.SP .A.1  \nConstruct and interpret scatter plots for bivariate measurement data toinvestigate patterns of association between two quantities. Describe patternssuch as clustering, outliers, positive or negative association, linear association,and nonlinear association.\n2. 8.SP .A.2  \nKnow that straight lines are widely used to model relationships between twoquantitative variables. For scatter plots that suggest a linear association,informally fit a straight line, and informally assess the model fit by judging thecloseness of the data points to the line.\n3. 8.SP .A.3  \nUse the equation of a linear model to solve problems in the context of bivariatemeasurement data, interpreting the slope and intercept. \nFor example, in a linear\nmodel for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that anadditional hour of sunlight each day is associated with an additional 1.5 cm in matureplant height.\n4. 8.SP .A.4  \nUnderstand that patterns of association can also be seen in bivariate categoricaldata by displaying frequencies and relative frequencies in a two-way table.Construct and interpret a two-way table summarizing data on two categoricalvariables collected from the same subjects. Use relative frequencies calculatedfor rows or columns to describe possible association between the two variables.\nFor example, collect data from students in your class on whether or not they have acurfew on school nights and whether or not they have assigned chores at home. Isthere evidence that those who have a curfew also tend to have chores?", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1af16758-6efe-4d2e-bd20-d07bbb7bb982": {"__data__": {"id_": "1af16758-6efe-4d2e-bd20-d07bbb7bb982", "embedding": null, "metadata": {"page_label": "57", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f13a14df-8aa3-4dc1-a575-2f3a33adb0de", "node_type": null, "metadata": {"page_label": "57", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "f24269da4c38c5bf45a1f675f83dfe3527c4f79328207e134f23c6f0c6fc3fa5"}}, "hash": "f24269da4c38c5bf45a1f675f83dfe3527c4f79328207e134f23c6f0c6fc3fa5", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL   |   57Mathematics Standards for High School\nThe high school standards specify the mathematics that all students should \nstudy in order to be college and career ready. Additional mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics is indicated by (+), as in this example: \n(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers). \nAll standards without a (+) symbol should be in the common mathematics curriculum for all college and career ready students. Standards with a (+) symbol may also appear in courses intended for all students.\nThe high school standards are listed in conceptual categories:\n\u2022Number and Quantity\n\u2022Algebra\n\u2022Functions\n\u2022Modeling\n\u2022Geometry\n\u2022Statistics and Probability\nConceptual categories portray a coherent view of high school \nmathematics; a student\u2019s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus.\nModeling is best interpreted not as a collection of isolated topics but in \nrelation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (\n\u2605). The star symbol \nsometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "d03cca58-ea62-486c-8fef-f01da2d1161d": {"__data__": {"id_": "d03cca58-ea62-486c-8fef-f01da2d1161d", "embedding": null, "metadata": {"page_label": "58", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "27a99ac0-8ed4-4c09-9b46-78236b583f63", "node_type": null, "metadata": {"page_label": "58", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "7ea4909de57dbcf49a373283b5fafd5c80277e1afe633fd8f88428f31095019a"}}, "hash": "7ea4909de57dbcf49a373283b5fafd5c80277e1afe633fd8f88428f31095019a", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 NUMBER AND QUANTITY   |   58Mathematics | High School\u2014Number and \nQuantity\nNumbers and Number Systems.  During the years from kindergarten to eighth \ngrade, students must repeatedly extend their conception of number. At first, \n\u201cnumber\u201d means \u201ccounting number\u201d: 1, 2, 3... Soon after that, 0 is used to represent \u201cnone\u201d and the whole numbers are formed by the counting numbers together with zero. The next extension is fractions. At first, fractions are barely numbers and tied strongly to pictorial representations. Yet by the time students understand division of fractions, they have a strong concept of fractions as numbers and have connected them, via their decimal representations, with the base-ten system used to represent the whole numbers. During middle school, fractions are augmented by negative fractions to form the rational numbers. In Grade 8, students extend this system once more, augmenting the rational numbers with the irrational numbers to form the real numbers. In high school, students will be exposed to yet another extension of number, when the real numbers are augmented by the imaginary numbers to form the complex numbers. \nWith each extension of number, the meanings of addition, subtraction, \nmultiplication, and division are extended. In each new number system\u2014integers, rational numbers, real numbers, and complex numbers\u2014the four operations stay the same in two important ways: They have the commutative, associative, and distributive properties and their new meanings are consistent with their previous meanings. \nExtending the properties of whole-number exponents leads to new and productive \nnotation. For example, properties of whole-number exponents suggest that (5\n1/3)3 \nshould be 5(1/3)3 = 51 = 5 and that 51/3 should be the cube root of 5. \nCalculators, spreadsheets, and computer algebra systems can provide ways for students to become better acquainted with these new number systems and their notation. They can be used to generate data for numerical experiments, to help understand the workings of matrix, vector, and complex number algebra, and to experiment with non-integer exponents.\nQuantities.  In real world problems, the answers are usually not numbers but \nquantities: numbers with units, which involves measurement. In their work in measurement up through Grade 8, students primarily measure commonly used attributes such as length, area, and volume. In high school, students encounter a wider variety of units in modeling, e.g., acceleration, currency conversions, derived quantities such as person-hours and heating degree days, social science rates such as per-capita income, and rates in everyday life such as points scored per game or batting averages. They also encounter novel situations in which they themselves must conceive the attributes of interest. For example, to find a good measure of overall highway safety, they might propose measures such as fatalities per year, fatalities per year per driver, or fatalities per vehicle-mile traveled. Such a conceptual process is sometimes called quantification. Quantification is important for science, as when surface area suddenly \u201cstands out\u201d as an important variable in evaporation. Quantification is also important for companies, which must conceptualize relevant attributes and create or choose suitable measures for them.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "22b78803-1e87-4ad4-b974-bdfafacc91f3": {"__data__": {"id_": "22b78803-1e87-4ad4-b974-bdfafacc91f3", "embedding": null, "metadata": {"page_label": "59", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f94d570e-3654-4481-b8ea-35340e987ad8", "node_type": null, "metadata": {"page_label": "59", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "05661a5f1957ba718da15d0c1988f6b24a67a6db0be8566a251c0be7816a1910"}}, "hash": "05661a5f1957ba718da15d0c1988f6b24a67a6db0be8566a251c0be7816a1910", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 NUMBER AND QUANTITY   |   59Number and Quantity Overview\nThe Real Number System\n\u2022Extend the properties of exponents to rational\nexponents\n\u2022Use properties of rational and irrationalnumbers.\nQuantities\n\u2022Reason quantitatively and use units to solveproblems\nThe Complex Number System\n\u2022Perform arithmetic operations with complexnumbers\n\u2022Represent complex numbers and theiroperations on the complex plane\n\u2022Use complex numbers in polynomial identitiesand equations\nVector and Matrix Quantities\n\u2022Represent and model with vector quantities.\n\u2022Perform operations on vectors.\n\u2022Perform operations on matrices and usematrices in applications.Mathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critique\nthe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools s trategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeated\nreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6dcb5352-53a5-4f07-9374-22a3737ee3cd": {"__data__": {"id_": "6dcb5352-53a5-4f07-9374-22a3737ee3cd", "embedding": null, "metadata": {"page_label": "60", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "36c45385-4db4-4d94-bdd5-7e8c24cc2a02", "node_type": null, "metadata": {"page_label": "60", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "93f08a335ce9580f5b2de908f05d52d47ccb5707bfb95757959160e6fa68ee0c"}}, "hash": "93f08a335ce9580f5b2de908f05d52d47ccb5707bfb95757959160e6fa68ee0c", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 NUMBER AND QUANTITY   |   60\nThe Real Number System HSN-RN\nA.Extend the properties of exponents to rational exponents.\n1. HSN-RN.A.1  \nExplain how the definition of the meaning of rational exponents follows from\nextending the properties of integer exponents to those values, allowing for anotation for radicals in terms of rational exponents. For example, we define 5\n1/3 to\nbe the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.\n2. HSN-RN.A.2  \nRewrite expressions involving radicals and rational exponents using theproperties of exponents.\nB.Use properties of rational and irrational numbers.\n3. HSN-RN.B.3  \nExplain why the sum or product of two rational numbers is rational; that the sumof a rational number and an irrational number is irrational; and that the productof a nonzero rational number and an irrational number is irrational.\nQuantities\u2605  HSN-Q\nA.Reason quantitatively and use units to solve problems.\n1. HSN-Q.A.1  \nUse units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose andinterpret the scale and the origin in graphs and data displays.\n2. HSN-Q.A.2  \nDefine appropriate quantities for the purpose of descriptive modeling.\n3. HSN-Q.A.3  \nChoose a level of accuracy appropriate to limitations on measurement whenreporting quantities.\nThe Complex Number System HSN-CN\nA.Perform arithmetic operations with complex numbers.\n1. HSN-CN.A.1  \nKnow there is a complex number i such that i2 = \u20131, and every complex number\nhas the form a + bi with a and b real.\n2. HSN-CN.A.2  \nUse the relation i2 = \u20131 and the commutative, associative, and distributive\nproperties to add, subtract, and multiply complex numbers.\n3. HSN-CN.A.3  \n(+) Find the conjugate of a complex number; use conjugates to find moduli and\nquotients of c\nomplex numbers.\nB.Represent complex numbers and their operations on the complex plane.\n4. HSN-CN.B.4  \n(+) Represent complex numbers on the complex plane in rectangular and polar\nf\norm (including real and imaginary numbers), and explain why the rectangular\nand polar forms of a given complex number represent the same number.\n5. HSN-CN.B.5  \n(+) Represent addition, subtraction, multiplication, and conjugation of\nc\nomplex numbers geometrically on the complex plane; use properties of this\nrepresentation for computation. For example,  (\u20131 + \u221a3 i)3 = 8 because  (\u20131 + \u221a3 i) has\nmodulus  2 and argument  120\u00b0.\n6. HSN-CN.B.6  \n(+) Calculate the distance between numbers in the complex plane as the modulus\nof the diff\nerence, and the midpoint of a segment as the average of the numbers\nat its endpoints.\nC.Use complex numbers in polynomial identities and equations.\n7. HSN-CN.C.7  \nSolve quadratic equations with real coefficients that have complex solutions.\n8. HSN-CN.C.8  \n(+) Extend polynomial identities to the complex numbers. For example, rewrite x2\n+ 4 as (x + 2i)(x \u2013 2i).\n9. HSN-CN.C.9  \n(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic\npolynomials.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7262f029-f9d2-4232-aac2-55b592165c56": {"__data__": {"id_": "7262f029-f9d2-4232-aac2-55b592165c56", "embedding": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "38b72f40-c442-49d8-9c81-9e3e3a7b1af6", "node_type": null, "metadata": {"page_label": "61", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "40127b6b6c3d8b225ec092d67e795c40f002f3d0c4c193f0a6623df90badf1d5"}}, "hash": "40127b6b6c3d8b225ec092d67e795c40f002f3d0c4c193f0a6623df90badf1d5", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 NUMBER AND QUANTITY   |   61\nVector and Matrix Quantities HSN-VM\nA.Represent and model with vector quantities.\n1. HSN-VM.A.1  \n(+) Recognize vector quantities as having both magnitude and direction.\nR\nepresent vector quantities by directed line segments, and use appropriate\nsymbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).\n2. HSN-VM.A.2  \n(+) Find the components of a vector by subtracting the coordinates of an initial\npoint fr\nom the coordinates of a terminal point.\n3. HSN-VM.A.3  \n(+) Solve problems involving velocity and other quantities that can be\nr\nepresented by vectors.\nB.Perform operations on vectors.\n4. HSN-VM.B.4  \n(+) Add and subtract vectors.\na.Add vectors end-to-end, component-wise, and by the parallelogram rule.\nUnderstand that the magnitude of a sum of two vectors is typically not thesum of the magnitudes.\nb.Given two vectors in magnitude and direction form, determine themagnitude and direction of their sum.\nc.Understand vector subtraction v \u2013 w as v + (\u2013w), where \u2013 w is the additive\ninverse of w, with the same magnitude as w and pointing in the opposite\ndirection. Represent vector subtraction graphically by connecting the tips inthe appropriate order, and perform vector subtraction component-wise.\n5. HSN-VM.B.5  \n(+) Multiply a vector by a scalar.\na.Represent scalar multiplication graphically by scaling vectors and possiblyreversing their direction; perform scalar multiplication component-wise, e.g.,as \nc(vx, vy) = (cvx, cvy).\nb.Compute the magnitude of a scalar multiple cv using || cv|| = |c|v. Compute\nthe direction of cv knowing that when | c|v \u2260 0, the direction of cv is either\nalong v (for c > 0) or against v (for c < 0).\nC.Perform operations on matrices and use matrices in applications.\n6. HSN-VM.C.6  \n(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or\nincidenc\ne relationships in a network.\n7. HSN-VM.C.7  \n(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the\npa\nyoffs in a game are doubled.\n8. HSN-VM.C.8  \n(+) Add, subtract, and multiply matrices of appropriate dimensions.\n9. HSN-VM.C.9  \n(+) Understand that, unlike multiplication of numbers, matrix multiplication for\nsquar\ne matrices is not a commutative operation, but still satisfies the associative\nand distributive properties.\n10. HSN-VM.C.10  \n(+) Understand that the zero and identity matrices play a role in matrix\naddition and multiplica\ntion similar to the role of 0 and 1 in the real numbers.\nThe determinant of a square matrix is nonzero if and only if the matrix has amultiplicative inverse.\n11. HSN-VM.C.11  \n(+) Multiply a vector (regarded as a matrix with one column) by a matrix\nof suitable dimensions t\no produce another vector. Work with matrices as\ntransformations of vectors.\n12. HSN-VM.C.12  \n(+) Work with 2 \u00d7 2 matrices as transformations of the plane, and interpret the\nabsolut\ne value of the determinant in terms of area.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "cd7c052a-006c-42a5-b5f1-009f73d0160a": {"__data__": {"id_": "cd7c052a-006c-42a5-b5f1-009f73d0160a", "embedding": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "13801a5c-b9a5-419e-a181-d419135d06a9", "node_type": null, "metadata": {"page_label": "62", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "b7637c9f7e66220d66a72fc99d9fa821060ef27205a133a04e46a23947bd59d4"}}, "hash": "b7637c9f7e66220d66a72fc99d9fa821060ef27205a133a04e46a23947bd59d4", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 ALGEBRA   |   62Mathematics | High School\u2014Algebra\nExpressions.  An expression is a record of a computation with numbers, symbols \nthat represent numbers, arithmetic operations, exponentiation, and, at more \nadvanced levels, the operation of evaluating a function. Conventions about the use of parentheses and the order of operations assure that each expression is unambiguous. Creating an expression that describes a computation involving a general quantity requires the ability to express the computation in general terms, abstracting from specific instances.\nReading an expression with comprehension involves analysis of its underlying \nstructure. This may suggest a different but equivalent way of writing the expression that exhibits some different aspect of its meaning. For example, p\u00a0+\u00a00.05p can be interpreted as the addition of a 5% tax to a price p. Rewriting p\u00a0+\u00a00.05p as 1.05p shows that adding a tax is the same as multiplying the price by a constant factor. \nAlgebraic manipulations are governed by the properties of operations and \nexponents, and the conventions of algebraic notation. At times, an expression is the result of applying operations to simpler expressions. For example, p\u00a0+\u00a00.05p is the sum of the simpler expressions p and 0.05p. Viewing an expression as the result of operation on simpler expressions can sometimes clarify its underlying structure.\nA spreadsheet or a computer algebra system (CAS) can be used to experiment \nwith algebraic expressions, perform complicated algebraic manipulations, and understand how algebraic manipulations behave. \nEquations and inequalities.  An equation is a statement of equality between two \nexpressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form.\nThe solutions of an equation in one variable form a set of numbers; the solutions of \nan equation in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a system must satisfy every equation and inequality in the system.\nAn equation can often be solved by successively deducing from it one or more \nsimpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions.\nSome equations have no solutions in a given number system, but have a solution \nin a larger system. For example, the solution of x + 1 = 0 is an integer, not a whole number; the solution of 2x + 1 = 0 is a rational number, not an integer; the solutions of x\n2 \u2013 2 = 0 are real numbers, not rational numbers; and the solutions of x2 + 2 = 0 \nare complex numbers, not real numbers.\nThe same solution techniques used to solve equations can be used to rearrange \nformulas. For example, the formula for the area of a trapezoid, A = ((b1+b2)/2)h, can \nbe solved for h using the same deductive process. \nInequalities can be solved by reasoning about the properties of inequality. Many, \nbut not all, of the properties of equality continue to hold for inequalities and can be useful in solving them.\nConnections to Functions and Modeling. Expressions can define functions, \nand equivalent expressions define the same function. Asking when two functions have the same value for the same input leads to an equation; graphing the two functions allows for finding approximate solutions of the equation. Converting a verbal description to an equation, inequality, or system of these is an essential skill in modeling.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "64e68904-d28c-45ec-8115-d44b047820cc": {"__data__": {"id_": "64e68904-d28c-45ec-8115-d44b047820cc", "embedding": null, "metadata": {"page_label": "63", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2d662aa6-bb89-4b6b-90c9-49fc2ae1da54", "node_type": null, "metadata": {"page_label": "63", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "c93d639b3193493de3822755aa799d2dca6db163a3e5cd171919bc49ca956acd"}}, "hash": "c93d639b3193493de3822755aa799d2dca6db163a3e5cd171919bc49ca956acd", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 ALGEBRA   |   63Algebra Overview\nSeeing Structure in Expressions\n\u2022Interpret the structure of expressions\n\u2022Write expressions in equivalent forms to solve\nproblems\nArithmetic with Polynomials and Rational \nExpressions\n\u2022Perform arithmetic operations on polynomials\n\u2022Understand the relationship between zeros andfactors of polynomials\n\u2022Use polynomial identities to solve problems\n\u2022Rewrite rational expressions\nCreating Equations\n\u2022Create equations that describe numbers orrelationships\nReasoning with Equations and Inequalities\n\u2022Understand solving equations as a process ofreasoning and explain the reasoning\n\u2022Solve equations and inequalities in one variable\n\u2022Solve systems of equations\n\u2022Represent and solve equations and inequalitiesgraphicallyMathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critique\nthe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools s trategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeated\nreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e721eb8f-cbe2-4ec4-b7f7-71622223740c": {"__data__": {"id_": "e721eb8f-cbe2-4ec4-b7f7-71622223740c", "embedding": null, "metadata": {"page_label": "64", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "8ac1a152-1ade-4977-8e05-d58dc7dabf16", "node_type": null, "metadata": {"page_label": "64", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "8d835c1f9aeef5145300d7b0a970d1ce938afd195aee8c54784c2c9a496d96a6"}}, "hash": "8d835c1f9aeef5145300d7b0a970d1ce938afd195aee8c54784c2c9a496d96a6", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 ALGEBRA   |   64\nSeeing Structure in Expressions HSA-SSE\nA.Interpret the structure of expressions\n1. HSA-SSE.A.1  \nInterpret expressions that represent a quantity in terms of its context.\u2605\na.Interpret parts of an expression, such as terms, factors, and coefficients.\nb.Interpret complicated expressions by viewing one or more of their parts as a\nsingle entity. For example, interpret  P(1+r)n as the product of P and a factor not\ndepending on P.\n2. HSA-SSE.A.2  \nUse the structure of an expression to identify ways to rewrite it. For example,\nsee x4 \u2013 y4 as (x2)2 \u2013\u00a0(y2)2, thus recognizing it as a difference of squares that can be\nfactored as  (x2 \u2013 y2)(x2 + y2).\nB.Write expressions in equivalent forms to solve problems\n3. HSA-SSE.B.3  \nChoose and produce an equivalent form of an expression to reveal and explainproperties of the quantity represented by the expression.\n\u2605\na.Factor a quadratic expression to reveal the zeros of the function it defines.\nb.Complete the square in a quadratic expression to reveal the maximum orminimum value of the function it defines.\nc.Use the properties of exponents to transform expressions for exponentialfunctions.\n For example the expression  1.15t can be rewritten as  (1.151/12)12t \u2248 1.01212t\nto reveal the approximate equivalent monthly interest rate if the annual rate is15%.\n4. HSA-SSE.B.4  \nDerive the formula for the sum of a finite geometric series (when the commonratio is not 1), and use the formula to solve problems. \nFor example, calculate\nmortgage payments.\u2605\nArithmetic with Polynomials and Rational Expressions HSA-APR\nA.Perform arithmetic operations on polynomials\n1. HSA-APR.A.1  \nUnderstand that polynomials form a system analogous to the integers, namely,they are closed under the operations of addition, subtraction, and multiplication;add, subtract, and multiply polynomials.\nB.Understand the relationship between zeros and factors of polynomials\n2. HSA-APR.B.2  \nKnow and apply the Remainder Theorem: For a polynomial p(x) and a number\na, the remainder on division by x \u2013 a is p(a), so p(a) = 0 if and only if ( x \u2013 a) is a\nfactor of p(x).\n3. HSA-APR.B.3  \nIdentify zeros of polynomials when suitable factorizations are available, and usethe zeros to construct a rough graph of the function defined by the polynomial.\nC.Use polynomial identities to solve problems\n4. HSA-APR.C.4  \nProve polynomial identities and use them to describe numerical relationships.\nFor example, the polynomial identity  (x2\u00a0+\u00a0y2)2 =\u00a0(x2\u00a0\u2013\u00a0y2)2 + (2 xy)2\u00a0can be used to\ngenerate Pythagorean triples.\n5. HSA-APR.C.5  \n(+) Know and apply the Binomial Theorem for the expansion of ( x + y)n in\npowers of x and y for a positive integer n, where x and y are any numbers, with\ncoefficients determined for example by Pascal\u2019s Triangle.1\n1The Binomial Theorem can be proved by mathematical induction or by a combinatorial \nargument.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6ff64f0e-d7f2-4c10-9697-9c77db9d3e85": {"__data__": {"id_": "6ff64f0e-d7f2-4c10-9697-9c77db9d3e85", "embedding": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "195606b1-fb93-476c-bff1-9faec167b78e", "node_type": null, "metadata": {"page_label": "65", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "0f9379373993456c22c7e7690652f80cce8622ea53bcdbd108540e76ffc6652b"}}, "hash": "0f9379373993456c22c7e7690652f80cce8622ea53bcdbd108540e76ffc6652b", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 ALGEBRA   |   65\nD.Rewrite rational expressions\n6. HSA-APR.D.6  \nRewrite simple rational expressions in different forms; write a(x)/b(x) in the form\nq(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree\nof r(x) less than the degree of b(x), using inspection, long division, or, for the\nmore complicated examples, a computer algebra system.\n7. HSA-APR.D.7  \n(+) Understand that rational expressions form a system analogous to the\nrational numbers, closed under addition, subtraction, multiplication, and divisionby a nonzero rational expression; add, subtract, multiply, and divide rationalexpressions.\nCreating Equations\u2605 HSA-CED\nA.Create equations that describe numbers or relationships\n1. HSA-CED.A.1  \nCreate equations and inequalities in one variable and use them to solve problems.\nInclude equations arising from linear and quadratic functions, and simple rational andexponential functions.\n2. HSA-CED.A.2  \nCreate equations in two or more variables to represent relationships betweenquantities; graph equations on coordinate axes with labels and scales.\n3. HSA-CED.A.3  \nRepresent constraints by equations or inequalities, and by systems of equationsand/or inequalities, and interpret solutions as viable or non-viable options in amodeling context. \nFor example, represent inequalities describing nutritional and cost\nconstraints on combinations of different foods.\n4. HSA-CED.A.4  \nRearrange formulas to highlight a quantity of interest, using the same reasoningas in solving equations. \nFor example, rearrange Ohm\u2019s law V = IR to highlight\nresistance R.\nReasoning with Equations and Inequalities HSA-REI\nA.Understand solving equations as a process of reasoning and explain the\nreasoning\n1. HSA-REI.A.1  \nExplain each step in solving a simple equation as following from the equality ofnumbers asserted at the previous step, starting from the assumption that theoriginal equation has a solution. Construct a viable argument to justify a solutionmethod.\n2. HSA-REI.A.2  \nSolve simple rational and radical equations in one variable, and give examplesshowing how extraneous solutions may arise.\nB.Solve equations and inequalities in one variable\n3. HSA-REI.B.3  \nSolve linear equations and inequalities in one variable, including equations withcoefficients represented by letters.\n4. HSA-REI.B.4  \nSolve quadratic equations in one variable.\na.Use the method of completing the square to transform any quadraticequation in \nx into an equation of the form ( x \u2013 p)2 = q that has the same\nsolutions. Derive the quadratic formula from this form.\nb.Solve quadratic equations by inspection (e.g., for x2 = 49), taking square\nroots, completing the square, the quadratic formula and factoring, asappropriate to the initial form of the equation. Recognize when the quadraticformula gives complex solutions and write them as a\n \u00b1 bi f\nor real numbers a\nand b.\nC.Solve systems of equations\n5. HSA-REI.C.5  \nProve that, given a system of two equations in two variables, replacing oneequation by the sum of that equation and a multiple of the other produces asystem with the same solutions.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f530b680-0b7e-4d3f-9cb8-ce1a863396f5": {"__data__": {"id_": "f530b680-0b7e-4d3f-9cb8-ce1a863396f5", "embedding": null, "metadata": {"page_label": "66", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "cdcb9c87-36ee-4532-aab8-0794f188702d", "node_type": null, "metadata": {"page_label": "66", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "762337775383b21e17da80c71be135fa0fc5a89d0fc9977cdd49fe3bdc928aa8"}}, "hash": "762337775383b21e17da80c71be135fa0fc5a89d0fc9977cdd49fe3bdc928aa8", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 ALGEBRA   |   66\n6. HSA-REI.C.6  \nSolve systems of linear equations exactly and approximately (e.g., with graphs),\nfocusing on pairs of linear equations in two variables.\n7. HSA-REI.C.7  \nSolve a simple system consisting of a linear equation and a quadratic equationin two variables algebraically and graphically. \nFor example, find the points of\nintersection between the line y  = \u20133x and the circle x2 + y2 = 3.\n8. HSA-REI.C.8  \n(+) Represent a system of linear equations as a single matrix equation in a vectorvariable.\n9. HSA-REI.C.9  \n(+) Find the inverse of a matrix if it exists and use it to solve systems of linearequations (using technology for matrices of dimension 3 \u00d7 3 or greater).\nD.Represent and solve equations and inequalities graphically\n10. HSA-REI.D.10  \nUnderstand that the graph of an equation in two variables is the set of all itssolutions plotted in the coordinate plane, often forming a curve (which could bea line).\n11. HSA-REI.D.11  \nExplain why the x-coordinates of the points where the graphs of the equationsy = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find\nthe solutions appr\noximately, e.g., using technology to graph the functions, make\ntables of values, or find successive approximations. Include cases where f(x)\nand/or g(x\n) are linear, polynomial, rational, absolute value, exponential, and\nlogarithmic functions.\u2605\n12. HSA-REI.D.12  \nGraph the solutions to a linear inequality in two variables as a half-plane(excluding the boundary in the case of a strict inequality), and graph the solutionset to a system of linear inequalities in two variables as the intersection of thecorresponding half-planes.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b79a8b3e-3c39-445d-8341-75278e5a0bdb": {"__data__": {"id_": "b79a8b3e-3c39-445d-8341-75278e5a0bdb", "embedding": null, "metadata": {"page_label": "67", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "ab8929d2-e8da-4237-a908-0064a8c6c54c", "node_type": null, "metadata": {"page_label": "67", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "28c71af26a2526a95035a2b0daf6bdbd7601a33366a99db6d9f8e3674787ee72"}}, "hash": "28c71af26a2526a95035a2b0daf6bdbd7601a33366a99db6d9f8e3674787ee72", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 FUNCTIONS   |   67Mathematics | High School\u2014Functions\nFunctions describe situations where one quantity determines another. For example, \nthe return on $10,000 invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested. Because we continually make theories about dependencies between quantities in nature and society, functions are important tools in the construction of mathematical models. \nIn school mathematics, functions usually have numerical inputs and outputs and are \noften defined by an algebraic expression. For example, the time in hours it takes for a car to drive 100 miles is a function of the car\u2019s speed in miles per hour, v; the rule T(v) = 100/v expresses this relationship algebraically and defines a function whose name is T. \nThe set of inputs to a function is called its domain. We often infer the domain to be \nall inputs for which the expression defining a function has a value, or for which the function makes sense in a given context.\nA function can be described in various ways, such as by a graph (e.g., the trace of \na seismograph); by a verbal rule, as in, \u201cI\u2019ll give you a state, you give me the capital city;\u201d by an algebraic expression like f(x) = a + bx ; or by a recursive rule. The graph \nof a function is often a useful way of visualizing the relationship of the function models, and manipulating a mathematical expression for a function can throw light on the function\u2019s properties.\nFunctions presented as expressions can model many important phenomena. Two \nimportant families of functions characterized by laws of growth are linear functions, which grow at a constant rate, and exponential functions, which grow at a constant percent rate. Linear functions with a constant term of zero describe proportional relationships.\nA graphing utility or a computer algebra system can be used to experiment with \nproperties of these functions and their graphs and to build computational models of functions, including recursively defined functions.\nConnections to Expressions, Equations, Modeling, and Coordinates.  \nDet\nermining an output value for a particular input involves evaluating an expression; \nfinding inputs that yield a given output involves solving an equation. Questions about when two functions have the same value for the same input lead to equations, whose solutions can be visualized from the intersection of their graphs. Because functions describe relationships between quantities, they are frequently used in modeling. Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "72c39d95-28b9-4810-aea8-67967d9ad52e": {"__data__": {"id_": "72c39d95-28b9-4810-aea8-67967d9ad52e", "embedding": null, "metadata": {"page_label": "68", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "e595d218-d0b8-40e3-8dc8-3e349aeb2a25", "node_type": null, "metadata": {"page_label": "68", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "d1760a5af4fab1a56044666f143469ea28e678b7253d2049f83efc5c5ca28d5f"}}, "hash": "d1760a5af4fab1a56044666f143469ea28e678b7253d2049f83efc5c5ca28d5f", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 FUNCTIONS   |   68Functions Overview\nInterpreting Functions\n\u2022Understand the concept of a function and use\nfunction notation\n\u2022Interpret functions that arise in applications interms of the context\n\u2022Analyze functions using differentrepresentations\nBuilding Functions\n\u2022Build a function that models a relationshipbetween two quantities\n\u2022Build new functions from existing functions\nLinear, Quadratic, and Exponential Models\n\u2022Construct and compare linear, quadratic, andexponential models and solve problems\n\u2022Interpret expressions for functions in terms ofthe situation they model\nTrigonometric Functions\n\u2022Extend the domain of trigonometric functionsusing the unit circle\n\u2022Model periodic phenomena with trigonometricfunctions\n\u2022Prove and apply trigonometric identitiesMathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critique\nthe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools s trategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeated\nreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "1a73e160-ed3f-4bb9-aeca-824d89577c35": {"__data__": {"id_": "1a73e160-ed3f-4bb9-aeca-824d89577c35", "embedding": null, "metadata": {"page_label": "69", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "b5e4f9e2-16ad-4e66-ac85-c8bdf60e9f6c", "node_type": null, "metadata": {"page_label": "69", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "7c7d346d46a9f27827c670a70ad2d69fb01df6b6ecfd8053c90e522687b7584a"}}, "hash": "7c7d346d46a9f27827c670a70ad2d69fb01df6b6ecfd8053c90e522687b7584a", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 FUNCTIONS   |   69\nInterpreting Functions  HSF-IF\nA.Understand the concept of a function and use function notation\n1. HSF-IF.A.1  \nUnderstand that a function from one set (called the domain) to another set\n(called the range) assigns to each element of the domain exactly one element ofthe range. If \nf is a function and x is an element of its domain, then f(x) denotes\nthe output of f corresponding to the input x. The graph of f is the graph of the\nequation y = f(x).\n2. HSF-IF.A.2  \nUse function notation, evaluate functions for inputs in their domains, andinterpret statements that use function notation in terms of a context.\n3. HSF-IF.A.3  \nRecognize that sequences are functions, sometimes defined recursively, whosedomain is a subset of the integers. \nFor example, the Fibonacci sequence is defined\nrecursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n \u2265 1.\nB.Interpret functions that arise in applications in terms of the context\n4. HSF-IF.B.4  \nFor a function that models a relationship between two quantities, interpretkey features of graphs and tables in terms of the quantities, and sketch graphsshowing key features given a verbal description of the relationship. \nKey features\ninclude: intercepts; intervals where the function is increasing, decreasing, positive,or negat\nive; relative maximums and minimums; symmetries; end behavior; and\nperiodicity\n.\u2605\n5. HSF-IF.B.5  \nRelate the domain of a function to its graph and, where applicable, to thequantitative relationship it describes. \nFor example, if the function h(n) gives the\nnumber of person-hours it takes to assemble n engines in a factory, then the positiveintegers would be an appropriate domain for the function.\n\u2605\n6. HSF-IF.B.6  \nCalculate and interpret the average rate of change of a function (presentedsymbolically or as a table) over a specified interval. Estimate the rate of changefrom a graph.\n\u2605\nC.Analyze functions using different representations\n7. HSF-IF.C.7  \nGraph functions expressed symbolically and show key features of the graph, byhand in simple cases and using technology for more complicated cases.\n\u2605\na.Graph linear and quadratic functions and show intercepts, maxima, andminima.\nb.Graph square root, cube root, and piecewise-defined functions, includingstep functions and absolute value functions.\nc.Graph polynomial functions, identifying zeros when suitable factorizationsare available, and showing end behavior.\nd.(+) Graph rational functions, identifying zeros and asymptotes when suitable\nf\nactorizations are available, and showing end behavior.\ne.Graph exponential and logarithmic functions, showing intercepts andend behavior, and trigonometric functions, showing period, midline, andamplitude.\n8. HSF-IF.C.8  \nWrite a function defined by an expression in different but equivalent forms toreveal and explain different properties of the function.\na.Use the process of factoring and completing the square in a quadraticfunction to show zeros, extreme values, and symmetry of the graph, andinterpret these in terms of a context.\nb.Use the properties of exponents to interpret expressions for exponentialfunctions. \nFor example, identify percent rate of change in functions such as y\n= (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing\nexponential growth or decay.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "e703f080-f68f-41fe-8e4c-5c699f844599": {"__data__": {"id_": "e703f080-f68f-41fe-8e4c-5c699f844599", "embedding": null, "metadata": {"page_label": "70", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2cf70c08-1e25-4cb4-bd5a-016c61693599", "node_type": null, "metadata": {"page_label": "70", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "ec024cdaca51113a8f16b5534086946aab0cb58a9a021db7ca2b5cc04ffe61e3"}}, "hash": "ec024cdaca51113a8f16b5534086946aab0cb58a9a021db7ca2b5cc04ffe61e3", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 FUNCTIONS   |   70\n9. HSF-IF.C.9  \nCompare properties of two functions each represented in a different way\n(algebraically, graphically, numerically in tables, or by verbal descriptions). For\nexample, given a graph of one quadratic function and an algebraic expression foranother, say which has the larger maximum.\nBuilding Functions  HSF-BF\nA.Build a function that models a relationship between two quantities\n1. HSF-BF.A.1  \nWrite a function that describes a relationship between two quantities.\u2605\na.Determine an explicit expression, a recursive process, or steps for calculationfrom a context.\nb.Combine standard function types using arithmetic operations. For example,\nbuild a function that models the temperature of a cooling body by adding aconstant function to a decaying exponential, and relate these functions to themodel.\nc.(+) Compose functions.  For example, if T(y) is the temperature in the\natmosphere as a function of height, and h(t) is the height of a weather balloon asa function of time, then T(h(t)) is the temperature at the location of the weatherballoon as a function of time.\n2. HSF-BF.A.2  \nWrite arithmetic and geometric sequences both recursively and with an explicitformula, use them to model situations, and translate between the two forms.\n\u2605\nB.Build new functions from existing functions\n3. HSF-BF.B.3  \nIdentify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x\n+k) for specific values of k (both positive and negative); find the value of k given\nthe graphs. Experiment with cases and illustrate an explanation of the effects onthe graph using technology. \nInclude recognizing even and odd functions from their\ngraphs and algebraic expressions for them.\n4. HSF-BF.B.4  \nFind inverse functions.\na.Solve an equation of the form f(x) = c for a simple function f that has aninverse and write an expression for the inverse. \nFor example, f(x) =2 x3 or f(x)\n= (x+1)/(x\u20131) for x \u2260 1.\nb.(+) Verify by composition that one function is the inverse of another.\nc.(+) Read values of an inverse function from a graph or a table, given that thefunction has an inverse.\nd.(+) Produce an invertible function from a non-invertible function byrestricting the domain.\n5. HSF-BF.B.5  \n(+) Understand the inverse relationship between exponents and logarithms anduse this relationship to solve problems involving logarithms and exponents.\nLinear, Quadratic, and Exponential Models\u2605 HSF-LE\nA.Construct and compare linear, quadratic, and exponential models and solve\nproblems\n1. HSF-LE.A.1  \nDistinguish between situations that can be modeled with linear functions andwith exponential functions.\na.Prove that linear functions grow by equal differences over equal intervals,and that exponential functions grow by equal factors over equal intervals.\nb.Recognize situations in which one quantity changes at a constant rate perunit interval relative to another.\nc.Recognize situations in which a quantity grows or decays by a constantpercent rate per unit interval relative to another.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b07ff0ac-38b6-4983-99de-81358d6897fd": {"__data__": {"id_": "b07ff0ac-38b6-4983-99de-81358d6897fd", "embedding": null, "metadata": {"page_label": "71", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a77d5eaf-a657-4cd1-8a20-724a5b9e99d3", "node_type": null, "metadata": {"page_label": "71", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "477cf3d45ea6465c6463ab5e080d10feb371ac919534223d2ab1534047e23bb6"}}, "hash": "477cf3d45ea6465c6463ab5e080d10feb371ac919534223d2ab1534047e23bb6", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 FUNCTIONS   |   71\n2. HSF-LE.A.2  \nConstruct linear and exponential functions, including arithmetic and geometric\nsequences, given a graph, a description of a relationship, or two input-outputpairs (include reading these from a table).\n3. HSF-LE.A.3  \nObserve using graphs and tables that a quantity increasing exponentiallyeventually exceeds a quantity increasing linearly, quadratically, or (moregenerally) as a polynomial function.\n4. HSF-LE.A.4  \nFor exponential models, express as a logarithm the solution to\nabct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the\nlogarithm using technology.\nB.Interpret expressions for functions in terms of the situation they model\n5. HSF-LE.B.5  \nInterpret the parameters in a linear or exponential function in terms of a context.\nTrigonometric Functions  HSF-TF\nA.Extend the domain of trigonometric functions using the unit circle\n1. HSF-TF.A.1  \nUnderstand radian measure of an angle as the length of the arc on the unit circlesubtended by the angle.\n2. HSF-TF.A.2  \nExplain how the unit circle in the coordinate plane enables the extension oftrigonometric functions to all real numbers, interpreted as radian measures ofangles traversed counterclockwise around the unit circle.\n3. HSF-TF.A.3  \n(+) Use special triangles to determine geometrically the values of sine, cosine,\ntangent f\nor \u03c0/3, \u03c0/4 and \u03c0/6, and use the unit circle to express the values of sine,\ncosine, and tangent for \u03c0\u2013x, \u03c0+x, and 2\u03c0\u2013x in terms of their values for x, where x  is\nany real number.\n4. HSF-TF.A.4  \n(+) Use the unit circle to explain symmetry (odd and even) and periodicity of\ntrigonometric functions.\nB.Model periodic phenomena with trigonometric functions\n5. HSF-TF.B.5  \nChoose trigonometric functions to model periodic phenomena with specifiedamplitude, frequency, and midline.\n\u2605\n6. HSF-TF.B.6  \n(+) Understand that restricting a trigonometric function to a domain on which it\nis alw\nays increasing or always decreasing allows its inverse to be constructed.\n7. HSF-TF.B.7  \n(+) Use inverse functions to solve trigonometric equations that arise in modeling\nc\nontexts; evaluate the solutions using technology, and interpret them in terms of\nthe context.\u2605\nC.Prove and apply trigonometric identities\n8. HSF-TF.C.8  \nProve the Pythagorean identity sin2(\u03b8) + cos2(\u03b8) = 1 and use it to find sin(\u03b8 ),\ncos(\u03b8), or tan(\u03b8) given sin(\u03b8), cos(\u03b8), or tan(\u03b8) and the quadrant of the angle.\n9. HSF-TF.C.9  \n(+) Prove the addition and subtraction formulas for sine, cosine, and tangent and\nuse them t\no solve problems.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "b8ecd46a-38ac-46e4-98e3-8a030787b039": {"__data__": {"id_": "b8ecd46a-38ac-46e4-98e3-8a030787b039", "embedding": null, "metadata": {"page_label": "72", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "9c07ce9e-5576-44e8-95bb-4b106d0e532b", "node_type": null, "metadata": {"page_label": "72", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "863a582f26b1597b739a6b47e3f9b8ee61db59c18b7b5fa3b8695beb33af5461"}}, "hash": "b9f48aecce66f19cf702d7aa1b2367f4d27e44170f4be841c57caec742b58762", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 MODELING   |   72Mathematics | High School\u2014Modeling\nModeling links classroom mathematics and statistics to everyday life, work, and \ndecision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.\nA model can be very simple, such as writing total cost as a product of unit price \nand number bought, or using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for our purposes. Other situations\u2014modeling a delivery route, a production schedule, or a comparison of loan amortizations\u2014need more elaborate models that use other tools from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models, representing such models, and analyzing them is appropriately a creative process. Like every such process, this depends on acquired expertise as well as creativity.\nSome examples of such situations might include:\n\u2022Estimating how much water and food is needed for emergency\nrelief in a devastated city of 3 million people, and how it might bedistributed.\n\u2022Planning a table tennis tournament for 7 players at a club with 4tables, where each player plays against each other player.\n\u2022Designing the layout of the stalls in a school fair so as to raise asmuch money as possible.\n\u2022Analyzing stopping distance for a car.\n\u2022Modeling savings account balance, bacterial colony growth, orinvestment growth.\n\u2022Engaging in critical path analysis, e.g., applied to turnaround of anaircraft at an airport.\n\u2022Analyzing risk in situations such as extreme sports, pandemics,and terrorism.\n\u2022Relating population statistics to individual predictions.\nIn situations like these, the models devised depend on a number of factors: How precise an answer do we want or need? What aspects of the situation do we most need to understand, control, or optimize? What resources of time and tools do we have? The range of models that we can create and analyze is also constrained by the limitations of our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships among them. Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools for understanding and solving problems drawn from different types of real-world situations.\nOne of the insights provided by mathematical modeling is that essentially the same \nmathematical or statistical structure can sometimes model seemingly different situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.\nT\nhe basic modeling cycle is summarized in the diagram. It \ninvolves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "befb1e9f-35a4-4c8f-97b2-bf7d786ca5b8": {"__data__": {"id_": "befb1e9f-35a4-4c8f-97b2-bf7d786ca5b8", "embedding": null, "metadata": {"page_label": "73", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "37cb2ee8-bd57-47e1-b7c3-049c3b5d582f", "node_type": null, "metadata": {"page_label": "73", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "7673e310cf2083bf9237e93f267099f87bce2010daf1f52fdfd1839121cf49dc"}}, "hash": "7673e310cf2083bf9237e93f267099f87bce2010daf1f52fdfd1839121cf49dc", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 MODELING   |   73is acceptable, (6) reporting on the conclusions and the reasoning behind them. \nChoices, assumptions, and approximations are present throughout this cycle.\nIn descriptive modeling, a model simply describes the phenomena or summarizes \nthem in a compact f\norm. Graphs of observations are a familiar descriptive model\u2014\nfor example, graphs of global temperature and atmospheric CO2 over time. \nAnalytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth of bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool for analyzing such problems. \nGraphing utilities, spreadsheets, computer algebra systems, and dynamic geometry \nsoftware are powerful tools that can be used to model purely mathematical phenomena (e.g., the behavior of polynomials) as well as physical phenomena.\nModeling Standards Modeling is best interpreted not as a collection of isolated \ntopics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (\n\u2605).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "f81e0760-aae9-4253-8439-5471411b3311": {"__data__": {"id_": "f81e0760-aae9-4253-8439-5471411b3311", "embedding": null, "metadata": {"page_label": "74", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "a8121d11-fff5-4854-a330-5563fb227556", "node_type": null, "metadata": {"page_label": "74", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "2882df0c6c328d0154f3787fd8b35b484aed6bad59e55d9486275bd50335e4af"}}, "hash": "2882df0c6c328d0154f3787fd8b35b484aed6bad59e55d9486275bd50335e4af", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 GEOMETRY   |   74Mathematics | High School\u2014Geometry\nAn understanding of the attributes and relationships of geometric objects can be \napplied in diverse contexts\u2014interpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material. \nAlthough there are many types of geometry, school mathematics is devoted primarily \nto plane Euclidean geometry, studied both synthetically (without coordinates) and analytically (with coordinates). Euclidean geometry is characterized most importantly by the Parallel Postulate, that through a point not on a given line there is exactly one parallel line. (Spherical geometry, in contrast, has no parallel lines.)\nDuring high school, students begin to formalize their geometry experiences from \nelementary and middle school, using more precise definitions and developing careful proofs. Later in college some students develop Euclidean and other geometries carefully from a small set of axioms.\nThe concepts of congruence, similarity, and symmetry can be understood from \nthe perspective of geometric transformation. Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these, all of which are here assumed to preserve distance and angles (and therefore shapes generally). Reflections and rotations each explain a particular type of symmetry, and the symmetries of an object offer insight into its attributes\u2014as when the reflective symmetry of an isosceles triangle assures that its base angles are congruent. \nIn the approach taken here, two geometric figures are defined to be congruent if there \nis a sequence of rigid motions that carries one onto the other. This is the principle of superposition. For triangles, congruence means the equality of all corresponding pairs of sides and all corresponding pairs of angles. During the middle grades, through experiences drawing triangles from given conditions, students notice ways to specify enough measures in a triangle to ensure that all triangles drawn with those measures are congruent. Once these triangle congruence criteria (ASA, SAS, and SSS) are established using rigid motions, they can be used to prove theorems about triangles, quadrilaterals, and other geometric figures. \nSimilarity transformations (rigid motions followed by dilations) define similarity \nin the same way that rigid motions define congruence, thereby formalizing the similarity ideas of \"same shape\" and \"scale factor\" developed in the middle grades. These transformations lead to the criterion for triangle similarity that two pairs of corresponding angles are congruent.\nThe definitions of sine, cosine, and tangent for acute angles are founded on right \ntriangles and similarity, and, with the Pythagorean Theorem, are fundamental in many real-world and theoretical situations. The Pythagorean Theorem is generalized to non-right triangles by the Law of Cosines. Together, the Laws of Sines and Cosines embody the triangle congruence criteria for the cases where three pieces of information suffice to completely solve a triangle. Furthermore, these laws yield two possible solutions in the ambiguous case, illustrating that Side-Side-Angle is not a congruence criterion. \nAnalytic geometry connects algebra and geometry, resulting in powerful methods \nof analysis and problem solving. Just as the number line associates numbers with locations in one dimension, a pair of perpendicular axes associates pairs of numbers with locations in two dimensions. This correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof. Geometric transformations of the graphs of equations correspond to algebraic changes in their equations.\nDynamic geometry environments provide students with experimental and modeling \ntools that allow them to investigate geometric phenomena in much the same way as computer algebra systems allow them to experiment with algebraic phenomena.\nConnections to Equations. The correspondence between numerical coordinates \nand geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "8b9da176-7708-4561-bb27-5eac63c22e61": {"__data__": {"id_": "8b9da176-7708-4561-bb27-5eac63c22e61", "embedding": null, "metadata": {"page_label": "75", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "16a7c9e5-402a-4afc-88db-b79687123a6e", "node_type": null, "metadata": {"page_label": "75", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "d26390e8db4522cef7f11f57302caeea8c4c4e00249ed286351cdca2de9d9ff3"}}, "hash": "d26390e8db4522cef7f11f57302caeea8c4c4e00249ed286351cdca2de9d9ff3", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 GEOMETRY   |   75Geometry Overview\nCongruence\n\u2022Experiment with transformations in the plane\n\u2022Understand congruence in terms of rigid\nmotions\n\u2022Prove geometric theorems\n\u2022Make geometric constructions\nSimilarity, Right Triangles, and Trigonometry\n\u2022Understand similarity in terms of similaritytransformations\n\u2022Prove theorems involving similarity\n\u2022Define trigonometric ratios and solve problemsinvolving right triangles\n\u2022Apply trigonometry to general triangles\nCircles\n\u2022Understand and apply theorems about circles\n\u2022Find arc lengths and areas of sectors of circles\nExpressing Geometric Properties with Equations\n\u2022Translate between the geometric descriptionand the equation for a conic section\n\u2022Use coordinates to prove simple geometrictheorems algebraically\nGeometric Measurement and Dimension\n\u2022Explain volume formulas and use them to solveproblems\n\u2022Visualize relationships between two-dimensional and three-dimensional objects\nModeling with Geometry\n\u2022Apply geometric concepts in modelingsituationsMathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critique\nthe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools s trategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeated\nreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "3d4a6f0e-4b64-4462-a0c6-ca26c35ede7a": {"__data__": {"id_": "3d4a6f0e-4b64-4462-a0c6-ca26c35ede7a", "embedding": null, "metadata": {"page_label": "76", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6f1998f9-b8be-4e93-b3cc-0a6b76e5dda4", "node_type": null, "metadata": {"page_label": "76", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "1fb0d88ba7bd7dabe9276b338cee5d61b5f6fd8ea4ca8d5fea33b5f597b1628b"}}, "hash": "1fb0d88ba7bd7dabe9276b338cee5d61b5f6fd8ea4ca8d5fea33b5f597b1628b", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 GEOMETRY   |   76\nCongruence HSG-CO\nA.Experiment with transformations in the plane\n1. HSG-CO.A.1  \nKnow precise definitions of angle, circle, perpendicular line, parallel line, and line\nsegment, based on the undefined notions of point, line, distance along a line, anddistance around a circular arc.\n2. HSG-CO.A.2  \nRepresent transformations in the plane using, e.g., transparencies and geometrysoftware; describe transformations as functions that take points in the plane asinputs and give other points as outputs. Compare transformations that preservedistance and angle to those that do not (e.g., translation versus horizontal stretch).\n3. HSG-CO.A.3  \nGiven a rectangle, parallelogram, trapezoid, or regular polygon, describe therotations and reflections that carry it onto itself.\n4. HSG-CO.A.4  \nDevelop definitions of rotations, reflections, and translations in terms of angles,circles, perpendicular lines, parallel lines, and line segments.\n5. HSG-CO.A.5  \nGiven a geometric figure and a rotation, reflection, or translation, draw thetransformed figure using, e.g., graph paper, tracing paper, or geometry software.Specify a sequence of transformations that will carry a given figure onto another.\nB.Understand congruence in terms of rigid motions\n6. HSG-CO.B.6  \nUse geometric descriptions of rigid motions to transform figures and to predictthe effect of a given rigid motion on a given figure; given two figures, use thedefinition of congruence in terms of rigid motions to decide if they are congruent.\n7. HSG-CO.B.7  \nUse the definition of congruence in terms of rigid motions to show thattwo triangles are congruent if and only if corresponding pairs of sides andcorresponding pairs of angles are congruent.\n8. HSG-CO.B.8  \nExplain how the criteria for triangle congruence (ASA, SAS, and SSS) follow fromthe definition of congruence in terms of rigid motions.\nC.Prove geometric theorems\n9. HSG-CO.C.9  \nProve theorems about lines and angles.  Theorems include: vertical angles are\ncongruent; when a transversal crosses parallel lines, alternate interior angles arecongruent and corresponding angles are congruent; points on a perpendicularbisector of a line segment are exactly those equidistant from the segment\u2019s endpoints.\n10. HSG-CO.C.10  \nProve theorems about triangles. Theorems include: measures of interior angles of\na triangle sum to 180\u00b0; base angles of isosceles triangles are congruent; the segmentjoining midpoints of two sides of a triangle is parallel to the third side and half thelength; the medians of a triangle meet at a point.\n11. HSG-CO.C.11  \nProve theorems about parallelograms. Theorems include: opposite sides are\ncongruent, opposite angles are congruent, the diagonals of a parallelogram bisecteach other, and conversely, rectangles are parallelograms with congruent diagonals.\nD.Make geometric constructions\n12. HSG-CO.D.12  \nMake formal geometric constructions with a variety of tools and methods(compass and straightedge, string, reflective devices, paper folding, dynamicgeometric software, etc.). \nCopying a segment; copying an angle; bisecting\na segment; bisecting an angle; constructing perpendicular lines, including theperpendicular bisector of a line segment; and constructing a line parallel to a givenline through a point not on the line.\n13. HSG-CO.D.13  \nConstruct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7a4be33a-fce4-4be5-950f-6758a596bb1b": {"__data__": {"id_": "7a4be33a-fce4-4be5-950f-6758a596bb1b", "embedding": null, "metadata": {"page_label": "77", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "538661df-7577-4b34-9cf1-3d8cc92772ea", "node_type": null, "metadata": {"page_label": "77", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "718c60070b2c0b558b7cb21029a6e0730c82f3bb34d02bede3209fd64eba70bc"}}, "hash": "718c60070b2c0b558b7cb21029a6e0730c82f3bb34d02bede3209fd64eba70bc", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 GEOMETRY   |   77\nSimilarity, Right Triangles, and Trigonometry  HSG-SRT\nA.Understand similarity in terms of similarity transformations\n1. HSG-SRT.A.1 \nVerify experimentally the properties of dilations given by a center and a scale factor:\na.A dilation takes a line not passing through the center of the dilation to a\nparallel line, and leaves a line passing through the center unchanged.\nb.The dilation of a line segment is longer or shorter in the ratio given by thescale factor.\n2. HSG-SRT.A.2  \nGiven two figures, use the definition of similarity in terms of similaritytransformations\n to decide if the\ny are similar; explain using similarity transformations\nthe meaning of similarity for triangles as the equality of all corresponding pairs ofangles and the proportionality of all corresponding pairs of sides.\n3. HSG-SRT.A.3  \nUse the properties of similarity transformations to establish the AA criterion fortwo triangles to be similar.\nB.Prove theorems involving similarity\n4. HSG-SRT.B.4  \nProve theorems about triangles. Theorems include: a line parallel to one side of\na triangle divides the other two proportionally, and conversely; the PythagoreanTheorem proved using triangle similarity.\n5. HSG-SRT.B.5  \nUse congruence and similarity criteria for triangles to solve problems and toprove relationships in geometric figures.\nC.Define trigonometric ratios and solve problems involving right triangles\n6. HSG-SRT.C.6  \nUnderstand that by similarity, side ratios in right triangles are properties of theangles in the triangle, leading to definitions of trigonometric ratios for acute angles.\n7. HSG-SRT.C.7  \nExplain and use the relationship between the sine and cosine of complementary angles.\n8. HSG-SRT.C.8  \nUse trigonometric ratios and the Pythagorean Theorem to solve right triangles inapplied problems.\n\u2605\nD.Apply trigonometry to general triangles\n9. HSG-SRT.D.9  \n(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an\nauxiliary line from a vertex perpendicular to the opposite side.\n10. HSG-SRT.D.10  \n(+) Prove the Laws of Sines and Cosines and use them to solve problems.\n11. HSG-SRT.D.11  \n(+) Understand and apply the Law of Sines and the Law of Cosines to find\nunkno\nwn measurements in right and non-right triangles (e.g., surveying\nproblems, resultant forces).\nCircles HSG-C\nA.Understand and apply theorems about circles\n1. HSG-C.A.1  \nProve that all circles are similar.\n2. HSG-C.A.2  \nIdentify and describe relationships among inscribed angles, radii, and chords.\nInclude the relationship between central, inscribed, and circumscribed angles;inscribed angles on a diameter are right angles; the radius of a circle is perpendicularto the tangent where the radius intersects the circle.\n3. HSG-C.A.3  \nConstruct the inscribed and circumscribed circles of a triangle, and proveproperties of angles for a quadrilateral inscribed in a circle.\n4. HSG-C.A.4  \n(+) Construct a tangent line from a point outside a given circle to the circle.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "c3ec3f40-4df7-4a76-bb5d-aebb8557f4e7": {"__data__": {"id_": "c3ec3f40-4df7-4a76-bb5d-aebb8557f4e7", "embedding": null, "metadata": {"page_label": "78", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7d9e955b-c721-41ab-8035-ba68a233a5e8", "node_type": null, "metadata": {"page_label": "78", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "828ef065333945d076c5250588644e1028ce493901bf41989cc08ce5340cb242"}}, "hash": "828ef065333945d076c5250588644e1028ce493901bf41989cc08ce5340cb242", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 GEOMETRY   |   78\nB.Find arc lengths and areas of sectors of circles\n5. HSG-C.B.5  \nDerive using similarity the fact that the length of the arc intercepted by an angle\nis proportional to the radius, and define the radian measure of the angle as theconstant of proportionality; derive the formula for the area of a sector.\nExpressing Geometric Properties with Equations HSG-GPE\nA.Translate between the geometric description and the equation for a conic section\n1. HSG-GPE.A.1  \nDerive the equation of a circle of given center and radius using the PythagoreanTheorem; complete the square to find the center and radius of a circle given byan equation.\n2. HSG-GPE.A.2  \nDerive the equation of a parabola given a focus and directrix.\n3. HSG-GPE.A.3  \n(+) Derive the equations of ellipses and hyperbolas given the foci, using the fact\ntha\nt the sum or difference of distances from the foci is constant.\nB.Use coordinates to prove simple geometric theorems algebraically\n4. HSG-GPE.B.4  \nUse coordinates to prove simple geometric theorems algebraically. For example,\nprove or disprove that a figure defined by four given points in the coordinate plane isa rectangle; prove or disprove that the point (1, \u221a3) lies on the circle centered at theorigin and containing the point (0, 2).\n5. HSG-GPE.B.5  \nProve the slope criteria for parallel and perpendicular lines and use them to solvegeometric problems (e.g., find the equation of a line parallel or perpendicular to agiven line that passes through a given point).\n6. HSG-GPE.B.6  \nFind the point on a directed line segment between two given points thatpartitions the segment in a given ratio.\n7. HSG-GPE.B.7  \nUse coordinates to compute perimeters of polygons and areas of triangles andrectangles, e.g., using the distance formula.\n\u2605\nGeometric Measurement and Dimension HSG-GMD\nA.Explain volume formulas and use them to solve problems\n1. HSG-GMD.A.1  \nGive an informal argument for the formulas for the circumference of a circle, areaof a circle, volume of a cylinder, pyramid, and cone. \nUse dissection arguments,\nCavalieri\u2019s principle, and informal limit arguments.\n2. HSG-GMD.A.2  \n(+) Give an informal argument using Cavalieri\u2019s principle for the formulas for the\nv\nolume of a sphere and other solid figures.\n3. HSG-GMD.A.3  \nUse volume formulas for cylinders, pyramids, cones, and spheres to solveproblems.\n\u2605\nB.Visualize relationships between two-dimensional and three-dimensional objects\n4. HSG-GMD.B.4  \nIdentify the shapes of two-dimensional cross-sections of three-dimensionalobjects, and identify three-dimensional objects generated by rotations of two-dimensional objects.\nModeling with Geometry HSG-MG\nA.Apply geometric concepts in modeling situations\n1. HSG-MG.A.1  \nUse geometric shapes, their measures, and their properties to describe objects(e.g., modeling a tree trunk or a human torso as a cylinder).\n\u2605\n2. HSG-MG.A.2  \nApply concepts of density based on area and volume in modeling situations (e.g.,persons per square mile, BTUs per cubic foot).\n\u2605\n3. HSG-MG.A.3  \nApply geometric methods to solve design problems (e.g., designing an objector structure to satisfy physical constraints or minimize cost; working withtypographic grid systems based on ratios).\n\u2605", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "6e060af6-76ba-4bd2-a044-5912b89ef900": {"__data__": {"id_": "6e060af6-76ba-4bd2-a044-5912b89ef900", "embedding": null, "metadata": {"page_label": "79", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "559c14d8-d422-4022-9220-dc7fa64baa9b", "node_type": null, "metadata": {"page_label": "79", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "8b8f00ba5e176b9f1eee4f0e99e61daacb1762f71bde8118d903d6c0e2f3ad50"}}, "hash": "8b8f00ba5e176b9f1eee4f0e99e61daacb1762f71bde8118d903d6c0e2f3ad50", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 STATISTICS   |   79Mathematics | High School\u2014Statistics \nand Probability\u2605\nDecisions or predictions are often based on data\u2014numbers in context. These decisions or predictions would be easy if the data always sent a clear message, but the message is often obscured by variability. Statistics provides tools for describing variability in data and for making informed decisions that take it into account.\nData are gathered, displayed, summarized, examined, and interpreted to discover \npatterns and deviations from patterns. Quantitative data can be described in terms of key characteristics: measures of shape, center, and spread. The shape of a data distribution might be described as symmetric, skewed, flat, or bell shaped, and it might be summarized by a statistic measuring center (such as mean or median) and a statistic measuring spread (such as standard deviation or interquartile range). Different distributions can be compared numerically using these statistics or compared visually using plots. Knowledge of center and spread are not enough to describe a distribution. Which statistics to compare, which plots to use, and what the results of a comparison might mean, depend on the question to be investigated and the real-life actions to be taken. \nRandomization has two important uses in drawing statistical conclusions. First, \ncollecting data from a random sample of a population makes it possible to draw valid conclusions about the whole population, taking variability into account. Second, randomly assigning individuals to different treatments allows a fair comparison of the effectiveness of those treatments. A statistically significant outcome is one that is unlikely to be due to chance alone, and this can be evaluated only under the condition of randomness. The conditions under which data are collected are important in drawing conclusions from the data; in critically reviewing uses of statistics in public media and other reports, it is important to consider the study design, how the data were gathered, and the analyses employed as well as the data summaries and the conclusions drawn. \nRandom processes can be described mathematically by using a probability model: \na list or description of the possible outcomes (the sample space), each of which is assigned a probability. In situations such as flipping a coin, rolling a number cube, or drawing a card, it might be reasonable to assume various outcomes are equally likely. In a probability model, sample points represent outcomes and combine to make up events; probabilities of events can be computed by applying the Addition and Multiplication Rules. Interpreting these probabilities relies on an understanding of independence and conditional probability, which can be approached through the analysis of two-way tables.\nTechnology plays an important role in statistics and probability by making it \npossible to generate plots, regression functions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time.\nConnections to Functions and Modeling . Functions may be used to describe \ndata; if the data suggest a linear relationship, the relationship can be modeled with a regression line, and its strength and direction can be expressed through a correlation coefficient.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5973bc7b-1091-45c2-89d2-54e8d81b6226": {"__data__": {"id_": "5973bc7b-1091-45c2-89d2-54e8d81b6226", "embedding": null, "metadata": {"page_label": "80", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "3424fa4a-6f46-4b16-82d7-117bf6f21cdf", "node_type": null, "metadata": {"page_label": "80", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "353397b954a20939ce163d2cfa17438b48b691d4739f250095957d4881806165"}}, "hash": "353397b954a20939ce163d2cfa17438b48b691d4739f250095957d4881806165", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 STATISTICS   |   80Statistics and Probability Overview\nInterpreting Categorical and Quantitative Data\n\u2022Summarize, represent, and interpret data on a\nsingle count or measurement variable\n\u2022Summarize, represent, and interpret data ontwo categorical and quantitative variables\n\u2022Interpret linear models\nMaking Inferences and Justifying Conclusions\n\u2022Understand and evaluate random processesunderlying statistical experiments\n\u2022Make inferences and justify conclusions fromsample surveys, experiments and observationalstudies\nConditional Probability and the Rules of Prob-\nability\n\u2022Understand independence and conditional\nprobability and use them to interpret data\n\u2022Use the rules of probability to computeprobabilities of compound events in a uniformprobability model\nUsing Probability to Make Decisions\n\u2022Calculate expected values and use them tosolve problems\n\u2022Use probability to evaluate outcomes ofdecisionsMathematical Practices \n1.Make sense of problems and persevere in\nsolving them.\n2.Reason abstractly and quantitatively.\n3.Construct viable arguments and critique\nthe reasoning of others.\n4.Model with mathematics.\n5.Use appropriate tools s trategically.\n6.Attend to precision.\n7.Look for and make use of structure.\n8.Look for and express regularity in repeated\nreasoning.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "a99aaeef-d0b5-4e8a-b144-b81c39f002f1": {"__data__": {"id_": "a99aaeef-d0b5-4e8a-b144-b81c39f002f1", "embedding": null, "metadata": {"page_label": "81", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "f296fc20-e521-4af2-80a9-7c7c6a7e1a53", "node_type": null, "metadata": {"page_label": "81", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "2611d2a08f3854b4f5dcb5b79243d836dfb29eaf8e0cfdc4231f06b73a490a92"}}, "hash": "2611d2a08f3854b4f5dcb5b79243d836dfb29eaf8e0cfdc4231f06b73a490a92", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 STATISTICS   |   81\nInterpreting Categorical and Quantitative Data  HSS-ID\nA.Summarize, represent, and interpret data on a single count or measurement\nvariable\n1. HSS-ID.A.1  \nRepresent data with plots on the real number line (dot plots, histograms, and box\nplots).\n2. HSS-ID.A.2  \nUse statistics appropriate to the shape of the data distribution to compare center(median, mean) and spread (interquartile range, standard deviation) of two ormore different data sets.\n3. HSS-ID.A.3  \nInterpret differences in shape, center, and spread in the context of the data sets,accounting for possible effects of extreme data points (outliers).\n4. HSS-ID.A.4  \nUse the mean and standard deviation of a data set to fit it to a normaldistribution and to estimate population percentages. Recognize that thereare data sets for which such a procedure is not appropriate. Use calculators,spreadsheets, and tables to estimate areas under the normal curve.\nB.Summarize, represent, and interpret data on two categorical and\nquantitative variables\n5. HSS-ID.B.5  \nSummarize categorical data for two categories in two-way frequency tables.Interpret relative frequencies in the context of the data (including joint, marginal,and conditional relative frequencies). Recognize possible associations and trendsin the data.\n6. HSS-ID.B.6  \nRepresent data on two quantitative variables on a scatter plot, and describe howthe variables are related.\na.Fit a function to the data; use functions fitted to data to solve problems inthe context of the data. \nUse given functions or choose a function suggested by\nthe context. Emphasize linear, quadratic, and exponential models.\nb.Informally assess the fit of a function by plotting and analyzing residuals.\nc.Fit a linear function for a scatter plot that suggests a linear association.\nC.Interpret linear models\n7. HSS-ID.C.7  \nInterpret the slope (rate of change) and the intercept (constant term) of a linearmodel in the context of the data.\n8. HSS-ID.C.8  \nCompute (using technology) and interpret the correlation coefficient of a linearfit.\n9. HSS-ID.C.9  \nDistinguish between correlation and causation.\nMaking Inferences and Justifying Conclusions  HSS-IC\nA.Understand and evaluate random processes underlying statistical\nexperiments\n1. HSS-IC.A.1  \nUnderstand statistics as a process for making inferences about populationparameters based on a random sample from that population.\n2. HSS-IC.A.2  \nDecide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. \nFor example, a model says a spinning\ncoin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you toquestion the model?\nB.Make inferences and justify conclusions from sample surveys, experiments,\nand observational studies\n3. HSS-IC.B.3  \nRecognize the purposes of and differences among sample surveys, experiments,and observational studies; explain how randomization relates to each.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fa928726-b9c1-4a1b-b944-b8724b80d3d3": {"__data__": {"id_": "fa928726-b9c1-4a1b-b944-b8724b80d3d3", "embedding": null, "metadata": {"page_label": "82", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "faed271e-cf7c-4eaa-a653-784690643505", "node_type": null, "metadata": {"page_label": "82", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "f6c3423d6589889441f764785467e54bc648033b23b720d74c2056abfa6efeda"}}, "hash": "f6c3423d6589889441f764785467e54bc648033b23b720d74c2056abfa6efeda", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 STATISTICS   |   82\n4. HSS-IC.B.4  \nUse data from a sample survey to estimate a population mean or proportion;\ndevelop a margin of error through the use of simulation models for randomsampling.\n5. HSS-IC.B.5  \nUse data from a randomized experiment to compare two treatments; usesimulations to decide if differences between parameters are significant.\n6. HSS-IC.B.6  \nEvaluate reports based on data.\nConditional Probability and the Rules of Probability  HSS-CP\nA.Understand independence and conditional probability and use them to\ninterpret data\n1. HSS-CP .A.1  \nDescribe events as subsets of a sample space (the set of outcomes) usingcharacteristics (or categories) of the outcomes, or as unions, intersections, orcomplements of other events (\u201cor,\u201d \u201cand,\u201d \u201cnot\u201d).\n2. HSS-CP .A.2  \nUnderstand that two events A and B are independent if the probability of A\nand B occurring together is the product of their probabilities, and use this\ncharacterization to determine if they are independent.\n3. HSS-CP .A.3  \nUnderstand the conditional probability of A given B as P(A and B)/P(B), and\ninterpret independence of A and B as saying that the conditional probability of\nA given  B is the same as the probability of A, and the conditional probability of B\ngiven A is the same as the probability of B.\n4. HSS-CP .A.4  \nConstruct and interpret two-way frequency tables of data when two categoriesare associated with each object being classified. Use the two-way table as asample space to decide if events are independent and to approximate conditionalprobabilities. \nFor example, collect data from a random sample of students in your school\non their favorite subject among math, science, and English. Estimate the probability thata randomly selected student from your school will favor science given that the student isin tenth grade. Do the same for other subjects and compare the results.\n5. HSS-CP .A.5  \nRecognize and explain the concepts of conditional probability and independencein everyday language and everyday situations. \nFor example, compare the chance of\nhaving lung cancer if you are a smoker with the chance of being a smoker if you havelung cancer.\nB.Use the rules of probability to compute probabilities of compound events\nin a uniform probability model\n6. HSS-CP .B.6  \nFind the conditional probability of A given B as the fraction of B\u2019s outcomes that\nalso belong to A, and interpret the answer in terms of the model.\n7. HSS-CP .B.7  \nApply the Addition Rule, P(A or B) = P(A) + P(B) \u2013 P(A and B), and interpret the\nanswer in terms of the model.\n8. HSS-CP .B.8  \n(+) Apply the general Multiplication Rule in a uniform probability model, P(A and\nB) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.\n9. HSS-CP .B.9  \n(+) Use permutations and combinations to compute probabilities of compoundevents and solve problems.\nUsing Probability to Make Decisions  HSS-MD\nA.Calculate expected values and use them to solve problems\n1. HSS-MD.A.1  \n(+) Define a random variable for a quantity of interest by assigning a numericalvalue to each event in a sample space; graph the corresponding probabilitydistribution using the same graphical displays as for data distributions.\n2. HSS-MD.A.2  \n(+) Calculate the expected value of a random variable; interpret it as the mean ofthe probability distribution.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "85973c8a-307f-4587-a28c-7d0170ed3753": {"__data__": {"id_": "85973c8a-307f-4587-a28c-7d0170ed3753", "embedding": null, "metadata": {"page_label": "83", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "217f21b1-535d-4b17-87eb-4c1876025dd7", "node_type": null, "metadata": {"page_label": "83", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "c9d81fa165153f92e8c31589824841db063c323a402bee1def3f6f5881a1e41f"}}, "hash": "c9d81fa165153f92e8c31589824841db063c323a402bee1def3f6f5881a1e41f", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSHIGH SCHOOL \u2014 STATISTICS   |   83\n3. HSS-MD.A.3  \n(+) Develop a probability distribution for a random variable defined for a sample\nspac\ne in which theoretical probabilities can be calculated; find the expected\nvalue. For example, find the theoretical probability distribution for the number of\ncorrect answers obtained by guessing on all five questions of a multiple-choice test\nwhere each question has four choices, and find the expected grade under variousgrading schemes.\n4. HSS-MD.A.4  \n(+) Develop a probability distribution for a random variable defined for a sample\nspac\ne in which probabilities are assigned empirically; find the expected value.\nFor example, find a current data distribution on the number of TV sets per householdin the United States, and calculate the expected number of sets per household. Howmany TV sets would you expect to find in 100 randomly selected households?\nB.Use probability to evaluate outcomes of decisions\n5. HSS-MD.B.5  \n(+) Weigh the possible outcomes of a decision by assigning probabilities to\npa\nyoff values and finding expected values.\na.Find the expected payoff for a game of chance. For example, find the\nexpected winnings from a state lottery ticket or a game at a fast-food restaurant.\nb.Evaluate and compare strategies on the basis of expected values. For\nexample, compare a high-deductible versus a low-deductible automobileinsurance policy using various, but reasonable, chances of having a minor or amajor accident.\n6. HSS-MD.B.6  \n(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random\nnumber gener\nator).\n7. HSS-MD.B.7  \n(+) Analyze decisions and strategies using probability concepts (e.g., product\nt\nesting, medical testing, pulling a hockey goalie at the end of a game).", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "94eaf6f8-ad9e-4a97-b354-c09b0e0a693a": {"__data__": {"id_": "94eaf6f8-ad9e-4a97-b354-c09b0e0a693a", "embedding": null, "metadata": {"page_label": "84", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "5b6eb2d6-0738-4972-a1cc-89ae95e6c7cc", "node_type": null, "metadata": {"page_label": "84", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "913c503b56514bbbde21b00bbaac7de4657299237cdcd442153f3621c980b11f"}}, "hash": "913c503b56514bbbde21b00bbaac7de4657299237cdcd442153f3621c980b11f", "text": "COMMON CORE STATE STANDARDS for MATHEMATICS84Note on courses and transitions\nThe high school portion of the Standards for Mathematical Content specifies the \nmathematics all students should study for college and career readiness. These standards do not mandate the sequence of high school courses. However, the organization of high school courses is a critical component to implementation of the standards. To that end, sample high school pathways for mathematics \u2013 in both a traditional course sequence (Algebra I, Geometry, and Algebra II) as well as an integrated course sequence (Mathematics 1, Mathematics 2, Mathematics 3) \u2013 will be made available shortly after the release of the final Common Core StateStandards. It is expected that additional model pathways based on these standardswill become available as well.\nThe standards themselves do not dictate curriculum, pedagogy, or delivery of \ncontent. In particular, states may handle the transition to high school in different ways. For example, many students in the U.S. today take Algebra I in the 8th grade, and in some states this is a requirement. The K-7 standards contain the prerequisites to prepare students for Algebra I by 8th grade, and the standards are designed to permit states to continue existing policies concerning Algebra I in 8th grade.\nA second major transition is the transition from high school to post-secondary \neducation for college and careers. The evidence concerning college and career readiness shows clearly that the knowledge, skills, and practices important for readiness include a great deal of mathematics prior to the boundary defined by (+) symbols in these standards. Indeed, some of the highest priority content for college and career readiness comes from Grades 6-8. This body of material includes powerfully useful proficiencies such as applying ratio reasoning in real-world and mathematical problems, computing fluently with positive and negative fractions and decimals, and solving real-world and mathematical problems involving angle measure, area, surface area, and volume. Because important standards for college and career readiness are distributed across grades and courses, systems for evaluating college and career readiness should reach as far back in the standards as Grades 6-8. It is important to note as well that cut scores or other information generated by assessment systems for college and career readiness should be developed in collaboration with representatives from higher education and workforce development programs, and should be validated by subsequent performance of students in college and the workforce.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "fdc0993a-277e-43c5-86b8-4d1781195345": {"__data__": {"id_": "fdc0993a-277e-43c5-86b8-4d1781195345", "embedding": null, "metadata": {"page_label": "85", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "172bfe5a-8cbb-4f7d-be1f-656e7c5a5ca5", "node_type": null, "metadata": {"page_label": "85", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "4a55022e3574e7e890f582f47aaa20c0a4a813ba2359c6fa2ceee62cf5c553bd"}}, "hash": "4a55022e3574e7e890f582f47aaa20c0a4a813ba2359c6fa2ceee62cf5c553bd", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGLOSSARY   |   85Glossary\nAddition and subtraction within 5, 10, 20, 100, or 1000. Addition or subtraction \nof two whole numbers with whole number answers, and with sum or minuend in the range 0-5, 0-10, 0-20, or 0-100, respectively. Example: 8 + 2 = 10 is an addition within 10, 14 \u2013 5 = 9 is a subtraction within 20, and 55 \u2013 18 = 37 is a subtraction within 100.\nAdditive inverses. Two numbers whose sum is 0 are additive inverses of one \nanother. Example: 3/4 and \u2013 3/4 are additive inverses of one another because \n3/4 + (\u2013 3/4) = (\u2013 3/4) + 3/4 = 0.\nAssociative property of addition. See Table 3 in this Glossary.\nAssociative property of multiplication. See Table 3 in this Glossary.Bivariate data. Pairs of linked numerical observations. Example: a list of heights \nand weights for each player on a football team. \nBox plot. A method of visually displaying a distribution of data values by using \nthe median, quartiles, and extremes of the data set. A box shows the middle 50% of the data.\n1\n1Adapted from Wisconsin Department of Public Instruction, http:/ /dpi.wi.gov/\nstandards/mathglos.html, accessed March 2, 2010.Commutative property. See Table 3 in this Glossary.\nC\nomplex fraction. A fraction A/B where A and/or B are fractions (B nonzero).\nComputation algorithm. A set of predefined steps applicable to a class of \nproblems that gives the correct result in every case when the steps are carried out correctly. See also: computation strategy.\nComputation strategy. Purposeful manipulations that may be chosen for \nspecific problems, may not have a fixed order, and may be aimed at converting one problem into another. See also: computation algorithm.\nCongruent. Two plane or solid figures are congruent if one can be obtained from \nthe other by rigid motion (a sequence of rotations, reflections, and translations).\nCounting on. A strategy for finding the number of objects in a group without \nhaving to count every member of the group. For example, if a stack of books is known to have 8 books and 3 more books are added to the top, it is not necessary to count the stack all over again. One can find the total by counting on\u2014pointing to the top book and saying \u201ceight,\u201d following this with \u201cnine, ten, eleven. There are eleven books now.\u201d\nDot plot. See: line plot.Dilation. A transformation that moves each point along the ray through the \npoint emanating from a fixed center, and multiplies distances from the center by a common scale factor.\nExpanded form. A multi-digit number is expressed in expanded form when it is \nwritten as a sum of single-digit multiples of powers of ten. For example, 643 = 600 + 40 + 3.\nExpected value. For a random variable, the weighted average of its possible \nvalues, with weights given by their respective probabilities. \nFirst quartile. For a data set with median M, the first quartile is the median of \nthe data values less than M. Example: For the data set {1, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the first quartile is 6.\n2  See also: median, third quartile, interquartile range.\n2Many different methods for computing quartiles are in use. The method defined \nhere is sometimes called the Moore and McCabe method. See Langford, E., \u201cQuartiles in Elementary Statistics,\u201d Journal of Statistics Education Volume 14, Number 3 (2006).Fr\naction. A number expressible in the form a/b where a is a whole number and \nb is a positive whole number. (The word fraction in these standards always refers to a non-negative number.) See also: rational number.\nIdentity property of 0. See Table 3 in this Glossary.Independently combined probability models.  Two probability models are \nsaid to be combined independently if the probability of each ordered pair in \nthe c\nombined model equals the product of the original probabilities of the two \nindividual outcomes in the ordered pair.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "7fa3125f-f557-4102-aad5-b9c02632fe29": {"__data__": {"id_": "7fa3125f-f557-4102-aad5-b9c02632fe29", "embedding": null, "metadata": {"page_label": "86", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "7796e6e7-88ad-4094-b1c9-954fd64603a0", "node_type": null, "metadata": {"page_label": "86", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "391ffca6110262cc840857327a018cf39b3e615f3f9f99a8933280d1bf20622c"}}, "hash": "abc1df5decb9dc94a1fe0157b8fc544c2d4a83bfba43e55879465bf7d5e0b23f", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGLOSSARY   |   86Integer. A number expressible in the form a or \u2013a for some whole number a.\nInterquartile Range. A measure of variation in a set of numerical data, the \ninterquartile range is the distance between the first and third quartiles of the data set. Example: For the data set {1, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the interquartile range is 15\u00a0\u2013\u00a06 = 9. See also: first quartile, third quartile.\nLine plot. A method of visually displaying a distribution of data values where \neach data value is shown as a dot or mark above a number line. Also known as a dot plot.\n3 \n3Adapted from Wisconsin Department of Public Instruction, op. cit.Mean\n. A measure of center in a set of numerical data, computed by adding the \nvalues in a list and then dividing by the number of values in the list.4 Example: \nFor the data set {1, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the mean is 21. \n4To be more precise, this defines the arithmetic mean.Mean absolut\ne deviation. A measure of variation in a set of numerical data, \ncomputed by adding the distances between each data value and the mean, then dividing by the number of data values. Example: For the data set {2, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the mean absolute deviation is 20.\nMedian. A measure of center in a set of numerical data. The median of a list of \nvalues is the value appearing at the center of a sorted version of the list\u2014or the mean of the two central values, if the list contains an even number of values. Example: For the data set {2, 3, 6, 7, 10, 12, 14, 15, 22, 90}, the median is 11.\nMidline. In the graph of a trigonometric function, the horizontal line halfway \nbetween its maximum and minimum values.\nMultiplication and division within 100. Multiplication or division of two whole \nnumbers with whole number answers, and with product or dividend in the range 0-100. Example: 72 \u00f7 8 = 9.\nMultiplicative inverses. Two numbers whose product is 1 are multiplicative \ninverses of one another. Example:  3/4 and 4/3 are multiplicative inverses of one another because 3/4 \u00d7 4/3 = 4/3 \u00d7 3/4 = 1.\nNumber line diagram. A diagram of the number line used to represent numbers \nand support reasoning about them. In a number line diagram for measurement quantities, the interval from 0 to 1 on the diagram represents the unit of measure for the quantity. \nPercent rate of change. A rate of change expressed as a percent. Example: if a \npopulation grows from 50 to 55 in a year, it grows by 5/50 = 10% per year.\nProbability distribution. The set of possible values of a random variable with a \nprobability assigned to each. \nProperties of operations. See Table 3 in this Glossary.Properties of equality. See Table 4 in this Glossary.Properties of inequality. See Table 5 in this Glossary.Properties of operations. See Table 3 in this Glossary.Probability. A number between 0 and 1 used to quantify likelihood for processes \nthat have uncertain outcomes (such as tossing a coin, selecting a person at random from a group of people, tossing a ball at a target, or testing for a medical condition).\nProbability model. A probability model is used to assign probabilities to \noutcomes of a chance process by examining the nature of the process. The set of all outcomes is called the sample space, and their probabilities sum to 1. See also: uniform probability model.\nRandom variable. An assignment of a numerical value to each outcome in a \nsample space.\nRational expression. A quotient of two polynomials with a non-zero \ndenominator.\nRational number. A number expressible in the form a/b  or \u2013 a/b  for some\nfraction a/b. The rational numbers include the integers.\nRectilinear figure. A polygon all angles of which are right angles.Rigid motion. A transformation of points in space consisting of a sequence of", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0c1111f2-16ac-4fc5-a3e8-752427b45c20": {"__data__": {"id_": "0c1111f2-16ac-4fc5-a3e8-752427b45c20", "embedding": null, "metadata": {"page_label": "87", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "749ffec6-82ef-49dd-b237-9ec0174f9025", "node_type": null, "metadata": {"page_label": "87", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "e87d913b7f0632e85a0bb79d6bdaa877da025e20ecab24e19a86539cb32d4cfb"}}, "hash": "e87d913b7f0632e85a0bb79d6bdaa877da025e20ecab24e19a86539cb32d4cfb", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGLOSSARY   |   87one or more translations, reflections, and/or rotations. Rigid motions are here \nassumed to preserve distances and angle measures.\nRepeating decimal. The decimal form of a rational number. See also: terminating \ndecimal.\nSample space. In a probability model for a random process, a list of the \nindividual outcomes that are to be considered.\nScatter plot. A graph in the coordinate plane representing a set of bivariate \ndata. For example, the heights and weights of a group of people could be displayed on a scatter plot.\n5\n5Adapted from Wisconsin Department of Public Instruction, op. cit.Similarity transformation. A rigid motion followed by a dilation.\nT\nape diagram. A drawing that looks like a segment of tape, used to illustrate \nnumber relationships. Also known as a strip diagram, bar model, fraction strip, or \nlength model.\nTerminating decimal. A decimal is called terminating if its repeating digit is 0. Third quartile. For a data set with median M, the third quartile is the median of \nthe data values greater than M. Example: For the data set {2, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the third quartile is 15. See also: median, first quartile, interquartile range.\nTransitivity principle for indirect measurement. If the length of object A is \ngreater than the length of object B, and the length of object B is greater than the length of object C, then the length of object A is greater than the length of object C. This principle applies to measurement of other quantities as well.\nUniform probability model.  A probability model which assigns equal \nprobability to all outcomes.  See also: probability model.\nVector. A quantity with magnitude and direction in the plane or in space, \ndefined by an ordered pair or triple of real numbers.\nVisual fraction model. A tape diagram, number line diagram, or area model.Whole numbers. The numbers 0, 1, 2, 3, \u2026.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "aef4e48b-60ab-4cf9-b44e-899b172f82a1": {"__data__": {"id_": "aef4e48b-60ab-4cf9-b44e-899b172f82a1", "embedding": null, "metadata": {"page_label": "88", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "6bb65433-1c2d-4373-b110-f057539585a3", "node_type": null, "metadata": {"page_label": "88", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "58fcce2fdeb41c110e044f76677fb70bf15940c8bd735cde50e1d939a3436d92"}}, "hash": "58fcce2fdeb41c110e044f76677fb70bf15940c8bd735cde50e1d939a3436d92", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGLOSSARY   |   88Table 1. Common addition and subtraction situations.6\n6Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33).Result Unknown Change Unknown Start Unknown\nAdd toTwo bunnies sat on the grass. \nThree more bunnies hopped there. How many bunnies are on the grass now?\n2 + 3 = ?Two bunnies were sitting \non the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?\n2 + ? = 5Some bunnies were sitting \non the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?\n? + 3 = 5\nTake from Five apples were on the \ntable. I ate two apples. How many apples are on the table now?\n5 \u2013 2 = ?Five apples were on the \ntable. I ate some apples. Then there were three apples. How many apples did I eat?\n5 \u2013 ? = 3Some apples were on the \ntable. I ate two apples. Then there were three apples. How many apples were on the table before?\n? \u2013 2 = 3\nTotal Unknown Addend Unknown Both Addends Unknown1\nPut Together/ \nTake Apart2Three red apples and two \ngreen apples are on the table. How many apples are on the table?\n3 + 2 = ?Five apples are on the table. \nThree are red and the rest are green. How many apples are green?\n3 + ? = 5,  5 \u2013 3 = ?Grandma has five flowers. \nHow many can she put in her red vase and how many in her blue vase?\n5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2\nDifference Unknown Bigger Unknown Smaller Unknown\nCompare3(\u201cHow many more?\u201d version):Lucy has two apples. Julie \nhas five apples. How many more apples does Julie have than Lucy? \n(\u201cHow many fewer?\u201d version):\nLucy has two apples. Julie \nhas five apples. How many fewer apples does Lucy have than Julie?\n2 + ? = 5,  5 \u2013 2 = ?(Version with \u201cmore\u201d):Julie has three more apples \nthan Lucy. Lucy has two apples. How many apples does Julie have? \n(Version with \u201cfewer\u201d):\nLucy has 3 fewer apples than \nJulie. Lucy has two apples. How many apples does Julie have?\n2 + 3 = ?,  3 + 2 = ?(Version with \u201cmore\u201d):Julie has three more apples \nthan Lucy. Julie has five apples. How many apples does Lucy have? \n(Version with \u201cfewer\u201d):\nLucy has 3 fewer apples than \nJulie.  Julie has five apples. How many apples does Lucy have?\n5 \u2013 3 = ?,  ? + 3 = 5\n1These take apart situations can be used to show all the decompositions of a given number. The associated equations, which \nhave the total on the left of the equal sign, help children understand that the = sign does not always mean makes or results in \nbut always does mean is the same number as.\n2Either addend can be unknown, so there are three variations of these problem situations.  Both Addends Unknown is a pro -\nductive extension of this basic situation, especially for small numbers less than or equal to 10.\n3For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more \nfor the bigger unknown and using less for the smaller unknown).  The other versions are more difficult.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "111745be-932b-4db3-806b-89544b6ac07d": {"__data__": {"id_": "111745be-932b-4db3-806b-89544b6ac07d", "embedding": null, "metadata": {"page_label": "89", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "878b739c-6b9a-406e-9883-42c825f7652f", "node_type": null, "metadata": {"page_label": "89", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "14e7c2947334ee1ddc5a2602d22c03c07c6f1a40759a5b62971257e52a8c1e70"}}, "hash": "14e7c2947334ee1ddc5a2602d22c03c07c6f1a40759a5b62971257e52a8c1e70", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGLOSSARY   |   89Table 2. Common multiplication and division situations.7\n7The first examples in each cell are examples of discrete things. These are easier for students and should be given \nbefore the measurement examples.Unknown ProductGroup Siz\ne Unknown\n(\u201cHow many in each group?\u201d \nDivision)Number of Groups Unknown\n(\u201cHow many groups?\u201d Division)\n3 \u00d7 6 = ? 3 \u00d7 ? = 18, and 18 \u00f7 3 = ? ? \u00d7 6 = 18, and 18 \u00f7 6 = ?\nEqual \nGroupsThere are 3 bags with 6 plums in each bag. How many plums are there in all?\nMeasurement example. You \nneed 3 lengths of string, each 6 inches long. How much string will you need altogether?If 18 plums are shared equally into 3 bags, then how many plums will be in each bag?\nMeasurement example. You \nhave 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be? If 18 plums are to be packed 6 to a bag, then how many bags are needed?\nMeasurement example. You \nhave 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?\nArrays,\n4 \nAr\nea5There are 3 rows of apples with 6 apples in each row. How many apples are there?\nArea example. What is the area \nof a 3 cm by 6 cm rectangle?If 18 apples are arranged into 3 equal rows, how many apples will be in each row?\nArea example. A rectangle has \narea 18 square centimeters. If one side is 3 cm long, how long is a side next to it?If 18 apples are arranged into equal rows of 6 apples, how many rows will there be?\nArea example. A rectangle has \narea 18 square centimeters. If one side is 6 cm long, how long is a side next to it?\nCompareA blue hat costs $6. A red hat costs 3 times as much as the blue hat. How much does the red hat cost?\nMeasurement example. A \nrubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does a blue hat cost?\nMeasurement example. A \nrubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat?\nMeasurement example. A \nrubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?\nGeneral a\n \n\u00d7\n \nb = ? a\n \n\u00d7\n \n? = p,  and p\n \n\u00f7\n a\n = ? ?\n \n\u00d7\n \nb = p, and p\n \n\u00f7\n \nb\n \n= ?\n4The language in the array examples shows the easiest form of array problems. \u00a0A harder form is to use the terms rows and \ncolumns: \u00a0The apples in the grocery window are in 3 rows and 6 columns. \u00a0How many apples are in there? \u00a0Both forms are valuable.\n5Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array problems \ninclude these especially important measurement situations.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "0bd8e0b5-db7e-4674-9886-92136c83aa39": {"__data__": {"id_": "0bd8e0b5-db7e-4674-9886-92136c83aa39", "embedding": null, "metadata": {"page_label": "90", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "1989ac21-92b1-4908-be55-35239805442e", "node_type": null, "metadata": {"page_label": "90", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "5b30eddae17f8259c3e98d951d1b4a10a35c5f66e57cee5ceec6844d62fd1bae"}}, "hash": "5b30eddae17f8259c3e98d951d1b4a10a35c5f66e57cee5ceec6844d62fd1bae", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSGLOSSARY   |   90Table 3. The properties of operations. Here a, b and c stand for arbitrary numbers in a given number system. The \nproperties of operations apply to the rational number system, the real number system, and the complex number \nsystem.\nAssociative property of addition (a + b) + c = a + (b + c)\nCommutative property of addition a + b  = b + a\nAdditiv\ne identity property of 0 a + 0 = 0 + a = a\nExistence of additive inverses For every a there exists \u2013a so that a + (\u2013a) =  (\u2013\na) + a = 0.\nAssociative property of multiplication (a \u00d7 b) \u00d7 c = a \u00d7  (\nb \u00d7 c)\nCommutative property of multiplication a \u00d7 b  = b \n\u00d7 a\nMultiplicative identity property of 1 a \u00d7 1 \n= 1 \u00d7 a\n = a\nExistence of multiplicative inverses For every a  \u2260\n 0 there exists 1/a so that a \u00d7 1/a\n = 1/a \u00d7 a = 1.\nDis\ntributive property of multiplication over addition a \u00d7 (b + c) = a \u00d7 b + a \u00d7 c\nTable 4. The properties of equality. Here a, b and c stand for arbitrary numbers in the rational, real, or complex number \nsystems.\nReflexive property of equality a = a\nSymmetric property of equality If a = b, then b = a.\nTransitive property of equality If a = b and b = c, then a = c.\nAddition property of equality If a = b, then a + c = b + c.\nSubtraction property of equality If a = b, then a \u2013 c = b \u2013 c.\nMultiplication property of equality If a = b, then a \u00d7 c = b \u00d7 c.\nDivision property of equality If a = b and c \u2260  0\n, then a \u00f7 c = b \u00f7 c.\nSubstitution property of equality If a = b, then b may be substituted for a  \nin any e\nxpression containing a.\nTable 5. The properties of inequality. Here a, b and c stand for arbitrary numbers in the rational or real number \nsystems.\nExactly one of the following is true: a < b, a = b, a > b.\nIf a > b and b > c then a > c.\nIf a > b, then b < a.\nIf a > b, then \u2013a < \u2013b.\nIf a > b, then a\n \n\u00b1\n \nc > b\n \n\u00b1\n \nc.\nIf a > b and c > 0, then a \u00d7\n \nc > b \u00d7\n \nc.\nIf a > b and c < 0, then a \u00d7\n \nc < b \u00d7\n \nc.\nIf a > b and c > 0, then a \u00f7\n \nc > b \u00f7\n \nc.\nIf a > b and c < 0, then a \u00f7\n \nc < b \u00f7\n \nc.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "73c05c09-ae11-44b8-b038-cccb330e8c51": {"__data__": {"id_": "73c05c09-ae11-44b8-b038-cccb330e8c51", "embedding": null, "metadata": {"page_label": "91", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2f725fcd-64a5-4e06-a742-6d902eb46c3d", "node_type": null, "metadata": {"page_label": "91", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "0bed6acaa8d68518c3441f319b27a14db30a8e1a4ebc2dae92b603ba8da33dc9"}, "3": {"node_id": "32e8fbf2-4203-4206-aaec-7aa345640e76", "node_type": null, "metadata": {"page_label": "91", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "fe4fa1f6a212627dcf1a8cd9698c134b47c5147e6c6ca31cd15fac3178466325"}}, "hash": "e6264d8d0f90db0e6c3abe1b7faf89964d11c210e7f02511794d70947a83a8e3", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSWORKS CONSULTED   |   91Sample of Works Consulted\nExisting state standards documents.\nResearch summaries and briefs provided \nto the Working Group by researchers.\nNational Assessment Governing Board, \nMathematics Framework for the 2009 \nNational Assessment of Educational Progress. U.S. Department of Education, 2008.\nNAEP Validity Studies Panel, Validity \nStudy of the NAEP Mathematics Assessment: Grades 4 and 8. Daro et al., 2007.\nMathematics documents from: Alberta, \nCanada; Belgium; China; Chinese Taipei; Denmark; England; Finland; Hong Kong; India; Ireland; Japan; Korea; New Zealand; Singapore;  Victoria (British Columbia).\nAdding it Up: Helping Children Learn \nMathematics. National Research Council, Mathematics Learning Study Committee, 2001. \nBenchmarking for Success: Ensuring \nU.S. Students Receive a World-Class Education. National Governors Association, Council of Chief State School Officers, and Achieve, Inc., 2008.\nCrossroads in Mathematics (1995) and \nBeyond Crossroads (2006). \n \nAmerican Mathematical As\nsociation of \nTwo-Year Colleges (AMATYC).\nCurriculum Focal Points for \nPrekindergarten through Grade 8 Mathematics: A Quest for Coherence. National Council of Teachers of Mathematics, 2006.\nFocus in High School Mathematics:\n \nReasoning and Sense Making. National C\nouncil of Teachers of Mathematics. \nReston, VA: NCTM.\nFoundations for Success: The Final Report \nof the National Mathematics Advisory Panel. U.S. Department of Education: Washington, DC, 2008.\nGuidelines for Assessment and Instruction \nin Statistics Education (GAISE) Report: A PreK-12 Curriculum Framework.\nHow People Learn: Brain, Mind, \nExperience, and School. Bransford, J.D., Brown, A.L., and Cocking, R.R.,eds. Committee on Developments inthe Science of Learning, Commissionon Behavioral and Social Sciences andEducation, National Research Council,1999.\nMathematics and Democracy, The Case for \nQuantitative Literacy, Steen, L.A. (ed.). National Council on Education and the Disciplines, 2001.Mathematics Learning in Early Childhood: \nPaths Toward Excellence and Equity. Cross, C.T., Woods, T.A., and Schweingruber, S., eds. Committee on Early Childhood Mathematics, National Research Council, 2009.\nThe Opportunity Equation: Transforming \nMathematics and Science Education for Citizenship and the Global Economy. The Carnegie Corporation of New York and the Institute for Advanced Study, 2009. Online: http:/ /www.opportunityequation.org/\nPrinciples and Standards for School \nMathematics. National Council of Teachers of Mathematics, 2000. \nThe Proficiency Illusion. Cronin, J., Dahlin, \nM., Adkins, D., and Kingsbury, G.G.; foreword by C.E. Finn, Jr., and M. J. Petrilli.  Thomas B. Fordham Institute, 2007. \nReady or Not: Creating a High School \nDiploma That Counts. American Diploma Project, 2004. \nA Research Companion to Principles and \nStandards for School Mathematics. National Council of Teachers of Mathematics, 2003.\nSizing Up State Standards 2008 . American \nFederation of Teachers, 2008.\nA Splintered Vision: An Investigation \nof U.S. Science and Mathematics Education. Schmidt, W.H., McKnight, C.C., Raizen, S.A., et al. U.S. National Research Center for the Third International Mathematics and Science Study, Michigan State University, 1997.\nStars By Which to Navigate? Scanning \nNational and International Education Standards in 2009. Carmichael, S.B., Wilson. W.S, Finn, Jr., C.E., Winkler, A.M., and Palmieri, S. Thomas B. Fordham Institute, 2009.\nAskey, R., \u201cKnowing and Teaching \nElementary Mathematics,\u201d American Educator, Fall 1999.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "32e8fbf2-4203-4206-aaec-7aa345640e76": {"__data__": {"id_": "32e8fbf2-4203-4206-aaec-7aa345640e76", "embedding": null, "metadata": {"page_label": "91", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "2f725fcd-64a5-4e06-a742-6d902eb46c3d", "node_type": null, "metadata": {"page_label": "91", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "0bed6acaa8d68518c3441f319b27a14db30a8e1a4ebc2dae92b603ba8da33dc9"}, "2": {"node_id": "73c05c09-ae11-44b8-b038-cccb330e8c51", "node_type": null, "metadata": {"page_label": "91", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "e6264d8d0f90db0e6c3abe1b7faf89964d11c210e7f02511794d70947a83a8e3"}}, "hash": "fe4fa1f6a212627dcf1a8cd9698c134b47c5147e6c6ca31cd15fac3178466325", "text": "Aydogan, C., Plummer, C., Kang, S. J., \nBilbrey, C., Farran, D. C., & Lipsey, \nM. W. (2005). An investigation ofprekindergarten curricula: Influenc es\non clas\nsroom characteristics and child\nengagement. Paper presented at theNAEYC.\nBlum, W., Galbraith, P. L., Henn, H-W. \nand Niss, M. (Eds) Applications and Modeling in Mathematics Education, ICMI Study 14. Amsterdam:  Springer.\nBrosterman, N. (1997). Inventing \nkindergarten. New York: Harry N. Abrams.Clements, D. H., & Sarama, J. (2009). \nLearning and teaching early math: The learning trajectories approach. New York: Routledge.\nClements, D. H., Sarama, J., & DiBiase, A.-\nM. (2004). Clements, D. H., Sarama, J., &DiBiase, A.-M. (2004). Engaging youngchildren in mathematics: Standards forearly childhood mathematics education.Mahwah, NJ: Lawrence ErlbaumAssociates.\nCobb and Moore, \u201cMathematics, Statistics, \nand Teaching,\u201d Amer. Math. Monthly 104(9), pp. 801-823, 1997.\nConfrey, J., \u201cTracing the Evolution of \nMathematics Content Standards in the United States: Looking Back and Projecting Forward.\u201d K12 Mathematics Curriculum Standards conference proceedings, February 5-6, 2007.\nConley, D.T. Knowledge and Skills for \nUniversity Success, 2008.\nConley, D.T. Toward a More Comprehensive \nConception of College Readiness\n, 2007.\nCuoco, A., Goldenberg, E. P., and Mark, \nJ., \u201cHabits of Mind: An Organizing Principle for a Mathematics Curriculum,\u201d Journal of Mathematical Behavior, 15(4), 375-402, 1996.\nCarpenter, T. P., Fennema, E., Franke, M. \nL., Levi, L., & Empson, S. B. (1999). Children\u2019s Mathematics: Cognitively Guided Instruction. Portsmouth, NH: Heinemann.\nVan de Walle, J. A., Karp, K., & Bay-\nWilliams, J. M. (2010). Elementary and Middle School Mathematics: Teaching Developmentally (Seventh ed.). Boston: Allyn and Bacon.\nGinsburg, A., Leinwand, S., and Decker, \nK., \u201cInforming Grades 1-6 Standards Development: What Can Be Learned from High-Performing Hong Kong, Korea, and Singapore?\u201d American Institutes for Research, 2009.\nGinsburg et al., \u201cWhat the United States \nCan Learn From Singapore\u2019s World-Class Mathematics System (and what Singapore can learn from the United States),\u201d American Institutes for Research, 2005.\nGinsburg et al., \u201cReassessing U.S. \nInternational Mathematics Performance: New Findings from the 2003 TIMMS and PISA,\u201d American Institutes for Research, 2005.\nGinsburg, H. P., Lee, J. S., & Stevenson-\nBoyd, J. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22(1), 1-24.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "5b92c6ef-fbd6-4480-8990-04c85b5fcfa7": {"__data__": {"id_": "5b92c6ef-fbd6-4480-8990-04c85b5fcfa7", "embedding": null, "metadata": {"page_label": "92", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "48ecd036-2532-475c-9083-a88cb84b5814", "node_type": null, "metadata": {"page_label": "92", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "374e0c905b7e25f67ff59c67d467cace41d3cca1ee8c1c353d4e90e22b92f09c"}, "3": {"node_id": "86b9ab16-8493-4afa-b3c9-dec593f0733b", "node_type": null, "metadata": {"page_label": "92", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "b742414d7ef12cd900019bb06a9c531ec1275ba3ef6f9afbb7e8ada8e916814e"}}, "hash": "3358bb08a92b93ed309d8647db625807bc6ec745cae2a805c9bfd08de5a135bb", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSWORKS CONSULTED   |   92Harel, G., \u201cWhat is Mathematics? A \nPedagogical Answer to a Philosophical \nQuestion,\u201d in R. B. Gold and R. Simons (eds.), Current Issues in the Philosophy of Mathematics from the Perspective of Mathematicians. Mathematical Association of America, 2008.\nHenry, V. J., & Brown, R. S. (2008). First-\ngrade basic facts: An investigation into teaching and learning of an accelerated, high-demand memorization standard. Journal for Research in Mathematics Education, 39, 153-183.\nHowe, R., \u201cFrom Arithmetic to Algebra.\u201d\nHowe, R., \u201cStarting Off Right in \nArithmetic,\u201d http:/ /math.arizona.\nedu/~ime/2008-09/MIME/BegArith.pdf .\nJordan, N. C., Kaplan, D., Ramineni, C., and \nLocuniak, M. N., \u201cEarly math matters: kindergarten number competence and later mathematics outcomes,\u201d Dev. Psychol. 45, 850\u2013867, 2009.\nKader, G., \u201cMeans and MADS,\u201d \nMathematics Teaching in the Middle School, 4(6), 1999, pp. 398-403.\nKilpatrick, J., Mesa, V., and Sloane, F., \n\u201cU.S. Algebra Performance in an International Context,\u201d in Loveless (ed.), Lessons Learned: What International Assessments Tell Us About Math Achievement. Washington, D.C.: Brookings Institution Press, 2007.\nLeinwand, S., and Ginsburg, A., \u201cMeasuring \nUp: How the Highest Performing State (Massachusetts) Compares to the Highest Performing Country (Hong Kong) in Grade 3 Mathematics,\u201d American Institutes for Research, 2009.\nNiss, M., \u201cQuantitative Literacy and \nMathematical Competencies,\u201d in Quantitative Literacy: Why Numeracy Matters for Schools and Colleges, Madison, B. L., and Steen, L.A. (eds.), National Council on Education and the Disciplines. Proceedings of the National Forum on Quantitative Literacy held at the National Academy of Sciences in Washington, D.C., December 1-2, 2001.\nPratt, C. (1948). I learn from children. New \nYork: Simon and Schuster.\nReys, B. (ed.), The Intended Mathematics \nCurriculum as Represented in State-Level Curriculum Standards: Consensus or Confusion? IAP-Information Age Publishing, 2006.\nSarama, J., & Clements, D. H. (2009). \nEarly childhood mathematics education research:  Learning trajectories for young children. New York: Routledge.\nSchmidt, W., Houang, R., and Cogan, L., \n\u201cA Coherent Curriculum: The Case of Mathematics,\u201d American Educator, Summer 2002, p. 4.Schmidt, W.H., and Houang, R.T., \u201cLack \nof Focus in the Intended Mathematics Curriculum: Symptom or Cause?\u201d in Loveless (ed.), Lessons Learned: What International Assessments Tell Us About Math Achievement. Washington, D.C.: Brookings Institution Press, 2007.\nSteen, L.A., \u201cFacing Facts: Achieving \nBalance in High School Mathematics.\u201d Mathematics Teacher, Vol. 100. Special Issue.\nWu, H., \u201cFractions, decimals, and rational \nnumbers,\u201d 2007, http:/ /math.berkeley.edu/~wu/ (March 19, 2008).\nWu, H., \u201cLecture Notes for the 2009 Pre-\nAlgebra Institute,\u201d September 15, 2009. \nWu, H., \u201cPreservice professional \ndevelopment of mathematics teachers,\u201d http:/ /math.berkeley.edu/~wu/pspd2.pdf.\nMassachusetts Department of Education. \nProgress Report of the Mathematics Curriculum Framework Revision Panel, Massachusetts Department of Elementary and Secondary Education, 2009. \nwww.doe.mass.edu/boe/docs/0509/\nitem5_report.pdf.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "86b9ab16-8493-4afa-b3c9-dec593f0733b": {"__data__": {"id_": "86b9ab16-8493-4afa-b3c9-dec593f0733b", "embedding": null, "metadata": {"page_label": "92", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "48ecd036-2532-475c-9083-a88cb84b5814", "node_type": null, "metadata": {"page_label": "92", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "374e0c905b7e25f67ff59c67d467cace41d3cca1ee8c1c353d4e90e22b92f09c"}, "2": {"node_id": "5b92c6ef-fbd6-4480-8990-04c85b5fcfa7", "node_type": null, "metadata": {"page_label": "92", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "3358bb08a92b93ed309d8647db625807bc6ec745cae2a805c9bfd08de5a135bb"}}, "hash": "b742414d7ef12cd900019bb06a9c531ec1275ba3ef6f9afbb7e8ada8e916814e", "text": "ACT College Readiness Benchmarks\u2122 \nACT College Readiness Standards\u2122ACT National Curriculum Survey\u2122Adelman, C., The Toolbox Revisited: Paths \nto Degree Completion From High \nSchool Through College, 2006. \nAdvanced Placement Calculus, Statistics \nand Computer Science Course Descriptions. May 2009, May 2010. College Board, 2008. \nAligning Postsecondary Expectations and \nHigh School Practice: The Gap Defined (ACT: Policy Implications of the ACT National Curriculum Survey Results 2005-2006). \nCondition of Education, 2004: Indicator \n30, Top 30 Postsecondary Courses, U.S. Department of Education, 2004. \nCondition of Education, 2007: High School \nCourse-Taking. U.S. Department of Education, 2007. \n Crisis at the Core: Preparing All Students \nfor College and Work, ACT. \nAchieve, Inc., Florida Postsecondary \nSurvey, 2008. \nGolfin, Peggy, et al. CNA Corporation. \nStrengthening Mathematics at the Postsecondary Level: Literature Review and Analysis, 2005. Camara, W.J., Shaw, E., and Patterson, \nB. (June 13, 2009). First Year Englishand Math College Coursework. CollegeBoard: New York, NY (Available fromauthors).\nCLEP Precalculus Curriculum Survey: \nSummary of Results. The College Board, 2005.\nCollege Board Standards for College \nSuccess: Mathematics and Statistics. College Board, 2006.\nMiller, G.E., Twing, J., and Meyers, \nJ. \u201cHigher Education ReadinessComponent (HERC) Correlation Study.\u201dAustin, TX: Pearson.\nOn Course for Success: A Close Look at \nSelected High School Courses That Prepare All Students for College and Work, ACT. \nOut of Many, One: Towards Rigorous \nCommon Core Standards from the Ground Up. Achieve, 2008.\nReady for College and Ready for Work: \nSame or Different? ACT. \nRigor at Risk: Reaffirming Quality in the \nHigh School Core Curriculum, ACT.\nThe Forgotten Middle: Ensuring that All \nStudents Are on Target for College and Career Readiness before High School, ACT. \nAchieve, Inc., Virginia Postsecondary \nSurvey, 2004. \nACT Job Skill Comparison Charts.\nAchieve, Mathematics at Work, 2008.The American Diploma Project Workplace \nStudy. National Alliance of Business \nStudy, 2002. \nCarnevale, Anthony and Desrochers, \nDonna.  Connecting Education Standards and Employment: Course-taking Patterns of Young Workers, 2002. \nColorado Business Leaders\u2019 Top Skills, \n2006. \nHawai\u2019i Career Ready Study: access to \nliving wage careers from high school, 2007.\nStates\u2019 Career Cluster Initiative. Essential \nKnowledge and Skill Statements\n, 2008. \nACT W orkK\neys Occupational Profiles\u2122.\nProgram for International Student \nAssessment (PISA), 2006.\u00a0\nTrends in International Mathematics and \nScience Study (TIMSS), 2007.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}, "06e9939f-7b10-4758-81a0-22f647f9d1cf": {"__data__": {"id_": "06e9939f-7b10-4758-81a0-22f647f9d1cf", "embedding": null, "metadata": {"page_label": "93", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "c990b4af-2cf2-4844-b857-b4d021879509", "node_type": null, "metadata": {"page_label": "93", "file_name": "ADA-Compliant-Math-Standards.pdf"}, "hash": "5566daadb004ff2d75b7c2aaf70274d2c7c36fcfd24419a082257e449f1230d8"}}, "hash": "d0ec219717c882c2fef520bc6c417464d41be807c2a9a9dcff6a6e1233fc1c0a", "text": "COMMON CORE STATE STANDARDS for MATHEMATICSWORKS CONSULTED   |   93International Baccalaureate, Mathematics \nStandard Level, 2006.\nUniversity of Cambridge International \nExaminations: General Certificate of \nSecondary Education in Mathematics, 2009.\nEdExcel, General Certificate of Secondary \nEducation, Mathematics, 2009.\nBlachowicz, Camille, and Fisher, Peter. \n\u201cVocabulary Instruction.\u201d In Handbook \nof Reading Research, Volume III, edited by Michael Kamil, Peter Mosenthal, P. 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Lobato (ed.), Teaching and Learning Mathematics: Translating Research to the Secondary Classroom, Reston, VA: NCTM.\nMoschkovich, Judit N. \u201cExamining \nMathematical Discourse Practices,\u201d For the Learning of Mathematics 27\n(March \n2007): 24-30. \nMoschkovich, Judit N. \u201cUsing Two \nLanguages when Learning Mathematics: How Can Research Help Us Understand Mathematics Learners Who Use Two Languages?\u201d Research Brief and Clip, National Council of Teachers of Mathematics, 2009 http:/ /www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_12_Using_2.pdf . \n(accessed November 25, 2009).\nMoschkovich, J.N. (2007) Bilingual \nMathematics Learners: How views of language, bilingual learners, and mathematical communication impact instruction. In Nasir, N. and Cobb, P. (eds.), Diversity, Equity, and Access to Mathematical Ideas. New York: Teachers College Press, 89-104. \nSchleppegrell, M.J.  (2007). The linguistic \nchallenges of mathematics teaching and learning: A research review.  Reading & Writing Quarterly, 23:139-159.\nIndividuals with Disabilities Education Act \n(IDEA), 34 CFR \u00a7300.34 (a). (2004).\nIndividuals with Disabilities Education \nAct (IDEA), 34 CFR \u00a7300.39 (b)(3).  (2004). \nOffice of Special Education Programs, \nU.S. Department of Education. \u201cIDEA Regulations: Identification of Students with Specific Learning Disabilities,\u201d 2006.\nThompson, S. J., Morse, A.B., Sharpe, \nM., and Hall, S.,  \u201cAccommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,\u201d  2nd Edition. Council of Chief State School Officers, 2005.", "start_char_idx": null, "end_char_idx": null, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n"}, "__type__": "1"}}, "docstore/ref_doc_info": {"f5c30235-f29e-4fc3-96a9-c65e2247199a": {"node_ids": ["882fe156-18b5-4e25-89e3-64f319c71eab", "b7ea5d4a-d3c5-4666-a4da-75ac5653a2eb", "c6459016-97af-4c5f-be70-8e0e329485db", "042db15a-2ec4-4b6a-a3d5-657c96815ec9", "1b47f06e-9a14-4740-a3e2-5d65745207d3", "f4375e71-2bf7-41c0-a7e5-f0601f4a3602"], "metadata": {}}, "28ba2f93-1501-467a-bf56-92a1635cd49b": {"node_ids": ["71442250-a601-4d63-bf0b-608e97c2b789", "765708b2-438d-4b36-b93a-4c0c4b88a6b7", "fd2c6def-f875-48ce-8a22-80c4da6c4d1b", "580c3c8a-bc10-4638-b012-615e0d3d05c6", "c074d529-cc45-4898-af34-19d7162c15e7", "2fa6bd10-952d-4b94-b11c-ced03ee2fadb", "fbb0ca75-b927-4f42-8dad-513366a85d1b", "5a7fad26-f942-4946-a15a-61cfe5160930", "2cb0a991-09d7-42e0-be34-63c712e6c751", 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